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.
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1 | Identify operational requirements for the project | 1.1 | Review initial design specifications for project |
| 1.2 | Analyse proposed requirements, including operational requirements, manning levels and expertise required for the proposed works |
| 1.3 | Document operation review as required by the project |
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2 | Review design | 2.1 | Review design for operational safety of proposed works |
| 2.2 | Contribute operational expertise to systematic safety review process as part of the project team |
| 2.3 | Review instrumentation and controls for operability |
| 2.4 | Review control sequences and control screen layouts for operability considerations |
| 2.5 | Document operability reviews of design as required by the project |
|
3 | Develop procedures and training to meet project needs | 3.1 | Develop procedures for commissioning and/or operations |
| 3.2 | Develop training materials for operators based on design information |
| 3.3 | Review operator training and procedures with project design team |
| 3.4 | Document procedures, training and reviews as required by the project |
Evidence required to demonstrate competence in this unit must be relevant to and satisfy the requirements of the elements and performance criteria, and include the ability to:
analyse and interpret schematics, technical information, performance data and operational practices
review project designs for safety and operability issues
communicate and negotiate effectively with internal and external stakeholders
clearly convey complex/technical information in writing
use language, structures and formats that are appropriate to information needs, the reader and organisation requirements.
Evidence must be provided that demonstrates knowledge 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 (e.g. to the extent of writing chemical equations and identifying factors controlling reaction rate and yield or equivalent, or determining mass or heat transfer rates for a process)
organisational operating procedures and training materials
safety review procedures and techniques (e.g. hazard and operability study (HAZOP))
systems operating parameters, system integrity limits, product specifications and tolerances
process control philosophies and strategies
principles of operation of plant/equipment
hierarchy of control
hazards that may arise in the job/work environment. and:
their possible causes
potential consequences
appropriate risk controls.
The unit should be assessed holistically and the judgement of competence based on a holistic assessment of the evidence.
The collection of performance evidence is best done from a report and/or folio of evidence drawn from:
a single project which provides sufficient evidence of the requirements of all the elements and performance criteria
multiple smaller projects which together provide sufficient evidence of the requirements of all the elements and performance criteria.
A third-party report, or similar, may be needed to testify to the work done by the individual, particularly when the project has been done as part of a project team.
Assessment should use a real project in an operational workplace. Where this is not possible or practical, assessment must occur using a sufficiently rigorous simulated environment reflecting realistic operational workplace conditions. This must cover all aspects of workplace performance, including environment, task skills, task management skills, contingency management skills and job role environment skills.
Knowledge evidence may be collected concurrently with performance evidence or through an independent process, such as workbooks, written assessments or interviews (provided a record is kept).
Assessment processes and techniques must be appropriate to the language, literacy and numeracy requirements of the work being performed and the needs of the candidate.
Conditions for assessment must include access to all tools, equipment, materials and documentation required, including relevant workplace procedures, product and manufacturing specifications associated with this unit.
The regulatory framework will be reflected in workplace policies and procedures and is not required to be independently assessed.
Foundation skills are integral to competent performance of the unit and should not be assessed separately.
Assessors must satisfy the assessor competency requirements that are in place at the time of the assessment as set by the VET regulator.
In addition, the assessor or anyone acting in subject matter expert role in assessment must demonstrate both technical competency and currency. If the assessor cannot demonstrate technical competency and currency they must assess with a subject matter expert who does meet these requirements.
Technical competence can be demonstrated through one or more of:
relevant VET or other qualification/Statement of Attainment
appropriate workplace experience undertaking the type of work being assessed under routine and non-routine conditions
appropriate workplace experience supervising/evaluating the type of work being assessed under routine and non-routine conditions
Currency can be demonstrated through one or more of:
being currently employed undertaking the type of work being assessed
being employed by the organisation undertaking the type of work being assessed and having maintained currency in accordance with that organisation’s policies and procedures
having consulted/had contact with an organisation undertaking the type of work being assessed within the last twelve months, the consultation/contact being related to assessment
conducting on-the-job training/assessments of the type of work being assessed
being an active member of a relevant professional body and participating in activities relevant to the assessment of this type of work.