Modification History
Not Applicable
Unit Descriptor
Unit Descriptor |
1) Scope: 1.1) Descriptor |
This unit covers developing requirement to be incorporated in to the design of electrotechnology projects. It encompasses determining the safety requirements to be met, establishing client expectations, ensuring cost effective solutions are pursued and documenting design requirements. |
Application of the Unit
Application of the Unit |
2) |
This unit is intended for competency development entry-level employment based programs incorporated in approved contracts of training. It is intended to apply to any formal recognition for this standard at the aligned AQF 5 level or higher. |
Licensing/Regulatory Information
License to practice |
3) |
The skills and knowledge described in this unit do not require a license to practice in the workplace. However, practice in this unit is subject to regulations directly related to occupational health and safety and where applicable contracts of training such as apprenticeships. |
Pre-Requisites
Prerequisite Unit(s) |
4) |
Competencies |
4.1) |
There are no prerequisite competencies for this unit. |
Literacy and numeracy skills |
4.2) Participants are best equipped to achieve competency in this unit if they have reading, writing and numeracy skills indicated by the following scales. Description of each scale is given in Volume 2, Part 3 'Literacy and Numeracy' |
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Reading |
5 |
Writing |
5 |
Numeracy |
5 |
Employability Skills Information
Employability Skills |
5) This unit contains Employability Skills The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The Employability Skills Summary of the qualification in which this unit of competency is packaged will assist in identifying Employability Skill requirements. |
Elements and Performance Criteria Pre-Content
6) Elements describe the essential outcomes of a unit of competency |
Performance criteria describe the required performance needed to demonstrate achievement of the Element. Assessment of performance is to be consistent with the evidence guide. |
Elements and Performance Criteria
ELEMENT |
PERFORMANCE CRITERIA |
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1 |
Prepare to develop design briefs. |
1.1 |
OHS processes and procedures for a given work area are identified, obtained and understood. |
1.2 |
Established techniques for project planning are reviewed are adopted in accordance with organisation policies. |
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1.3 |
The scope of the project is evaluated and project parameters established using a formal evaluation/survey processes. |
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1.4 |
Criteria from other related works impacting on the project are determined from specification of other work, site visits and/or discussion with appropriate person(s). |
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1.5 |
Project budget is established by setting realistic expectations of deliverables and in consideration of tangible quality differences that result in the deliver the best value. |
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2 |
Develop design briefs. |
2.1 |
Design brief is developed to include scenarios/requirements established in consultation with appropriate person(s), and regulatory requirements. |
2.2 |
Design brief is developed in collaboration with all relevant design professionals and contractors involved in the project. |
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2.3 |
Competent persons required for the project are identified and their roles specified in the design brief. |
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2.4 |
Project design brief is reviewed against all inputs and adjusted to rectify any anomalies. |
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2.5 |
Project design brief proposal is documented in accordance with organisation policies and procedures. |
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3 |
Obtain approval for design briefs. |
3.1 |
Project design brief is presented and discussed with person(s) of higher authority. |
3.2 |
Alterations to the project design brief resulting from the presentation/discussion are negotiated with person(s) of higher authority within the constraints of organisation policy. |
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3.3 |
Final project design brief is documented and approval obtained from appropriate person(s). |
Required Skills and Knowledge
REQUIRED SKILLS AND KNOWLEDGE |
8) This describes the essential skills and knowledge and their level, required for this unit. |
Evidence shall show that knowledge has been acquired of safe working practices and developing design briefs for electrotechnology projects. All knowledge and skills detailed in this unit should be contextualised to current industry practices and technologies. KS01-EE015B Electro project design briefs Evidence shall show an understanding of enterprise customer relations protocols to an extent indicated by the following aspects: T1 Purpose of customer relations encompassing:
T2 Purpose of critical path analysis encompassing:
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Evidence Guide
EVIDENCE GUIDE |
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9) The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package. The Evidence Guide forms an integral part of this unit. It must be used in conjunction with all parts of the unit and performed in accordance with the Assessment Guidelines of this Training Package. |
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Overview of Assessment |
9.1) Longitudinal competency development approaches to assessment, such as Profiling, require data to be reliably gathered in a form that can be consistently interpreted over time. This approach is best utilised in Apprenticeship programs and reduces assessment intervention. It is the industry-preferred model for apprenticeships. However, where summative (or final) assessment is used it is to include the application of the competency in the normal work environment or, at a minimum, the application of the competency in a realistically simulated work environment. It is recognised that, in some circumstances, assessment in part or full can occur outside the workplace. However, it must be in accordance with industry and regulatory policy. Methods chosen for a particular assessment will be influenced by various factors. These include the extent of the assessment, the most effective locations for the assessment activities to take place, access to physical resources, additional safety measures that may be required and the critical nature of the competencies being assessed. The critical safety nature of working with electricity, electrical equipment, gas or any other hazardous substance/material carries risk in deeming a person competent. Sources of evidence need to be 'rich' in nature to minimise error in judgment. Activities associated with normal everyday work have a bearing on the decision as to how much and how detailed the data gathered will contribute to its 'richness'. Some skills are more critical to safety and operational requirements while the same skills may be more or less frequently practised. These points are raised for the assessors to consider when choosing an assessment method and developing assessment instruments. Sample assessment instruments are included for Assessors in the Assessment Guidelines of this Training Package. |
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Critical aspects of evidence required to demonstrate competency in this unit |
9.2) Before the critical aspects of evidence are considered all prerequisites must be met. |
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Evidence for competence in this unit shall be considered holistically. Each element and associated performance criteria shall be demonstrated on at least two occasions in accordance with the 'Assessment Guidelines - UEE07'. Evidence shall also comprise:
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A |
Establishing the scope and parameters of the project. |
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B |
Determining the impact of other related works. |
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C |
Developing design brief incorporating scenarios and all requirements. |
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D |
Identifying competencies required for the project. |
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E |
Documenting project plan proposal. |
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F |
Negotiating alterations to the proposed design brief successfully. |
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G |
Obtaining approval of the final brief. |
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H |
Dealing with unplanned events by drawing on essential knowledge and skills to provide appropriate solutions incorporated in a holistic assessment with the above listed items. |
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Note: |
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Context of and specific resources for assessment |
9.3) This unit should be assessed as it relates to normal work practice using procedures, information and resources typical of a workplace. This should include:
These should be used in the formal learning/assessment environment. Note: Where simulation is considered a suitable strategy for assessment, conditions for assessment must be authentic and as far as possible reproduce and replicate the workplace and be consistent with the approved industry simulation policy. |
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The resources used for assessment should reflect current industry practices in relation to developing design briefs for electrotechnology projects. |
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Method of assessment |
9.4) This unit shall be assessed by methods given in Volume 1, Part 3 'Assessment Guidelines'. Note: |
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Concurrent assessment and relationship with other units |
9.5) |
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There are no concurrent assessment recommendations for this unit. |
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Range Statement
RANGE STATEMENT |
10) This relates to the unit as a whole providing the range of contexts and conditions to which the performance criteria apply. It allows for different work environments and situations that will affect performance. |
This unit shall be demonstrated in relation to developing requirements to be incorporated in to the design of electrotechnology projects with the following attributes: |
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Developing a project design brief incorporating shall be demonstrated in any of the following electrotechnology disciplines: |
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Generic terms used throughout this Vocational Standard shall be regarded as part of the Range Statement in which competency is demonstrated. The definition of these and other terms that apply are given in Volume 2, Part 2.1. |
Unit Sector(s)
Not Applicable
Competency Field
Competency Field |
11) |
Electrotechnology |