PMC10 Manufactured Mineral Products

Release: 1.0

Contents

Modification History	3

Imprint	3

Preliminary Information	4

Summary of AQF qualifications in this Training Package	5

Units of Competency in this Training Package and their prerequisites	5

Imported units of competency in this Training Package	9

Mapping to Previous Training Package	14

Overview	37

Historical and General Information	43

Introduction to the Industry	45

Qualifications Framework	46

Qualification Pathways	52

Industry Requirements for Employability Skills	55

Competency Standards - Industry Contextualisation	56

Examples from this Training Package of Employability Skills embedded within unit components	58

Skill Sets in this Training Package	59

Employability Skills	60

Assessment Guidelines	63

Competency Standards	75

Appendices	83

Modification History

Version Modification History

Version	Release Date	Comments
1	16 April 2010	Initial release

Imprint

PMC10 Manufactured Mineral Products

Published by: Manufacturing Industry Skills Council

Level 8, 80 Arthur Street

North Sydney NSW 2060

ABN:

Phone: (02) 9955 5500

Fax: (02) 9955 8044

Email:

Website: http://www.mskills.com.au/

First published: 1 January 2010

ISBN:

Printed by:

AEShareNet Code:

Print Version No: 1

Release Date: 30 April 2010

Review Date: 12 February 2013

Preliminary Information

Important Note to Users

Training Packages are not static documents; they are amended periodically to reflect the latest industry practices and are version controlled. It is essential that the latest version is always used.

Check the version number before commencing training or assessment

This Training Package is Version 1 - check whether this is the latest version by going to the National Training Information Service ( www.ntis.gov.au) and locating information about the Training Package. Alternatively, contact Manufacturing Industry Skills Council at http://www.mskills.com.au to confirm the latest version number.

Explanation of version number conventions

The primary release Training Package is Version 1. When changes are made to a Training Package, sometimes the version number is changed and sometimes it is not, depending on the extent of the change. When a Training Package is reviewed it is considered to be a new Training Package for the purposes of version control, and is Version 1. Do not confuse the version number with the Training Packages national code (which remains the same during its period of endorsement).

Version modification history

The version details of this endorsed Training Package are in the table below. The latest information is at the top of the table.

Version	Release Date	Comments
1	30 April 2010	Initial release

PMC10 replaces PMC04.

Summary of AQF qualifications in this Training Package

Qualification Code	Title
PMC20110	Certificate II in Manufactured Mineral Products
PMC30110	Certificate III in Manufactured Mineral Products
PMC40110	Certificate IV in Manufactured Mineral Products
PMC50110	Diploma of Manufactured Mineral Products
PMC60110	Advanced Diploma of Manufactured Mineral Products
PMC70110	Vocational Graduate Certificate in Refractories Engineering

Units of Competency in this Training Package and their prerequisites

Code	Title	Prerequisite
PMC552002C	Operate equipment to blend/mix materials	None
PMC552003C	Operate grinding equipment	None
PMC552004C	Prepare for production	None
PMC552005C	Process greenware/green products	None
PMC552006C	Operate an autoclave	None
PMC552007B	Heat accelerate the curing of precast concrete	None
PMC552008B	Operate crushing equipment	None
PMC552010C	Operate a calcining kiln	None
PMC552020C	Operate slip casting equipment	None
PMC552021C	Operate manual glazing equipment	None
PMC552022C	Prepare materials for clay and ceramic production	None
PMC552023C	Finish products after firing	None
PMC552024C	Hand mould products	None
PMC552030C	Operate a firing kiln	None
PMC552031C	Operate extrusion equipment	None
PMC552032C	Operate pressing equipment	None
PMC552040C	Operate glass melting process	None
PMC552041C	Operate process ovens	None
PMC552042C	Operate blown insulation equipment	None
PMC552043C	Operate float forming equipment	None
PMC552044C	Operate fibre forming equipment	None
PMC552045C	Operate container forming equipment	None
PMC552046C	Operate glass printing equipment	None
PMC552047C	Operate primary annealing equipment	None
PMC552048C	Operate glass finishing equipment	None
PMC552049C	Operate on-line stacking and assembly equipment	None
PMC552050C	Schedule, cut and bend reinforcement	None
PMC552051C	Finish green concrete products	None
PMC552052C	Cast moulded concrete products	None
PMC552053C	Finish cured concrete products	None
PMC552054C	Spin concrete pipes	None
PMC552055C	Conduct benching operations	None
PMC552056B	Assemble, fabricate and place reinforcement	None
PMC552057B	Finish casting operation	None
PMC552058B	Demould concrete products	None
PMC552060C	Batch mix concrete	None
PMC552061C	Deliver concrete to site	None
PMC552065B	Prepare asphalt	None
PMC552070B	Operate forming equipment	None
PMC552071B	Operate wet and dry end equipment	None
PMC552072B	Produce fibrous plasterboard	None
PMC552090B	Use and maintain tools and equipment for refractory operations	None
PMC552091B	Prepare for, install and repair refractory brickwork/blockwork	None
PMC552092B	Prepare for and install mouldable refractory materials	None
PMC552093B	Prepare for and cast refractory materials	None
PMC552094B	Prepare for and apply shotcrete for installation	None
PMC552095B	Prepare for, install and repair ceramic fibre	None
PMC553000C	Set up and tune a process	None
PMC553010C	Process raw meal into product	PMC552010C
PMC553020C	Prepare moulds and dies	None
PMC553021C	Set up and tune glazing equipment	None
PMC553040C	Set up and optimise glass forming process	None
PMC553041C	Set up and optimise glass furnace process	None
PMC553042C	Set up and optimise secondary process	None
PMC553050C	Produce architectural precast concrete	None
PMC553051B	Produce structural precast concrete	None
PMC553070B	Design and construct moulds for fibrous plaster products	PMC552024C
PMC553072B	Model fibrous plaster products	None
PMC553080B	Set up and optimise finishing process	None
PMC554020D	Design and prepare models, moulds and dies	None
PMC554090B	Undertake simple refractory design	None
PMC554091B	Analyse refractory failures	None
PMC555030C	Analyse equipment performance	None
PMC555031B	Choose materials for an application	None
PMC556031C	Design structural/mechanical components	PMC555031B
PMC557001A	Manage trials	None
PMC557090A	Select refractory materials for an application	None
PMC557091A	Design a refractory lining	None
PMC557092A	Specify and interpret refractory tests	None
PMC557093A	Design a refractory/ceramic component	None
PMC557094A	Investigate refractory failures	None
PMC557095A	Specify and monitor the installation of monolithic/castable refractories	None
PMC557096A	Specify and monitor the installation of block/precast refractories	None
PMC557097A	Specify and monitor repairs to refractory installations	None
PMC557098A	Specify refractory installation systems	None
PMC561072C	Store materials for production	None
PMC561080B	Organise self	None
PMC562070B	Move materials	None
PMC562071C	Operate bulk materials handling equipment	None
PMC562075B	Maintain kiln refractory	None
PMC562081B	Deliver customer service	None
PMC562083C	Allocate and complete team tasks	None
PMC563081C	Carry out stock control	None

Imported units of competency in this Training Package

Code	Title	Origin
LMTGN5004A	Manage installation and commissioning of equipment and systems	LMT07
MEM09002B	Interpret technical drawing	TBA
MEM09003B	Prepare basic engineering drawing	TBA
MNMC205A	Conduct local risk assessment	MNM05
MSACMC411A	Lead a competitive manufacturing team	MSA07
MSACMC413A	Lead team culture improvement	MSA07
MSACMC610A	Manage relationships with non-customer external organisations	MSA07
MSACMC611A	Manage people relationships	MSA07
MSACMC612A	Manage workplace learning	MSA07
MSACMG700A	Review continuous improvement processes	MSA07
MSACMG702A	Review manufacturing practice tools and techniques	MSA07
MSACMG707A	Respond to a major non-conformance	MSA07
MSACMG712A	Lead a problem solving process to determine and solve root cause	MSA07
MSACMS401A	Ensure process improvements are sustained	MSA07
MSACMT230A	Apply cost factors to work practices	MSA07
MSACMT231A	Interpret product costs in terms of customer requirements	MSA07
MSACMT240A	Apply 5S procedures in a manufacturing environment	MSA07
MSACMT250A	Monitor process capability	MSA07
MSACMT251A	Apply quality standards	MSA07
MSACMT260A	Use planning software systems in manufacturing	MSA07
MSACMT270A	Use sustainable energy practices	MSA07
MSACMT271A	Use sustainable environmental practices	MSA07
MSACMT271A	Use sustainable environmental practices	MSA07
MSACMT280A	Undertake root cause analysis	MSA07
MSACMT281A	Contribute to the application of a proactive maintenance strategy	MSA07
MSACMT430A	Improve cost factors in work practices	MSA07
MSACMT440A	Lead 5S in a manufacturing environment	MSA07
MSACMT441A	Facilitate continuous improvement in manufacturing	MSA07
MSACMT450A	Undertake process capability improvements	MSA07
MSACMT451A	Mistake proof a production process	MSA07
MSACMT452A	Apply statistics to processes in manufacturing	MSA07
MSACMT460A	Facilitate the use of planning software systems in manufacturing	MSA07
MSACMT481A	Undertake proactive maintenance analyses	MSA07
MSACMT482A	Assist in implementing a proactive maintenance strategy	MSA07
MSACMT640A	Manage 5S system in a manufacturing environment	MSA07
MSACMT641A	Implement a continuous improvement system	MSA07
MSACMT650A	Determine and improve process capability	MSA07
MSACMT660A	Develop the application of enterprise systems in manufacturing	MSA07
MSACMT661A	Determine and establish information collection requirements and processes	MSA07
MSACMT670A	Develop and manage sustainable energy practices	MSA07
MSACMT671A	Develop and manage sustainable environmental practices	MSA07
MSACMT675A	Facilitate the development of a new product	MSA07
MSACMT681A	Develop a proactive maintenance strategy	MSA07
MSAENV272A	Participate in environmentally sustainable work practices	MSA07
MSAENV472A	Implement and monitor environmentally sustainable work practices	MSA07
MSAENV672A	Develop workplace policy and procedures for sustainability	MSA07
MSAPMOHS110A	Follow emergency response procedures	MSA07
MSAPMOHS200A	Work safely	MSA07
MSAPMOHS300A	Facilitate the implementation of OHS for a work group	MSA07
MSAPMOHS400A	Contribute to OHS management system	MSA07
MSAPMOHS401A	Assess risk	MSA07
MSAPMOHS503A	Maintain the workplace OHS management system	MSA07
MSAPMOHS510A	Manage risk	MSA07
MSAPMOHS601A	Establish workplace OHS management system	MSA07
MSAPMOPS100A	Use equipment	MSA07
MSAPMOPS101A	Make measurements	MSA07
MSAPMOPS200A	Operate equipment	MSA07
MSAPMOPS212A	Use enterprise computers or data systems	MSA07
MSAPMOPS400A	Optimise process/plant area	MSA07
MSAPMOPS401A	Trial new process or product	MSA07
MSAPMOPS404A	Co-ordinate maintenance	MSA07
MSAPMOPS405A	Identify problems in fluid power system	MSA07
MSAPMOPS406A	Identify problems in electronic control systems	MSA07
MSAPMPER200B	Work in accordance with an issued permit	MSA07
MSAPMPER201A	Monitor and control work permits	MSA07
MSAPMPER202A	Observe permit work	MSA07
MSAPMPER205B	Enter confined space	MSA07
MSAPMPER300B	Issue work permits	MSA07
MSAPMPER400A	Coordinate permit process	MSA07
MSAPMSUP100A	Apply workplace procedures	MSA07
MSAPMSUP101A	Clean workplace or equipment	MSA07
MSAPMSUP102A	Communicate in the workplace	MSA07
MSAPMSUP106A	Work in a team	MSA07
MSAPMSUP200A	Achieve work outcomes	MSA07
MSAPMSUP201A	Receive or despatch goods	MSA07
MSAPMSUP210A	Process and record information	MSA07
MSAPMSUP230A	Monitor process operations	MSA07
MSAPMSUP240A	Undertake minor maintenance	MSA07
MSAPMSUP280A	Manage conflict at work	MSA07
MSAPMSUP292A	Sample and test materials and product	MSA07
MSAPMSUP300A	Identify and implement opportunities to maximise production efficiencies	MSA07
MSAPMSUP303A	Identify equipment faults	MSA07
MSAPMSUP310A	Contribute to development of plant documentation	MSA07
MSAPMSUP330A	Develop and adjust a production schedule	MSA07
MSAPMSUP382A	Provide coaching/mentoring in the workplace	MSA07
MSAPMSUP390A	Use structured problem solving tools	MSA07
MSL916005A	Manage complex projects	MSL09
MSL952001A	Collect routine site samples	MSL09
MSL973001A	Perform basic tests	MSL09
MSL974005A	Perform physical tests	MSL09
PMAOPS101C	Read dials and indicators	PMA08
PMAOPS105C	Select and prepare materials	PMA08
PMAOPS216B	Operate local control system	PMA08
PMAOPS305B	Operate process control systems	PMA08
PMAOPS402A	Respond to abnormal process situations	PMA08
PMAOPS405A	Operate complex control systems	PMA08
PMAOPS500A	Optimise production systems	PMA08
PMAOPS501A	Provide operational expertise to a project team	PMA08
PMAOPS505A	Control the process in abnormal situations	PMA08
PMAOPS511B	Determine energy transfer loads	PMA08
PMAOPS512B	Determine mass transfer loads	PMA08
PMAOPS520C	Manage utilities	PMA08
PMAOPS521C	Plan plant shutdown	PMA08
PMAOPS522A	Coordinate plant shut down	PMA08
PMAOPS600C	Modify plant	PMA08
PMAOPS601A	Debottleneck plant	PMA08
PMASUP420B	Minimise environmental impact of process	PMA08
PMASUP520B	Review procedures to minimise environmental impact of process	PMA08
PMBHAN103C	Shift materials safely by hand	PMB07
PMBTECH502B	Review and analyse production trials and specify retrials	PMB07
PSPPM402B	Manage simple projects	PSP04
PSPPM502B	Manage complex projects	PSP04
TAAASS301B	Contribute to assessment	TAA04
TAAASS401C	Plan and organise assessment	TAA04
TAAASS402C	Assess competence	TAA04
TAAASS403B	Develop assessment tools	TAA04
TAAASS404B	Participate in assessment validation	TAA04
TAADEL301C	Provide training through instruction and demonstration of work skills	TAA04
TLIC307C	Drive medium rigid vehicle	TLI07
TLIC407D	Drive heavy rigid vehicle	TLI07
TLID1007C	Operate a forklift	TLI07

Mapping to Previous Training Package

Mapping to Previous Training Package

PMC10 - Mapping of Qualifications

PMC10	PMC04
Code	Title	Code	Title	Relationship
PMC10104	Certificate I in Manufactured Mineral Products	Not carried forward – MSA10207 Certificate I in Process Manufacturing in MSA07 is an equivalent qualification.
PMC20110	Certificate II in Manufactured Mineral Products	PMC20104	Certificate II in Manufactured Mineral Products	Equivalent
PMC20204	Certificate II in Production Support	Not carried forward – MSA20107 Certificate II in Process Manufacturing in MSA07 is an equivalent qualification.
PMC30110	Certificate III in Manufactured Mineral Products	PMC30104	Certificate III in Manufactured Mineral Products	Not equivalent – less mandatory units, restriction on number of CII units and reduced importation allowance. Technical outcomes considered equivalent.
PMC30204	Certificate III in Production Support	Not carried forward – MSA30107 Certificate III in Process Manufacturing in MSA07 is an equivalent qualification.
PMC40110	Certificate IV in Manufactured Mineral Products	PMC40104	Certificate IV in Manufactured Mineral Products	Not equivalent – less mandatory units, restriction on number of CII and III units and reduced importation allowance. Technical outcomes considered equivalent.
PMC50110	Diploma of Manufactured Mineral Products	PMC50104	Diploma of Manufactured Mineral Products	Not equivalent – direct entry qualification. Technical outcomes considered equivalent.
PMC60110	Advanced Diploma of Manufactured Mineral Products	PMC60104	Advanced Diploma of Manufactured Mineral Products	Not equivalent – entry via Diploma, PMC50110 units embedded. Technical outcomes considered equivalent.
PMC70110	Vocational Graduate Certificate in Refractories Engineering	New qualification

