FPP10 Pulp & Paper Manufacturing Industry Training Package

Release 1.3

Contents

Preliminary Information	8

Overview	26

Introduction to FPP10 Version 1.3	30

List of AQF Qualifications	31

Units of Competency FPP10	32

Imported Units of Competency FPP10	36

Mapping of Qualifications to Previous Training Package	42

Mapping of Units of Competency to the Previous Training Package	42

Qualifications Framework	43

Assessment Guidelines	54

Competency Standards	70

Licensing_Regulation Requirements	75

FPP20110 Certificate II in Pulping Operations	76

FPP20210 Certificate II in Papermaking Operations	88

FPP30110 Certificate III in Pulping Operations	98

FPP30210 Certificate III in Papermaking Operations	110

FPP40110 Certificate IV in Pulping Operations	123

FPP40210 Certificate IV in Papermaking Operations	135

FPP50110 Diploma of Pulp and Paper Process Management	146

BSBOHS401B Contribute to the implementation of a systematic approach to managing OHS	152

BSBOHS403B Identify hazards and assess OHS risks	163

FPICOR6201A Manage sustainability in the workplace	174

FPICOT5207A Implement sustainability in the workplace	188

FPICOT5208B Build and maintain community relationships	201

FPICOT6201B Manage community engagement	218

FPICOT6205A Prepare an enterprise carbon management report	234

FPPCPP210A Monitor and control coated paper processes	245

FPPCPP320A Prepare and start up coated paper processes	256

FPPCPP330A Co-ordinate the shutdown of coated paper processes	268

FPPCPP440A Troubleshoot and rectify coated paper processes	279

FPPCPR210A Prepare chemical products	290

FPPCSK310A Operate process control equipment	300

FPPDEO210A Monitor and control dry end operations	312

FPPDEO320A Prepare and start up dry end operations	324

FPPDEO330A Co-ordinate and implement dry end shutdown	335

FPPDEO440A Troubleshoot and rectify dry end systems	345

FPPENV210A Identify and monitor environmental discharges/emissions	357

FPPENV320A Monitor and control environmental hazards	366

FPPEPG210A Monitor and control power generation system	375

FPPEPG320A Manage a power generation system startup	387

FPPEPG330A Co-ordinate power generation system shutdown	397

FPPEPG440A Troubleshoot and rectify power generation system	409

FPPFCO210A Monitor, control and shutdown finishing and converting operations	419

FPPFCO320A Prepare and start up finishing and converting operations	433

FPPFCO340A Troubleshoot and rectify finishing and converting systems	446

FPPHWP250A Store and dispatch waste paper	461

FPPHWP260A Receive waste paper	471

FPPHWP270A Unload waste paper	480

FPPMHV210A Operate overhead crane	491

FPPNUM210A Estimate and calculate basic data	504

FPPNUM320A Measure and calculate routine workplace data	512

FPPNUM430A Calculate and analyse production and financial performance	520

FPPOHS210A Participate in OHS processes	528

FPPOHS310A Contribute to OHS processes	537

FPPOHS320A Maintain OHS processes	550

FPPOHS410A Identify, assess and control OHS risk in own work	568

FPPOHS420A Manage OHS processes	584

FPPPLN210A Plan and undertake a routine task	601

FPPPLN420A Plan a complex activity	609

FPPPRM210A Undertake operator level preventative maintenance	617

FPPPRM220A Perform lubrication	628

FPPPRS210A Identify and rectify problems in the workplace	638

FPPPRS320A Solve systemic problems in the workplace	650

FPPPRV210A Operate ancillary equipment	662

FPPPRV320A Co-ordinate and direct clothing changes	674

FPPPUL210A Monitor and control pulping operations	685

FPPPUL250A Store and distribute pulped product	697

FPPPUL320A Prepare and start up pulping system operations	708

FPPPUL330A Co-ordinate and implement pulping plant shutdowns	720

FPPPUL440A Troubleshoot and rectify pulping processes	731

FPPQAS210A Apply basic quality practices	742

FPPQAS420A Co-ordinate in-process quality assurance	749

FPPQAS430A Oversee quality assurance process	756

FPPREC210A Monitor and control chemical recovery operations	763

FPPREC320A Prepare and start up chemical recovery operations	774

FPPREC330A Co-ordinate and implement chemical recovery shutdowns	787

FPPREC440A Troubleshoot and rectify chemical recovery operations	798

FPPREL210A Contribute to effective working relationships	809

FPPRES210A Prepare and operate the woodchip production system	817

FPPRES250A Distribute woodchips	831

FPPRES260A Receive materials	841

FPPRES270A Unload materials	852

FPPRES340A Troubleshoot and rectify primary resource operations	863

FPPSPR210A Monitor and control stock preparation systems	876

FPPSPR320A Prepare and start up stock preparation system for production	890

FPPSPR330A Co-ordinate and implement stock preparation system shutdown	901

FPPSPR440A Troubleshoot and rectify stock preparation systems	911

FPPSTM210A Monitor and control boiler operation	923

FPPSTM320A Manage steam boiler startup	934

FPPSTM330A Shut down and bank steam boiler	944

FPPSTM440A Troubleshoot and rectify boiler plant systems	955

FPPSUS210A Apply sustainable work practices/policies	967

FPPSUS510A Develop workplace policy and procedures for sustainability	973

FPPWAR250A Store product	983

FPPWAR255A Prepare and dispatch product	996

FPPWAR280A Warehouse product packaging	1008

FPPWAS210A Operate water systems	1019

FPPWAS340A Troubleshoot and rectify water systems	1032

FPPWEO210A Monitor and control wet end operations	1045

FPPWEO320A Prepare and start up wet end operations	1058

FPPWEO330A Co-ordinate and implement wet end shutdown	1068

FPPWEO440A Troubleshoot and rectify wet end systems	1080

FPPWPO210A Monitor and control waste paper operations	1092

FPPWPO320A Prepare and start up waste paper operations	1103

FPPWPO330A Co-ordinate and implement waste paper shutdown	1113

FPPWPO440A Troubleshoot and rectify waste paper operations	1123

BSBADM405B Organise meetings	1134

BSBADM502B Manage meetings	1141

BSBAUD501B Initiate a quality audit	1150

BSBCMM101A Apply basic communication skills	1159

BSBCMM201A Communicate in the workplace	1165

BSBCMM401A Make a presentation	1172

BSBFIM501A Manage budgets and financial plans	1180

BSBFLM305C Support operational plan	1189

BSBFLM309C Support continuous improvement systems and processes	1198

BSBFLM311C Support a workplace learning environment	1207

BSBFLM312C Contribute to team effectiveness	1216

BSBLED501A Develop a workplace learning environment	1225

BSBMGT502B Manage people performance	1234

BSBMGT507A Manage environmental performance	1241

BSBMGT515A Manage operational plan	1252

BSBMGT608C Manage innovation and continuous improvement	1260

BSBOHS404B Contribute to the implementation of strategies to control OHS risk	1267

BSBWHS401A Implement and monitor WHS policies, procedures and programs to meet legislative requirements	1278

BSBWHS402A Assist with compliance with WHS laws	1288

BSBWHS403A Contribute to implementing and maintaining WHS consultation and participation processes	1294

BSBWHS409A Assist with workplace monitoring processes	1302

BSBWHS510A Contribute to implementing emergency procedures	1314

BSBPMG522A Undertake project work	1324

BSBREL401A Establish networks	1332

BSBRES401A Analyse and present research information	1339

BSBRSK401A Identify risk and apply risk management processes	1348

BSBWOR401A Establish effective workplace relationships	1356

BSBWOR402A Promote team effectiveness	1366

BSBWOR501B Manage personal work priorities and professional development	1374

BSBWOR502B Ensure team effectiveness	1381

BSBWRK402A Empower workers	1389

BSBWRK403A Communicate with workers	1398

BSBWRK404A Promote equality of opportunity and fair treatment for all workers	1405

BSBWRK406A Participate in the bargaining process	1413

BSBWRK407A Provide advice to union members	1419

BSBWRK408A Undertake negotiations	1425

BSBWRK409A Prepare for and participate in dispute resolution	1433

BSBWRK506A Coordinate research and analysis	1440

CPPSEC2011B Control access to and exit from premises	1447

CPPSEC2015A Patrol premises	1457

CPPSEC3007A Maintain security of environment	1469

HLTAID003 Provide first aid	1481

Assessment Requirements for HLTAID003 Provide first aid	1484

MEM09002B Interpret technical drawing	1489

MEM11016B Order materials	1495

MEM12023A Perform engineering measurements	1501

MEM12024A Perform computations	1508

MEM14005A Plan a complete activity	1516

MEM18001C Use hand tools	1524

MEM18002B Use power tools/hand held operations	1531

MEM18003C Use tools for precision work	1538

MEM18006C Repair and fit engineering components	1546

MEM18007B Maintain and repair mechanical drives and mechanical transmission assemblies	1558

MEM18009B Perform levelling and alignment of machines and engineering components	1567

MEM18010C Perform equipment condition monitoring and recording	1574

MEM18011C Shut down and isolate machines/equipment	1580

MEM18055B Dismantle, replace and assemble engineering components	1587

MEM30020A Develop and manage a plan for a simple manufacturing related project	1596

MSACMC411A Lead a competitive manufacturing team	1603

MSACMS401A Ensure process improvements are sustained	1611

MSACMT270A Use sustainable energy practices	1619

MSACMT271A Use sustainable environmental practices	1626

MSACMT440A Lead 5S in a manufacturing environment	1633

MSACMT671A Develop and manage sustainable environmental practices	1640

MSAENV472B Implement and monitor environmentally sustainable work practices	1649

MSAPMOHS110A Follow emergency response procedures	1660

MSAPMOHS220A Provide initial First Aid response	1666

MSAPMOPS212A Use organisation computers or data systems	1674

MSAPMSUP101A Clean workplace or equipment	1681

MSAPMSUP382A Provide coaching/mentoring in the workplace	1687

MSAPMSUP400A Develop and monitor quality systems	1693

MSL904001A Perform standard calibrations	1699

MSL973001A Perform basic tests	1714

MSS402020A Apply quick changeover procedures	1728

MSS402030A Apply cost factors to work practices	1739

MSS402040A Apply 5S procedures	1746

MSS402050A Monitor process capability	1754

MSS402051A Apply quality standards	1762

MSS402081A Contribute to the application of a proactive maintenance strategy	1772

MSS403001A Implement competitive systems and practices	1780

MSS403032A Analyse manual handling processes	1790

MSS403051A Mistake proof an operational process	1798

MSS404052A Apply statistics to operational processes	1807

PMAOHS211B Prepare equipment for emergency response	1817

PSPPM402B Manage simple projects	1824

TAEASS301B Contribute to assessment	1836

TAEASS401B Plan assessment activities and processes	1844

TAEASS402B Assess competence	1853

TAEASS403B Participate in assessment validation	1861

TAEASS502B Design and develop assessment tools	1867

TAEASS505A Lead and coordinate assessment systems and services	1876

TAEDEL301A Provide work skill instruction	1885

TAEDEL401A Plan, organise and deliver group-based learning	1894

TAEDEL402A Plan, organise and facilitate learning in the workplace	1902

TAEDEL404A Mentor in the workplace	1911

TAEDES401A Design and develop learning programs	1918

TAEDES402A Use training packages and accredited courses to meet client needs	1925

TAEDES502A Design and develop learning resources	1932

TAETAS501B Undertake organisational training needs analysis	1938

TLIA2012A Pick and process orders	1943

TLIA2022A Participate in stocktakes	1953

TLIA3016A Use inventory systems to organise stock control	1962

TLID1001A Shift materials safely using manual handling methods	1973

TLID1002A Shift a load using manually-operated equipment	1981

TLID2004A Load and unload goods/cargo	1991

TLID2010A Operate a forklift	1999

TLID2003A Handle dangerous goods/hazardous substances	2008

TLID2013A Move materials mechanically using automated equipment	2016

TLID2047A Prepare cargo for transfer with slings	2024

TLID3011A Conduct specialised forklift operations	2033

TLID3024A Use specialised liquid bulk transfer equipment (gravity/pressurised)	2042

TLID3031A Rig load	2053

TLID3035A Operate a boom type elevating work platform	2062

TLIE4006A Collect, analyse and present workplace data and information	2074

UEPOPS341A Shut down a Steam Turbine	2083

UEPOPS411B Run up a steam turbine	2096

Modification History

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
1.3	30/04/15	ISC upgrade to update the following: Elective unit FPICOT5208B replaces FPICOT5208A in FPP50110 Elective unit FPICOT6201B replaces FPICOT6201A in FPP50110 Elective unit HLTAID003 replaces HLTFA301C in the following qualifications: FPP20110, FPP20210, FPP30110, FPP30210
1.2	27/05/13	Imported units updated where equivalent, alignment and formatting issues corrected.
1.1	01/06/11	New Imported Units The following units from FPI05 Forest and Forest Products Training Package have been added to the elective bank in FPP50110 Diploma of Pulp and Paper Process Management: FPICOT6205A Prepare an enterprise carbon management report FPICOR6201A Manage sustainability in the workplace FPICOT5208A Build and maintain community relationships FPICOT5207A Implement sustainability in the workplace FPICOT6201A Manage community engagement
1.0	To be added once on NTIS	Primary release, replacing FPP01

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 ForestWorks at www.forestworks.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 Package’s national code (which remains the same during its period of endorsement).

Explanation of the review date

The review date (shown on the title page and in the footer of each page) indicates when the Training Package is expected to be reviewed in the light of changes such as changing technologies and circumstances. The review date is not an expiry date. Endorsed Training Packages and their components remain current until they are reviewed or replaced.

How is FPP10 different to FPP01?

The number of qualifications has been reduced from nine to seven and the structure has changed as follows:

‘manufacturing’ and ‘services’ qualifications have been replaced with:

Certificates II, III and IV in Pulping Operations

Certificates II, III and IV in Papermaking Operations

services specialisations are now available via both pulping and papermaking operations qualifications as above.

FPP01 Summary of changes

The number of qualifications has been reduced from nine to seven.

Separate ‘manufacturing’ and ‘services’ qualifications no longer exist and have been replaced by:

Certificates II, III and IV in Pulping Operations

Certificates II, III and IV in Papermaking Operations

Services specialisations are now available via both pulping and papermaking operations qualifications as above

The two ‘streams’ of qualifications are necessary in the pulp and paper manufacturing industry. Some mills are pulp mills, some are paper mills, and some are both. The delineation between the two groupings of qualifications enables companies to clearly differentiate between the groupings of competencies based on the mills’ operations.

New FPP10 V.1. units

FPPSUS210A Apply sustainable work practices/policies, packaged at Certificates II, III and IV

FPPSUS510A Develop workplace policy and procedures for sustainability, at Diploma level

Imported units as electives

MSACMT271A Use sustainable environmental practices

MSACMT270A Use sustainable energy practices

MSAENV472B Implement and monitor environmentally sustainable work practices

Code changes

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 10 characters, normally a mixture of uppercase letters and numbers, as in FPPNUM210A

the first three characters signify the Training Package - FPP Pulp and Paper Manufacturing Industry Training Package in the above example

the next three characters indicate an industry skill area - ‘numeracy’ in the above example

the first numeric character indicates the AQF level where the unit of competency ‘first appears’ - Certificate II level in the above example

the following two numeric characters identify the position in the sequence of the unit for that stream

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. All units within this new Training Package are coded ‘A’

The upper case letters in the code for Pulp and Paper Units of Competency correspond to the industry skill area as follows:

FPPCPP	Coated paper processes
FPPCPR	Chemical preparation
FPPCSK	Computer skills
FPPDEO	Dry end operations
FPPENV	Environmental monitoring
FPPEPG	Electrical power generation
FPPFCO	Finishing and converting
FPPHWP	Handling and preparing waste paper for pulp production
FPPMHV	Materials handling vehicles
FPPNUM	Numeracy
FPPOHS	Occupational health and safety
FPPPLN	Planning and organising
FPPPRM	Preventative maintenance
FPPPRS	Problem solving
FPPPRV	Production variations/operations
FPPPUL	Pulping operations
FPPQAS	Quality assurance
FPPREC	Chemical recovery operations
FPPREL	Relationship management
FPPRES	Primary resource operations
FPPSPR	Stock preparation operations
FPPSTM	Steam generation
FPPSUS	Sustainability
FPPWAR	Warehousing and dispatch
FPPWAS	Water services
FPPWEO	Wet end operations
FPPWPO	Waste paper operations

Mapping to FPP01 Training Package

Updated unit code and title FPP10	Previous FPP01 unit	Relationship to FPP01 unit
FPPCPP210A Monitor and control coated paper processes	FPPOLC3A Monitor and Control Coated Paper Systems Operation	Unit updated and equivalent to FPPOLC3A Monitor and Control Coated Paper Systems Operation	E
FPPCPP320A Prepare and start up coated paper processes	FPPOLC1B Prepare and Start-up Coated Paper Systems Operation	Unit updated and equivalent to FPPOLC1B Prepare and Start-up Coated Paper Systems Operation	E
FPPCPP330A Co-ordinate the shutdown of coated paper processes	FPPOLC4A Co-ordinate Coated Paper Systems Shutdown	Unit updated and equivalent to FPPOLC4A Co-ordinate Coated Paper Systems Shutdown	E
FPPCPP440A Troubleshoot and rectify coated paper processes	FPPOLC5A Troubleshoot and Rectify Coated Paper Systems	Unit updated and equivalent to FPPOLC5A Troubleshoot and Rectify Coated Paper Systems	E
FPPCPR210A Prepare chemical products	FPPCPR1A Prepare Chemicals	Unit updated but not equivalent to FPPCPR1A Prepare Chemicals	N
FPPCSK310A Operate process control equipment	FPPCSK2B Operate a process control computer system	Unit updated but not equivalent to FPPCSK2B Operate a process control computer system	N
FPPDEO210A Monitor and control dry end operations	FPPDEO3A Monitor and Control Dry End Operations	Unit updated but not equivalent to FPPDEO3A Monitor and Control Dry End Operations	N
FPPDEO320A Prepare and start up dry end operations	FPPDEO1B Prepare and Start-up Dry End Operations	Unit updated and equivalent to FPPDEO1B Prepare and Start-up Dry End Operations	E
FPPDEO330A Co-ordinate and implement dry end shutdown	FPPDEO5A Co-ordinate and Implement Dry End Shutdown	Unit updated and equivalent to FPPDEO5A Co-ordinate and Implement Dry End Shutdown	E
FPPDEO440A Troubleshoot and rectify dry end systems	FPPDEO4A Troubleshoot and Rectify Dry End Systems	Unit updated and equivalent to FPPDEO4A Troubleshoot and Rectify Dry End Systems	E
FPPENV210A Identify and monitor environmental discharges/emissions	FPPENV1A Identify and Monitor Environmental Discharges/Emissions	Unit updated and equivalent to FPPENV1A Identify and Monitor Environmental Discharges/Emissions	E
FPPENV320A Monitor and control environmental hazards	FPPENV2A Monitor and Control Environmental Hazards	Unit updated and equivalent to FPPENV2A Monitor and Control Environmental Hazards	E
FPPEPG210A Monitor and control power generation system	FPPEPG2A Monitor and Control Power Generation System	Unit updated and equivalent to FPPEPG2A Monitor and Control Power Generation System	E
FPPEPG320A Manage a power generation system startup	FPPEPG1A Manage a Power Generation System Start-up	Unit updated and equivalent to FPPEPG1A Manage a Power Generation System Start-up	E
FPPEPG330A Co-ordinate power generation system shutdown	FPPEPG3A Co-ordinate Power Generation System Shutdown	Unit updated and equivalent to FPPEPG3A Co-ordinate Power Generation System Shutdown	E
FPPEPG440A Troubleshoot and rectify power generation system	FPPEPG5A Troubleshoot and Rectify Power Generation System	Unit updated and equivalent to FPPEPG5A Troubleshoot and Rectify Power Generation System	E
FPPFCO210A Monitor, control and shut down finishing and converting operations	FPPFCO2A Monitor and Control Finishing/Converting Systems Operation	Unit updated but not equivalent to FPPFCO2A Monitor and Control Finishing/Converting Systems Operations	N
FPPFCO320A Prepare and start up finishing/converting operations	FPPFCO1A Prepare Finishing/Converting Systems for Production	Unit updated but not equivalent to FPPFCO1A Prepare Finishing/Converting Systems for Production	N
FPPFCO340A Troubleshoot and rectify finishing and converting systems	FPPFCO4A Troubleshoot and Rectify Finishing and Converting Systems	Unit updated and equivalent to FPPFCO4A Troubleshoot and Rectify Finishing and Converting Systems	E
FPPHWP250A Store and dispatch waste paper	FPPHWP6A Store and Despatch Blocks	Unit updated but not equivalent to FPPHWP6A Store and Despatch Blocks	N
FPPHWP260A Receive waste paper	FPPHWP1A Receive Waste Paper	Unit updated and equivalent to FPPHWP1A Receive Waste Paper	E
FPPHWP270A Unload waste paper	FPPHWP2A Unload Waste Paper	Unit updated and equivalent to FPPHWP2A Unload Waste Paper	E
FPPMHV210A Operate overhead crane	FPPMHV2A Operate Overhead Crane	Unit updated but not equivalent to FPPMHV2A Operate Overhead Crane	N
FPPNUM210A Estimate and calculate basic data	FPPNUM1A Estimate and Calculate Basic Data	Unit updated but not equivalent to FPPNUM1A Estimate and Calculate Basic Data	N
FPPNUM320A Measure and calculate routine workplace data	New unit - no equivalent in FPP01
FPPNUM430A Calculate and analyse production and financial performance	FPPNUM4A Calculate and Analyse Production and Financial Performance	Unit updated and equivalent to FPPNUM4A Calculate and Analyse Production and Financial Performance	E
FPPOHS210A Participate in OHS processes	New unit - no equivalent in FPP01
FPPOHS310A Contribute to OHS processes	New unit - no equivalent in FPP01
FPPOHS320A Maintain OHS processes	New unit - no equivalent in FPP01
FPPOHS410A Identify, assess and control OHS risk in own work	New unit - no equivalent in FPP01
FPPOHS420A Manage OHS processes	New unit - no equivalent in FPP01
FPPPLN210A Plan and undertake a routine task	FPPPLN1A Plan and Undertake a Routine Task	Unit updated and equivalent to FPPPLN1A Plan and Undertake a Routine Task	E
FPPPLN420A Plan a complex activity	FPPPLN3A Plan a Complex Activity	Unit updated and equivalent to FPPPLN3A Plan a Complex Activity	E
FPPPRM210A Undertake operator level preventative maintenance	FPPPRM1B Operator Level Preventative Maintenance	Unit updated but not equivalent to FPPPRM1B Operator Level Preventative Maintenance	N
FPPPRM220A Perform lubrication	New unit - no equivalent in FPP01
FPPPRS210A Identify and rectify problems in the workplace	FPPPRS1A Solve Problems in the Workplace (basic)	New unit - no equivalent in FPP01
FPPPRS320A Solve systemic problems in the workplace	FPPPRS2A Solve Problems in the Workplace (advanced)	New unit - no equivalent in FPP01
FPPPRV210A Operate ancillary equipment	New unit - no equivalent in FPP01
FPPPRV320A Co-ordinate and direct clothing changes	New unit - no equivalent in FPP01
FPPPUL210A Monitor and control pulping operations	FPPPUL3A Monitor and Control Pulping Operations	Unit updated and equivalent to FPPPUL3A Monitor and Control Pulping Operations	E
FPPPUL250A Store and distribute pulped product	FPPPUL6A Store and Distribute Pulped Product	Unit updated and equivalent to FPPPUL6A Store and Distribute Pulped Product	E
FPPPUL320A Prepare and start up pulping system operations	FPPPUL1B Prepare and Start-up Pulping System Operations	Unit updated and equivalent to FPPPUL1B Prepare and Start-up Pulping System Operations	E
FPPPUL330A Co-ordinate and implement pulping plant shutdowns	FPPPUL5A Co-ordinate and Implement Pulping Plant Shutdowns	Unit updated and equivalent to FPPPUL5A Co-ordinate and Implement Pulping Plant Shutdowns	E
FPPPUL440A Troubleshoot and rectify pulping processes	FPPPUL4A Troubleshoot and Rectify Pulping Systems	Unit updated and equivalent to FPPPUL4A Troubleshoot and Rectify Pulping Systems	E
FPPQAS210A Apply basic quality practices	FPPQAS1B Apply Basic Quality Assurance Practices	Unit updated but not equivalent to FPPQAS1B Apply Basic Quality Assurance Practices	N
FPPQAS420A Co-ordinate in-process quality assurance	FPPQAS3A Co-ordinate In-Process Quality Assurance	Unit updated and equivalent to FPPQAS3A Co-ordinate In-Process Quality Assurance	E
FPPQAS430A Oversee quality assurance process	FPPQAS4A Oversee Quality Assurance Process	Unit updated and equivalent to FPPQAS4A Oversee Quality Assurance Process	E
FPPREC210A Monitor and control chemical recovery operations	FPPREC3A Monitor and Optimise Chemical Recovery Operations	Unit updated but not equivalent to FPPREC3A Monitor and Optimise Chemical Recovery Operations	N
FPPREC320A Prepare and start up chemical recovery operations	FPPREC1B Prepare and Start-up Chemical Recovery Operations	Unit updated and equivalent to FPPREC1B Prepare and Start-up Chemical Recovery Operations	E
FPPREC330A Co-ordinate and implement chemical recovery shutdowns	FPPREC5A Manage Chemical Recovery Plant Shutdowns	Unit updated and equivalent to FPPREC5A Manage Chemical Recovery Plant Shutdowns	E
FPPREC440A Troubleshoot and rectify chemical recovery operations	FPPREC4A Troubleshoot and Rectify Chemical Recovery Systems	Unit updated and equivalent to FPPREC4A Troubleshoot and Rectify Chemical Recovery Systems	E
FPPREL210A Contribute to effective working relationships	New unit - no equivalent in FPP01
FPPRES210A Prepare and operate the woodchip production system	FPPRES5A Operate the Woodchip Production System	Unit updated but not equivalent to FPPRES5A Operate the Woodchip Production System	N
FPPRES250A Distribute woodchips	FPPRES8A Distribute Woodchips	Unit updated and equivalent to FPPRES8A Distribute Woodchips	E
FPPRES260A Receive Materials	FPPRES1A Receive Materials	Unit updated and equivalent to FPPRES1A Receive Materials	E
FPPRES270A Unload Materials	FPPRES2A Unload Materials	Unit updated and equivalent to FPPRES2A Unload Materials	E
FPPRES340A Troubleshoot and rectify primary resource operations	FPPRES9A Troubleshoot and Rectify Resource Handling Systems	Unit updated but not equivalent to FPPRES9A Troubleshoot and Rectify Resource Handling Systems	N
FPPSPR210A Monitor and control stock preparation systems	FPPSPR3A Monitor and Control Stock and Chemical Preparation Systems	Unit updated but not equivalent to FPPSPR3A Monitor and Control Stock and Chemical Preparation Systems	N
FPPSPR320A Prepare and start up stock preparation system for production	FPPSPR1B Prepare and Start-up Stock & Chemical System for Production	Unit updated and equivalent to FPPSPR1B Prepare and Start-up Stock & Chemical System for Production	E
FPPSPR330A Co-ordinate and implement stock preparation system shutdown	FPPSPR5A Co-ordinate and Implement Stock and Chemical Preparation System Shutdown	Unit updated and equivalent to FPPSPR5A Co-ordinate and Implement Stock and Chemical Preparation System Shutdown	E
FPPSPR440A Troubleshoot and rectify stock preparation systems	FPPSPR4A Troubleshoot and Rectify Stock and Chemical Preparation Systems	Unit updated but not equivalent to FPPSPR4A Troubleshoot and Rectify Stock and Chemical Preparation Systems.	N
FPPSTM210A Monitor and control boiler operation	FPPSTM2A Monitor and Control Boiler Operation	Unit updated but not equivalent to FPPSTM2A Monitor and Control Boiler Operation	N
FPPSTM320A Manage steam boiler startup	FPPSTM1A Manage Steam Boiler Start-up	Unit updated and equivalent to FPPSTM1A Manage Steam Boiler Start-up	E
FPPSTM330A Shut down and bank steam boiler	FPPSTM3A Shutdown and Store Steam Boiler	Unit updated and equivalent to FPPSTM3A Shutdown and Store Steam Boiler	E
FPPSTM440A Troubleshoot and rectify boiler plant systems	FPPSTM4A Troubleshoot and Rectify Boiler Plant Systems	Unit updated and equivalent to FPPSTM4A Troubleshoot and Rectify Boiler Plant Systems	E
FPPSUS210A Apply sustainable work practices/policies	New unit - no equivalent in FPP01
FPPSUS510A Develop workplace policy and procedures for sustainability	New unit - no equivalent in FPP01
FPPWAR250A Store product	FPPFCO5B Store Product	Unit updated and equivalent to FPPFCO5B Store Product	E
FPPWAR255A Prepare and dispatch product	FPPFCO6B Prepare and Dispatch Product	Unit updated but not equivalent to FPPFCO6B Prepare and Dispatch Product	N
FPPWAR280A Warehouse product packaging	FPPFCO3B Package Product	Unit updated but not equivalent to FPPFCO3B Package Product	N
FPPWAS210A Operate water systems	FPPWAS1A Manage Water System Start-up	Unit updated but not equivalent to FPPWAS1A Manage Water System Start-up	N
FPPWAS340A Troubleshoot and rectify water systems	FPPWAS9ATroubleshoot and Rectify Water Systems	Unit updated and equivalent to FPPWAS9ATroubleshoot and Rectify Water Systems	E
FPPWEO210A Monitor and control wet end operations	FPPWEO3A Monitor and Control Wet End Operations	Unit updated but not equivalent to FPPWEO3A Monitor and Control Wet End Operations	N
FPPWEO320A Prepare and start up wet end operations	FPPWEO1B Prepare and Start-up Wet End Operations	Unit updated and equivalent to FPPWEO1B Prepare and Start-up Wet End Operations	E
FPPWEO330A Co-ordinate and implement wet end shutdown	FPPWEO5A Co-ordinate and Implement Wet End Shutdown	Unit updated and equivalent to FPPWEO5A Co-ordinate and Implement Wet End Shutdown	E
FPPWEO440A Troubleshoot and rectify wet end systems	FPPWEO4A Troubleshoot and Rectify Wet End Systems	Unit updated but not equivalent to FPPWEO4A Troubleshoot and Rectify Wet End Systems	N
FPPWPO210A Monitor and control waste paper operations	FPPWPO3A Monitor and Control Waste Paper Plant Operations	Unit updated and equivalent to FPPWPO3A Monitor and Control Waste Paper Plant Operations	E
FPPWPO320A Prepare and start up waste paper operations	FPPWPO1B Prepare and Start-up Waste Paper Operations	Unit updated and equivalent to FPPWPO1B Prepare and Start-up Waste Paper Operations	E
FPPWPO330A Co-ordinate and implement waste paper shutdown	FPPWPO5A Co-ordinate and Implement Waste Paper Plant Shutdown	Unit updated and equivalent to FPPWPO5A Co-ordinate and Implement Waste Paper Plant Shutdown	E
FPPWPO440A Troubleshoot and rectify waste paper operations	FPPWPO4A Troubleshoot and Rectify Waste Paper Plant Systems	Unit updated and equivalent to FPPWPO4A Troubleshoot and Rectify Waste Paper Plant Systems	E

Updated unit code and title FPP10	Previous FPP01 unit	Relationship to FPP01 unit
Deleted FPP units
FPPAID1A Apply Basic First Aid Techniques	Unit deleted and replaced with HLTFA301B Apply first aid
FPPAID2A Administer First Aid Procedures	Unit deleted and replaced with MSAPMOHS220A Provide initial first aid response
FPPCOM1A Use Basic Workplace Communication	Unit deleted and replaced with BSBCMM101A Apply basic communication skills
FPPCOM2A Present Verbal and Written Workplace Information	Unit deleted and replaced with BSBCMM201A Communicate in the workplace
FPPCOM3A Use Advanced Workplace Communication	Unit deleted and replaced with TLIE607D Collect, analyse and present workplace data and information
FPPCOM4A Engage in Complex Workplace Communication	Unit deleted and replaced with TLIE607D Collect, analyse and present workplace data and information
FPPCSK1A Access and Modify Computer Records and Documents	Unit deleted and replaced with MSAPMOPS212A Use enterprise computer or data systems
FPPEME1A Prepare Equipment for an Emergency Response	Unit deleted and replaced with PMAOHS211B Prepare equipment for emergency response
FPPEME2B Respond to an Emergency Situation	Unit deleted and replaced with MSAPMOHS110A Follow emergency response procedures
FPPEPG4A Conduct a Technical Inspection of Power Generation Plant and Equipment	Unit deleted – no equivalent in FPP10
FPPHTL1B Use Hand Held Tools	Unit deleted and replaced with MEM18001C Use hand tools
FPPHWP3A Set Up and Operate Sorting/Pressing Line	Unit deleted – no equivalent in FPP10
FPPHWP4A Manage System Shutdowns	Unit deleted and incorporated into existing shutdown units
FPPHWP5A Conduct Paper Grade Quality Assessments	Unit deleted – no equivalent in FPP10
FPPMHV1A Operate Materials Handling Vehicles and Equipment	Unit deleted and various TLI units imported to cover specialist areas
FPPNUM2A Measure and Calculate Routine Information	Unit deleted and content incorporated in FPPNUM210A Estimate and Calculate Basic Data
FPPNUM3A Calculate basic performance measures	Unit deleted and content incorporated in FPPNUM210A Estimate and calculate basic data
FPPOHS1A Follow defined OH&S procedures	Unit deleted – no equivalent in FPP10
FPPOHS2B Implement and monitor OH&S policies and procedures within the work area	Unit deleted – no equivalent in FPP10
FPPOHS3B Maintain and evaluate OH&S system	Unit deleted – no equivalent in FPP10
FPPOHS4A Establish OH&S system	Unit deleted- no equivalent in FPP10
FPPPLN2A Plan a Complete Activity	Unit deleted and replaced with MEM14005A Plan a complete activity and MEM30020A Develop and manage a plan for a simple manufacturing related project
FPPPRS3A Troubleshoot and Rectify Pulp and Paper Systems	Unit deleted – no equivalent in FPP10
FPPQAS2A Maintain Quality in Section/Sub-System	Unit deleted and replaced with MSACMT251A Apply quality standards
FPPREC6A Store and Distribute Processed Chemicals	Unit deleted – no equivalent in FPP10
FPPRES3A Prepare Woodchip Line for production	Unit deleted and content incorporated in FPPRES210A Prepare and operate the woodchip production system
FPPRES4A Prepare Logs for Chip Production	Unit deleted and content incorporated in FPPRES210A Prepare and operate the woodchip production system
FPPRES6A Conduct Woodchip Quality Assessments	Unit deleted – no equivalent in FPP10
FPPRES7A Co-ordinate System Shutdown	Unit deleted and content incorporated in FPPRES210A Prepare and operate the woodchip production system
FPPWAS8A Manage Water System Shutdown	Unit deleted and content incorporated in FPPWAS210A Operate water systems

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 2010 (AQTF 2010), 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 2010.

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 2010. 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.

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 XYZ08. 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 XYZ10108. 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 FPPSTM330A Shut down and bank steam boiler;

the first three characters signify the Training Package FPP 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:

FPP30110 Certificate III in Pulping Operations

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:

FPPPUL320A Prepare and start up pulping system operations

Introduction to FPP10 Version 1.3

Industry profile

The pulp and paper sector manufactures pulp and a wide range of paper and paper products within the following main categories: printing and communications paper, newsprint, packaging and industrial paper and tissue products. These products are produced using pulp from both Australian paper recycling and wood sources, with some pulp imported to supplement domestic supply.

The sector is highly concentrated with employment being based in twenty major operating mills predominately located across the lower South Australian-Victorian border, central Victoria and Tasmania, as well as across New South Wales and South-East Queensland. Critical skills of workers in this sector are required to facilitate continuous operation of complex equipment and processes across multiple technologies and also include troubleshooting and rectification of systems and processes.

List of AQF Qualifications

Qualification Code	Title
FPP20110	Certificate II in Pulping Operations
FPP20210	Certificate II in Papermaking Operations
FPP30110	Certificate III in Pulping Operations
FPP30210	Certificate III in Papermaking Operations
FPP40110	Certificate IV in Pulping Operations
FPP40210	Certificate IV in Papermaking Operations
FPP50110	Diploma of Pulp and Paper Process Management

Units of Competency FPP10

Unit Code	Unit Title
FPPCPP210A	Monitor and control coated paper processes
FPPCPP320A	Prepare and start up coated paper processes
FPPCPP330A	Co-ordinate the shutdown of coated paper processes
FPPCPP440A	Troubleshoot and rectify coated paper processes
FPPCPR210A	Prepare chemical products
FPPCSK310A	Operate process control equipment
FPPDEO210A	Monitor and control dry end operations
FPPDEO320A	Prepare and start up dry end operations
FPPDEO330A	Co-ordinate and implement dry end shutdown
FPPDEO440A	Troubleshoot and rectify dry end systems
FPPENV210A	Identify and monitor environmental discharges/emissions
FPPENV320A	Monitor and control environmental hazards
FPPEPG210A	Monitor and control power generation system
FPPEPG320A	Manage a power generation system startup
FPPEPG330A	Co-ordinate power generation system shutdown
FPPEPG440A	Troubleshoot and rectify power generation system
FPPFCO210A	Monitor, control and shut down finishing and converting operations
FPPFCO320A	Prepare and start up finishing and converting operations
FPPFCO340A	Troubleshoot and rectify finishing and converting systems
FPPHWP250A	Store and dispatch waste paper
FPPHWP260A	Receive waste paper
FPPHWP270A	Unload waste paper
FPPMHV210A	Operate overhead crane
FPPNUM210A	Estimate and calculate basic data
FPPNUM320A	Measure and calculate routine workplace data
FPPNUM430A	Calculate and analyse production and financial performance
FPPOHS210A	Participate in OHS processes
FPPOHS310A	Contribute to OHS processes
FPPOHS320A	Maintain OHS processes
FPPOHS410A	Identify, assess and control OHS risk in own work
FPPOHS420A	Manage OHS processes
FPPPLN210A	Plan and undertake a routine task
FPPPLN420A	Plan a complex activity
FPPPRM210A	Undertake operator level preventative maintenance
FPPPRM220A	Perform lubrication
FPPPRS210A	Identify and rectify problems in the workplace
FPPPRS320A	Solve systemic problems in the workplace
FPPPRV210A	Operate ancillary equipment
FPPPRV320A	Co-ordinate and direct clothing changes
FPPPUL210A	Monitor and control pulping operations
FPPPUL250A	Store and distribute pulped product
FPPPUL320A	Prepare and start up pulping system operations
FPPPUL330A	Co-ordinate and implement pulping plant shutdowns
FPPPUL440A	Troubleshoot and rectify pulping processes
FPPQAS210A	Apply basic quality practices
FPPQAS420A	Co-ordinate in-process quality assurance
FPPQAS430A	Oversee quality assurance process
FPPREC210A	Monitor and control chemical recovery operations
FPPREC320A	Prepare and start up chemical recovery operations
FPPREC330A	Co-ordinate and implement chemical recovery shutdowns
FPPREC440A	Troubleshoot and rectify chemical recovery operations
FPPREL210A	Contribute to effective working relationships
FPPRES210A	Prepare and operate the woodchip production system
FPPRES250A	Distribute woodchips
FPPRES260A	Receive materials
FPPRES270A	Unload materials
FPPRES340A	Troubleshoot and rectify primary resource operations
FPPSPR210A	Monitor and control stock preparation systems
FPPSPR320A	Prepare and start up stock preparation system for production
FPPSPR330A	Co-ordinate and implement stock preparation system shutdown
FPPSPR440A	Troubleshoot and rectify stock preparation systems
FPPSTM210A	Monitor and control boiler operation
FPPSTM320A	Manage steam boiler startup
FPPSTM330A	Shut down and bank steam boiler
FPPSTM440A	Troubleshoot and rectify boiler plant systems
FPPSUS210A	Apply sustainable work practices/policies
FPPSUS510A	Develop workplace policy and procedures for sustainability
FPPWAR250A	Store product
FPPWAR255A	Prepare and dispatch product
FPPWAR280A	Warehouse product packaging
FPPWAS210A	Operate water systems
FPPWAS340A	Troubleshoot and rectify water systems
FPPWEO210A	Monitor and control wet end operations
FPPWEO320A	Prepare and start up wet end operations
FPPWEO330A	Co-ordinate and implement wet end shutdown
FPPWEO440A	Troubleshoot and rectify wet end systems
FPPWPO210A	Monitor and control waste paper operations
FPPWPO320A	Prepare and start up waste paper operations
FPPWPO330A	Co-ordinate and implement waste paper shutdown
FPPWPO440A	Troubleshoot and rectify waste paper operations

Imported Units of Competency FPP10

Code	Title
BSBADM405B	Organise meetings
BSBADM502B	Manage meetings
BSBAUD501B	Initiate a quality audit
BSBCMM101A	Apply basic communication skills
BSBCMM201A	Communicate in the workplace
BSBCMM401A	Make a presentation
BSBFIM501A	Manage budgets and financial plans
BSBFLM305C	Support operational plan
BSBFLM309C	Support continuous improvement systems and processes
BSBFLM311C	Support a workplace learning environment
BSBFLM312C	Contribute to team effectiveness
BSBLED501A	Develop a workplace learning environment
BSBMGT502B	Manage people performance
BSBMGT515A	Manage operational plan
BSBMGT608C	Manage innovation and continuous improvement
BSBOHS401B	Contribute to the implementation of a systematic approach to managing OHS
BSBOHS403B	Identify hazards and assess OHS risks
BSBOHS404B	Contribute to the implementation of strategies to control OHS risk
BSBWHS401A	Implement and monitor WHS policies, procedures and programs to meet legislative requirements
BSBWHS402A	Assist with compliance with WHS laws
BSBWHS403A	Contribute to implementing and maintaining WHS consultation and participation processes
BSBWHS409A	Assist with workplace monitoring processes
BSBWHS510A	Contribute to implementing emergency procedures
BSBPMG522A	Undertake project work
BSBREL401A	Establish networks
BSBRES401A	Analyse and present research information
BSBRSK401A	Identify risk and apply risk management processes
BSBWOR401A	Establish effective workplace relationships
BSBWOR402A	Promote team effectiveness
BSBWOR501B	Manage personal work priorities and professional development
BSBWOR502B	Ensure team effectiveness
BSBWRK402A	Empower workers
BSBWRK403A	Communicate with workers
BSBWRK404A	Promote equality of opportunity and fair treatment for all workers
BSBWRK406A	Participate in the bargaining process
BSBWRK407A	Provide advice to union members
BSBWRK408A	Undertake negotiations
BSBWRK409A	Prepare for and participate in dispute resolution
BSBWRK506A	Coordinate research and analysis
CPPSEC2011B	Control access to and exit from premises
CPPSEC2015A	Patrol premises
CPPSEC3007A	Maintain security of environment
FPICOR6201A	Manage sustainability in the workplace
FPICOT5207A	Implement sustainability in the workplace
FPICOT5208B	Build and maintain community relationships
FPICOT6201B	Manage community engagement
FPICOT6205A	Prepare an enterprise carbon management report
HLTAID003	Provide first aid
MEM09002B	Interpret technical drawing
MEM11016B	Order materials
MEM12023A	Perform engineering measurements
MEM12024A	Perform computations
MEM14005A	Plan a complete activity
MEM18001C	Use hand tools
MEM18002B	Use power tools/hand held operations
MEM18003C	Use tools for precision work
MEM18006C	Repair and fit engineering components
MEM18007B	Maintain and repair mechanical drives and mechanical transmission assemblies
MEM18009B	Perform levelling and alignment of machines and engineering components
MEM18010C	Perform equipment condition monitoring and recording
MEM18011C	Shut down and isolate machines/equipment
MEM18055B	Dismantle, replace and assemble engineering components
MEM30020A	Develop and manage a plan for a simple manufacturing related project
MSACMC411A	Lead a competitive manufacturing team
MSACMS401A	Ensure process improvements are sustained
MSACMT270A	Use sustainable energy practices
MSACMT271A	Use sustainable environmental practices
MSACMT440A	Lead 5S in a manufacturing environment
MSACMT671A	Develop and manage sustainable environmental practices
MSAENV472B	Implement and monitor environmentally sustainable work practices
MSAPMOHS110A	Follow emergency response procedures
MSAPMOHS220A	Provide initial first aid response
MSAPMOPS212A	Use enterprise computers or data systems
MSAPMSUP101A	Clean workplace or equipment
MSAPMSUP382A	Provide coaching/mentoring in the workplace
MSAPMSUP400A	Develop and monitor quality systems
MSL904001A	Perform standard calibrations
MSL973001A	Perform basic tests
MSS402020A	Apply quick changeover procedures
MSS402030A	Apply cost factors to work practices
MSS402040A	Apply 5S procedures
MSS402050A	Monitor process capability
MSS402051A	Apply quality standards
MSS402081A	Contribute to the application of a proactive maintenance strategy
MSS403001A	Implement competitive systems and practices
MSS403032A	Analyse manual handling processes
MSS403051A	Mistake proof an operational process
MSS404052A	Apply statistics to operational processes
PMAOHS211B	Prepare equipment for emergency response
PSPPM402B	Manage simple projects
TAEASS301B	Contribute to assessment
TAEASS401B	Plan assessment activities and processes
TAEASS402B	Assess competence
TAEASS403B	Participate in assessment validation
TAEASS502B	Design and develop assessment tools
TAEASS505A	Lead and coordinate assessment systems and services
TAEDEL301A	Provide work skill instruction
TAEDEL401A	Plan, organise and deliver group-based learning
TAEDEL402A	Plan, organise and facilitate learning in the workplace
TAEDEL404A	Mentor in the workplace
TAEDES401A	Design and develop learning programs
TAEDES402A	Use training packages and accredited courses to meet client needs
TAEDES502A	Design and develop learning resources
TAETAS501B	Undertake organisational training needs analysis
TLIA2012A	Pick and process orders
TLIA2022A	Participate in stocktakes
TLIA3016A	Use inventory systems to organise stock control
TLID1001A	Shift materials safely using manual handling methods
TLID1002A	Shift a load using manually-operated equipment
TLID2003A	Handle dangerous goods/hazardous substances
TLID2004A	Load and unload goods/cargo
TLID2010A	Operate a forklift
TLID2013A	Move materials mechanically using automated equipment
TLID2047A	Prepare cargo for transfer with slings
TLID3011A	Conduct specialised forklift operations
TLID3024A	Use specialised liquid bulk transfer equipment (gravity/pressurised)
TLID3031A	Rig load
TLID3035A	Operate a boom type elevating work platform
TLIE4006A	Collect, analyse and present workplace data and information
UEPOPS341A	Shut down a steam turbine
UEPOPS411B	Run up a steam turbine

Mapping of Qualifications to Previous Training Package

Mapping of qualifications to the previous Training Package
FPP10 V1.3	Relationship to FPI11 V1.2	Comment in relation to the previous iteration of the Training Package	E/N
FPP20110 Certificate II in Pulping Operations	FPP20110 Certificate II in Pulping Operations	Elective unit HLTAID003 replaces HLTFA301C	E
FPP20210 Certificate II in Papermaking Operations	FPP20210 Certificate II in Papermaking Operations	Elective unit HLTAID003 replaces HLTFA301C	E
FPP30110 Certificate III in Pulping Operations	FPP30110 Certificate III in Pulping Operations	Elective unit HLTAID003 replaces HLTFA301C	E
FPP30210 Certificate III in Papermaking Operations	FPP30210 Certificate III in Papermaking Operations	Elective unit HLTAID003 replaces HLTFA301C	E
FPP50110 Diploma of Pulp and Paper Process Management	FPP50110 Diploma of Pulp and Paper Process Management	Two imported units of competency updated: Elective unit FPICOT5208B replaces FPICOT5208A Elective unit FPICOT6201B replaces FPICOT6201A	E

Mapping of Units of Competency to the Previous Training Package

There have been no changes to Units of Competency.

