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.
Statistical task must include:
probability
permutation
combinations
distribution
mean
median
mode
deviation
statistical modelling
Appropriate personnel may include:
supervisor
colleague
foreman
team leader
supervising engineer
teacher
Sources of computational data may include:
tables
graphs
Resources may include:
computer
scientific calculator
engineering tables and graphs
regulations and codes of practices
Features of a scientific calculator may include:
arithmetic functions
trigonometric functions
inverse trigonometric functions
exponentials and logarithmic functions
reciprocals
scientific number representation
engineering number representation
rectangular to polar conversions
Enterprise procedures may include:
the use of tools and equipment
instructions, including job sheets, cutting lists, plans, drawings and designs
reporting and communication
manufacturers' specifications and operational procedures

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
The candidate should demonstrate the ability to:
apply statistical methods and use appropriate computer programs for quality control and reliability evaluation.
perform a range of statistical computation to obtain enumerated data on quality systems and reliability of outputs in different engineering contexts.
Context of and specific resources for assessment
Access to the workplace and resources including:
documentation that should normally be available in a water industry organisation
workplace specific equipment and technology
supervision and experienced team members to provide observations, feedback and third party reports
enterprise operating procedures and work allocation
relevant codes, standards, and government regulations.
Where applicable, physical resources should include equipment modified for people with disabilities.
Access must be provided to appropriate learning and/or assessment support when required.
Assessment processes and techniques must be culturally appropriate, and appropriate to the language and literacy capacity of the candidate and the work being performed.
Validity and sufficiency of evidence require that:
competency will need to be demonstrated over a period of time reflecting the scope of the role and the practical requirements of the workplace
where the assessment is part of a structured learning experience the evidence collected must relate to a number of performances assessed at different points in time and separated by further learning and practice
a decision of competence should only be made when the assessor has complete confidence in the person’s competence over time and in various contexts
all assessment that is part of a structured learning experience must include a combination of direct, indirect and supplementary evidence
where assessment is for the purpose of recognition (RCC/RPL), the evidence provided will need to be authenticated and show that it represents competency demonstrated over a period of time
assessment can be through simulated project-based activity and must include evidence relating to each of the elements in this unit.
In all cases where practical assessment is used it will be combined with targeted questioning to assess the underpinning knowledge. Questioning will be undertaken in a manner appropriate to the skill levels of the candidate, any cultural issues that may affect responses to the questions, and reflecting the requirements of the competency and the work being performed.