Application
This unit of competency supports experienced workers or supervisors who are demonstrating work skills in the workplace. The focus of this instruction is usually on specific learner and organisational requirements, including workplace induction, learning how to operate new waste equipment, developing new skills at work, improving efficiency and effectiveness, and following safety processes and procedures.
Prerequisites
Not applicable.
Elements and Performance Criteria
1 | Organise instruction and demonstration. | 1.1 | Information about learner characteristics and their learning needs is gathered. |
1.2 | Safe and comfortable learning environment to conduct training is established using interpersonal skills and according to personnel training plans. | ||
1.3 | Learners are notified of the training details. | ||
1.4 | Instruction and demonstration objectives are sourced and checked, and assistance is sought if required. | ||
1.5 | Learning resources and learning materials on waste characteristics, waste streams or waste categories, contamination, potential emergencies and emergency response plan are obtained and checked for relevance. | ||
1.6 | Emergency response systems are reviewed, and equipment and emergency and personal protective equipment (PPE) required for the demonstration are organised. |
2 | Instruct on waste hazard identification and emergency responses. | 2.1 | Learning program or delivery plan is followed using emergency response plan to ensure all learning objectives are delivered pertaining to potential hazards and risks, service specialists, OHS requirements and legislation and codes. |
2.2 | Information on existing site safety plan, emergency systems and equipment, and emergency and PPE is incorporated into the training. | ||
2.3 | Hazardous and dangerous waste and non-conforming waste are identified. | ||
2.4 | Emergency escape details, containment and isolation of emergency situation and clean-up are discussed. | ||
2.5 | Techniques are used to structure, pace and enhance learning. | ||
2.6 | Communication skills are used to provide information, instruct learners and demonstrate relevant work skills. | ||
2.7 | Opportunities for practice are provided during instruction and through activities. | ||
2.8 | Feedback on learner performance is provided and discussed to support learning. |
3 | Review and document training processes. | 3.1 | Measures are used to ensure learners are acquiring and can use emergency response and hazard identification skills and knowledge. |
3.2 | Review and reflection on personal delivery are undertaken. | ||
3.3 | Learner records are maintained, stored and secured according to organisational requirements. |
Required Skills
Required skills |
identification of waste types, including: streams, non-conformances and characteristics unanticipated waste interpersonal skills to: engage, motivate and connect with learners act without bias maintain relationships provide guidance establish trust use body language maintain humour respect others manage a group recognise and interact sensitively to individual and cultural differences and diversity respond to individual’s particular learning needs observation skills to: monitor learner acquisition of new skills and knowledge assess learner communication and interaction with others identify learner concerns recognise learner readiness to take on new skills or tasks reading skills to: interpret learning resources interpret organisational procedures self-management skills to: organise work methodically conduct group problem solving source, organise and apply information use applicable information technology operate audiovisual and technical equipment list options, using procedures such as brainstorming develop diagnostic techniques use PPE oral communication skills to: ask and answer questions listen actively explain activities provide constructive feedback provide information written communication skills for: writing learning material documentation |
Required knowledge |
content and requirements of learning program or delivery plan, including: learning resources and learning materials sources and availability of resources learning principles, including: learning and experience adult learning learner characteristics and needs OHS requirements, including: roles and responsibilities of key personnel in learning environment policies and procedures, including hazard identification, risk assessment, safe use of equipment and emergency procedures hazard identification and risk controls for the specific learning environment OHS hierarchy of control standard emergency response requirements: waste types and implications in emergency situations components, features and layout of emergency response plans organisational policy and procedures in relation to emergency response first aid requirements for likely hazards and risks in work environment methods of containment and isolation of emergencies potential hazards and risks training techniques that enhance learning and diversity, including: instructions and explanations asking questions practice group or team activities individual activities demonstration waste management provision, including: business methods and operations client requirements duty of care hazard and risk identification organisational requirements environmental agencies industry standards, legislation and codes reporting requirements standard operation of waste processing plant waste non-conformance procedures waste processing plant types waste types, stream and characteristics |
Evidence Required
