- PMAOPS402A - Respond to abnormal process situations
Assessor Resource
PMAOPS402A
Respond to abnormal process situations
Assessment tool
Version 1.0
Issue Date: June 2024
In a typical scenario, a senior technician or para-professional investigates a plant unit/part of the process which is not performing as well as it has/as expected. They methodically investigate this technical problem, come to a conclusion as to the cause and then initiate appropriate corrective action. The corrective action may well be beyond the scope of competency and responsibility of the person to implement. This unit applies to problems which are not solvable by direct observation and require systematic investigation:
damage to/wear of tower trays
internal leaks of heat exchangers
collapse of/channelling in tower/column/vessel packing
The technician would:
clarify the problem
analyse problem cause(s)
recommend a solution to the problem.
Generally the technician would work alone for this unit, although the ability to communicate with all internal and external stakeholders is vital.
This unit applies an in depth knowledge of process and plant to the recognition and solving of more complex/less obvious process/plant/ technical problems.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Prerequisites
MSAPMSUP390A
Use structured problem solving tools
Employability Skills
This unit contains employability skills.
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The Evidence Guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package. | ||
Overview of assessment | Assessment of this unit should include demonstrated competence on actual plant and equipment in a work environment. The unit will be assessed in as holistic a manner as is practical and may be integrated with the assessment of other relevant units of competency. Assessment will occur over a range of situations which will include a range of problems, problem causes and environments. Simulation may be required to allow for assessment of parts of this unit. Simulation should be based on the actual problems and should include the use of case studies/scenarios and role plays. This unit of competency requires a significant body of knowledge which will be assessed through questioning and the use of what-if scenarios. | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Competence must be demonstrated in the ability to define and analyse the problem as well as deal with the stakeholders. The stakeholders should be satisfied with the solution, as well as the solution being technically sound. Consistent performance should be demonstrated. In particular look to see that: different types of problems can be analysed and resolved different types of stakeholders can be satisfied the range of possible causes can be identified and analysed and the most likely cause determined appropriate action is taken. These aspects may be best assessed using a range of scenarios/case studies/what-ifs. These assessment activities should include a range of problems, including new, unusual and improbable situations which may have been generated from the past history and similar sources. | |
Context of and specific resources for assessment | Assessment will require a suitable method of gathering evidence of problem solving ability over a range of situations. A bank of scenarios/case studies/what-ifs will be required as will a bank of questions which will be used to probe the reasoning behind the observable actions. | |
Method of assessment | In all plants it may be appropriate to assess this unit concurrently with relevant teamwork and communication units. | |
Guidance information for assessment | Assessment processes and techniques must be culturally appropriate and appropriate to the oracy, language and literacy capacity of the assessee and the work being performed. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
This describes the essential skills and knowledge and their level, required for this unit. |
Required skills |
This unit requires skills of: analysis problem solving negotiation communication basic mathematics |
Required knowledge |
Competence includes a deep understanding of: plant equipment, its characteristics and limitations impact of variations in plant/process and the distinctive signs of each variation process chemistry, physics and biochemistry as relevant, eg to the extent of writing chemical equations and identifying factors controlling reaction rate and yield or equivalent problem isolation techniques problem analysis techniques organisation approval processes |
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. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs if the candidate, accessibility of the item, and local industry and regional contexts. | |
Codes of practice/ standards | Where reference is made to industry codes of practice, and/or Australian/international standards, the latest version must be used. |
Context | This unit of competency includes problems in the plant, plant equipment or process which may make itself evident through lower quality, lower rates, greater variability or greater difficulty in control. |
Health, safety and environment (HSE) | All operations to which this unit applies are subject to stringent health, safety and environment requirements, which may be imposed through State or Federal legislation, and these must not be compromised at any time. Where there is an apparent conflict between Performance Criteria and HSE requirements, the HSE requirements take precedence. |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
---|---|---|---|
Compare current performance with expected/historic performance | |||
Identify plant/process areas with poor performance | |||
Check the impact of routine adjustments to improve performance | |||
Identify problems not solved by the routine solutions. | |||
Apply problem isolation techniques to isolate problem to a small part of the plant/process | |||
Quantify the effect of the problem in operational terms | |||
Postulate possible causes of the problem | |||
Identify types of evidence for each possible cause | |||
Investigate problem to accumulate evidence of cause type | |||
Analyse data to confirm cause of problem | |||
Determine the level of severity of the problem, priority of any required action. | |||
Discuss possible solutions to cause with relevant people | |||
Determine whether a quick fix is needed | |||
Arrange for implementation of quick fix if required | |||
Check effectiveness of quick fix and take appropriate action | |||
Agree required solution with appropriate people | |||
Arrange for required solution to be undertaken in appropriate time frame | |||
Follow items initiated through until final resolution has occurred | |||
Check effectiveness of solution and take appropriate action | |||
Complete reports to procedure. |
Forms
Assessment Cover Sheet
PMAOPS402A - Respond to abnormal process situations
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
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Assessment Record Sheet
PMAOPS402A - Respond to abnormal process situations
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
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