PMC10 – Mapping of Units and Prerequisite requirements

Mapping of PMC10 to PMC04

PMC10 Unit Code	Title	Prerequisites	PMC04 Unit Code	Title	Comment
LMTGN5004A	Manage installation and commissioning of equipment and systems	LMTEMGN07A	Manage installation and commissioning of equipment and systems	Equivalent
MEM09002B	Interpret technical drawing	New to PMC10
MEM09003B	Prepare basic engineering drawing	MEM09002B	PMBPREP508A	Produce drawings
MNMC205A	Conduct local risk assessment	New to PMC10
MSACMC411A	Lead a competitive manufacturing team	New to PMC10
MSACMC413A	Lead team culture improvement	New to PMC10
MSACMC610A	Manage relationships with non-customer external organisations	New to PMC10
MSACMC611A	Manage people relationships	New to PMC10
MSACMC612A	Manage workplace learning	New to PMC10
MSACMG700A	Review continuous improvement processes	New to PMC10
MSACMG702A	Review manufacturing practice tools and techniques	New to PMC10
MSACMG707A	Respond to a major non-conformance	New to PMC10
MSACMG712A	Lead a problem solving process to determine and solve root cause	New to PMC10
MSACMS401A	Ensure process improvements are sustained	New to PMC10
MSACMT230A	Apply cost factors to work practices	New to PMC10
MSACMT231A	Interpret product costs in terms of customer requirements	New to PMC10
MSACMT240A	Apply 5S procedures in a manufacturing environment	New to PMC10
MSACMT250A	Monitor process capability	New to PMC10
MSACMT251A	Apply quality standards	New to PMC10
MSACMT260A	Use planning software systems in manufacturing	New to PMC10
MSACMT270A	Use sustainable energy practices	New to PMC10
MSACMT271A	Use sustainable environmental practices	New to PMC10
MSACMT271A	Use sustainable environmental practices	New to PMC10
MSACMT280A	Undertake root cause analysis	New to PMC10
MSACMT281A	Contribute to the application of a proactive maintenance strategy	New to PMC10
MSACMT430A	Improve cost factors in work practices	New to PMC10
MSACMT440A	Lead 5S in a manufacturing environment	New to PMC10
MSACMT441A	Facilitate continuous improvement in manufacturing	New to PMC10
MSACMT450A	Undertake process capability improvements	MSACMT452A	New to PMC10
MSACMT451A	Mistake proof a production process	New to PMC10
MSACMT452A	Apply statistics to processes in manufacturing	New to PMC10
MSACMT460A	Facilitate the use of planning software systems in manufacturing	MSACMT260A	New to PMC10
MSACMT481A	Undertake proactive maintenance analyses	New to PMC10
MSACMT482A	Assist in implementing a proactive maintenance strategy	New to PMC10
MSACMT640A	Manage 5S system in a manufacturing environment	New to PMC10
MSACMT641A	Implement a continuous improvement system	New to PMC10
MSACMT650A	Determine and improve process capability	MSACMT452A	New to PMC10
MSACMT660A	Develop the application of enterprise systems in manufacturing	New to PMC10
MSACMT661A	Determine and establish information collection requirements and processes	New to PMC10
MSACMT670A	Develop and manage sustainable energy practices	New to PMC10
MSACMT671A	Develop and manage sustainable environmental practices	New to PMC10
MSACMT675A	Facilitate the development of a new product	MSACMT452A	PMCOPS630B	Develop a new product	Replacement but not equivalent
MSACMT681A	Develop a proactive maintenance strategy	New to PMC10
MSAENV272A	Participate in environmentally sustainable work practices	PMASUP220A	Monitor and control environmental hazards	Replacement but not equivalent
MSAENV472A	Implement and monitor environmentally sustainable work practices	New to PMC10
MSAENV672A	Develop workplace policy and procedures for sustainability	New to PMC10
MSAPMOHS110A	Follow emergency response procedures	PMAOHS110B	Respond to emergency situation	Equivalent
MSAPMOHS200A	Work safely	PMAOHS200B	Participate in workplace safety procedures	Equivalent
MSAPMOHS300A	Facilitate the implementation of OHS for a work group	MSAPMOHS200A	PMAOHS300B	Implement and monitor OHS policies and procedures for a work group	Equivalent
MSAPMOHS400A	Contribute to OHS management system	MSAPMOHS300A	PMAOHS400B	Contribute to workplace OHS management system	Equivalent
MSAPMOHS401A	Assess risk	PMAOHS401B	Assess risk	Equivalent
MSAPMOHS503A	Maintain the workplace OHS management system	PMAOHS503A	Maintain the workplace OHS management system	Equivalent
MSAPMOHS510A	Manage risk	PMAOHS510B	Manage risk	Not equivalent - changed prerequisite
MSAPMOHS601A	Establish workplace OHS management system	MSAPMOHS503A	PMAOHS601A	Establish workplace OHS management system	Equivalent
MSAPMOPS100A	Use equipment	PMCOPS103B	Operate equipment	Equivalent
MSAPMOPS101A	Make measurements	PMAPROC101B	Make measurements	Equivalent
MSAPMOPS200A	Operate equipment	PMCOPS201B	Operate a unit of equipment	Equivalent
MSAPMOPS212A	Use enterprise computers or data systems	PMAOPS212A	Use enterprise data system	Equivalent
MSAPMOPS400A	Optimise process/plant area	MSAPMSUP390A	PMCOPS400B	Optimise process systems	Not equivalent - changed prerequisite
MSAPMOPS401A	Trial new process or product	PMAOPS401B	Trial new process/product	Not equivalent - changed prerequisite
MSAPMOPS404A	Coordinate maintenance	New to PMC10
MSAPMOPS405A	Identify problems in fluid power system	New to PMC10
MSAPMOPS406A	Identify problems in electronic control systems	New to PMC10
MSAPMPER200B	Work in accordance with an issued permit	PMAPER200C	Work in accordance with an issued permit	Equivalent
MSAPMPER201A	Monitor and control work permits	PMAPER201C	Monitor and control work permits	Not equivalent - changed prerequisite
MSAPMPER202A	Observe permit work	New to PMC10
MSAPMPER205B	Enter confined space	PMAPER205B	Enter confined space	Not equivalent - changed prerequisite
MSAPMPER300B	Issue work permits	MNMC205A	PMAPER300C	Issue work permits	Not equivalent – now includes hot and confined work
MSAPMPER400A	Coordinate permit process	MSAPMPER300B	New to PMC10
MSAPMSUP100A	Apply workplace procedures	PMASUP100B	Apply workplace procedures	Equivalent
MSAPMSUP101A	Clean workplace or equipment	PMCCOR102A	Clean plant and equipment	Equivalent
MSAPMSUP102A	Communicate in the workplace	PMASUP110A	Relay and respond to information	Equivalent
MSAPMSUP106A	Work in a team	PMCSUP181A	Work in a team	Equivalent
MSAPMSUP200A	Achieve work outcomes	PMASUP200B	Implement production efficiencies	Not equivalent changed prerequisite
MSAPMSUP201A	Receive or despatch goods	PMCSUP273A	Receive and despatch materials	Equivalent
MSAPMSUP210A	Process and record information	PMASUP210A	Process and record information	Not equivalent - changed prerequisite
MSAPMSUP230A	Monitor process operations	PMBPROD230B	Monitor process operations	Equivalent
MSAPMSUP240A	Undertake minor maintenance	PMCSUP274B	Undertake minor maintenance	Equivalent
MSAPMSUP280A	Manage conflict at work	PMCSUP280A	Manage conflict at work	Equivalent
MSAPMSUP292A	Sample and test materials and product	PMCSUP292A	Sample and test materials and product	Equivalent
MSAPMSUP300A	Identify and implement opportunities to maximise production efficiencies	MSAPMSUP200A	PMASUP300B	Identify and implement opportunities to maximise production efficiencies	Equivalent
MSAPMSUP303A	Identify equipment faults	New to PMC10
MSAPMSUP310A	Contribute to development of plant documentation	PMACOM300A	Contribute to the development of plant documentation	Equivalent
MSAPMSUP330A	Develop and adjust a production schedule	PMASUP330B	Schedule production	Not equivalent - changed prerequisite
MSAPMSUP382A	Provide coaching/mentoring in the workplace	PMCSUP382A	Provide coaching/mentoring in the workplace	Equivalent
MSAPMSUP390A	Use structured problem solving tools	PMASUP390A	Use structured problem solving tools	Equivalent
MSL916005A	Manage complex projects	New to PMC10
MSL952001A	Collect routine site samples	PMCSUP391A	Collect and prepare standard samples	Equivalent
MSL973001A	Perform basic tests	PMCSUP392A	Perform basic laboratory tests	Replacement but not equivalent
MSL974005A	Perform physical tests	PMCOPS390A	Test refractory materials	Replacement but not equivalent
PMAOPS101C	Read dials and indicators	PMAOPS101B	Read dials and indicators	Equivalent
PMAOPS105C	Select and prepare materials	PMAOPS105B	Select and prepare materials	Equivalent
PMAOPS216B	Operate local control system	PMAOPS216A	Operate local control system	Equivalent
PMAOPS305B	Operate process control systems	PMCOPS301B	Operate centralised process control systems	Not equivalent – changed prerequisite
PMAOPS402A	Respond to abnormal process situations	MSAPMSUP390A	New to PMC10
PMAOPS405A	Operate complex control systems	New to PMC10
PMAOPS500A	Optimise production systems	New to PMC10
PMAOPS501A	Provide operational expertise to a project team	New to PMC10
PMAOPS505A	Control the process during abnormal situations	New to PMC10
PMAOPS511B	Determine energy transfer loads	PMAOPS511A	Determine energy transfer loads	Equivalent
PMAOPS512B	Determine mass transfer loads	PMAOPS512A	Determine mass transfer loads	Equivalent
PMAOPS520C	Manage utilities	PMAOPS520B	Manage utilities	Equivalent
PMAOPS521C	Plan plant shutdown	PMAOPS521B	Plan plant shut down	Not equivalent - changed prerequisite
PMAOPS522A	Coordinate plant shutdown	New to PMC10
PMAOPS600C	Modify plant	PMAOPS600B	Modify plant	Not equivalent - changed prerequisite
PMAOPS601A	Debottleneck plant	New to PMC10
PMASUP420B	Minimise environmental impact of process	PMASUP420A	Minimise environmental impact of process	Not equivalent - changed prerequisite
PMASUP520B	Review procedures to minimise environmental impact of process	PMASUP520A	Review procedures to minimise environmental impact of process	Not equivalent - changed prerequisite
PMBHAN103C	Shift materials safely by hand	PMCSUP170B	Shift materials safely	Replacement but not equivalent
PMBTECH502B	Review and analyse production trials and specify retrials	PMBTECH502B	Review and analyse production trials and specify retrials	Equivalent
PMC552002C	Operate equipment to blend/mix materials	PMCOPS202B	Operate equipment to blend/mix materials	Equivalent
PMC552003C	Operate grinding equipment	PMCOPS203B	Operate grinding equipment	Equivalent
PMC552004C	Prepare for production	PMCOPS204B	Prepare for production	Equivalent
PMC552005C	Process greenware/green products	PMCOPS205B	Process greenware/green products	Equivalent
PMC552006C	Operate an autoclave	PMCOPS206B	Operate an autoclave	Equivalent
PMC552007B	Heat accelerate the curing of precast concrete	PMCOPS207A	Heat accelerate the curing of precast concrete	Equivalent
PMC552008B	Operate crushing equipment	PMCOPS208A	Operate crushing equipment	Equivalent
PMC552010C	Operate a calcining kiln	PMCOPS210B	Operate a Calcining kiln	Equivalent
PMC552020C	Operate slip casting equipment	PMCOPS220B	Operate slip casting equipment.	Equivalent
PMC552021C	Operate manual glazing equipment	PMCOPS221B	Operate manual glazing equipment	Equivalent
PMC552022C	Prepare materials for clay and ceramic production	PMCOPS222B	Prepare materials for clay and ceramic production	Equivalent
PMC552023C	Finish products after firing	PMCOPS223B	Finish products after firing	Equivalent
PMC552024C	Hand mould products	PMCOPS224B	Hand mould products	Equivalent
PMC552030C	Operate a firing kiln	PMCOPS230B	Operate a firing kiln	Equivalent
PMC552031C	Operate extrusion equipment	PMCOPS231B	Operate extrusion equipment	Equivalent
PMC552032C	Operate pressing equipment	PMCOPS232B	Operate pressing equipment	Equivalent
PMC552040C	Operate glass melting process	PMCOPS240B	Operate melting process	Equivalent
PMC552041C	Operate process ovens	PMCOPS241B	Operate process ovens	Equivalent
PMC552042C	Operate blown insulation equipment	PMCOPS242B	Operate blown insulation equipment	Equivalent
PMC552043C	Operate float forming equipment	PMCOPS243B	Operate float forming equipment	Equivalent
PMC552044C	Operate fibre forming equipment	PMCOPS244B	Operate fibre forming equipment	Equivalent
PMC552045C	Operate container forming equipment	PMCOPS245B	Operate container forming equipment	Equivalent
PMC552046C	Operate glass printing equipment	PMCOPS246B	Operate glass printing equipment	Equivalent
PMC552047C	Operate primary annealing equipment	PMCOPS247B	Operate primary annealing equipment	Equivalent
PMC552048C	Operate glass finishing equipment	PMCOPS248B	Operate glass finishing equipment	Equivalent
PMC552049C	Operate on-line stacking and assembly equipment	PMCOPS249B	Operate on-line stacking and assembly equipment	Equivalent
PMC552050C	Schedule, cut and bend reinforcement	PMCOPS250B	Schedule, cut and bend reinforcement	Equivalent
PMC552051C	Finish green concrete products	PMCOPS251B	Finish green concrete products	Equivalent
PMC552052C	Cast moulded concrete products	PMCOPS252B	Cast moulded concrete products	Equivalent
PMC552053C	Finish cured concrete products	PMCOPS253B	Finish cured concrete products	Equivalent
PMC552054C	Spin concrete pipes	PMCOPS254B	Spin concrete pipes	Equivalent
PMC552055C	Conduct benching operations	PMCOPS255B	Conduct benching operations	Equivalent
PMC552056B	Assemble, fabricate and place reinforcement	PMCOPS256A	Assemble, fabricate and place reinforcement	Equivalent
PMC552057B	Finish casting operation	PMCOPS257A	Finish casting operation	Equivalent
PMC552058B	Demould concrete products	PMCOPS258A	Demould concrete products.	Equivalent
PMC552060C	Batch mix concrete	PMCOPS260B	Batch mix concrete	Equivalent
PMC552061C	Deliver concrete to site	PMCOPS261B	Deliver concrete to site	Prerequisite changed to co-requisite. References to driving trucks removed.
PMC552065B	Prepare asphalt	PMCOPS265A	Prepare asphalt	Equivalent
PMC552070B	Operate forming equipment	PMCOPS270A	Operate forming equipment	Equivalent
PMC552071B	Operate wet and dry end equipment	PMCOPS271A	Operate wet and dry end equipment	Equivalent
PMC552072B	Produce fibrous plasterboard	PMCOPS272A	Produce fibrous plasterboard	Equivalent
PMC552090B	Use and maintain tools and equipment for refractory operations	PMCOPS290A	Use and maintain tools and equipment for refractory operations	Equivalent
PMC552091B	Prepare for, install and repair refractory brickwork/blockwork	PMCOPS291A	Prepare for, install and repair refractory brickwork/blockwork	Equivalent
PMC552092B	Prepare for and install mouldable refractory materials	PMCOPS292A	Prepare for and install mouldable refractory materials	Equivalent
PMC552093B	Prepare for and cast refractory materials	PMCOPS293A	Prepare for and cast refractory materials	Equivalent
PMC552094B	Prepare for and apply shotcrete for installation	PMCOPS294A	Prepare for and apply shotcrete for installation	Equivalent
PMC552095B	Prepare for, install and repair ceramic fibre	PMCOPS295A	Prepare for, install and repair ceramic fibre	Equivalent
PMC553000C	Set up and tune a process	PMCOPS300B	Set up and tune a process	Not equivalent - changed prerequisite
PMC553010C	Process raw meal into product	PMC552010C	PMCOPS310B	Process raw meal into product	Equivalent
PMC553020C	Prepare moulds and dies	PMCOPS320B	Prepare moulds and dies	Equivalent
PMC553021C	Set up and tune glazing equipment	PMCOPS321B	Set up and tune glazing equipment	Equivalent
PMC553040C	Set up and optimise glass forming process	PMCOPS340B	Set up and optimise glass forming process	Not equivalent - changed prerequisite
PMC553041C	Set up and optimise glass furnace process	PMCOPS341B	Set up and optimise glass furnace process	Equivalent
PMC553042C	Set up and optimise secondary process	PMCOPS342B	Set up and optimise secondary process	Not equivalent - changed prerequisite
PMC553050C	Produce architectural precast concrete	PMCOPS350B	Produce architectural precast concrete	Not equivalent - changed prerequisite
PMC553051B	Produce structural precast concrete	PMCOPS351A	Produce structural precast concrete	Not equivalent - changed prerequisite
PMC553070B	Design and construct moulds for fibrous plaster products	PMC552024C	PMCOPS370A	Design and construct moulds for fibrous plaster products	Equivalent
PMC553072B	Model fibrous plaster products	PMCOPS372A	Model fibrous plaster products	Equivalent
PMC553080B	Set up and optimise finishing process	PMCOPS380A	Set up and optimise finishing process	Not equivalent - changed prerequisite
PMC554020D	Design and prepare models, moulds and dies	PMCOPS420C	Design and prepare models, moulds and dies	Equivalent
PMC554090B	Undertake simple refractory design	PMCOPS490A	Undertake simple refractory design	Equivalent
PMC554091B	Analyse refractory failures	PMCOPS491A	Analyse refractory failures	Equivalent
PMC555030C	Analyse equipment performance	PMCOPS530B	Analyse equipment performance	Not equivalent - changed prerequisite
PMC555031B	Choose materials for an application	PMCOPS531A	Choose materials for an application	Equivalent
PMC556031C	Design structural/mechanical components	PMC555031A	PMCOPS631B	Design structural/mechanical components	Equivalent
PMC557001A	Manage trials	New to PMC10
PMC557090A	Select refractory materials for an application	New to PMC10
PMC557091A	Design a refractory lining	New to PMC10
PMC557092A	Specify and interpret refractory tests	New to PMC10
PMC557093A	Design a refractory/ceramic component	New to PMC10
PMC557094A	Investigate refractory failures	New to PMC10
PMC557095A	Specify and monitor the installation of monolithic/castable refractories	New to PMC10
PMC557096A	Specify and monitor the installation of block/precast refractories	New to PMC10
PMC557097A	Specify and monitor repairs to refractory installations	New to PMC10
PMC557098A	Specify refractory installation systems	New to PMC10
PMC561072C	Store materials for production	PMCSUP172B	Store materials for production	Equivalent
PMC561080B	Organise self	PMCSUP180A	Organise self	Equivalent
PMC562070B	Move materials	PMCSUP270A	Move materials	Equivalent
PMC562071C	Operate bulk materials handling equipment	PMCSUP271B	Operate bulk materials handling equipment	Equivalent
PMC562075B	Maintain kiln refractory	PMCSUP275A	Maintain kiln refractory	Equivalent
PMC562081B	Deliver customer service	PMCSUP281A	Deliver customer service	Not equivalent - changed prerequisite
PMC562083C	Allocate and complete team tasks	PMCSUP283B	Allocate and complete team tasks	Equivalent
PMC563081C	Carry out stock control	PMCSUP381B	Carry out stock control	Equivalent
PSPPM402B	Manage simple projects	New to PMC10
PSPPM502B	Manage complex projects	PSPPM502A	Manage projects	Equivalent
TAAASS301B	Contribute to assessment	New to PMC10
TAAASS401C	Plan and organise assessment	BSZ401A	Plan assessment	Equivalent
TAAASS402C	Assess competence	BSZ402A	Conduct assessment	Equivalent
TAAASS403B	Develop assessment tools	New to PMC10
TAAASS404B	Participate in assessment validation	TAAASS402B	BSZ403A	Review assessment	Not equivalent
TAADEL301CA	Provide training through instruction and demonstration of work skills	New to PMC10
TLIC307C	Drive medium rigid vehicle	New to PMC10
TLIC407D	Drive heavy rigid vehicle	TDTC497C	Drive heavy rigid vehicle	Equivalent
TLIC507D	Drive heavy combination vehicle	New to PMC10
TLID1007C	Operate a forklift	TDTD1097B	Operate a forklift	Equivalent

