Modification History
Not Applicable
Unit Descriptor
Unit Descriptor |
1 ) 1 .1 ) Descriptor |
This unit covers the explosion-protection aspects of plant maintenance schemes. It requires the ability to develop and manage maintenance programs incorporating strategies for inspections, repair/overhaul/replacement of components and recording of maintenance outcomes. This unit is directly equivalent to the Unit 2.13 Develop and manage maintenance programs for hazardous areas electrical equipment in the Australian/New Zealand Standard AS/NZS 4761.1 Competencies for working with electrical equipment for hazardous areas (EEHA) Part 1: Competency Standards. Equivalence includes endorsement in the explosion-protection techniques listed in the Range statement of this unit. |
Application of the Unit
Application of the Unit |
4 ) |
This unit augments other formally-acquired competencies in a relevant industry and shall be used only in conjunction such competencies. It applies to electrical, instrumentation, electronics and data communication maintenance management job functions. Note: Examples of relevant industries include aviations, electrical installation and maintenance, fuel storage and dispensing industrial process, instrumentation and control, marine, material handling and storage, mining, and petrochemical. |
Licensing/Regulatory Information
1 .2 ) License to practice |
The skills and knowledge described in this unit do not require a license to practice in the work place. However practice in this unit is subject to regulations directly related to occupational health and safe and contracts of training. |
Pre-Requisites
Prerequisite Unit (s )
2 )
2 .1 ) Competencies
Granting competency in this unit shall be made after or concurrently with confirming competency in any one of the following units: UEENEEM029A |
Maintain equipment in hazardous areas dust atmospheres |
OR |
|
(UEENEEM080A |
Report on the integrity of explosion-protected equipment in a hazardous area |
AND |
|
Competencies in developing and managing general electrical/instrumentation maintenance programs at AQF 4 or equivalent. An example is (but not limited to): |
|
UEENEEE010B |
Develop and implement maintenance programs) |
For the full prerequisite chain details for this unit please refer to Table 2 in Volume 1, Part 2
Employability Skills Information
Employability Skills |
3 ) 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 |
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 |
||
1 |
Establish maintenance requirements. |
1.1 |
Policies and procedures are developed to include OHS practices, skills required and frequency and level of maintenance work. |
1.2 |
Systems are established to manage and record maintenance work and up-to-date verification dossier in accordance with requirements. |
||
1.3 |
Level of repair to be done under maintenance work is established in accordance with requirements. |
||
1.4 |
Arrangements are made to check that the hazardous area, explosion-protected equipment and installation comply with the verification dossier. |
||
1.5 |
Discrepancies between the hazardous area, explosion-protected equipment and installation and the verification dossier are documented and arrangements made to ensure the area is appropriately classified and explosion-protection systems are adequate for the area classification. |
||
2 |
Develop and implement maintenance schedule. |
2.1 |
Maintenance schedules are developed from recommendations of Standards and equipment manufacturers and in accordance with requirements. |
2.2 |
Procedures are developed and implemented to ensure the maintenance program is followed in accordance with the planned schedule and site requirements. |
||
2.3 |
Procedures are developed and implemented to ensure the verification dossier is maintained in accordance with planned schedule and site requirements. |
||
3 |
Evaluate maintenance program. |
3.1 |
Periodic and sample inspection reports are used to ascertain maintenance quality and the need for revision of maintenance schedule and frequency. |
3.2 |
Maintenance schedule is periodically reviewed and revised to maintain the integrity of the explosion-protection system. |
Required Skills and Knowledge
REQUIRED SKILLS AND KNOWLEDGE |
|
7) 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 and managing maintenance programs for hazardous areas electrical equipment. All knowledge and skills detailed in this unit should be contextualised to current industry practices and technologies. |
|
KS01-EM049A |
Hazardous areas maintenance management |
Evidence shall show an understanding of hazardous areas maintenance management to an extent indicated by the following aspects: |
|
T1 Explosion-protection equipment — Ex certification schemes encompassing:
|
|
T2 Flameproof (Ex ‘d’) explosion-protection technique encompassing:
|
|
T3 Increased safety (Ex ‘e’) explosion-protection technique encompassing:
|
|
T4 Non-sparking (Ex ‘n’) explosion-protection technique encompassing:
|
|
T5 Intrinsic safety (Ex ‘i’) explosion-protection technique encompassing:
|
|
T6 Pressurization (Ex ‘p’) explosion-protection technique encompassing:
|
|
T7 Enclosures for dusts (Ex ‘tD’) - explosion-protection technique encompassing:
|
|
T8 Common characteristics of explosion-protection techniques encompassing:
|
|
T9 Maintenance procedures in hazardous areas that will ensure the integrity of the explosion-protection technique encompassing:
|
|
T10 The responsibilities of a person managing activities or a site related to a hazardous area, encompassing:
|
|
T11 Explosion-protection strategies in relation to a hazardous area, encompassing:
|
|
T12 Requirements for the maintenance of electrical systems associated with hazardous areas, encompassing:
|
Evidence Guide
EVIDENCE GUIDE |
|||
9 ) This provides essential advice for assessment of the unit and must be read in conjunction with the performance criteria and the range statement of the unit and the Training Package Assessment Guidelines. The Evidence Guide forms an integral part of this unit. It must be used in conjunction with all components parts of this unit and performed in accordance with the Assessment Guidelines of this Training Package. |
|||
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 accord 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 influence decisions about how/how much 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. |
||
Critical aspects of evidence required to demonstrate competency in this unit |
9 .2 ) Before the critical aspects of evidence are considered all prerequisites shall be met. |
||
Evidence for competence in this unit shall be considered holistically. Each element and associated performance criteria must be demonstrated on at least two occasions in accordance with the 'Assessment Guidelines - UEE07'. Evidence shall also comprise:
|
|||
|
|||
|
|||
|
|||
A |
Establishing maintenance policies and procedures that encompass OHS responsibilities. |
||
B |
Establishing management maintenance systems that address the special requirements for explosion-protected equipment and installations. |
||
C |
Ensuring a hazardous area is appropriately classified and explosion-protection strategies are adequate. |
||
D |
Developing and implementing maintenance plans and schedules in relation to explosion-protected equipment and installations. |
||
E |
Evaluating maintenance programs in relation to explosion-protected equipment and installations. |
||
F |
Applying relevant contingency management skills. |
||
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 also be part of the formal learning/assessment environment. Note: Where simulation is considered a suitable strategy for assessment, conditions must be authentic and as far as possible reproduce and replicate the workplace and be consistent with the approved industry simulation policy. |
||
The resources used for assessment should reflect current industry practices in relation to developing and managing maintenance programs for hazardous areas electrical equipment. |
|||
Method of assessment |
9 .4 ) This unit shall be assessed by methods given in Volume 1, Part 3 'Assessment Guidelines'. Note: Competent performance with inherent safe working practices is expected in the Industry to which this unit applies. This requires assessment in a structured environment primarily intended for learning/assessment which incorporates all necessary equipment and facilities for learners to develop and demonstrate the essential knowledge and skills described in this unit. |
||
Concurrent assessment and relationship with other units |
9 .5 ) For optimisation of training and assessment effort, competency development in this unit may be arranged concurrently with any of the following: Competencies in developing and managing general electrical/instrumentation maintenance programs UEENEEM080A Report on the integrity of explosion-protected equipment in a hazardous area UEENEEM029A Maintain equipment in hazardous areas dust atmospheres |
Range Statement
RANGE STATEMENT |
|
8 ) 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 classified dust hazardous area and all the following explosion-protection techniques: |
|
|
|
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
2 .2 ) Literacy and numeracy skills 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' |
|||||
Reading |
5 |
Writing |
5 |
Numeracy |
5 |
2.2) Literacy and numeracy skills
Competency Field |
5 ) |
Hazards |