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. http://www.aqf.edu.au/Portals/0/Documents/Handbook/AQF_Handbook_07.pdf

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 2010 Essential Standards for Initial and Continuing 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 2010 Essential Standards for Initial and Continuing Registration.

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.

Qualifications and Packaging Rules

List of AQF Qualifications

Qualification Code	Title
FPP20110	Certificate II in Pulping Operations
FPP20210	Certificate II in Papermaking Operations
FPP30110	Certificate III in Pulping Operations
FPP30210	Certificate III in Papermaking Operations
FPP40110	Certificate IV in Pulping Operations
FPP40210	Certificate IV in Papermaking Operations
FPP50110	Diploma of Pulp and Paper Process Management

Background

The qualifications structure of FPP10:

offers a qualifications framework which is applicable and flexible for enterprises and individuals

accurately reflects the actual skills required by the workforce, both now and into the future

includes a range of competencies that are flexible enough to be customised to the specific needs of the enterprise

provides learning and articulated pathways for the attainment of competencies and, ultimately, full qualifications

provides effective qualifications at the higher AQF levels (Certificate IV and Diploma) that suit industry needs for a technical qualification and a management focused qualification, or a balance of both

accommodates the evolving and emerging needs of a diverse and changing industry

has embedded sustainability skills within the competencies

Structure of the Qualifications

The qualification packaging rules provide maximum flexibility through the identification of mandatory units to meet occupational requirements, provision of a choice of electives to ensure enterprise needs are met, and the incorporation of relevant units from other endorsed Training Packages to facilitate portability of qualifications.

Industry qualifications are presented as Certificates II, III or IV in Pulping Operations or Certificates II, III or IV in Papermaking Operations. The Diploma of Pulp and Paper Process Management completes the progression of career path opportunities for people within the industry.

Services specialisations are available via both pulping and papermaking operations qualifications.

The two ‘streams’ of qualifications are necessary in the pulp and paper manufacturing industry. Some mills are pulp mills, some are paper mills, and some are both. The delineation between the two groupings of qualifications enables companies to clearly differentiate between the groupings of competencies based on the mills’ operations.

Support electives reflect industry specific elective units.

Industry specific elective units are the ‘lead’ units that shape the qualification.

There are a few unit ‘groups’ that run across both types of operations – pulp and paper, so the corresponding units are included in both qualification ‘streams’ (Chemical recovery, Water services, Steam generation and Power generation)

Skill Sets in this Training Package

Nationally recognised Skill Sets are yet to be identified in this industry.

Qualification Pathways

A pathways charts is provided to show the types of pathways into and from qualifications that are possible with this Training Package

Qualification Pathways

The following pathways charts are provided to show the types of pathways into and from qualifications that are possible with this Training Package. For more information about qualifications and pathways contact ForestWorks ISC www.forestworks.com.au

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 Australian Quality Training Framework (AQTF) Essential Standards for Initial and Continuing Registration. 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 requirements; licensing and registration requirements; and assessment pathways.

Quality assessment underpins the credibility of the vocational education and training sector. The Assessment Guidelines of a Training Package are an important tool in supporting quality assessment.

Assessment within the National Skills Framework is the process of collecting evidence and making judgements 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.

Assessment must be carried out in accordance with the:

benchmarks for assessment

specific industry requirements

principles of assessment

rules of evidence

assessment requirements set out in the AQTF

Benchmarks for Assessment

The endorsed units of competency in this Training Package 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).

Industry Requirements

The Pulp and Paper Industry is traditionally a high speed and technologically complex industry. It is typically characterised by continuous processing integrated operations. The speed, complexity of technology and aggregation of different systems are well served by workplace training and assessment. It is common practice for workplace training and assessment to be conducted in the Pulp and Paper Industry consistent with benchmarks contained in the endorsed units of competency and auspiced through registered training organisations.

Industry conditions and expectations necessitate the following assessment requirements:

Access to relevant industry-specific workplace equipment in an operational pulp and/or paper mill

Genuine simulations that reflect the real work, including occupational health and safety, quality and productivity

A minimum of three pieces of evidence of competency for functions involving safety

Units of competency selected are appropriate to the work being performed and assessed at the right level for the job

Sensory information relevant to the plant and equipment used in the job and can reasonably be expected at the level of the job

Units that are packaged at different AQF levels are applied in the context of the job requirements

The assessment of employability skills appropriate to the work being performed and assessed at the right level for the job.

Note:

The imported unit MEM18011C Shut down and isolate machines/equipment and generic imported OHS units have been contextualised for the Pulp and Paper Manufacturing Industry. Please see the individual units for contextualisation and expanded range statements.

The following assessment strategies form part of industry professional practice associated with this training package:

Assessors do not assess a learner they have trained in the competencies being assessed

Primary evidence of applied skills and knowledge, OHS, quality and productivity requirements is collected in the context of the job

Assessments are evidence based, with five standard types of evidence used:

Observation on the job

Demonstration, in instances that are unlikely to happen at the exact time of the assessment or may be dangerous to people or equipment. This may involve simulations, a mock-up or ‘show me...’ scenarios

Written evidence including log sheets, documents prepared by the learner, test results or quality reports etc.

Questions that are open questions that start with ‘what...’, ‘why...’, ‘how...’, ‘when...’, ‘who...’ (where appropriate) and ‘what would you do if...’

Third party reports from relevant personnel.

Workplace assessors may undertake different components of assessments at different times including non-rostered time and rostered time where:

Evidence collection in rostered work time may include on-the-job observation, written evidence (e.g. log books, quality reports etc.), written questions and third party evidence collection

Evidence collection in non-rostered time may include verbal questions, demonstration/simulation, and third party evidence collection where this cannot be accessed in rostered time.

Holistic assessments are conducted:

Reflecting whole component(s) of the job

Providing evidence they can ‘put the whole job together’

Enabling, as a general rule, the co-assessment of competencies contained in core and support elective units, with the assessment of industry specific competencies, with the exception of FPPOHS units. The units FPPOHS210A, FPPOHS310A and FPPOHS320A contained in this package must be holistically assessed with the relevant industry specific (functional) units. This ensures that learners are competent in performing all aspects of their work safely. The remaining FPPOHS410 and FPPOHS420 units must be assessed in the context of pulp and/or paper manufacturing industry operations.

The following example of a typical workplace assessment is provided as guidance regarding holistic assessments:

Assessors typically assess learners in the set of functions and associated skills and knowledge that make up whole component(s) of a job, consistent with benchmarks contained in endorsed units of competency aligned to the job

Evidence is collected that demonstrates levels of performance expected in the workplace over time and under different conditions. This evidence may be collected through formative assessments or a summative assessment, ensuring that the assessment is structured to enable:

Learners to demonstrate an applied understanding of the inter-relations between different components of the job

This is often assessed through:

Written (e.g. log books) and/or third party evidence of problem solving coupled with ‘why…’ questions that demonstrate an applied understanding of the whole job, and/or

A series of comprehensive ‘what would you do if…’ questions coupled with ‘why…’ questions that probe the inter-relationship of components of the job.

Competencies in core and support elective units to be embedded in the assessment of industry specialisations, enhancing the relevance and inter-dependence of competencies required to perform a job

This is often assessed through:

Verbal and written ‘what…’ and ‘why…’ and ‘what would you do if…’ questions that probe a learners’ OHS competency, in the first instance

Language, literacy and numeracy (LLN) and other assessment strategies, as needed, addressed separately in the first instance, and then co-assessed with industry specific competencies

Collecting sufficient evidence of applied OHS, communication, problem solving, numeracy, quality and sustainability competency when assessing industry specialisations i.e., the industry specialisations provide the context for OHS, communication, problem solving, numeracy, quality and sustainability competencies being demonstrated.

Any requirements contained in core and/or support elective units that are not demonstrated in the course of industry specific assessment should be collected separately, and relate to the job.

Workplace trainer competencies:

Workplace trainers that provide training as a requirement of a broader operations job role (i.e. where their job role is not specifically or exclusively a trainer), should hold the unit of competency TAEDEL301A Provide work skill instruction, or equivalent.

In addition, workplace trainers and assessors must demonstrate current knowledge and experience of the industry, industry practices, and the trainee’s job role that is the subject of the training and/or assessment.

Principles of Assessment

All assessments carried out by RTOs are required to demonstrate compliance with the principles of assessment:

validity

reliability

flexibility

fairness

sufficiency

These principles must be addressed in the:

design, establishment and management of the assessment system for this Training Package

development of assessment tools, and

the conduct of assessment.

Validity

Assessment is valid when the process is sound and assesses what it claims to assess. Validity requires that:

(a)	assessment against the units of competency must cover the broad range of skills and knowledge that are essential to competent performance

(b)	assessment of knowledge and skills must be integrated with their practical application

(c)	judgement of competence must be based on sufficient evidence (that is, evidence gathered on a number of occasions and in a range of contexts using different assessment methods). The specific evidence requirements of each unit of competency provide advice on sufficiency

Reliability

Reliability refers to the degree to which evidence presented for assessment is consistently interpreted and results in consistent assessment outcomes. Reliability requires the assessor to have the required competencies in assessment and relevant vocational competencies (or to assess in conjunction with someone who has the vocational competencies). It can only be achieved when assessors share a common interpretation of the assessment requirements of the unit(s) being assessed.

Flexibility

To be flexible, assessment should reflect the candidate’s needs; provide for recognition of competencies no matter how, where or when they have been acquired; draw on a range of methods appropriate to the context, competency and the candidate; and support continuous competency development.

Fairness

Fairness in assessment requires consideration of the individual candidate’s needs and characteristics, and any reasonable adjustments that need to be applied to take account of them. It requires clear communication between the assessor and the candidate to ensure that the candidate is fully informed about, understands and is able to participate in, the assessment process, and agrees that the process is appropriate. It also includes an opportunity for the person being assessed to challenge the result of the assessment and to be reassessed if necessary.

Sufficiency

Sufficiency relates to the quality and quantity of evidence assessed. It requires collection of enough appropriate evidence to ensure that all aspects of competency have been satisfied and that competency can be demonstrated repeatedly. Supplementary sources of evidence may be necessary. The specific evidence requirements of each unit of competency provide advice on sufficiency. Sufficiency is also one of the rules of evidence.

Rules of Evidence

The rules of evidence guide the collection of evidence that address the principles of validity and reliability, guiding the collection of evidence to ensure that it is valid, sufficient, current and authentic.

Valid

Valid evidence must relate directly to the requirements of the unit of competency. In ensuring evidence is valid, assessors must ensure that the evidence collected supports demonstration of the outcomes and performance requirements of the unit of competency together with the knowledge and skills necessary for competent performance. Valid evidence must encapsulate the breadth and depth of the unit of competency, which will necessitate using a number of different assessment methods.

Sufficient

Sufficiency relates to the quality and quantity of evidence assessed. It requires collection of enough appropriate evidence to ensure that all aspects of competency have been satisfied and that competency can be demonstrated repeatedly. Supplementary sources of evidence may be necessary. The specific evidence requirements of each unit of competency provide advice on sufficiency.

Current

In assessment, currency relates to the age of the evidence presented by a candidate to demonstrate that they are still competent. Competency requires demonstration of current performance, so the evidence collected must be from either the present or the very recent past.

Authentic

To accept evidence as authentic, an assessor must be assured that the evidence presented for assessment is the candidate’s own work.

Assessment Requirements of the Australian Quality Training Framework

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 2010 Essential Standards for Registration.

The AQTF 2010 Essential Standards for Initial and Continuing Registration can be downloaded from <www.training.com.au>.

The following points summarise the 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 Body in accordance with the AQTF. 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 2010 Essential Standards for Initial and Continuing Registration, Standard 1.

Assessor Competency Requirements

Each person involved in training and assessment must be competent for the functions they perform. See the AQTF 2010 Essential Standards for Initial and Continuing Registration, Standard 1 for assessor (and trainer) competency requirements. See also the AQTF 2010 Users’ Guide to the Essential Standards for Registration – Appendix 2.

Assessment Requirements

The RTOs assessments, including RPL, must meet the requirements of the relevant endorsed Training Package. See the AQTF 2010 Essential Standards for Initial and Continuing Registration.

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 2010 Essential Standards for Initial and Continuing Registration.

National Recognition

Each RTO must recognise the AQF qualifications and Statements of Attainment issued by any other RTO. See the AQTF 2010 Essential Standards for Initial and Continuing Registration.

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 2010 Essential Standards for Initial and Continuing Registration.

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 AQTF 2010 Essential Standards for Initial and Continuing Registration.

Recording Assessment Outcomes

Each RTO must manage records to ensure their accuracy and integrity. See the AQTF 2010 Essential Standards for Initial and Continuing Registration.

Issuing AQF qualifications and Statement 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 and the edition of the AQF Implementation Handbook—available on the AQF Council website <www.aqf.edu.au >

Licensing/Registration Requirements

This section provides information on licensing/registration requirements for this Training Package, with the following important disclaimer.

The developers of this Training Package consider that no licensing or registration requirements apply to RTOs, assessors or candidates with respect to this Training Package. Contact the relevant State or Territory Department(s) to check if there are any licensing or registration requirements with which you must comply. For further information on this topic contact www.forestworks@forestworks.com.au

Licensing/Registration Requirements – Industry Specific Advice

Licensing/registration requirements for particular job functions described in units of competency vary significantly. There are variations between States and Territories, and also between individual mills depending on the equipment and processes being used.

Organisations delivering training must determine the applicable licensing requirements associated with the equipment being used, in the relevant states and territories. To assist this, some units note that specific licensing/registration requirements may apply.

Furthermore, the relevant units stipulate that any applicable licensing/registration requirements must be met separately and prior to the achievement of the respective unit from this training package. Therefore, both assessors and candidates must hold the relevant licensing/registration requirements prior to commencing training or assessing in the respective units from this training package.

As such, the units of competency contained in this training package do not cover licensing/registration requirements.

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, or a 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 , the AQTF and, where relevant, the Australian Qualifications Framework.

Learning and Assessment Pathways

Usually, learning and assessment are integrated, with 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.

Credit Pathways

Credit is the value assigned for the recognition of equivalence in content between different types of learning and/or qualifications which reduces the volume of learning required to achieve a qualification.

Credit arrangements must be offered by all RTOs that offer Training Package qualifications. Each RTO must have a systematic institutional approach with clear, accessible and transparent policies and procedures.

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 acquired, provided that the learning is relevant to the unit of competency outcomes.

Recognition of Prior Learning

Recognition of Prior Learning (RPL) is an assessment process which determines the credit outcomes of an individual application for credit.

The availability of Recognition of Prior Learning (RPL) provides all potential learners with access to credit opportunities.

The recognition of prior learning pathway is appropriate for candidates who have previously attained skills and knowledge and who, when enrolling in qualifications, seek to shorten the duration of their training and either continue or commence working. This may include the following groups of people:

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.

As with all assessment, RPL assessment should be undertaken by academic or teaching staff with expertise in the subject, content of skills area, as well as knowledge of and expertise in RPL assessment policies and procedures.

Assessment methods used for RPL should provide a range of ways for individuals to demonstrate that they have met the required outcomes and can be granted credit. These might include:

questioning (oral or written)

consideration of a portfolio and review of contents

consideration of third party reports and/or other documentation such as documentation such as articles, reports, project material, papers, testimonials or other products prepared by the RPL applicant that relate to the learning outcomes of the relevant qualification component

mapping of learning outcomes from prior formal or non-formal learning to the relevant qualification components

observation of performance, and

participation in structured assessment activities the individual would normally be required to undertake if they were enrolled in the qualification component/s.

In a 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. Where the outcomes of this process indicate that the candidate is competent, structured training is not required. The RPL requirements of the AQTF must be met.

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, work samples and/or observation of the candidate. 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).

Credit Transfer

Credit transfer is a process which provides learners with agreed and consistent credit outcomes based on equivalences in content between matched qualifications.

This process involves education institutions:

mapping, comparing and evaluating the extent to which the defined learning outcomes and assessment requirements of the individual components of one qualification are equivalent to the learning outcomes and assessment requirements of the individual components of another qualification

making an educational judgment of the credit outcomes to be assigned between the matched components of the two qualifications

setting out the agreed credit outcomes in a documented arrangement or agreement, and

publicising the arrangement/agreement and credit available.

Combination of Pathways

Credit may be awarded on the basis of a combination of credit transfer plus an individual RPL assessment for additional learning. Once credit has been awarded on the basis of RPL, subsequent credit transfer based on these learning outcomes should not include revisiting the RPL assessment but should be based on credit transfer or articulation or other arrangements between providers.

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 specific requirements on the vocational competence and experience for assessors, to ensure that they meet the needs of industry and their obligations under AQTF, and clarifies how others may contribute to the assessment process where one person alone does not hold all the required competencies.

Assessor Competencies

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

1.4 Training and assessment are conducted by trainers and assessors who: have the necessary training and assessment competencies as determined by the National Quality Council or its successors, and have the relevant vocational competencies at least to the level being delivered or assessed, and can demonstrate current industry skills directly relevant to the training/assessment being undertaken, and continue to develop their Vocational Education and Training (VET) knowledge and skills as well as their industry currency and trainer/assessor competence. * See AQTF 2010 Users’ Guide to the Essential Standards for Registration – Appendix 2

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 relate to the current version of the relevant unit of competency. The current unit of competency can be checked on the National Register <www.ntis.gov.au>.

Developing Assessment Tools

When developing their own assessment tools, assessors must ensure that the tools:

are benchmarked against the relevant unit or units of competency;

are reviewed as part of the validation of assessment strategies required under the AQTF; and

meet the assessment requirements expressed in the AQTF 2010 Essential Standards for Initial and Continuing Registration.

A key reference for assessors developing assessment tools is TAE10 Training and Education Training Package.

Language, Literacy and Numeracy

The design of assessment tools must reflect the language, literacy and numeracy competencies required for the performance of a task in the workplace and not exceed these expectations.

Conducting Assessment

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

Mandatory Assessment Requirements

Assessments must meet the criteria set out in the AQTF 2010 Essential Standards for Initial and Continuing Registration. For information, the mandatory assessment requirements from Standard 1 from the AQTF 2010 Essential Standards for Initial and Continuing Registration are as follows:

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

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 within each unit of competency, and an Employability Skills Summary is available for each qualification. 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.

The National Quality Council has endorsed a model for assessing and reporting Employability Skills, which contains further suggestions about good practice strategies in teaching, assessing, learning and reporting Employability Skills. The model is available from <http://www.training.com.au/>.

The endorsed approach includes learners downloading qualification specific Employability Skills Summaries for Training Package qualifications from an online repository at <http://employabilityskills.training.com.au>

For more information on Employability Skills in ForestWorks Training Packages go to the ForestWorks website at www.forestworks.com.au

Employability Skills are reported on each qualification using the following statement on the qualification testamur: "A summary of the Employability Skills developed through this qualification can be downloaded from http://employabilityskills.training.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.

An 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.

The Training Package Guidelines provides more information on reasonable adjustment, including examples of adjustments. Go to http://www.deewr.gov.au/tpdh/Pages/home.aspx .

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

Industry Skills Council ForestWorks 559a Queensberry Street North Melbourne, Victoria 3051 Ph: +61 3 9321 3500 Fax: +61 3 9326 7800 Email: forestworks@forestworks.com.au Web: www.forestworks.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 TAE10 Training and Education Training Package contact: Innovation & Business Skills Australia Level 11, 176 Wellington Parade East Melbourne, Victoria 3002 Ph: (03) 9815 7000 Fax: (03) 9815 7001 Email: virtual@ibsa.org.au Web: www.ibsa.org.au

General Resources

AQF Implementation Handbook, Fourth Edition 2007. Australian Qualifications Framework Advisory Board, 2002 <www.aqf.edu.au>

Australian Quality Training Framework (AQTF) and AQTF 2010 Users’ Guide to the Essential Standards for Registration – http://www.training.com.au/pages/menuitem5cbe14d51b49dd34b225261017a62dbc.aspx

For general information and resources go to http://www.training.com.au/

The National Register is an electronic database providing comprehensive information about RTOs, Training Packages and accredited courses - <www.ntis.gov.au>

The Training Package Development Handbook site provides National Quality Council policy for the development of Training Packages. The site also provides guidance material for the application of that policy, and other useful information and links. http://www.deewr.gov.au/Skills/Overview/Policy/TPDH/Pages/main.aspx

Assessment Resources

Registered training organisations (RTOs) are at the forefront of vocational education and training (VET) in Australia. They translate the needs of industry into relevant, quality, client-focussed training and assessment.

RTOs should strive for innovation in VET teaching and learning practices and develop highly flexible approaches to assessment which take cognisance of specific needs of learners, in order to improve delivery and outcomes of training.

Resources can be purchased or accessed from:

TVET Australia – provides an integrated service to enable users of the national training system to identify and acquire training materials, identify copyright requirements and enter licenses for use of that material consistent with the scope and direction of the NQC.

http://www.productservices.tvetaustralia.com.au/

ForestWorks

559a Queensberry Street
North Melbourne, Victoria 3051
Ph: +61 3 9321 3500
Fax: +61 3 9326 7800
Email: forestworks@forestworks.com.au
Web: www.forestworks.com.au

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 Organisations (RTOs) may contextualise units of competency in this endorsed Training Package to reflect required local outcomes. 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 Training Package must be within the bounds of the following advice:

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

RTOs can include specific industry terminology in the range statement.

Any amendments and additions to the range statement made by RTOs must not diminish the breadth of application of the competency, or reduce its portability.

RTOs may add detail to the evidence guide in areas such as the critical aspects of evidence or required resources and infrastructure—but only where these expand the breadth of the competency and 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

This sub-section contains a statement that the unit contains Employability skills.

Pre-requisite 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

the required underpinning knowledge and skills

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.

Sample unit of competency components showing Employability Skills

The following table shows the sequence of a unit of competency, and each cell contains text taken from a range of units. It provides examples of where and how various Employability Skills could be embedded in each component.

Please note that in the example, the bracketed Employability Skills are provided for clarification only and would not be present in units of competency within this Training Package.

Unit Title	Give formal presentations and take part in meetings (Communication)
Unit Descriptor	This unit covers the skills and knowledge required to promote the use and implementation of innovative work practices to effect change. (Initiative and enterprise)
Element	Proactively resolve issues. (problem solving)
Performance Criteria	Information is organised in a format suitable for analysis and dissemination in accordance with organisational requirements. (Planning and organising)
Range Statement	Software applications may include email, internet, word processing, spreadsheet, database or accounting packages. (technology)
Required Skills and Knowledge	Modify activities depending on differing workplace contexts, risk situations and environments. (Learning) Work collaboratively with others during a fire emergency. (teamwork) Instructions, procedures and other information relevant the maintenance of vessel and port security. (Communication)
Evidence Guide	Evidence of having worked constructively with a wide range of community groups and stakeholders to solve problems and adapt or design new solutions to meet identified needs in crime prevention. In particular, evidence must be obtained on the ability to: assess response options to identified crime-prevention needs and determine the optimal action to be implemented in consultation with relevant others, design an initiative to address identified issues. (Initiative and enterprise).

Employability Skills Summaries and units of competency

An Employability Skills Summary exists for each qualification. Summaries include broad advice on industry expectations with regard to Employability Skills at the qualification level. Summaries should be used by trainers and assessors to assist in identifying the Employability Skills requirements contained within units of competency.

Licensing_Regulation Requirements

Licensing/registration requirements for particular job functions described in units of competency vary significantly. There are variations between states and territories, and also between individual mills depending on the equipment and processes being used.

Organisations delivering training must determine the applicable licensing requirements associated with the equipment being used in the relevant states and territories. To assist this, some units note that specific licensing/registration requirements may apply.

Furthermore, the relevant units stipulate that any applicable licensing/registration requirements must be met separately and prior to the achievement of the respective unit from this training package. Therefore, both assessors and candidates must hold the relevant licensing/registration requirements prior to commencing training or assessing in the respective units from this training package.

As such, the units of competency contained in this training package do not cover licensing/registration requirements.

FPP20110 Certificate II in Pulping Operations

Modification History

Release 3

Elective unit HLTAID003 replaces HLTFA301C.

Release 1.2

Formatting updated, packaging rules modified - no changes to outcome.

Unit code FPPHWP270B corrected to FPPHWP270A.

24 imported units of competency updated:

CPPSEC2011B replaces CPPSEC2011A - Equivalent

HLTFA301C replaces HLTFA301B - Equivalent

MSS402020A replaces MSACMT220A - Equivalent

MSS402030A replaces MSACMT230A - Equivalent

MSS402040A replaces MSACMT240A - Equivalent

MSS402050A replaces MSACMT250A - Equivalent

MSS402081A replaces MSACMT281A - Equivalent

MSS403032A replaces MSACMT432A - Equivalent

MSS403051A replaces MSACMT451A - Equivalent

TAEASS301B replaces TAEASS301A - Equivalent

TLIA2012A replaces TLIA1207C - Equivalent

TLIA2022A replaces TLIA2207C - Equivalent

TLIA3016A replaces TLIA1607C - Equivalent

TLID1001A replaces TLID107C - Equivalent

TLID1002A replaces TLID207C - Equivalent

TLID2003A replaces TLID307E - Equivalent

TLID2004A replaces TLID407C - Equivalent

TLID2010A replaces TLID1007C - Equivalent

TLID2013A replaces TLID1307C - Equivalent

TLID2047A replaces TLID707C - Equivalent

TLID3011A replaces TLID1107C - Equivalent

TLID3024A replaces TLID2407C - Equivalent

TLID3031A replaces TLID3107C - Equivalent

TLID3035A replaces TLID3507C - Equivalent

Description

Not Applicable

Pathways Information

Not Applicable

Licensing/Regulatory Information

Not Applicable

Entry Requirements

Not Applicable

Employability Skills Summary

EMPLOYABILITY SKILLS QUALIFICATION SUMMARY
The following table contains a summary of the employability skills for this qualification. This table should be interpreted in conjunction with the detailed requirements of each unit of competency packaged in this qualification. The outcomes described here are broad industry requirements that may vary depending on the packaging options.
Employability Skill	Industry/enterprise requirements for this qualification include:
Communication	Complete workplace forms Read and interpret required documentation, procedures and reports Use required forms of communication in applying basic quality practices
Teamwork	Complete work in accordance with procedures and obtain appropriate sign off as required Interpret and apply quality standards and procedures to individual and team work in accordance with sop Work as part of a team
Problem-solving	Identify and action problems within level of responsibility Make adjustments to processes in order to maintain specified product quality Recognise non-standard situations and determine an appropriate action consistent with operating guidelines
Initiative and enterprise	Identify and report faulty equipment according to SOP Monitor and interpret information in relation to process control points Query or raise matters about the scope of work if it varies from that normally undertaken
Planning and organising	Identify and schedule housekeeping requirements as appropriate Prioritise work station's process control points for checking and maintaining quality Prioritise the need for corrective action based on potential risk or loss or damage if the required actions are not performed
Self-management	Plan own work, including predicting consequences and identifying improvements Read relevant safety information and apply safety precautions appropriate to the task/relevant to the practical operation of the process Undertake work strictly in accordance with the provisions of any permit
Employability Skill	Industry/enterprise requirements for this qualification include:
Learning	Correctly identify waste materials Keep informed about changes to company quality assurance policy, practices and procedures Make adjustments according to sops
Technology	Access, navigate and enter computer-based information Keep plant and equipment clean and tidy Record inspections, process variable values and/or test information in the reporting/recording system

Packaging Rules

Qualification Notes

Total number of units = 12

2	Core units plus

10	Elective units

At least 1 and up to 4 elective units must be selected from a single Industry Specific group (Groups A-I)

One elective unit must be selected from each of the following Support Electives groups (Group J)

Numeracy

OHS

Communication

Sustainability

Remaining electives may be selected from the Supplementary Electives (Group K) list and can include up to 2 units from an endorsed Training Package or State/Territory accredited course

Elective units must be relevant to the work outcome sought, industry requirements and the qualification level. Units selected must not duplicate each other in content

Please note that imported units from other Training Packages are for the purpose of Industry assessment only and that any licensing requirements are to be dealt with through specific Licensing units, undertaken prior to this qualification and in such a manner as to meet state and territory licensing requirements

CORE UNITS
Unit Code	Unit Name
FPPQAS210A	Apply basic quality practices
MSAPMSUP101A	Clean workplace or equipment
ELECTIVE UNITS INDUSTRY SPECIFIC
Group A: Chemical recovery operations
(co-located in Certificate II Papermaking Operations)
FPPREC210A	Monitor and control chemical recovery operations
Group B: Steam generation
(co-located in Certificate II Papermaking Operations)
FPPSTM210A	Monitor and control boiler operation
Group C: Electrical power generation
(co-located in Certificate II Papermaking Operations)
FPPEPG210A	Monitor and control power generation system
Group D: Stock preparations operations
FPPSPR210A	Monitor and control stock preparation systems
Group E: Pulping operations
FPPPUL210A	Monitor and control pulping operations
Group F: Waste paper operations
FPPWPO210A	Monitor and control waste paper operations
Group G: Primary resource operations
FPPRES210A	Prepare and operate the woodchip production system
FPPRES250A	Distribute woodchips
FPPRES260A	Receive materials (co-located in Supplementary Electives)
FPPRES270A	Unload materials (co-located in Supplementary Electives)
Group H: Water services
(co-located in Supplementary Electives and Certificate II in Papermaking Operations)
FPPWAS210A	Operate water systems
Group I: Handling and preparing waste paper for pulp production
FPPHWP250A	Store and dispatch waste paper
FPPHWP260A	Receive waste paper
FPPHWP270A	Unload waste paper
Group J: SUPPORT ELECTIVES
Numeracy
FPPNUM210A	Estimate and calculate basic data
MEM12024A	Perform computations
MSS402030A	Apply cost factors to work practices
OHS
FPPOHS210A	Participate in OHS processes
FPPOHS310A	Contribute to OHS processes
Communication
BSBCMM101A	Apply basic communication skills
BSBCMM201A	Communicate in the workplace
Sustainability
FPPSUS210A	Apply sustainable work practices/policies
MSACMT270A	Use sustainable energy practices
MSACMT271A	Use sustainable environmental practices
Group K: SUPPLEMENTARY ELECTIVES
Chemical preparation
FPPCPR210A	Prepare chemical products
Computer / process control equipment
FPPCSK310A	Operate process control equipment
MSAPMOPS212A	Use enterprise computers or data systems
Emergency procedures / safety
MSAPMOHS110A	Follow emergency response procedures
PMAOHS211B	Prepare equipment for emergency response
Environmental monitoring
FPPENV210A	Identify and monitor environmental discharges/emissions
First aid
HLTAID003	Provide first aid
MSAPMOHS220A	Provide initial first aid response
Load shifting
FPPMHV210A	Operate overhead crane
TLID1001A	Shift materials safely using manual handling methods
TLID1002A	Shift a load using manually-operated equipment
TLID2003A	Handle dangerous goods/hazardous substances
TLID2004A	Load and unload goods/cargo
TLID2010A	Operate a forklift
TLID2013A	Move materials mechanically using automated equipment
TLID3011A	Conduct specialised forklift operations
TLID3024A	Use specialised liquid bulk transfer equipment (gravity/pressurised)
TLID3031A	Rig load
TLID3035A	Operate a boom type elevating work platform
TLID2047A	Prepare cargo for transfer with slings
Planning and organising
FPPPLN210A	Plan and undertake a routine task
MEM14005A	Plan a complete activity
Preventative maintenance / operator maintainer
FPPPRM210A	Undertake operator level preventative maintenance
FPPPRM220A	Perform lubrication
MEM09002B	Interpret technical drawings
MEM12023A	Perform engineering measurements
MEM18001C	Use hand tools
MEM18002B	Use power tools/hand held operations
MEM18055B	Dismantle, replace and assemble engineering components
MSS402081A	Contribute to the application of a proactive maintenance strategy
Water services
FPPWAS210A	Operate water systems (co-located in Industry Specific: Group H)
Training and assessment
TAEASS301B	Contribute to assessment
TAEDEL301A	Provide work skill instruction
Laboratory operations
MSL904001A	Perform standard calibration
MSL973001A	Perform basic tests
Business support
FPPREL210A	Contribute to effective working relationships
BSBWRK402A	Empower workers
BSBWRK403A	Communicate with workers
BSBWRK409A	Prepare for and participate in dispute resolution
TLIA2022A	Participate in stocktakes
Production support
FPPPRS210A	Identify and rectify problems in the workplace
FPPPRV210A	Operate ancillary equipment
MSACMS401A	Ensure process improvements are sustained
MSS402020A	Apply quick changeover procedures
MSS402040A	Apply 5S procedures
MSS402050A	Monitor process capability
MSS403032A	Analyse manual handling processes
MSS403051A	Mistake proof an operational process
Security
CPPSEC2011B	Control access to and exit from premises
CPPSEC2015A	Patrol premises
Ordering / distribution / storage
FPPPUL250A	Store and distribute pulped product
FPPRES260A	Receive materials (co-located in Industry Specific: Group G)
FPPRES270A	Unload materials (co-located in Industry Specific: Group G)
MEM11016B	Order materials
TLIA2012A	Pick and process orders
TLIA3016A	Use inventory systems to organise stock control

FPP20210 Certificate II in Papermaking Operations

Modification History

Release 3

Elective unit HLTAID003 replaces HLTFA301C.

Release 1.2

Formatting updated, packaging rules modified - no changes to outcome.

Unit code FPPHWP270B corrected to FPPHWP270A.

24 imported units of competency updated:

CPPSEC2011B replaces CPPSEC2011A - Equivalent

HLTFA301C replaces HLTFA301B - Equivalent

MSS402020A replaces MSACMT220A - Equivalent

MSS402030A replaces MSACMT230A - Equivalent

MSS402040A replaces MSACMT240A - Equivalent

MSS402050A replaces MSACMT250A - Equivalent

MSS402081A replaces MSACMT281A - Equivalent

MSS403032A replaces MSACMT432A - Equivalent

MSS403051A replaces MSACMT451A - Equivalent

TAEASS301B replaces TAEASS301A - Equivalent

TLIA2012A replaces TLIA1207C - Equivalent

TLIA2022A replaces TLIA2207C - Equivalent

TLIA3016A replaces TLIA1607C - Equivalent

TLID1001A replaces TLID107C - Equivalent

TLID1002A replaces TLID207C - Equivalent

TLID2003A replaces TLID307E - Equivalent

TLID2004A replaces TLID407C - Equivalent

TLID2010A replaces TLID1007C - Equivalent

TLID2013A replaces TLID1307C - Equivalent

TLID2047A replaces TLID707C - Equivalent

TLID3011A replaces TLID1107C - Equivalent

TLID3024A replaces TLID2407C - Equivalent

TLID3031A replaces TLID3107C - Equivalent

TLID3035A replaces TLID3507C - Equivalent

Description

Not Applicable

Pathways Information

Not Applicable

Licensing/Regulatory Information

Not Applicable

Entry Requirements

Not Applicable

Employability Skills Summary

EMPLOYABILITY SKILLS QUALIFICATION SUMMARY
The following table contains a summary of the employability skills for this qualification. This table should be interpreted in conjunction with the detailed requirements of each unit of competency packaged in this qualification. The outcomes described here are broad industry requirements that may vary depending on the packaging options.
Employability Skill	Industry/enterprise requirements for this qualification include:
Communication	Complete workplace forms Read and interpret required documentation, procedures and reports Use required forms of communication in applying basic quality practices
Teamwork	Complete work in accordance with procedures and obtain appropriate sign off as required Interpret and apply quality standards and procedures to individual and team work in accordance with sop Work as part of a team
Problem-solving	Identify and action problems within level of responsibility Make adjustments to processes in order to maintain specified product quality Recognise non-standard situations and then determine an appropriate action which is consistent with operating guidelines
Initiative and enterprise	Identify and report faulty equipment according to SOP Monitor and interpret information in relation to process control points Query or raise matters about the scope of work if it varies from that normally undertaken
Planning and organising	Identify and schedule housekeeping requirements as appropriate Prioritise work station's process control points for checking and maintaining quality Prioritise the need for corrective action based on potential risk or loss or damage if the required actions are not performed
Self-management	Plan own work, including predicting consequences and identifying improvements Read relevant safety information and apply safety precautions appropriate to the task/relevant to the practical operation of the process Undertake work strictly in accordance with the provisions of any permit
Employability Skill	Industry/enterprise requirements for this qualification include:
Learning	Correctly identify waste materials Keep informed about changes to company quality assurance policy, practices and procedures Make adjustments according to sop
Technology	Access, navigate and enter computer-based information Keep plant and equipment clean and tidy Record inspections, process variable values and/or test information in the reporting/recording system

Packaging Rules

Qualification Notes

Total number of units = 12

2	Core units plus

10	Elective units

At least 1 and up to 4 elective units must be selected from a single Industry Specific group (Groups A-I)

One elective unit must be selected from each of the following Support Electives groups (Group J)

Numeracy

OHS

Communication

Sustainability

Remaining electives may be selected from the Supplementary Electives (Group K) list and may include up to 2 units from an endorsed Training Package or State/Territory accredited course

Elective units must be relevant to the work outcome sought, industry requirements and the qualification level. Units selected must not duplicate each other in content

Please note that imported units from other Training Packages are for the purpose of Industry assessment only and that any licensing requirements are to be dealt with through specific Licensing units, undertaken prior to this qualification and in such a manner as to meet state and territory licensing requirements

CORE UNITS
Unit Code	Unit Name
FPPQAS210A	Apply basic quality practices
MSAPMSUP101A	Clean workplace or equipment
ELECTIVE UNITS INDUSTRY SPECIFIC
Group A: Chemical recovery operations
(co-located in Certificate II Pulping Operations)
FPPREC210A	Monitor and control chemical recovery operations
Group B: Steam generation
(co-located in Certificate II Pulping Operations)
FPPSTM210A	Monitor and control boiler operation
Group C: Electrical power generation
(co-located in Certificate II Pulping Operations)
FPPEPG210A	Monitor and control power generation system
Group D: Wet end operations
FPPWEO210A	Monitor and control wet end operations
Group E: Dry end operations
FPPDEO210A	Monitor and control dry end operations
Group F: Coated paper processes
FPPCPP210A	Monitor and control coated paper processes
Group G: Finishing and converting
FPPFCO210A	Monitor, control and shut down finishing and converting operations
Group H: Water services
(co-located in Supplementary Electives and Certificate II Pulping Operations)
FPPWAS210A	Operate water systems
Group I: Warehousing and dispatch
FPPWAR250A	Store product
FPPWAR255A	Prepare and dispatch product
FPPWAR280A	Warehouse product packaging
Group J: SUPPORT ELECTIVES
Numeracy
FPPNUM210A	Estimate and calculate basic data
MEM12024A	Perform computations
MSS402030A	Apply cost factors to work practices
OHS
FPPOHS210A	Participate in OHS processes
FPPOHS310A	Contribute to OHS processes
Communication
BSBCMM101A	Apply basic communication skills
BSBCMM201A	Communicate in the workplace
Sustainability
FPPSUS210A	Apply sustainable work practices/policies
MSACMT270A	Use sustainable energy practices
MSACMT271A	Use sustainable environmental practices
Group K: SUPPLEMENTARY ELECTIVES
Chemical preparation
FPPCPR210A	Prepare chemical products
Computer / process control equipment
FPPCSK310A	Operate process control equipment
MSAPMOPS212A	Use enterprise computers or data systems
Emergency procedures / safety
MSAPMOHS110A	Follow emergency response procedures
PMAOHS211B	Prepare equipment for emergency response
Environmental monitoring
FPPENV210A	Identify and monitor environmental discharges/emissions
First aid
HLTAID003	Provide first aid
MSAPMOHS220A	Provide initial first aid response
Load shifting
FPPMHV210A	Operate overhead crane
TLID1001A	Shift materials safely using manual handling methods
TLID1002A	Shift a load using manually-operated equipment
TLID2003A	Handle dangerous goods/hazardous substances
TLID2004A	Load and unload goods/cargo
TLID2010A	Operate a forklift
TLID2013A	Move materials mechanically using automated equipment
TLID3011A	Conduct specialised forklift operations
TLID3024A	Use specialised liquid bulk transfer equipment (gravity/pressurised)
TLID3031A	Rig load
TLID3035A	Operate a boom type elevating work platform
TLID2047A	Prepare cargo for transfer with slings
Planning and organising
FPPPLN210A	Plan and undertake a routine task
MEM14005A	Plan a complete activity
Preventative maintenance / operator maintainer
FPPPRM210A	Undertake operator level preventative maintenance
FPPPRM220A	Perform lubrication
MEM09002B	Interpret technical drawings
MEM12023A	Perform engineering measurements
MEM18001C	Use hand tools
MEM18002B	Use power tools/hand held operations
MEM18055B	Dismantle, replace and assemble engineering components
MSS402081A	Contribute to the application of a proactive maintenance strategy
Water services
FPPWAS210A	Operate water systems (co-located in Industry Specific: Group H)
Primary resource operations
FPPRES260A	Receive materials
FPPRES270A	Unload materials
Training and assessment
TAEASS301B	Contribute to assessment
TAEDEL301A	Provide work skill instruction
Laboratory operations
MSL904001A	Perform standard calibration
MSL973001A	Perform basic tests
Business support
FPPREL210A	Contribute to effective working relationships
BSBWRK402A	Empower workers
BSBWRK403A	Communicate with workers
BSBWRK409A	Prepare for and participate in dispute resolution
TLIA2022A	Participate in stocktakes
Production support
FPPPRS210A	Identify and rectify problems in the workplace
FPPPRV210A	Operate ancillary equipment
MSACMS401A	Ensure process improvements are sustained
MSS402020A	Apply quick changeover procedures
MSS402040A	Apply 5S procedures
MSS402050A	Monitor process capability
MSS403032A	Analyse manual handling processes
MSS403051A	Mistake proof an operational process
Security
CPPSEC2011B	Control access to and exit from premises
CPPSEC2015A	Patrol premises
Ordering / distribution / storage
FPPPUL250A	Store and distribute pulped product
MEM11016B	Order materials
TLIA2012A	Pick and process orders
TLIA3016A	Use inventory systems to organise stock control

FPP30110 Certificate III in Pulping Operations

Modification History

Release 3

Elective unit HLTAID003 replaces HLTFA301C.

Release 1.2

Formatting updated, - no changes to outcome.