Mapping of PMC04 to PMC10

PMC04 Unit Code	Title	PMC10 Unit Code	Title	Comment
BSBCMN402A	Develop work priorities	Not carried forward
BSBCMN404A	Develop teams and individuals	Not carried forward
BSBCMN410A	Coordinate implementation of customer service strategies	Not carried forward
BSBCMN412A	Promote innovation and change	Not carried forward
BSBFLM402A	Show leadership in the workplace	Not carried forward
BSBFLM403A	Manage effective workplace relationships	Not carried forward
BSBFLM404A	Lead work teams	Not carried forward
BSBFLM405A	Implement operational plan	Not carried forward
BSBFLM406A	Implement workplace information system	Not carried forward
BSBFLM409A	Implement continuous improvement	Not carried forward
BSBFLM504A	Facilitate work teams	Not carried forward
BSBFLM505A	Manage operational plan	Not carried forward
BSBFLM509A	Promote continuous improvement	Not carried forward
BSBFLM510A	Facilitate and capitalise on change and innovation	Not carried forward
BSBFLM511A	Develop a workplace learning environment	Not carried forward
BSZ401A	Plan assessment	TAAASS401A	Plan and organise assessment	Equivalent
BSZ402A	Conduct assessment	TAAASS402A	Assess competence	Equivalent
BSZ403A	Review assessment	TAAASS404A	Participate in assessment validation	Not equivalent
BSZ404A	Train small groups	Not carried forward
LMTEMGN06A	Design equipment and system modifications	Not carried forward
LMTEMGN07A	Manage installation and commissioning of equipment and systems	LMTGN5004A	Manage installation and commissioning of equipment and systems	Equivalent
LMTPDHL06A	Manage product development projects	Not carried forward
PMACOM300A	Contribute to the development of plant documentation	Not carried forward
PMAOHS100B	Follow OHS procedures	Not carried forward
PMAOHS110B	Respond to emergency situation	MSAPMOHS110A	Follow emergency response procedures	Equivalent
PMAOHS200B	Participate in workplace safety procedures	MSAPMOHS200A	Work safely	Equivalent
PMAOHS300B	Implement and monitor OHS policies and procedures for a work group	MSAPMOHS300A	Facilitate the implementation of OHS for a work group	Equivalent
PMAOHS400B	Contribute to workplace OHS management system	MSAPMOHS400A	Contribute to OHS management system	Equivalent
PMAOHS401B	Assess risk	MSAPMOHS401A	Assess risk	Equivalent
PMAOHS503A	Maintain the workplace OHS management system	MSAPMOHS503A	Maintain the workplace OHS management system	Equivalent
PMAOHS510B	Manage risk	MSAPMOHS510A	Manage risk	Not equivalent - changed prerequisite
PMAOHS601A	Establish workplace OHS management system	MSAPMOHS601A	Establish workplace OHS management system	Not equivalent - changed prerequisite
PMAOPS101B	Read dials and indicators	PMAOPS101C	Read dials and indicators	Equivalent
PMAOPS212A	Use enterprise data system	MSAPMOPS212A	Use enterprise computers or data systems	Equivalent
PMAOPS216A	Operate local control system	PMAOPS216B	Operate local control system	Equivalent
PMAOPS401B	Trial new process/product	MSAPMOPS401A	Trial new process or product	Not equivalent - changed prerequisite
PMAOPS511A	Determine energy transfer loads	PMAOPS511B	Determine energy transfer loads	Equivalent
PMAOPS512A	Determine mass transfer loads	PMAOPS512B	Determine mass transfer loads	Equivalent
PMAOPS520B	Manage utilities	PMAOPS520C	Manage utilities	Equivalent
PMAOPS521B	Plan plant shutdown	PMAOPS521C	Plan plant shutdown	Not equivalent - changed prerequisite
PMAOPS600B	Modify plant	PMAOPS600C	Modify plant	Not equivalent - changed prerequisite
PMAPER200C	Work in accordance with an issued permit	MSAPMPER200B	Work in accordance with an issued permit	Equivalent
PMAPER201C	Monitor and control work permits	MSAPMPER201A	Monitor and control work permits	Not equivalent - changed prerequisite
PMAPER205B	Enter confined space	MSAPMPER205B	Enter confined space	Not equivalent - changed prerequisite
PMAPER300C	Issue work permits	MSAPMPER300B	Issue work permits	Equivalent
PMAPER302B	Issue work permits (hot work/confined space)	Not carried forward
PMAPROC101B	Make measurements	MSAPMOPS101A	Make measurements	Equivalent
PMASUP100B	Apply workplace procedures	MSAPMSUP100A	Apply workplace procedures	Equivalent
PMASUP110A	Relay and respond to information	MSAPMSUP102A	Communicate in the workplace	Equivalent
PMASUP120A	Follow environmental work practices	Not carried forward
PMASUP130B	Follow established work plan	Not carried forward
PMASUP200B	Implement production efficiencies	MSAPMSUP200A	Achieve work outcomes	Not equivalent - changed prerequisite
PMASUP210A	Process and record information	MSAPMSUP210A	Process and record information	Not equivalent - changed prerequisite
PMASUP220A	Monitor and control environmental hazards	MSAENV272A	Participate in environmentally sustainable work practices	Replacement but not equivalent
PMASUP300B	Identify and implement opportunities to maximise production efficiencies	MSAPMSUP300A	Identify and implement opportunities to maximise production efficiencies	Equivalent
PMASUP320A	Implement and monitor environmental policies	Not carried forward
PMASUP330B	Schedule production	MSAPMSUP330A	Develop and adjust a production schedule	Not equivalent - changed prerequisite
PMASUP390A	Use structured problem solving tools	MSAPMSUP390A	Use structured problem solving tools	Equivalent
PMASUP420A	Minimise environmental impact of process	PMASUP420B	Minimise environmental impact of process	Equivalent
PMASUP520A	Review procedures to minimise environmental impact of process	PMASUP520B	Review procedures to minimise environmental impact of process	Not equivalent - changed prerequisite
PMASUP620A	Manage environmental management system	Not carried forward
PMBPREP508A	Produce drawings	MEM09003B	Prepare basic engineering drawing	Replacement but not equivalent
PMBPROD230B	Monitor process operations	MSAPMSUP230A	Monitor process operations	Equivalent
PMBTECH502B	Review and analyse production trials and specify retrials	PMBTECH502B	Review and analyse production trials and specify retrials	Equivalent
PMCCOR102A	Clean plant and equipment	MSAPMSUP101A	Clean workplace or equipment	Equivalent
PMCOPS103B	Operate equipment	MSAPMOPS100A	Use equipment	Equivalent
PMCOPS201B	Operate a unit of equipment	MSAPMOPS200A	Operate equipment	Equivalent
PMCOPS202B	Operate equipment to blend/mix materials	PMC552002C	Operate equipment to blend/mix materials	Equivalent
PMCOPS203B	Operate grinding equipment	PMC552003C	Operate grinding equipment	Equivalent
PMCOPS204B	Prepare for production	PMC552004C	Prepare for production	Equivalent
PMCOPS205B	Process greenware/green products	PMC552005C	Process greenware/green products	Equivalent
PMCOPS206B	Operate an autoclave	PMC552006C	Operate an autoclave	Equivalent
PMCOPS207A	Heat accelerate the curing of precast concrete	PMC552007B	Heat accelerate the curing of precast concrete	Equivalent
PMCOPS208A	Operate crushing equipment	PMC552008B	Operate crushing equipment	Equivalent
PMCOPS210B	Operate a Calcining kiln	PMC552010C	Operate a calcining kiln	Equivalent
PMCOPS220B	Operate slip casting equipment	PMC552020C	Operate slip casting equipment	Equivalent
PMCOPS221B	Operate manual glazing equipment	PMC552021C	Operate manual glazing equipment	Equivalent
PMCOPS222B	Prepare materials for clay and ceramic production	PMC552022C	Prepare materials for clay and ceramic production	Equivalent
PMCOPS223B	Finish products after firing	PMC552023C	Finish products after firing	Equivalent
PMCOPS224B	Hand mould products	PMC552024C	Hand mould products	Equivalent
PMCOPS230B	Operate a firing kiln	PMC552030C	Operate a firing kiln	Equivalent
PMCOPS231B	Operate extrusion equipment	PMC552031C	Operate extrusion equipment	Equivalent
PMCOPS232B	Operate pressing equipment	PMC552032C	Operate pressing equipment	Equivalent
PMCOPS240B	Operate melting process	PMC552040C	Operate melting process	Equivalent
PMCOPS241B	Operate process ovens	PMC552041C	Operate process ovens	Equivalent
PMCOPS242B	Operate blown insulation equipment	PMC552042C	Operate blown insulation equipment	Equivalent
PMCOPS243B	Operate float forming equipment	PMC552043C	Operate float forming equipment	Equivalent
PMCOPS244B	Operate fibre forming equipment	PMC552044C	Operate fibre forming equipment	Equivalent
PMCOPS245B	Operate container forming equipment	PMC552045C	Operate container forming equipment	Equivalent
PMCOPS246B	Operate glass printing equipment	PMC552046C	Operate glass printing equipment	Equivalent
PMCOPS247B	Operate primary annealing equipment	PMC552047C	Operate primary annealing equipment	Equivalent
PMCOPS248B	Operate glass finishing equipment	PMC552048C	Operate glass finishing equipment	Equivalent
PMCOPS249B	Operate on-line stacking and assembly equipment	PMC552049C	Operate on-line stacking and assembly equipment	Equivalent
PMCOPS250B	Schedule, cut and bend reinforcement	PMC552050C	Schedule, cut and bend reinforcement	Equivalent
PMCOPS251B	Finish green concrete products	PMC552051C	Finish green concrete products	Equivalent
PMCOPS252B	Cast moulded concrete products	PMC552052C	Cast moulded concrete products	Equivalent
PMCOPS253B	Finish cured concrete products	PMC552053C	Finish cured concrete products	Equivalent
PMCOPS254B	Spin concrete pipes	PMC552054C	Spin concrete pipes	Equivalent
PMCOPS255B	Conduct benching operations	PMC552055C	Conduct benching operations	Equivalent
PMCOPS256A	Assemble, fabricate and place reinforcement	PMC552056B	Assemble, fabricate and place reinforcement	Equivalent
PMCOPS257A	Finish casting operation	PMC552057B	Finish casting operation	Equivalent
PMCOPS258A	Demould concrete products	PMC552058B	Demould concrete products	Equivalent
PMCOPS260B	Batch mix concrete	PMC552060C	Batch mix concrete	Equivalent
PMCOPS261B	Deliver concrete to site	PMC552061C	Deliver concrete to site	Prerequisite changed to co-requisite. References to driving trucks removed
PMCOPS265A	Prepare asphalt	PMC552065B	Prepare asphalt	Equivalent
PMCOPS270A	Operate forming equipment	PMC552070B	Operate forming equipment	Equivalent
PMCOPS271A	Operate wet and dry end equipment	PMC552071B	Operate wet and dry end equipment	Equivalent
PMCOPS272A	Produce fibrous plasterboard	PMC552072B	Produce fibrous plasterboard	Equivalent
PMCOPS290A	Use and maintain tools and equipment for refractory operations	PMC552090B	Use and maintain tools and equipment for refractory operations	Equivalent
PMCOPS291A	Prepare for, install and repair refractory brickwork/blockwork	PMC552091B	Prepare for, install and repair refractory brickwork/blockwork	Equivalent
PMCOPS292A	Prepare for and install mouldable refractory materials	PMC552092B	Prepare for and install mouldable refractory materials	Equivalent
PMCOPS293A	Prepare for and cast refractory materials	PMC552093B	Prepare for and cast refractory materials	Equivalent
PMCOPS294A	Prepare for and apply shotcrete for installation	PMC552094B	Prepare for and apply shotcrete for installation	Equivalent
PMCOPS295A	Prepare for, install and repair ceramic fibre	PMC552095B	Prepare for, install and repair ceramic fibre	Equivalent
PMCOPS300B	Set up and tune a process	PMC553000C	Set up and tune a process	Not equivalent - changed prerequisite
PMCOPS301B	Operate centralised process control systems	PMAOPS305B	Operate process control systems	Not equivalent - changed prerequisite
PMCOPS310B	Process raw meal into product	PMC553010C	Process raw meal into product	Equivalent
PMCOPS320B	Prepare moulds and dies	PMC553020C	Prepare moulds and dies	Equivalent
PMCOPS321B	Set up and tune glazing equipment	PMC553021C	Set up and tune glazing equipment	Equivalent
PMCOPS340B	Set up and optimise glass forming process	PMC553040C	Set up and optimise glass forming process	Not equivalent - changed prerequisite
PMCOPS341B	Set up and optimise glass furnace process	PMC553041C	Set up and optimise glass furnace process	Equivalent
PMCOPS342B	Set up and optimise secondary process	PMC553042C	Set up and optimise secondary process	Not equivalent - changed prerequisite
PMCOPS350B	Produce architectural precast concrete	PMC553050C	Produce architectural precast concrete	Not equivalent - changed prerequisite
PMCOPS351A	Produce structural precast concrete	PMC553051B	Produce structural precast concrete	Not equivalent - changed prerequisite
PMCOPS370A	Design and construct moulds for fibrous plaster products	PMC553070B	Design and construct moulds for fibrous plaster products	Equivalent
PMCOPS372A	Model fibrous plaster products	PMC553072B	Model fibrous plaster products	Equivalent
PMCOPS380A	Set up and optimise finishing process	PMC553080B	Set up and optimise finishing process	Not equivalent - changed prerequisite
PMCOPS390A	Test refractory materials	MSL974005A	Perform physical tests	Replacement but not equivalent
PMCOPS400B	Optimise process systems	MSAPMOPS400A	Optimise process/plant area	Not equivalent - changed prerequisite
PMCOPS420B	Design and prepare models, moulds and dies	PMC554020D	Design and prepare models, moulds and dies	Equivalent
PMCOPS490A	Undertake simple refractory design	PMC554090B	Undertake simple refractory design	Equivalent
PMCOPS491A	Analyse refractory failures	PMC554091B	Analyse refractory failures	Equivalent
PMCOPS530B	Analyse equipment performance	PMC555030C	Analyse equipment performance	Not equivalent - changed prerequisite
PMCOPS531A	Choose materials for an application	PMC555031B	Choose materials for an application	Equivalent
PMCOPS630B	Develop a new product	MSACMT675A	Facilitate the development of a new product	Replacement but not equivalent
PMCOPS631B	Design structural/mechanical components	PMC556031C	Design structural/mechanical components	Equivalent
PMC557001A	Manage trials	New to PMC10
PMC557090A	Select refractory materials for an application	New to PMC10
PMC557091A	Design a refractory lining	New to PMC10
PMC557092A	Specify and interpret refractory tests	New to PMC10
PMC557093A	Design a refractory/ceramic component	New to PMC10
PMC557094A	Investigate refractory failures	New to PMC10
PMC557095A	Specify and monitor the installation of monolithic/castable refractories	New to PMC10
PMC557096A	Specify and monitor the installation of block/precast refractories	New to PMC10
PMC557097A	Specify and monitor repairs to refractory installations	New to PMC10
PMC557098A	Specify refractory installation systems	New to PMC10
PMCSUP170B	Shift materials safely	PMBHAN103C	Shift materials safely by hand	Equivalent
PMCSUP171B	Pack finished products	Not carried forward
PMCSUP172B	Store materials for production	PMC561072C	Store materials for production	Equivalent
PMCSUP180A	Organise self	PMC561080B	Organise self	Equivalent
PMCSUP181A	Work in a team	MSAPMSUP106A	Work in a team	Equivalent
PMCSUP270A	Move materials	PMC562070B	Move materials	Equivalent
PMCSUP271B	Operate bulk materials handling equipment	PMC562071C	Operate bulk materials handling equipment	Equivalent
PMCSUP272A	Identify and act upon hazards in the workplace	Not carried forward
PMCSUP273A	Receive and despatch materials	MSAPMSUP201A	Receive or despatch goods	Equivalent
PMCSUP274B	Undertake minor maintenance	MSAPMSUP240A	Undertake minor maintenance	Equivalent
PMCSUP275A	Maintain kiln refractory	PMC562075B	Maintain kiln refractory	Equivalent
PMCSUP280A	Manage conflict at work	MSAPMSUP280A	Manage conflict at work	Equivalent
PMCSUP281A	Deliver customer service	PMC562081B	Deliver customer service	Not equivalent - changed prerequisite
PMCSUP282A	Use computers and related programs in the workplace	MSAPMOPS212A	Use enterprise computers or data systems	Equivalent
PMCSUP283B	Allocate and complete team tasks	PMC562083C	Allocate and complete team tasks	Equivalent
PMCSUP292A	Sample and test materials and product	MSAPMSUP292A	Sample and test materials and product	Equivalent
PMCSUP380B	Oversee team performance	Not carried forward
PMCSUP381B	Carry out stock control	PMC563081C	Carry out stock control	Equivalent
PMCSUP382A	Provide coaching/mentoring in the workplace	MSAPMSUP382A	Provide coaching/mentoring in the workplace	Equivalent
PMCSUP391A	Collect and prepare standard samples	MSL952001A	Collect routine site samples	Replacement but not equivalent
PMCSUP392A	Perform basic laboratory tests	MSL973001A	Perform basic tests	Replacement but not equivalent
PMCSUP393A	Perform instrumental analysis	Not carried forward
PSPPM502A	Manage projects	PSPPM502B	Manage complex projects	Equivalent
TLIC307C	Drive medium rigid vehicle	New to PMC10
TDTC497C	Drive heavy rigid vehicle	TLIC407D	Drive heavy rigid vehicle	Equivalent
TLIC507D	Drive heavy combination vehicle	New to PMC10
TDTD1097B	Operate a forklift	TLID1007C	Operate a forklift	Equivalent

Overview

What is a Training Package?

A Training Package is an integrated set of nationally endorsed competency standards, assessment guidelines and Australian Qualifications Framework (AQF) qualifications for a specific industry, industry sector or enterprise.

