Unit of competency

Modification History

Release 1. Supersedes and is equivalent to PMBHAN103C Shift materials safely by hand

Application

This unit of competency covers the skills and knowledge required to safely shift materials by hand. It applies to manually shifting raw materials, components, products or similar items with or without the use of manual handling aids, such as handcarts and block and tackle.

This unit of competency applies to production support, operators or those in similar roles who are required to identify the materials to be moved and manually load, unload, shift and store the materials according to procedures.

This unit of competency applies to an individual working alone or as part of a team or group and working in liaison with other shift team members, team leader and supervisor, as appropriate.

It applies to all sectors of the industry.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Handling

Unit Sector

Not applicable

Elements and Performance Criteria

Foundation Skills

This section describes those required skills (language, literacy and numeracy) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Range of Conditions

Unit Mapping Information

Release 1. Supersedes and is equivalent to PMBHAN103C Shift materials safely by hand

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=932aacef-7947-4c80-acc6-593719fe4090

Assessment requirements

Modification History

Release 1. Supersedes and is equivalent to PMBHAN103C Shift materials safely by hand

Performance Evidence

Evidence required to demonstrate competence in this unit must be relevant to and satisfy the requirements of the elements and performance criteria and demonstrate the ability to:

• read and interpret procedures, job specifications, material labels and safety data sheets (SDS)
• select and use materials, tools and equipment to meet job specifications
• plan and sequence the work to meet job specifications
• identify hazards and apply relevant hazard controls
• apply safety procedures
• apply housekeeping procedures
• apply waste management procedures
• recognise routine and non-routine problems
• identify when the operator is able to rectify problems, when assistance is required and who is the appropriate source for assistance
• take action to resolve faults or report problems to appropriate personnel
• distinguish between possible causes of routine problems, including:

• characteristics of materials
• process/procedural problems
• mechanical abnormalities

• distinguish between jobs which:

• may be easily and safely done by a single person
• will require assistance from other people
• require manual handling equipment
• need mechanical lifting aids

• communicate effectively with team/work group and supervisors
• complete workplace records
• do basic arithmetical manipulations, including additions, subtractions, divisions, fractions and percentages.

Knowledge Evidence

their job sufficient to operate under routine only supervision and to solve routine problems, including knowledge of:

• principles of safe manual handling
• types and application of manual handling and lifting/moving techniques
• types and application of lifting/moving equipment
• routine and non-routine problems that may arise, the range of possible causes and appropriate actions
• organisation procedures relevant to the work environment/job role
• hierarchy of control
• hazards that may arise in the job/work environment and:

• their possible causes
• potential consequences
• appropriate risk controls.

Assessment Conditions

• The unit should be assessed holistically and the judgement of competence shall be based on a holistic assessment of the evidence.
• In all plants it may be appropriate to assess this unit concurrently with units such as:

• teamwork
• communication.

• The collection of performance evidence:

• should occur over a range of situations which include typical disruptions to normal, smooth operations and provide for demonstration of responding to problems
• will typically include a supervisor/third-party report or other evidence, focusing on consistent performance and problem recognition and solving. A supervisor/third-party report must be prepared by someone who has a direct, relevant, current relationship with the person being assessed and who is in a position to form a judgement on workplace performance relevant to the unit of competency
• must include the use of industry appropriate materials, tools, equipment, data and documentation
• may use industry-based simulation for all or part of the unit particularly where safety, lack of opportunity or significant cost is an issue.

• Assessment should occur in operational workplace situations. Where this is not possible or where personal safety or environmental damage are limiting factors assessment must occur in a sufficiently rigorous simulated environment that reflects 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.
• Assessment in a simulated environment should use evidence collected from demonstration of skills and one or more of:

• walk-throughs
• pilot plant operation
• industry-based case studies/scenarios
• ‘what ifs’

• Knowledge evidence may be collected concurrently with performance evidence or through an independent process, such as workbooks, written assessments or interviews.
• 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 shall demonstrate both technical competency and currency. If the assessor cannot demonstrate technical competency and currency they shall 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.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=932aacef-7947-4c80-acc6-593719fe4090