25 imported units of competency updated:

BSBWHS403A replaces BSBOHS402B - Equivalent

BSBWHS401A replaces BSBOHS407A - Equivalent

CPPSEC2011B replaces CPPSEC2011A - Equivalent

HLTFA301C replaces HLTFA301B - Equivalent

MSS402020A replaces MSACMT220A - Equivalent

MSS402040A replaces MSACMT240A - Equivalent

MSS402050A replaces MSACMT250A - Equivalent

MSS402051A replaces MSACMT251A - Equivalent

MSS402081A replaces MSACMT281A - Equivalent

MSS403032A replaces MSACMT432A - Equivalent

MSS403051A replaces MSACMT451A - Equivalent

MSS404052A replaces MSACMT452A - Equivalent

TAEASS301B replaces TAEASS301A - Equivalent

TAEASS401B replaces TAEASS401A - Equivalent

TAEASS402B replaces TAEASS402A - Equivalent

TAEASS403B replaces TAEASS403A - Equivalent

TLID2003A replaces TLID307E - Equivalent

TLID2010A replaces TLID1007C - Equivalent

TLID2013A replaces TLID1307C - Equivalent

TLID2047A replaces TLID707C - Equivalent

TLID3011A replaces TLID1107C - Equivalent

TLID3024A replaces TLID2407C - Equivalent

TLID3031A replaces TLID3107C - Equivalent

TLID3035A replaces TLID3507C - Equivalent

UEPOPS411B replaces UEPOPS411A - Equivalent

Description

Not Applicable

Pathways Information

Not Applicable

Licensing/Regulatory Information

Not Applicable

Entry Requirements

Not Applicable

Employability Skills Summary

EMPLOYABILITY SKILLS QUALIFICATION SUMMARY
The following table contains a summary of the employability skills for this qualification. This table should be interpreted in conjunction with the detailed requirements of each unit of competency packaged in this qualification. The outcomes described here are broad industry requirements that may vary depending on the packaging options.
Employability Skill	Industry/enterprise requirements for this qualification include:
Communication	Document and report problems and solutions Read and interpret required documentation, procedures and reports Use required forms of communication in identifying and rectifying problems in the workplace
Teamwork	Communicate in a way that responds positively to individual differences Report problems and solutions to relevant personnel as required Request advice and receive feedback
Problem-solving	Analyse and use sensory information to adjust processes to maximise safety, quality and productivity Identify and describe problems and their effects within OHS regulations, environmental and safe working requirements/practices, sop and housekeeping requirements Rectify problems within level of responsibility
Initiative and enterprise	Determine impact of problems on machinery performance Take timely corrective action to maximise safety, quality and productivity Use troubleshooting guides and diagnostic procedures
Planning and organising	Identify work requirements, and understand and process basic workplace documentation Plan work priorities and arrangements Prioritise possible causes for investigation
Self-management	Analyse and determine possible problem causes in a timely manner Maintain situational awareness in the work area Respond to instructions or enquiries promptly and in accordance with organisational requirements
Learning	Communicate effectively with personnel to assist with analysis and resolution of operational problems Identify, access and interpret relevant historical and operational data and information Keep informed of changes to legislation, licensing and certification requirements
Technology	Access, navigate and enter computer-based information Select and use technology appropriate to communication tasks Use electronic and other control systems to control equipment and processes as required

Packaging Rules

Qualification Notes

Total number of units = 11

2	Core units plus

9	Elective units

At least 1 and up to 3 elective units must be selected from a single Industry Specific group (Groups A-H), and must include a start up, shut down or troubleshoot and rectify unit

One elective unit must be selected from each of the following Support Electives groups

Quality

Numeracy

OHS

Sustainability

Remaining electives may be selected from the Supplementary Electives list and can include up to 2 units from an endorsed Training Package or State/Territory accredited course

Elective units must be relevant to the work outcome sought, industry requirements and the qualification level. Units selected must not duplicate each other in content

Please note that imported units from other Training Packages are for the purpose of Industry assessment only and that any licensing requirements are to be dealt with through specific Licensing units, undertaken prior to this qualification and in such a manner as to meet state and territory licensing requirements

CORE UNITS
Unit Code	Unit Name
FPPPRS210A	Identify and rectify problems in the workplace
BSBCMM201A	Communicate in the workplace
ELECTIVE UNITS INDUSTRY SPECIFIC
Group A: Chemical recovery operations
(co-located in Certificate III Papermaking Operations)
FPPREC210A	Monitor and control chemical recovery operations
FPPREC320A	Prepare and start up chemical recovery operations
FPPREC330A	Co-ordinate and implement chemical recovery shutdowns
Group B: Steam generation
(co-located in Certificate III Papermaking Operations)
FPPSTM210A	Monitor and control boiler operation
FPPSTM320A	Manage steam boiler startup
FPPSTM330A	Shut down and bank steam boiler
Group C: Electrical power generation
(co-located in Certificate III Papermaking Operations)
FPPEPG210A	Monitor and control power generation system
FPPEPG320A	Manage a power generation system startup
FPPEPG330A	Co-ordinate power generation system shutdown
Group D: Stock preparations operations
FPPSPR210A	Monitor and control stock preparation systems
FPPSPR320A	Prepare and start up stock preparation system for production
FPPSPR330A	Co-ordinate and implement stock preparation system shutdown
Group E: Pulping operations
FPPPUL210A	Monitor and control pulping operations
FPPPUL320A	Prepare and start up pulping system operations
FPPPUL330A	Co-ordinate and implement pulping plant shutdowns
Group F: Waste paper operations
FPPWPO210A	Monitor and control waste paper operations
FPPWPO320A	Prepare and start up waste paper operations
FPPWPO330A	Co-ordinate and implement waste paper shutdown
Group G: Primary resource operations
FPPRES210A	Prepare and operate the woodchip production system
FPPRES340A	Troubleshoot and rectify primary resource operations
Group H: Water services
(co-located in Supplementary Electives and Certificate III Papermaking Operations)
FPPWAS340A	Troubleshoot and rectify water systems
Group I: SUPPORT ELECTIVES
Numeracy
FPPNUM210A	Estimate and calculate basic data
FPPNUM320A	Measure and calculate routine workplace data
MSS404052A	Apply statistics to processes in manufacturing
OHS
FPPOHS310A	Contribute to OHS processes
FPPOHS320A	Maintain OHS processes
Quality
FPPQAS210A	Apply basic quality practices
MSS402051A	Apply quality standards
Sustainability
FPPSUS210A	Apply sustainable work practices/policies
MSACMT270A	Use sustainable energy practices
MSACMT271A	Use sustainable environmental practices
Group J: SUPPLEMENTARY ELECTIVES
Chemical preparation
FPPCPR210A	Prepare chemical products
Computer / process control equipment
FPPCSK310A	Operate process control equipment
MSAPMOPS212A	Use organisation computers or data systems
Emergency procedures / safety
BSBOHS403B	Identify hazards and assess OHS risks
BSBWHS401A	Implement and monitor WHS policies, procedures and programs to meet legislative requirements
BSBWHS403A	Contribute to implementing and maintaining WHS consultation and participation processes
MSAPMOHS110A	Follow emergency response procedures
PMAOHS211B	Prepare equipment for emergency response
Environmental monitoring
FPPENV210A	Identify and monitor environmental discharges/emissions
FPPENV320A	Monitor and control environmental hazards
First aid
HLTAID003	Provide first aid
MSAPMOHS220A	Provide initial first aid response
Load shifting
FPPMHV210A	Operate overhead crane
TLID2003A	Handle dangerous goods/hazardous substances
TLID2010A	Operate a forklift
TLID2013A	Move materials mechanically using automated equipment
TLID3011A	Conduct specialised forklift operations
TLID3024A	Use specialised liquid bulk transfer equipment (gravity/pressurised)
TLID3031A	Rig load
TLID3035A	Operate a boom type elevating work platform
TLID2047A	Prepare cargo for transfer with slings
Planning and organising
MEM30020A	Develop and manage a plan for a simple manufacturing related project
MEM14005A	Plan a complete activity
BSBADM405B	Organise meetings
Preventative maintenance / operator maintainer
FPPPRM210A	Undertake operator level preventative maintenance
FPPPRM220A	Perform lubrication
MEM09002B	Interpret technical drawings
MEM12023A	Perform engineering measurements
MEM18001C	Use hand tools
MEM18002B	Use power tools/hand held operations
MEM18003C	Use tools for precision work
MEM18006C	Repair and fit engineering components
MEM18007B	Maintain and repair mechanical drives and mechanical transmission assemblies
MEM18009B	Perform levelling and alignment of machines and engineering components
MEM18010C	Perform equipment condition monitoring and recording
unit has pre-requisites:
MEM09002B	Interpret technical drawing
MEM12023A	Perform engineering measurements
MEM18001C	Use hand tools
MEM18002B	Use power tools/hand held operations
MEM18055B	Dismantle, replace and assemble engineering components
MEM18055B	Dismantle, replace and assemble engineering components
MSS402081A	Contribute to the application of a proactive maintenance strategy
Water services
FPPWAS210A	Operate water systems
FPPWAS340A	Troubleshoot and rectify water systems (unit has pre-requisite) (co-located in Industry Specific: Group H)
Business support
FPPREL210A	Contribute to effective working relationships
BSBFLM305C	Support operational plan
BSBFLM309C	Support continuous improvement systems and processes
BSBFLM311C	Support a workplace learning environment
BSBFLM312C	Contribute to team effectiveness
BSBRES401A	Analyse and present research information
BSBRSK401A	Identify risk and apply risk management processes
BSBWRK402A	Empower workers
BSBWRK403A	Communicate with workers
BSBWRK404A	Promote equality of opportunity and fair treatment for all workers
BSBWRK406A	Participate in the bargaining process
BSBWRK407A	Provide advice to union members
BSBWRK408A	Undertake negotiations
BSBWRK409A	Prepare for and participate in dispute resolution
Training and assessment
TAEASS301B	Contribute to assessment
TAEDEL301A	Provide work skill instruction
TAEDEL404A	Mentor in the workplace
(The following 3 units count as 1 unit)
TAEASS401B	Plan assessment activities and processes
TAEASS402B	Assess competence
TAEASS403B	Participate in assessment validation
Laboratory operations
MSL904001A	Perform standard calibration
MSL973001A	Perform basic tests
Production support
FPPPRS320A	Solve systemic problems in the workplace
FPPPRV210A	Operate ancillary equipment
FPPPRV320A	Co-ordinate and direct clothing changes
MEM18011C	Shut down and isolate machines/equipment
MSACMS401A	Ensure process improvements are sustained
MSACMT440A	Lead 5S in a manufacturing environment
MSS402020A	Apply quick changeover procedures
MSS402040A	Apply 5S procedures
MSS402050A	Monitor process capability
MSS403032A	Analyse manual handling processes
MSS403051A	Mistake proof an operational process
Security
CPPSEC2011B	Control access to and exit from premises
CPPSEC2015A	Patrol premises
CPPSEC3007A	Maintain security of environment
Turbine operations
UEPOPS341A	Shut down a steam turbine
UEPOPS411B	Run up a steam turbine

FPP30210 Certificate III in Papermaking Operations

Modification History

Release 3

Elective unit HLTAID003 replaces HLTFA301C.

Release 1.2

Formatting updated, typographical error corrected (TAEASS401B incorrectly entered as TAEASS401C) - no changes to outcome.

23 imported units of competency updated:

HLTFA301C replaces HLTFA301B - Equivalent

BSBWHS403A replaces BSBOHS402B - Equivalent

BSBWHS401A replaces BSBOHS407A - Equivalent

CPPSEC2011B replaces CPPSEC2011A - Equivalent

MSS402020A replaces MSACMT220A - Equivalent

MSS402040A replaces MSACMT240A - Equivalent

MSS402050A replaces MSACMT250A - Equivalent

MSS402051A replaces MSACMT251A - Equivalent

MSS402081A replaces MSACMT281A - Equivalent

MSS403032A replaces MSACMT432A - Equivalent

MSS403051A replaces MSACMT451A - Equivalent

MSS404052A replaces MSACMT452A - Equivalent

TAEASS301B replaces TAEASS301A - Equivalent

TAEASS402B replaces TAEASS402A - Equivalent

TAEASS403B replaces TAEASS403A - Equivalent

TLID2003A replaces TLID307E - Equivalent

TLID2047A replaces TLID707C - Equivalent

TLID2010A replaces TLID1007C - Equivalent

TLID2013A replaces TLID1307C - Equivalent

TLID3011A replaces TLID1107C - Equivalent

TLID3024A replaces TLID2407C - Equivalent

TLID3031A replaces TLID3107C - Equivalent

TLID3035A replaces TLID3507C - Equivalent

Description

Not Applicable

Pathways Information

Not Applicable

Licensing/Regulatory Information

Not Applicable

Entry Requirements

Not Applicable

Employability Skills Summary

EMPLOYABILITY SKILLS QUALIFICATION SUMMARY
The following table contains a summary of the employability skills for this qualification. This table should be interpreted in conjunction with the detailed requirements of each unit of competency packaged in this qualification. The outcomes described here are broad industry requirements that may vary depending on the packaging options.
Employability Skill	Industry/enterprise requirements for this qualification include:
Communication	Document and report problems and solutions Read and interpret required documentation, procedures and reports Use required forms of communication in identifying and rectifying problems in the workplace
Teamwork	Communicate in a way that responds positively to individual differences Report problems and solutions to relevant personnel as required Request advice and receive feedback
Problem-solving	Analyse and use sensory information to adjust process to maximise safety, quality and productivity Identify and describe problems and their effects within OHS regulations, environmental and safe working requirements/practices, sop and housekeeping requirements Rectify problems within level of responsibility
Initiative and enterprise	Determine impact of problems on machinery performance Take timely corrective action to maximise safety, quality and productivity Use troubleshooting guides and diagnostic procedures
Planning and organising	Identify work requirements, and understand and process basic workplace documentation Plan work priorities and arrangements Prioritise possible causes for investigation
Self-management	Analyse and determine possible problem causes in a timely manner Maintain situational awareness in the work area Respond to instructions or enquiries promptly and in accordance with organisational requirements
Learning	Communicate effectively with personnel to assist with analysis and resolution of operational problems Identify, access and interpret relevant historical and operational data and information Keep informed of changes to legislation, licensing and certification requirements
Technology	Access, navigate and enter computer-based information Select and use technology appropriate to communication tasks Use electronic and other control systems to control equipment and processes as required

Packaging Rules

Qualification Notes

Total number of units = 11

2	Core units plus

9	Elective units

At least 1 and up to 3 elective units must be selected from a single Industry Specific group (Groups A-H), and must include a start up, shut down or troubleshoot and rectify unit

One elective unit must be selected from each of the following Support Electives groups

Quality

Numeracy

OHS

Sustainability

Remaining electives may be selected from the Supplementary Electives list and can include up to 2 units from an endorsed Training Package or State/Territory accredited course

Elective units must be relevant to the work outcome sought, industry requirements and the qualification level. Units selected must not duplicate each other in content

Units previously achieved as part of the successful completion of another qualification in Pulp and Paper manufacturing may not be counted toward this qualification with the exception of Core units and Support Electives

CORE UNITS
Unit Code	Unit Name
FPPPRS210A	Identify and rectify problems in the workplace
BSBCMM201A	Communicate in the workplace
ELECTIVE UNITS INDUSTRY SPECIFIC
Group A: Chemical recovery operations
(co-located in Certificate III Pulping Operations)
FPPREC210A	Monitor and control chemical recovery operations
FPPREC320A	Prepare and start up chemical recovery operations
FPPREC330A	Co-ordinate and implement chemical recovery plant shutdowns
Group B: Steam generation
(co-located in Certificate III Pulping Operations)
FPPSTM210A	Monitor and control boiler operation
FPPSTM320A	Manage steam boiler startup
FPPSTM330A	Shut down and bank steam boiler
Group C: Electrical power generation
(co-located in Certificate III Pulping Operations)
FPPEPG210A	Monitor and control power generation system
FPPEPG320A	Manage a power generation system startup
FPPEPG330A	Co-ordinate power generation system shutdown
Group D: Wet end operations
FPPWEO210A	Monitor and control wet end operations
FPPWEO320A	Prepare and start up wet end operations
FPPWEO330A	Co-ordinate and implement wet end shutdown
Group E: Dry end operations
FPPDEO210A	Monitor and control dry end operations
FPPDEO320A	Prepare and start up dry end operations
FPPDEO330A	Co-ordinate and implement dry end shutdown
Group F: Coated paper processes
FPPCPP210A	Monitor and control coated paper processes
FPPCPP320A	Prepare and start up coated paper processes
FPPCPP330A	Co-ordinate the shutdown of coated paper processes
Group G: Finishing and converting
FPPFCO320A	Prepare and start up finishing and converting operations
FPPFCO340A	Troubleshoot and rectify finishing and converting systems
Group H: Water services
(co-located in Supplementary Electives and Certificate III Pulping Operations)
FPPWAS340A	Troubleshoot and rectify water systems
Group I: SUPPORT ELECTIVES
Numeracy
FPPNUM210A	Estimate and calculate basic data
FPPNUM320A	Measure and calculate routine workplace data
MSS404052A	Apply statistics to operational processes
OHS
FPPOHS310A	Contribute to OHS processes
FPPOHS320A	Maintain OHS processes
Quality
FPPQAS210A	Apply basic quality practices
MSS402051A	Apply quality standards
Sustainability
FPPSUS210A	Apply sustainable work practices/policies
MSACMT270A	Use sustainable energy practices
MSACMT271A	Use sustainable environmental practices
Group J: SUPPLEMENTARY ELECTIVES
Chemical preparation
FPPCPR210A	Prepare chemical products
Computer / process control equipment
FPPCSK310A	Operate process control equipment
MSAPMOPS212A	Use enterprise computers or data systems
Emergency procedures / safety
BSBOHS403B	Identify hazards and assess OHS risks
BSBWHS401A	Implement and monitor WHS policies, procedures and programs to meet legislative requirements
BSBWHS403A	Contribute to implementing and maintaining WHS consultation and participation processes
MSAPMOHS110A	Follow emergency response procedures
PMAOHS211B	Prepare equipment for emergency response
Environmental monitoring
FPPENV210A	Identify and monitor environmental discharges/emissions
FPPENV320A	Monitor and control environmental hazards
First aid
HLTAID003	Provide first aid
MSAPMOHS220A	Provide initial first aid response
Load shifting
FPPMHV210A	Operate overhead crane
TLID2003A	Handle dangerous goods/hazardous substances
TLID2010A	Operate a forklift
TLID2013A	Move materials mechanically using automated equipment
TLID3011A	Conduct specialised forklift operations
TLID3024A	Use specialised liquid bulk transfer equipment (gravity/pressurised)
TLID3031A	Rig load
TLID3035A	Operate a boom type elevating work platform
TLID2047A	Prepare cargo for transfer with slings
Planning and organising
BSBADM405B	Organise meetings
MEM14005A	Plan a complete activity
MEM30020A	Develop and manage a plan for a simple manufacturing related project
Preventative maintenance / operator maintainer
FPPPRM210A	Undertake operator level preventative maintenance
FPPPRM220A	Perform lubrication
MEM09002B	Interpret technical drawings
MEM12023A	Perform engineering measurements
MEM18001C	Use hand tools
MEM18002B	Use power tools/hand held operations
MEM18003C	Use tools for precision work
MEM18006C	Repair and fit engineering components
MEM18007B	Maintain and repair mechanical drives and mechanical transmission assemblies
MEM18009B	Perform levelling and alignment of machines and engineering components
MEM18010C	Perform equipment condition monitoring and recording
unit has pre-requisites:
MEM09002B	Interpret technical drawing
MEM12023A	Perform engineering measurements
MEM18001C	Use hand tools
MEM18002B	Use power tools/hand held operations
MEM18055B	Dismantle, replace and assemble engineering components)
MEM18055B	Dismantle, replace and assemble engineering components
MSS402081A	Contribute to the application of a proactive maintenance strategy
Water services
FPPWAS210A	Operate water systems
FPPWAS340A	Troubleshoot and rectify water systems (unit has pre-requisite) (co-located in Industry Specific: Group H)
Business support
FPPREL210A	Contribute to effective working relationships
BSBFLM305C	Support operational plan
BSBFLM309C	Support continuous improvement systems and processes
BSBFLM311C	Support a workplace learning environment
BSBFLM312C	Contribute to team effectiveness
BSBRES401A	Analyse and present research information
BSBRSK401A	Identify risk and apply risk management processes
BSBWRK402A	Empower workers
BSBWRK403A	Communicate with workers
BSBWRK404A	Promote equality of opportunity and fair treatment for all workers
BSBWRK406A	Participate in the bargaining process
BSBWRK407A	Provide advice to union members
BSBWRK408A	Undertake negotiations
BSBWRK409A	Prepare for and participate in dispute resolution
Training and assessment
TAEASS301B	Contribute to assessment
TAEDEL301A	Provide work skill instruction
TAEDEL404A	Mentor in the workplace
(The following 3 units count as 1 unit)
TAEASS401B	Plan assessment activities and processes
TAEASS402B	Assess competence
TAEASS403B	Participate in assessment validation
Laboratory operations
MSL904001A	Perform standard calibration
MSL973001A	Perform basic tests
Production support
FPPPRS320A	Solve systemic problems in the workplace
FPPPRV210A	Operate ancillary equipment
FPPPRV320A	Co-ordinate and direct clothing changes
MEM18011C	Shut down and isolate machines/equipment
MSACMS401A	Ensure process improvements are sustained
MSACMT440A	Lead 5S in a manufacturing environment
MSS402020A	Apply quick changeover procedures
MSS402040A	Apply 5S procedures
MSS402050A	Monitor process capability
MSS403032A	Analyse manual handling processes
MSS403051A	Mistake proof an operational process
Security
CPPSEC2011B	Control access to and exit from premises
CPPSEC2015A	Patrol premises
CPPSEC3007A	Maintain security of environment

FPP40110 Certificate IV in Pulping Operations

Modification History

Release 1.2

Formatting updated - no changes to outcome.

23 imported units of competency updated:

BSBWHS403A replaces BSBOHS402B - Equivalent

BSBWHS510A replaces BSBOHS405B - Equivalent

BSBWHS409A replaces BSBOHS406B - Equivalent

BSBWHS401A replaces BSBOHS407A - Equivalent

BSBWHS402A replaces BSBOHS408A - Equivalent

MSS402020A replaces MSACMT220A - Equivalent

MSS402040A replaces MSACMT240A - Equivalent

MSS402050A replaces MSACMT250A - Equivalent

MSS402051A replaces MSACMT251A - Equivalent

MSS403001A replaces MSACMS400A - Equivalent

MSS403032A replaces MSACMT432A - Equivalent

MSS403051A replaces MSACMT451A - Equivalent

MSS404052A replaces MSACMT452A - Equivalent

TAEASS301B replaces TAEASS301A - Equivalent

TAEASS401B replaces TAEASS401A - Equivalent

TAEASS402B replaces TAEASS402A - Equivalent

TAEASS403B replaces TAEASS403A - Equivalent

TAEASS502B replaces TAEASS502A - Equivalent

TAEASS505A replaces TAAASS501B - Equivalent

TAEDES502A replaces TAADES502B - Equivalent

TAETAS501B replaces TAETAS501A - Equivalent

TLIE4006A replaces TLIE607D - Equivalent

UEPOPS411B replaces EUPOPS411A - Equivalent

Description

Not Applicable

Pathways Information

Not Applicable

Licensing/Regulatory Information

Not Applicable

Entry Requirements

The following units of competency must be achieved either before or while undertaking Certificate IV in Pulping Operations

Please note that imported units from other Training Packages are for the purpose of Industry assessment only and that any licensing requirements are to be dealt with through specific Licensing Units, undertaken prior to this qualification and in such a manner as to meet state and territory licensing requirements

If Group A Elective is chosen:

FPPREC210A Monitor and control chemical recovery operations

FPPREC320A Prepare and start up chemical recovery operations

FPPREC330A Co-ordinate and implement chemical recovery shutdowns

If Group B Elective is chosen:

FPPSTM210A Monitor and control boiler operation

FPPSTM320A Manage steam boiler startup

FPPSTM330A Shut down and bank steam boiler

If Group C Elective is chosen:

FPPEPG210A Monitor and control power generation system

FPPEPG320A Manage a power generation system startup

FPPEPG330A Co-ordinate power generation system shutdown

If Group D Elective is chosen:

FPPSPR210A Monitor and control stock preparation systems

FPPSPR320A Prepare and start up stock preparation system for production

FPPSPR330A Co-ordinate and implement stock preparation system shutdown

If Group E Elective is chosen:

FPPPUL210A Monitor and control pulping operations

FPPPUL250A Store and distribute pulped product

FPPPUL320A Prepare and start up pulping system operations

If Group F Elective is chosen:

FPPWPO210A Monitor and control waste paper operations

FPPWPO320A Prepare and start up waste paper operations

FPPWPO330A Co-ordinate and implement waste paper shutdown

Employability Skills Summary

EMPLOYABILITY SKILLS QUALIFICATION SUMMARY
The following table contains a summary of the employability skills for this qualification. This table should be interpreted in conjunction with the detailed requirements of each unit of competency packaged in this qualification. The outcomes described here are broad industry requirements that may vary depending on the packaging options.
Employability Skill	Industry/enterprise requirements for this qualification include:
Communication	Communicate effectively with others when collecting, analysing and presenting workplace data and information Communicate outcomes of problem solutions to team and appropriate personnel Read complex text
Teamwork	Assemble team for analysis Lead and manage team processes Refer problems to appropriate group or department
Problem-solving	Devise appropriate action and solutions to typical presentation and communication problems Promptly report and/or rectify any identified problems that may arise when collecting, analysing and presenting workplace data and information in accordance with regulatory requirements and workplace procedures Rectify problems within level of responsibility
Initiative and enterprise	Identify causes and effects of faults and corrective action on associated processes Implement contingency plans if required Modify activities depending on differing operational contingencies, risk situations and environments
Planning and organising	Develop action plan including contingencies Identify and organise resources to implement action plan Organise and present processed information in a logical manner
Self-management	Demonstrate leadership Interpret and follow operational instructions and prioritise work Maintain situational awareness in work area
Employability Skill	Industry/enterprise requirements for this qualification include:
Learning	Assess available types of problem solving activities/methodologies and determine most appropriate, such as e-learning tools Assist others to identify and resolve operational problems in the workplace Assist team members where required
Technology	Identify and use required communication and presentation technology Solve systemic problems in the pulp and paper industry, typically involving complex integrated equipment and continuous operations Use electronic and other control systems to control equipment and processes as required

Packaging Rules

Qualification Notes

Total number of units = 10

2	Core units plus

8	Elective units

One elective unit must be selected from a single Industry Specific group (Groups A-F)

One elective unit must be selected from each of the following Support Electives groups

Quality

Numeracy

OHS

Sustainability

Remaining electives may be selected from the Supplementary Electives list and can include up to 2 units from an endorsed Training Package or State/Territory accredited course

Elective units must be relevant to the work outcome sought, industry requirements and the qualification level. Units selected must not duplicate each other in content

CORE UNITS
Unit Code	Unit Name
FPPPRS320A	Solve systemic problems in the workplace
TLIE4006A	Collect, analyse and present workplace data and information
ELECTIVE UNITS INDUSTRY SPECIFIC
Group A: Chemical recovery operations
(co-located in Certificate IV Papermaking Operations)
FPPREC440A	Troubleshoot and rectify chemical recovery operations
Group B: Steam generation
(co-located in Certificate IV Papermaking Operations)
FPPSTM440A	Troubleshoot and rectify boiler plant systems
Group C: Electrical power generation
(co-located in Certificate IV Papermaking Operations)
FPPEPG440A	Troubleshoot and rectify power generation system
Group D: Stock preparations operations
FPPSPR440A	Troubleshoot and rectify stock preparation systems
Group E: Pulping operations
FPPPUL440A	Troubleshoot and rectify pulping processes
Group F: Waste paper operations
FPPWPO440A	Troubleshoot and rectify waste paper operations
Group G: SUPPORT ELECTIVES
Numeracy
FPPNUM320A	Measure and calculate routine workplace data
FPPNUM430A	Calculate and analyse production and financial performance
MSS404052A	Apply statistics to operational processes
OHS
FPPOHS320A	Maintain OHS processes
FPPOHS420A	Manage OHS processes
Quality
FPPQAS420A	Co-ordinate in-process quality assurance
MSS402051A	Apply quality standards
MSAPMSUP400A	Develop and monitor quality systems
Sustainability
FPPSUS210A	Apply sustainable work practices/policies
MSACMT270A	Use sustainable energy practices
MSACMT271A	Use sustainable environmental practices
MSAENV472B	Implement and monitor environmentally sustainable work practices
Group H: SUPPLEMENTARY ELECTIVES
Computers / process control equipment
FPPCSK310A	Operate process control equipment
Emergency procedures / safety
FPPOHS410A	Identify, assess and control OHS risk in own work
BSBOHS401B	Contribute to the implementation of a systematic approach to managing OHS
BSBWHS403A	Contribute to implementing and maintaining WHS consultation and participation processes
BSBOHS403B	Identify hazards and assess OHS risks
BSBOHS404B	Contribute to the implementation of strategies to control OHS risk
BSBWHS510A	Contribute to the implementing emergency procedures
BSBWHS409A	Assist with workplace monitoring processes
BSBWHS401A	Implement and monitor WHS policies, procedures and programs to meet legislative requirements
BSBWHS402A	Assist with compliance with WHS laws
MSAPMOHS110A	Follow emergency response procedures
Environmental monitoring
FPPENV320A	Monitor and control environmental hazards
First aid
MSAPMOHS220A	Provide initial first aid response
Planning and organising
FPPPLN420A	Plan a complex activity
BSBADM405B	Organise meetings
MEM14005A	Plan a complete activity
MEM30020A	Develop and manage a plan for a simple manufacturing related project
PSPPM402B	Manage simple projects
Water services
FPPWAS340A	Troubleshoot and rectify water systems (unit has pre-requisite)
Business support
FPPQAS430A	Oversee quality assurance process
BSBCMM401A	Make a presentation
BSBFLM305C	Support operational plan
BSBFLM309C	Support continuous improvement systems and processes
BSBFLM311C	Support a workplace learning environment
BSBREL401A	Establish networks
BSBRSK401A	Identify risk and apply risk management processes
BSBWOR401A	Establish effective workplace relationships
BSBWOR402A	Promote team effectiveness
BSBWRK402A	Empower workers
BSBWRK403A	Communicate with workers
BSBWRK404A	Promote equality of opportunity and fair treatment for all workers
BSBWRK406A	Participate in the bargaining process
BSBWRK407A	Provide advice to union members
BSBWRK408A	Undertake negotiations
BSBWRK409A	Prepare for and participate in dispute resolution
MSAPMSUP382A	Provide coaching/mentoring in the workplace
Training and assessment
TAEASS505A	Lead and coordinate assessment systems and services
TAEDES502B	Design and develop learning resources
TAEASS301B	Contribute to assessment
TAEASS502B	Develop assessment tools
TAEDEL401A	Plan, organise and deliver group-based delivery
TAEDEL402A	Plan, organise and facilitate learning in the workplace
TAEDEL404A	Mentor in the workplace
TAEDES401A	Design and develop learning programs
TAEDES402A	Use training packages and accredited courses to meet client needs
TAETAS501B	Undertake organisational training needs analysis
TAEASS401B	Plan assessment activities and processes
TAEASS402B	Assess competence
TAEASS403B	Participate in assessment validation
Laboratory operations
MSL904001A	Perform standard calibration
Production support
FPPPRV320A	Co-ordinate and direct clothing changes
MEM18011C	Shut down and isolate machines/equipment
MSACMC411A	Lead a competitive manufacturing team
MSS403001A	Implement a competitive systems and practices
MSACMS401A	Ensure process improvements are sustained
MSS402020A	Apply quick changeover procedures
MSS402040A	Apply 5S procedures
MSS402050A	Monitor process capability
MSS403032A	Analyse manual handling processes
MSACMT440A	Lead 5S in a manufacturing environment
MSS403051A	Mistake proof an operational process
Turbine operations
UEPOPS341A	Shut down a steam turbine
UEPOPS411B	Run up a steam turbine

FPP40210 Certificate IV in Papermaking Operations

Modification History

Release 1.2

Formatting updated - no changes to outcome.

23 imported units of competency updated:

BSBWHS403A replaces BSBOHS402B - Equivalent

BSBWHS510A replaces BSBOHS405B - Equivalent

BSBWHS409A replaces BSBOHS406B - Equivalent

BSBWHS401A replaces BSBOHS407A - Equivalent

BSBWHS402A replaces BSBOHS408A - Equivalent

MSS402020A replaces MSACMT220A - Equivalent

MSS402040A replaces MSACMT240A - Equivalent

MSS402050A replaces MSACMT250A - Equivalent

MSS402051A replaces MSACMT251A - Equivalent

MSS403001A replaces MSACMS400A - Equivalent

MSS403032A replaces MSACMT432A - Equivalent

MSS403051A replaces MSACMT451A - Equivalent

MSS404052A replaces MSACMT452A - Equivalent

TAEASS301B replaces TAEASS301A - Equivalent

TAEASS401B replaces TAEASS401A - Equivalent

TAEASS402B replaces TAEASS402A - Equivalent

TAEASS403B replaces TAEASS403A - Equivalent

TAEASS502B replaces TAEASS502A - Equivalent

TAEASS505A replaces TAAASS501B - Equivalent

TAEDES502A replaces TAADES502B - Equivalent

TAETAS501B replaces TAETAS501A - Equivalent

TLIE4006A replaces TLIE607D - Equivalent

UEPOPS411B replaces EUPOPS411A - Equivalent

Description

Not Applicable

Pathways Information

Not Applicable

Licensing/Regulatory Information

Not Applicable

Entry Requirements

The following units of competency must be achieved either before or while undertaking Certificate IV in Papermaking Operations

Please note that imported units from other Training Packages are for the purpose of Industry assessment only and that any licensing requirements are to be dealt with through specific Licensing Units, undertaken prior to this qualification and in such a manner as to meet state and territory licensing requirements

If Group A Elective is chosen:

FPPREC210A Monitor and control chemical recovery operations

FPPREC320A Prepare and start up chemical recovery operations

FPPREC330A Co-ordinate and implement chemical recovery shutdowns

If Group B Elective is chosen:

FPPSTM210A Monitor and control boiler operation

FPPSTM320A Manage steam boiler startup

FPPSTM330A Shut down and bank steam boiler

If Group C Elective is chosen:

FPPEPG210A Monitor and control power generation system

FPPEPG320A Manage a power generation system startup

FPPEPG330A Co-ordinate power generation system shutdown

If Group D Elective is chosen:

FPPWEO210A Monitor and control wet end operations

FPPWEO320A Prepare and start up wet end operations

FPPWEO330A Co-ordinate and implement wet end shutdown

If Group E Elective is chosen:

FPPDEO210A Monitor and control dry end operations

FPPDEO320A Prepare and start up dry end operations

FPPDEO330A Co-ordinate and implement dry end shutdown

If Group F Elective is chosen

FPPCPP210A Monitor and control coated paper processes

FPPCPP320A Prepare and start up coated paper processes

FPPCPP330A Co-ordinate the shutdown of coated paper processes

If Group G Elective is chosen:

FPPFCO210A Monitor, control and shut down finishing and converting operations

FPPFCO320A Prepare and start up finishing and converting operations

Employability Skills Summary

EMPLOYABILITY SKILLS QUALIFICATION SUMMARY
The following table contains a summary of the employability skills for this qualification. This table should be interpreted in conjunction with the detailed requirements of each unit of competency packaged in this qualification. The outcomes described here are broad industry requirements that may vary depending on the packaging options.
Employability Skill	Industry/enterprise requirements for this qualification include:
Communication	Communicate effectively with others when collecting, analysing and presenting workplace data and information Communicate outcomes of problem solutions to team and appropriate personnel Read complex text
Teamwork	Assemble team for analysis Lead and manage team processes Refer problems to appropriate group or department
Problem-solving	Devise appropriate action and solutions to typical presentation and communication problems Promptly report and/or rectify any identified problems that may arise when collecting, analysing and presenting workplace data and information in accordance with regulatory requirements and workplace procedures Rectify problems within level of responsibility
Initiative and enterprise	Identify causes and effects of faults and corrective action on associated processes Implement contingency plans if required Modify activities depending on differing operational contingencies, risk situations and environments
Planning and organising	Develop action plan including contingencies Identify and organise resources to implement action plan Organise and present processed information in a logical manner
Self-management	Demonstrate leadership Interpret and follow operational instructions and prioritise work Maintain situational awareness in work area
Learning	Assess available types of problem solving activities/methodologies and determine most appropriate, such as e-learning tools And determine most appropriate, such as e-learning tools Assist others to identify and resolve operational problems in the workplace Assist team members where required
Technology	Identify and use required communication and presentation technology Solve systemic problems in the pulp and paper industry, which typically involves complex integrated equipment and continuous operations Use electronic and other control systems to control equipment and processes as required

Packaging Rules

Qualification Notes

Total number of units = 10

2	Core units plus

8	Elective units

One elective unit must be selected from a single Industry Specific group (Groups A-G)

One elective unit must be selected from each of the following Support Electives groups

Quality

Numeracy

OHS

Sustainability

Remaining electives may be selected from the Supplementary Electives list and can include up to 2 units from an endorsed Training Package or State/Territory accredited course

Elective units must be relevant to the work outcome sought, industry requirements and the qualification level. Units selected must not duplicate each other in content

CORE UNITS
Unit Code	Unit Name
FPPPRS320A	Solve systemic problems in the workplace
TLIE4006A	Collect, analyse and present workplace data and information
ELECTIVE UNITS INDUSTRY SPECIFIC
Group A: Chemical recovery operations
(co-located in Certificate IV Papermaking Operations)
FPPREC440A	Troubleshoot and rectify chemical recovery operations
Group B: Steam generation
(co-located in Certificate IV Papermaking Operations)
FPPSTM440A	Troubleshoot and rectify boiler plant systems
Group C: Electrical power generation
(co-located in Certificate IV Papermaking Operations)
FPPEPG440A	Troubleshoot and rectify power generation system
Group D: Wet end operations
FPPWEO440A	Troubleshoot and rectify wet end systems
Group E: Dry end operations
FPPDEO440A	Troubleshoot and rectify dry end systems
Group F: Coated paper processes
FPPCPP440A	Troubleshoot and rectify coated paper processes
Group G: Finishing and converting
FPPFCO340A	Troubleshoot and rectify finishing and converting systems
Group H: SUPPORT ELECTIVES
Numeracy
FPPNUM320A	Measure and calculate routine workplace data
FPPNUM430A	Calculate and analyse production and financial performance
MSS404052A	Apply statistics to operational processes
OHS
FPPOHS320A	Maintain OHS processes
FPPOHS420A	Manage OHS processes
Quality
FPPQAS420A	Co-ordinate in-process quality assurance
MSS402051A	Apply quality standards
MSAPMSUP400A	Develop and monitor quality systems
Sustainability
FPPSUS210A	Apply sustainable work practices/policies
MSACMT270A	Use sustainable energy practices
MSACMT271A	Use sustainable environmental practices
MSAENV472B	Implement and monitor environmentally sustainable work practices
Group I: SUPPLEMENTARY ELECTIVES
Computers / process control equipment
FPPCSK310A	Operate process control equipment
Emergency procedures / safety
FPPOHS410A	Identify, assess and control OHS risk in own work
BSBOHS401B	Contribute to the implementation of a systematic approach to managing OHS
BSBWHS403A	Contribute to the implementing and maintaining WHS consultation and participation process
BSBOHS403B	Identify hazards and assess OHS risks
BSBOHS404B	Contribute to the implementation of strategies to control OHS risk
BSBWHS510A	Contribute to implementing emergency procedures
BSBWHS409A	Assist with workplace monitoring processes
BSBWHS401A	Implement and monitor WHS policies, procedures and programs to meet legislative requirements
BSBWHS402A	Assist with compliance with WHS laws
MSAPMOHS110A	Follow emergency response procedures
Environmental monitoring
FPPENV320A	Monitor and control environmental hazards
First aid
MSAPMOHS220A	Provide initial first aid response
Planning and organising
FPPPLN420A	Plan a complex activity
BSBADM405B	Organise meetings
MEM14005A	Plan a complete activity
MEM30020A	Develop and manage a plan for a simple manufacturing related project
PSPPM402B	Manage simple projects
Water services
FPPWAS340A	Troubleshoot and rectify water systems (unit has pre-requisite)
Business support
FPPQAS430A	Oversee quality assurance process
BSBCMM401A	Make a presentation
BSBFLM305C	Support operational plan
BSBFLM309C	Support continuous improvement systems and processes
BSBFLM311C	Support a workplace learning environment
BSBREL401A	Establish networks
BSBRSK401A	Identify risk and apply risk management processes
BSBWOR401A	Establish effective workplace relationships
BSBWOR402A	Promote team effectiveness
BSBWRK402A	Empower workers
BSBWRK403A	Communicate with workers
BSBWRK404A	Promote equality of opportunity and fair treatment for all workers
BSBWRK406A	Participate in the bargaining process
BSBWRK407A	Provide advice to union members
BSBWRK408A	Undertake negotiations
BSBWRK409A	Prepare for and participate in dispute resolution
MSAPMSUP382A	Provide coaching/mentoring in the workplace
Training and assessment
TAEASS505A	Lead and coordinate assessment systems and services
TAEDES502A	Design and develop learning resources
TAEASS301B	Contribute to assessment
TAEASS502B	Develop assessment tools
TAEDEL401A	Plan, organise and deliver group-based delivery
TAEDEL402A	Plan, organise and facilitate learning in the workplace
TAEDEL404A	Mentor in the workplace
TAEDES401A	Design and develop learning programs
TAEDES402A	Use training packages and accredited courses to meet client needs
TAETAS501B	Undertake organisational training needs analysis
TAEASS401B	Plan assessment activities and processes
TAEASS402B	Assess competence
TAEASS403B	Participate in assessment validation
Laboratory operations
MSL904001A	Perform standard calibration
Production support
FPPPRV320A	Co-ordinate and direct clothing changes
MEM18011C	Shut down and isolate machines/equipment
MSACMC411A	Lead a competitive manufacturing team
MSS403001A	Implement competitive systems and practices
MSACMS401A	Ensure process improvements are sustained
MSS402020A	Apply quick changeover procedures
MSS402040A	Apply 5S procedures
MSS402050A	Monitor process capability
MSS403032A	Analyse manual handling processes
MSACMT440A	Lead 5S in a manufacturing environment
MSS403051A	Mistake proof an operational process
Turbine operations
UEPOPS341A	Shut down a steam turbine
UEPOPS411B	Run up a steam turbine

FPP50110 Diploma of Pulp and Paper Process Management

Modification History

Release 4

Two imported units of competency updated:

Elective unit FPICOT5208B replaces FPICOT5208A

Elective unit FPICOT6201B replaces FPICOT6201A

Release 1.2

Formatting updated - no changes to outcome.

5 imported units of competency updated:

TAEASS401B replaces TAEASS401A - Equivalent

TAEASS402B replaces TAEASS402A - Equivalent

TAEASS403B replaces TAEASS403A - Equivalent

TAETAS501B replaces TAETAS501A - Equivalent

TLIE4006A replaces TLIE607D - Equivalent

Description

Not Applicable

Pathways Information

Not Applicable

Licensing/Regulatory Information

Not Applicable

Entry Requirements

Not Applicable

Employability Skills Summary

EMPLOYABILITY SKILLS QUALIFICATION SUMMARY
The following table contains a summary of the employability skills for this qualification. This table should be interpreted in conjunction with the detailed requirements of each unit of competency packaged in this qualification. The outcomes described here are broad industry requirements that may vary depending on the packaging options.
Employability Skill	Industry/enterprise requirements for this qualification include:
Communication	Communicate effectively with others when collecting, analysing and presenting workplace data and information Communicate outcomes of problem solutions to team and appropriate personnel Read complex text
Teamwork	Assemble team for analysis Lead and manage team processes Refer problems to appropriate group or department
Problem-solving	Devise appropriate action and solutions to typical presentation and communication problems Promptly report and/or rectify any identified problems that may arise when collecting, analysing and presenting workplace data and information in accordance with regulatory requirements and workplace procedures Rectify problems within level of responsibility
Initiative and enterprise	Identify causes and effects of faults and corrective action on associated processes Implement contingency plans if required Modify activities depending on differing operational contingencies, risk situations and environments
Planning and organising	Develop action plan including contingencies Identify and organise resources to implement action plan Organise and present processed information in a logical manner
Self-management	Demonstrate leadership Interpret and follow operational instructions and prioritise work Maintain situational awareness in work area
Learning	Assess available types of problem solving activities/methodologies and determine most appropriate, such as e-learning tools Assist others to identify and resolve operational problems in the workplace Assist team members where required
Technology	Identify and use required communication and presentation technology Solve systemic problems in the pulp and paper industry, which typically involves complex integrated equipment and continuous operations Use electronic and other control systems to control equipment and processes as required

Packaging Rules

Qualification Notes

Total number of units = 12

6	Core units plus

6	Elective units from the list below, at least 4 of which must be recommended for packaging at AQF5 or higher. These units may include up to 3 relevant units recommended for packaging at AQF5 from an endorsed Training Package or State/Territory accredited course

Elective units must be relevant to the work outcome sought, industry requirements and the qualification level

CORE UNITS
Unit Code	Unit Name
FPPNUM430A	Calculate and analyse production and financial performance
FPPOHS420A	Manage OHS processes
FPPPLN420A	Plan a complex activity
FPPQAS430A	Oversee quality assurance process
FPPSUS510A	Develop workplace policy and procedures for sustainability
BSBWOR501B	Manage personal work priorities and professional development
ELECTIVE UNITS
Unit Code	Unit Name
BSBADM502B	Manage meetings
BSBAUD501B	Initiate a quality audit
BSBFIM501A	Manage budgets and financial plans
BSBLED501A	Develop a workplace learning environment
BSBMGT502B	Manage people performance
BSBMGT507A	Manage environmental performance
BSBMGT515A	Manage operational plan
BSBMGT608C	Manage innovation and continuous improvement
BSBPMG522A	Undertake project work
BSBWOR502B	Ensure team effectiveness
BSBWRK506A	Coordinate research and analysis
FPICOT6205A	Prepare an enterprise carbon management report
FPICOR6201A	Manage sustainability in the workplace
FPICOT5208B	Build and maintain community relationships
FPICOT5207A	Implement sustainability in the workplace
FPICOT6201B	Manage community engagement
MSACMT671A	Develop and manage sustainable energy practices
TAEASS401B	Plan assessment activities and processes
TAEASS402B	Assess competence
TAEASS403B	Participate in assessment validation
TAETAS501B	Undertake organisational training needs analysis
TLIE4006A	Collect, analyse and present workplace data and information

BSBOHS401B Contribute to the implementation of a systematic approach to managing OHS

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to effectively contribute to the application of a systematic approach to managing occupational health and safety (OHS) to ensure that the workplace is, as far as is practicable, safe and without risks to the health of employees and others. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals with supervisory responsibilities for implementing and monitoring the organisation's OHS policies, procedures and programs in a work area. It includes contributing to the implementation of developed strategies, systems and plans, as well as recognising the need for expert advice. The unit may apply both in a work unit of a large organisation or in a small to medium enterprise.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Contribute to the implementation of information and data systems	1.1. Identify and address requirements for record keeping 1.2. Identify, access and evaluate sources of OHS information and data for application in the workplace 1.3. Take actions to ensure that records are accurately completed, collected and stored 1.4. Provide information and data to managers and stakeholders in a readily understood format 1.5. Monitor and evaluate the effectiveness of recordkeeping actions taken
2. Contribute to the implementation of OHS strategies, systems and plans	2.1. Determine OHS priorities in consultation with appropriate managers and in line with other consultative arrangements in the workplace 2.2. Develop OHS action plans taking account of priorities 2.3. Identify and document OHS training needs 2.4. Monitor action plans for achievement, and update as required 2.5. Seek input from OHS specialists and technical advisors if required
3. Support integration of OHS within the overall management approach	3.1. Identify other functional areas that impact on OHS 3.2. Implement strategies for addressing these impacts 3.3. Work with managers and stakeholders as appropriate to implement OHS action plans
4. Identify OHS implications of proposed changes to the workplace and provide advice to control risks	4.1. Evaluate proposed changes to the workplace for OHS implications 4.2. Identify resulting hazards and assess potential risks 4.3. Provide appropriate advice to control risks and action as appropriate
5. Identify implications of all sources of change to managing OHS and provide advice regarding those changes	5.1. Identify and evaluate changes to relevant legislation for implications for managing OHS 5.2. Identify and evaluate changes to relevant standards or industry practice for implications for managing OHS 5.3. Monitor sources of information and data for impact on hazards, risks and the management of OHS 5.4. Provide appropriate advice to address impact of change
6. Evaluate effectiveness of the approach to managing OHS	6.1. Access sources of external and internal OHS information and data as part of evaluation 6.2. Identify the need for any external input to evaluation and action as appropriate 6.3. Consult stakeholders for input to the evaluation 6.4. Identify, document and action areas for improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities at all levels of the organisation interpersonal skills to consult on and negotiate the development, implementation and monitoring of OHS actions organisational and time management skills to sequence tasks and meet timelines research and data analysis skills to evaluate relevant workplace OHS data trends and to recognise limitations of data collected observation skills to investigate the interactions between people, their activities, environment and systems numeracy skills to carry out simple calculations and to produce graphs about OHS activities technology skills to use a range of software and office equipment to access internal and external data on OHS conflict management and resolution skills to address small disputes relating to OHS implementation issues interpersonal skills to build relationships with stakeholders (internal and external to the organisation).
Required knowledge
internal and external sources of OHS information and data organisational policies and procedures for OHS legislative requirements for: consultation information and data collection notification of incidents record keeping reporting of incidents principles and practices of systematic approaches to managing OHS principles relating to: hazard identification hierarchy of control risk management systematic approaches to OHS range of communication strategies to communicate effectively with people at all levels of the organisation relevant state/territory and commonwealth OHS legislation, codes of practice and standards roles and responsibilities of personnel as specified in relevant OHS legislation.