Each Training Package:

• provides a consistent and reliable set of components for training, recognising and assessing peoples skills, and may also have optional support materials

• enables nationally recognised qualifications to be awarded through direct assessment of workplace competencies

• encourages the development and delivery of flexible training which suits individual and industry requirements

• encourages learning and assessment in a work-related environment which leads to verifiable workplace outcomes.

How do Training Packages fit within the National Skills Framework?

The National Skills Framework applies nationally, is endorsed by the Ministerial Council for Vocational and Technical Education, and comprises the Australian Quality Training Framework 2007 (AQTF 2007), and Training Packages endorsed by the National Quality Council (NQC).

How are Training Packages developed?

Training Packages are developed by Industry Skills Councils or enterprises to meet the identified training needs of specific industries or industry sectors. To gain national endorsement of Training Packages, developers must provide evidence of extensive research, consultation and support within the industry area or enterprise.

How do Training Packages encourage flexibility?

Training Packages describe the skills and knowledge needed to perform effectively in the workplace without prescribing how people should be trained.

Training Packages acknowledge that people can achieve vocational competency in many ways by emphasising what the learner can do, not how or where they learned to do it. For example, some experienced workers might be able to demonstrate competency against the units of competency, and even gain a qualification, without completing a formal training program.

With Training Packages, assessment and training may be conducted at the workplace, off-the-job, at a training organisation, during regular work, or through work experience, work placement, work simulation or any combination of these.

Who can deliver and assess using Training Packages?

Training and assessment using Training Packages must be conducted by a Registered Training Organisation (RTO) that has the qualifications or specific units of competency on its scope of registration, or that works in partnership with another RTO, as specified in the AQTF 2007.

Training Package Components

Training Packages are made up of mandatory components endorsed by the NQC, and optional support materials.

Training Package Endorsed Components

The nationally endorsed components include the Competency Standards, Assessment Guidelines and Qualifications Framework. These form the basis of training and assessment in the Training Package and, as such, they must be used.

Competency Standards

Each unit of competency identifies a discrete workplace requirement and includes the knowledge and skills that underpin competency as well as language, literacy and numeracy; and occupational health and safety requirements. The units of competency must be adhered to in training and assessment to ensure consistency of outcomes.

Assessment Guidelines

The Assessment Guidelines provide an industry framework to ensure all assessments meet industry needs and nationally agreed standards as expressed in the Training Package and the AQTF 2007. The Assessment Guidelines must be followed to ensure the integrity of assessment leading to nationally recognised qualifications.

Qualifications Framework

Each Training Package provides details of those units of competency that must be achieved to award AQF qualifications. The rules around which units of competency can be combined to make up a valid AQF qualification in the Training Package are referred to as the "packaging rules". The packaging rules must be followed to ensure the integrity of nationally recognised qualifications issued.

Training Package Support Materials

The endorsed components of Training Packages are complemented and supported by optional support materials that provide for choice in the design of training and assessment to meet the needs of industry and learners.

Training Package support materials can relate to single or multiple units of competency, an industry sector, a qualification or the whole Training Package. They tend to fall into one or more of the categories illustrated below.

Training Package support materials are produced by a range of stakeholders such as RTOs, individual trainers and assessors, private and commercial developers and Government agencies.

Where such materials have been quality assured through a process of "noting" by the NQC, they display the following official logo. Noted support materials are listed on the National Training Information Service (NTIS), together with a detailed description and information on the type of product and its availability < www.ntis.gov.au>

It is not compulsory to submit support materials for noting; any resources that meet the requirements of the Training Package can be used.

Training Package, Qualification and Unit of Competency Codes

There are agreed conventions for the national codes used for Training Packages and their components. Always use the correct codes, exactly as they appear in the Training Package, and with the code always before the title.

Training Package Codes

Each Training Package has a unique five-character national code assigned when the Training Package is endorsed, for example PMC10. The first three characters are letters identifying the Training Package industry coverage and the last two characters are numbers identifying the year of endorsement.

Qualification Codes

Within each Training Package, each qualification has a unique eight-character code, for example PMC20110. Qualification codes are developed as follows:

• the first three letters identify the Training Package;

• the first number identifies the qualification level (noting that, in the qualification titles themselves, arabic numbers are not used);

• the next two numbers identify the position in the sequence of the qualification at that level; and

• the last two numbers identify the year in which the qualification was endorsed. (Where qualifications are added after the initial Training Package endorsement, the last two numbers may differ from other Training Package qualifications as they identify the year in which those particular qualifications were endorsed.)

Unit of Competency Codes

Within each Training Package, each unit of competency has a unique code. Unit of competency codes are assigned when the Training Package is endorsed, or when new units of competency are added to an existing endorsed Training Package. Unit codes are developed as follows:

• a typical code is made up of 12 characters, normally a mixture of uppercase letters and numbers, as in PMC557001A;

• the first three characters signify the Training Package - PMC10 - in the above example and up to eight characters, relating to an industry sector, function or skill area, follow;

• the last character is always a letter and identifies the unit of competency version. An "A" at the end of the code indicates that this is the original unit of competency. "B", or another incremented version identifier means that minor changes have been made. Typically this would mean that wording has changed in the range statement or evidence guide, providing clearer intent; and

• where changes are made that alter the outcome, a new code is assigned and the title is changed.

Training Package, Qualification and Unit of Competency Titles

There are agreed conventions for titling Training Packages and their components. Always use the correct titles, exactly as they appear in the Training Package, and with the code always placed before the title.

Training Package Titles

The title of each endorsed Training Package is unique and relates the Training Packages broad industry coverage.

Qualification Titles

The title of each endorsed Training Package qualification is unique. Qualification titles use the following sequence:

• first, the qualification is identified as either Certificate I, Certificate II, Certificate III, Certificate IV, Diploma, Advanced Diploma, Vocational Graduate Certificate, or Vocational Graduate Diploma;

• this is followed by the words "in" for Certificates I to IV, and "of" for Diploma, Advanced

Diploma, Vocational Graduate Certificate and Vocational Graduate Diploma;

• then, the industry descriptor, for example Telecommunications; and

• then, if applicable, the occupational or functional stream in brackets, for example

(Computer Systems).

For example:

•	PMC20110 Certificate II in Manufactured Mineral Products

Unit of Competency Titles

Each unit of competency title is unique. Unit of competency titles describe the competency outcome concisely, and are written in sentence case.

For example:

•	PMC552002C Operate equipment to blend/mix materials

Historical and General Information

Historical and General Information
Development of the Manufactured Mineral Products Training Package PMC99 The original Manufactured Mineral Products Training Package was developed by Manufacturing Learning Australia (MLA) with funding provided by the Australian National Training Authority (ANTA). The development was done by Total Training and Performance Solutions (TaPS) during the second half of 1998. The Training Package was endorsed by the National Training Framework Committee (NTFC) on 22/6/99 and agreed by all State and Territory ministers on 7/7/99. ANTA also funded the Office of Technical and Further Education of Victoria to develop an implementation guide (now called a purchasing guide). This became available in late 1999. Implementation guides (or their equivalents) became available in other States after this time. After the availability of the guides, State and Territory Industry Training Advisory Bodies began a round of implementation workshops. PMC04 In 2003, MLA commenced an extensive review of PMC99. All units were updated for technology and policy changes and the packaging rules were revised to improve clarity. Health, safety and environment units were imported from the PMA04 Training Package. These had all been rewritten to better align with the way jobs are done and to align with the AQF. A new suite of quality units has been introduced to reflect the updated attitudes of the industry to quality. PMC10 In 2005, the process manufacturing industry coverage was transferred to the National Manufacturing Industry Skills Council (Manufacturing Skills Australia). Following a review of uptake and implementation of PMC04, and as part of MSA’s Continuous Improvement Plan, Kevin Hummel of Total Training and Performance Solutions (TaPS) was commissioned to undertake a Scoping Study in 2008 to inform the continuous improvement of the Manufactured Mineral Products Training Package. The Scoping Study Report noted that: users of PMC04 were generally happy with the package, with some integrating it into their own internal structures there were some areas, such as process control, which were in need of updating due to changes in technology there may be a need for a Vocational Graduate qualification in some sub-sectors the adoption of the Certificates in Process Manufacturing (within MSA07) to replace the existing PMC Certificates in Production Support was supported. MSA supported the findings and contracted TaPS to undertake the agreed improvements. The major industry drivers for the improvements to this package are outlined below. Some sectors are energy intensive and will be impacted by any Carbon Pollution Reduction Scheme/Emissions Trading Scheme (eg cement/lime, glass and heavy clay). This was subject to further consultation as part of this project. The outcome of this specific investigation showed that the existing units were sufficiently forward looking to cover the expected skills needs for these sectors. This may change when an actual CPRS/ETS or other revised scheme is actually introduced. There has been significant technological change in the field of process control. This issue had also confronted the review of the PMA Training Package which led to PMA08 Chemicals, Hydrocarbon and Refining Training Package. As the process control systems and issues are similar, the revised PMA08 process control units were proposed to a PMC expert group who concluded they were appropriate for inclusion within PMC10. As the workforce matures and senior personnel retire, there is a growing need for the high level skills which are specific to this sector. While these skills may be touched on by typical degree courses they do not cover the specifics of this sector in sufficient detail. There was specific consultation with the sub-sectors of cement, concrete and refractories. While all agreed that there was a skills need, only refractories saw it as a current priority and so this led to a Vocational Graduate Certificate in Refractories Engineering being developed. The cement and concrete sub-sectors should be revisited in twelve months in this regard. Refer to the Appendices for information on consultation and validation and who was involved in the development of PMC10, and impact of changes.

Introduction to the Industry

Introduction to the Industry
Manufacturing Skills Australia Manufacturing Skills Australia (MSA) is the national industry skills council representing the manufacturing industries. Its coverage includes the process manufacturing sectors of: chemical, hydrocarbons and oil refining (ANZSIC classification 12 and 251 to 254) covered by the Chemical, Hydrocarbons and Refining Training Package iron and steel (ANZSIC classification 271) – currently no Training Package manufactured mineral products (statistically the non-metallic minerals sector ANZSIC classification 26) covered by the Manufactured Mineral Products Training Package plastics, rubber and cablemaking (ANZSIC classifications 255 and 2852) covered by the Plastics, Rubber and Cablemaking Training Package. The process manufacturing industries have common boundaries with the extractive industries on the upstream end and the automotive, general manufacturing, building and construction, and food and beverage industries on the downstream end. The industry naturally overlaps with the supporting and service industries such as maintenance trades (Metal and Engineering Training Package), administration (Business Services Training Package), sales and marketing (Wholesale and Retail Training Packages) and the professional areas of technical and management support. The manufactured mineral products industry This diverse industry typically interfaces with the extractive industries upstream, although some companies are also involved in the extractive industries. The industry produces a range of products which are typically used by other industries rather than directly consumed by the public. Downstream industries include building and construction (cement, concrete products, glass, clay and ceramic, fibre cement products), civil construction (cement, concrete products, asphalt), food and beverage (glass bottles and jars), heavy industry (refractories), automotive industry (glass) and landscaping industry (concrete blocks and pavers). Parts of the industry do directly service the consumer market such as ceramics (bathroom ware, dinner sets) and concrete products (blocks, pavers, gnomes and bird baths). The industry has a large and significant ‘related products’ group (statistically ‘not elsewhere classified’). This sector covers a range from making refractory products for use by heavy industry (iron/steel, non-ferrous metals, automotive engines etc), through fibre cement (building products) to abrasives and the manufacture of talcum powder. Contribution to the economy One measure of Gross Domestic Product (GDP) is ‘industry value added’ (IVA). In the Financial Year ending June 2007, the Manufactured mineral products industry contributed over $5 billion to the Australian economy. The Glass and Glass Product Manufacturing sector was the leading sector, contributing $964 million to the Australian economy in 2006 – 07.

Qualifications Framework

The Australian Qualifications Framework

What is the Australian Qualifications Framework?

A brief overview of the Australian Qualifications Framework (AQF) follows. For a full explanation of the AQF, see the AQF Implementation Handbook. The 2007 version of the AQF Implementation Handbook is expected to be available on the Australian Qualifications

Framework Advisory Board (AQFAB) website www.aqf.edu.au during September 2007, and in print in October 2007 (obtain the hard copy by contacting AQFAB on phone 03 9639 1606 or email at aqfab@curriculum.edu.au).

The AQF provides a comprehensive, nationally consistent framework for all qualifications in post-compulsory education and training in Australia. In the vocational education and training (VET) sector it assists national consistency for all trainees, learners, employers and providers by enabling national recognition of qualifications and Statements of Attainment.

Training Package qualifications in the VET sector must comply with the titles and guidelines of the AQF. Endorsed Training Packages provide a unique title for each AQF qualification which must always be reproduced accurately.

Qualifications

Training Packages can incorporate the following eight AQF qualifications.

• Certificate I in ...

• Certificate II in ...

• Certificate III in ...

• Certificate IV in ...

• Diploma of ...

• Advanced Diploma of ...

• Vocational Graduate Certificate of ...

• Vocational Graduate Diploma of ...

On completion of the requirements defined in the Training Package, a Registered Training Organisation (RTO) may issue a nationally recognised AQF qualification. Issuance of AQF qualifications must comply with the advice provided in the AQF Implementation Handbook and the AQTF 2007 Essential Standards for Registration.

Statement of Attainment

A Statement of Attainment is issued by a Registered Training Organisation when an individual has completed one or more units of competency from nationally recognised qualification(s)/courses(s). Issuance of Statements of Attainment must comply with the advice provided in the current AQF Implementation Handbook and the AQTF 2007 Essential Standards for Registration.

Under the AQTF 2007, RTOs must recognise the achievement of competencies as recorded on a qualification or Statement of Attainment issued by other RTOs. Given this, recognised competencies can progressively build towards a full AQF qualification.

AQF Guidelines and Learning Outcomes

The AQF Implementation Handbook provides a comprehensive guideline for each AQF qualification. A summary of the learning outcome characteristics and their distinguishing features for each VET related AQF qualification is provided below.

Certificate I

Characteristics of Learning Outcomes

Breadth, depth and complexity of knowledge and skills would prepare a person to perform a defined range of activities most of which may be routine and predictable.

Applications may include a variety of employment related skills including preparatory access and participation skills, broad-based induction skills and/or specific workplace skills. They may also include participation in a team or work group.

Distinguishing Features of Learning Outcomes

Do the competencies enable an individual with this qualification to:

demonstrate knowledge by recall in a narrow range of areas;

demonstrate basic practical skills, such as the use of relevant tools;

perform a sequence of routine tasks given clear direction

receive and pass on messages/information.

Certificate II

Characteristics of Learning Outcomes

Breadth, depth and complexity of knowledge and skills would prepare a person to perform in a range of varied activities or knowledge application where there is a clearly defined range of contexts in which the choice of actions required is usually clear and there is limited complexity in the range of operations to be applied.

Performance of a prescribed range of functions involving known routines and procedures and some accountability for the quality of outcomes.

Applications may include some complex or non-routine activities involving individual responsibility or autonomy and/or collaboration with others as part of a group or team.

Distinguishing Features of Learning Outcomes

Do the competencies enable an individual with this qualification to:

demonstrate basic operational knowledge in a moderate range of areas;

apply a defined range of skills;

apply known solutions to a limited range of predictable problems;

perform a range of tasks where choice between a limited range of options is required;

assess and record information from varied sources;

take limited responsibility for own outputs in work and learning.

Certificate III

Characteristics of Learning Outcomes

Breadth, depth and complexity of knowledge and competencies would cover selecting, adapting and transferring skills and knowledge to new environments and providing technical advice and some leadership in resolution of specified problems. This would be applied across a range of roles in a variety of contexts with some complexity in the extent and choice of options available.

Performance of a defined range of skilled operations, usually within a range of broader related activities involving known routines, methods and procedures, where some discretion and judgement is required in the section of equipment, services or contingency measures and within known time constraints.

Applications may involve some responsibility for others. Participation in teams including group or team co-ordination may be involved.

Distinguishing Features of Learning Outcomes

Do the competencies enable an individual with this qualification to:

demonstrate some relevant theoretical knowledge

apply a range of well-developed skills

apply known solutions to a variety of predictable problems

perform processes that require a range of well-developed skills where some discretion and judgement is required

interpret available information, using discretion and judgement

take responsibility for own outputs in work and learning

take limited responsibility for the output of others.

Certificate IV

Characteristics of Learning Outcomes

Breadth, depth and complexity of knowledge and competencies would cover a broad range of varied activities or application in a wider variety of contexts most of which are complex and non-routine. Leadership and guidance are involved when organising activities of self and others as well as contributing to technical solutions of a non-routine or contingency nature.

Performance of a broad range of skilled applications including the requirement to evaluate and analyse current practices, develop new criteria and procedures for performing current practices and provision of some leadership and guidance to others in the application and planning of the skills. Applications involve responsibility for, and limited organisation of, others.

Distinguishing Features of Learning Outcomes

Do the competencies enable an individual with this qualification to:

demonstrate understanding of a broad knowledge base incorporating some theoretical concepts

apply solutions to a defined range of unpredictable problems

identify and apply skill and knowledge areas to a wide variety of contexts, with depth in some areas

identify, analyse and evaluate information from a variety of sources

take responsibility for own outputs in relation to specified quality standards

take limited responsibility for the quantity and quality of the output of others.

Diploma

Characteristics of Learning Outcomes

Breadth, depth and complexity covering planning and initiation of alternative approaches to skills or knowledge applications across a broad range of technical and/or management requirements, evaluation and co-ordination.

The self directed application of knowledge and skills, with substantial depth in some areas where judgment is required in planning and selecting appropriate equipment, services and techniques for self and others.

Applications involve participation in development of strategic initiatives as well as personal responsibility and autonomy in performing complex technical operations or organising others. It may include participation in teams including teams concerned with planning and evaluation functions. Group or team co-ordination may be involved.

The degree of emphasis on breadth as against depth of knowledge and skills may vary between qualifications granted at this level.

Distinguishing Features of Learning Outcomes

Do the competencies or learning outcomes enable an individual with this qualification to:

demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas

analyse and plan approaches to technical problems or management requirements

transfer and apply theoretical concepts and/or technical or creative skills to a range of situations

evaluate information, using it to forecast for planning or research purposes

take responsibility for own outputs in relation to broad quantity and quality parameters

take some responsibility for the achievement of group outcomes.

Advanced Diploma

Characteristics of Learning Outcomes

Breadth, depth and complexity involving analysis, design, planning, execution and evaluation across a range of technical and/or management functions including development of new criteria or applications or knowledge or procedures.