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 | This unit of competency could be assessed by observation of practical demonstration in the workplace or in a simulated environment of conducting training on hazard identification and waste emergency responses. |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | A person who demonstrates competency in this unit must be able to provide evidence of the required skills and knowledge specified in this unit. In particular the person should demonstrate the ability to: apply knowledge of waste emergency response processes and hazard identification plan learning programs suitable to different learner styles train staff in emergency response processes and hazard identification review training conducted and update training records. |
Context of and specific resources for assessment | Assessment of essential underpinning knowledge may be conducted in an off-site context. It is to comply with relevant regulatory or Australian standards’ requirements. Resource implications for assessment include: work plans and approved specifications forms and procedures manuals reports. |
Method of assessment | Training in waste emergency response and hazard identification must comply with industry expectations in the particular client environment. If the environment is narrowly defined or is not representative of industry needs, it may be necessary to refer to portfolio case studies to assess competency in training staff in this field. Assessment methods must: satisfy the endorsed Assessment Guidelines of the Property Services Training Package include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application reinforce the integration of employability skills with workplace tasks and job roles confirm that competency is verified and able to be transferred to other circumstances and environments. |
Guidance information for assessment | Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support. Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed. This unit could be assessed on its own or in combination with other units relevant to the job function, for example: CPPCMN3001B Participate in environmentally sustainable work practices CPPWMT3011A Respond to waste emergencies CPPWMT3044A Identify wastes and hazards. |
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. | |
Learner characteristics may include: | language, literacy and numeracy levels learning styles past learning work experience. |
Safe and comfortable learning environment may include: | safe access exit requirements use of equipment, including PPE. |
Interpersonal skills may include: | actively listening adjusting personal language and manner to learners communicating clearly and effectively engaging and motivating learners maintaining appropriate body language. |
Personnel training plans may include: | alarm systems containment and isolation procedures evacuation plans readiness for various types of potential emergencies reporting and shut-down procedures selection and use of PPE storage systems. |
Details may include: | attendance requirements location proposed outcome of training reason for instruction or demonstration. |
Instruction and demonstration objectives may include: | competencies to be achieved individual or group objectives learning outcomes proposed skill development. |
Learning resources | CDs and audio tapes competency standards language, literacy and numeracy support resources manuals organisational learning resources emergency response plans record and log books support material, including: assessment material case studies learner and user guides professional development materials trainer or facilitator guides. |
Learning materials may include: | activity sheets assignments case studies handouts for learners materials sourced from the workplace material, such as: operating procedures specifications presentations PowerPoint and notes projects research tasks role plays scenarios subject information sheets workbooks worksheets. |
Waste characteristics may include: | density level of contamination quality shape size volume weight. |
Waste stream may include: | construction and demolition dangerous goods green waste hazardous substances municipal waste. |
Waste categories may include: | solid (non-hazardous), e.g. construction and demolition liquid (non-hazardous), e.g. chemical and aqueous hazardous – regulated, prescribed, quarantined, medical and clinical recoverable resources, e.g. recyclable and green waste. |
Contamination may include: | exposure to sunlight infestation mixing with other waste types rot or mould waterlogging. |
Emergency may include: | external: airplane crash bushfire civil disturbance explosion flood hazardous material motor vehicle accident fallen powerlines storm toxic emission terrorism internal: bomb threat civil disturbance contamination equipment malfunction fire gas leak machinery malfunction medical emergency security breach spill. |
Emergency response plan may include: | chain of command or supervision in an emergency cleaning up containing emergency emergency communication system and central control emergency evacuation procedures, including emergency escape route emergency response teams equipment or plant isolation or shut-down evacuation first aid making site safe names or regular job titles of person or department to be contacted for further information or explanation of duties under the plan notifying authorities preferred means for reporting fires and other emergencies procedures to account for all employees after emergency evacuation has been completed procedures to be followed by personnel who remain to perform or shut down critical plant operation before site is evacuated rescue and medical duties for those employees who are to perform them security measures training vehicle contact with overhead wires using PPE. |