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: contribution to the implementation of a systematic approach to managing OHS knowledge of relevant state/territory and commonwealth OHS legislation, codes of practice and standards.
Context of and specific resources for assessment	Assessment must ensure: access to office equipment and resources access to relevant legislation, standards, codes of practice and guidelines access to workplace documentation.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: analysis of responses to case studies and scenarios demonstration of techniques used to manage OHS in the workplace demonstration of the application of OHS legislation in implementing a systematic approach to managing OHS direct questioning combined with review of portfolios of evidence and third party reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of principles relating to: hazard identification, hierarchy of control, risk management, systematic approaches to OHS review of OHS action plans, documented OHS training needs and documented action areas for improvement.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other OHS units.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Requirements for record keeping may include:	OHS legislation and regulations governing reporting of incidents and maintenance of records related to specific hazards, including: chemical registers material safety data sheets (MSDSs) organisational procedures privacy legislation
Sources of OHS information and data may include:	consultants employees government departments/agencies including OHS authorities and organisations such as the Office of the Australian Safety and Compensation Council industry networks and associations internet sites manufacturers' manuals and specifications newspapers and journals, trade/industry publications OHS and other relevant legislation OHS specialists technical data
Consultative arrangements may include:	employee and supervisor involvement in OHS activities, such as inspections and audits employee and workgroup meetings health and safety and other employee representatives OHS and other consultative and planning committees procedures for reporting hazards, and raising and addressing OHS issues
OHS action plans may include:	documented plans developed within the workplace to implement OHS management, which allocate responsibilities and timeframes OHS performance indicators for the organisation or enterprise
OHS specialists may include:	ergonomists occupational hygienists health professionals injury management advisors people internal or external to the organisation
Technical advisors may include:	engineers (such as design, acoustic, safety, mechanical and civil) legal practitioners maintenance and tradespeople workplace trainers and assessors
Other functional areas may include:	parts of the organisation or grouped responsibilities: engineering and maintenance environmental management finance and auditing human resources, personnel management/industrial relations information, data and records management logistics purchasing procurement and contracting quality management
Proposed changes to the workplace may include:	changes to management practices changes to the work environment changes to work practices and conditions changes to work processes and systems introduction of contracting arrangements or other changes to work organisation introduction of new and emerging technology material purchases organisational restructure other labour market changes plant and equipment purchases
Stakeholders may include:	community employees health and safety, and other employee representatives managers OHS committees supervisors

Unit Sector(s)

Unit sector

Competency field

Competency field	Regulation, Licensing and Risk - Occupational Health and Safety

Co-requisite units

Co-requisite units

BSBOHS403B Identify hazards and assess OHS risks

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to identify hazards and to assess occupational health and safety (OHS) risks in the workplace. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals with supervisory responsibilities in managing OHS in the workplace who identify hazards and assess risks using developed processes and tools. The unit also introduces basic incident analysis as an important skill underlying incident investigation, which is addressed in greater complexity in BSBOHS508B Participate in the investigation of incidents.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Investigate incidents for prevention	1.1. Select and use appropriate techniques to investigate incidents 1.2. Establish actions and events leading up to an incident, during an incident and through the post incident management phase 1.3. Analyse incident to identify the hazard/s 1.4. Analyse incident to identify intervention points to prevent re-occurrence
2. Access existing sources of information and data to identify hazards	2.1. Review workplace sources of information and data to access information and data, and to assist in identifying hazards 2.2. Access external sources of information and data as required 2.3. Seek input from stakeholders, key personnel and OHS specialists
3. Conduct hazard identification	3.1. Seek formal and informal techniques and tools to identify hazards 3.2. Select and modify a suitable technique/tool as appropriate to identify hazards 3.3. Review hazard identification techniques and tools in consultation with workers in the area, and OHS specialists if required, to ensure they are suitably comprehensive 3.4. Utilise techniques and tools and other appropriate hazard identification procedures to identify hazards 3.5. Provide employees and their representatives with an opportunity to participate in workplace hazard identification
4. Assess risk	4.1. Select and use a risk assessment tool to identify key factors contributing to risk 4.2. Apply workplace sources of information and data to evaluate the effectiveness of risk controls 4.3. Prioritise risks considering the severity and likelihood of the consequences 4.4. Involve stakeholders and key personnel in risk assessment 4.5. Document the method of risk assessment
5. Participate in implementation process	5.1. Maintain a hazard register relevant to the workplace 5.2. Identify the level of authority within the organisation to address the risk/s 5.3. Document and communicate outcomes of hazard identification and risk assessments to key personnel and stakeholders 5.4. Monitor and evaluate the effectiveness of own performance in identifying hazards and conducting risk assessments

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities across all levels of an organisation information management skills to evaluate OHS data interpersonal skills to establish rapport and to build networks with a range of internal and external stakeholders organisational and time management skills to sequence tasks and meet timelines research and data analysis skills to evaluate interactions between employees, their activities, equipment, environment and work systems technology skills to access internal and external OHS data.
Required knowledge
basic principles of incident causation and injury processes legislative requirements for: consultation and communication information and data collection notification of incidents record keeping reporting of incidents specific hazards organisational culture as it impacts on the workgroup organisational policies and procedures for managing OHS organisational work processes for managing OHS appropriate data collection methods for OHS issues concepts of risks, factors that affect risk and difference between a hazard and a risk internal and external sources for OHS information and data principles and practices of systematic approaches to managing OHS principles, tools and techniques to identify and control workplace hazards and to manage risks in the OHS context relevant state/territory and commonwealth OHS legislation, codes of practice and standards roles and responsibilities of personnel as specified in relevant OHS legislation sources of OHS data.

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: identification, analysis and evaluation of multiple workplace hazards using appropriate techniques an tools in a workplace knowledge of relevant state/territory and commonwealth OHS legislation, codes of practice and standards.
Context of and specific resources for assessment	Assessment must ensure: access to an actual or simulated workplace access to office equipment and resources access to relevant legislation, standards and guidelines access to relevant OHS documentation and records.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: analysis of responses to case studies and scenarios demonstration of techniques used to identify, analyse and evaluate OHS hazards and risks demonstration of the application of OHS legislation in conducting hazard identification and risk management activities direct questioning combined with review of portfolios of evidence and third party reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of concepts of risks, factors that affect risk and difference between a hazard and a risk review of techniques/tools used to identify hazards evaluation of a risk assessment tools selected and used to identify key factors contributing to risk review of risk prioritisation review of hazard register.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBOHS404B Contribute to the implementation of strategies to control OHS risk.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Appropriate techniques may include:	examination of relevant information and data inspections interviews simulations timeline of actions and events use of accident models
Incidents may include:	an event resulting in or having a potential for: injury ill health damage or loss
Actions and events may include:	all actions and events that may have contributed to the occurrence or severity of the incident, including: design decisions systems people tools equipment materials fixtures time and nature of the injury
Hazard/s may include:	sources or situations with a potential for harm in terms of: injury ill health damage to property damage to the environment or a combination of the above
Workplace sources of information and data may include:	audits hazard, incident and investigation reports incident investigations legislation, standards, manufacturers' manuals and specifications available at the workplace material safety data sheets (MSDSs) and registers minutes of meetings reports workplace inspections
External sources of information and data may include:	employer groups industry bodies OHS professional bodies OHS specialists Australian Standards manufacturers' manuals and specifications regulatory authorities (for other relevant legislation such as acts, regulations, codes of practice) unions websites, journals and newsletters
Stakeholders may include:	community employees health and safety, and other employee representatives managers OHS committees supervisors
Key personnel may include:	managers from other areas people involved in OHS decision making or who are impacted by decisions
OHS specialists may include:	ergonomists health professionals injury management advisors occupational hygienists
Techniques and tools may include:	body mapping hazard identification procedures based on checklists interviews MSDSs workplace processes such as 'walk throughs', surveys and inspections
Hazard identification procedures may include:	identifying employee concerns, such as through a hazard reporting system input of managers, OHS representatives, OHS committee and others through consultative processes job and work system analysis (JSA) reviews of: hazard and incident reports investigations OHS records plant and equipment maintenance records registers of hazardous substances and dangerous goods
Risk assessment tools may include:	checklists matrix nomograms codes of practice standards guidelines
Hazard register may include:	a list of hazards location of hazards range of possible scenarios or circumstances under which hazards may cause injury or damage results of a risk analysis related to the hazards

Unit Sector(s)

Unit sector

Competency field

Competency field	Regulation, Licensing and Risk - Occupational Health and Safety

Co-requisite units

Co-requisite units

FPICOR6201A Manage sustainability in the workplace

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to manage sustainability in the workplace, including the design, implementation and review of policies and procedures General workplace legislative and regulatory requirements apply to this unit; however there are no specific licensing or certification requirements at the time of publication

Application of the Unit

Application of the unit	The unit involves the knowledge, processes and techniques necessary to design and manage approaches to sustainability within workplaces, including the development and implementation of policy in operations of all sizes in a variety of work settings, including: forest environment saw mill wood chip mill veneer mill board/plywood mill timber treatment plants downstream processing of timber forest products factory forest products sales and service horticultural domestic local council emergency services environment The skills and knowledge required for competent workplace performance are to be used within the scope of the person's job and authority

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Evaluate workplace sustainability requirements	1.1. Applicable occupational health and safety (OHS), environmental, legislative and organisational requirements relevant to managing sustainability in the workplace are identified and followed 1.2. Existing policies and procedures for the workplace are assessed in relation to sustainability requirements 1.3. Research is conducted to define scope of sustainability requirements for the workplace 1.4. Stakeholders are consulted as a key component of the research process 1.5. Recommendations based on research outcomes are documented and feedback is provided to appropriate personnel and stakeholders
2. Design policy	2.1. Draft policy is developed and circulated to stakeholders and appropriate personnel for feedback 2.2. Policy is reviewed and revised, based on feedback 2.3. Policy is designed that reflects the organisation's commitment to sustainability as an integral part of the business planning 2.4. Appropriate strategies for implementation are agreed, documented and communicated to stakeholders
3. Manage policy implementation	3.1. Timelines and budget for implementation are established with appropriate personnel 3.2. Resources are allocated to the implementation process in line with timelines and budget 3.3. Those involved in implementing the policy are informed as to expected outcomes and responsibility is assigned 3.4. Targets and indicators are established to maximise policy outcomes 3.5. Processes are established to facilitate policy implementation
4. Review policy	4.1. Changing trends and opportunities for improved workplace sustainability are evaluated and considered for ongoing improvements 4.2. Reports are monitored for feedback that supports continuous improvement of procedures to enhance sustainability 4.3. Policy is regularly evaluated and modified to reflect ongoing improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level required for this unit.
Required skills
Technical skills sufficient to use software and communication systems to research, analyse, create and present documents and reports; develop and implement systems and procedures to aid in the achievement of sustainability in the workplace Communication skills and interpersonal techniques sufficient to interact appropriately with stakeholders, colleagues and others in the workplace Literacy skills sufficient to read and evaluate complex and formal documents, such as policy and legislation Numeracy skills sufficient to analyse data on enterprise resource consumption Problem solving skills sufficient to review and identify work requirements; identify problems; develop and implement appropriate response procedures Planning and organisational skills sufficient to plan the policy design process, including organising meetings with stakeholders
Required knowledge
Applicable commonwealth, state or territory legislation, regulations, standards, codes of practice and established safe practices relevant to the full range of processes for managing sustainability in the workplace Environmental protection requirements, including the safe disposal of waste material, the safe use and storage of chemicals, the minimisation of carbon emissions and noise, the cleaning of plant, tools and equipment, and returning the environment to its original or near to original condition on completion of activity Organisational and site standards, requirements, policies and procedures for managing sustainability in the workplace Policy development and implementation processes and practices Principles, practices and available tools and techniques of sustainability management Quality assurance systems Environmental risks and hazards Using energy effectively and efficiently Using material effectively and efficiently Established communication channels and protocols Problem identification and resolution strategies Types of tools and equipment and procedures for their safe use and maintenance Appropriate mathematical procedures for estimating and measuring, including calculating time to complete tasks Procedures for recording and reporting workplace information

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment	A person who demonstrates competency in this unit must be able to provide evidence that they can manage sustainability in the workplace
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to, and satisfy, all of the requirements of the elements of this unit and include demonstration of: following applicable commonwealth, state or territory legislative and regulatory requirements and codes of practice relevant to managing sustainability in the workplace following organisational policies and procedures relevant to managing sustainability in the workplace planning, designing and implementing organisational policy to manage sustainability in the workplace that follows legislative requirements documenting an implementation strategy as part of the policy establishment communicating with stakeholders to discuss possible approaches to policy development and implementation reviewing and improving policies by identifying improvements and benchmarking against industry best practice
Context of and specific resources for assessment	Competency is to be assessed in the workplace or realistically simulated workplace Assessment is to occur under standard and authorised work practices, safety requirements and environmental constraints Assessment of required knowledge, other than confirmatory questions, will usually be conducted in an off-site context Assessment is to follow relevant regulatory or Australian Standards requirements The following resources should be made available: workplace location or simulated workplace materials and equipment relevant to undertaking work applicable to this unit specifications and work instructions
Method of assessment	Assessment must satisfy the endorsed Assessment Guidelines of the FPI11 Training Package Assessment methods must confirm consistency and accuracy of performance (over time and in a range of workplace relevant contexts) together with application of required knowledge Assessment must be by direct observation of tasks, with questioning on required knowledge and it must also reinforce the integration of employability skills Assessment methods must confirm the ability to access and correctly interpret and apply the required knowledge Assessment may be applied under project-related conditions (real or simulated) and require evidence of process Assessment must confirm a reasonable inference that competency is able not only to be satisfied under the particular circumstance, but is able to be transferred to other circumstances Assessment may be in conjunction with assessment of other units of competency The assessment environment should not disadvantage the candidate Assessment practices should take into account any relevant language or cultural issues related to Aboriginality, gender or language backgrounds other than English Where the participant has a disability, reasonable adjustment may be applied during assessment Language and literacy demands of the assessment task should not be higher than those of the work role

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
OHS requirements:	are to be in line with applicable commonwealth, state or territory legislation and regulations, and organisational safety policies and procedures, and may include: personal protective equipment and clothing safety equipment first aid equipment fire fighting equipment hazard and risk control fatigue management elimination of hazardous materials and substances safe forest practices, including required actions relating to forest fire manual handling including shifting, lifting and carrying
Environmental requirements may include:	legislation organisational policies and procedures workplace practices
Legislative requirements:	are to be in line with applicable commonwealth, state or territory legislation, regulations, certification requirements and codes of practice and may include: award and enterprise agreements industrial relations Australian Standards confidentiality and privacy OHS the environment equal opportunity anti-discrimination relevant industry codes of practice duty of care
Organisational requirements may include:	legal organisational and site guidelines policies and procedures relating to own role and responsibility quality assurance procedural manuals quality and continuous improvement processes and standards OHS, emergency and evacuation procedures ethical standards recording and reporting requirements access and equity principles and practices equipment use, maintenance and storage requirements environmental management requirements (waste minimisation and disposal, recycling and re-use guidelines)
Sustainability may include:	reduction, recycling or elimination of waste and ecologically incompatible by-products elimination of chemical substances or physical agents and conditions that present hazards to human health or the environment conservation of energy and materials use of forms of energy and materials that are most appropriate to the desired ends design of work spaces to minimise or eliminate chemical, ergonomic and physical hazards
Scope of sustainability requirements may include:	an integrated approach to sustainability which includes environmental, economic and social aspects or a narrower approach which focuses on each aspect individually parts of the enterprise to which sustainability is to apply, including whether the focus is on the whole enterprise, one work site, one work area or a number of work sites or work areas investigation of the particular business and market context of the industry/enterprise addressing sustainability initiatives through reference to standards, guidelines and approaches such as: federal government standards, including five-star rating for all new homes ecological footprinting Energy Efficiency Opportunities Bill Global Report Initiative Green Office Program green purchasing greenhouse challenge environmental management systems life cycle analyses product stewardship supply chain management sustainability covenants and compacts triple bottom line reporting Australian Forest Certification Scheme (AFCS) Forest Stewardship Council (FSC)
Stakeholders may include:	individuals and groups both inside and outside the organisation who have some direct interest in the organisation's conduct, actions, products and services, including: customers employees at all levels of the organisation government investors key personnel within the organisation and specialists outside it who may have particular technical expertise local community other organisations regulators suppliers
Appropriate personnel may include:	supervisors suppliers clients colleagues managers
Strategies may include:	promotional activities raising awareness among stakeholders training staff in sustainability principles and techniques reducing toxic material and hazardous chemical use minimising resource use through changes in processes, facility design and management supply chain and life cycle management approaches sourcing renewable energy and low carbon footprint materials reducing, re-using and recycling waste product and process improvements carbon offsets reducing greenhouse gas and other emissions use of solar or renewable energies and water monitoring disposal processes
Resources may include:	people materials equipment
Processes may include:	communication monitoring reporting feedback evaluation ongoing review

Unit Sector(s)

Not Applicable

Competency field

Competency field	Core

FPICOT5207A Implement sustainability in the workplace

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to manage the implementation of sustainability in the workplace General workplace legislative and regulatory requirements apply to this unit; however there are no specific licensing or certification requirements at the time of publication

Application of the Unit

Application of the unit	The unit involves managing the implementation of sustainability in the workplace in operations of all sizes in a variety of work settings, including: forest environment saw mill wood chip mill veneer mill board/plywood mill timber treatment plants downstream processing of timber forest products factory forest products sales and service horticultural domestic local council emergency services environment The skills and knowledge required for competent workplace performance are to be used within the scope of the person's job and authority

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Participate in the review of requirements for sustainability in the workplace	1.1. Applicable occupational health and safety (OHS), environmental, legislative and organisational requirements relevant to managing the implementation of sustainability in the workplace are identified and followed 1.2. Existing policies and procedures for the workplace are reviewed in relation to sustainability requirements 1.3. Information is provided to assist in defining the scope of sustainability requirements for the workplace 1.4. Recommendations for changes to policies, procedures and operational activities to meet requirements for sustainability in the workplace are documented and feedback is provided to appropriate personnel 1.5. Feedback on draft policy and strategies to effectively integrate sustainability within operational areas is provided to appropriate personnel
2. Prepare for implementation	2.1. Sustainability policy and implementation strategies are evaluated in consultation with appropriate personnel 2.2. Targets and indicators are assessed in consultation with appropriate personnel 2.3. Resource requirements and timelines are determined in consultation with appropriate personnel 2.4. Procedures and processes to facilitate the implementation are established in consultation with appropriate personnel 2.5. Sustainability in the workplace policy and procedures including expected targets and outcomes are communicated to relevant staff 2.6. Action plans are developed with relevant responsibilities and timelines
3. Manage the implementation process	3.1. Implications for the management of sustainability and proposed changes in the workplace are determined in consultation with appropriate personnel 3.2. Support is provided to staff to meet sustainability in the workplace responsibilities and to implement action plans 3.3. Achievements against action plans are monitored and plans are updated as appropriate 3.4. Processes are developed to ensure that an integrated ongoing review is part of the organisation's policy and procedures for sustainability in the workplace
4. Evaluate the implementation of sustainability in the workplace	4.1. Targets and indicators are evaluated and assessed on an ongoing basis 4.2. Recommendations are made for improvements as a result of evaluation findings 4.3. Changing trends and opportunities relevant to the enterprise are evaluated and taken into consideration for ongoing improvements 4.4. Reports are provided to stakeholders and appropriate personnel on the outcomes of the evaluation and recommendations are made for further development and improvement 4.5. Feedback is sought from stakeholders and appropriate personnel and an action plan is developed for ongoing improvements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level required for this unit.
Required skills
Technical skills sufficient to use software and communication systems to analyse, create and present reports to manage implementation systems and procedures to aid in the achievement of sustainability in the workplace Communication skills and interpersonal techniques sufficient to interact appropriately with colleagues and others in the workplace Literacy skills sufficient to read and evaluate complex and formal documents, such as policy and legislation Numeracy skills sufficient to estimate, measure and calculate time required to complete a task Problem solving skills sufficient to identify work requirements; identify problems; develop and implement appropriate response procedures Planning and organisational skills sufficient to plan the implementation process
Required knowledge
Applicable commonwealth, state or territory legislation, regulations, standards, codes of practice and established safe practices relevant to the full range of processes for managing sustainability in the workplace Environmental protection requirements, including the safe disposal of waste material, the safe use and storage of chemicals, the cleaning of plant, tools and equipment, returning the environment to its original or near to original condition on completion of activity, and the minimisation of carbon emissions and noise Organisational and site standards, requirements, policies and procedures for managing sustainability in the workplace Principles, practices and available tools and techniques of implementing sustainability in the workplace Quality assurance systems Environmental risks and hazards Using energy effectively and efficiently Using material effectively and efficiently Sustainability principles and concepts Established communication channels and protocols Problem identification and resolution strategies Types of tools and equipment, and procedures for their safe use and maintenance Procedures for recording and reporting workplace information

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment	A person who demonstrates competency in this unit must be able to provide evidence that they can manage the implementation of sustainability in the workplace
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to, and satisfy, all of the requirements of the elements of this unit and include demonstration of: following applicable commonwealth, state or territory legislative and regulatory requirements and codes of practice relevant to managing the implementation of sustainability in the workplace following organisational policies and procedures relevant to managing the implementation of sustainability in the workplace communicating effectively and working safely with others in the workplace participating in the review of requirements for sustainability in the workplace developing action plans for the implementation of sustainability in the workplace managing the implementation of sustainability in the workplace evaluating targets and indicators and making recommendations for improvement preparing reports for stakeholders and appropriate personnel on the outcomes of evaluating targets and indicators developing an action plan for ongoing improvements
Context of and specific resources for assessment	Competency is to be assessed in the workplace or realistically simulated workplace Assessment is to occur under standard and authorised work practices, safety requirements and environmental constraints Assessment of required knowledge, other than confirmatory questions, will usually be conducted in an off-site context Assessment is to follow relevant regulatory or Australian Standards requirements The following resources should be made available: workplace location or simulated workplace materials and equipment relevant to undertaking work applicable to this unit specifications and work instructions
Method of assessment	Assessment must satisfy the endorsed Assessment Guidelines of the FPI11 Training Package Assessment methods must confirm consistency and accuracy of performance (over time and in a range of workplace relevant contexts) together with application of required knowledge Assessment may be by direct observation of tasks, with questioning on required knowledge and it must also reinforce the integration of key competencies Assessment methods must confirm the ability to access and correctly interpret and apply the required knowledge Assessment may be applied under project-related conditions (real or simulated) and require evidence of process Assessment must confirm a reasonable inference that competency is able not only to be satisfied under the particular circumstance, but is able to be transferred to other circumstances Assessment may be in conjunction with assessment of other units of competency The assessment environment should not disadvantage the candidate Assessment practices should take into account any relevant language or cultural issues related to Aboriginality, gender or language backgrounds other than English Where the participant has a disability, reasonable adjustment may be applied during assessment Language and literacy demands of the assessment task should not be higher than those of the work role

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
OHS requirements:	are to be in line with applicable commonwealth, state or territory legislation and regulations, and organisational safety policies and procedures, and may include: personal protective equipment and clothing safety equipment first aid equipment fire fighting equipment hazard and risk control fatigue management elimination of hazardous materials and substances safe forest practices, including required actions relating to forest fire manual handling including shifting, lifting and carrying
Environmental requirements may include:	legislation organisational policies and procedures workplace practices
Legislative requirements:	are to be in line with applicable commonwealth, state or territory legislation, regulations, certification requirements and codes of practice and may include: award and enterprise agreements industrial relations Australian Standards confidentiality and privacy OHS the environment equal opportunity anti-discrimination relevant industry codes of practice duty of care
Organisational requirements may include:	legal organisational and site guidelines policies and procedures relating to own role and responsibility procedural manuals continuous improvement processes and standards OHS, emergency and evacuation procedures ethical standards recording and reporting requirements equipment use, maintenance and storage requirements environmental management requirements (waste minimisation and disposal, recycling and re-use guidelines)
Sustainability may include:	reduction, recycling or elimination of waste and ecologically incompatible by-products elimination of chemical substances or physical agents and conditions that present hazards to human health or the environment conservation of energy and materials use of forms of energy and materials that are most appropriate to the desired ends design of work spaces to minimise or eliminate chemical, ergonomic and physical hazards
Scope of sustainability requirements may include:	an integrated approach to sustainability which includes environmental, economic and social aspects or a narrower approach which focuses on each aspect individually parts of the enterprise to which sustainability is to apply, including whether the focus is on the whole enterprise, one work site, one work area, or a number of work sites or work areas an investigation of the particular business and market context of the industry or enterprise addressing sustainability initiatives through reference to standards, guidelines and approaches, such as: federal government standards, including five-star rating for all new homes ecological footprinting Energy Efficiency Opportunities Bill Global Report Initiative Green Office Program green purchasing greenhouse challenge environmental management systems life cycle analyses product stewardship supply chain management sustainability covenants/compacts triple bottom line reporting Australian Forest Certification Scheme (AFCS) Forest Stewardship Council (FSC)
Appropriate personnel may include:	supervisors suppliers clients colleagues managers
Resource requirements may include:	people materials equipment
Processes may include:	communication monitoring reporting feedback evaluation ongoing review
Stakeholders may include:	individuals and groups both inside and outside the organisation who have some direct interest in the organisation's conduct, actions, products and services, including: customers employees at all levels of the organisation government investors key personnel within the organisation and specialists outside it who may have particular technical expertise local community other organisations regulators suppliers

Unit Sector(s)

Not Applicable

Competency field

Competency field	Common Technical

FPICOT5208B Build and maintain community relationships

Modification History

Version	Comments
Version 1.1	Released with FPI11 Training Package Version 2. Minor amendment to application. Equivalent to FPICOT5208A Build and maintain community relationships.
Version 1	First released with FPI11 Training Package Version 1.

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to build and maintain community relationships. It includes setting parameters for relationships/partnerships, providing information relating to community engagement, and building community engagement capacity.

Application of the Unit

Application of the unit	The unit involves building and maintaining community relationships in a variety of work settings, including: forest environment (native and plantation) saw mill wood chip mill veneer mill board/plywood mill timber treatment plants downstream processing of timber forest products production forest sales and service horticulture environment The skills and knowledge required for competent workplace performance are to be used within the scope of the person's job and authority

Licensing/Regulatory Information

General workplace legislative and regulatory requirements apply to this unit; however there are no specific licensing or certification requirements at the time of publication.

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Set parameters for community relationships or partnerships	1.1. Applicable occupational health and safety (OHS), environmental, legislative and organisational requirements relevant to building and maintaining community relationships are identified and followed 1.2. Contextual framework is developed to assist in analysing and setting parameters for relationships or partnerships in line with organisational policy and procedures 1.3. Parameters and purpose for the relationships or partnerships are established and agreed 1.4. Benefits and constraints for both parties are recognised and agreed in line with organisational policy and procedures 1.5. Dynamics within and across relationships or partnerships are managed 1.6. Resources are allocated in line with organisational requirements
2. Provide information relating to community engagement	2.1. Current community understandings of the organisation are assessed 2.2. Rights and responsibilities of individuals and communities to be involved in organisational processes and decision making are communicated using language and material to suit the audience and occasion 2.3. Opportunities for community involvement in organisational processes and decision making are communicated in ways suited to the diversity of the community
3. Build community engagement capacity	3.1. Skill and knowledge requirements of individuals and communities to engage with an organisation are developed using a range of strategies appropriate to individual and community needs 3.2. Opportunities for individuals and communities to develop their capacity to engage with an organisation are identified collaboratively 3.3. Informal and formal community networks are tapped into to strengthen local capital and to ensure ongoing capacity 3.4. Barriers to community engagement are identified and solutions formulated and implemented in line with organisational policy, procedures and community context 3.5. Mechanisms for communities to raise their own issues with an organisation are implemented in line with organisational policy, procedures and community context 3.6. Strategies to build community capacity are resourced and promoted in line with organisational policy and procedures
4. Document and report on community relationships or partnerships	4.1. Outcomes of community relationships or partnerships are reported to relevant stakeholders 4.2. Feedback on how the outcomes have informed planning or decision making is provided to all participants 4.3. Community engagement capacity is reviewed in light of outcomes

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level required for this unit.
Required skills
Technical skills sufficient to apply workplace safety procedures to building and maintaining community relationships Communication skills and interpersonal techniques sufficient to interact appropriately with a variety of community partners to explain complex and formal policies; establish and foster transparent, trusting relationships or partnerships with individuals and communities; work with diverse communities using a range of communication styles to suit different audiences and purposes Literacy skills sufficient to detail requirements; write recommendations and prepare community engagement reports requiring complex language structures and precision of expression; prepare community engagement information requiring the presentation of complex information, using simple language structures and precision of expression Numeracy skills sufficient to estimate, measure and calculate time required to complete a task Problem solving skills sufficient to mediate, negotiate and attempt to obtain consensus between parties; apply lateral thinking to provide solutions and overcome barriers to community engagement Planning and organising skills sufficient to facilitate community engagement, including relationship building, networking, negotiation, conflict management and risk management; maintain multiple and potentially conflicting relationships or partnerships
Required knowledge
Applicable commonwealth, state or territory legislation, regulations, standards, codes of practice and established safe practices relevant to the full range of processes for building and maintaining community relationships Organisational requirements, policies and procedures for building and maintaining community relationships Community engagement theory, principles, practices and techniques Community development principles and practices Leadership principles and the management of expectations in the context of community engagement Local factors affecting community development and consultation processes Strategies for community consultation Processes of individual advocacy and group advocacy Cultural awareness Characteristics contributing to community diversity Organisational policies related to communication and the media Workplace safety procedures relating to community engagement activities Established communication channels and protocols Problem identification and resolution strategies Procedures for recording and reporting workplace information

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment	A person who demonstrates competency in this unit must be able to provide evidence that they can build and maintain community relationships
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to, and satisfy all the requirements of, the elements of this unit and include demonstration of: following applicable commonwealth, state or territory legislative and regulatory requirements and codes of practice relevant to building and maintaining community relationships following organisational policies and procedures relevant to building and maintaining community relationships planning a consultation strategy to build and maintain community relationships developing and practising key consultation skills to engage the community implementing strategies to build the capacity of the community engaging the community in the decision making process by informing, involving and consulting capturing community input on forest, wood, paper and timber industry issues building and maintaining community relationships in a range of contexts
Context of and specific resources for assessment	Competency is to be assessed in the workplace or realistically simulated workplace Assessment is to occur under standard and authorised work practices, safety requirements and environmental constraints Assessment of required knowledge, other than confirmatory questions, will usually be conducted in an off-site context Assessment is to follow relevant regulatory or Australian Standards requirements The following resources should be made available: workplace location or simulated workplace materials and equipment relevant to undertaking work applicable to this unit specifications and work instructions community information, case studies or scenarios, including current journals and international case studies community engagement theory, principles, practices and techniques procedures and protocols for community engagement, including OHS policy and legislation related to community engagement
Method of assessment	Assessment must satisfy the endorsed Assessment Guidelines of the FPI11 Training Package Assessment methods must confirm consistency and accuracy of performance (over time and in a range of workplace relevant contexts) together with application of required knowledge Assessment must be by direct observation of tasks, with questioning on required knowledge and it must also reinforce the integration of employability skills Assessment methods must confirm the ability to access and correctly interpret and apply the required knowledge Assessment may be applied under project-related conditions (real or simulated) and require evidence of process Assessment must confirm a reasonable inference that competency is able not only to be satisfied under the particular circumstance, but is able to be transferred to other circumstances Assessment may be in conjunction with assessment of other units of competency The assessment environment should not disadvantage the candidate Assessment practices should take into account any relevant language or cultural issues related to Aboriginality, gender or language backgrounds other than English Where the participant has a disability, reasonable adjustment may be applied during assessment Language and literacy demands of the assessment task should not be higher than those of the work role

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
OHS requirements:	are to be in line with applicable commonwealth, state or territory legislation and regulations, and organisational safety policies and procedures, and may include: personal protective equipment and clothing safety equipment first aid equipment fire fighting equipment hazard and risk control fatigue management elimination of hazardous materials and substances safe forest practices, including required actions relating to forest fire manual handling including shifting, lifting and carrying
Environmental requirements may include:	legislation organisational policies and procedures workplace practices
Legislative requirements:	are to be in line with applicable commonwealth, state or territory legislation, regulations, certification requirements and codes of practice and may include: award and enterprise agreements industrial relations Australian Standards confidentiality and privacy OHS the environment equal opportunity anti-discrimination relevant industry codes of practice duty of care
Organisational requirements may include:	legal organisational and site guidelines policies and procedures relating to own role and responsibility quality assurance procedural manuals quality and continuous improvement processes and standards OHS, emergency and evacuation procedures ethical standards recording and reporting requirements equipment use, maintenance and storage requirements environmental management requirements (waste minimisation and disposal, recycling and re-use guidelines)
Contextual framework may include:	dynamics of community community power structures big politics versus community politics (big 'P' v little 'p') collaborations networks formal or informal partnerships timelines for relationship building purpose of relationship or partnership building and therefore type of relationship or partnership to be developed level of agency support
Relationships or partnerships may be with:	individuals community groups ethnic communities local residents, through place-based initiatives non-government organisations private sector organisations public sector agencies media organisations business community
Constraints may include:	lack of or limited: knowledge understanding decision-making powers time and resources and may also include: geographic location previous experience with engagement processes community angst or lack of trust organisational capacity to respond to community external factors, including non-negotiable factors perceived status of organisation in the community community expectations of the relationship or partnership cost of the community to be involved, such as transport, time off work, and childcare
Resources may include:	people materials equipment
Communication may include:	verbal and non-verbal language constructive feedback active listening questioning to clarify and confirm understanding negotiation team building stakeholder engagement internal and external use of positive, confident and cooperative language use of language and concepts appropriate to individual social and cultural differences control of tone of voice and body language
Opportunities for community involvement may include:	'whole of community' projects as part of organisation or site-based strategies policy development program or service delivery planning or decision making review or evaluation of existing policies, programs or services involvement through: community-based information consultations direct participation employment of local community members focus groups information flows media campaigns one-on-one meetings participations in local events public meetings and forums response to questionnaires scenario planning think tanks visioning workshops
Diversity may include differences in:	age cultural background educational level English language proficiency ethnicity expertise family responsibilities gender household structure (couple, singles, single parents, same sex partners, children) interests interpersonal approach language length of residence life experience marital status mobility physical ability political orientation religious belief sexual orientation socioeconomic background thinking and learning styles work experience
Opportunities for individuals and communities to develop their capacity may include:	access to resources and information to build knowledge community visioning community development attendance at workshops participation opportunities formal learning opportunities community building networks formal and informal: leadership programs mentoring and coaching programs
Informal and formal community networks may include:	interest groups clubs associations leadership structures community leaders and elders (place-based) word-of-mouth web-based information networks electronic communication virtual learning communities reference groups church groups service clubs existing multi-agency reference groups school networks community organisations community services non-government organisations religious and cultural networks
Barriers to community engagement may include:	access constraints community perception that nothing ever comes from engagement with organisations cultural barriers diversity variables geographical isolation inappropriate timing, venues and strategies lack of awareness of the full range of organisational products or services lack of clear branding in organisational communications language issues little access to effective information in first language little access to traditional ethnic media channels, such as print, radio or an integrated mix mobility issues over-reliance on or sole use of electronic media and internet poor integration of information strategies poor monitoring and feedback loops poor past experience with engagement processes previous over-consultation social capital gate keepers - residents who lock broad participation socioeconomic levels terminology and style of copy used in organisational information time constraints unequal access to information, participation and influence on decision making lack of confidence or trust in the organisation lack of or limited: follow-up within community engagement strategies information at the local level through resources such as community newspapers interest in or commitment to the issues openness and transparency understanding or clarity about the engagement process access to effective information in first language
Issues may include:	local solutions to a range of local issues new or improved services or products infrastructure strategic planning community development

Unit Sector(s)

Not Applicable

Competency field

Competency field	Common Technical

FPICOT6201B Manage community engagement

Modification History

Version	Comments
Version 1.1	Released with FPI11 Training Package Version 2. Minor amendment to application. Equivalent to FPICOT6201A Manage community engagement.
Version 1	First released with FPI11 Training Package Version 1.

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to design and implement strategies that involve the community in decision making. It includes analysing, scoping, designing, implementing, reporting and evaluating on community engagement activities.

Application of the Unit

Application of the unit	The unit involves managing community engagement in a variety of work settings, including: forest environment (native and plantation) saw mill wood chip mill veneer mill board/plywood mill timber treatment plants downstream processing of timber forest products production forest sales and service horticultural The skills and knowledge required for competent workplace performance are to be used within the scope of the person's job and authority

Licensing/Regulatory Information

General workplace legislative and regulatory requirements apply to this unit; however there are no specific licensing or certification requirements at the time of publication.

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Scope the need for community engagement	1.1. Applicable occupational health and safety (OHS), environmental, legislative and organisational requirements relevant to managing community engagement are identified and followed 1.2. Benefits for community involvement in the engagement process are evaluated for the organisation and for the community 1.3. Framework is designed to assist in analysing issues that require community engagement 1.4. Key stakeholders are identified and consulted in line with organisational policy and procedures 1.5. Target community is defined in line with the purpose, objectives and issues 1.6. Range of community engagement strategies are assessed for suitability in engaging the community in the issues
2. Develop community engagement plan	2.1. Purpose and objectives of community engagement are established in consultation with key stakeholders 2.2. Community engagement strategies are designed that are relevant, achievable, measurable and flexible enough to allow for the emergence of new ideas and options 2.3. Likely barriers to community involvement are explored and strategies to address them are developed 2.4. Relevant commitment to/approval of the community engagement plan is obtained in line with organisational policy and procedures 2.5. Community diversity is acknowledged and respected throughout the development of the plan 2.6. Communication, monitoring, reporting, feedback and evaluation processes are embedded in the plan
3. Implement community engagement plan	3.1. Resources and time are allocated to the implementation of the plan 3.2. Implementation is managed in line with the plan design 3.3. Objectives and constraints of the engagement are communicated to designated personnel 3.4. Clarity is established around the roles and responsibilities of all participants 3.5. Expectations of participants are identified and managed, and the community is provided with relevant information throughout the engagement process 3.6. Plan is implemented flexibly enough to allow the community to raise new ideas or options 3.7. Community is provided with opportunities to develop its engagement capacity and barriers to involvement are addressed 3.8. Feedback mechanisms are implemented in line with the plan and community requirements are addressed to maximise participation
4. Evaluate community engagement plan	4.1. All components of the community plan are evaluated in line with the plan's purpose and objectives 4.2. Feedback on the quality of the strategies used is obtained from relevant personnel and stakeholders 4.3. Outcomes from the engagement are recorded, shared and used across the organisation and with the community, in line with organisational policy and procedures
5. Report on the outcomes of community engagement	5.1. Outcomes of community engagement are reported to relevant stakeholders 5.2. Feedback on how outcomes may inform current and future planning or decision making is provided to all participants 5.3. Community engagement plan is reviewed in light of outcomes

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level required for this unit.
Required skills
Technical skills sufficient to apply workplace safety procedures to community engagement strategies; evaluate community engagement strategies Communication skills sufficient to use a range of communication styles to suit different audiences and purposes; explain complex and formal policies and concepts to a variety of audiences Literacy skills sufficient to detail requirements; write recommendations and prepare community engagement reports requiring complex language structures and precision of expression Problem solving skills sufficient to mediate, negotiate and attempt to obtain consensus between parties; apply lateral thinking to provide solutions and overcome barriers to community engagement Planning and organisational skills sufficient to develop policies and procedures; manage expectations; scope, design and implement community engagement plans, including project, time and budget management; facilitate community engagement, including relationship building, networking, negotiation, conflict management and risk management
Required knowledge
Applicable commonwealth, state or territory legislation, regulations, policies, standards, codes of practice and established safe practices relevant to the full range of processes for developing and implementing community engagement strategies Environmental protection requirements, including the safe disposal of waste material Organisational and site standards, requirements, policies and procedures for developing and implementing community engagement strategies Community engagement theory, principles and techniques Facilitation/process management in the context of community engagement Principles of working within an ethical framework Community consultation and decision-making processes Power structures and relationships in the community Processes of both individual advocacy and group advocacy Models of negotiation Complex cultural awareness Community development principles Diversity in the community National and state or territory reporting requirements in relation to community engagement Social justice principles Organisational policies related to communication and the media Workplace safety procedures relating to community engagement strategies Established communication channels and protocols Problem identification and resolution strategies Procedures for recording and reporting workplace information

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment	A person who demonstrates competency in this unit must be able to provide evidence that they can manage community engagement
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to, and satisfy, all of the requirements of the elements of this unit and include demonstration of: following applicable commonwealth, state or territory legislative and regulatory requirements and codes of practice relevant to managing community engagement following organisational policies and procedures relevant to managing community engagement planning, designing and implementing community engagement strategies that follow legislative requirements documenting an implementation strategy for community engagement, as part of a plan, that has been designed, implemented and reviewed, showing a measurable outcome using the chosen indicators communicating with stakeholders to discuss possible approaches to community engagement reviewing and improving strategies by identifying improvements and benchmarking against plan objectives
Context of and specific resources for assessment	Competency is to be assessed in the workplace or realistically simulated workplace Assessment is to occur under standard and authorised work practices, safety requirements and environmental constraints Assessment of required knowledge, other than confirmatory questions, will usually be conducted in an off-site context Assessment is to follow relevant regulatory or Australian Standards requirements The following resources should be made available: workplace location or simulated workplace materials and equipment relevant to undertaking work applicable to this unit specifications and work instructions community information, case studies or scenarios, including current journals and international case studies community engagement theory, principles, practices and techniques procedures and protocols for community engagement, including OHS policy and legislation related to community engagement
Method of assessment	Assessment must satisfy the endorsed Assessment Guidelines of the FPI11 Training Package Assessment methods must confirm consistency and accuracy of performance (over time and in a range of workplace relevant contexts) together with application of required knowledge Assessment must be by direct observation of tasks, with questioning on required knowledge and it must also reinforce the integration of employability skills Assessment methods must confirm the ability to access and correctly interpret and apply the required knowledge Assessment may be applied under project-related conditions (real or simulated) and require evidence of process Assessment must confirm a reasonable inference that competency is able not only to be satisfied under the particular circumstance, but is able to be transferred to other circumstances Assessment may be in conjunction with assessment of other units of competency The assessment environment should not disadvantage the candidate Assessment practices should take into account any relevant language or cultural issues related to Aboriginality, gender or language backgrounds other than English Where the participant has a disability, reasonable adjustment may be applied during assessment Language and literacy demands of the assessment task should not be higher than those of the work role

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
OHS requirements:	are to be in line with applicable commonwealth, state or territory legislation and regulations, and organisational safety policies and procedures, and may include: personal protective equipment and clothing safety equipment first aid equipment fire fighting equipment hazard and risk control fatigue management elimination of hazardous materials and substances safe forest practices, including required actions relating to forest fire manual handling including shifting, lifting and carrying
Environmental requirements may include:	legislation organisational policies and procedures workplace practices
Legislative requirements:	are to be in line with applicable commonwealth, state or territory legislation, regulations, certification requirements and codes of practice and may include: award and enterprise agreements industrial relations Australian Standards confidentiality and privacy OHS the environment equal opportunity anti-discrimination relevant industry codes of practice such as: chain of custody (COC) Programme for the Endorsement of Forest Certification (PEFC) schemes Forest Stewardship Council (FSC) duty of care
Organisational requirements may include:	legal organisational and site guidelines policies and procedures relating to own role and responsibility quality assurance procedural manuals quality and continuous improvement processes and standards OHS, emergency and evacuation procedures ethical standards recording and reporting requirements equipment use, maintenance and storage requirements environmental management requirements (waste minimisation and disposal, recycling and re-use guidelines)
Key stakeholders may include:	all those who may be directly affected or may have a significant issue in the engagement process, including: individuals local residents community leaders community groups ethnic communities non-government organisations public sector officers private sector organisations/business community public sector agencies elected public officials who may need to be briefed or provide approval throughout the process public land committees of management
Community engagement strategies may include:	alliances partnerships education and awareness campaigns on-line consultation and interaction deliberative processes public meetings consultation with stakeholders media campaigns community-based information direct participation scenario planning advisory bodies and steering committees events celebrations launches awareness activities or programs public forums workshops face-to-face meetings and interviews focus groups questionnaires (email, internet or hard copy) surveys negotiation tables formal partnerships telephone interviews written submissions
Barriers to community involvement may include:	access constraints mobility issues poor past experiences with engagement processes time constraints previous over-consultation geographical isolation socioeconomic levels diversity variables social capital gate keepers - residents who block broad participation lack of or limited: interest in or commitment to the issue understanding about the actual issue understanding or clarity about the engagement process
Community diversity may include difference in:	age cultural background disability educational level English language proficiency ethnicity experience expertise family responsibilities gender intellectual difference interests interpersonal approach language learning styles length of residence life experience marital status mobility physical differences politics race religion sexual orientation socioeconomic background thinking styles work experiences working styles
Resources may include:	people materials equipment
Communication may include:	verbal and non-verbal language constructive feedback active listening questioning to clarify and confirm understanding negotiation team building stakeholder engagement internal and external use of positive, confident and cooperative language use of language and concepts appropriate to individual social and cultural differences control of tone of voice and body language
Engagement capacity may include:	information - a one-way relationship in which appropriate and relevant information is disseminated to the community consultation - a two-way relationship in which the views of individuals or communities on issues that affect them directly or in which they may have a significant interest, are asked for, received and taken into consideration active participation - opportunities for individuals and communities to propose options and be involved in planning and decision making

Unit Sector(s)

Not Applicable

Competency field

Competency field	Common Technical

FPICOT6205A Prepare an enterprise carbon management report

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to write a carbon management report for an organisation in a suitable format for dissemination to internal personnel and/or external authorities General workplace legislative and regulatory requirements apply to this unit; however there are no specific licensing or certification requirements at the time of publication

Application of the Unit

Application of the unit	The unit involves reviewing an enterprise carbon inventory, developing a carbon report and reviewing carbon reporting procedures in a variety of work settings including: forest environment saw mill wood chip mill veneer mill board/plywood mill timber treatment plants downstream processing of timber forest products factory forest products sales and service horticultural, local council, emergency services environment The skills and knowledge required for competent workplace performance are to be used within the scope of the person's job and authority

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Prepare to write report	1.1. Applicable Occupational Health and Safety (OHS), environmental, legislative and organisational requirements relevant to developing a carbon management report are identified and followed 1.2. Carbon reporting procedures as outlined in the Greenhouse Gas (GHG) Protocol Corporate Standard are reviewed 1.3. Scope of carbon reporting and relevant audience are determined 1.4. Structure and specific objectives for each heading in the report are established in line with the carbon reporting procedures and regulatory bodies requirements 1.5. Report format and style are developed in line with industry standards and organisational requirements 1.6. Carbon inventory data is reviewed and assessed for completeness, relevance and accuracy 1.7. Information management system is established and maintained to manage information and data effectively and efficiently over the reporting period
2. Compile draft report	2.1. Report content is developed in line with the structure and objectives 2.2. Evidence is gathered to generate specific findings and recommendations that are relevant to carbon management principles 2.3. Report is written using appropriate language and contains information required to meet report objectives
3. Complete report	3.1. Draft report is presented to relevant personnel for review 3.2. Report is amended based on feedback 3.3. Final draft is presented to relevant personnel for executive sign-off and distribution 3.4. Documents are named and stored in line with organisational requirements and the application exited without information loss/damage