The application of a significant range of fundamental principles and complex techniques across a wide and often unpredictable variety of contexts in relation to either varied or highly specific functions. Contribution to the development of a broad plan, budget or strategy is involved and accountability and responsibility for self and others in achieving the outcomes is involved.

Applications involve significant judgement in planning, design, technical or leadership/guidance functions related to products, services, operations or procedures.

The degree of emphasis on breadth as against depth of knowledge and skills may vary between qualifications granted at this level.

Distinguishing Features of Learning Outcomes

Do the competencies or learning outcomes enable an individual with this qualification to:

demonstrate understanding of specialised knowledge with depth in some areas

analyse, diagnose, design and execute judgements across a broad range of technical or management functions

generate ideas through the analysis of information and concepts at an abstract level

demonstrate a command of wide-ranging, highly specialised technical, creative or conceptual skills

demonstrate accountability for personal outputs within broad parameters

demonstrate accountability for personal and group outcomes within broad parameters.

Vocational Graduate Certificate

Characteristics of competencies or learning outcomes

The self-directed development and achievement of broad and specialised areas of knowledge and skills, building on prior knowledge and skills.

Substantial breadth and complexity involving the initiation, analysis, design, planning, execution and evaluation of technical and management functions in highly varied and highly specialised contexts.

Applications involve making significant, high-level, independent judgements in major broad or planning, design, operational, technical and management functions in highly varied and specialised contexts. They may include responsibility and broadranging accountability for the structure, management and output of the work or functions of others.

The degree of emphasis on breadth, as opposed to depth, of knowledge and skills may vary between qualifications granted at this level.

Distinguishing features of learning outcomes

Demonstrate the self-directed development and achievement of broad and specialised areas of knowledge and skills, building on prior knowledge and skills.

Initiate, analyse, design, plan, execute and evaluate major broad or technical and management functions in highly varied and highly specialised contexts.

Generate and evaluate ideas through the analysis of information and concepts at an abstract level.

Demonstrate a command of wide-ranging, highly specialised technical, creative or conceptual skills in complex contexts.

Demonstrate responsibility and broad-ranging accountability for the structure, management and output of the work or functions of others.

Vocational Graduate Diploma

Characteristics of competencies or learning outcomes

The self-directed development and achievement of broad and specialised areas of knowledge and skills, building on prior knowledge and skills.

Substantial breadth, depth and complexity involving the initiation, analysis, design, planning, execution and evaluation of major functions, both broad and highly specialised, in highly varied and highly specialised contexts.

Further specialisation within a systematic and coherent body of knowledge.

Applications involve making high-level, fully independent, complex judgements in broad planning, design, operational, technical and management functions in highly varied and highly specialised contexts. They may include full responsibility and accountability for all aspects of work and functions of others, including planning, budgeting and strategy development.

The degree of emphasis on breadth, as opposed to depth, of knowledge and skills may vary between qualifications granted at this level.

Distinguishing features of learning outcomes

Demonstrate the self-directed development and achievement of broad and highly specialised areas of knowledge and skills, building on prior knowledge and skills.

Initiate, analyse, design, plan, execute and evaluate major functions, both broad and within highly varied and highly specialised contexts.

Generate and evaluate complex ideas through the analysis of information and concepts at an abstract level.

Demonstrate an expert command of wide-ranging, highly specialised, technical, creative or conceptual skills in complex and highly specialised or varied contexts.

Demonstrate full responsibility and accountability for personal outputs.

Demonstrate full responsibility and accountability for all aspects of the work or functions of others, including planning, budgeting and strategy.

Qualification Pathways

Qualification Pathways
PMC10 Packaging advice General advice Qualifications may be awarded by a Registered Training Organisation (RTO) when competency has been achieved in the units that meet the specified packaging requirements. Units of competency achieved which do not combine to make a certificate may be recognised by a Statement of Attainment issued by an RTO. In the PMC10 qualifications, units have been categorised into core, specialist electives and other electives. To be awarded a qualification, competence must be demonstrated in: all core units for that certificate, plus a minimum, specified number of specialist electives, plus units chosen from other electives (this includes other units from this Training Package, other endorsed Training Packages and accredited courses) The packaging has been designed to cater for enterprises and learners in different industry contexts. Different operations units must be chosen for the awarding of different qualifications. Learners are NOT entitled to gain multiple qualifications at the same AQF level from a single selection of units of competency. The packaging rules aim to be as flexible as possible. Entry to any qualification may be at any level. People entering at Certificate III or IV (and above) need to meet the relevant prerequisite competencies. A person can enter a program of training at any level. Australian Apprenticeships All qualifications from Certificate II to Advanced Diploma are to be undertaken as part of a formal training contract with an employer under an Australian Traineeship or Apprenticeship arrangement. VET in schools The delivery and assessment of competencies and/or qualifications under this Training Package as appropriately designed VET in schools programs is encouraged. However due to the requirements to demonstrate competency, it would be difficult for a school to assess and award qualifications within PMC10 except in close partnership with an appropriate organisation from the industry. The operations/technical units are likely to pose the biggest challenge for the school sector as these are related to the operation of plant, which it is unlikely that the schools would have or would wish to acquire. However they may be able to do this in partnership with a local company. In some sectors of the industry, this may be a practical solution. In other sectors it is less likely that the local companies will be prepared to have school students working in their workplace as they have a distinct preference for mature workers due to the OHS issues. For these reasons it is unlikely that a VET in schools program could offer whole qualifications under this Training Package above AQF 2. Qualification pathways It is assumed that most people new to the industry will enter at Certificate II. Most people already established in the industry should be able to be assessed as already partly or wholly qualified at the Certificate II level and will presumably enter at their existing level and simply complete any outstanding competency requirements. For experienced workers in the industry, it may well be appropriate for them to enter at the Certificate III (or even Certificate IV or higher) level. Entry and exit at any point is possible. People with other relevant qualifications (eg, maintenance trades) may choose to enter at higher levels (eg, Certificate IV or Diploma) but must observe competency prerequisites. As learners progress through the available qualifications, the level of required knowledge and understanding increases both in breadth and depth. These higher level qualifications are for people specialising as technicians/technologists in the manufactured mineral products industry. Operators who move into non-technician roles may well be better served by seeking further qualification in other areas such as frontline management, laboratory operations or the Competitive Manufacturing qualifications. Prerequisites Some units of competency have stated prerequisites. In any approved training scheme, it is expected that a person will be deemed competent in the prerequisite units before being assessed in the unit with the prerequisite(s). The prerequisite units must be counted towards the total number of units required. In an assessment of existing competency, it is possible to assess the unit and its prerequisites together as an integrated assessment. PMC10 qualification pathways chart The diagram below represents a model of the available qualifications and pathways. Refer to the individual qualifications for packaging rules.

Industry Requirements for Employability Skills

Industry Requirements for Employability Skills

Competency Standards - Industry Contextualisation

Competency Standards - Industry Contextualisation
Contextualisation guidelines for units in this Training Package Contextualisation of units of competency is allowed and encouraged, provided the contextualised unit is of a similar level and rigour to the original unit. This can be achieved by: replacing general directions with enterprise specific needs replacing generic equipment/process names with enterprise specific names replacing general processes/specifications with enterprise specific needs. Note that contextualising cannot be used to generate an additional unit which is closely related to an existing unit. Contextualisation may be used to place enterprise specific information in the unit of competency, but not if this results in the use of two similar units in the one qualification. Contextualisation may only be done if it does not significantly change the level and rigour or change the application of the unit. Contextualisation may be done within the range of variables and the evidence guide. Note also that contextualisation of elements or performance criteria is not permitted. As a minimum, the contextualised unit should: be of similar level and rigour be of a similar breadth, complexity and size be relevant to the industry and the enterprise not reduce the health, safety or environmental requirements retain the original code number. Contextualising ‘operations’ units Operations units may be contextualised within the bounds specified above, but are not to be substituted with other units. The following two operations units are intended to be used primarily in a contextualised form: MSAPMOPS200A Operate a unit of equipment PMC553000C Set up and tune a process. These two units apply to situations where no other operational unit in the Training Package is deemed to be appropriate. Both units should be contextualised to suit individual situations, within the general contextualising rules of this section. Note that contextualising cannot be used to generate an additional competency which is closely related to an existing competency. Contextualisation can only be used to generate an alternative competency for qualification purposes. Importing competencies from other Training Packages This Training Package contains a number of units of competency which have been imported from another Training Package (any unit whose code does not commence with PMC has been imported). These units of competency are treated as if they were PMC units from the point of view of the PMC qualifications and are included within the scope of registration for RTOs whose scope covers this Training Package. Additional competency units may be imported from other endorsed Training Packages and accredited courses to customise a qualification. The number and type of units able to be imported to a qualification is identified in the packaging rules. Note that any prerequisites and co-requisites specified must also be imported and included in the total number required. Exporting competencies to other Training Packages Manufacturing Skills Australia encourages other industries and ISCs to access the units of competency in this Training Package which might be appropriate to their needs. These competencies may be used provided: the original unit code is retained they are only contextualised to the extent permitted as above any specified prerequisites and co-requisites are observed Manufacturing Skills Australia is advised to facilitate ongoing communication in the event of an update.

Examples from this Training Package of Employability Skills embedded within unit components

Examples from this Training Package of Employability Skills embedded within unit components
Unit component	Example of embedded Employability Skill
Unit Title	Assemble, fabricate and place reinforcement (planning, technology and organising)
Unit Descriptor	This unit of competency covers the interpretation of plans (steel drawings), the fabrication of reinforcement from pre-cut and bent steel and placement of reinforcing steel cages and assemblies for manufactured concrete products. (organising, problem solving, technology)
Element	Prepare for fabrication (planning and organising) Rectify routine problems (initiative and enterprise, problem solving)
Performance Criteria	Check quantities, type, size and shape of reinforcement supplied against drawings, tags and schedules (planning, organising, self management) Identify and rectify equipment failure causes in accordance with procedures/work instructions (initiative, self management, problem solving, communication) Identify non-routine problems and report to designated person (initiative, communication, team work)
Range Statement	Where there is an apparent conflict between performance criteria and OHS requirements, the OHS requirements take precedence (learning, self management, initiative)
Required Skills and Knowledge	Skills include implementing enterprise standard procedures and work instructions and relevant regulatory requirements within appropriate time constraints and in a manner relevant to the fabrication of reinforcement. (self management, communication, problem solving, technology)
Evidence Guide	It is essential that the reinforcement fabrication and placement process be understood and that the importance of critical material properties and specifications is known. (technology, learning, problem solving, self management)

Skill Sets in this Training Package

Definition

Skill sets are defined as single units of competency, or combinations of units of competency from an endorsed Training Package, which link to a licence or regulatory requirement, or defined industry need.

Wording on Statements of Attainment

Skill sets are a way of publicly identifying logical groupings of units of competency which meet an identified need or industry outcome. Skill sets are not qualifications.

Where skill sets are identified in a Training Package, the Statement of Attainment can set out the competencies a person has achieved in a way that is consistent and clear for employers and others. This is done by including the wording ‘these competencies meet [insert skill set title or identified industry area] need’ on the Statement of Attainment. This wording applies only to skill sets that are formally identified as such in the endorsed Training Package. See the 2010 edition of the AQF Implementation Handbook for advice on wording on Statements of Attainment. http://www.aqf.edu.au/Portals/0/Documents/Handbook/AQF_Handbook_07.pdf

Skill Sets in this Training Package

This section provides information on Skill Sets within this Training Package, with the following important disclaimer: Readers should ensure that they have also read the part of the Training Package that outlines licensing and regulatory requirements.

Where this section is blank, nationally recognised Skill Sets have yet to be identified in this industry.

Employability Skills

Employability Skills replacing Key Competency information from 2006

In May 2005, the approach to incorporate Employability Skills within Training Package qualifications and units of competency was endorsed. As a result, from 2006 Employability Skills will progressively replace Key Competency information in Training Packages.

Background to Employability Skills

Employability Skills are also sometimes referred to as generic skills, capabilities or Key Competencies. The Employability Skills discussed here build on the Mayer Committee's Key Competencies, which were developed in 1992 and attempted to describe generic competencies for effective participation in work.

The Business Council of Australia (BCA) and the Australian Chamber of Commerce and Industry (ACCI), produced the Employability Skills for the Future report in 2002 in consultation with other peak employer bodies and with funding provided by the Department of Education, Science and Training (DEST) and the Australian National Training Authority (ANTA). Officially released by Dr Nelson (Minister for Education, Science and Training) on 23 May 2002, copies of the report are available from the DEST website at: http://www.dest.gov.au/archive/ty/publications/employability_skills/index.htm.

The report indicated that business and industry now require a broader range of skills than the Mayer Key Competencies Framework and featured an Employability Skills Framework identifying eight Employability Skills*:

• communication

• teamwork

• problem solving

• initiative and enterprise

• planning and organising

• self-management

• learning

• technology.

The report demonstrated how Employability Skills can be further described for particular occupational and industry contexts by sets of facets. The facets listed in the report are the aspects of the Employability Skills that the sample of employers surveyed identified as being important work skills. These facets were seen by employers as being dependent both in their nature and priority on an enterprise's business activity.

*Personal attributes that contribute to employability were also identified in the report but are not part of the Employability Skills Framework.

Employability Skills Framework

The following table contains the Employability Skills facets identified in the report

Employability Skills for the Future.

Skill	Facets Aspects of the skill that employers identify as important. The nature and application of these facets will vary depending on industry and job type.
Communication that contributes to productive	• listening and understanding • speaking clearly and directly
and harmonious relations across employees and customers	• writing to the needs of the audience • negotiating responsively • reading independently • empathising • using numeracy effectively • understanding the needs of internal and external customers • persuading effectively • establishing and using networks • being assertive • sharing information • speaking and writing in languages other than English
Teamwork that contributes to productive working relationships and outcomes	• working across different ages irrespective of gender, race, religion or political persuasion • working as an individual and as a member of a team • knowing how to define a role as part of the team • applying teamwork to a range of situations e.g. futures planning and crisis problem solving • identifying the strengths of team members • coaching and mentoring skills, including giving feedback
Problem solving that contributes to productive outcomes	• developing creative, innovative and practical solutions • showing independence and initiative in identifying and solving problems • solving problems in teams • applying a range of strategies to problem solving • using mathematics, including budgeting and financial management to solve problems • applying problem-solving strategies across a range of areas • testing assumptions, taking into account the context of data and circumstances • resolving customer concerns in relation to complex project issues
Initiative and enterprise that contribute to innovative outcomes	• adapting to new situations • developing a strategic, creative and long-term vision • being creative • identifying opportunities not obvious to others • translating ideas into action • generating a range of options • initiating innovative solutions
Planning and organising that contribute to long and short-term strategic planning	• managing time and priorities - setting time lines, coordinating tasks for self and with others • being resourceful • taking initiative and making decisions • adapting resource allocations to cope with contingencies • establishing clear project goals and deliverables • allocating people and other resources to tasks • planning the use of resources, including time management • participating in continuous improvement and planning processes • developing a vision and a proactive plan to accompany it
• predicting - weighing up risk, evaluating alternatives and applying evaluation criteria • collecting, analysing and organising information • understanding basic business systems and their relationships
Self-management that contributes to employee satisfaction and growth	• having a personal vision and goals • evaluating and monitoring own performance • having knowledge and confidence in own ideas and visions • articulating own ideas and visions • taking responsibility
Learning that contributes to ongoing improvement and expansion in employee and company operations and outcomes	• managing own learning • contributing to the learning community at the workplace • using a range of mediums to learn - mentoring, peer support and networking, IT and courses • applying learning to technical issues (e.g. learning about products) and people issues (e.g. interpersonal and cultural aspects of work) • having enthusiasm for ongoing learning • being willing to learn in any setting - on and off the job • being open to new ideas and techniques • being prepared to invest time and effort in learning new skills • acknowledging the need to learn in order to accommodate change
Technology that contributes to the effective carrying out of tasks	• having a range of basic IT skills • applying IT as a management tool • using IT to organise data • being willing to learn new IT skills • having the OHS knowledge to apply technology • having the appropriate physical capacity

Employability Skills Summary

An Employability Skills Summary exists for each qualification. Summaries provide a lens through which to view Employability Skills at the qualification level and capture the key aspects or facets of the Employability Skills that are important to the job roles covered by the qualification. Summaries are designed to assist trainers and assessors to identify and include important industry application of Employability Skills in learning and assessment strategies.

The following is important information for trainers and assessors about Employability Skills

Summaries.

• Employability Skills Summaries provide examples of how each skill is applicable to the job roles covered by the qualification.

• Employability Skills Summaries contain general information about industry context which is further explained as measurable outcomes of performance in the units of competency in each qualification.

• The detail in each Employability Skills Summary will vary depending on the range of job roles covered by the qualification in question.

• Employability Skills Summaries are not exhaustive lists of qualification requirements or checklists of performance (which are separate assessment tools that should be

Assessment Guidelines

Introduction

These Assessment Guidelines provide the endorsed framework for assessment of units of competency in this Training Package. They are designed to ensure that assessment is consistent with the AQTF 2007. Assessments against the units of competency in this Training Package must be carried out in accordance with these Assessment Guidelines.

Assessment System Overview

This section provides an overview of the requirements for assessment when using this Training Package, including a summary of the AQTF 2007 requirements; licensing/registration requirements; and assessment pathways.

Benchmarks for Assessment

Assessment within the National Skills Framework is the process of collecting evidence and making judgments about whether competency has been achieved to confirm whether an individual can perform to the standards expected in the workplace, as expressed in the relevant endorsed unit of competency.

In the areas of work covered by this Training Package, the endorsed units of competency are the benchmarks for assessment. As such, they provide the basis for nationally recognised Australian Qualifications Framework (AQF) qualifications and Statements of Attainment issued by Registered Training Organisations (RTOs).

Australian Quality Training Framework Assessment Requirements

Assessment leading to nationally recognised AQF qualifications and Statements of Attainment in the vocational education and training sector must meet the requirements of the AQTF as expressed in the AQTF 2007 Essential Standards for Registration.

The AQTF 2007 Essential Standards for Registration can be downloaded from <

www.training.com.au/aqtf2007>. The following points summarise assessment requirements.

Registration of Training Organisations

Assessment must be conducted by, or on behalf of, an RTO formally registered by a State or Territory Registering/Course Accrediting Body in accordance with the AQTF 2007 Essential Standards for Registration. The RTO must have the specific units of competency and/or AQF qualifications on its scope of registration.