Emergency response systems may include: | communication systems emergency lighting PPE regulated waste identification, including: classification of dangerous goods communications equipment first aid hazardous class HAZCHEM codes packaging group number. |
Emergency and personal protective equipment must include: | communications equipment eye protection, such as goggles and protective glasses eyewash kit fire extinguishers first aid kit footwear hearing protection material safety data sheets (MSDS) spill kit overalls and protective clothing. |
Emergency and personal protective equipment could also include: | breathing apparatus emergency procedure guides face shield or mask gloves hard hats. |
Personal protective equipment | cleaned and fitted according to organisational requirements, manufacturer specifications and OHS requirements worn when required according to organisational requirements stored according to organisational requirements. |
Learning program may include: | overview of content to be covered in each segment of program assessment methods and tools to be used to collect evidence of competency where assessment is required competencies or other criteria to be achieved delivery methods for each segment of the learning program identification of assessment points to measure learner progress learning resources, learning materials and activities for each segment of learning program number and duration of training sessions and overall timelines OHS issues to be addressed in each segment emergency response plan requirements, such as: documented in format that is understandable to all personnel and complies with organisational requirements displayed and housed in personnel work areas to ensure availability for immediate referral monitored and evaluated, with modifications made where appropriate to reduce impact of an emergency and ensure compliance with organisational requirements, OHS requirements and legislation and codes specific learning outcomes derived from criteria for each segment of learning program. |
Delivery plan may include: | content of sessions as specified in session plans individual or group learning objectives or outcomes to be addressed number of learners and their specific support requirements OHS considerations other resource considerations timelines and duration of activities within sessions. |
Potential hazards and risks are those identified by the organisation that may lead to: | damage to plant, vehicle or property harm to the environment illness or injury to employees, contractors or the public injuries resulting from manual handling and repetitive work. |
Potential hazards and risks may include: | broken glass broken metal compaction equipment contamination dust fire gases and fumes hazardous waste (e.g. sharps) narrow driveways other vehicles and equipment overhanging signs projectiles spark-producing equipment unguarded conveyor belts weather. |
Service specialists may include: | ambulance service fire brigade medical service police department organisational personnel environmental protection agencies. |
OHS requirements may include: | organisational OHS reporting and audit systems organisational policy duty of care incident reporting PPE safe work procedures safety briefing site-specific safety rules. |
Legislation and codes may include: | codes, including: Australian Code for the Transport of Dangerous Goods by Road and Rail industry commonwealth, state and territory legislation, including: anti-discrimination environmental protection equal employment opportunity freedom of information industrial OHS trade practices road laws. |
Hazardous and dangerous waste may include: | all waste depending on the condition, environment and personal exposure biological products blood products broken metal chemicals electrical wiring gases and fumes glass hospital waste leaking containers medical waste needles and syringes oil and petrol. |
Non-conforming waste may include: | contamination hazardous or dangerous waste inferior quality and unacceptable waste streams. |
Emergency escape details may include: | all-clear procedures clean-up procedures procedures for all critical plant operator personnel procedures to account for all personnel after emergency evacuation is completed. |
Containment and isolation may include: | bunding area erecting barricades moving vehicle or equipment away from hazardous area sealing leaks transferring waste turning off electricity and gas using fire extinguishers water-hosing. |
Clean-up may include: | removing equipment, plant and vehicle from site removing and disposing of contaminated soil and liquid shovelling seeping out using cleaning products using high pressure water or air-hosing vacuuming. |
Techniques may include: | demonstration explanation group or pair work question and answer role plays problem solving providing opportunities for active learning providing opportunities to practice skills. |
Communication skills may include: | asking clear and probing questions providing constructive feedback providing explanations providing information coherently and clearly using legible writing. |
Measures may include: | informal review or discussion learner surveys on-the-job observation questioning. |
Review and reflection may include: | critical questioning of personal performance discussions with other trainers or facilitators learner evaluations on-the-job performance peer assessment or feedback peer coaching systems video recording of session. |
Learner records may include: | training needs analysis performance reviews. |
Organisational requirements may include information found in: | operations manuals quality assurance documents work procedures. |
Sectors
Waste management
Employability Skills
This unit contains employability skills.
Licensing Information
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.