NTISthis.com

Evidence Guide: TLIF4111A - Work effectively in a train-driving environment

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

TLIF4111A - Work effectively in a train-driving environment

What evidence can you provide to prove your understanding of each of the following citeria?

Monitor own health and wellbeing

  1. Health and wellbeing issues that impact on train driving are identified
  2. Own health and wellbeing is assessed against identified issues
  3. Potential for own health and wellbeing to deteriorate in relation to identified issues is determined
  4. Action is taken improve own health and wellbeing status in relation to identified issues
Health and wellbeing issues that impact on train driving are identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Own health and wellbeing is assessed against identified issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Potential for own health and wellbeing to deteriorate in relation to identified issues is determined

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Action is taken improve own health and wellbeing status in relation to identified issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain situational awareness

  1. Self and others are assessed for task knowledge requirements at commencement and duration of the task
  2. External and internal information that impacts on the operation of the train is gathered
  3. Information about the train and its systems is accurately interpreted
  4. Significance of this information in relation to the current situation is determined
  5. Changes in the current situation are anticipated and action is taken to correct any negative impacts of these anticipated changes
  6. Appropriate personnel involved are informed of these changes
Self and others are assessed for task knowledge requirements at commencement and duration of the task

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

External and internal information that impacts on the operation of the train is gathered

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information about the train and its systems is accurately interpreted

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Significance of this information in relation to the current situation is determined

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Changes in the current situation are anticipated and action is taken to correct any negative impacts of these anticipated changes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Appropriate personnel involved are informed of these changes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement work safety requirements

  1. Work health and safety (WHS)/occupational health and safety (OHS) procedures and work instructions are identified and implemented
  2. Pre-start systems and equipment checks are carried out according to organisational procedures
  3. Organisational procedures for responding to emergency incidents are implemented
  4. Designated persons for reporting queries and concerns about safety in the workplace are identified
  5. Existing and potential hazards in the workplace are identified, reported to designated persons and recorded according to organisational procedures
  6. Emergency incidents and injuries are identified and reported to designated persons according to organisational procedures
  7. WHS/OHS duty holders in own work area and their duties are identified
Work health and safety (WHS)/occupational health and safety (OHS) procedures and work instructions are identified and implemented

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Pre-start systems and equipment checks are carried out according to organisational procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Organisational procedures for responding to emergency incidents are implemented

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Designated persons for reporting queries and concerns about safety in the workplace are identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Existing and potential hazards in the workplace are identified, reported to designated persons and recorded according to organisational procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Emergency incidents and injuries are identified and reported to designated persons according to organisational procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

WHS/OHS duty holders in own work area and their duties are identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise, manage and mitigate threats and errors

  1. Relevant environmental and/or operational threats and errors are identified
  2. Standard operating procedures are applied to avoid identified operational threats and errors occurring
  3. Strategies for reducing the frequency of errors are implemented
  4. Strategies for limiting the consequences of errors are implemented
  5. Progress is monitored and assessed to ensure a safe journey
  6. Actions are modified and communicated as required when a safe journey is in doubt
  7. Systems, environment and rail operations staff are monitored, and information is collected and analysed to identify potential or actual threats and errors
  8. Timely action is taken to prevent identified threats and errors
Relevant environmental and/or operational threats and errors are identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Standard operating procedures are applied to avoid identified operational threats and errors occurring

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Strategies for reducing the frequency of errors are implemented

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Strategies for limiting the consequences of errors are implemented

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Progress is monitored and assessed to ensure a safe journey

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Actions are modified and communicated as required when a safe journey is in doubt

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Systems, environment and rail operations staff are monitored, and information is collected and analysed to identify potential or actual threats and errors

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Timely action is taken to prevent identified threats and errors

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain currency of industry skills and knowledge

  1. Notices and directives about new policies, processes and procedures are read and implemented
  2. Clarification is sought from relevant personnel about anything that is not clear in relation to new policies, processes and procedures
  3. Where issues about new policies, processes and procedures are interpreted, this information is provided to relevant personnel
  4. Relevant professional development and training activities are undertaken
Notices and directives about new policies, processes and procedures are read and implemented

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarification is sought from relevant personnel about anything that is not clear in relation to new policies, processes and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where issues about new policies, processes and procedures are interpreted, this information is provided to relevant personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relevant professional development and training activities are undertaken

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required knowledge and skills, the range statement and the assessment guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

The evidence required to demonstrate competency in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria of this unit and include demonstration of applying:

required knowledge and skills

relevant legislation and organisational procedures

other relevant aspects of the range statement.