Quality Training and Assessment

Each RTO must provide quality training and assessment across all its operations. See the AQTF 2007 Essential Standards for Registration, Standard 1.

Assessor Competency Requirements

Each person involved in training, assessment or client service must be competent for the functions they perform. See the AQTF 2007 Essential Standards for Registration, Standard 1, for assessor (and trainer) competency requirements.

Assessment Requirements

The RTOs assessments, including RPL, must meet the requirements of the relevant endorsed Training Package. See the AQTF 2007 Essential Standards for Registration, Standard 1.

Assessment Strategies

Each RTO must have strategies for training and assessment that meet the requirements of the relevant Training Package or accredited course and are developed in consultation with industry stakeholders. See the AQTF 2007 Essential Standards for Registration, Standard 1.

National Recognition

Each RTO must recognise the AQF qualifications and Statements of Attainment issued by any other RTO. See the AQTF 2007 Essential Standards for Registration, Condition of Registration 7: Recognition of qualifications issued by other RTOs.

Access and Equity and Client Outcomes

Each RTO must adhere to the principles of access and equity and maximise outcomes for its clients. See the AQTF 2007 Essential Standards for Registration, Standard 2.

Monitoring Assessments

Training and/or assessment provided on behalf of the RTO must be monitored to ensure that it is in accordance with all aspects of the Essential Standards for Registration. See the AQTF 2007 Essential Standards for Registration, Standard 3.

Recording Assessment Outcomes

Each RTO must manage records to ensure their accuracy and integrity. See the AQTF 2007 Essential Standards for Registration, Standard 3.

Issuing AQF Qualifications and Statements of Attainment

Each RTO must issue AQF qualifications and Statements of Attainment that meet the requirements of the current AQF Implementation Handbook and the endorsed Training Packages within the scope of its registration. An AQF qualification is issued once the full requirements for a qualification, as specified in the nationally endorsed Training Package are met. A Statement of Attainment is issued when an individual has completed one or more units of competency from nationally recognised qualification(s)/courses(s). See the AQTF 2007 and the 2007 edition of the AQF Implementation Handbook-available on the AQFAB website < www.aqf.edu.au>.

Licensing is not generally required in this industry. Licenses may be required in some States for some units of competency. Check local regulations for details.

Requirements for Assessors

Assessors will be required to meet the AQTF requirements. This includes demonstrated technical competency for the PMC units assessed.

Where assessment relates to a unit which may have a licensing requirements the assessor may also need to be licensed.

Requirements for RTOs

RTOs will need to be able to gather evidence from the workplace for determining competency in technical units at Certificate II, III and IV.

Where delivery and assessment relates to units which may have a licensing requirement the

RTO may also need to satisfy the requirements of the local licensing authority.

Pathways

The competencies in this Training Package may be attained in a number of ways including through:

• formal or informal education and training

• experiences in the workplace

• general life experience, and/or

• any combination of the above.

Assessment under this Training Package leading to an AQF qualification or Statement of Attainment may follow a learning and assessment pathway, an assessment-only or recognition pathway, or a combination of the two as illustrated in the following diagram.

Each of these assessment pathways leads to full recognition of competencies held - the critical issue is that the candidate is competent, not how the competency was acquired.

Assessment, by any pathway, must comply with the assessment requirements set out in the Assessment Guidelines of the Training Package and the AQTF 2007.

Learning and Assessment Pathways

Usually, learning and assessment are integrated, with assessment evidence being collected and feedback provided to the candidate at anytime throughout the learning and assessment process.

Learning and assessment pathways may include structured programs in a variety of contexts using a range of strategies to meet different learner needs. Structured learning and assessment programs could be: group-based, work-based, project-based, self-paced, action learning-based; conducted by distance or e-learning; and/or involve practice and experience in the workplace.

Learning and assessment pathways to suit Australian Apprenticeships have a mix of formal structured training and structured workplace experience with formative assessment activities through which candidates can acquire and demonstrate skills and knowledge from the relevant units of competency.

Assessment-Only or Recognition of Prior Learning Pathway

Competencies already held by individuals can be formally assessed against the units of competency in this Training Package, and should be recognised regardless of how, when or where they were achieved.

In an assessment-only or Recognition of Prior Learning (RPL) pathway, the candidate provides current, quality evidence of their competency against the relevant unit of competency. This process may be directed by the candidate and verified by the assessor, such as in the compilation of portfolios; or directed by the assessor, such as through observation of workplace performance and skills application, and oral and/or written assessment. Where the outcomes of this process indicate that the candidate is competent,

structured training is not required. The RPL requirements of the AQTF 2007 must be met

(Standard 1).

As with all assessment, the assessor must be confident that the evidence indicates that the candidate is currently competent against the endorsed unit of competency. This evidence may take a variety of forms and might include certification, references from past employers, testimonials from clients, and work samples. The onus is on candidates to provide sufficient evidence to satisfy assessors that they currently hold the relevant competencies. In judging evidence, the assessor must ensure that the evidence of prior learning is:

• authentic (the candidate"s own work)

• valid (directly related to the current version of the relevant endorsed unit of competency)

• reliable (shows that the candidate consistently meets the endorsed unit of competency)

• current (reflects the candidate"s current capacity to perform the aspect of the work covered by the endorsed unit of competency), and

• sufficient (covers the full range of elements in the relevant unit of competency and addresses the four dimensions of competency, namely task skills, task management skills, contingency management skills, and job/role environment skills).

The assessment only or recognition of prior learning pathway is likely to be most appropriate in the following scenarios:

• candidates enrolling in qualifications who want recognition for prior learning or current competencies

• existing workers

• individuals with overseas qualifications

• recent migrants with established work histories

• people returning to the workplace, and

• people with disabilities or injuries requiring a change in career.

Combination of Pathways

Where candidates for assessment have gained competencies through work and life experience and gaps in their competence are identified, or where they require training in new areas, a combination of pathways may be appropriate.

In such situations, the candidate may undertake an initial assessment to determine their current competency. Once current competency is identified, a structured learning and assessment program ensures that the candidate acquires the required additional competencies identified as gaps.

Assessor Requirements

This section identifies the mandatory competencies for assessors, and clarifies how others may contribute to the assessment process where one person alone does not hold all the required competencies.

Assessor Competencies

The AQTF 2007 specifies mandatory competency requirements for assessors. For information, Standard 1, Element 1.4 from the AQTF 2007 Essential Standards for Registration follows:

1.4	Training and assessment is delivered by trainers and assessors who:
a)	have the necessary training and assessment competencies as determined by the National Quality Council or its successors
b)	have the relevant vocational competencies at least to the level being delivered or
assessed
c)	continue developing their vocational and training and assessment competencies to support continuous improvements in the delivery of the RTO"s services.

Assessment in the manufactured mineral products industry

General issues

Assessment of competency will be in accordance with the relevant legislation applying in each

State and Territory. This will include:

• occupational health and safety acts and regulations

• environmental protection acts and regulations.

In certain circumstances other legislation/regulations will also be relevant including:

• dangerous goods regulations

• relevant discrimination and EEO legislation and regulations.

Wherever possible integrated assessment, which reflects the grouping of competencies as they would be demonstrated in an actual work role, is the preferred means of assessment. The context of the assessment is defined in each unit of competency.

Where units of competency have been imported from another Training Package (ie, the unit code does NOT have the 'PMC' prefix), the RTO responsible for the assessment should check the assessment guidelines covering those units of competency in their source Training Package.

OHS considerations for assessment

The assessor has a legal duty under both legislation and common law duty of care to ensure that the assessment activities do not pose a risk to either the candidate or others (such as other workers or the community) who may be in the learning and assessment environment or affected by the learning or assessment activities.

The designer of assessment strategies should ensure that:

• hazards associated with the assessment environment and standard industry risk controls are identified in line with legislative requirements, industry guidelines and in consultation with the workplace partners

• assessment tools are checked and trialled to ensure that they address OHS

requirements to both the candidate and others who may be impacted

• assessment strategies clearly identify OHS requirements and actions required by the workplace, the assessor, and the candidate.

The assessor should ensure that:

• hazards in the individual assessment environment are identified, in consultation with the workplace, prior to commencement of any assessment activities

• risks to candidates and others that may be associated with the assessment are assessed taking account of the effectiveness of existing risk control measures

• risk control measures are developed and implemented prior to the assessment in consultation with the employer and the candidate

• effectiveness of risk controls are monitored throughout the assessment and any risks addressed.

Equity and reasonable adjustment

The manufactured mineral products industry employs people from a range of social, cultural/language and ethnic backgrounds. It may also employ people with disabilities of various kinds. Evidence gathering methods must be equitable to all groups of participants. Assessment procedures should also be culturally appropriate for the individual and the situation. Reasonable adjustments should be made to assessment procedures for people with special needs such as people with disabilities or with language or literacy difficulties. The language and literacy requirements of the assessment process should not exceed the language and literacy requirements of the particular level of work in the industry.

Reasonable adjustment, sometimes called reasonable accommodation or allowable adjustment, is designed to ensure that all people are treated equally in the assessment process. This means that, wherever possible, 'reasonable adjustments are made to the assessment process to meet individual needs of candidates? KSAT, 2001, ANTA, p147.

Also?

Appropriately structure assessment - it must be stressed that it is the structure of the assessment that is being altered, not the outcomes. Appropriate changes might include breaking the assessment into smaller, more manageable segments and allowing more time to complete an assessment task. It may mean altering the assessment task; for example, not including multiple choice assessments with certain learning difficulties.

Assessors should consider this advice when assessing groups for whom adjustments may need to be made, including :

• indigenous candidates

• non-English speaking background candidates - this includes some indigenous groups

• candidates with low literacy and numeracy

• older candidates

• women

• candidates from rural/remote areas

• candidates with a disability

• candidates with low levels of education

• recent returnees to the workforce.

KSAT, 2001, ANTA, p148-9.

Assessment considerations for 'OPS' units

All units have been written with a focus on a workplace assessment environment. Where this is obligatory it is identified in the unit of competency.

Competence must be demonstrated in the ability to recognise and analyse potential situations requiring action and then in implementing appropriate corrective action. The emphasis should be on the ability to stay out of trouble rather than on recovery from a disaster.

The performance of 'OPS' units relies on compliance with all the requirements of the organisation's quality management system. Where such systems are mandated by legislation or licensing then the context in which the competence is demonstrated/assessed must meet the requirements of that legislation or licence to the satisfaction of the regulatory authority.

Consistent performance should be demonstrated. In particular look to see that:

• early warning signs of equipment/processes needing attention or with potential problems are recognised

• the range of possible causes can be identified and analysed and the most likely cause determined

• appropriate action is taken to ensure a timely return to full performance

• obvious problems in related plant areas are recognised and an appropriate contribution made to their solution.

These aspects may be best assessed using a range of scenarios/case studies/what ifs as the stimulus with a walk through forming part of the response. These assessment activities should include a range of problems, including new, unusual and improbable situations which may have been generated from the past incident history of the plant, incidents on similar plants around the world, hazard analysis activities and similar sources.

Assessment design considerations

Most units of competency in the PMC04 Training Package, particularly the 'OPS' units, have three main components:

• a set of essential knowledge which is required for the competent performance of the skills which comprise the unit of competency and which is listed in the unit of competency both as part of the performance criteria and also in the evidence guide

• a set of routine skills which will be typically performed on a regular basis on the job and which are the basis of the elements and performance criteria

• a set of non-routine skills which are vital to the safe and efficient operation of the plant/process over the medium to long term and which are included in the elements and performance criteria but which may not be performed on a regular basis.

The assessment design needs to incorporate features which will ensure adequate evidence is gathered for each of these components.

Essential knowledge

It will be difficult, and often impossible, to gather sufficient evidence of the required essential knowledge by means of direct observation alone. It will be necessary to include some form of questioning, which may, or may not, be concurrent with direct observation. Questioning should not rely on written communication to any greater degree than is otherwise required by the unit of competency. The use of diagrams and sketching as well as 'show and tell' should be allowable within the assessment of essential knowledge.

Routine skills

Sufficient evidence of competent performance of routine skills may be obtained by direct observation. However, observation on more than one occasion is required as the observation needs to include performance of the skills under a range of all normal and some abnormal conditions. Thus other evidence gathering tools may be included to gather evidence of consistent performance under a range of conditions. The emphasis is on evidence of competent performance rather than on direct observation, and this may come from plant records and work colleagues.

Non-routine skills

By their nature the non-routine skills are unlikely to be able to be assessed adequately by direct observation. These skills include problem solving and emergency response and it would be inappropriate to set up a situation, or to wait for a situation to occur, which would allow for direct observation. Some appropriate form of simulation/role play/case study is most likely to be the best form of gathering sufficient, appropriate evidence of competence. Where the appropriate choice between these is restricted, this will be stated in the unit of competency. These approaches as defined as:

simulation- a structured resource-based exercise which seeks to simulate real life situations and requires the assessee to achieve a specific task

• role-play- a person-centred simulation used to present assessees with the opportunity to display behavioural and interpersonal skills

• case study- an assessment tool which presents a simulated context and provides assessees with opportunities to display problem solving and decision making skills.

Generally, where:

• physical skills are significant (eg, emergency procedures), then a simulation is the preferred method (this may require coordination with a regular 'safety drill')

• interpersonal skills are significant, then role-play is the preferred method

• cognitive skills are significant (eg, problem solving), then case study is the preferred method.

Integrated assessment

Notwithstanding the above, it is the intention that the ability to perform the unit of competency as a whole be the key criterion in any assessment process.

Further, it is frequently appropriate to assess more than one unit of competency at the same time, either because the items of equipment combine to make a whole plant unit, or because certain competencies are only practised in combination with other competencies (eg, working in a team with an appropriate 'OPS' unit). The assessment of more than one unit of competency concurrently is desirable, provided adequate evidence is gathered for each competency involved.

Designing Assessment Tools

This section provides an overview on the use and development of assessment tools.

Use of Assessment Tools

Assessment tools provide a means of collecting the evidence that assessors use in making judgements about whether candidates have achieved competency.

There is no set format or process for the design, production or development of assessment tools. Assessors may use prepared assessment tools, such as those specifically developed to support this Training Package, or they may develop their own.

Using Prepared Assessment Tools

If using prepared assessment tools, assessors should ensure these are benchmarked, or mapped, against the current version of the relevant unit of competency. This can be done by checking that the materials are listed on the National Training Information Service < www.ntis.gov.au>. Materials on the list have been noted by the National Quality Council as meeting their quality criteria for Training Package support materials.

Developing Assessment Tools

When developing assessment tools, assessors must ensure that they:

• are benchmarked against the relevant unit or units of competency

• are reviewed as part of the continuous improvement of assessment strategies as required under Standard 1 of the AQTF 2007

• meet the assessment requirements expressed in Standard 1 of the AQTF 2007.

A key reference for assessors developing assessment tools is TAA04 Training and Assessment Training Package and the unit of competency TAAASS403A Develop assessment tools. There is no set format or process for the design, production or development of assessment materials.

Conducting Assessment

This section details the mandatory assessment requirements and provides information on equity in assessment including reasonable adjustment.

Assessment Requirements

Assessments must meet the criteria set out in the AQTF 2007 Essential Standards for Registration.

For information, the mandatory assessment requirements from Standard 1 from the AQTF

2007 Essential Standards for Registration are as follows:

1.5	Assessment, including Recognition of Prior Learning:
a)	meets the requirements of the relevant Training Package or accredited course,
b)	is conducted in accordance with the principles of assessment and the rules of evidence, and
c)	meets workplace and, where relevant, regulatory requirements.

Assessment of Employability Skills

Employability Skills are integral to workplace competency. As such they must be considered in the design, customisation, delivery and assessment of vocational education and training programs in an integrated and holistic way, as represented diagrammatically below.

Employability Skills are embedded and explicit within each unit of competency. Training providers must use Employability Skills information in order to design valid and reliable training and assessment strategies. This analysis could include:

• reviewing units of competency to locate relevant Employability Skills and determine how they are applied within the unit

• analysing the Employability Skills Summary for the qualification in which the unit or units are packaged to help clarify relevant industry and workplace contexts and the

application of Employability Skills at that qualification outcome

• designing training and assessment to address Employability Skills requirements.

Employability Skills in the Manufactured Mineral Products context

Employability skills are embedded in the units of this Training Package. In particular the use of technology and the solving of problems in a safe and healthy environment are the key focus of the technical units.

For more information on Employability Skills in Manufacturing Industry Skills Council Training

Packages go to the Manufacturing Industry Skills Council website at http://www.mskills.com.au.

Access and Equity

An individual"s access to the assessment process should not be adversely affected by restrictions placed on the location or context of assessment beyond the requirements specified in this Training Package: training and assessment must be bias-free.

Under the rules for their development, Training Packages must reflect and cater for the increasing diversity of Australia"s VET clients and Australia"s current and future workforce.

The flexibilities offered by Training Packages should enhance opportunities and potential outcomes for all people so that we can all benefit from a wider national skills base and a shared contribution to Australia"s economic development and social and cultural life.

Reasonable adjustments

It is important that education providers take meaningful, transparent and reasonable steps to consult, consider and implement reasonable adjustments for students with disability.

Under the Disability Standards for Education 2005, education providers must make reasonable adjustments for people with disability to the maximum extent that those adjustments do not cause that provider unjustifiable hardship. While "reasonable adjustment" and "unjustifiable hardship" are different concepts and involve different considerations, they both seek to strike a balance between the interests of education providers and the interests of students with and without disability.

n adjustment is any measure or action that a student requires because of their disability, and which has the effect of assisting the student to access and participate in education and

training on the same basis as students without a disability. An adjustment is reasonable if it achieves this purpose while taking into account factors such as the nature of the student"s disability, the views of the student, the potential effect of the adjustment on the student and others who might be affected, and the costs and benefits of making the adjustment.

An education provider is also entitled to maintain the academic integrity of a course or program and to consider the requirements or components that are inherent or essential to its nature when assessing whether an adjustment is reasonable. There may be more than one adjustment that is reasonable in a given set of circumstances; education providers are required to make adjustments that are reasonable and that do not cause them unjustifiable hardship.

See Part 4, Chapter 2 of the Training Package Development Handbook (DEST, September

2007) for more information on reasonable adjustment, including examples of adjustments.