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level required for this unit.
Required skills
Research, technical, planning and organisational skills sufficient to prepare, compile and review a carbon management report Technical skills sufficient to review an enterprise carbon inventory; develop a carbon report; establish and review carbon reporting procedures as outlined in the GHG Protocol Corporate Standard Communication skills sufficient to use appropriate communication and interpersonal techniques with stakeholders, colleagues and others Literacy skills sufficient to write a carbon management report for an organisation in a suitable format Numeracy and analytical skills sufficient to collect and analyse data; estimate and measure, including calculate time to complete tasks Problem solving skills sufficient to identify problems; implement appropriate response procedures
Required knowledge
Applicable Commonwealth, State or Territory legislation, regulations, standards and codes of practice relevant to the full range of processes for carbon reporting Environmental protection requirements, including the safe disposal of waste material Organisational and site standards, requirements, policies and procedures for carbon reporting Environmental risks and hazards Using energy effectively and efficiently Using material effectively and efficiently Carbon cycle Influences on the carbon cycle Anthropogenic influences Greenhouse gas effect Trends in carbon emissions Impacts of climate change Drivers behind carbon accounting Carbon accounting terminology Carbon accounting frameworks and methods Organisational and operational boundaries Categorising carbon reductions, removals offsets Emissions sources in the enterprise Collecting data Selecting emissions factors Mandatory reporting of emissions Voluntary reporting of emissions Carbon management principles and practices Carbon reporting standards Best practice in carbon reporting Indicators Established communication channels and protocols Problem identification and resolution strategies, and common fault finding techniques Types of tools and equipment, and procedures for their use and maintenance Appropriate mathematical procedures for estimating and measuring, including calculating time to complete tasks Procedures for recording and reporting enterprise records and information

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment	A person who demonstrates competency in this unit must be able to provide evidence that they can develop a carbon management report for the enterprise
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to, and satisfy, all of the requirements of the elements of this unit and include demonstration of: following applicable Commonwealth, State or Territory legislative and regulatory requirements and codes of practice relevant to carbon reporting following organisational policies and procedures relevant to carbon reporting selecting a suitable format for use by internal personnel and/or external authorities preparing relevant information and data for inclusion in the report preparing a carbon management report for sign-off and distribution
Context of and specific resources for assessment	Competency is to be assessed in the workplace or realistically simulated workplace Assessment is to occur under standard and authorised work practices, safety requirements and environmental constraints Assessment of required knowledge, other than confirmatory questions, will usually be conducted in an off-site context Assessment is to comply with relevant regulatory or Australian Standards requirements The following resources should be made available: workplace location or simulated workplace materials and equipment relevant to undertaking work applicable to this unit specifications and work instructions
Method of assessment	Assessment must satisfy the endorsed Assessment Guidelines of the FPI11 Training Package Assessment methods must confirm consistency and accuracy of performance (over time and in a range of workplace relevant contexts) together with application of required knowledge Assessment must be by direct observation of tasks, with questioning on underpinning knowledge and it must also reinforce the integration of employability skills Assessment methods must confirm the ability to access and correctly interpret and apply the required knowledge Assessment may be applied under project-related conditions (real or simulated) and require evidence of process Assessment must confirm a reasonable inference that competency is able not only to be satisfied under the particular circumstance, but is able to be transferred to other circumstances Assessment may be in conjunction with assessment of other units of competency The assessment environment should not disadvantage the candidate Assessment practices should take into account any relevant language or cultural issues related to Aboriginality, gender or language backgrounds other than English Where the participant has a disability, reasonable adjustment may be applied during assessment Language and literacy demands of the assessment task should not be higher than those of the work role

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
OHS requirements:	are to be in line with applicable Commonwealth, State or Territory legislation and regulations, and organisational safety policies and procedures, and may include: personal protective equipment and clothing safety equipment first aid equipment fire fighting equipment hazard and risk control fatigue management elimination of hazardous materials and substances safe forest practices including required actions relating to forest fire manual handling including shifting, lifting and carrying
Environmental requirements may include:	legislation organisational policies and procedures workplace practices
Legislative requirements:	are to be in line with applicable Commonwealth, State or Territory legislation, regulations, certification requirements and codes of practice and may include: award and enterprise agreements industrial relations Australian Standards confidentiality and privacy OHS the environment equal opportunity anti-discrimination relevant industry codes of practice duty of care
Organisational requirements may include:	legal organisational and site guidelines policies and procedures relating to own role and responsibility quality assurance procedural manuals quality and continuous improvement processes and standards OHS, emergency and evacuation procedures ethical standards recording and reporting requirements equipment use, maintenance and storage requirements environmental management requirements (waste minimisation and disposal, recycling and re-use guidelines)
Regulatory bodies may include:	International Organization for Standardization (ISO) federal government departments State/Territory government departments local government departments and authorities
Information and data may include:	diagram of organisational and operational boundaries emissions sources and their scopes reasons/justifications for decisions/selections summary carbon inventory table all carbon or energy reporting regulations applicable to the organisation reporting thresholds
Specific findings and recommendations may include:	comment on the inventory with regard to the organisation's original drivers financial implications and risks for the organisation of various carbon price signals whether or not the organisation's total carbon emissions breach any reporting thresholds requirements of the voluntary reporting scheme or format with regard to the organisation's inventory setting of carbon reduction targets and objectives for the organisation options for the introduction of carbon management principles identifying and recommending actions by which the organisation can reduce its GHG emissions barriers experienced when developing the inventory and report opportunities for improvement suggesting improvements to the organisation's carbon reporting procedures

Unit Sector(s)

Not Applicable

Competency field

Competency field	Common Technical

FPPCPP210A Monitor and control coated paper processes

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to monitor and control coated paper processes in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who monitor and control coated paper processes in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: monitor and maintain process monitor and maintain product, and record and report product and process performance data to meet safety, quality and productivity requirements It does not include starting up, shutting down or troubleshooting and rectifying coated paper processes

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Monitor and maintain process	1.1. Process is monitored and maintained within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Production requirements are checked at start of shift to plan the day's activities as required 1.3. Operational status is confirmed by inspection, observation and other information 1.4. Process supplies are maintained to production requirements 1.5. Process is monitored to ensure coating system operations are within specification 1.6. Process levels are monitored and maintained 1.7. Operator level preventative maintenance schedules are carried out as required 1.8. Routine process and system variations from specification are identified, rectified and/or reported
2. Monitor and maintain product	2.1. Product is monitored and maintained within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Product is monitored and maintained to quality requirements 2.3. Routine visual observations and assessments are conducted on product and systems operations 2.4. Test samples are taken and results interpreted and recorded as required 2.5. Systems operations adjustments are made to rectify out-of-specification product
3. Record and report product and process performance data	3.1. Product and process performance data is recorded and reported within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Production data is interpreted and entered into recording system 3.3. Problems or variations with the process or product are communicated to relevant personnel

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in monitoring and controlling coated paper processes Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Monitors, analyses and interprets data Interprets instruments, gauges and data recording equipment Identifies and actions problems within level of responsibility Identifies and monitors process control points Maintains situational awareness in the work area Takes samples, conducts tests and interprets and records results if required Uses measuring equipment as required Maintains a clear and hazard free plant work area Operates high risk load shifting equipment as required Maintains quality specifications Inspects and maintains equipment and systems to specifications Analyses and uses sensory information to adjust process to maintain safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required

Required knowledge
Procedures, regulations and legislative requirements relevant to coated paper processes including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Safe handling of materials and chemicals Quality requirements Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Working knowledge of coated paper processes, system layout and associated services including operating parameters, variation and associated adjustments within level of responsibility Sampling and testing process for plant and system operations, and process monitoring - purpose, standards and procedures as per site agreements Effect of process adjustments during monitoring and operation Application of high risk load shifting equipment, as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control coated paper processes, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in monitoring and controlling coated paper processes
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in coated paper processes Access to the full range of equipment involved in integrated continuous manufacturing of coated paper processes in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Coated paper processes may include:	tail feed systems chemical and material batching laminating and coating splicing clay plant operation calender pre-reeler operations super calendering monitoring systems rewindering drying systems internal unloading combine rollers testing
Materials and supplies may include:	chemicals and polymers power water additives steam labels felts equipment gas accessories (parts) air base paper
Equipment may include:	coater splicer pre-reelers calender super-calender parent rolls and reels cranes pigment coating makedown plant starch cooker slitter computer systems electronic screens and alarms process control systems analogue and digital instrumentation fully automated, semi-automated, manually operated plant and equipment appropriate to the coated paper process
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk licensing requirements
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals enterprise policies and procedures Material Safety Data Sheets (MSDS) oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems product specifications and schedules maintenance logs job sheets site agreements safety instructions process and instrument diagrams machine manuals troubleshooting guides incidents reports
Maintenance may include:	operator level maintenance as per site agreements operator maintenance schedules maintenance systems maintenance suppliers proactive maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal/external customers and suppliers team members production/service co-ordinators maintenance services operator support personnel operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstructions unexpected movement
Forms of communication may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access
Sensory information may include:	visual sound feel touch smell vibration temperature

Unit Sector(s)

Not Applicable

FPPCPP320A Prepare and start up coated paper processes

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to prepare and start up coated paper processes in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who prepare and start up coated paper processes in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: determine production requirements inspect and prepare systems for startup co-ordinate startup operations, and establish and stabilise production and quality processes to meet safety, quality and productivity requirements It does not include monitoring and controlling, shutting down or troubleshooting and rectifying coated paper processes

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Determine production requirements	1.1. Production requirements are determined within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Production plan is interpreted 1.3. Grade specifications and limits are confirmed and communicated to relevant personnel 1.4. Process requirements are determined 1.5. Process supplies are confirmed available for production 1.6. Chemical and material requirements are determined
2. Inspect and prepare systems for startup	2.1. Systems are inspected and prepared for startup within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Isolations (if any) are removed 2.3. Pre-startup checks on equipment (e.g. coater and supply systems) are completed 2.4. Electrical power and process supplies are confirmed as available for production 2.5. Chemical/material delivery system is prepared for operation 2.6. Operational settings are made and confirmed within specification 2.7. Production ready status is confirmed with relevant personnel 2.8. Monitoring devices/systems are checked and confirmed operational 2.9. Faults are identified and rectified as required
3. Co-ordinate startup operations	3.1. Startup operations are co-ordinated within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Equipment startups are co-ordinated for production 3.3. System functions are co-ordinated and confirmed by monitoring plant, equipment and control system/display monitors 3.4. Process operation status is communicated to relevant personnel 3.5. Production startup details are logged, recorded or filed
4. Establish and stabilise production and quality processes	4.1. Production and quality processes are established and stabilised within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 4.2. Processes are monitored and adjusted to rectify variations from specification 4.3. Adjustments/modifications are made to stabilise coating quality within specification 4.4. Samples are taken as required to ensure product quality requirements are met 4.5. Product tests are verified as within specification, where applicable 4.6. Process operation, production and quality data is recorded as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in preparing and starting up coated paper processes Communicates operational requirements clearly to relevant personnel Reads and interprets required documentation, procedures and reports Prepares written information and data to support groups and teams Accesses, navigates and enters computer-based information Monitors, analyses and interprets data Interprets instruments, gauges and data recording equipment Interprets control systems and display monitors in accordance with SOP and other specifications Responds to control systems and display alarms in accordance with SOP Confirms production ready status with team members and relevant personnel Identifies and actions problems within level of responsibility Responds to faults of process flow-through systems if required Responds to faults of plant if required Identifies and monitors process control points Maintains situational awareness in the work area Takes samples, conducts tests and interprets and records results if required Uses measuring equipment as required Calculates performance measures Determines coating production requirements (e.g. sheet, coating chemicals) Conducts checks to ensure availability of sheet, coating chemicals and electrical power Conducts checks to ensure space availability for coated sheet where applicable Ensures isolations are removed according to SOP Conducts pre-startup checks of plant and equipment including instrumentation Inputs operational settings (e.g. set points) in preparation for startup in accordance with SOP Activates and confirms operation of coating system according to SOP Operates high risk load shifting equipment as required Makes process control adjustments to stabilise production and obtain product quality Conducts routine maintenance checks Analyses and uses sensory information to adjust process to maintain and co-ordinate safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to coated paper processes including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Information provided on the production specification sheet Navigation of computer control system displays Relationships within the coating area members and with the area's suppliers and customers Basic problem-solving techniques consistent with level of responsibility Cause and effect of operational equipment faults Working knowledge of coated paper processes, system layout and associated services sufficient to carry out startup activities within level of responsibility Sampling and testing process for plant and system operations and process monitoring - purpose, standards and procedures as per site agreements Purpose of each of the steps in the preparation of the coating system for production Purpose of each component of the coating system Purpose and location of the coating chemical supply system Critical control points of the preparation for startup procedure Purpose of the process controls and how changes affect the production variables Critical control points of the startup procedure Critical control points of the monitoring process during startup Awareness of high risk load shifting equipment, as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control coated paper processes, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in preparing and starting up coated paper processes
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in coated paper processes Access to the full range of equipment involved in integrated continuous manufacturing of coated paper processes in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Coated paper processes may include:	tail feed systems chemical and material batching laminating and coating splicing clay plant operation calender pre-reeler operations super calendering monitoring systems rewindering drying systems internal unloading combine rollers testing
Materials and supplies may include:	chemicals and polymers power water additives steam labels felts equipment gas accessories (parts) air base paper
Equipment may include:	coater splicer pre-reelers crimpers calender super-calender parent rolls and reels cranes pigment coating makedown plant starch cooker slitter computer systems electronic screens and alarms process control systems analogue and digital instrumentation fully, automated, semi-automated, manually operated plant and equipment appropriate to the coated paper process
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk licensing requirements
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals enterprise policies and procedures Material Safety Data Sheets (MSDS) oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems product specifications and schedules maintenance logs job sheets site agreements safety instructions process and instrument diagrams machine manuals troubleshooting guides incidents reports
Maintenance may include:	operator level maintenance as per site agreements operator maintenance schedules maintenance systems maintenance suppliers proactive maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal/external customers and suppliers team members production/service co-ordinators maintenance services operator support personnel operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Forms of communication may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access
Sensory information may include:	visual sound feel touch smell vibration temperature

Unit Sector(s)

Not Applicable

FPPCPP330A Co-ordinate the shutdown of coated paper processes

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to co-ordinate the shutdown of coated paper processes in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who co-ordinate the shutdown of coated paper processes in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: implement planned shutdown procedures assess the cause and effect of an unplanned shutdown, and record and report shutdown data to meet safety, quality and productivity requirements It does not include monitoring and controlling, starting up or troubleshooting and rectifying coated paper processes

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Implement planned shutdown procedures	1.1. Planned shutdown procedures are implemented within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Planned shutdown is established from work area instructions or maintenance schedules 1.3. Process supplies shutdown procedures are followed as required 1.4. Plant or system shutdown is managed in accordance with relevant procedures 1.5. Isolation and lock out requirements are implemented 1.6. Plant integrity and personnel safety is ensured 1.7. Shutdown information is communicated to relevant personnel as required 1.8. Plant and equipment is washed and cleaned for restart
2. Assess the cause and effect of an unplanned shutdown	2.1. Cause and effect of an unplanned shutdown is assessed within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Abnormal operating conditions are identified by analysis of technical and operational information 2.3. Effects of abnormal conditions are determined to enable appropriate action to be taken 2.4. Source of shutdown cause is located to ensure rectification 2.5. Appropriate personnel are notified when abnormal operating conditions prevail 2.6. Safety issues are identified
3. Record and report shutdown data	3.1. Shutdown data is recorded and reported within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Assessment and evaluation of causes and corrective actions undertaken are recorded as required 3.3. Relevant information is communicated to appropriate personnel in accordance with operational requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in co-ordinating the shutdown of coated paper processes Reads and interprets required documentation, procedures and reports Prepares written information and data to support groups and teams Accesses, navigates and enters computer-based information Monitors, analyses and interprets data Interprets instruments, gauges and data recording equipment Identifies and actions problems within level of responsibility Identifies and monitors process control points Maintains situational awareness in the work area Identifies and responds appropriately to shutdown causes Responds to problems associated with plant shutdown and unplanned shutdown to ensure safety, quality and productivity Co-ordinates and plans shutdown activity Implements personnel protection and plant security priorities according to SOP Operates high risk load shifting equipment as required Analyses and uses sensory information to adjust process to maintain and co-ordinate safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to coated paper processes including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Working knowledge of coated paper processes, system layout and associated services sufficient to carry out shutdown activities within level of responsibility Effects of shutdowns to the rest of the systems Types, causes and effects of coated paper processes Processes and procedures for plant shutdowns and unplanned shutdowns Required responses to all unplanned shutdowns (e.g. power outage, mechanical breakdown, blockages, jamming, air supply, control system failure) to ensure safety quality and productivity Plant and machinery functions and operations Emergency procedures and responses Application of high risk load shifting equipment as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control coated paper processes, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in co-ordinating the shutdown of coated paper processes
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in coated paper processes Access to the full range of equipment involved in integrated continuous manufacturing of coated paper processes in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Coated paper processes may include:	tail feed systems chemical and material batching laminating and coating splicing clay plant operation calender pre-reeler operations super calendering monitoring systems rewindering drying systems internal unloading combine rollers testing
Materials and supplies may include:	chemicals and polymers power water additives steam labels felts equipment gas accessories (parts) air base paper
Equipment may include:	coater splicer pre-reelers crimpers calender super-calender parent rolls and reels cranes pigment coating makedown plant starch cooker slitter computer systems electronic screens and alarms process control systems analogue and digital instrumentation fully automated, semi-automated, manually operated plant and equipment appropriate to the coated paper process
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk licensing requirements
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals enterprise policies and procedures Material Safety Data Sheets (MSDS) oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems product specifications and schedules maintenance logs job sheets site agreements safety instructions process and instrument diagrams machine manuals troubleshooting guides incidents reports
Actions may include:	process adjustments reporting to authorised personnel rectifying problem within level of responsibility
Communications may include	interaction with: internal/external customers and suppliers team members production/service co-ordinators maintenance services operator support personnel operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Forms of communication may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access
Sensory information may include:	visual sound feel touch smell vibration temperature

Unit Sector(s)

Not Applicable

FPPCPP440A Troubleshoot and rectify coated paper processes

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to troubleshoot and rectify coated paper processes in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who troubleshoot and rectify coated paper processes in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: identify and diagnose causes of process variation, plant or equipment faults rectify process variation, plant and equipment faults identify and rectify product quality faults, and record and report troubleshooting activities to meet safety, quality and productivity requirements It does not include monitoring and controlling, starting up or shutting down coated paper processes

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify and diagnose causes of process variation, plant or equipment faults	1.1. Causes of process variation, plant or equipment faults are identified and diagnosed within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Visual assessments and machine alarm systems are interpreted to determine fault type and location 1.3. Routine physical inspections of plant and processes are made to identify faults 1.4. Cause and source of process variation, plant or equipment faults is identified and located using appropriate techniques 1.5. Relevant historical data is accessed and analysed to confirm diagnosis as required 1.6. Problems are communicated to relevant personnel
2. Rectify process variation, plant and equipment faults	2.1. Process variation, plant and equipment faults are rectified within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Emergency stop or shutdown, isolation and lockout procedures are initiated prior to fault rectification 2.3. Faulty equipment or instrumentation is isolated and repaired or replaced 2.4. Corrective operational adjustments and maintenance requirements are implemented 2.5. Restoration to normal operation is achieved and communicated to relevant personnel
3. Identify and rectify product quality faults	3.1. Product quality faults are identified and rectified within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Product faults or variations are identified by observation, systematic sampling and testing 3.3. Out-of-specification product is managed 3.4. Sampling for a range of tests is undertaken 3.5. Required tests are conducted 3.6. Test results are interpreted and operations are adjusted to correct variations
4. Record and report troubleshooting activities	4.1. Troubleshooting activities are recorded and reported within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 4.2. Variations from specification and machine operation faults are documented 4.3. Assessment and evaluation of causes of deviation, and corrective action undertaken is recorded as required 4.4. Relevant information is communicated to appropriate personnel

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Identifies, accesses and interprets relevant historical and operational data and information Uses required forms of communication in troubleshooting and rectifying coated paper processes Reads and interprets required documentation, procedures and reports Prepares written information for a range of audiences Makes recommendations for further action Accesses, navigates and enters computer-based information Monitors, analyses and interprets data Interprets instruments, gauges and data recording equipment Communicates effectively with personnel to assist with analysis and resolution of operational problems Assists others to identify and resolve operational problems in the workplace Identifies and actions systems, quality and equipment faults within level of responsibility Identifies causes and effects of faults and corrective action on associated processes Selects and uses appropriate troubleshooting methods Takes timely corrective action to maximise safety, quality and productivity Undertakes necessary calculations to aid troubleshooting, as required Identifies and monitors process control points Maintains situational awareness in the work area Responds to emergencies or unplanned shutdowns in accordance with SOP Implements isolations and lockouts according to SOP Identifies and implements operational procedures Maintains plant operation and production with minimal interruptions Maintains grade specification and quality or initiates appropriate action to rectify Identifies and implements test requirements Takes samples, conducts tests and interprets and records results if required Uses measuring equipment as required Operates high risk load shifting equipment as required Uses technology to assist work performance Analyses and uses sensory information to adjust process to maximise safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to coated paper processes including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Detailed knowledge of coated paper processes and associated services sufficient to troubleshoot including: plant layout theory of operation causes and effects of adjustments made to coated paper plant and processes relationships between coated paper processes and associated services An appropriate range of troubleshooting methods Impact of inappropriate responses Sampling and testing process for plant and system operations, and process monitoring - purpose, standards and procedures as per site agreements Cause and effect of test results and actions Product grade and process adjustment procedures Application of high risk load shifting equipment as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control coated paper processes, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in troubleshooting and rectifying coated paper processes
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in coated paper processes Access to the full range of equipment involved in integrated continuous manufacturing of coated paper processes in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Coated paper processes may include:	tail feed systems chemical and material batching laminating and coating splicing clay plant operation calender pre-reeler operations super calendering monitoring systems rewindering drying systems internal unloading combine rollers testing
Materials and supplies may include:	chemicals and polymers power water additives steam labels felts equipment gas accessories (parts) air base paper
Equipment may include:	coater splicer pre-reelers crimpers calender super-calender parent rolls and reels cranes pigment coating makedown plant starch cooker slitter computer systems electronic screens and alarms process control systems analogue and digital instrumentation fully automated, semi-automated, manually operated plant and equipment appropriate to the coated paper process
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk licensing requirements
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals enterprise policies and procedures Material Safety Data Sheets (MSDS) oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems product specifications and schedules maintenance logs job sheets site agreements safety instructions process and instrument diagrams machine manuals troubleshooting guides incidents reports
Maintenance may include:	operator level maintenance as per site agreements operator maintenance schedules maintenance systems maintenance suppliers proactive maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal/external customers and suppliers team members production/service co-ordinators maintenance services operator support personnel operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Forms of communication may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access
Sensory information may include:	visual sound feel touch smell vibration temperature

Unit Sector(s)

Not Applicable

FPPCPR210A Prepare chemical products

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to prepare chemical products in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement

Application of the Unit

Application of the unit	This unit applies to persons who prepare chemical products in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: establish chemical requirements inspect and prepare chemical systems start, monitor and maintain chemical system, and implement shutdown procedures to meet safety, quality and productivity requirements

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Establish chemical requirements	1.1. Chemical requirements are established within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements
1.2. Chemical requirements are determined
2. Inspect and prepare chemical systems	2.1. Chemical systems are inspected and prepared within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
2.2. Isolations are removed
2.3. Visual check of delivery systems are conducted
2.4. Delivery systems are confirmed as operational using electronic control systems
2.5. Additives are mixed to specifications as required
2.6. Quality checks are conducted on chemical product as required
3. Start, monitor and maintain chemical system	3.1. Chemical system is started, monitored and maintained within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
3.2. Process tests are conducted to ensure product quality
3.3. Process adjustments are made to ensure product quality
3.4. Documentation is maintained
3.5. Details of hazardous situations are documented as required
3.6. Faulty equipment is identified and repaired or replaced
4. Implement shutdown procedures	4.1. Shutdown procedures are implemented within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
4.2. Shutdown is planned, organised and conducted as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in preparing chemical products Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Communicates information clearly to internal and external contacts Collects and collates information for decision-making Identifies and actions problems within level of responsibility Interprets instruments, gauges and other recording equipment Identifies and monitors process control points Plans work within standard procedures Prepares chemical system Maintains a clear and hazard free work area Conducts tests, interprets and records results if required Uses measuring equipment Identifies and responds appropriately to shutdown causes Responds to problems associated with plant shutdown and unplanned shutdown to ensure safety quality and productivity Coordinates and plans shutdown activity Maintains situational awareness in the work area Analyses and uses sensory information to adjust process to maintain safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to preparing chemical products including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Cause and affects of operational equipment faults and appropriate rectification action Chemical system layout Chemical preparation processes and systems Plant and machinery functions and operations Sampling and testing process for plant and system operations, and process monitoring - purpose, standards and procedures as per site agreements Types, causes and effects of shutdowns Required responses to all unplanned shutdowns (e.g. power outage, mechanical breakdown, blockages, jamming, air supply, control system failure) to ensure safety quality and productivity Process and procedures for plant shutdowns and unplanned shutdowns Emergency procedures and responses Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in preparing chemical products
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in preparing chemical products Access to the full range of equipment involved in preparing chemical products in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Materials and supplies may include:	water chemicals
Equipment may include:	chemical production equipment process control and monitoring equipment, input and extract data computer systems electronic screens and alarms process control systems analogue and digital instrumentation fully automated, semi-automated, manually operated plant and equipment appropriate to preparing chemical products
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth)
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals enterprise policies and procedures oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal/external customers and suppliers team members production/service co-ordinators maintenance services operational support personnel operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Forms of communication may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access
Sensory information may include:	visual sound feel touch smell vibration temperature

Unit Sector(s)

Not Applicable

FPPCSK310A Operate process control equipment

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to operate process control equipment in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement

Application of the Unit

Application of the unit	This unit applies to persons who operate process control equipment in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: access and navigate control system monitor and control process, and respond to process variations and problems to meet safety, quality and productivity requirements

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Access and navigate control system	1.1. Accessing and navigating control system is completed within OHS regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements
1.2. Control systems are identified and interpreted
1.3. Control systems are accessed as required
1.4. Control systems are navigated to meet job requirements
2. Monitor and control process	2.1. Monitoring and controlling process is completed within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
2.2. Control screen/s are monitored to check process status
2.3. Equipment adjustments are made using process control systems
3. Respond to process variations and problems	3.1. Response to process variations and problems is completed within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
3.2. Process variations are identified
3.3. Equipment adjustments are made in response to process variations and alarms

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in operating process control equipment Reads and interprets required documentation, procedures and reports Accesses and navigates control systems Makes process adjustments using the control system Identifies and actions problems within level of responsibility Interprets instruments, gauges and other recording equipment Understands the effect of adjustments on part or product specifications Maintains situational awareness in the work area Analyses and uses sensory information to adjust process to maintain safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to operating process control equipment including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem solving techniques consistent with level of responsibility Materials, equipment and process sufficient to recognise material and equipment conditions which may lead to out of specification production Risk management using the hierarchy of controls applied to the operation of computer controlled machines/processes Approved hazard control, safety procedures and the use of PPE in relation to handling materials, equipment operation and cleanup Symbols used in process controls Computer-controlled machine operating procedures Typical equipment malfunctions Procedures for reporting equipment malfunctions Procedures for reporting product or part deviations Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in operating process control equipment
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in operating process control equipment Access to the full range of equipment involved in operating process control equipment in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Procedures	All operations are performed in accordance with procedures including: all relevant workplace procedures work instructions temporary instructions relevant industry and government codes and standards
Typical hazards may include:	noise debris chemicals heavy loads hazardous materials moving equipment equipment operations nip points suspended loads high risk equipment electrical equipment failure fire
Problems:	means 'apply known solutions to a limited range of predictable problems' typical process and product problems may include: machine electrical or mechanical malfunction process deviation/variation out of specification product appropriate action for problems outside of area of responsibility may be reported to an appropriate person appropriate action for solving problems within area of responsibility includes asking questions and seeking assistance from appropriate persons/sources
Key variables to be monitored may include:	speed output rate product integrity and general conformance to specification
Equipment may include:	computer systems electronic screens and alarms process control systems analogue and digital instrumentation fully automated, semi-automated, manually operated plant and equipment appropriate to process control equipment
Processes may include:	primary resources processes waste paper handling processes waste paper operations processes pulping processes chemical recovery systems stock preparation systems wet end processes dry end processes finishing and converting processes warehousing and dispatch processes water services processes coated paper processes steam generation processes electrical power generation processes
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) HAZCHEM dangerous goods external licensing requirements (for example, EPA, water authorities, local councils) internal environmental control standards
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal/external customers and suppliers team members production/service co-ordinators maintenance services operational support personnel operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Forms of communication may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access
Sensory information may include:	visual sound feel touch smell vibration temperature

Unit Sector(s)

Not Applicable

FPPDEO210A Monitor and control dry end operations

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to monitor and control dry end operations in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk (and non-high risk) load shifting licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who monitor and control dry end operations in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: monitor and control process and systems control product quality conduct product grade change, and record process and system information to meet safety, quality and productivity requirements It does not include starting up, shutting down or troubleshooting and rectifying dry end operations

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Monitor and control process and systems	1.1. Process systems are monitored and controlled within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Production requirements are checked at start of shift to plan the day's activities 1.3. Process supplies are maintained and controlled to meet production requirements 1.4. Systems are monitored to ensure dry end operations are within parameters 1.5. Process and system variations from operating parameters are identified, rectified and/or reported 1.6. Operator level preventative maintenance is undertaken as required 1.7. Changes to machine operations are communicated to relevant personnel 1.8. Sheet breaks are detected and sheet re-established as required
2. Control product quality	2.1. Product quality is controlled within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Sheet is monitored and controlled to quality requirements 2.3. Product and system operations are confirmed by inspection, observations and other information 2.4. Adjustments are made to control quality requirements 2.5. Test samples are taken and test results interpreted and recorded as required 2.6. Changes to product requirements are communicated to relevant personnel
3. Conduct product grade change	3.1. Product grade change is conducted within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Grade change requirements are determined and planned 3.3. Dry end systems are shut down as required 3.4. Process setups/adjustments are implemented to meet new grade requirements 3.5. Equipment startups are coordinated and implemented as per new grade requirements 3.6. Grade change is coordinated and implemented on the run as required
4. Record process and system information	4.1. Process and system information is recorded within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 4.2. System and production information is recorded 4.3. Problems or variations in performance are recorded and communicated

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in monitoring and controlling dry end operations Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Interprets instruments, gauges and data recording equipment Identifies and actions problems within level of responsibility Takes samples, conducts tests, interprets and records results if required Uses measuring equipment as required Identifies and monitors process control points Maintains situational awareness in work area Interprets and plans grade change requirement Co-ordinates and conducts grade changes Operates high risk (and non-high risk) load shifting equipment as required Analyses and uses sensory information to adjust process to maintain safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to dry end operations including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Sampling and testing process for plant and system operations, and process monitoring - purpose, standards and procedures as per site agreements Working knowledge of dry end plant, processes, layout and associated services including operating parameters, variation and associated adjustments within level of responsibility Quality requirements Application of high risk (and non-high risk) load shifting equipment as required Materials and supplies and how they influence paper properties Grade change processes, coordination and requirements Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control the dry end, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in the monitor and control of dry end operations
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in dry end operations Access to the full range of equipment involved in integrated continuous manufacturing of dry end operations in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Systems and functions involved in dry end operations may include:	drying processes reeling operations chemical additive system monitoring systems sheet treatment processes tail feed systems broke system on-line coating systems calendering systems vacuum systems laser systems slitter systems sheet transfer systems accumulator cleaning showers
Materials, supplies and stock may include:	chemicals compressed air water electricity gas steam additives machine clothing ropes and belts
Equipment may include:	scales tape turner hand and power tools computer systems electronic screens and alarms process control systems computer systems electronic screens and alarms process control systems fully automated, semi-automated, manually operated plant and equipment appropriate to the dry end process
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Hazards and risks may include:	steam and/or gas leaks fires nip points compressed air hot surfaces electrical entanglement slip hazards/falls energy pressures chemicals fumes confined spaces dust
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk (and non-high risk) load shifting licensing requirements as applicable
Documentation, procedures and reports may include:	SOP site policy and procedures environmental sustainability requirements/practices plant manufacturing operating manuals confined space requirements vendor documentation reference manual grade specifications quality procedures oil or chemical spills and disposal guidelines plant isolation documentation housekeeping safe work documentation e.g. plant clearance, job safety analysis, permit systems maintenance logs job sheets operating log production instructions Materials Safety Data Sheets (MSDS) process and instrument diagrams
Maintenance may include:	operator level maintenance as per site agreements operator maintenance schedules maintenance systems maintenance suppliers pro-active maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: team members production/service co-ordinators internal/external customers and suppliers maintenance services operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstructions unexpected movement
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. standard operating procedures, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPDEO320A Prepare and start up dry end operations

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to prepare and start up dry end operations in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk (and non-high risk) load shifting licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who prepare and start up dry end operations in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: determine production requirements inspect and prepare systems for startup start up dry end operations and establish startup at dry end to meet safety, quality and productivity requirements It does not include monitoring and controlling, shutting down or troubleshooting and rectifying dry end operations

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Determine production requirements	1.1. Production requirements are determined within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Planned production requirements are confirmed and communicated to relevant personnel 1.3. Availability of machine supplies are confirmed
2. Inspect and prepare systems for startup	2.1. Systems are inspected and prepared for startup within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Isolations are removed as required 2.3. Operational settings are made and confirmed 2.4. Pre-startup checks are completed 2.5. Monitoring devices and systems are checked and confirmed operational 2.6. Faults are identified and rectified as required 2.7. Confirmation for startup is communicated to relevant personnel
3. Start up dry end operations	3.1. Dry end operations are started up within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Equipment startups are co-ordinated and implemented 3.3. System functions are confirmed by monitoring plant, equipment and control system and display monitors 3.4. Process operation is communicated to relevant personnel 3.5. Production startup details are documented as required
4. Establish startup at dry end	4.1. Startup is established at dry end within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 4.2. Sheet is established and stabilised through dry end sections to parent reel 4.3. Systems are monitored and adjusted to rectify variations from specifications 4.4. Adjustments or modifications are made to stabilise sheet quality within specification 4.5. System operation, production and quality data is recorded as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in preparing and starting up dry end operations Reads and interprets required documentation, procedures and reports Interprets instruments, gauges and data recording equipment Accesses, navigates and enters computer-based information Identifies and actions problems within level of responsibility Identifies and monitors process control points Plans and organises startup Maintains situational awareness in the work area Operates high risk (and non-high risk) load shifting equipment as required Analyses and uses sensory information to adjust process to maintain and co-ordinate safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to dry end operations including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Working knowledge of dry end plant, processes, layout and associated services sufficient to carry out startup activities within level of responsibility Quality requirements Application of high risk (and non-high risk) load shifting equipment, as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control the dry end, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in the preparation and starting up of dry end operations
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in dry end operations Access to the full range of equipment involved in integrated continuous manufacturing of dry end operations in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Systems and functions involved in dry end operations may include:	drying processes reeling operations chemical additive system monitoring systems sheet treatment processes tail feed systems broke system on-line coating systems calendering systems vacuum systems laser systems slitter systems sheet transfer systems accumulator cleaning showers
Materials, supplies and stock may include:	chemicals compressed air water electricity gas steam additives machine clothing ropes and belts
Equipment may include:	scales tape turner hand and power tools computer systems electronic screens and alarms process control systems computer systems electronic screens and alarms process control systems fully automated, semi-automated, manually operated plant and equipment appropriate to the dry end process
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Hazards and risks may include:	steam and/or gas leaks fires nip points compressed air hot surfaces electrical entanglement slip hazards/falls energy pressures chemicals fumes confined spaces dust
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk (and non-high risk) load shifting licensing requirements
Documentation, procedures and reports may include:	SOP site policy and procedures environmental sustainability requirements/practices plant manufacturing operating manuals confined space requirements vendor documentation reference manual grade specifications quality procedures oil or chemical spills and disposal guidelines plant isolation documentation housekeeping safe work documentation e.g. plant clearance, job safety analysis, permit systems maintenance logs job sheets operating log production instructions Materials Safety Data Sheets (MSDS) process and instrument diagrams
Maintenance may include:	operator level maintenance as per site agreements operator maintenance schedules maintenance systems maintenance suppliers pro-active maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: team members production/service co-ordinators internal/external customers and suppliers maintenance services operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstructions unexpected movement
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets reading and interpreting documentation e.g. standard operating procedures, manuals, checklists, drawings, data entry verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPDEO330A Co-ordinate and implement dry end shutdown

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to co-ordinate and implement dry end shutdowns in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk (and non-high risk) load shifting licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who co-ordinate and implement dry end shutdown in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: assess causes and effects of shutdowns implement shutdown procedures, and record and report shutdown information at the dry end to meet safety, quality and productivity requirements It does not include monitoring and controlling, starting up or troubleshooting and rectifying dry end operations

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Assess causes and effects of shutdown	1.1. Causes and effects of shutdown are assessed within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Work area instructions or maintenance schedules are used to co-ordinate a planned shutdown 1.3. Cause of unplanned shutdown is identified and located 1.4. Effects of unplanned shutdown are assessed to determine impact on operations 1.5. Unplanned shutdown is communicated as required
2. Implement shutdown procedures	2.1. Shutdown procedures are implemented within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Planned shutdown is implemented 2.3. Unplanned shutdown is responded to and rectified 2.4. Isolation requirements are implemented as required 2.5. Shutdown information is communicated to relevant personnel as required
3. Record and report shutdown information	3.1. Recording and reporting is completed within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Shutdown information is recorded, including corrective action as required 3.3. Shutdown information is reported to relevant personnel

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in co-ordinating and implementing shutdowns of dry end operations Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Interprets instruments, gauges and data recording equipment Identifies and actions problems within level of responsibility Identifies and monitors process control points Identifies and responds appropriately to shutdown causes Responds to problems associated with plant shutdown and unplanned shutdown to ensure safety quality and productivity Coordinates and plans shutdown activity Maintains situational awareness in the work area Operates high risk (and non-high risk) load shifting equipment as required Analyses and uses sensory information to adjust process to maintain and co-ordinate safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to dry end operations including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Effects of shutdowns on the rest of the systems Types, causes and effects of dry end shutdowns Required responses to all unplanned shutdowns (e.g. power outage, mechanical breakdown, blockages, jamming, air supply, control system failure) to ensure safety quality and productivity Process and procedures for plant shutdowns and unplanned shutdowns Plant and machinery functions and operations Emergency procedures and responses Working knowledge of dry end plant, processes, layout and associated services sufficient to carry out shutdown activities within level of responsibility Application of high risk (and non-high risk) load shifting equipment, as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control the dry end, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in co-ordinating and implementing dry end shutdowns
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in dry end operations Access to the full range of equipment involved in integrated continuous manufacturing of dry end operations in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Systems and functions involved in dry end operations may include:	drying processes reeling operations chemical additive system monitoring systems sheet treatment processes tail feed systems broke system on-line coating systems calendering systems vacuum systems laser systems slitter systems sheet transfer systems accumulator cleaning showers
Materials, supplies and stock may include:	chemicals compressed air water electricity gas steam additives machine clothing ropes and belts
Equipment may include:	scales tape turner hand and power tools computer systems electronic screens and alarms process control systems computer systems electronic screens and alarms process control systems fully automated, semi-automated, manually operated plant and equipment appropriate to the dry end process
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Hazards and risks may include:	steam and/or gas leaks fires nip points compressed air hot surfaces electrical entanglement slip hazards/falls energy pressures chemicals fumes confined spaces dust
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk (and non-high risk) load shifting licensing requirements
Documentation, procedures and reports may include:	SOP site policy and procedures environmental sustainability requirements/practices plant manufacturing operating manuals confined space requirements vendor documentation reference manual grade specifications quality procedures oil or chemical spills and disposal guidelines plant isolation documentation housekeeping safe work documentation e.g. plant clearance, job safety analysis, permit systems maintenance logs job sheets operating log production instructions Materials Safety Data Sheets (MSDS) process and instrument diagrams
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: team members production/service co-ordinators internal/external customers and suppliers maintenance services operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstructions unexpected movement
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. standard operating procedures, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPDEO440A Troubleshoot and rectify dry end systems

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to troubleshoot and rectify dry end systems in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk (and non-high risk) load shifting licensing requirements for this unit may be applicable, and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who troubleshoot and rectify dry end systems in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: identify and analyse causes of systems and quality faults rectify systems and equipment faults rectify product quality faults, and record and report process performance and product quality data to meet safety, quality and productivity requirements It does not include monitoring and controlling, starting up or shutting down dry end operations

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify and analyse causes of systems and quality faults	1.1. Causes of systems and quality faults are identified and analysed within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Alarm systems and observations are interpreted to determine fault type and location 1.3. Routine inspections of plant and processes are made to identify faults 1.4. Sampling and testing results are interpreted to identify variations from operating parameters 1.5. Cause and source of problem is identified and located 1.6. Relevant sources of information are accessed and interpreted to assist analysis 1.7. Information is communicated to relevant personnel
2. Rectify systems and equipment faults	2.1. Systems and equipment faults are rectified within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Equipment is shut down and isolated prior to fault rectification if required 2.3. Faulty equipment is by-passed where the process allows 2.4. Faulty equipment is repaired or replaced as required 2.5. Corrective adjustments are made to equipment 2.6. Operator level maintenance is undertaken as required 2.7. Restoration to normal operation is verified and communicated to relevant personnel
3. Rectify product quality faults	3.1. Product quality faults are rectified within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Product quality faults or variations are identified by observation, inspection and testing 3.3. Samples for a range of tests are taken 3.4. Test results are interpreted and processes are adjusted to correct variations from specification
4. Record and report process performance and product quality data	4.1. Process performance and product quality data is recorded and reported within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 4.2. Variations from specifications are documented 4.3. Performance variations are documented 4.4. Corrective actions are recorded 4.5. Out-of-specification product is dealt with 4.6. Information is communicated to appropriate personnel

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Identifies, accesses and interprets relevant historical and operational data and information Uses required forms of communication in troubleshooting and rectifying dry end systems Communicates effectively with personnel to assist with analysis and resolution of operational problems Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Interprets instruments, gauges and data recording equipment Identifies and actions systems, quality and equipment faults within level of responsibility Assists others to identify and resolve operational problems in the workplace Takes samples, conducts tests, interprets and records results Identifies causes and effects of faults and corrective action on associated processes Selects and uses appropriate troubleshooting methods Takes timely corrective action to maximise safety, quality and productivity Undertakes necessary calculations to aid troubleshooting as required Uses measuring equipment as required Maintains situational awareness in work area Operates high risk (and non-high risk) load shifting equipment as required Analyses and uses sensory information to adjust process to maximise safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to dry end systems and operations including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Detailed knowledge of dry end plant, processes and associated services sufficient to troubleshoot including: plant layout theory of operation causes and effects of adjustments made to dry end plant and processes relationships between dry end plant, processes and associated services An appropriate range of troubleshooting methods Sampling and testing process for plant and system operations, and process monitoring - purpose, standards and procedures as per site agreements Causes and effects of unplanned shutdown and appropriate responses Mill maintenance system as it applies to dry end plant and processes The application of high risk (and non-high risk) load shifting equipment as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control the dry end, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in troubleshooting and rectifying dry end systems
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in dry end operations Access to the full range of equipment involved in integrated continuous manufacturing of dry end operations in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Systems and functions involved in dry end operations may include:	drying processes reeling operations chemical additive system monitoring systems sheet treatment processes tail feed systems broke system on-line coating systems calendering systems vacuum systems laser systems slitter systems sheet transfer systems accumulator cleaning showers
Materials, supplies and stock may include:	chemicals compressed air water electricity gas steam additives machine clothing ropes and belts
Equipment may include:	scales tape turner hand and power tools computer systems electronic screens and alarms process control systems fully automated, semi-automated, manually operated plant and equipment appropriate to the dry end process
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Hazards and risks may include:	steam and/or gas leaks fires nip points compressed air hot surfaces electrical entanglement slip hazards/falls energy pressures chemicals fumes confined spaces dust
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk (and non-high risk) load shifting licensing requirements
Documentation, procedures and reports may include:	SOP site policy and procedures environmental sustainability requirements/practices plant manufacturing operating manuals confined space requirements vendor documentation reference manual grade specifications quality procedures oil or chemical spills and disposal guidelines plant isolation documentation housekeeping safe work documentation e.g. plant clearance, job safety analysis, permit systems maintenance logs job sheets operating log production instructions Materials Safety Data Sheets (MSDS) process and instrument diagrams
Maintenance may include:	operator level maintenance as per site agreements operator maintenance schedules maintenance systems maintenance suppliers pro-active maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: team members production/service co-ordinators internal/external customers and suppliers maintenance services operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstructions unexpected movement
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets data entry reading and interpreting documentation e.g. standard operating procedures, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPENV210A Identify and monitor environmental discharges/emissions

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to identify and monitor environmental discharges/emissions in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement

Application of the Unit

Application of the unit	This unit applies to operators who identify and monitor environmental discharges/emissions in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: monitor environmental discharges/emissions, and respond to abnormal discharges/emissions to meet safety, quality and productivity requirements

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Monitor environmental discharges/emissions	1.1. Environmental discharges/emissions are monitored within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements
1.2. Discharge/emission levels and consequences of exceeding allowable discharge/emission levels are recognised
1.3. Discharge/emission levels are monitored and measured
1.4. Discharges and emissions are kept within targeted limits
1.5. Waste is removed from site where appropriate
2. Respond to abnormal environmental discharges/emissions	2.1. Abnormal environmental discharges/emissions are responded to within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
2.2. Abnormal discharges and emissions are reported to appropriate personnel
2.3. Containment procedures are applied

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in identifying and monitoring environmental discharges/emissions Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Identifies and actions problems within level of responsibility Interprets instruments, gauges and other recording equipment Identifies unacceptable environmental discharges Conducts work practices within regulatory requirements Maintains situational awareness in the work area Analyses and uses sensory information to adjust process to maintain safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to identifying and monitoring environmental discharges/emissions including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Environmental consequences of unacceptable discharges Company policy related to environmental monitoring and control Role and responsibility of regulatory bodies Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in identifying and monitoring environmental discharges/emissions
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in identifying and monitoring environmental discharges/emissions Access to the full range of equipment involved in identifying and monitoring environmental discharges/emissions in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Indicative functions may include:	monitoring of all physical sensors and/or instrumentation compliance with licensing arrangements
Equipment may include:	containment equipment personal protective equipment monitoring equipment computer systems electronic screens and alarms process control systems analogue and digital instrumentation fully automated, semi-automated, manually operated plant and equipment appropriate to environmental monitoring
Emissions/discharges may include:	noise light odour gas smoke vapour liquid and solids particulates fumes
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) HAZCHEM dangerous goods external licensing requirements (for example, Environment Protection Authority [EPA], water authorities, local councils) internal environmental control standards
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals enterprise policies and procedures oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal/external customers and suppliers team members production/service co-ordinators maintenance services operational support personnel operational management statutory authorities
Situational awareness may include:	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Forms of communication may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access
Sensory information may include:	visual sound feel touch smell vibration temperature

