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.
Inspection should be planned with the appropriate parties to determine access, conditions and work requirements.
Systems can refer to boiler automatic control systems, furnace safeguard supervision system, gas turbine control system, water ingress protection system, ashing system, water treatment plant control system, conveyor systems, sootblower system, generator cooling system, generator excitation system, annunciator system and flame surveillance system, emergency shutdown systems, turbine compressor set control systems, compressor station control systems, gas turbine generator control systems, bore control systems, distributive control systems and complex fire/security systems.
Materials may include cables, solder/flux, lubricants, cleaning solvents, contact cleaners, connectors, adhesive and sealants.
Components may include power supplies, relays, PLC input/output blocks, printed circuit boards, protection devices, switches, transformers, servo valves, positioners, converters, controllers, function cards and transmitters.
Test and measurement instruments may include multimeter, decade box, d.c. I/V standard, potentiometer, hand-held communicator/programmer, frequency counter, function generator, CRO, LCR bridge, logic analyser and specialised test equipment.
Fault finding and diagnostic techniques may include linear approach, half split rule, sensory detection, insulation/resistance and continuity tests.
Fault indicators may include indication lamps, LED’s, alarms and flag relays.
Work may be performed with system on line
Work completion details may include plant and maintenance records, job cards, check sheets and on device labelling updates.
Work site environment may be affected by nearby plant or processes, e.g. heat, noise, dust, oil, water and chemical.
Isolations can refer to electrical/mechanical or other associated processes.
Generic terms are used throughout this Training Package for vocational standard shall be regarded as part of the Range Statement in which competency is demonstrated. The definition of these and other terms are given in Section 2.1 Preliminary Information and Glossaries.

EVIDENCE GUIDE
9) Evidence Guide: This provides essential advice for assessment of the competency standard unit and must be read in conjunction with the Performance Criteria and the Range Statement of the competency standard unit and the Training Package Assessment Guidelines.
The Evidence Guide forms an integral part of this Competency Standard 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)

Longitude 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’s 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 accord with Industry and, Regulatory policy in this regard.
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. Hence, sources of evidence need to be ‘rich’ in nature so as to minimise error in judgment.
Activities associated with normal every day 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 of this Training Package.

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

Before the critical aspects of evidence are considered all pre-requisites shall be met.
Evidence for competence in this unit shall be considered holistically. Each element and associated Performance Criteria shall be demonstrated on at least two occasions in accordance with the “Assessment Guidelines - UEP12”. Evidence shall also comprise:
A representative body of work performance demonstrated within the timeframes 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 Statement
Apply sustainable energy principles and practices as specified in the Performance Criteria and Range Statement
Demonstrate an understanding of the essential knowledge and associated skills as described in 6) Essential Knowledge and Associated Skills of this unit
Demonstrate an appropriate level of employability skills
Conduct work observing the relevant Anti Discrimination legislation, regulations, polices and workplace procedures
Demonstrated performance across a representative range of contexts from the prescribed items below:
Evidence of recognition of potential hazards in the workplace.
Evidence that symbols are identified and used for Occupational Health and Safety signs.
Dealing with an unplanned event by drawing on Essential Knowledge and Skills to provide appropriate solutions incorporated in the holistic assessment with the above listed items.
Knowledge and application of relevant sections of: Occupational Health and Safety legislation; Statutory legislation; Enterprise/site safety procedures; Enterprise/site emergency procedures
Preparation and planning of work, Verification techniques, Diagnostic and fault finding techniques and procedures associated with electrical work,, Repair techniques and procedures, Completion of work procedures

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.
Competency Standards should be assessed in the workplace or simulated workplace and under the normal range of workplace conditions.
Assessment of this unit will be supported with documentary evidence, by means of endorsement stating type and application of work.
In addition to the resources listed above in Context of assessment’, evidence should show competency working, in limited spaces, with different types of plant and equipment as well as different structural/construction types and method and in a variety of environments.

Method of assessment
9.4)

This unit shall be assessed by methods given in Section 1.3.00 Assessment Guidelines.
Note:
Competent performance with inherent safe working practices is expected in the Industry to which this unit applies. This requires that the specified essential knowledge and associated skills are assessed 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 recommended concurrent assessments with this unit, however in some cases efficiencies may be gained in terms of learning and assessment effort being concurrently managed with allied competency standard units where listed.
Nil