Assessment resources required

Generally access will be required to an operating plant, complete with the normal interactions between plant items and units to allow for the collection of adequate, valid evidence.

Appropriate adjustments made for assessment need to ensure that such adjustments are valid for an operating plant.

Further Sources of Information

The section provides a listing of useful contacts and resources to assist assessors in

planning, designing, conducting and reviewing of assessments against this Training Package.

Contacts

Manufacturing Skills Australia

Level 8, 80 Arthur Street

North Sydney

PO Box 289

North Sydney 2059

P 02 9955 5500

F 02 9955 8044

E info@mskills.com.au

W http://www.mskills.com.au

Technical and Vocational Education and Training (TVET) Australia Limited

Level 21, 390 St Kilda Road, Melbourne VIC 3150

PO Box 12211, A"Beckett Street Post Office

MELBOURNE VICTORIA 8006

Ph: +61 3 9832 8100

Fax: +61 3 9832 8198

Email: sales@tvetaustralia.com.au

Web: www.tvetaustralia.com.au

For information on the TAA04 Training and Assessment Training Package contact:

Innovation & Business Skills Australia Level 2, Building B, 192 Burwood Road HAWTHORN VIC 3122

Telephone: (03) 9815 7000

Facsimile: (03) 9815 7001

Web: www.ibsa.org.au

Email: virtual@ibsa.org.au

General Resources

Refer to http://antapubs.dest.gov.au/publications/search.asp to locate the following ANTA publications.

AQF Implementation Handbook, third Edition. Australian Qualifications Framework Advisory Board, 2002, aqf.edu.au

Australian Quality Training Framework 2007 (AQTF 2007) - for information and resources go to < www.training.com.au/aqtf2007>

AQTF 2007 Essential Standards for Registration. Training organisations must meet these standards in order to deliver and assess nationally recognised training and issue nationally recognised qualifications. They include three standards, a requirement for registered training organisations to gather information on their performance against three quality indicators, and nine conditions of registration

AQTF 2007 User"s Guide to the Essential Standards for Registration. A Users" Guide for training organisations who must meet these standards in order to deliver and assess nationally recognised training and issue nationally recognised qualifications.

AQTF 2007 Standards for Accredited Courses. State and Territory accrediting bodies are responsible for accrediting courses. This standard provides a national operating framework and template for the accreditation of courses.

TAA04 Training and Assessment Training Package. This is available from the Innovation and

Innovation & Business Skills Australia (IBSA) Industry Skills Council and can be viewed, and components downloaded, from the National Training Information Service (NTIS). National Training Information Service, an electronic database providing comprehensive information about RTOs, Training Packages and accredited courses - www.ntis.gov.au

Training Package Development Handbook (DEST, August 2007). Can be downloaded from www.dest.gov.au

Assessment Resources

Training Package Assessment Guides - a range of resources to assist RTOs in developing Training Package assessment materials (originally developed by ANTA with funding from the Department of Education, Training and Youth Affairs) and made up of 10 separate titles, as described at the publications page of www.dest.gov.au.Go to www.resourcegenerator.gov.au/loadpage.asp?TPAG.htm

Printed and/or CD ROM versions of the Guides can be purchased from Technical and Vocational Education and Training (TVET) Australia Limited. The resource includes the following guides:

• Training Package Assessment Materials Kit

• Assessing Competencies in Higher Qualifications

• Recognition Resource

• Kit to Support Assessor Training

• Candidates Kit: Guide to Assessment in New Apprenticeships

• Assessment Approaches for Small Workplaces

• Assessment Using Partnership Arrangements

• Strategies for ensuring Consistency in Assessment

• Networking for Assessors

• Quality Assurance Guide for Assessment

An additional guide "Delivery and Assessment Strategies" has been developed to complement these resources.

Assessment Tool Design and Conducting Assessment

VETASSESS & Western Australian Department of Training and Employment 2000, Designing Tests - Guidelines for designing knowledge based tests for Training Packages.

Vocational Education and Assessment Centre 1997, Designing Workplace Assessment Tools, A self-directed learning program, NSW TAFE.

Manufacturing Learning Australia 2000, Assessment Solutions, Australian Training Products, Melbourne.

Rumsey, David 1994, Assessment practical guide, Australian Government Publishing Service, Canberra.

Assessor Training

Australian Committee on Training Curriculum (ACTRAC) 1994, Assessor training program - learning materials, Australian Training Products, Melbourne.

Australian National Training Authority, A Guide for Professional Development, ANTA, Brisbane.

Australian Training Products Ltd Assessment and Workplace Training, Training Package - Toolbox, ATPL Melbourne (available from TVET).

Green, M, et al. 1997, Key competencies professional development Package, Department for Education and Children"s Services, South Australia.

Victorian TAFE Association 2000, The professional development CD: A learning tool, VTA, Melbourne.

Assessment System Design and Management

Office of Training and Further Education 1998, Demonstrating best practice in VET project - assessment systems and processes, OTFE (now OTTE) Victoria.

Toop, L., Gibb, J. & Worsnop, P. Assessment system designs, Australian Government Publishing Service, Canberra.

Competency Standards

What is competency?

The broad concept of industry competency concerns the ability to perform particular tasks and duties to the standard of performance expected in the workplace. Competency requires the application of specified skills, knowledge and attitudes relevant to effective participation in an industry, industry sector or enterprise.

Competency covers all aspects of workplace performance and involves performing individual tasks; managing a range of different tasks; responding to contingencies or breakdowns; and, dealing with the responsibilities of the workplace, including working with others. Workplace competency requires the ability to apply relevant skills, knowledge and attitudes consistently over time and in the required workplace situations and environments. In line with this concept of competency Training Packages focus on what is expected of a competent individual in the workplace as an outcome of learning, rather than focussing on the learning process itself.

Competency standards in Training Packages are determined by industry to meet identified industry skill needs. Competency standards are made up of a number of units of competency each of which describes a key function or role in a particular job function or occupation. Each unit of competency within a Training Package is linked to one or more AQF qualifications.

Contextualisation of Units of Competency by RTOs

Registered Training Organisation (RTOs) may contextualise units of competency to reflect local outcomes required. Contextualisation could involve additions or amendments to the unit of competency to suit particular delivery methods, learner profiles, specific enterprise equipment requirements, or to otherwise meet local needs. However, the integrity of the overall intended outcome of the unit of competency must be maintained.

Any contextualisation of units of competency in this endorsed Training Package must be within the bounds of the following advice. In contextualising units of competency, RTOs:

• must not remove or add to the number and content of elements and performance criteria

• may add specific industry terminology to performance criteria where this does not distort or narrow the competency outcomes

• may make amendments and additions to the range statement as long as such changes do not diminish the breadth of application of the competency and reduce its portability, and/or

• may add detail to the evidence guide in areas such as the critical aspects of evidence or resources and infrastructure required where these expand the breadth of the competency but do not limit its use.

Components of Units of Competency

The components of units of competency are summarised below, in the order in which they appear in each unit of competency.

Unit Title

The unit title is a succinct statement of the outcome of the unit of competency. Each unit of competency title is unique, both within and across Training Packages.

Unit Descriptor

The unit descriptor broadly communicates the content of the unit of competency and the skill area it addresses. Where units of competency have been contextualised from units of

competency from other endorsed Training Packages, summary information is provided. There may also be a brief second paragraph that describes its relationship with other units of competency, and any licensing requirements.

Employability Skills statement

A standard Employability Skills statement appears in each unit of competency. This statement directs trainers and assessors to consider the information contained in the Employability Skills Summary in which the unit of competency is packaged.

Prerequisite Units (optional)

If there are any units of competency that must be completed before the unit, these will be listed.

Application of the Unit

This sub-section fleshes out the unit of competency's scope, purpose and operation in different contexts, for example, by showing how it applies in the workplace.

Competency Field (Optional)

The competency field either reflects the way the units of competency are categorised in the Training Package or denotes the industry sector, specialisation or function. It is an optional component of the unit of competency.

Sector (optional)

The industry sector is a further categorisation of the competency field and identifies the next classification, for example an elective or supervision field.

Elements of Competency

The elements of competency are the basic building blocks of the unit of competency. They describe in terms of outcomes the significant functions and tasks that make up the competency.

Performance Criteria

The performance criteria specify the required performance in relevant tasks, roles, skills and in the applied knowledge that enables competent performance. They are usually written in passive voice. Critical terms or phrases may be written in bold italics and then defined in range statement, in the order of their appearance in the performance criteria.

Required Skills and Knowledge

The essential skills and knowledge are either identified separately or combined. Knowledge identifies what a person needs to know to perform the work in an informed and effective manner. Skills describe the application of knowledge to situations where understanding is converted into a workplace outcome.

Range Statement

The range statement provides a context for the unit of competency, describing 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. As applicable, the meanings of key terms used in the performance criteria will also be explained in the range statement.

Evidence Guide

The evidence guide is critical in assessment as it provides information to the Registered Training Organisation (RTO) and assessor about how the described competency may be demonstrated. The evidence guide does this by providing a range of evidence for the

assessor to make determinations, and by providing the assessment context. The evidence guide describes:

• conditions under which competency must be assessed including variables such as the assessment environment or necessary equipment

• relationships with the assessment of any other units of competency

• suitable methodologies for conducting assessment including the potential for workplace simulation

• resource implications, for example access to particular equipment, infrastructure or situations

• how consistency in performance can be assessed over time, various contexts and with a range of evidence, and expectations at the AQF qualification level involved

Employability Skills in units of competency

The detail and application of Employability Skills facets will vary according to the job-role requirements of each industry. In developing Training Packages, industry stakeholders are consulted to identify appropriate facets of Employability Skills which are incorporated into the relevant units of competency and qualifications.

Employability Skills are not a discrete requirement contained in units of competency (as was the case with Key Competencies). Employability Skills are specifically expressed in the context of the work outcomes described in units of competency and will appear in elements, performance criteria, range statements and evidence guides. As a result, users of Training Packages are required to review the entire unit of competency in order to accurately determine Employability Skills requirements.

How Employability Skills relate to the Key Competencies

The eight nationally agreed Employability Skills now replace the seven Key Competencies in Training Packages. Trainers and assessors who have used Training Packages prior to the introduction of Employability Skills may find the following comparison useful.

Employability Skills	Mayer Key Competencies
Communication	Communicating ideas and information
Teamwork	Working with others and in teams
Problem solving	Solving problems Using mathematical ideas and techniques
Initiative and enterprise
Planning and organising	Collecting, analysing and organising information Planning and organising activities
Self-management
Learning
Technology	Using technology

When analysing the above table it is important to consider the relationship and natural overlap of Employability Skills. For example, using technology may involve communication skills and combine the understanding of mathematical concepts.

Explicitly embedding Employability Skills in units of competency

This Training Package seeks to ensure that industry-endorsed Employability Skills are explicitly embedded in units of competency. The application of each skill and the level of detail included in each part of the unit will vary according to industry requirements and the nature of the unit of competency.

Employability Skills must be both explicit and embedded within units of competency. This means that Employability Skills will be:

• embedded in units of competency as part of the other performance requirements that make up the competency as a whole

• explicitly described within units of competency to enable Training Packages users to identify accurately the performance requirements of each unit with regards to Employability Skills.

This Training Package also seeks to ensure that Employability Skills are well-defined and written into units of competency so that they are apparent, clear and can be delivered and assessed as an essential component of unit work outcomes.

The following table contains examples of embedded Employability Skills for each component of a unit of competency. Please note that in the examples below the bracketed skills are provided only for clarification and will not be present in units of competency within this Training Package.

Example Employability Skills unit

Unit component	Example of embedded Employability Skill
Unit Title	Assemble, fabricate and place reinforcement (planning, technology and organising)
Unit Descriptor	This unit of competency covers the interpretation of plans (steel drawings), the fabrication of reinforcement from pre-cut and bent steel and placement of reinforcing steel cages and assemblies for manufactured concrete products. (organising, problem solving, technology)
Element	Prepare for fabrication (planning and organising) Rectify routine problems (initiative and enterprise, problem solving)
Performance Criteria	Check quantities, type, size and shape of reinforcement supplied against drawings, tags and schedules (planning, organising, self management) Identify and rectify equipment failure causes in accordance with procedures/work instructions (initiative, self management, problem solving, communication)

work outcomes described in units of competency and will appear in elements, performance criteria, range statements and evidence guides. As a result, users of Training Packages are required to review the entire unit of competency in order to accurately determine Employability Skills requirements.

How Employability Skills relate to the Key Competencies

The eight nationally agreed Employability Skills now replace the seven Key Competencies in Training Packages. Trainers and assessors who have used Training Packages prior to the introduction of Employability Skills may find the following comparison useful.

Employability Skills	Mayer Key Competencies
Communication	Communicating ideas and information
Teamwork	Working with others and in teams
Problem solving	Solving problems Using mathematical ideas and techniques
Initiative and enterprise
Planning and organising	Collecting, analysing and organising information Planning and organising activities
Self-management
Learning
Technology	Using technology

When analysing the above table it is important to consider the relationship and natural overlap of Employability Skills. For example, using technology may involve communication skills and combine the understanding of mathematical concepts.

Explicitly embedding Employability Skills in units of competency

Identify non-routine problems and report to designated person (initiative, communication, team work)
Range Statement	Where there is an apparent conflict between performance criteria and OHS requirements, the OHS requirements take precedence (learning, self management, initiative)
Required Skills and Knowledge	Skills include implementing enterprise standard procedures and work instructions and relevant regulatory requirements within appropriate time constraints and in a manner relevant to the fabrication of reinforcement. (self management, communication, problem solving, technology)
Evidence Guide	It is essential that the reinforcement fabrication and placement process be understood and that the importance of critical material properties and specifications is known. (technology, learning, problem solving, self management)

Competency Standards - Industry Contextualisation

Contextualisation guidelines for units in this Training Package

Contextualisation of units of competency is allowed and encouraged, provided the contextualised unit is of a similar level and rigour to the original unit. This can be achieved by:

• replacing general directions with enterprise specific needs

• replacing generic equipment/process names with enterprise specific names

• replacing general processes/specifications with enterprise specific needs.

Note that contextualising cannot be used to generate an additional unit which is closely related to an existing unit. Contextualisation may be used to place enterprise specific information in the unit of competency, but not if this results in the use of two similar units in the one qualification.

Contextualisation may only be done if it does not significantly change the level and rigour or change the application of the unit. Contextualisation may be done within the range of variables and the evidence guide.

Note also that contextualisation of elements or performance criteria is not permitted. As a minimum, the contextualised unit should:

• be of similar level and rigour

• be of a similar breadth, complexity and size

• be relevant to the industry and the enterprise

• not reduce the health, safety or environmental requirements

• retain the original code number.

Contextualising 'operations' units

Operations units may be contextualised within the bounds specified above, but are not to be substituted with other units.

The following two operations units are intended to be used primarily in a contextualised form:

• MSAPMOPS200A Operate a unit of equipment

• PMC553000C Set up and tune a process.

These two units apply to situations where no other operational unit in the Training Package is deemed to be appropriate. Both units should be contextualised to suit individual situations, within the general contextualising rules of this section. Note that contextualising cannot be used to generate an additional competency which is closely related to an existing competency. Contextualisation can only be used to generate an alternative competency for qualification purposes.

Importing competencies from other Training Packages

This Training Package contains a number of units of competency which have been imported from another Training Package (any unit whose code does not commence with PMC has been imported). These units of competency are treated as if they were PMC units from the point of view of the PMC qualifications and are included within the scope of registration for RTOs whose scope covers this Training Package.

Additional competency units may be imported from other endorsed Training Packages and accredited courses to customise a qualification. The number and type of units able to be imported to a qualification is identified in the packaging rules. Note that any prerequisites and co-requisites specified must also be imported and included in the total number required.

Exporting competencies to other Training Packages

Manufacturing Skills Australia encourages other industries and ISCs to access the units of competency in this Training Package which might be appropriate to their needs. These competencies may be used provided:

• the original unit code is retained

• they are only contextualised to the extent permitted as above

• any specified prerequisites and co-requisites are observed

• Manufacturing Skills Australia is advised to facilitate ongoing communication in the event of an update.