Unit Sector(s)

Not Applicable

FPPENV320A Monitor and control environmental hazards

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to monitor and control environmental hazards in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement

Application of the Unit

Application of the unit	This unit applies to operators who monitor and control environmental hazards in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: identify environmental hazards respond to environmental hazards liaise with internal and external bodies, and participate in the investigation of environmental incidents to meet safety, quality and productivity requirements

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify environmental hazards	1.1. Identification of environmental hazards is completed within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements
1.2. Environmental hazards are identified
1.3. Location and severity of hazard is assessed and communicated to appropriate personnel
1.4. Cause and/or source of environmental hazard is diagnosed
2. Respond to environmental hazards	2.1. Environmental hazards are responded to within OHS regulations, environmental and safe working requirements and/or practices, SOP, and housekeeping requirements
2.2. Environmental alarms are activated where appropriate
2.3. Environmental hazards are measured and controlled
2.4. Hazardous incidents are documented and reported
3. Liaise with internal and external bodies	3.1. Internal and external bodies are liaised with in accordance with OHS regulations, environmental and safe working requirements and/or practices, SOP, and housekeeping requirements
3.2. Relevant licensing authorities/bodies are identified and notified
3.3. Status of the environmental hazard is monitored and communicated with appropriate personnel on an on-going basis
4. Participate in the investigation of environmental incident	4.1. Participation in investigation of environmental incidents is completed within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
4.2. Documentation and reports are completed
4.3. Investigations are undertaken
4.4. Findings are documented and reported

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in monitoring and controlling environmental hazards Communicates with appropriate internal and external bodies Reads and interprets required documentation, procedures and reports Takes emergency action associated with environmental hazard Interprets instruments, gauges and other recording equipment Accesses, navigates and enters computer-based information Identifies and actions problems within level of responsibility Identifies and investigates reasons for environmental hazard Maintains situational awareness in the work area Analyses and uses sensory information to adjust process to maintain safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to monitoring and controlling environmental hazards including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Company procedures for identifying, recording and reporting environmental hazards Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in monitoring and controlling environmental hazards
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in monitoring and controlling environmental hazards Access to the full range of equipment involved in monitoring and controlling environmental hazards in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Indicative functions may include:	monitoring of all physical sensors and instrumentation compliance with licensing arrangements
Equipment may include	containment equipment personal protective equipment monitoring equipment computer systems electronic screens and alarms process control systems analogue and digital instrumentation fully automated, semi-automated, manually operated plant and equipment appropriate environmental monitoring
Emissions/discharges may include:	noise light odour gas smoke vapour liquid and solids particulates fumes
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) HAZCHEM dangerous goods handling requirements external licensing requirements (for example, Environmental Protection Authority (EPA), water authorities, local councils) internal environmental control standards
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals enterprise policies and procedures oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal/external customers and suppliers team members production/service co-ordinators maintenance services operational support personnel operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Forms of communication may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access
Sensory information may include:	visual sound feel touch smell vibration temperature

Unit Sector(s)

Not Applicable

FPPEPG210A Monitor and control power generation system

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to monitor and control power generation systems in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who monitor and control power generation systems in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: confirm operational status monitor and control power generation and ancillary plant operation, and record and document power generation and ancillary plant performance to meet safety, quality and productivity requirements It does not include managing power generation system startups, shutdowns, or troubleshooting and rectifying power generation systems

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Confirm operational status	1.1. Operational status is confirmed within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Production requirements are checked at start of shift to plan the day's activities as required 1.3. Continuing process supplies are maintained 1.4. Power generation processes are confirmed to be within operational specifications 1.5. Turbine performance is recorded in the operational log 1.6. Operational status is communicated to relevant personnel
2. Monitor and control power generation and ancillary plant operation	2.1. Power generation and ancillary plant operation is monitored and controlled within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Operational status is confirmed by inspection, observations and other information 2.3. Process supplies are monitored as required 2.4. Turbine pressures, temperatures and flows are measured as required 2.5. Turbine and generation control adjustments are made to maintain operation within specification 2.6. Power output demand and distribution systems operation is monitored and maintained to meet client requirements
3. Record and document power generation and ancillary plant performance	3.1. Power generation and ancillary plant performance is recorded and documented within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Pressures, temperatures and flows are documented as required 3.3. Operating log is maintained 3.4. Maintenance requirements are identified and documented as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in monitoring and controlling power generation systems Reads and interprets required documentation, procedures and reports, within level of responsibility Accesses, navigates and enters computer-based information Interprets instruments, gauges and data recording equipment Responds to monitoring and warning devices Identifies and actions problems within level of responsibility Monitors and controls process control points Maintains situational awareness in the work area Uses measuring equipment as required Conducts routine checks Uses tools and equipment Operates high risk equipment as required Analyses and uses sensory information to adjust process to maintain safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to power generation systems including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Working knowledge of power generation plant, processes, layout and associated services including operating parameters, variation and associated adjustments within level of responsibility Electrical isolation procedures Principles of operation of transformers and circuit protection systems within level of responsibility Power distribution systems AC/DC generation principles Output control and regulation principles Power factor characteristics and effects Effect of steam quality on turbine operation Application of high risk equipment as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control power generation systems, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in monitoring and controlling power generation systems
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in power generation system operations Access to the full range of equipment involved in integrated continuous manufacturing for power generation systems in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Management and operation of power generation may include:	availability of required supplies electricity generation regulation and distribution systems
Materials and supplies may include:	water air steam electricity gas
Equipment may include:	boilers high and low voltage transformers steam or gas turbine driven alternators switchboards water systems and auxiliary plant circuit breakers AC/DC generation and distribution systems protective equipment measuring and recording equipment computer systems electronic screens and alarms process control systems analogue and digital instrumentation fully automated, semi-automated, manually operated plant and equipment appropriate to the power generation process
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk licensing requirements operator endorsement requirements local power authority rules and regulations
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals enterprise policies and procedures oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems operational logs and reports maintenance logs Materials Safety Data Sheets (MSDS) process and instrument diagrams
Maintenance may include:	operator level maintenance as per site agreements operator maintenance schedules maintenance systems maintenance suppliers proactive maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal/external customers and suppliers team members production/service coordinators maintenance services operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Forms of communication may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access
Sensory information may include:	visual sound feel touch smell vibration temperature

Unit Sector(s)

Not Applicable

FPPEPG320A Manage a power generation system startup

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to manage a power generation system startup in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who manage a power generation system startup in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: conduct local inspections and pre-operational safety checks, and initiate startup procedures to meet safety, quality and productivity requirements It does not include co-ordinating power generation system shutdowns, monitoring and controlling power generation systems or troubleshooting and rectifying power generation systems

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Conduct local inspections and pre-operational safety checks	1.1. Local inspections and pre-operational safety checks are conducted within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Plant status is confirmed by inspection, observations and other information 1.3. Potential work area hazards are identified, reported, controlled and measures are employed to contain hazards 1.4. Work requirements are determined in conjunction with power authorities 1.5. Operational requirements are established 1.6. Sequencing for plant startup to suit current circumstances is determined 1.7. Operational maintenance requirements are undertaken as required
2. Initiate startup procedures	2.1. Startup procedures are initiated within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Sequence for plant startup is commenced 2.3. Generation system start is co-ordinated with distribution and ancillary systems and brought on-line 2.4. System or plant is observed for correct operational response 2.5. Deviations from required operating conditions are detected and corrective action undertaken to rectify 2.6. Routine documentation is maintained and logs completed 2.7. Startup information is recorded and reported as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in managing a power generation system startup Reads and interprets required documentation, procedures and reports Interprets instruments, gauges and data recording equipment Accesses, navigates and enters computer-based information Prepares written information and enters data to support groups and teams Communicates with customers and other relevant personnel Interprets instruments, gauges and data recording equipment Identifies and actions problems within level of responsibility Determines systems faults, causes and effects Identifies and monitors process control points Maintains situational awareness in the work area Conducts appropriate adjustments to maintain operation at required levels Maintains a clean and hazard free workplace Uses measuring equipment as required Uses tools and equipment Conducts routine checks Operates high risk equipment as required Carries out operator level maintenance as required Analyses and uses sensory information to adjust process to maintain and co-ordinate safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to power generation systems including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Working knowledge of power generation plant, processes, layout and associated services sufficient to carry out startup activities within level of responsibility Effect of steam quality on turbine operation Pre-start limitations and run-up limitations AC/DC generation principles Output control and regulation principles Power factor characteristics and effects Electrical isolation procedures Principles of operation of transformers and circuit protection systems within level of responsibility Operational tolerances of the turbine system and the effect of operating outside these tolerances Power distribution systems Application of high risk equipment as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control power generation systems, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in managing a power generation system startup
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in power generation system operations Access to the full range of equipment involved in integrated continuous manufacturing of power generation systems in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Management and operation of power generation may include:	availability of required supplies electricity generation regulation and distribution systems
Materials and supplies may include:	water air steam electricity gas
Equipment may include:	boilers high and low voltage transformers steam or gas turbine driven alternators switchboards water systems and auxiliary plant circuit breakers AC/DC generation and distribution systems protective equipment measuring and recording equipment computer systems electronic screens and alarms process control systems analogue and digital instrumentation fully automated, semi-automated, manually operated plant and equipment appropriate to the power generation process
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk licensing requirements operator endorsement requirements local power authority rules and regulations
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals enterprise policies and procedures oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems operational logs and reports maintenance logs Materials Safety Data Sheets (MSDS) process and instrument diagrams
Maintenance may include:	operator level maintenance as per site agreements operator maintenance schedules maintenance systems maintenance suppliers proactive maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal/external customers and suppliers team members production/service coordinators maintenance services operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Forms of communication may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access
Sensory information may include:	visual sound feel touch smell vibration temperature

Unit Sector(s)

Not Applicable

FPPEPG330A Co-ordinate power generation system shutdown

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to co-ordinate a power generation system shutdown in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who co-ordinate a power generation system shutdown in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: assess cause and effects of shutdown implement shutdown procedures, and record and report shutdown data to meet safety, quality and productivity requirements It does not include managing a power generation system startup, monitoring and controlling power generation systems or troubleshooting and rectifying power generation systems

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Assess cause and effects of shutdown	1.1. Cause and effects of shutdown is assessed within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Work area instructions or maintenance schedules are used to co-ordinate a planned shutdown 1.3. Cause of unplanned shutdown is identified and located 1.4. Effects of unplanned shutdown are assessed to determine impact on operations 1.5. Faulty plant is isolated/contained where possible to allow continued production as required 1.6. Unplanned shutdown is communicated to appropriate personnel and power authorities as required
2. Implement shutdown procedures	2.1. Shutdown procedures are implemented within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Process supplies shutdown procedures are followed as required 2.3. Planned shutdown is implemented 2.4. Unplanned shutdown is responded to and rectified 2.5. Isolation requirements are implemented as required 2.6. Inspections are undertaken as required
3. Record and report shutdown data	3.1. Shutdown data is recorded and reported within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Shutdown information is recorded, including corrective action as required 3.3. Shutdown information is reported to relevant personnel and power authorities as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in co-ordinating a power generation system shutdown Reads and interprets required documentation, procedures and reports within level of responsibility Accesses, navigates and enters computer-based information Interprets instruments, gauges and data recording equipment Responds to monitoring and warning devices Communicates with customers and other relevant personnel Identifies and actions problems within level of responsibility Identifies and responds appropriately to shutdown causes Responds to problems associated with plant shutdown and unplanned shutdown to ensure safety quality and productivity Coordinates and plans shutdown activity Identifies and monitors process control points Maintains situational awareness in the work area Uses measuring equipment as required Uses tools and equipment Operates high risk equipment as required Analyses and uses sensory information to adjust process to maintain and co-ordinate safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to power generation systems including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Types, causes and effects of power generation plant shutdowns Required responses to all unplanned shutdowns (e.g. power outage, mechanical breakdown, blockages, jamming, air supply, control system failure) to ensure safety quality and productivity Process and procedures for plant shutdowns and unplanned shutdowns Plant and machinery functions and operations Emergency procedures and responses Working knowledge of power generation plant, processes, layout and associated services sufficient to carry out shutdown activities within level of responsibility Electrical isolation procedures Principles of transformers and circuit protection systems within level of responsibility Power factor characteristics and effects Power systems testing and test procedures Power distribution systems AC/DC generation principles Output control and regulation principles Effect of steam quality on turbine operation Operational tolerances of the turbine system and the effect of operating outside these tolerances Application of high risk equipment, as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control power generation systems, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in co-ordinating a power generation system shutdown
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in power generation system operations Access to the full range of equipment involved in integrated continuous manufacturing for power generation systems in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Management and operation of power generation may include:	availability of required supplies electricity generation regulation and distribution systems
Materials and supplies may include:	water air steam electricity gas
Equipment may include:	boilers high and low voltage transformers steam or gas turbine driven alternators switchboards water systems and auxiliary plant circuit breakers AC/DC generation and distribution systems protective equipment measuring and recording equipment computer systems electronic screens and alarms process control systems analogue and digital instrumentation fully automated, semi-automated, manually operated plant and equipment appropriate to the power generation process
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk licensing requirements appropriately endorsed operator licensing local power authority rules and regulations
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals enterprise policies and procedures oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems operational logs and reports maintenance logs Materials Safety Data Sheets (MSDS) process and instrument diagrams
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal/external customers and suppliers team members production/service coordinators maintenance services operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Forms of communication may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access
Sensory information may include:	visual sound feel touch smell vibration temperature

Unit Sector(s)

Not Applicable

FPPEPG440A Troubleshoot and rectify power generation system

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to troubleshoot and rectify power generation systems in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to persons who troubleshoot and rectify power generation systems in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: identify and diagnose causes of faults rectify faults rectify power quality and distribution faults, and record and report operational data to meet safety, quality and productivity requirements It does not include managing a power generation system startup, shutdown or monitoring and controlling power generation systems

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify and diagnose causes of faults	1.1. Causes of faults are identified and diagnosed within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Abnormal plant conditions and system alarms are interpreted to determine fault type and location 1.3. Physical inspections of plant and processes are made to identify faults 1.4. Cause and source of fault is identified and located 1.5. Relevant historical data is accessed/referred to, to confirm diagnosis 1.6. Diagnoses are communicated to relevant personnel
2. Rectify faults	2.1. Faults are rectified within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Shutdown and isolation procedures are implemented as required 2.3. Faulty equipment is repaired or replaced 2.4. Adjustments to process and systems are made to restore normal operations 2.5. Restoration to normal operation is verified and communicated to relevant personnel
3. Rectify power quality and distribution faults	3.1. Power quality and distribution faults are rectified within OHS, SOP, environmental and safe working requirements and practices 3.2. Power quality faults/variations are identified by observation, systematic sampling and testing 3.3. Measurements are taken and tests conducted according to established enterprise procedures and SOP 3.4. Power quality is adjusted whilst generator is on-line to correct variations from specification
4. Record and report operational data	4.1. Operational data is recorded and reported within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 4.2. Variations from required production output and systems operation faults are documented 4.3. Troubleshooting process and corrective actions are recorded 4.4. Relevant information is communicated to appropriate personnel

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Identifies, accesses and interprets relevant historical and operational data and information Uses required forms of communication in troubleshooting and rectifying power generation systems Reads and interprets required documentation, procedures and reports within level of responsibility Accesses, navigates and enters computer-based information Interprets instruments, gauges and data recording equipment Communicates effectively with personnel to assist with analysis and resolution of operational problems Assists others to identify and resolve operational problems in the workplace Identifies and actions systems, quality and equipment faults within level of responsibility Identifies causes and effects of faults and corrective action on associated processes Selects and uses appropriate troubleshooting methods Takes timely corrective action to maximise safety, quality and productivity Undertakes necessary calculations to aid troubleshooting as required Identifies and monitors process control points Maintains situational awareness in the work area Perform tests and interprets and records results as required Uses measuring equipment as required Identifies and responds appropriately to shutdown causes Initiates and applies isolations and lockouts as required Maintains required power outputs consistently to specification Conducts routine checking procedures during plant and systems operation Uses tools and equipment Operates high risk equipment as required Analyses and uses sensory information to adjust process to maximise safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to power generation system operation including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Detailed knowledge of power generation system, processes and associated services sufficient to troubleshoot including: plant layout theory of operation causes and effects of adjustments made to power generation plant and processes relationships between power generation system, processes and associated services An appropriate range of troubleshooting methods Sampling and testing processes for plant and system operations, and process steam supply monitoring - purpose, standards and procedures as per site agreements Types, causes and effects of power generation plant shutdowns Effect of steam quality on turbine operation Operational tolerances of the turbine system and the effect of operating outside these tolerances AC/DC generation principles Output control and regulation principles Power factor characteristics, effects and correction techniques Electrical isolation procedures Principles of operation of transformers and circuit protection systems Power distribution systems Application of high risk equipment, as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control power generation systems, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in troubleshooting and rectifying power generation systems
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in power generation system operations Access to the full range of equipment involved in integrated continuous manufacturing for power generation systems in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Management and operation of power generation may include:	availability of required supplies electricity generation regulation and distribution systems
Materials and supplies may include:	water air steam electricity gas
Equipment may include:	boilers high and low voltage transformers steam or gas turbine driven alternators switchboards water systems and auxiliary plant circuit breakers AC/DC generation and distribution systems protective equipment measuring and recording equipment computer systems electronic screens and alarms process control systems analogue and digital instrumentation fully automated, semi-automated, manually operated plant and equipment appropriate to the power generation process
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk licensing requirements operator endorsement requirements local power authority rules and regulations
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals enterprise policies and procedures oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems operational logs and reports maintenance logs Materials Safety Data Sheets (MSDS) process and instrument diagrams
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal/external customers and suppliers team members production/service coordinators maintenance services operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Forms of communication may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access
Sensory information may include:	visual sound feel touch smell vibration temperature

Unit Sector(s)

Not Applicable

FPPFCO210A Monitor, control and shutdown finishing and converting operations

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to monitor, control and shut down finishing and converting operations in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk (and non-high risk) load shifting licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who monitor, control and shut down finishing and converting operations in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: operate and monitor processes and systems control product quality and production conduct equipment shutdown, and record process and system information to meet safety, quality and productivity requirements It does not include preparing and starting up finishing and converting operations or troubleshooting and rectifying finishing and converting systems

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Operate and monitor processes and systems	1.1. Processes and systems are operated and monitored within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Production requirements are checked at start of shift to plan day's activities as required 1.3. Planned production requirements are confirmed and communicated to relevant personnel 1.4. Operations and systems are monitored and maintained within process parameters (range of variables) consistent with production requirements 1.5. Monitoring displays and devices are interpreted and responded to 1.6. Setup for product change is undertaken as required
2. Control product quality and production	2.1. Product quality and production is controlled within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Product is monitored and controlled to production and quality requirements 2.3. Routine observations and assessments are conducted on product and system operations 2.4. Adjustments are made to control production and quality requirements 2.5. Test results are interpreted and recorded as required 2.6. Changes to product requirements are communicated to relevant personnel
3. Conduct equipment shutdown	3.1. Equipment shutdown is conducted within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Shutdown plan is communicated with relevant personnel 3.3. Shutdown procedures are carried out 3.4. Cause of unplanned shutdown is identified and rectified 3.5. Shutdown details are recorded as required
4. Record process and system information	4.1. Recording process and system information is completed within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 4.2. System and production information is recorded 4.3. Problems or variations in performance are recorded and communicated

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in monitoring, controlling and shutting down finishing and converting operations Reads and interprets required documentation, procedures and reports Interprets production requirements and work instructions Interprets instruments, gauges and data recording equipment Prepares written information and enters data to support groups and teams Accesses, navigates and enters computer-based information Identifies and actions problems within level of responsibility Identifies and monitors process control points Maintains situational awareness in the work area Implements isolation or lockout procedures Identifies and responds appropriately to shutdown causes Respond to problems associated with plant shutdown and unplanned shutdown to ensure safety quality and productivity Coordinates and plans shutdown activity Uses hand tools Uses cleaning equipment Perform tests and interprets and record results if required Uses measuring equipment as required Operates plant and equipment Operates high risk (and non-high risk) load shifting equipment as required Analyses and uses sensory information to adjust process to maintain and co-ordinate safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to finishing and converting operations including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Working knowledge of finishing and converting operations, processes, layout and associated services sufficient to monitor, control and shut down finishing and converting operations within level of responsibility Types, causes and effects of finishing and converting plant shutdowns Required responses to all unplanned shutdowns (e.g. power outage, mechanical breakdown, blockages, jamming, air supply, control system failure) to ensure safety quality and productivity Process and procedures for plant shutdowns and unplanned shutdowns Plant and machinery functions and operations Emergency procedures and responses Sampling and testing process for plant and system operations, and process monitoring - purpose, standards and procedures as per site agreements Equipment setup procedures and adjustments Product types and quality requirements Designated areas for waste Application of high risk (and non-high risk) load shifting equipment, as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control finishing and converting operations, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in monitoring, controlling and shutting down finishing and converting operations
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in finishing and converting operations Access to the full range of equipment involved in integrated continuous manufacturing of finishing and converting operations in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Finishing and converting processes may include:	winding and re-winding decorating lotionising calendering water marking perforating slitting and cutting embossing laminating folding printing bonding core making wrapping and packing
Materials and supplies may include:	parent roll or reel lotion shrink and stretch wraps pallets sheet paper labelling and stencilling wrap paper customer rolls boxes polythene wrap glues cartons strapping printing inks shippers reams signs and labels core board scent rolls
Equipment and systems may include:	separate servo controlled motors and drives electronic sensors and proximity system light curtains category three plus guarding program formatting programmable production configurations pre-set modifiable quick change parts e.g. snap lock reels and winding equipment wrapping and packing equipment guillotine, knives and cutting equipment conveying systems materials handling equipment flexographic printing equipment used for decorating overhead cranes testing and measuring equipment roll grab attachments warehousing equipment warehousing control systems electronic, pneumatic and hydraulic process controls computer systems electronic screens and alarms process control systems analogue and digital instruments fully automated, semi-automated, manually operated plant and equipment appropriate to finishing and converting operations
Auxiliary systems may include:	air lubrication vacuum dust extraction system
Electronic control systems may include:	portable control device touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk (and non-high risk) load shifting licensing requirements
Documentation, procedures and reports may include:	SOP enterprise policies, procedures and guidelines environmental sustainability requirements/practices plant manufacturing operating manuals production schedules production plans production specifications quality certification e.g. ISO quality procedures oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems reference documents on theory of operation of processes and systems vendor manuals checklists Material Safety Data Sheets (MSDS)
Maintenance may include:	operator level maintenance as per site agreement operator maintenance schedules maintenance supplies maintenance systems maintenance suppliers pro-active maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Quality checks and tests may include:	roll density core slippage damaged packaging reel hardness core size colour matching bulk core strength sheet size roll appearance print quality cut quality MD&CD tensile core scenting packaged product stretch roll size perforations product identification warehousing records
Required action in the event of a missing or faulty component may include:	operator level maintenance involvement of maintenance personnel replacement of component communication with appropriate personnel
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: warehousing personnel internal/external customers and suppliers maintenance services team members operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPFCO320A Prepare and start up finishing and converting operations

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to prepare and start up finishing and converting operations in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk (and non-high risk) load shifting licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who prepare and start up finishing and converting operations in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: establish production requirements for startup conduct setup for product change, and start up finishing and converting operations to meet safety, quality and productivity requirements It does not include monitoring, controlling and shut down of finishing and converting operations or troubleshooting and rectifying finishing and converting systems

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Establish production requirements for startup	1.1. Production requirements for start up are established within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Production plan is interpreted 1.3. Product specification is checked 1.4. Product supplies are confirmed available for production
2. Conduct setup for product change	2.1. Setup for product change is conducted within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Pre-setup checks are conducted on required components 2.3. Required action is taken if a component is missing or faulty 2.4. Isolation procedures are followed as required 2.5. Communication and coordination with team members during product change occurs as required 2.6. Components and accessories are loaded, installed and adjusted for setup as required 2.7. All isolations are confirmed as signed off and lifted where applicable 2.8. Initial quality checks and component adjustments are made 2.9. Required documentation is completed
3. Start up finishing and converting operations	3.1. Finishing and converting operations are started up within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Quality assurance checks are conducted from startup to ensure processes are maintained 3.3. Process adjustments from start up are carried out as required 3.4. Faults are identified and rectified as required 3.5. Confirmation for start up is communicated to relevant personnel as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in preparing and starting up finishing and converting operations Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Interprets production requirements and work instructions Interprets instruments, gauges and data recording equipment Prepares written information and enters data to support groups and teams Identifies and actions problems within level of responsibility Identifies and checks process control points Maintains situational awareness in the work area Implements isolation or lockout procedures Uses hand tools Uses cleaning equipment Operates plant and equipment Operates high risk (and non-high risk) load shifting equipment as required Uses testing and measuring equipment required for setup as required Analyses and uses sensory information to adjust process to maintain and co-ordinate safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to finishing and converting operations including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Working knowledge of finishing and converting operations, processes, layout and associated services sufficient to prepare finishing and/or converting systems for production within level of responsibility Equipment setup procedures and adjustments Sampling and testing process for plant and system operations, and process monitoring - purpose, standards and procedures as per site agreements Product types and quality requirements Designated areas for waste Application of high risk (and non-high risk) load shifting equipment, as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control finishing and converting operations, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in preparing and starting up finishing and converting operations
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in finishing and converting operations Access to the full range of equipment involved in integrated continuous manufacturing of finishing and converting operations in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Finishing and converting processes may include:	winding and re-winding decorating lotionising calendering water marking perforating slitting and cutting embossing laminating folding printing bonding core making wrapping and packing
Materials and supplies may include:	parent roll or reel lotion shrink and stretch wraps pallets sheet paper labelling and stencilling wrap paper customer rolls boxes polythene wrap glues cartons strapping printing inks shippers reams signs and labels core board scent rolls
Equipment and systems may include:	separate servo controlled motors and drives electronic sensors and proximity system light curtains category three plus guarding program formatting programmable production configurations pre-set modifiable quick change parts e.g. snap lock reels and winding equipment wrapping and packing equipment guillotine, knives and cutting equipment conveying systems materials handling equipment flexographic printing equipment used for decorating overhead cranes testing and measuring equipment roll grab attachments warehousing equipment warehousing control systems electronic, pneumatic and hydraulic process controls computer systems electronic screens and alarms process control systems analogue and digital instruments fully automated, semi-automated, manually operated plant and equipment appropriate to finishing and converting operations
Auxiliary systems may include:	air lubrication vacuum dust extraction system
Electronic control systems may include:	portable control device touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk (and non-high risk) load shifting licensing requirements
Documentation, procedures and reports may include:	SOP enterprise policies, procedures and guidelines environmental sustainability requirements/practices plant manufacturing operating manuals production schedules production plans production specifications quality certification e.g. ISO quality procedures oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems reference documents on theory of operation of processes and systems vendor manuals checklists Material Safety Data Sheets (MSDS)
Quality checks and tests may include:	roll density core slippage damaged packaging reel hardness core size colour matching bulk core strength sheet size roll appearance print quality cut quality MD&CD tensile core scenting packaged product stretch roll size perforations product identification warehousing records
Required action in the event of a missing or faulty component may include:	operator level maintenance involvement of maintenance personnel replacement of component communication with appropriate personnel
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: warehousing personnel internal/external customers and suppliers maintenance services team members operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPFCO340A Troubleshoot and rectify finishing and converting systems

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to troubleshoot and rectify finishing and converting systems in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk (and non-high risk) load shifting licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who troubleshoot and rectify finishing and converting systems in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: identify and analyse causes of system and quality faults rectify system faults rectify or re-work product with quality faults, and record and report system performance and product quality data to meet safety, quality and productivity requirements It does not include preparing and starting up, monitoring, controlling, or shutting down finishing and converting operations

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify and analyse causes of system and quality faults	1.1. Causes of system and quality faults are identified and analysed within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Control system readouts are monitored to identify process variations 1.3. Trends and warning devices are interpreted to determine fault type and location 1.4. Quality checks are interpreted to identify variations from specifications or schedule 1.5. Cause and source of problem is identified and located 1.6. Relevant sources of information are accessed and interpreted to assist analysis
2. Rectify system faults	2.1. System faults are rectified within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Equipment is shut down and isolation procedures are implemented prior to fault rectification if required 2.3. Faulty equipment is identified, repaired or replaced 2.4. Faulty equipment is by-passed as required 2.5. Corrective adjustments are made and operator level maintenance requirements are undertaken 2.6. Restoration of machine or system to normal operation is verified and communicated to relevant personnel
3. Rectify or re-work product with quality faults	3.1. Product with quality faults is rectified or reworked within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Product quality faults or variations are identified by observation, systematic sampling, testing or quality checks 3.3. Quality checks are conducted 3.4. Quality tests are undertaken and results interpreted as required 3.5. Process adjustments are made as required 3.6. Out-of-specification product is actioned as required
4. Record and report system performance and product quality data	4.1. System performance and product quality data is recorded and reported within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 4.2. Variations from process specifications are recorded 4.3. Actions undertaken to troubleshoot and rectify faults are recorded 4.4. Indications of performance variation are documented 4.5. Relevant information is communicated to appropriate personnel

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Identifies, accesses and interprets relevant historical and operational data and information Uses required forms of communication in troubleshooting and rectifying finishing and converting systems Reads and interprets required documentation, procedures and reports Operates communications equipment Interprets instruments, gauges and data recording equipment Interprets troubleshooting guides, operational data, trend analysis and test results Accesses, navigates and enters computer-based information Communicates effectively with personnel to assist with analysis and resolution of operational problems Assists others to identify and resolve operational problems in the workplace Identifies and actions systems, quality and equipment faults within level of responsibility Identifies causes and effects of faults and corrective action on associated processes Selects and uses appropriate troubleshooting methods Takes timely corrective action to maximise safety, quality and productivity Undertakes necessary calculations to aid troubleshooting as required Identifies and monitors process control points Maintains situational awareness in the work area Implements isolation and lockout procedures as required Operates required measuring and testing devices Perform tests and interprets and record results if required Operates high risk (and non-high risk) load shifting equipment as required Analyses and uses sensory information to adjust process to maximise safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to finishing and converting system operation including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Detailed knowledge of finishing and converting system, processes and associated services sufficient to troubleshoot including: plant layout theory of operation causes and effects of adjustments made to finishing and converting plant and processes relationships between finishing and converting system, processes and associated services An appropriate range of troubleshooting methods Sampling and testing process for plant and system operations, and process monitoring - purpose, standards and procedures as per site agreements Operator level maintenance requirements Application of high risk (and non-high risk) load shifting equipment as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control finishing and converting systems within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in troubleshooting and rectifying finishing and converting operations
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in finishing and converting operations Access to the full range of equipment involved in integrated continuous manufacturing of finishing and converting operations in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Finishing and converting processes may include:	winding and re-winding decorating lotionising calendering water marking perforating slitting and cutting embossing laminating folding printing bonding core making wrapping and packing
Materials and supplies may include:	parent roll or reel lotion shrink and stretch wraps pallets sheet paper labelling and stencilling wrap paper customer rolls boxes polythene wrap glues cartons strapping printing inks shippers reams signs and labels core board scent rolls
Equipment and systems may include:	separate servo controlled motors and drives electronic sensors and proximity system light curtains category three plus guarding program formatting programmable production configurations pre-set modifiable quick change parts e.g. snap lock reels and winding equipment wrapping and packing equipment guillotine, knives and cutting equipment conveying systems materials handling equipment flexographic printing equipment used for decorating overhead cranes testing and measuring equipment roll grab attachments warehousing equipment warehousing control systems electronic, pneumatic and hydraulic process controls computer systems electronic screens and alarms process control systems analogue and digital instruments fully automated, semi-automated, manually operated plant and equipment appropriate to finishing and converting operations
Auxiliary systems may include:	air lubrication vacuum dust extraction system
Electronic control systems may include:	portable control device touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk (and non-high risk) load shifting licensing requirements
Documentation, procedures and reports may include:	SOP enterprise policies, procedures and guidelines environmental sustainability requirements/practices plant manufacturing operating manuals production schedules production plans production specifications quality certification e.g. ISO quality procedures oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems reference documents on theory of operation of processes and systems vendor manuals checklists Material Safety Data Sheets (MSDS)
Maintenance may include:	operator level maintenance as per site agreement operator maintenance schedules maintenance supplies maintenance systems maintenance suppliers pro-active maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Quality checks and tests may include:	roll density core slippage damaged packaging reel hardness core size colour matching bulk core strength sheet size roll appearance print quality cut quality MD&CD tensiles core scenting packaged product stretch roll size perforations product identification warehousing records
Required action in the event of a missing or faulty component may include:	operator level maintenance involvement of maintenance personnel replacement of component communication with appropriate personnel
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: warehousing personnel internal/external customers and suppliers maintenance services team members operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets reading and interpreting documentation e.g. SOP, manuals, checklists, drawings, data entry verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPHWP250A Store and dispatch waste paper

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to store and dispatch waste paper in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk (and non-high risk) load shifting licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who store and dispatch waste paper in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: analyse order to identify work requirements prepare goods for dispatch dispatch product, and finalise documentation to meet safety, quality and productivity requirements It does not include receiving or unloading waste paper

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Analyse order to identify work requirements	1.1. Order is analysed to identify work requirements within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Order requirements are interpreted 1.3. Required schedules for dispatch are identified 1.4. Products from order are identified 1.5. Workplace and product knowledge is used to plan sequence of work 1.6. Appropriate materials handling equipment is selected within timeframe for the dispatch
2. Prepare goods for dispatch	2.1. Goods are prepared for dispatch within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Goods for dispatch are selected, checking against product knowledge, labels and other identification systems 2.3. Products are sorted, assembled and placed in storage or dispatch zones, in accordance with schedule 2.4. Orders are placed in storage or dispatch zones in accordance with schedule 2.5. Order is checked against dispatch schedule and order form
3. Dispatch product	3.1. Product is dispatched within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Load requirements are communicated to carrier 3.3. Products are loaded for dispatch using appropriate materials handling equipment 3.4. Damaged product are identified and processed during loading 3.5. Checks are made with the carrier to confirm the load has been secured
4. Finalise documentation	4.1. Finalisation of documentation is completed within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 4.2. Final check of documentation is completed 4.3. Security seals are attached as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in storing and dispatching waste paper Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Interprets instruments, gauges and data recording equipment Maintains inventory systems with accurate information Identifies and actions problems within level of responsibility Identifies and monitors process control points Maintains situational awareness in the work area Selects product Packs or wraps product to customer requirements Operates packaging, wrapping and labelling equipment Operates and maintains materials handling equipment Uses measuring equipment as required Operates high risk (and non-high risk) load shifting equipment as required Analyses and uses sensory information to alter work sequence to maintain safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to storage and dispatch of waste paper operations including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Working knowledge of storage and dispatch area processes, layout and associated services sufficient to carry out storage and dispatch of waste paper within level of responsibility Warehouse organisation and workflow Freight carrying and load restraint requirements Application of high risk (and non-high risk) load shifting equipment, as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application that control storage and dispatch operations, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in storing and dispatching waste paper
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in storing and dispatching waste paper Access to the full range of equipment involved in storage and dispatch operations in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Materials and supplies may include:	waste paper blocks pallets loose reels product
Equipment may include:	conveyor systems cranes sorting tables fork lift straddle truck trailer or tipper articulated loader side loader mobile crane or other materials handling equipment computer systems electronic screens and alarms process control systems analogue and digital instruments fully automated, semi-automated, manually operated plant and equipment appropriate to storage and dispatch of waste paper
Accessories may include:	protective and high visibility safety clothing and equipment break down tools and equipment electronic communication equipment
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk (and non-high risk) load shifting licensing requirements
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems weighbridge dockets work orders tally sheets truck delivery dockets invoices non-conformance reports test results and reports log sheets (production and equipment) equipment performance data and tonnage input or conversion stock inventory process and instrument diagrams
Maintenance may include:	operator level maintenance as per site agreement maintenance system proactive maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Communications may include	interaction with: internal/external suppliers and customers maintenance services team members operational management
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPHWP260A Receive waste paper

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to receive waste paper in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk (and non-high risk) load shifting licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who receive waste paper in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: check, weigh and record load data, and direct trucks for unloading to meet safety, quality and productivity requirements It does not include unloading waste paper or storing and dispatching waste paper

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Check, weigh and record load data	1.1. Waste paper is checked, weighed and load data is recorded within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Trucks delivering loads are identified, documents checked and load accepted 1.3. Load data, estimated weights or volumes are calculated and recorded 1.4. Non-conforming loads are handled 1.5. Confirmation of delivery record is obtained from truck driver
2. Direct trucks for unloading	2.1. Trucks are directed for unloading within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Trucks are directed to appropriate unloading area according to load grade 2.3. Yard personnel are notified of deliveries requiring unloading, as required 2.4. Truck movements in the yard are monitored

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in receiving waste paper Reads and interprets required documentation, procedures and reports Prepares brief written information Accesses, navigates and enters computer-based information Interprets instruments, gauges and data recording equipment Identifies and actions problems within level of responsibility Identifies and monitors process control points Maintains situational awareness in the work area Uses measuring equipment as required Sorts and grades waste paper to specification Calculates weights and tables Operates high risk (and non-high risk) load shifting equipment as required Analyses and uses sensory information to alter work sequence to maintain safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to receiving waste paper including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Working knowledge of waste paper receiving processes, layout and associated services sufficient to receive waste paper within level of responsibility Loading areas Logistics controls Paper types, specifications, characteristics and grade specifications Application of high risk (and non-high risk) load shifting equipment as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application that control waste paper receiving practices, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in receiving waste paper
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in receiving waste paper Access to the full range of equipment involved in receiving waste paper in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Equipment may include:	weighbridge computer systems electronic screens and alarms analogue and digital instruments fully automated, semi-automated, manually operated plant and equipment appropriate to receiving waste paper
Accessories may include:	protective and high visibility safety clothing and equipment electronic communication equipment
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk (and non-high risk) load shifting licensing requirements
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems weighbridge dockets work orders tally sheets truck delivery dockets invoices non-conformance reports test results and reports log sheets (production or equipment) equipment performance data tonnage input and conversion stock inventory process and instrument diagrams
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Situational awareness may include:	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Communications may include	interaction with: internal/external suppliers and customers maintenance services team members operational management
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPHWP270A Unload waste paper

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to unload waste paper in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk (and non-high risk) load shifting, licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who unload waste paper in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: unload waste paper grade, sort and stack waste paper, and store product to meet safety, quality and productivity requirements It does not include receiving waste paper or storing and dispatching waste paper

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Unload waste paper	1.1. Waste paper is unloaded within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Load or product documentation is received, interpreted and verified 1.3. Non-conforming loads are handled 1.4. Load and handling characteristics are identified 1.5. Mechanical handling equipment is selected and operated in accordance with load and handling characteristics
2. Grade, sort and stack waste paper	2.1. Waste paper is graded, sorted and stacked within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Waste paper is moved to appropriate stacking locations consistent with type, quality and stock rotation requirements 2.3. Stacks are constructed to provide stability and minimise problems 2.4. Provision for decks, storage bays and access for lifting equipment is made when storing
3. Store product	3.1. Product is stored within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Load is carried, raised and set down safely 3.3. Load is stored in compliance with stock location requirements 3.4. Inventory records documentation is completed

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in unloading waste paper Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Interprets instruments, gauges and data recording equipment Identifies and actions problems within level of responsibility Identifies and monitors process control points Maintains situational awareness in the work area Uses measuring equipment as required Stacks and stores waste paper efficiently and safely Handles non-conformance loads Minimises handling to meet loading, processing, and stock rotation requirements Delivers paper as required, to meet production requirements Uses approved manual handling techniques Maintains machinery Operates materials handling equipment Operates high risk (and non-high risk) load shifting equipment as required Analyses and uses sensory information to alter work sequence to maintain safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to unloading waste paper including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Emergency and evacuation procedures Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Working knowledge of waste paper unloading processes, layout and associated services sufficient to unload waste paper within level of responsibility Stacking procedures, implications and requirements Deck or storage bay requirements Load types, specifications and characteristics Application of high risk (and non-high risk) load shifting equipment, as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application that control waste paper unloading processes, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in unloading waste paper
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in unloading waste paper Access to the full range of equipment involved in unloading waste paper in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Materials and supplies may include:	waste paper blocks pallets loose reels product
Equipment may include:	conveyor systems cranes sorting tables fork lift straddle truck trailer or tipper articulated loader side loader mobile crane or other materials handling equipment hand and power tools computer systems fully automated, semi-automated, manually operated plant and equipment appropriate to unloading waste paper
Accessories may include:	protective and high visibility safety clothing and equipment break down tools and equipment electronic communication equipment
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk (and non-high risk) load shifting licensing requirements
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems weighbridge dockets work orders tally sheets truck delivery dockets invoices non-conformance reports test results and reports log sheets (production or equipment) equipment performance data tonnage input and conversion stock inventory process and instrument diagrams
Maintenance may include:	operator level maintenance as per site agreement maintenance systems proactive maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Sampling or testing may include:	sampling at process by operator to site specifications visual assessment of load for unacceptable contaminants
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Communications may include	interaction with: internal/external suppliers and customers maintenance services team members operational management
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPMHV210A Operate overhead crane

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to operate an overhead crane in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement

Application of the Unit

Application of the unit	This unit applies to people who operate overhead cranes in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: plan work for the prevailing work conditions use controls and operating systems to manage the operation of the equipment locate load and identify load characteristics safely move load monitor and operate controls, and stop, shut down and secure equipment to meet safety, quality and productivity requirements

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Plan work for the prevailing work conditions	1.1. Work for the prevailing work conditions is planned within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements
1.2. Traffic flow and work area conditions are constantly assessed and anticipated to allow safe operation to ensure no injury to personnel, or damage to equipment, loads or facilities
1.3. Characteristics of the load are taken into account to ensure that, where applicable, appropriate attachments/gear are used to move the load
1.4. Occurrences in the work area that may affect the safety and efficiency of operations are reported to appropriate personnel
2. Use controls and operating systems to manage the operation of the equipment	2.1. Controls and operating systems are used to manage operation of the equipment within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
2.2. Equipment is prepared and appropriate attachments fitted (where applicable)
2.3. Equipment is started in accordance with manufacturers guidelines to bring to speed
2.4. Instruments and gauges are monitored during startup and operations to ensure that operation is within manufacturers specifications
2.5. Power is managed for efficiency of equipment movement and economy of equipment operations
2.6. Equipment operations are conducted within manufacturers specified torque range
2.7. Any faults or damage to equipment are immediately reported to the appropriate personnel
3. Locate load and identify load characteristics	3.1. Location of load and identification of load characteristics are completed within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
3.2. Load is located and identified according to instructions
3.3. Requirements for Safe Working Load (SWL) and Working Load Limit (WLL) of the gantry equipment are identified
3.4. Load weight and dimensions are checked to ensure they fall within the capacity of the equipment
3.5. Loading and unloading plans are followed to ensure efficiency and safety of operations
3.6. Characteristics of the load are taken into account to ensure that appropriate loading and unloading procedures are followed
4. Safely move load	4.1. Load is moved safely within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
4.2. Equipment is operated and positioned using smooth and controlled movements
4.3. Manoeuvres are within the limits of the equipment and in line with manufacturers specification
4.4. Load is moved ensuring no injury to personnel or damage to equipment or cargo
4.5. Continuous communication is maintained with personnel assisting the operator in load movement operations using appropriate communications technology and procedures
4.6. In the event of a safety incident or emergency, the equipment is immediately stopped and workplace emergency procedures followed
4.7. Safety incidents and emergencies are reported in accordance with workplace procedures and regulatory requirements
5. Monitor and operate controls	5.1. Controls are monitored and operated within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
5.2. Equipment controls are monitored and operated in accordance with manufacturers operating instructions
5.3. Control systems are understood and acted upon in accordance with manufacturers guidelines
5.4. Control faults are identified and reported
5.5. Hazards in the work area are identified and appropriate measures are adopted to control the risks
6. Stop, shut down and secure equipment	6.1. Equipment is stopped, shut down and secured within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
6.2. Equipment is brought to a controlled halt and shut down without injury to personnel or damage to equipment, loads or facilities in accordance with manufacturers guidelines and workplace procedures
6.3. Equipment is secured in accordance with manufacturers instructions and workplace procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication when operating an overhead crane Works collaboratively with others when shifting loads using gantry equipment Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Identifies and actions problems within level of responsibility Interprets instruments, gauges and data recording equipment Receives, acknowledges and sends messages with appropriate communications equipment Starts up and shuts down overhead crane Moves standard and non-standard loads ensuring: load is correctly slung correct operation of crane load is within crane limits, particularly where load measuring devices are fitted Schedules movements to maintain material flow in mill to required timing Identifies cargo, container and goods, coding, Australian Dangerous Goods (ADG) and International Maritime Dangerous Goods (IMDG) markings and where applicable Interprets and follows operational instructions and prioritises work Estimates the size, shape and special requirements of loads Maintains situational awareness in the work area Analyses and uses sensory information to adjust process to maintain safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to overhead crane operation including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Australian Standards, manufacturer's and enterprise requirements on crane operation Australian and international codes, regulations, licence/permit requirements relevant to the use of gantry equipment to shift loads Requirements for safe working load (SWL) and working load limit (WLL) of gantry equipment Relevant safety codes and emergency procedures Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Focus of operation of work systems, equipment, management and site operating systems for the use of gantry equipment to shift loads Types of gantry equipment used to shift loads including applications and procedures and precautions for their use Marking and numbering systems for cargo Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in operating an overhead crane
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in operating an overhead crane Access to the full range of equipment involved in operating an overhead crane in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Overhead cranes and accessories may include:	pedestrian or remote operated cabin operated crane attachments
Job accessories may include:	safety clothing and equipment vehicle manuals vehicle tools job and vehicle records and writing equipment first aid kit breakdown gear
Range of loads and lifting procedures may include:	standard mill loads non-standard mill loads requiring trial lifts
Hazards in the work area may include:	chemicals dangerous or hazardous substances movements of equipment, goods, materials and vehicular traffic
Personal protective equipment may include:	gloves safety headwear and footwear safety glasses two-way radios protective clothing high visibility clothing
Range of equipment may include:	various types of bridge and gantry cranes computer systems electronic screens and alarms process control systems analogue and digital instrumentation fully automated, semi-automated, manually operated plant and equipment appropriate to overhead crane operation
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) relevant codes and regulations for the shifting of cargo/containers using gantry equipment Australian and international regulations and codes of practice for the handling of dangerous goods and hazardous substances e.g. Australian and International Dangerous Goods Codes relevant Australian Standards including AS1418 and AS2550 workplace relations regulations workers compensation regulations
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals enterprise policies and procedures oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems goods identification numbers and codes Australian and international codes of practice and regulations relevant to the shifting of loads using gantry equipment Australian and international regulations and codes of practice for the handling and transport of dangerous goods and hazardous substances supplier and/or client instructions dangerous goods declarations and Material Safety Data Sheets (MSDS) award, enterprise bargaining agreement, other industrial arrangements relevant Australian standards and certification requirements
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal/external customers and suppliers team members production/service co-ordinators maintenance services operational support personnel operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Forms of communication may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access
Sensory information may include:	visual sound feel touch smell vibration temperature

