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.
Installation
Installation may involve/require glass components, moulding/trims, mirrors, sun visors, aerials, electrical and mechanical components, rubbers and locking strips.
WHS
WHS requirements are to be in accordance with legislation/regulations/codes of practice and enterprise safety policies and procedures. This may include protective clothing and equipment, use of tooling and equipment, workplace environment and safety, handling of materials, use of fire fighting equipment, enterprise first aid, hazard control and hazardous materials and substances.
Personal protective equipment
Personal protective equipment is to include that prescribed under legislation/regulation/codes of practice and workplace policies and practices.
Safe operating procedures
Safe operating procedures are to include, but are not limited to operational risk assessment and treatments associated with vehicular movement, toxic substances, electrical safety, machinery movement and operation, manual and mechanical lifting and shifting, working in proximity to others and worksite visitors.
Emergency procedures
Emergency procedures related to this unit are to include, but are not limited to emergency shutdown and stopping of equipment, extinguishing fires, enterprise first aid requirements and worksite evacuation.
Environmental requirements
Environmental requirements are to include but are not limited to waste management, noise, dust and clean-up management
Quality requirements
Quality requirements are to include, but are not limited to regulations, including Australian Standards, internal company quality policy and standards and enterprise operations and procedures.
Statutory/regulatory authorities
Statutory/regulatory authorities may include Federal, State/Territory and local authorities administering acts, regulations and codes of practice.
Tooling and equipment
Tooling and equipment may include hand tooling, power tooling, cleaning equipment, sealing equipment, lifting and supporting equipment, scaffolds and cutting equipment.
Materials
Materials may include adhesives, solvents, parts, moulding/trim, rubbers, locking strips and cleaning materials.
Communications
Communications are to include, but are not limited to verbal and visual instructions and fault reporting and may include worksite specific instructions, written instructions, plans or instructions related to job/task, telephones and pagers.
Information/documents
Sources of information/documents may include:
verbal or written and graphical instructions, signage, work schedules/plans/specifications, work bulletins, memos, material safety data sheets, diagrams or sketches
safe work procedures related to removal and installation of rubber and urethane glazed windscreens
regulatory/legislative requirements pertaining to working with glass
engineer's design specifications and instructions
organisation work specifications and requirements
instructions issued by authorised enterprise or external persons
Australian Standards.

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
It is essential that competence is fully observed and there is ability to transfer competence to changing circumstances and to respond to unusual situations in the critical aspects of:
observing safety procedures and requirements
communicating effectively with others involved in or affected by the work
selecting methods and techniques appropriate to the circumstances
completing preparatory activity in a systematic manner
removing and installing a range of rubber/urethane glazed windscreens
completing workplace records.
Context of, and specific resources for assessment
Application of competence is to be assessed in the workplace or simulated worksite.
Assessment is to occur using standard and authorised work practices, safety requirements and environmental constraints.
Assessment is to comply with regulatory requirements, including Australian Standards.
The following resources should be made available:
workplace location or simulated workplace
materials relevant to removal and installation of rubber and urethane glazed windscreens
equipment, hand and power tooling appropriate to removal and installation of rubber and methane glazed windscreens
activities covering mandatory task requirements
specifications and work instructions.
Method of assessment
Assessment must satisfy the endorsed assessment guidelines of the automotive industry's RS&R Training Package.
Assessment methods must confirm consistency and accuracy of performance 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 may be applied under project related conditions and require evidence of process.
Assessment must confirm a reasonable inference that competence is able not only to be satisfied under the particular circumstance, but is able to be transferred to other circumstances.
It is preferable that assessment reflects a process rather than an event and occurs over a period of time to cover varying quality circumstances. Evidence of performance may be provided by customers, team leaders/members or other persons subject to agreed authentication arrangements.
Competence in this unit may be assessed in conjunction with other functional units which together form part of the holistic work role.
Guidance information for assessment