Appendices

Appendices
Appendix 1: Impact of changes to PMC Appendix 2: PMC10 project management and consultation Appendix 1 - Impact of changes to PMC Summary of changes – units and qualifications The Manufactured Mineral Products Training Package has been fully reviewed and updated. When the project commenced, it had been agreed that the revised units and qualifications would be placed in the Manufacturing Training Package (MSA07), in line with MSA’s rationalisation policy. However, as it became evident that training.gov.au, which was to replace the NTIS, would not be functioning for at least another 18 months, it was decided the Manufactured Mineral Products Training Package should remain as a separate package. Existing units of competency and qualifications have been revised as follows: all units have been revised with updated underpinning knowledge and Evidence Guides existing qualifications have been revised to improve flexibility and encourage further uptake of this Training Package the packaging rules comply with the new flexibility requirements that took effect from 1 January 2010. New Vocational Graduate Certificate in Refractories Engineering Ten (10) new units of competency have been developed to address industry needs in refractories engineering for the Vocational Graduate Certificate. This qualification was developed in response to a current lack of training and qualifications at this level for this sub-sector and a looming critical industry shortage of refractories engineers. While bachelor level courses do deal with refractories, the specific skills required by the refractories engineer are not adequately covered. Refractories are critical for all high temperature processes and a properly specified and installed refractory significantly increases the thermal efficiency of the process (so reducing the production of greenhouse gases), increases the life of the refractory lined plant and makes the process possible in the first place. Without refractories we would not have car engines, high octane fuel for cars, steel products, glass or cement, to name some significant products. This qualification provides the pathway to develop and recognise the required knowledge and skills. There is no existing qualification in this area. The Vocational Graduate Certificate in Refractories Engineering was developed with input from and is supported by the Institute of Refractories Engineers (Australia). Addition of mandatory sustainability units In line with the MSA Board’s agreed policy that sustainability units are to be included in the mandatory and elective banks of all qualifications, the three MSA sustainability units have been incorporated into the Manufactured Mineral Products qualifications. This has replaced some of the existing environment units within PMC04. These updated units should lead to an equivalent outcome in the qualification. The impact on delivery and funding should be minimal. Revised Training Package code and unit codes As the review of a Training Package automatically results in coding changes, MSA made the decision to take the opportunity to change the Manufactured Mineral Products Training Package unit codes to the current format. As part of MSA’s rationalisation process, the units of competency are coded in line with a common coding format that is to be adopted across all future manufacturing units of competency as the qualifications and units are reviewed. MSA has agreed to use numeric industry field identifiers for all units of competency. This provides a more data-friendly model of coding and one that is based on a logical arrangement. We had previously used alpha characters for industry field identifiers in some of our units/Training Packages but found that there were considerable conflicts arising within our own taxonomy. Given the range of fields in manufacturing sectors, with the potential to use identical alpha characters and the meaningless association with some possible alpha combinations, we determined that a purely numerical system provides a more logical solution for coding of manufacturing units. The table below indicates the industry field codes for PMC10: PMC04 PMC10 Sector/competency field OPS 55 Operations/technical SUP 56 Support For example PMCOPS350B PMC553050C Produce architectural precast concrete PMCSUP283B PMC562083C Allocate and complete team tasks The first number after the field code indicates the AQF level. Note that an additional ‘0’ has been added to the sequence code to accommodate the possibility of more than 99 units in that sequence. Industry priorities and expectations Industry representatives and RTOs see this latest version of the Manufactured Mineral Products Training Package as maintaining the currency of the existing qualifications with updated units of competency. The refractories sub-sector considers that the expanded coverage into the Vocational Graduate Certificate as being a timely and significant addition allowing for the improvement and recognition of knowledge and skills. New units of competence for the new Vocational Graduate Certificate in Refractories Engineering have been developed in response to previously identified industry needs. The new units will address gaps in coverage for this sub-sector at this level. The Vocational Graduate Certificate is a new qualification, there being no existing qualification for this sub-sector. The number of imported units has increased as more units have been sourced from other MSA Training Packages. This is consistent with the MSA rationalisation process and also makes better use of resources in thin markets. It is also a reflection of the ubiquitous nature of process control technology and government regulation and a common industry attitude and culture across vast portions of the process manufacturing sector. Impact of newly endorsed components No changes have been made to the previous version of the units or qualifications that will cause significant impacts to RTOs. As a full review of a Training Package results in coding changes, there is minimal impact from the revised coding format. While all existing units have been revised to improve their currency and reflect feedback from users, the bulk of revised units have equivalent outcomes to the units in the previous version of the Training Package. As part of the update, all prerequisite requirements were rigorously reviewed with many being withdrawn. This has resulted in many units being deemed not equivalent, however, in most cases the technical outcome of the individual units has not been altered. This information is including in the Training Package documentation. The packaging rules for all qualifications have been revised and the format for the packaging rules changed to improve clarity in line with MSA policy. The Diploma has been made a direct entry qualification and no longer requires competence in units from lower level qualifications. This may mean that for people entering the Diploma from outside the industry that greater time will need to be allowed for the development of competency at this level. Other than the addition of a sustainability unit in the mandatory groups for existing qualifications, the revised qualifications are considered equivalent in technical content. Specialisations have not been listed for any of the qualifications (other than the Vocational Graduate Certificate). However the practice of coding units of competency relevant to the various sub-sectors with adjacent codes means that sub-sector specialties are reasonably apparent within the qualification tables. As before, other units may also be applicable which is why they are not restricted to that specialisation. Implementation of PMC10 is expected in all States and Territories. RTOs throughout Australia have delivered previous versions of the Manufactured Mineral Products Training Package (PMC99 and PMC04) for almost a decade. These RTOs will now be able to take advantage of the updated units and qualifications. The inclusion of selected Competitive Manufacturing (Lean) units will also allow these RTOs to assist their client organisations to move towards best practice manufacturing while still delivering the fundamental technical skills. Delivery of the new Vocational Graduate Certificate does not require access to expensive equipment. However, it will require partnering with an industry partner to allow for the development and assessment of the competency. This qualification would be well suited for delivery by an industry body under auspice from a suitable RTO who was able to provide delivery and assessment expertise. State and Territory Training Authorities, RTOs and industry stakeholders have been consulted during the development process and have been kept informed of the changes. MSA is not aware of any issues that need addressing to ensure successful implementation. It is expected RTOs with scope of existing PMC04 qualifications will be seek automatic extension of scope for the revised qualifications. Appendix 2 – PMC10 project background and consultation Industry drivers for change The major industry drivers for the improvements to this package are outlined below: Some sectors are energy intensive and will be impacted by any Carbon Pollution Reduction Scheme/Emissions Trading Scheme (eg cement/lime, glass and heavy clay). This was subject to further consultation as part of this project. The outcome of this specific investigation showed that the existing units were sufficiently forward looking to cover the expected skills needs for these sectors. This may change when an actual CPRS/ETS or other revised scheme is actually introduced. There has been significant technological change in the field of process control. This issue had also confronted the review of the PMA Training Package which led to PMA08 Chemicals, Hydrocarbon and Refining Training Package. As the process control systems and issues are similar, the revised PMA08 process control units were proposed to a PMC expert group who concluded they were appropriate for inclusion within PMC10. As the workforce matures and senior personnel retire, there is a growing need for the high level skills which are specific to this sector. While these skills may be touched on by typical degree courses they do not cover the specifics of this sector in sufficient detail. There was specific consultation with the sub-sectors of cement, concrete and refractories. While all agreed that there was a skills need, only refractories saw it as a current priority and so this led to a Vocational Graduate Certificate in Refractories Engineering being developed. The cement and concrete sub-sectors should be revisited in twelve months in this regard. Project management The project was overseen by an MSA Board Sub-Committee made up of major stakeholders. The terms of reference were to: assist in the identification of stakeholders to be consulted for the project identify and assist in the resolution of industry issues in relation to strategic objectives of MSA’s projects provide industry input and advice on: industrial issues training and assessment issues priority areas for industry skills development appropriate methods for collection, collation and consolidation of industry information validity of the content of project outcomes provide feedback on MSA’s development work undertaken for the area covered exchange information as appropriate between MSA, industry and other relevant professional groups covered provide feedback on the project development work for the area of interest make recommendations to the MSA Board on acceptance of the product of the project.. The individuals and enterprises/organisations represented on the MSA Board Sub-Committee are set out in the following table: Name Enterprise/organisation David Graham (Chair) , Huntsman Chemicals Kerryn Caulfield Composites Australia Richard Lindner Manufacturing Skills Queensland Alex Stanojevic Ai Group Heather Yerbury Boral Concrete Products Ian Booth Australasian Corrosion Association Sam Wood AWU Consultation and validation processes Consultations during the development and validation process were undertaken with: technical experts from the relevant sub-sector or specialty area of expertise representatives of RTOs who already offer current qualifications and/or are intending to offer the qualification. Consultation was largely by use of nominal groups, face-to-face and email with expert input sought and obtained for the specific needs of the project. Drafts of all units of competence and qualifications were then posted on the MSA website for validation and stakeholders were advised by email about how to access the site and provide feedback. This included industry stakeholders listed on the MSA database, State industry advisory bodies, and State Training Authorities. This feedback was used to further refine the units and qualifications. In some cases, the feedback received and the units involved were reviewed again by technical experts prior to final editing. The following individuals and organisations participated in the development process. The great value of their expertise and input is gratefully acknowledged. First Name Second Name Organisation State Dan Perera Australian Ceramic Society NSW Judith Bowler Australian Institute of Workplace Learning NSW Henry Newman Blue Circle Southern Cement Ltd NSW Robert Strode Blue Circle Southern Cement Ltd NSW Peter Hannah Boral NSW Phil Renwick Boral NSW Ron Pike Boral Australian Construction Materials Ltd NSW Bob Lenstra Boral Besser Masonry NSW Allan Bounader Boral Bricks (NSW) P/L NSW Barry Lee Boral Bricks (NSW) P/L NSW Jennifer Pike Boral Bricks (NSW) P/L NSW Gary Richards Boral Bricks (NSW) P/L NSW Frank Ryan Boral Bricks (NSW) P/L NSW Amanda Tober Boral Building Products NSW Tony Cross Boral C. M. Quarries NSW John Malempre Boral C. M. Quarries NSW Andrew Mercer Boral C. M. Quarries NSW John Davey Boral Clay and Concrete NSW Bob Bornstein Boral Concrete NSW Don Eagleson Boral Concrete NSW Peter Casey Boral Construction Materials NSW Ion Dumitru Boral Construction Materials NSW Jean Hill Boral Construction Materials NSW Phil Ranwick Boral Construction Materials NSW John Shaw Boral Construction Materials NSW Gabrielle Deschamps Boral Constructions Materials NSW Bill Blenkey Boral Country Concrete & Quarries NSW Elaine Bardill Boral Montoro P/L NSW Frank Matijevic Boral Plasterboard NSW Eric Angus Boral Roofing NSW Len Place Boral Roofing NSW Allan Kelly Bulli Refractories P/L NSW Greg Connor C.I. Ceramics (Aust) Pty Ltd NSW Kurt Read C.I. Ceramics (Aust) Pty Ltd NSW Sue Morgan Caloola Skills Training & Job Placements NSW Sue Randall Caloola Skills Training & Job Placements NSW Michael Baker Caroma NSW Andrew Gates Cement Australia Holdings P/L NSW Paul Kidd Cement Australia Holdings P/L NSW Paul Wilson Cement Australia Holdings P/L NSW Alister Kentish CEPU - Electrical Division NSW Jeff Brand Clay Brick & Paver Inst NSW Matt Murphy Communications, Electrical, Plumbing Union NSW RK Sun Concrete Technology Laboratories MBT (Australia) Pty Ltd NSW Argy Beletich Construction & Transport ESD NSW Michael Fox CSR Fibre Cement NSW Kevin Crosato CSR Humes NSW Enzo Bova George Fisher NSW Bruno Meier George Fisher NSW Roland Seger George Fisher NSW Dennis Jones George Fisher IPS Pty Ltd NSW John Hewitt Hanson Precast Pty Ltd NSW Brett Lewer Hanson Precast-Riverstone NSW Peter Simpson James Hardie Building Boards P/L NSW Tim Ferrari Liquor Hospitality and Miscellaneous Union NSW Keith Godfrey Maldon Works NSW Celeste Howden Manufacturing Learning Australia NSW John Maraz Manufacturing Skills Australia (MSA) NSW J Smith Master Glass Industries NSW Michael McLeay MD & Associates Pty Ltd NSW Bob Gill O-I ACI Operations Pty Ltd NSW Doug DeCean O-I Australia NSW Mark Finney PGH Bricks & Pavers NSW R Van Der Nouwellant Viridian NSW Les Chegwidden Viridian NSW Vince Pacetta Profile Plaster and Metal NSW Hayley Wegner Readymix NSW M Lipo Rescrete NSW D Mamefield Rescrete NSW Serge Arciuli Rescrete Industries NSW John Burke Rescrete Industries NSW Marc Mearing Rocla Pavers & Masonry NSW Glen Whiteford Rocla Pavers & Masonry NSW Peter Stephens Rocla Pipeline Products NSW Stephen Wolstenholme Rocla Pipeline Products NSW Ross Howie Shinagawa Thermal Ceramics NSW Michael Pauline Shinagawa Thermal Ceramics NSW James Tyler Shinagawa Thermal Ceramics NSW Wolf Merretz Structural Concrete Industries NSW Godfrey Smith Structural Concrete Industries NSW Kim Peterson TAFE NSW NSW Elizabeth Hellenpach TAFE Western Sydney Institute NSW Nino Azzopardi Tuscan Industries P/L NSW Kevin Bailey Tuscan Industries P/L NSW Ron Mckew NSW Mark Leahy Accrete P/L NT Mark Boral NT Helder Santos Hanson NT Mike Cull HB Concrete NT Costa Simeon HB Concrete NT Norm Kwik Con NT Archie Wright Major Industries Training Advisory Council Ltd NT Roy Webb Readymix NT Barry Cramond TEATAC (NT) Inc NT Jennifer Tennant Creek Concrete Supplies NT Dennis U-Cart NT Heather McLeish Golden Bay Cement NZ Neville Kussrow O-I Qld Andrew Blunden O-I Qld Alan Bartlett Alan Bartlett Consulting Pty Ltd Qld Kevin Williams Australian 4WD Driver Training & Tours Qld Tim De Groot Baseline Training & Consulting Qld Heather Yerbury Boral Concrete Products Qld Tony Randerson Boral Masonry Qld Brian Beetson Boral Resources Qld Sean Cummiskey Cement Australia Pty Ltd Qld Morris Maker Central Qld Institute of TAFE, Canning Street campus Qld Dan Brassington Childers Concrete & Haulage Qld Gary Gillespie CSR Humes Qld Dennis McMillan Everhard Industries P/L Qld Bob Farley James Hardie Building Boards P/L Qld Mal McKenna James Hardie Building Boards P/L Qld Julie Keddie Manufacturing Skills Australia (MSA) Qld Eric Salonen Manufacturing Skills Queensland, QMI Solutions Qld Hans Oppermann Mount Isa Brickworks Qld Alan Matthewman National Glass P/L Qld Terry Ohora OI Asia Pacific Qld Robert McTackett Pioneer Building Products Qld Ian Coulter Precast Concrete P/L Qld Iain Tait QLD Cement Ltd Qld Brian Tobin Readymix Beenleigh Quarry Qld Paul Riggieri RGR Concrete Brickworks Qld David Jones Sunstate Cement Qld Mark Tonkin Sunstate Cement Qld Peter Watters Sunstate Cement Qld Ian Simeon Unity Glass Pty Ltd Qld Jenny Chapman Axxton Pavers SA Bill D'Ottavi Best Masonry Bricks & Pavers SA Leo Floreani Constress P/L SA Elizabeth Owers DFEEST SA Bob Sellars Hallett Brick Industries (SA) SA Brendan Brown Humes SA Michael Walton Institute of Refractories Engineers SA Derek Cupp Manufacturing Industry Skills Advisory Council SA Inc SA Leo Andolfatto Marble and Cement Works SA Nicola Powell OI Asia Pacific SA Michael Broadbent OneSteel SA Graeme Biffin Boral Resources Tas Phil Sidney Boral Resources Tas Geoff Speers Cradle Coast Authority Tas Nick Makin Learning Partners Tas Deb Doherty Skills Tasmania Tas Harry Lumanski O-I Vic Michael Wilhelm O-I Vic Pauline Saliba O-I Vic R Attwater Auscore Concrete P/L Vic Sam Wood Australian Workers Union Vic Graeme Rae Australian Workers' Union Vic Michael Troeth Blue Circle Cement Vic Ian Campbell Blue Circle Southern Cement Vic Brian Lassey Blue Circle Southern Cement Vic David Seymour Blue Circle Southern Cement Vic Trevor Somerville Blue Circle Southern Cement Vic Paul Benstead Blue Circle Southern Cement Ltd Vic James Collings Blue Circle Southern Cement Ltd Vic Brian McGrath Blue Circle Southern Cement Ltd Vic Andrew Patterson Boral Vic Mark Sammut Boral Plasterboard Vic Gale Lewis Brookweed Holdings P/L Vic Michael Darrough Caroma Industries Ltd Vic Neil Dow Caroma Industries Ltd Vic Michael O'Connor CFMEU FFPD Vic Trevor Lange Chisholm Institute Vic Ken Cusick Civil Construction Corporation Vic Sarah Andrews Construction Materials Association Vic Tom Kovacs CSR Readymix Vic Trevor Dixon Eureka Tiles Vic Ian Montague Eureka Tiles Vic Preet Kaur Futurum Australia Vic Ann Fisk Geelong Cement Vic Greg Jacka Geelong Cement Vic Jeff Tucker Geelong Cement Vic Josh Girotto Girotto Precast P/L Vic Lewis Davis Glass Supplies Pty Ltd Vic Craig Anderson Goliath Portland Cement Vic Chris Dempsey Goliath Portland Cement Vic Peter Healy Hollow Core Concrete P/L Vic Tony Goldsworthy Holmsglen TAFE Vic Alan Dowe Independent Cement & Lime Vic John Holt Independent Cement & Lime Vic Alex Bernhardt Manufacturing and Engineering Skills Advisory Body Vic Paul Kennett Manufacturing and Engineering Skills Advisory Body Vic Nick Koerbin Materials Australia Vic Kerry Irving Mentor HR Training & Development Vic Kerry Irving Mentor Training Vic David Piper Midland Concrete Pipes Vic Alex Bernhardt MSV Vic Russ Porter Northcote Pottery Vic Tina Berghella Oggi Consulting Vic Ian Wilson OI Asia Pacific - ACI Operations Pty Ltd Vic John Wheeler O-I Melbourne Vic Lydia Kendray OzeTraining Pty Ltd Vic Leigh Twining Viridian Vic Michael Wilhelm Viridian Vic Chris Barker Viridian Vic Noel Stokes Viridian Vic Jillian Read Viridian Vic Frank Hutchinson Pioneer Building Products Vic Moya Powe Professional Training Services Australia Pty Limited Vic Delia Avram Pyrotek Vic Brendt Halliday Pyrotek Vic Bruno Doring RMIT University Info Corner Vic Peter Anderson Rocla Pipeline Products Vic John McCabe-Doyle Roofing Tile Association of Victoria Vic Felix Fraraccio Steven Glass (Croydon) Pty Ltd Vic Ray Cadmore Sunraysia Institute of TAFE Vic Justin Leech Sunraysia Institute of TAFE Vic Wendy Jackson-Brooks University of Ballarat Vic Leigh Otten VECCI Vic Kerry Benson Veridan Glass Vic Kerrie Benson Viridian Vic Brad Gething Viridian Vic Dean Dinale Westkon Precast Concrete Vic John Molenaar Vic David Scott BGC Cement WA Garry James Boral Concrete WA Peter McDiarmid Boral Resources WA Lindsay Travers Cockburn Cement WA Harry Barcus Concrete, Cement and Aggregate Association WA Mark Murray CSR Humes WA Gino Peralla Delta Corporation Ltd WA Jason Walsh Delta Corporation Ltd WA David Nissen Engineering and Automotive Training Council Inc WA Robyn Ivankovich Georgiou Group Pty Ltd WA Geoffrey Mowatt Mowatt Refractories Pty WA Paradip Roy Mowatt Refractories Pty WA Jim Maguire Process Manufacturing ITC of WA Inc WA Swan TAFE WA Margaret Jack WA Department of Education & Training WA Michelle Brady Western Australian Department of Education and Training WA Beryl Caldis Western Australian Department of Education and Training WA Clear and full support for endorsement of the revised Training Package has been provided by all industry and RTO stakeholders.