Unit Sector(s)

Not Applicable

FPPNUM210A Estimate and calculate basic data

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to estimate and calculate basic data in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement

Application of the Unit

Application of the unit	This unit applies to persons who estimate and calculate basic data in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: estimate, calculate and record basic workplace data use routine measuring equipment, and record data to meet safety, quality and productivity requirements

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Estimate, calculate and record basic workplace data	1.1. Workplace data is estimated, calculated and recorded within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements
1.2. Calculations are used to meet process points and production requirements
1.3. Product characteristics and process points are measured and variations from standard is calculated
1.4. Addition, subtraction, multiplication and division are used for workplace calculations
2. Use routine measuring instruments	2.1. Routine measuring instruments are used within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
2.2. Measuring instruments are selected and used to accurately measure equipment settings and product characteristics
2.3. Measuring instrument faults are identified and reported to ensure that they are available for subsequent use
3. Record data	3.1. Data is recorded within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
3.2. Results are recorded using standard methods as required
3.3. Incorrect recordings are identified and amended to ensure that faults are rectified

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication when estimating and calculating basic data Records statistical data on standard forms Writes numbers accurately and legibly Records information accurately in company format Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Identifies and actions problems within level of responsibility Identifies routine faults in measuring instruments Estimates measures using whole numbers and decimals Operates instruments to measure dimensions Calculates routine measures using arithmetic processes involving: whole numbers fractions decimals Calculate results using whole numbers and/or fractions and decimals Verifies estimations by relevant calculations
Required knowledge
Procedures, regulations and legislative requirements relevant to estimating and calculating basic data including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Basic problem-solving techniques consistent with level of responsibility Purpose of measuring instruments Purpose of recording statistical data

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in estimating and calculating basic data
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in estimating and calculating basic data Access to the full range of equipment involved in estimating and calculating basic data in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Arithmetic calculations may include:	addition subtraction multiplication division percentages ratios and proportions volumes
Product characteristics may include:	length weight capacity time temperature moisture
Estimates and calculations may be applied to:	product characteristics e.g. weight, length, volume production tallies time
Forms for recording information may include:	statistical process charts production tally sheets
Manual or electronic calculations may include:	percentages proportions ratio results using decimals, simple factions and whole numbers
Productivity and efficiency measures may include:	delay waste speed tonnage through put asset utilisation machine efficiency
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth)
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal/external customers and suppliers team members production/service co-ordinators maintenance services operational support personnel operational management statutory authorities
Forms of communication may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPNUM320A Measure and calculate routine workplace data

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to measure and calculate routine workplace data in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement

Application of the Unit

Application of the unit	This unit applies to operators who measure and calculate routine workplace data in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: use routine measuring instruments calculate routine workplace measures calculate performance measures, and record routine workplace data to meet safety, quality and productivity requirements

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Use routine measuring instruments	1.1. Routine measuring instruments are used within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements
1.2. Measuring instruments are selected and used to measure common workplace units
1.3. Faults with measuring instruments are identified and reported
2. Calculate routine workplace measures	2.1. Routine workplace measures are calculated within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
2.2. Basic mathematical processes are used to calculate routine workplace measures of product characteristics
2.3. Calculations are verified by using estimating techniques
3. Calculate performance measures	3.1. Performance measures are calculated within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
3.2. Percentages, ratios and proportions are calculated to derive information about workplace requirements and performance
3.3. Deviations in performance are identified and measured to determine the extent of variations
4. Record routine workplace data	4.1. Routine workplace data is recorded within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
4.2. Results are recorded on standard graphs or charts
4.3. Errors in recording information on charts are identified and rectified
4.4. Graphs or charts are interpreted to identify trends and variations

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in measuring and calculating routine workplace data Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Identifies and actions problems within level of responsibility Sources and applies new ideas and techniques to address unfamiliar situations or resolve problems Identifies routine faults in measuring instruments Uses numeracy skills and mathematical concepts to solve workplace problems Selects and operates measuring instruments Uses and applies the principles and units of measurement Uses estimations processes Verifies calculations Achieves consistent levels of accuracy Interprets mathematical symbols and diagrams Presents mathematical data for use in the workplace
Required knowledge
Procedures, regulations and legislative requirements relevant to measuring and calculating routine workplace data including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Basic problem-solving techniques consistent with level of responsibility Purpose of graphs or charts Purpose of measuring instruments Relationship between different measurement scales

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in measuring and calculating routine workplace data
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in measuring and calculating routine workplace data Access to the full range of equipment involved in measuring and calculating routine workplace data in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Measuring devices may include:	scales vernier callipers meters gauges
Mathematical processes may include:	addition subtraction multiplication division
Product characteristics may include:	length weight capacity time temperature moisture
Manual or electronic calculations may include:	percentages proportions ratio results using decimals, simple factions and whole numbers percentages
Performance measures may include:	percentage proportion ratio
Productivity and efficiency measures may include:	delay waste speed tonnage through put asset utilisation machine efficiency
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth)
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include:	interaction with: internal/external customers and suppliers team members production/service co-ordinators maintenance services operational support personnel operational management statutory authorities
Forms of communication may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPNUM430A Calculate and analyse production and financial performance

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to calculate and analyse production and financial performance in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement

Application of the Unit

Application of the unit	This unit applies to persons who calculate and analyse production and financial performance in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: calculate and compare actual and budget performance prepare and analyse data, and calculate calibration adjustments to meet safety, quality and productivity requirements

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Calculate and compare actual and budget performance	1.1. Actual and budget performance is calculated and compared within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements
1.2. Costs are calculated and compared with standards or budgets to identify variance from planned performance
1.3. Financial results are analysed to identify costs which require particular attention in improving financial performance
2. Prepare and analyse data	2.1. Data is prepared and analysed within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
2.2. Data is consolidated with standard reporting format to report performance and activity
2.3. Time series data is interpreted from tables and graphs to identify performance trends
3. Calculate calibration adjustments	3.1. Calibration adjustments are calculated within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
3.2. Mathematical concepts associated with equipment calibration are understood and used to determine adjustment to equipment settings
3.3. Calibration calculation is verified by checking the accuracy of the adjustment in the actual work performance

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in calculating and analysing production and financial performance Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Identifies and actions problems within level of responsibility Determines variation of planned with actual outcomes Calculates yield, wastage and productivity Calculates variance of cost from budget Applies mathematical concepts to determine whether equipment settings require adjustments Verifies calibration calculation
Required knowledge
Procedures, regulations and legislative requirements relevant to calculating and analysing production and financial performance including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Basic problem-solving techniques consistent with level of responsibility Purpose of yield, wastage, productivity Variation of planned with actual outcomes Purpose of comparing cost with budget Purpose of the data the company uses to record performance Key features of time series data presented in tables and graphs Trends illustrated in tables and graphs Purpose of calibrating of equipment

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in calculating and analysing production and financial performance
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in calculating and analysing production and financial performance Access to the full range of equipment involved in calculating and analysing production and financial performance in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Mathematical processes may include:	addition subtraction multiplication division percentages ratios and proportions volumes
Product characteristics may include:	length weight capacity time temperature moisture
Estimates and calculations may be applied to:	product characteristics e.g. weight, length, volume production tallies time
Forms for recording information may include:	statistical process charts production tally sheets
Manual or electronic calculations may include:	percentages proportions ratio results using decimals, simple factions and whole numbers percentages
Productivity and efficiency measures may include:	delay waste speed tonnage through put asset utilisation machine efficiency
Measuring devices may typically include:	scales vernier callipers meters gauges
Calibrations	will typically relate to measuring associated with: weight volume temperature length
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth)
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal/external customers and suppliers team members production/service co-ordinators maintenance services operational support personnel operational management statutory authorities
Forms of communication may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPOHS210A Participate in OHS processes

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit specifies the workplace performance required for an entry level employee to participate in OHS processes in the workplace, in order to ensure their own health and safety at work, and that of others in the workplace who may be affected by their actions

Application of the Unit

Application of the unit	This unit is intended for application during induction of new entrants to the workplace and where a worker has basic operational knowledge and skills for a limited range of tasks and problems. This includes apprentices, trainees and casual workers Application of this unit should be contextualised to reflect any specific workplace risks, hazards and associated safety practices
Contextualisation statement	This unit has been contextualised from the generic Australian Safety and Compensation Council (ASCC) unit OHS200 Participate in OHS processes The following contextualisation statement is provided as an aid to training and related personnel and others who wish to use pulp and paper industry OHS standards in our industry or other industry contexts It provides additional information to be read in conjunction with the range statement General description of the Pulp and Paper Industry context: Pulping and/or paper manufacturing facilities are generally characterised by: State-of-the-art/cutting edge technologies including nano-technology Large high-speed equipment (current world-class machinery can produce up to 2 kilometres of paper per minute, depending on paper grade) Continuous 24 hour/7 day week/365 day operations Fully integrated processes interlinking complex manufacturing operations with related on-site services; supply and distribution operations; and other supporting plant, equipment and functions Thousands of different integrated mechanical and electrical componentry that can span four stories in height and take up the space of a street-block in size, with mills occupying up to 3.4 sq km of land (not including filtration wetlands) Chemical use comprising chemical recovery operations and may include chemical recovery boiler operations The nature of the pulp and/or paper manufacturing process requires that occupational health and safety be embedded in knowledge and skills development associated with industry specialisations. This unit must be holistically assessed with the relevant industry specific (functional) units. This ensures that learners are competent in performing all aspects of their work safely

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Not Applicable

Employability Skills Information

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

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Plan and prepare to work safely	1.1. Identify hazards in the work area, and take action to control risk for those hazards the employee can correct
1.2. Report those hazards the employee cannot correct and inadequacies in control measures, in line with organisational procedures
1.3. Carry out pre-start checks as required in line with work procedures
2. Conduct work safely	2.1. Use Personal Protective Equipment (PPE) correctly and maintain when required
2.2. Follow work procedures and workplace instructions for ensuring safety when planning and conducting work
2.3. Report incidents and injuries to designated personnel
2.4. Undertake OHS housekeeping in work area
3. Participate in OHS consultative activities	3.1. Make constructive contributions to workplace meetings, workplace inspections or other OHS consultative activities
3.2. Raise OHS issues with designated personnel in line with organisational procedures
3.3. Provide input to improve workplace OHS systems and processes, in line with organisational procedures, to eliminate hazards or reduce risk
4. Follow emergency response procedures	4.1. Identify and report emergency situations
4.2. Follow organisational procedures for responding to emergencies
4.3. Apply knowledge of roles and responsibilities of OHS representatives and OHS committees

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills:
Ability to: Follow clear, logical verbal or clear, logical Plain English written instructions Interpret selected pictorial/graphical and written signs/instructions Clarify meaning with peers and supervisors, and Give accurate verbal or written descriptions of incidents or hazards Preparedness to be involved in OHS activities, including inspections and meetings
Required knowledge:
Safety signs and their meanings, including signs for: Personal Protective Equipment (PPE) emergency equipment dangerous goods class signs specific hazards such as sharps, radiation Legal rights and responsibilities of the workplace parties The difference between hazard and risk Nature of common workplace hazards such as chemicals, noise, manual handling, work postures, underfoot hazards and moving parts of machinery Standard emergency signals, alarms and required responses A basic understanding of the hierarchy of control Safety measures related to common workplace hazards Sources of OHS information in the workplace with some limited knowledge of external sources of OHS information The roles and responsibilities of employees, supervisors and managers in the workplace Roles and responsibilities of OHS representatives, OHS committees and employers Workplace specific information including: hazards of the particular work environment potential emergencies relevant to the workplace designated person(s) for raising OHS issues organisational and work procedures, particularly those related to performance of own work, specific hazards and risk control, reporting of hazards, incidents and injuries, consultation, use of PPE and emergency response; and potential emergency situations, alarms and signals, and required response

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Critical aspects for assessment:	To demonstrate competency in this unit, a candidate must be able to provide evidence of the application of their knowledge of OHS: in an actual or simulated workplace context involving relevant work processes to their own health and safety within their work area to that of others who may be affected by their actions A candidate must also be able to provide evidence of participating in workplace OHS processes Evidence gathered by an assessor to determine competence will include practical demonstration of competence, including: workplace demonstration, simulation exercise, scenario or role play indirect evidence from workplace supervisor reports and workplace documentation
Products that could be used as evidence include:	Verbal and written responses to verbal, pictorial, or physical scenarios Demonstrated action to scenarios, simulations, role plays Completed hazard or incident reports, completed workplace inspection checklists Reports from work group members, supervisor
Processes that could be used as evidence include:	How contributions were made to consultative processes How hazard inspections were carried out
Access and equity considerations:	All workers should develop their ability to work in a culturally diverse environment In recognition of particular health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on health of Aboriginal and/or Torres Strait Islander clients and communities

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
A hazard is:	a source or situation with the potential for harm in terms of human injury or ill-health, damage to property, the environment, or a combination of these
Specific hazards may include, but are not limited to:	substances e.g. chemicals, starch pulp, steam noise manual handling ergonomics underfoot hazards slips and trips moving parts of machinery mobile plant
Other workplace hazards may include, but are not limited to:	fatigue stress bullying occupational violence
Risk:	in relation to any hazard, means the probability and consequences of injury, illness or damage resulting from exposure to a hazard
Residual risk is:	the risk which remains after controls have been implemented
Personal protective equipment (PPE) includes:	equipment worn by a person to provide protection from hazards, by providing a physical barrier between the person and the hazard and may include: head protection face and eye protection respiratory protection hearing protection hand protection clothing and footwear
Incidents include:	any event that has caused or has the potential for injury, ill-health or damage to property, the environment, or a combination of these
Designated personnel may include:	team leaders supervisors OHS representatives OHS committee members managers organisation OHS personnel other persons designated by the organisation employers in office based practice
OHS housekeeping includes:	workplace and personal routines designed to improve health and safety; for example, cleaning up spills; keeping walkways, exits and traffic areas clear
Emergency situations may include:	any abnormal or sudden event that requires immediate action such as: serious injury events events requiring evacuation fires and explosions hazardous substance and chemical spills explosion and bomb alerts security emergencies, such as armed robberies, intruders and disturbed persons internal emergencies, such as loss of power or water supply and structural collapse external emergencies and natural disasters, such as flood, storm and traffic accident impacting on the organisation

Unit Sector(s)

Not Applicable

FPPOHS310A Contribute to OHS processes

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit specifies the workplace performance required by an employee to contribute to OHS processes where there is responsibility for own work outputs and possibly limited responsibility for the work output of others

Application of the Unit

Application of the unit	This unit is intended for application by a skilled worker with little or no responsibility for others Workers are likely to perform work activities requiring a range of well developed skills where some discretion and judgement is required Application of this unit should be contextualised to reflect any specific workplace risks, hazards and associated safety practices
Contextualisation statement	This unit has been contextualised from the generic Australian Safety and Compensation Council (ASCC) unit OHS300 Contribute to OHS processes. The following contextualisation statement is provided as an aid to training and related personnel and others who wish to use pulp and paper industry OHS standards in our industry or other industry contexts It provides additional information to be read in conjunction with the range statement General description of the Pulp and Paper Industry context: Pulping and/or paper manufacturing facilities are generally characterised by: State-of-the-art/cutting edge technologies including nano-technology Large high-speed equipment (current world-class machinery can produce up to 2 kilometres of paper per minute, depending on paper grade) Continuous 24 hour/7 day week/365 day operations Fully integrated processes interlinking complex manufacturing operations with related on-site services; supply and distribution operations; and other supporting plant, equipment and functions Thousands of different integrated mechanical and electrical componentry that can span four stories in height and take up the space of a street-block in size, with mills occupying up to 3.4 sq km of land (not including filtration wetlands) Chemical use comprising chemical recovery operations and may include chemical recovery boiler operations The nature of the pulp and/or paper manufacturing process requires that occupational health and safety be embedded in knowledge and skills development associated with industry specialisations. This unit must be holistically assessed with the relevant industry specific (functional) units. This ensures that learners are competent in performing all aspects of their work safely

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Not Applicable

Employability Skills Information

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

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Plan and conduct work safely	1.1. Plan work in accordance with relevant provisions of OHS legislation, standards, codes of practice/compliance codes, guidance material and workplace safe working procedures
1.2. Identify hazards as part of work planning and work process
1.3. Address identified hazards as part of work planning and work process
1.4. Report inadequacies in control measures according to organisation procedures
1.5. Report incidents and injuries in line with organisational policies and procedures
1.6. Undertake OHS housekeeping in work area
2. Support others in working safely	2.1. Provide information on safe work practices and work procedures with members of the work group
2.2. Check the OHS practices of less experienced members of the work group
2.3. Provide guidance and coaching to less experienced members of the work group to support them in working safely
2.4. Support members of the work group to accurately record incidents and complete associated workplace documentation in line with organisational procedures
3. Contribute to OHS participative processes	3.1. Raise OHS issues in line with organisational procedures
3.2. Contribute to workplace meetings, workplace inspections or other consultative activities in a constructive manner to improve safety
3.3. Provide assistance to work group members to contribute to workplace safety
3.4. Apply knowledge of roles and responsibilities of OHS representatives and OHS committees
4. Contribute to hazard identification, OHS risk assessment and risk control activities	4.1. Report identified hazard and inadequacies in risk controls
4.2. Check the workplace for hazards using itemised checklist(s) in line with work procedures
4.3. Contribute to risk assessments
4.4. Provide input into the development and implementation of control measures, with reference to the hierarchy of control
5. Participate in the control of emergency situations	5.1. Identify emergency signals and alarms and respond to them appropriately
5.2. Take initial action to control/confine emergency according to organisation procedures, taking account of the nature and scope of the emergency
5.3. Implement emergency response procedures within scope of training and competence

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills:
Ability to: Check the workplace for hazards and risks using an itemised checklist Provide advice and feedback in a constructive and supportive manner
Required knowledge:
Safety signs and their meanings, including signs for: personal protective equipment emergency equipment dangerous goods class signs specific hazards such as sharps, radiation The difference between hazard and risk Sources of OHS information within the workplace with knowledge of external sources of OHS information Nature of common workplace hazards such as chemicals, noise, manual handling, work postures, underfoot hazards and moving parts of machinery Basic hazard identification procedures such as workplace inspections and review of workplace data Standard emergency signals, alarms and required responses Principles of basic risk assessment Hierarchy of control and its application PPE requirements including use, storage and maintenance Roles and responsibilities of employees, supervisors and managers in the workplace Roles and responsibilities of OHS representatives, OHS committees Workplace specific information including: hazards of the particular work environment hazard identification procedures relevant to the hazards in their workplace designated person(s) for raising OHS issues organisational and work procedures particularly those related to performance of own work, specific hazards and risk control, reporting of hazards, incidents and injuries and OHS issue resolution, consultation, use of PPE and emergency response potential emergency situations, alarms and signals, and required response The legal rights and responsibilities of the workplace parties

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Critical aspects for assessment:	To demonstrate competency in this unit, a candidate must be able to provide evidence of contribution to OHS processed in the workplace. This includes: addressing their own health and safety addressing that of others who may be affected by their actions supporting members of the work group who may be less experienced in the workplace in regard to OHS matters taking some initiative to address hazards and manage risks at a systemic level Evidence gathered by an assessor to determine competence will include practical demonstration of competence, including: workplace demonstration, simulation exercise, scenario or role play indirect evidence from workplace supervisor reports, workplace documentation, and written responses to problems, scenarios and case studies Evidence of workplace performance over time must be obtained to inform a judgement of competence
Products that could be used as evidence include:	Verbal and written responses to verbal, pictorial, or physical scenarios Demonstrated action to scenarios, simulations, role plays Completed hazard or incident reports, completed workplace inspection checklists Reports from work group members, supervisors
Processes that could be used as evidence include:	How workplace checks/inspections are carried out How hazards are addressed How mentoring of fellow work group members is undertaken
Access and equity considerations:	All workers should be aware of access and equity issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on health of Aboriginal and/or Torres Strait Islander clients and communities

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. 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) may also be included.
Hazard identification is	the process of identifying sources of harm and may be required: before new forms of work and organisation of work are implemented before changes are made to workplace, equipment, work processes or work arrangements as part of planning major tasks or activities, such as equipment shutdowns following an incident report when new knowledge becomes available at regular intervals during normal operations prior to disposal of equipment or materials
A hazard is:	a source or situation with the potential for harm in terms of human injury or ill-health, damage to property, the environment, or a combination of these
Specific hazards may include, but are not limited to:	substances e.g. chemicals, starch pulp, steam noise manual handling ergonomics underfoot hazards slips and trips moving parts of machinery mobile plant
Other workplace hazards may include, but are not limited to:	fatigue stress bullying fatigue
Risk	in relation to any hazard, means the probability and consequences of injury, illness or damage resulting from exposure to a hazard
Residual risk is	the risk which remains after controls have been implemented
Organisational procedures include:	policies and procedures underpinning the management of OHS including: hazard, incident and injury reporting hazard identification, risk assessment, control and monitoring consultation and participation quality system documentation
OHS housekeeping includes:	workplace and personal routines designed to improve health and safety; for example, cleaning up spills, and keeping walkways, exits and traffic areas clear
Information includes:	hazard, incident and investigation reports workplace inspection reports incident investigation reports minutes of meetings Job Safety Analysis (JSAs) and Risk Assessments (RAs) Material Safety Data Sheets (MSDS) and registers employees handbooks manufacturers' manuals and specifications information from OHS representatives reports from OHS committee information from external sources on hazards and risk relevant to the work group
Work procedures include:	Standard Operating Procedures permit to work operator or manufacturer manuals procedures for selecting, fitting, using and maintaining personal protective equipment
Mentoring and coaching may include:	providing guidance and explanation on implementation of work and organisational procedures providing feedback providing encouragement assisting with problem solving
Incidents include:	any event that has caused or has the potential for injury, ill-health or damage to property, the environment, or a combination of these
Other workplace documentation may include:	job checklists, schedules workplace inspection check lists
Risk controls include:	the devices and methods to, where practicable, eliminate the hazard or, where this is not practicable, minimise the risk associated with the hazard
Designated persons may include:	team leaders supervisors OHS representatives OHS committee members managers organisational OHS personnel other persons designated by the organisation
Hierarchy of control is:	the preferred order of control measures of OHS risks: elimination - controlling the hazard at the source substitution e.g. replacing one substance or activity at the source engineering e.g. installing guards on machinery administration - policies and procedures for safe work practices personal protective equipment e.g. respirators, ear plugs
Emergency signals and alarms may include:	machinery malfunction alarms fire alarms evacuation alarms or announcements reversing beepers on mobile plant
Emergency may include any abnormal or sudden event that requires immediate action such as:	serious injury events events requiring evacuation fires and explosions hazardous substance and chemical spills explosion and bomb alerts security emergencies, such as armed robberies, intruders and disturbed persons internal emergencies, such as loss of power or water supply and structural collapse external emergencies and natural disasters, such as flood, storm and traffic accident impacting on the organisation

Unit Sector(s)

Not Applicable

FPPOHS320A Maintain OHS processes

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit specifies the workplace performance required by an employee with supervisory responsibilities, to maintain organisational OHS processes

Application of the Unit

Application of the unit	This unit is intended to be applied at the level of team leader or supervisor Workers are likely to perform a broad range of complex and non-routine activities together with leadership and guidance in planning and organising activities for a small work group Application of this unit should be contextualised to reflect any specific workplace risks, hazards and associated safety practices
Contextualisation statement	This unit has been contextualised from the generic Australian Safety and Compensation Council (ASCC) unit OHS400 Maintain OHS processes The following contextualisation statement is provided as an aid to training and related personnel and others who wish to use pulp and paper industry OHS standards in our industry or other industry contexts It provides additional information to be read in conjunction with the range statement General description of the Pulp and Paper Industry context: Pulping and/or paper manufacturing facilities are generally characterised by: State-of-the-art/cutting edge technologies including nano-technology Large high-speed equipment (current world-class machinery can produce up to 2 kilometres of paper per minute, depending on paper grade) Continuous 24 hour/7 day week/365 day operations Fully integrated processes interlinking complex manufacturing operations with related on-site services; supply and distribution operations and other supporting plant, equipment and functions Thousands of different integrated mechanical and electrical componentry that can span four stories in height and take up the space of a street-block in size, with mills occupying up to 3.4 sq km of land (not including filtration wetlands) Chemical use comprising chemical recovery operations and may include chemical recovery boiler operations The nature of the pulp and/or paper manufacturing process requires that occupational health and safety be embedded in knowledge and skills development associated with industry specialisations. This unit must be holistically assessed with the relevant industry specific (functional) units. This ensures that learners are competent in performing all aspects of their work safely

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Not Applicable

Employability Skills Information

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

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Provide information to the work group	1.1. Clearly and accurately explain to the work group relevant provisions of OHS legislation, standards, Codes of Practice/compliance codes, guidance material and safe working procedures and practices
1.2. Provide information on organisational policies and procedures in a readily accessible manner and clearly explain to the work group
1.3. Explain the roles and responsibilities of workplace OHS representatives and OHS committees
1.4. Provide information to the work group, in an accessible and understandable format, on hazards, the outcomes of risk assessments, and required risk controls
2. Ensure others are able to implement safe work practices	2.1. Ensure personal protective equipment appropriate to the work is available and functional
2.2. Implement processes to confirm that others in the work group can identify hazards and required risk controls and are following safe work practices, and organisational policies and procedures
2.3. Identify OHS training needs and either address or report these needs to those with control
3. Implement OHS participative processes	3.1. Consult with the work group and provide advice in relation to OHS matters relevant to their work
3.2. Ensure OHS issues raised are dealt with promptly, and in line with organisational procedures and legislative requirements, or referred to appropriate personnel
3.3. Record outcomes of consultation regarding OHS and promptly communicate these outcomes to the work group
4. Monitor compliance with work procedures	4.1. Check the work procedures for availability, clarity and completeness, addressing any deficiencies or reporting them to appropriate persons
4.2. Identify and address any deviations from procedures or report to appropriate persons
4.3. Evaluate hazard identification and reporting processes for effectiveness and address any deficiencies or report to appropriate persons
4.4. Monitor OHS housekeeping practices to ensure that workplace standards are maintained, and take action to address any deficiencies
4.5. Ensure own behaviour is consistent with organisational safe working procedures and practices
5. Implement hazard identification, risk assessment and risk control procedures	5.1. Ensure hazards are identified and eliminated with residual risk reported in line with organisational procedures
5.2. Conduct risk assessments
5.3. Develop control measures, taking account of the hierarchy of control
5.4. Implement and support outcomes of risk assessments and identified risk control
5.5. Identify and address and/or report deficiencies in OHS risk controls in line with organisational procedures
5.6. Identify personal professional limitations and seek expert advice as required
6. Implement organisational procedures for maintaining OHS records	6.1. Obtain feedback to ensure that work group is aware of organisational reporting requirements
6.2. Review OHS records to confirm that they are completed in an accurate, thorough and timely manner in line with legislative and organisational requirements
6.3. Use aggregate information and data from records to identify hazards and monitor risk controls
7. Implement emergency procedures	7.1. Obtain feedback to ensure that emergency procedures are available and known by the work group
7.2. Implement processes to ensure that emergency equipment is available and routinely checked for functionality
7.3. Implement processes to ensure that others in the work group are able to respond appropriately to emergencies
7.4. Conduct or contribute to investigations to identify cause of emergencies
7.5. Identify and implement or support control measures to prevent recurrence and minimise risk of emergencies

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills:
Ability to: Use technical skills to access OHS information Use language and literacy skills to interpret OHS documentation Communicate with personnel in the work team, other work teams, managers and expert advisers Supervise and direct staff Conduct team meetings Relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities
Required knowledge:
The difference between hazard and risk Sources of OHS information both internal and external to the workplace General duty requirements of OHS legislation and also regulatory requirements relevant to the particular industry/type of work site The roles and responsibilities of employees, supervisors and managers in the workplace Nature of common workplace hazards such as chemicals, bodily fluids, sharps, noise, manual handling, work postures, underfoot hazards and moving parts of machinery Knowledge and understanding of guidance material including codes of practice/compliance codes relevant to the particular industry/type of work site Hazard identification procedures such as workplace inspections and review of workplace data Principles of risk assessment The hierarchy of control and its application PPE requirements including use, storage and maintenance Legislative requirements for record keeping and reporting Standards and guidelines related to emergency procedures Roles and responsibilities of OHS representatives and OHS committees Workplace specific information including: hazards of the particular work environment hazard identification procedures relevant to the hazards in their workplace risk controls for specific hazards designated person(s) for raising OHS issues organisational procedures related to OHS including hazard, incident and injury reporting, hazard identification, risk assessment and control, consultation and participation, incident investigation, record keeping work procedures related to the work of the team/work group including use of PPE and emergency response potential emergency situations, alarms and signals, and required response

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Critical aspects for assessment:	To demonstrate competency in this unit, a candidate must be able to provide evidence of maintaining OHS processes in the workplace particularly in relation to the supervision of a small work group Evidence gathered by an assessor to determine competence will include: written or verbal responses to scenarios and case studies provision of workplace examples evidence from workplace supervisor reports portfolio of workplace documentation Evidence of workplace performance over time must be obtained to inform a judgement of competence
Products that could be used as evidence include:	Verbal and written responses to verbal, pictorial, or physical scenarios Completed examples of information provided to work group, risk assessments, risk controls developed, reports to managers, reports workplace inspections, audits, emergency exercises Reports from work group members, supervisor
Processes that could be used as evidence include:	How information transfer was organised and conducted How risk assessments were conducted How deviations from workplace procedures were addressed.
Access and equity considerations:	All workers should be aware of access and equity issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on health of Aboriginal and/or Torres Strait Islander clients and communities.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
OHS legislation includes:	commonwealth, state and territory OHS acts and regulations
Standards include:	documents produced by national bodies, OHS regulators or industry bodies, that prescribe preventative action to avert occupational deaths, injuries and diseases standards are of an advisory nature only, except where a law adopts the standard and thus makes it mandatory they may be called up as evidence in court or other enforcement action
Codes of practice/compliance codes are:	documents generally prepared to provide advice to employers and workers, of an acceptable way of achieving standards may provide information for use by unions, employers, management, health and safety committee members and representatives, safety officers and others requiring guidance Codes of practice/compliance codes may: be incorporated into regulations not relate to a standard be called up as evidence in court or other enforcement action
Guidance material:	is an advisory technical document, providing detailed information for use by unions, employers, management, health and safety committee members and representatives, safety officers and others requiring guidance advises on 'what to do' and 'how to do it' has no legal standing
Organisational policies and procedures include:	policies and procedures underpinning the management of OHS including: hazard, incident and injury reporting hazard identification, risk assessment and control and monitoring consultation and participation incident investigation quality system documentation.
A hazard is:	a source or situation with the potential for harm in terms of human injury or ill-health, damage to property, the environment, or a combination of these
Specific safety related hazards may include, but are not limited to:	substances e.g. chemicals, starch pulp, steam noise manual handling ergonomics underfoot hazards slips and trips moving parts of machinery mobile plant
Other workplace hazards may include, but are not limited to:	fatigue stress bullying occupational violence
Risk:	in relation to any hazard, means the probability and consequences of injury, illness or damage resulting from exposure to a hazard
Risk assessments involve analysing a hazard to:	identify factors influencing the risk and the range of potential consequences: effectiveness of existing controls likelihood of each consequence considering exposure and hazard level and combining these in some way to obtain a level of risk
Risk controls include:	the devices and methods to, where practicable, eliminate the hazard or, where this is not practicable, minimise the risk associated with the hazard
Personal protective equipment (PPE) includes:	equipment worn by a person to provide protection from hazards, by providing a physical barrier between the person and the hazard and may include: head protection face and eye protection respiratory protection hearing protection hand protection clothing and footwear
Work procedures include:	Standard Operating Procedures permit to work operator or manufacturer manuals procedures for selecting, fitting, using and maintaining personal protective equipment
Hazard identification is:	the process of identifying sources of harm and may be required: at design or pre purchase of equipment and materials at commissioning or pre-implementation of new processes or practices before new forms of work and organisation of work are implemented before changes are made to workplace, equipment, work processes of work arrangements as part of planning major tasks or activities, such as equipment shutdowns following an incident report when new knowledge becomes available at regular intervals during normal operations prior to disposal of equipment, buildings or materials
Report processes include:	hazards reports maintenance requests and reports reports on completion of inspections incident reports reports of non-compliance with work procedures reporting on progress of action plans
OHS housekeeping practices address items such as:	workplace cleanliness and tidiness unobstructed walkways and emergency exits underfoot conditions work space around equipment and machinery functioning services such as lighting, air flow and ventilation, emergency lighting storage areas including manual handling issues, storage, personal protective equipment signage
Residual risk is:	the risk which remains after control have been implemented
Hierarchy of control is:	the preferred order of control measures of OHS risks: elimination - controlling the hazard at the source substitution e.g. replacing one substance or activity at the source engineering e.g. installing guards on machinery administration - policies and procedures for safe work practices Personal Protective Equipment e.g. respirators, ear plugs
Expert advice can be obtained from:	persons either internal or external to the organisation including: safety professionals ergonomists occupational hygienists audiologists safety engineers toxicologists occupational health professionals OHS representatives OHS committees Other persons providing specific technical knowledge or expertise in areas related to OHS including: risk managers health professionals injury management advisors legal practitioners with experience in OHS engineers (e.g. design, acoustic, mechanical, civil) security and emergency response personnel workplace trainers and assessors maintenance and trade persons
OHS records may include:	hazard, incident and investigation reports workplace inspection reports incident investigation reports first aid reports minutes of meetings Job Safety Analysis (JSAs) and Risk Assessments (RAs) Material Safety Data Sheets (MSDS) and registers employee handbooks plant and equipment operation records including those relevant to registered plant maintenance and testing reports training records environmental monitoring records health surveillance records
Legislative requirements for record keeping include those specified under:	OHS legislation for: serious incident and injury reporting registered plant hazardous substances and dangerous goods environmental monitoring; and health surveillance privacy legislation
Emergency may include any abnormal or sudden event that requires immediate action such as:	serious injury events events requiring evacuation fires and explosions hazardous substance and chemical spills explosion and bomb alerts security emergencies, such as armed robberies, intruders and disturbed persons internal emergencies, such as loss of power or water supply and structural collapse external emergencies and natural disasters, such as flood, storm and traffic accident impacting on the organisation
Emergency equipment is equipment required as part of the emergency response by the organisation and includes:	first aid equipment eye wash shower or portable eye washes fire extinguishers and equipment communication equipment evaluation alarms torches/emergency lighting items of clothing such as coloured hats and vests
Incidents include:	any event that has caused or has the potential for injury, ill-health or damage to property, the environment, or a combination of these

Unit Sector(s)

Not Applicable

FPPOHS410A Identify, assess and control OHS risk in own work

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit specifies the workplace performance required by a technician or specialist in addressing OHS risk, to ensure their own safety, as well as that of others who may be affected by their work

Application of the Unit

Application of the unit	This unit is intended for the technician or specialist work role These technicians or specialists may, in fulfilling their work role, impact the safety of others and/or need to address their own health and safety The unit assumes these workers are operating within a systematic approach to OHS with availability of OHS specialist advice Application of this unit should be contextualised to reflect any specific workplace risks, hazards and associated safety practices
Contextualisation statement	This unit has been contextualised from the generic Australian Safety and Compensation Council (ASCC) unit OHS456 Identify, assess and control OHS risk in own work The following contextualisation statement is provided as an aid to training and related personnel and others who wish to use pulp and paper industry OHS standards in our industry or other industry contexts It provides additional information to be read in conjunction with the range statement General description of the Pulp and Paper Industry context: Pulping and/or paper manufacturing facilities are generally characterised by: State-of-the-art/cutting edge technologies including nano-technology Large high-speed equipment (current world-class machinery can produce up to 2 kilometres of paper per minute, depending on paper grade) Continuous 24 hour/7 day week/365 day operations Fully integrated processes interlinking complex manufacturing operations with related on-site services; supply and distribution operations and other supporting plant, equipment and functions Thousands of different integrated mechanical and electrical componentry that can span four stories in height and take up the space of a street-block in size, with mills occupying up to 3.4 sq km of land (not including filtration wetlands) Chemical use comprising chemical recovery operations and may include chemical recovery boiler operations The nature of the pulp and/or paper manufacturing process requires that occupational health and safety be embedded in knowledge and skills development associated with industry specialisations. This unit must be assessed in the context of pulp and/or paper manufacturing industry operations

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Not Applicable

Employability Skills Information

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

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify hazards and assess risk associated with a product or system of work	1.1. Map the life cycle of the product or system of work
1.2. Identify hazards at each stage of the life cycle
1.3. Systematically analyse the hazards to identify risk of injury, illness or damage arising from the hazard
1.4. Identify factors contributing to the risk
1.5. Assess and evaluate the product or system of work against provisions of relevant OHS legislation, standards, codes of practice/compliance codes or guidance material
1.6. Consult potential users of the product or system of work
2. Control the risk of a product or system of work	2.1. Develop risk controls based on the hierarchy of control
2.2. Where there is a high consequence OHS risk, design fail-to-safe action into the product or system of work to minimise the impact of possible failure or defect
2.3. Monitor product or work system development as it evolves to identify new hazards and to manage any developing risk
2.4. Use a risk register to document residual risk and recommended actions to minimise risk
2.5. Recognise personal professional limitations and seek expert advice as required
2.6. Communicate the risk management process and resultant risk register to those who may use or interact with the product or system of work
2.7. Document hazard identification, risk assessment and risk control processes and make available to those who may be affected
3. Identify hazards and assess risks in own work	3.1. Identify and access sources of OHS information
3.2. Identify and eliminate hazards, reporting residual risk in line with organisational procedures
3.3. Use a risk register to document residual risk and actions to minimise risk based on the hierarchy of control
4. Control risk in own work	4.1. Ensure work practices follow documented work procedures
4.2. Ensure work planning and conduct takes account of residual risk register
4.3. Identify and address and/or report deficiencies in risk controls in line with organisational procedures
4.4. Maintain OHS records as required
4.5. Recognise personal professional limitations and seek expert advice as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills:
Ability to: Use technical skills to access OHS information Use language and literacy skills to comprehend and interpret OHS legislation, guidance material and benchmarks Communicate with potential users of the product or system of work, other technicians/ specialists, managers and expert advisers Suggest scenarios and analyse the scenarios to identify hazards and analyse risk Assimilate information from a range of sources Relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities
Required knowledge:
The difference between hazard and risk Sources of OHS information both internal and external to the organisation Nature of common workplace hazards such as chemicals, noise, manual handling work postures, underfoot hazards and moving parts of equipment Regulatory requirements relevant to the particular industry/type of work site Requirements for hazard identification and hazard identification processes Principles of risk assessment particularly risk analysis Examples of safety benchmarks The hierarchy of control and its application Principles of 'safe design' processes Legislative requirements for record keeping and reporting Personal Protective Equipment (PPE) requirements including selection, use, storage and maintenance Workplace specific information including: in depth knowledge of hazards of the particular work environment and how they may cause harm hazard identification procedures relevant to the hazards in the workplace work procedures Organisational procedures related to OHS including: hazard, incident and injury reporting hazard identification, risk assessment and control consultation and participation incident investigation record keeping

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Critical aspects for assessment:	To demonstrate competence in this unit, a candidate must be able to provide evidence of addressing the OHS risks specific to their technical or specialist workplace role, both in relation to their own health and safety, and to the health and safety of others who may be affected by their work Evidence gathered by an assessor to determine competence will include: written or verbal responses to scenarios and case studies provision of workplace examples evidence from workplace supervisor reports portfolio of workplace documentation Evidence of workplace performance over time must be obtained to inform a judgement of competence
Products that could be used as evidence include:	Responses to case studies, scenarios Completed reports, plans, risk registers, products Written directions, emails, memos and other information Reports from team leaders, senior managers, users, specialist advisors
Processes that could be used as evidence include:	How risk was assessed How risk was controlled
Access and equity considerations:	All workers should develop their ability to work in a culturally diverse environment In recognition of particular health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on health of Aboriginal and/or Torres Strait Islander clients and communities

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Life cycle covers:	all phases in the life of a product or system of work and may include: design and development manufacture, construction, assembly import, supply, distribution sale, hire or lease storage transport installation, erection and commissioning use, operation, consumption maintenance, servicing, cleaning, adjustment, inspection, repair, modification, refurbishment, renovation recycling, resale decommissioning, dismantling, demolition, discontinuance, disposal
Product is:	the output of the work, may be for use inside the organisation or for sale and may include: development production modification of physical objects, such as: plant equipment tool fittings fixtures consumables
System of work is:	work process work practice or procedure the way work is organised such as: team and supervision structure reporting lines roster geographical location
Map includes:	people who may use or interface with the product or system of work the range of uses of the product or system of work, both intended and unintended
A hazard is:	a source or situation with the potential for harm in terms of human injury or ill-health, damage to property, the environment, or a combination of these
Specific safety related hazards may include but are not limited to:	substances e.g. chemicals, starch pulp, steam noise manual handling ergonomics underfoot hazards slips and trips moving parts of machinery mobile plant
Other workplace hazards may include, but are not limited to:	fatigue stress bullying occupational violence
Analysis/risk assessment involves analysing a hazard to:	identify: factors influencing the risk and the range of potential consequences effectiveness of existing controls likelihood of each consequence considering exposure and hazard level and, combine these in some way to obtain a level of risk
Risk:	in relation to any hazard, means the probability and consequences of injury, illness or damage resulting from exposure to a hazard
OHS legislation includes:	commonwealth, state and territory OHS Acts and regulations
Standards include:	documents produced by national bodies, OHS regulators or industry bodies, that prescribe preventative action to avert occupational deaths, injuries and diseases Standards are of an advisory nature only, except where a law adopts the standard and thus makes it mandatory Standards may be called up as evidence in court or other enforcement action
Codes of practice/compliance codes are:	documents generally prepared to provide advice to employers and workers, of an acceptable way of achieving standards may provide information for use by unions, employers, management, health and safety committee members and representatives, safety officers and others requiring guidance Codes of practice/compliance codes may: be incorporated into regulations not relate to a standard be called up as evidence in court or other enforcement action
Guidance material:	is an advisory technical document, providing detailed information for use by unions, employers, management, health and safety committee members and representatives, safety officers and others requiring guidance advises on 'what to do' and 'how to do it' has no legal standing
Risk controls include:	the devices and methods to: where practicable, eliminate the hazard where this is not practicable, minimise the risk associated with the hazard
Hierarchy of control is:	the preferred order of control measures for OHS risks: elimination controlling the hazard at the source substitution e.g. replacing one substance or activity at the source engineering e.g. installing guards on machinery administration policies and procedures for safe work practices Personal Protective Equipment (PPE) e.g. respirators, ear plugs
High consequence OHS risk includes:	high impact events that usually occur rarely such as explosions, fires, building collapses and plant malfunctions, but may result in very serious injury, death or multiple death situations
Fail-to-safe includes:	design features of equipment that ensure a failure or defect, or another factor such as loss of power, results in the equipment being left in a safe condition
Risk register is a document detailing:	a list of hazards, their location and people exposed a range of possible scenarios or circumstances under which these hazards may cause injury or damage nature of injury or damage caused the results of the risk assessment possible control measures and dates for implementation
Residual risk is:	the risk which remains after controls have been implemented
Expert advice may be sought from:	persons either internal or external to the organisation including: safety professionals ergonomists occupational hygienists audiologists safety engineers toxicologists occupational health professionals other persons providing specific technical knowledge or expertise in areas related to OHS including: risk managers health professionals injury management advisors legal practitioners with experience in OHS engineers (such as design, acoustic, mechanical, civil) security and emergency response personnel workplace trainers and assessors maintenance and tradespersons
Sources of OHS information include	persons, organisations and references where knowledge about OHS may be obtained These sources may be: internal, including: hazard, incident and investigation reports workplace inspections incident investigations minutes of meetings Job Safety Analysis (JSAs) and Risk Assessments (RAs) organisational data such as insurance records, enforcement notices and actions, workers compensation data, OHS performance data reports and audits material safety data sheets (MSDSs) and registers employees handbooks employees including questionnaire results OHS advisors manufacturers' manuals and specifications
external, including: regulatory bodies and OHS Acts regulations, codes and guidance material other relevant legislation Safe Work Australia documents databases such as national and state injury data OHS specialists and consultants newspapers and journals, trade/industry publications internet sites industry networks and associations including unions and employer groups OHS professional bodies specialist advisors research information
Organisational policies and procedures include:	policies and procedures underpinning the management of OHS including: hazard, incident and injury reporting hazard identification, risk assessment and control and monitoring consultation and participation incident investigation quality system documentation
Work procedures include:	Standard Operating Procedures permit to work operator or manufacturer manuals procedures for selecting, fitting, using and maintaining personal protective equipment
OHS records may include:	hazard, incident and investigation reports workplace inspection reports incident investigation reports first aid records minutes of meetings job safety analyses (JSAs) and risk assessments material safety data sheets (MSDSs) and registers employees handbooks plant and equipment operation records including those relevant to registered plant maintenance and testing reports training records environmental monitoring records health surveillance records

Unit Sector(s)

Not Applicable

FPPOHS420A Manage OHS processes

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit specifies the workplace performance required by an individual responsible for ongoing management of OHS within an area of management responsibility, where the OHS management processes have been set up by other persons, either internal or external to the organisation

Application of the Unit

Application of the unit	This unit is intended for application by a manager of a small organisation or several work groups or a larger group within an organisation Work is likely to have a focus on maintaining already established processes and the unit assumes that OHS advice and expertise would be available Application of this unit should be contextualised to reflect any specific workplace risks, hazards and associated safety practices
Contextualisation statement	This unit has been contextualised from the generic Australian Safety and Compensation Council (ASCC) unit OHS500 Manage OHS processes. The following contextualisation statement is provided as an aid to training and related personnel and others who wish to use pulp and paper industry OHS standards in our industry or other industry contexts It provides additional information to be read in conjunction with the range statement General description of the Pulp and Paper Industry context: Pulping and/or paper manufacturing facilities are generally characterised by: State-of-the-art/cutting edge technologies including nano-technology Large high-speed equipment (current world-class machinery can produce up to 2 kilometres of paper per minute, depending on paper grade) Continuous 24 hour/7 day week/365 day operations Fully integrated processes interlinking complex manufacturing operations with related on-site services; supply and distribution operations and other supporting plant, equipment and functions Thousands of different integrated mechanical and electrical componentry that can span four stories in height and take up the space of a street-block in size, with mills occupying up to 3.4 sq km of land (not including filtration wetlands) Chemical use comprising chemical recovery operations and may include chemical recovery boiler operations The nature of the pulp and/or paper manufacturing process requires that occupational health and safety be embedded in knowledge and skills development associated with industry specialisations. This unit must be assessed in the context of pulp and/or paper manufacturing industry operations