Context of and specific resources for assessment

Performance is demonstrated consistently over time and in a suitable range of contexts.

Resources for assessment include access to:

a range of relevant exercises, case studies and/or other simulated practical and knowledge assessment, and/or

an appropriate range of relevant operational situations in the workplace.

In both real and simulated environments, access is required to:

relevant and appropriate materials and equipment

applicable documentation including organisational procedures, regulations, codes of practice and operation manuals.

Method of assessment

As a minimum, assessment of knowledge must be conducted through appropriate written/oral tests.

Practical assessment must occur:

through activities in an appropriately simulated environment, and/or

in an appropriate range of situations in the workplace.

Required Skills and Knowledge

This section describes the knowledge and skills required for this unit.

Required knowledge:

Awareness of the impact illness and medication can have on information processing

Decision making processes

Factors that impact on worker health and wellbeing and their effects

Fatigue management strategies

Emergency management

How preconceptions of what is going to happen can detract from situational awareness

How to make better use of resources (human, equipment, information and procedures) to reduce rail safety occurrences

Human error as source of risk in rail operations

Leadership

Notices and directives about new policies, processes and procedures

Reducing rail safety occurrences attributable to human error

Relevant safety, WHS/OHS, and environmental procedures and regulations

Risk management processes (hazard identification, risk management and risk controls)

Self-management

Situations that can result in a loss in situational awareness:

ambiguous information

becoming fixated or preoccupied

breakdown in standard operating procedures

confusion

complacency

contradictory information

fatigue

ineffective communication

non-compliance

poor health

standard operating procedures not being followed correctly

Standard operating procedures to avoid identified threats and errors occurring

Task and workload management

Teamwork

Threat and error management

Tools and techniques to improve and manage human performance

Required skills:

Be aware of the roles of other rail operations staff as they impact on train driving

Be vigilant

Communicate effectively and positively with rail operations staff

Continually assess and reassess situations

Develop and implement safety and operations plans

Execute response training in critical situations

Familiarise oneself with train system being used

Interpret rosters and prepare for rosters as required

Keep industry knowledge up-to-date

Perform to track owner requirements, specifications and operational demands

Plan ahead and develop alternative plans

Plan for contingencies

Prioritise safety issues that will impact on work tasks

Prioritise tasks

Remain alert and active when monitoring automatic systems

Report changes in situations as necessary

Scan environment at regular intervals or important points in the process

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.

Health and wellbeing issues may include:

alcohol, tobacco and other drugs

diet/eating plans

exercise

fatigue

health and other requirements for workers undertaking safety critical tasks and jobs

lifestyle factors

non-work related health and wellbeing problems

stress

weight

work related factors

workplace psychosocial factors

Action may include:

advice on healthy eating plans

commitment to and action of quality family/personal time

regular allotment of time to exercise

using company provided counselling services

External and internal information that impacts on the operation of the train may include:

access to and use of company and/or public counselling services

commonwealth and state/territory government information about improving health, wellbeing and lifestyle

commonwealth and state/territory government information on the impact of alcohol and other drugs in relation to individuals and families

requirements in regards to rail health requirements

time management information to assist in prioritising personal and professional priorities

Changes in the current situation may include:

environmental

incidents, both mechanical and human

task related

Appropriate personnel may include:

commonwealth and state/territory bodies and/or departments

counselling services

internal health programs

family

Relevant environmental or operational threats and errors may include:

dangerous goods related incident

safety breach

train quality (mechanical) failure

terrorism

uncooperative work relationship (direct or remote)

Strategies for reducing the frequency of errors may include:

reducing reliance on memory

using checklists, reminders

using communication protocols

adequate human machine interface design

Strategies for limiting the consequences of errors may include:

improve communication skills

cross checking and monitoring

training for error detection and recovery

transparent systems with adequate feedback

Notices and directives about new policies, processes and procedures may include:

new operational procedures and processes

regulatory requirements

track owner network requirements