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Not Applicable

Employability Skills Information

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

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Manage OHS information and records	1.1. Identify and access relevant OHS legislation, standards, codes or practice/compliance codes, guidance material and other sources of OHS information and evaluate their relevance to the specific work context
1.2. Collect and collate OHS information to provide information on OHS requirements, trends and risk controls
1.3. Review records and record keeping processes to ensure that legal requirements for OHS record keeping are identified and addressed
1.4. Implement and monitor processes for ensuring that OHS records are accurately completed, collected and stored in line with legal requirements and workplace procedures
2. Manage OHS participative processes	2.1. Monitor participative processes to ensure compliance with legislative requirements and organisational procedures
2.2. Evaluate information provided to employees to ensure it is in a readily accessible and understandable format
2.3. Implement and monitor processes for ensuring that workgroup members have an opportunity, either directly or through their representative, to contribute to decisions that may affect their health and safety
2.4. Evaluate processes for addressing OHS issues, to ensure issues raised through consultation are resolved promptly and in line with organisational procedures and legislative requirements
2.5. Promptly provide information about the outcomes of consultation in a format and medium that is readily accessible to employers
3. Manage OHS risk management processes	3.1. Ensure hazard, incident, and injury reporting and investigation processes are in place, to meet legislative requirements and to inform future prevention strategies
3.2. Ensure processes are in place so that hazard identification and risk assessments occur in line with organisation procedures
3.3. Ensure risk controls and hazard specific procedures are consistent with the hierarchy of control and are monitored to support compliance with legislative and regulatory requirements
3.4. Ensure processes are in place to identify and address any OHS implications of either proposed or implemented changes to the workplace, work processes or organisation of work
3.5. Recognise limits of own professional expertise and consult expert advisors as required
4. Manage OHS training program	4.1. Ensure OHS training needs assessment is undertaken for workgroup members, that takes account of legislative and regulatory requirements, internal policies and procedures, existing skills of workgroup members and risk control requirements
4.2. Implement and monitor training programs to ensure identified OHS training requirements are addressed
4.3. Implement and monitor processes to ensure that all new employees receive OHS induction
4.4. Access and consult relevant OHS and training specialists as required, in the development and implementation of the OHS training program(s)
5. Manage OHS continuous improvement process	5.1. Consider input from individuals and workgroup in identifying and implementing OHS improvement 5.2. Determine OHS priorities in consultation with appropriate managers and stakeholders
5.3. Develop OHS action plans taking account of priorities and training needs
5.4. Monitor achievements against the OHS plans and update plans accordingly

5

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills:
Ability to: Use technical skills to access OHS information Use language and literacy and conceptual skills to analyse and evaluate OHS information Communicate with supervisors, other managers, staff, OHS inspectors and expert advisers in a range of contexts, and using a range of media and formats Conduct effective meetings Develop solutions to complex OHS problems, utilising information from a range of sources Apply an action planning process Assimilate information from a range of sources to evaluate effectiveness of processes Relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities
Required knowledge:
The difference between hazard and risk Sources of OHS information both internal and external to the workplace Understanding of OHS legislation and regulatory requirements relevant to the particular industry/type of work site Regulatory requirements relevant to the particular industry/type of work site The roles and responsibilities of employees, supervisors and managers in the workplace Legislative requirements for consultation Legal and practical requirements for OHS training Legal requirements for OHS record keeping and reporting Knowledge and understanding of guidance material including codes of practice/compliance codes relevant to the particular industry/type of work site Risk assessment process, including: Hazard identification procedures Principles of risk assessment The hierarchy of control and its application Legislative requirements for record keeping and reporting Systems for identifying skill needs, for example: performance reviews training needs analysis identifying additional training needs of learners Workplace specific information including: hazards of the particular work environment and how they cause harm hazard identification procedures relevant to the hazards in the workplace awards and enterprise agreements that impact on the particular workplace the characteristics and composition of the workforce and how they may impact on the management of OHS designated person(s) for raising OHS issues Organisational procedures related to OHS including: hazard, incident and injury reporting hazard identification, risk assessment and control consultation and participation incident investigation record keeping

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Critical aspects for assessment:	To demonstrate competence in this unit, a candidate must be able to provide evidence of managing OHS processes for a small organisation or a group(s) or persons undertaking a range of work Evidence gathered by an assessor to determine competence will include: written or verbal responses to scenarios and case studies reports from persons who have been involved in the management process portfolio of workplace documentation Evidence of workplace performance over time must be obtained to inform a judgement of competence
Products that could be used as evidence include:	Verbal and written responses to verbal, pictorial or physical scenarios Demonstrated action to scenarios, simulations, role plays Completed reports to senior managers Written directions, emails, memos and other information provided to supervisors in area of responsibility Reports from team leaders, senior managers, other managers, specialist advisers
Processes that could be used as evidence include:	How training needs were identified and addressed How action plans are developed, monitored and updated How hazard identification and risk assessment occur
Access and equity considerations:	All workers should be aware of access and equity issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on health of Aboriginal and/or Torres Strait Islander clients and communities

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
OHS legislation includes:	commonwealth, state and territory OHS Acts and regulations
Standards include:	documents produced by national bodies, OHS regulators or industry bodies, that prescribe preventative action to avert occupational deaths, injuries and diseases standards are of an advisory nature only, except where a law adopts the standard and thus makes it mandatory standards may be called up as evidence in court or other enforcement action
Codes of practice/compliance codes are:	documents generally prepared to provide advice to employers and workers, of an acceptable way of achieving standards may provide information for use by unions, employers, management, health and safety committee members and representatives, safety officers and others requiring guidance Codes of practice/compliance codes may: be incorporated into regulations not relate to a standard be called up as evidence in court or other enforcement action
Guidance material:	is an advisory technical document, providing detailed information for use by unions, employers, management, health and safety committee members and representatives, safety officers and others requiring guidance advises on 'what to do' and 'how to do it' has no legal standing
Other sources of OHS information include	persons, organisations and references where knowledge about OHS may be obtained These sources may be: internal, including: hazard, incident and investigation reports workplace inspections incident investigations minutes of meetings Job Safety Analysis (JSAs) and Risk Assessments (RAs) organisational data such as insurance records, enforcement notices and actions, workers compensation data, OHS performance data reports and audits material safety data sheets (MSDSs) and registers employees handbooks employees including questionnaire results OHS advisors manufacturers' manuals and specifications external, including: regulatory bodies and OHS Acts regulations, codes and guidance material other relevant legislation Safe Work Australia documents databases such as national and state injury data OHS specialists and consultants newspapers and journals, trade/industry publications internet sites industry networks and associations including unions and employer groups OHS professional bodies specialist advisors research information
OHS information includes:	requirements under OHS legislation, regulations, standards, codes of practice/compliance codes and guidelines rights and responsibilities information on hazards including MSDSs collated information on hazard incidents and injuries investigation and audit reports outcomes of hazard identifications and workplace inspections Risk Assessments (RAs) risk controls workplace OHS policies and procedures work procedures training records
Risk controls include:	the devices and methods to: where practicable, eliminate the hazard where this is not practicable, minimise the risk associated with the hazard
Legal requirements for record keeping include:	that specified under OHS legislation and regulations for: serious incident and injury reporting registered plant hazardous substances and dangerous goods environmental monitoring health surveillance privacy legislation
OHS records may include:	hazard, incident and investigation reports workplace inspection reports incident investigation reports first aid records minutes of meetings job safety analyses (JSAs) and risk assessments material safety data sheets (MSDSs) and registers plant and equipment operation records including those relevant to registered plant maintenance and testing reports training records environmental monitoring records health surveillance records
Participative processes include:	processes that: inform employees and other stakeholders of OHS matters and seek their input offer opportunity for stakeholders to participate in decisions that may impact on their health and safety Participative processes may also be referred to as 'consultative processes', however 'participation' implies a higher level of involvement
Organisational policies and procedures include:	policies and procedures underpinning the management of OHS including: hazard, incident and injury reporting hazard identification, risk assessment and control and monitoring consultation and participation incident investigation quality system documentation
Consultation includes processes for:	seeking information or the opinions from one or more people prior to decision-making consultation should particularly include those who may affect the outcomes or be affected by the decisions made but may also include specialist sources
A hazard is:	a source or situation with the potential for harm in terms of human injury or ill-health, damage to property, the environment, or a combination of these
Specific safety related hazards may include but are not limited to:	substances e.g. chemicals, starch pulp, steam noise manual handling ergonomics underfoot hazards slips and trips moving parts of machinery mobile plant
Other workplace hazards may include, but are not limited to:	fatigue stress bullying occupational violence
Incident includes:	any event that has caused or has the potential for injury, ill health or damage
Hazard identification is	the process of identifying sources of harm an may be required: at design or pre purchase of equipment of materials at commissioning or pre-implementation of new processes or practices before new forms of work and organisation of work are implemented before changes are made to workplace, equipment, work processes or work arrangements as part of planning major tasks or activities, such as equipment shutdowns following an incident report when new knowledge becomes available at regular intervals during normal operations prior to disposal of equipment, buildings or materials
Risk:	in relation to any hazard, means the probability and consequences of injury, illness or damage resulting from exposure to a hazard
Risk assessments	involve analysing a hazard to identify: factors influencing the risk and the range of potential consequences effectiveness of existing controls likelihood of each consequence considering exposure and hazard level and, combine these in some way to obtain a level of risk
Hierarchy of control is	the preferred order of control measures for OHS risks: elimination controlling the hazard at the source substitution e.g. replacing one substance or activity at the source engineering e.g. installing guards on machinery administration policies and procedures for safe work practices Personal Protective Equipment (PPE) e.g. respirators, ear plugs
Expert advisers include:	persons either internal or external to the organisation including: safety professionals ergonomists occupational hygienists audiologists safety engineers toxicologists occupational health professionals and, other persons providing specific technical knowledge or expertise in areas related to OHS including: risk managers health professionals injury management advisors legal practitioners with experience in OHS engineers (such as design, acoustic, mechanical, civil) security and emergency response personnel workplace trainers and assessors maintenance and tradepersons
OHS induction includes:	the processes by which new employees are introduced to, and acquainted with their job and the new workplace, including familiarisation with: hazards and risks associated with the work risk control measures welfare facilities emergency response procedures
Stakeholders are:	those people or organisations who may be affected by, or perceive themselves to be affected by an activity or decision including: managers supervisors health and safety and other employee representatives OHS committees employees and contractors the community
OHS action plans include:	documented plans developed within the workplace to implement a systematic approach to OHS management and contain: actions that support an integrated strategy to address deficiencies, meet obligations or provide or improved outcomes allocated responsibilities timeframes

Unit Sector(s)

Not Applicable

FPPPLN210A Plan and undertake a routine task

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to plan and undertake a routine task in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement

Application of the Unit

Application of the unit	This unit applies to operators who plan and undertake a routine task in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: identify task requirements plan steps required to complete task, and review plan to meet safety, quality and productivity requirements

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify tasks requirements	1.1. Task requirements are identified within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements
1.2. Instructions on procedures are obtained, understood and clarified
1.3. Task outcomes are identified
1.4. Relevant specifications for task outcomes are obtained, understood and clarified
1.5. Task requirements, including completion time and quality measures are identified
2. Plan steps required to complete task	2.1. Steps required to complete task are planned within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
2.2. Individual steps or activities required to undertake task are understood and clarified where necessary
2.3. Planned steps and outcomes are checked to ensure conformity with instructions and relevant specifications
2.4. Required sequence of activities to be completed are identified in plan
3. Review plan	3.1. Plan is reviewed within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
3.2. Outcomes are identified and compared with planned objectives, task instructions, specifications and task requirements
3.3. Plan is revised, when necessary, to better meet objectives and task requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in planning and undertaking a routine task Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Identifies and actions problems within level of responsibility Develops plans for a task from information provided, incorporating technical, quality and time requirements, which is capable of achieving appropriate results Modifies plans as a result of outcomes achieved
Required knowledge
Procedures, regulations and legislative requirements relevant to planning and undertaking a routine task including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Planning the completion of a task Technical, quality and time requirements to complete a task

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in planning and undertaking a routine task
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in planning and undertaking a routine task Access to the full range of equipment involved in planning and undertaking routine tasks in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Information provided to assist planning may include:	instructions standard operation sheets specifications quality requirements time allowances outcome requirements performance requirements
Plans	may or may not be documented may include tasks involving one or more steps or functions
Planning may involve:	activities performed in accordance with established procedures and may require: modification of procedures to deal with unforeseen developments and will be: related to work tasks and environments which are familiar to individual undertaking planning activity
Activity may require:	prioritising and sequencing of individual components
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth)
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices enterprise policies and procedures safe work documentation e.g. plant clearance, job safety analysis, permit systems
Actions may include:	plan adjustments/modification reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal/external customers and suppliers team members production/service co-ordinators maintenance services operational support personnel operational management statutory authorities
Forms of communication may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPPLN420A Plan a complex activity

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to plan a complex activity in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement

Application of the Unit

Application of the unit	This unit applies to operators who plan a complex activity in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: identify complex activity requirements identify work method, and prepare complex activity plan to meet safety, quality and productivity requirements

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify complex activity requirements	1.1. Complex activity requirements are identified within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements
1.2. Information recording timeframe, quality requirements, personal time availability and other resources available are obtained and examined
1.3. Resources required for complex activity completion are identified
1.4. Time available for completion of complex activity is identified
2. Identify work method	2.1. Work method is identified within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
2.2. Alternative work methods to meet complex activity objectives are identified
2.3. Relative advantage and disadvantage of each work method is established
2.4. Most appropriate work method is selected
3. Prepare complex activity plan	3.1. Complex activity plan is prepared within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
3.2. Appropriate sequences of tasks are determined
3.3. Critical path for completion of complex activity within time and budget is determined
3.4. Individual tasks required to apply work method and meet objectives are identified
3.5. Complex activity plan is documented

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in planning a complex activity Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Identifies and actions problems within level of responsibility Develops a plan for a complex activity from information provided, incorporating technical, quality and time requirements, which is capable of appropriate results Modifies plans as a result of outcomes achieved Prioritises components of complex activities to achieve performance, quality and time requirements
Required knowledge
Procedures, regulations and legislative requirements relevant to planning a complex activity including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Components of complex activities to achieve performance, quality and time requirements Technical, quality and time requirements to complete a complex activity

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in planning a complex activity
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in planning a complex activity Access to the full range of equipment involved in planning a complex activity in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Information provided to assist planning may include:	instructions standard operation sheets specifications quality requirements time allowances outcome requirements performance requirements
Plans	may or may not be documented and may include: tasks involving one or more steps or functions a complete activity
Planning may involve:	activities performed in accordance with established procedures but may require: modification of procedures to deal with unforeseen developments and will be: related to work tasks and environments which are familiar to individual undertaking planning activity
Activity may require:	prioritising and sequencing of individual components
Complex activities may include:	clothing change total plant shutdown/startup grade/product change involving multiple process operations trials
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth)
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices enterprise policies and procedures safe work documentation e.g. plant clearance, job safety analysis, permit systems
Actions may include:	plan adjustments/modification reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal/external customers and suppliers team members production/service co-ordinators maintenance services operational support personnel operational management statutory authorities
Forms of communication may include:	written e.g. log books, emails, incident and other reports, run sheets. data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPPRM210A Undertake operator level preventative maintenance

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to undertake operator level preventative maintenance in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement

Application of the Unit

Application of the unit	This unit applies to persons who undertake operator level preventative maintenance in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: carry out preventative maintenance inspections of plant and equipment carry out preventative maintenance of plant and equipment, and action faults to meet safety, quality and productivity requirements

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Carry out preventative maintenance inspections of plant and equipment	1.1. Preventative maintenance inspections of plant and equipment are carried out within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating
1.2. Routine preventative maintenance inspections are undertaken
1.3. Faulty plant and equipment are identified
1.4. Faulty plant and equipment, as identified, are communicated and documented
2. Carry out preventative maintenance of plant and equipment	2.1. Preventative maintenance of plant and equipment is carried out within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
2.2. Location of plant and equipment is identified
2.3. Routine preventative maintenance sequence of activities is determined
2.4. Isolation procedures are followed as required
2.5. Process and navigation controls are interpreted
2.6. Preventative maintenance activities are undertaken
2.7. Appropriate tools, materials and equipment are selected and used for operator level preventative maintenance
2.8. Preventative maintenance activities are documented
3. Action faults	3.1. Faults are actioned within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
3.2. Faulty plant and equipment is actioned within limits of responsibility
3.3. Action on faulty plant and equipment is communicated and documented

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in undertaking operator level preventative maintenance Reads and interprets required documentation, procedures and reports Communicates preventative maintenance with team and related service personnel Accesses, navigates and enters computer-based information Identifies and actions problems within level of responsibility Interprets instruments, gauges and other recording equipment Interprets process and instrumentation diagrams Reports faulty plant and equipment according to SOP Interprets instrumentation data as an indication of plant and equipment requiring preventative maintenance Identifies and investigates reasons for faulty equipment Identifies and monitors process control points Applies isolation procedure, when required, according to site policy Removes isolations according to site policy Identifies locations or items of potential hazards and procedures to overcome them Applies methods to contain potential hazards, spillages and leaks Maintains a clean and hazard free work area Selects appropriate hand and/or power tools according to task requirements Checks tools before use and unsafe or faulty items are identified and marked for repair according to SOP Completes minor maintenance tasks in accordance with SOP Makes appropriate adjustments as required to meet changing conditions Follows maintenance inspection routines Maintains situational awareness in the work area Analyses and uses sensory information to adjust process to maintain safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to undertaking operator level preventative maintenance including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Use of instrumentation data as an indication of plant and equipment requiring preventative maintenance Consequences of inadequate preventative maintenance Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in undertaking operator level preventative maintenance
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in undertaking operator level preventative maintenance Access to the full range of equipment involved in undertaking operator level preventative maintenance in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Routine preventative maintenance inspections may include:	levels in sight glasses belt fatigue gear backlash stretch and slack in chains sprocket wear gear box noise and heat damaged equipment or components control panel indicators electronic control indicators air and oil pressure gauges flow levels pressure checks
Routine preventative maintenance activities may include:	oil top ups blade changes filter changes or cleaning greasing lubricating housekeeping pressure checks removal or replacing maintaining or replacing consumables
Actions may include:	shutdown isolation by-passing systems making adjustments assisting in remedial maintenance communicating with maintenance and engineering personnel confirming availability of parts containment of potential hazards, spillage and leaks process adjustments reporting to authorised person rectifying problem within level of responsibility
Maintenance may include:	operator level maintenance as per site agreement operator maintenance schedules maintenance systems maintenance suppliers pro-active maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Equipment may include:	personal protective equipment and clothing compressed air hand and power tools machine systems computer systems electronic screens and alarms process control systems analogue and digital instrumentation fully automated, semi-automated, manually operated plant and equipment appropriate to undertaking preventative maintenance
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth)
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals enterprise policies and procedures oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Communications may include:	interaction with: internal/external customers and suppliers team members production/service co-ordinators maintenance services operational support personnel operational management statutory authorities
Situational awareness may include:	awareness of : traffic pedestrians location of equipment product hazards obstruction unexpected movement
Forms of communication may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access
Sensory information may include:	visual sound feel touch smell vibration temperature

Unit Sector(s)

Not Applicable

FPPPRM220A Perform lubrication

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to perform lubrication in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement

Application of the Unit

Application of the unit	This unit applies to persons who perform lubrication in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: prepare for lubrication conduct lubrication activities record and report on lubrication activities, and maintain stock in lubrication store to meet safety, quality and productivity requirements

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Prepare for lubrication	1.1. Preparation for lubrication is completed within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements
1.2. Store supplies are checked
1.3. Lubrication schedule confirmed
1.4. Tools, equipment and supplies are prepared to fulfil schedule
1.5. Communication is made with operator regarding access to equipment
2. Conduct lubrication activities	2.1. Lubrication activities are conducted within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
2.2. Lubrication tasks are completed
2.3. Right lubricant is used for specific points
2.4. Supplies are topped up as required
2.5. Issues identified during lubrication are communicated with operator and/or maintenance personnel
3. Record and report on lubrication activities	3.1. Lubrication activities are recorded and reported on within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
3.2. Lubrication documentation is completed
3.3. Work orders are raised as required
4. Maintain stock in lubrication store	4.1. Stock in lubrication store is maintained within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
4.2. Stocktake of lubricant stocks in store is conducted
4.3. Action is taken to re-stock store as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in performing lubrication Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Identifies and actions problems within level of responsibility Recognises lubrication issues Identifies lubricants Identifies lubrication points Filling procedures Decanting Uses lubrication tools and equipment Uses measuring equipment Maintains situational awareness in the work area Analyses and uses sensory information to adjust process to maintain safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to performing lubrication including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Principles of lubrication Types of lubricant and their application Lubrication schedules for plant and equipment Consequences of inadequate or incorrect lubrication Spills and environmental impact Action to be taken in case of spills Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in performing lubrication
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in performing lubrication Access to the full range of equipment involved in performing lubrication in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Lubrication materials may include:	various grades of oils and grease graphite grease marine packing grease
Issues that arise during lubrication may include:	leaks overheating dry bearings vibration noise smell discolouration
Equipment may include:	personal protective equipment and clothing compressed air hand and power tools machine systems computer systems electronic screens and alarms process control systems analogue and digital instrumentation fully automated, semi-automated, manually operated plant and equipment appropriate to performing lubrication
Maintenance may include:	operator level maintenance as per site agreement operator maintenance schedules maintenance systems maintenance suppliers pro-active maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth)
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals enterprise policies and procedures oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal/external customers and suppliers team members production/service co-ordinators maintenance services operational support personnel operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Forms of communication may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access
Sensory information may include:	visual sound feel touch smell vibration temperature

Unit Sector(s)

Not Applicable

FPPPRS210A Identify and rectify problems in the workplace

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to identify and rectify workplace problems in the pulp and paper industry within limits of responsibility General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement

Application of the Unit

Application of the unit	This unit applies to operators who identify and rectify workplace problems in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: identify and describe the problem and its effects analyse the problem and determine priority of causes apply possible solutions, and document and report problems and solutions to meet safety, quality and productivity requirements It does not include solving systemic problems in the workplace

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify and describe the problem and its effects	1.1. Problem and its effects is identified and described within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements
1.2. Problem is clearly described
1.3. Effect of the problem on personal safety, equipment safety, quality and productivity is identified
1.4. Mill procedures are instituted where personal safety is identified
2. Analyse the problem and determine priority of causes	2.1. Problem is analysed and priority of causes is determined within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
2.2. Possible causes are identified
2.3. Impact of the problem on machinery performance is determined
2.4. Likelihood of each possible cause occurring is considered
2.5. Ability to do a quick check on each cause is determined
2.6. Possible causes for investigation are prioritised
2.7. Analysis and determination of possible causes is completed in a timely manner
3. Apply possible solutions	3.1. Possible solutions are applied within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
3.2. Quick checks are conducted if possible
3.3. Possible solutions are applied
3.4. Outcome is reviewed
3.5. Next possible solution is actioned in prioritised order
4. Document and report problems and solutions	4.1. Completion of documentation and reporting within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
4.2. Problem and the solution is documented as required
4.3. Problem and solution is reported to relevant personal as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Identifies, accesses and interprets relevant historical and operational data and information Uses required forms of communication in identifying and rectifying problems in the workplace Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Identifies and actions systems, quality and equipment faults within level of responsibility Identifies causes and effects of faults and corrective action on associated processes Takes timely corrective action to maximise safety, quality and productivity Undertakes necessary calculations to aid troubleshooting, as required Uses troubleshooting guides and diagnostic procedures Interprets instruments, gauges and data recording equipment Maintains situational awareness in the work area Takes samples, conducts tests and interprets results if required Analyses and uses sensory information to adjust process to maximise safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to pulp and paper operations including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Working knowledge of system, processes and associated services sufficient for problem solving within level of responsibility, and may include: plant layout theory of operation causes and effects of adjustments made to equipment and processes relationships between system, processes and associated services effects of process variables on production and quality Sampling and testing process for plant and system operations, and process monitoring - purpose, standards and procedures as per site agreements Plant operation and control mechanisms, within level of responsibility Sensory information that indicates a deviation from standard operating parameters, within level of responsibility Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control pulp and paper operations, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in identifying and rectifying problems in the workplace
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in identifying and rectifying problems in the workplace Access to the full range of equipment involved in integrated continuous manufacturing in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Type and extent of the problem may include:	quality or equipment problem position/location of defect or problem continuous or intermittent deterioration how long it has been occurring when/who first observed the problem paper quality
Resources may include:	personnel equipment production process materials or supplies trouble shooting guides
Machinery performance may include:	significant, moderate, minor or no equipment damage short or prolonged machine shut quality outside acceptable parameters quality compromises substantial, moderate or minor increases in waste significant, moderate or minor productivity losses
Chances may include:	almost certain likely possible unlikely rare
Operations may include:	coating systems handling and preparing primary resources steam generation electrical power generation handling and preparing waste paper for pulp production waste paper operations pulping operations chemical recovery operations finishing and converting stock preparation operations wet end operations dry end operations water services
Equipment may include:	communication equipment and 2-way radios computer systems electronic screens and alarms process control systems analogue and digital instruments fully automated, semi-automated, manually operated plant and equipment appropriate to plant operations and systems
Electronic control systems may include:	Digital Control Systems (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) statutory requirements (local, state and commonwealth) operator licences and endorsements
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation (e.g. plant clearance, job safety analysis, permit systems) Material Safety Data Sheets (MSDS) furnish sheets tally sheets process and instrument diagrams process improvement systems planning documents small group presentations minutes of meeting
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Sampling and testing may include:	stock consistency stock colour stock brightness water quality waste paper quality visual assessments stickies
Communications may include	interaction with: internal/external customers and suppliers team members maintenance services operational management
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms signage e.g. safety access
Sensory information may include:	visual sound feel touch smell vibration temperature

Unit Sector(s)

Not Applicable

FPPPRS320A Solve systemic problems in the workplace

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to solve systemic problems in the pulp and paper industry within limits of responsibility General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement

Application of the Unit

Application of the unit	This unit applies to operators who solve systemic problems in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: identify and describe the problem assess the situation and determine actions conduct analysis determine action plan implement plan monitor and evaluate the solution, and document and report changes to meet safety, quality and productivity requirements It does not include identifying and rectifying problems in the workplace

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify and describe the problem	1.1. Problem is identified and described within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements
1.2. Information is gathered to define the type of problem
1.3. Information is gathered to define the extent of the problem
1.4. Information is gathered on the effect of the problem with regard to quality or productivity
2. Assess the situation and determine actions	2.1. Situation is assessed and actions are determined within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
2.2. Immediate action is taken if safety, quality or productivity are compromised
2.3. Personnel are notified as required
2.4. Problem is referred to appropriate group or department if required
2.5. Possible types of problem solving activities/methodologies available are assessed and most appropriate is determined
3. Conduct analysis	3.1. Analysis is conducted within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
3.2. Team is assembled for analysis, if required
3.3. Selected problem solving methodology is used
3.4. Possible solutions are determined
3.5. Quick fixes are conducted if required
3.6. Favoured solutions are determined
4. Determine action plan	4.1. Action plan is determined within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
4.2. Action plan is developed including contingencies
4.3. Plan is documented following workplace procedures
4.4. Plan is communicated to appropriate personnel
4.5. Plan is approved by appropriate personnel
5. Implement plan	5.1. Plan is implemented within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
5.2. Resources to implement the plan are identified and organised
5.3. Plan is scheduled
5.4. Plan is communicated to team and other personnel
5.5. Team members are assisted where required
5.6. Planned changes are made to solve the problem
6. Monitor and evaluate the solution	6.1. The solution is monitored and evaluated within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
6.2. Changes are monitored
6.3. Effectiveness of the solution is evaluated
6.4. Contingency plans are implemented if required
7. Document and report changes	7.1. Changes are documented and reported within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
7.2. Required documentation is finalised
7.3. Outcome of the solution is reported
7.4. Outcomes of the solution are communicated to team and appropriate personnel

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Identifies, accesses and interprets relevant historical and operational data and information Uses required forms of communication in solving systemic problems in the workplace Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Reads complex text Demonstrates leadership Identifies resources and undertakes planning Communicates effectively with personnel to assist with analysis and resolution of operational problems Assists others to identify and resolve operational problems in the workplace Identifies and actions systems, quality and equipment faults within level of responsibility Identifies causes and effects of faults and corrective action on associated processes Selects and uses appropriate problem solving methods Takes timely corrective action to maximise safety, quality and productivity Undertakes necessary calculations to aid troubleshooting, as required Uses troubleshooting guides and diagnostic procedures Interprets instruments, gauges and data recording equipment Maintains situational awareness in work area Takes samples, conducts tests and interprets results if required Analyses and uses sensory information to adjust process to maximise safety, quality and productivity Uses electronic and other control and other systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to pulp and paper operations including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Leading and managing team processes Understanding of resource and planning requirements Detailed knowledge of system, processes and associated services sufficient for problem solving including: plant layout theory of operation causes and effects of adjustments made to equipment and processes relationships between system, processes and associated services effects of process variables on production and quality An appropriate range of problem solving methodologies Sampling and testing process for plant and system operations, and process monitoring - purpose, standards and procedures as per site agreements Plant operation and control mechanisms Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control pulp and paper operations, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in solving systemic problems in the workplace
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in solving systemic problems in the workplace Access to the full range of equipment involved in integrated continuous manufacturing in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Type and extent of the problem may include:	quality or equipment problem position/location of defect or problem continuous or intermittent deterioration how long has it been occurring when/who first observed the problem paper quality
Problem solving activities and methodologies may include:	industry specific methodologies: e-learning tool lean root cause analysis techniques 5 whys fish bone sirf roundtable method cause and effect diagrams six sigma Kepner - Tregoe
Contingencies may include:	prioritised list of other possible solutions back up plans
Resources may include:	personnel equipment production process materials or supplies trouble shooting guides
Operations may include:	coating systems handling and preparing primary resources steam generation electrical power generation handling and preparing waste paper for pulp production waste paper operations pulping operations chemical recovery operations finishing and converting stock preparation operations wet end operations dry end operations water services
Equipment may include:	communication equipment and 2-way radios computer systems electronic screens and alarms process control systems analogue and digital instruments fully automated, semi-automated, manually operated plant and equipment appropriate to plant operations and systems
Electronic control systems may include:	Digital Control Systems (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) statutory requirements (local, state and commonwealth) relevant operator licences and endorsements
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation (e.g. plant clearance, job safety analysis, permit systems) Material Safety Data Sheets (MSDS) furnish sheets tally sheets process and instrument diagrams process improvement systems planning documents small group presentations minutes of meeting
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Sampling and testing may include:	stock consistency stock colour stock brightness water quality waste paper quality visual assessments stickies
Communications may include	interaction with: internal/external customers and suppliers team members maintenance services operational management
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety access
Sensory information may include:	visual sound feel touch smell vibration temperature

Unit Sector(s)

Not Applicable

FPPPRV210A Operate ancillary equipment

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to operate ancillary equipment which supports production operations in the pulp and paper industry. It applies to stand-alone items of equipment which require separate operation, knowledge and skills to the operation of the main production unit or machine. The ancillary equipment may be remote from the main production unit or machine, in close proximity or attached (not a part of the main operating production unit or machine) This unit does not apply where the relevant ancillary equipment is minor and is integral to the main unit or machine process General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement

Application of the Unit

Application of the unit	This unit applies to operators who prepare, start up, monitor and shut down ancillary equipment in the pulp and paper industry. This work typically involves complex and non-complex equipment which may either operate continuously or operates intermittently This unit generally applies to those who: prepare and start up ancillary equipment monitor and control ancillary equipment, and shut down ancillary equipment to meet safety, quality and productivity requirements

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Prepare and start up ancillary equipment	1.1. Ancillary equipment is prepared and started up within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements
1.2. Isolations are removed as required
1.3. Ancillary equipment is prepared for startup
1.4. Ancillary equipment is started up as required
2. Monitor and control ancillary equipment	2.1. Ancillary equipment is monitored and controlled within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
2.2. Ancillary equipment is monitored to ensure operations are within parameters as per site requirement
2.3. Variations from operating parameters are identified, rectified and/or reported
2.4. Operator level preventative maintenance is undertaken as required
2.5. Changes to ancillary equipment operations are communicated to relevant personnel as required
3. Shut down ancillary equipment	3.1. Ancillary equipment is shut down within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
3.2. Work area instructions or maintenance schedules are used to co-ordinate a planned shutdown
3.3. Cause of unplanned shutdown is identified and effects are assessed to determine impact on operations and/or facility
3.4. Unplanned shutdown is responded to and rectified
3.5. Unplanned shutdown is communicated as required
3.6. Planned shutdown is implemented
3.7. Isolation requirements are implemented as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in operating ancillary equipment Reads and interprets required documentation, procedures and reports Interprets instruments, gauges and data recording equipment Accesses, navigates and interprets computer-based information Uses electronic control systems to control equipment and processes as required Identifies and actions problems within level of responsibility Identifies and monitors process control points Plans and organises startup and shutdown Maintains situational awareness in the work area Analyses and uses sensory information to adjust process to maintain and co-ordinate safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to operating ancillary equipment including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Problem-solving techniques consistent with level of responsibility Working knowledge of ancillary equipment, processes, layout and associated services sufficient to carry out start up, monitoring and shut down activities within level of responsibility Required responses to all unplanned shutdowns (e.g. power outage, mechanical breakdown, blockages, jamming, air supply, control system failure) to ensure safety of ancillary equipment Quality requirements Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments to operate ancillary equipment, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in operating ancillary equipment
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in operating ancillary equipment Access to the full range of equipment involved in integrated continuous manufacturing in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Systems and functions may include:	air compressor air dryer air make-up units monitoring systems air handling units building ventilation systems line dust collection systems dust scrubber systems heating, ventilating and air conditioning (HVAC) systems core machine lubrication
Materials and supplies may include:	chemicals compressed air water electricity gas steam additives ropes and belts
Equipment may include:	fully automated, semi-automated, manually operated ancillary equipment appropriate to site process fans burners hand and power tools computer systems electronic screens and alarms process control systems computer systems electronic screens and alarms process control systems
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Hazards and risks may include:	gas leaks fires nip points compressed air hot surfaces electrical entanglement slip hazards/falls energy pressures chemicals fumes confined spaces dust
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth)
Documentation, procedures and reports may include:	SOP site policy and procedures environmental sustainability requirements/practices plant manufacturing operating manuals confined space requirements vendor documentation reference manual product specifications quality procedures oil or chemical spills and disposal guidelines plant isolation documentation housekeeping safe work documentation e.g. plant clearance, job safety analysis, permit systems maintenance logs job sheets operating log production instructions Materials Safety Data Sheets (MSDS) process and instrument diagrams
Maintenance may include:	operator level maintenance as per site agreements operator maintenance schedules maintenance systems maintenance suppliers pro-active maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	monitoring process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: team members production/service co-ordinators internal/external customers and suppliers maintenance services operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstructions unexpected movement
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. standard operating procedures, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPPRV320A Co-ordinate and direct clothing changes

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to co-ordinate and direct clothing changes in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk and (non-high risk) load shifting licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who co-ordinate and direct clothing changes in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: prepare machine and equipment for clothing change remove and install machine clothing, and prepare machine section for production to meet safety, quality and productivity requirements

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Prepare machine and equipment for clothing change	1.1. Machine and equipment are prepared for clothing change within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements
1.2. Clothing problems causing production issues are identified
1.3. Clothing change need is determined
1.4. New clothing to be installed is identified
1.5. Isolation/lock outs and equipment for clothing change are prepared
1.6. Crew are directed to prepare new clothing as required
1.7. Machine shut and isolation/lockouts are confirmed as required
1.8. Clothing removal is prepared as required
2. Remove and install machine clothing	2.1. Machine clothing is removed and installed within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
2.2. Machine clothing is removed as required
2.3. Machine parts are dismantled or removed as required
2.4. Machine clothing is installed as required
2.5. Machine parts are installed or replaced as required
2.6. Isolation/lockouts are removed as required
3. Prepare machine section for production	3.1. Machine section is prepared for production within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
3.2. Clothing section is inspected for potential hazards
3.3. Clothing is tensioned to operating requirements
3.4. Clothing guiding system is checked to operating requirements
3.5. Clothing details are recorded as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in co-ordinating and directing clothing changes Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Uses electronic control systems to control equipment and processes as required Identifies and actions problems within level of responsibility Identifies and monitors process control points Plans and organises clothing changes Directs crews during clothing change Recognises clothing problems Maintains situational awareness in the work area Applies manual handling techniques Operates high risk and (non-high risk) load shifting equipment as required Analyses and uses sensory information to adjust process to maintain and co-ordinate safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to co-ordinating and directing clothing changes including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Detailed knowledge of machine, plant, processes and associated services insofar as they relate to clothing changes including: plant layout theory of operation causes and effects of adjustments made to processes relationships between plant, processes and associated services Problem-solving techniques consistent with level of responsibility Quality requirements Clothing properties Clothing problems and impact on productivity and quality Application of high risk (and non-high risk) load shifting equipment as required Manual handling risks and techniques Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments for clothing changes, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in co-ordinating and directing clothing changes
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in co-ordinating and directing clothing changes Access to the full range of equipment involved in integrated continuous manufacturing in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Systems and functions may include:	isolations crane operation
Materials, supplies and stock may include:	clothing ropes
Equipment may include:	crane slings frames computer systems electronic screens and alarms process control systems
Electronic control systems may include:	Digital Control System (DCS) touch screens
Clothing problems may include:	end of life score mark hole/tear trial clothing failed seam crease narrow blind scold mark compacted scorched
Hazards and risks may include:	steam and/or gas leaks fires nip points compressed air hot surfaces slippery surfaces heights electrical entanglement slip hazards/falls energy pressures manual handling
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk (and non-high risk) load shifting licensing requirements
Documentation, procedures and reports may include:	SOP risk assessments site policy and procedures environmental sustainability requirements/practices plant manufacturing operating manuals confined space requirements vendor documentation reference manual grade specifications quality procedures oil or chemical spills and disposal guidelines plant isolation documentation housekeeping safe work documentation e.g. plant clearance, job safety analysis, permit systems maintenance logs job sheets operating log production instructions Materials Safety Data Sheets (MSDS) process and instrument diagrams
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: team members production/service co-ordinators internal/external customers and suppliers maintenance services operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstructions unexpected movement
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. standard operating procedures, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPPUL210A Monitor and control pulping operations

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to monitor and control pulping operations in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk (and non-high risk) load shifting licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who monitor and control pulping operations in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: monitor and control processes monitor and maintain the plant, and record and report process data to meet safety, quality and productivity requirements It does not include starting up, shutting down or troubleshooting and rectifying pulping plant operations

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Monitor and control processes	1.1. Processes are monitored and controlled within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Production requirements are checked at start of shift to plan day's activities as required 1.3. Operational status is confirmed by inspection, observations and other information 1.4. Supplies and supply systems are monitored to ensure availability and suitability 1.5. Sampling and testing is conducted 1.6. Storage levels are monitored and controlled 1.7. Process variables are monitored and controlled to ensure efficient operation 1.8. Discharges are monitored to meet environmental requirements
2. Monitor and maintain plant	2.1. Plant is monitored and maintained within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Plant variations are interpreted and actioned if required 2.3. Plant inspections are undertaken to maintain production 2.4. Test equipment is calibrated and maintained if required 2.5. Plant adjustments are made to maintain production and quality schedules 2.6. Operator level preventative maintenance schedules are carried out as required
3. Record and report process data	3.1. Process data is recorded and reported within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Process data is interpreted and recorded 3.3. Process problems and equipment faults are reported 3.4. Problems or variations with systems or product are communicated to relevant personnel 3.5. Hazardous conditions are documented and communicated to relevant personnel 3.6. Problems with environmental releases are recorded and reported as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in monitoring and controlling pulping operations Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Interprets instruments, gauges and data recording equipment Identifies and actions problems within level of responsibility Takes samples, conducts tests, interprets and records results if required Uses measuring equipment as required Identifies and monitors process control points Maintains situational awareness in the work area Operates high risk (and non-high risk) load shifting equipment as required Carries out operator level maintenance as required Analyses and uses sensory information to adjust process to maintain safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to pulping operations including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Causes and effects of process variation between upstream and downstream customers Basic problem-solving techniques consistent with level of responsibility Sampling and testing processes for plant and system operations, and process monitoring - purpose, standards and procedures as per site agreements Pulping in-process tests and procedures Working knowledge of pulping plant, processes, layout and associated services including operating parameters, variation and associated adjustments within level of responsibility Quality requirements Application of high risk (and non-high risk) load shifting equipment, as required Sensory and other information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control the pulping operations, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in monitoring and controlling pulping operations
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in pulping operations Access to the full range of equipment involved in integrated continuous manufacturing of pulping plant operations in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Operational parameters may include:	flows temperatures pressures through put consistencies amps set points valve settings levels interlocks
Storage levels may include:	vats chests silos tanks bins piles
Pulping processes - chemical, mechanical and semi-chemical pulping may include:	bleaching plant operations refining chip preparation cleaning or washing systems chemical preparation and treatment pulp lapping production stock distribution and storage digester operations mechanical pulping systems
Products of these processes may include:	bleached or unbleached pulp fluff pulp crumbed pulp baled, rolled or sheet pulp slushed pulp
Materials and supplies may include:	woodchips pulp steam water chemicals power
Equipment may include:	power and steam systems hydraulic and electrical systems chemical delivery and processing systems conveyors and pump distribution equipment pneumatic systems process plant materials handling equipment hand and power tools computer systems electronic screens and alarms process control systems analogue and digital instruments fully automated, semi-automated, manually operated plant and equipment appropriate to pulping operations
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) as applicable, activity or task specific high risk (and non-high risk) load shifting licensing requirements relevant endorsed licences hazardous chemical handling air and gas discharges safety instructions
Documentation, procedures and reports may include:	SOP work instructions or purchase orders environmental sustainability requirements/practices plant manufacturing operating manuals quality procedures oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems log sheets and shift reports work orders delivery or distribution documentation tally or production records incident reports Materials Safety Data Sheets (MSDS) process and instrumentation diagrams
Maintenance may include:	operator level maintenance as per site agreement operator maintenance schedules calibrating test equipment maintenance systems maintenance suppliers proactive maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal or external customers and suppliers team members maintenance services operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPPUL250A Store and distribute pulped product

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to store and distribute pulped product in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk and (non-high risk) load shifting licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who store and distribute pulped product in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: prepare for handling operations load, unload, transport and store product, and document and report product information to meet safety, quality and productivity requirements

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Prepare for handling operations	1.1. Preparation for handling operations is completed within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Handling requirements are identified and confirmed 1.3. Work areas are prepared 1.4. Equipment pre-operation checks are conducted 1.5. Availability of required materials is confirmed
2. Load and unload product	2.1. Product is loaded and unloaded within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Safe working loads are identified 2.3. Product is directly loaded or unloaded from the production line 2.4. Non-conformance product is identified, isolated and appropriately actioned
3. Transport and store product	3.1. Product is transported and stored within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Product is transported to an appropriate storage facility 3.3. Product is stored in approved configurations and in relevant stock locations
4. Document and report product information	4.1. Product information is documented and reported within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 4.2. Inventory records are compiled and verified 4.3. Product is appropriately identified as required 4.4. Product information is communicated to relevant personnel as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in storing and distributing pulped product Reads and interprets required documentation, procedures and reports Identifies internal and external suppliers Accesses, navigates and enters computer-based information Identifies and actions problems within level of responsibility Identifies non-conformance loads and takes appropriate action Identifies and monitors process control points Maintains situational awareness work area Handles product to minimise damage Stores product in appropriate locations Operates manual or materials handling equipment Operates high risk (and non-high risk) load shifting equipment as required Conducts routine maintenance of equipment Analyses and uses sensory information to alter work sequence to maintain safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to storage and distribution of pulped product operations including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Working knowledge of pulping plant, processes, layout and associated services sufficient to carry out storage and distribution activities within level of responsibility Storage and inventory systems Traffic flows and work area conditions Application of high risk (and non-high risk) load shifting equipment, as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control the storage and distribution of pulped product within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in storing and distributing pulped product
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in storing and distributing pulped product Access to the full range of equipment involved in storage and distribution of pulped product in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Operational parameters may include:	flows temperatures pressures through put consistencies amps set points valve settings levels interlocks
Storage levels may include:	vats chests silos tanks bins piles
Pulping processes - chemical, mechanical and semi-chemical pulping may include:	bleaching plant operations refining chip preparation cleaning or washing systems chemical preparation and treatment pulp lapping production stock distribution and storage digester operations mechanical pulping systems
Products of these processes may include:	bleached or unbleached pulp fluff pulp crumbed pulp baled, rolled or sheet pulp slushed pulp
Materials and supplies may include:	woodchips pulp steam water chemicals power
Equipment may include:	power and steam systems hydraulic and electrical systems chemical delivery and processing conveyors and pump distribution equipment pneumatic systems process plant materials handling equipment hand and power tools computer systems electronic screens and alarms process control systems analogue and digital instruments fully automated, semi-automated, manually operated plant and equipment appropriate to pulping operations
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk (and non-high risk) load shifting licensing requirements relevant endorsed licences hazardous chemical handling requirements air and gas discharge requirements safety instructions
Documentation, procedures and reports may include:	SOP work instructions or purchase orders environmental sustainability requirements/practices plant manufacturing operating manuals quality procedures oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems log sheets and shift reports work orders delivery or distribution documentation tally or production records incident reports Materials Safety Data Sheets (MSDS) process and instrumentation diagrams
Maintenance may include:	operator level maintenance as per site agreement operator maintenance schedules calibrating test equipment maintenance systems maintenance suppliers proactive maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal or external customers and suppliers team members maintenance services operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPPUL320A Prepare and start up pulping system operations

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to prepare and start up pulping system operations in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk (and non-high risk) load shifting licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who prepare and start up pulping system operations in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: determine production requirements inspect and prepare systems for startup start up operations, and establish and stabilise the production and quality process to meet safety, quality and productivity requirements It does not include shutting down, monitoring, controlling or troubleshooting and rectifying pulping plant operations

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Determine production requirements	1.1. Production requirements are determined within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Grade type and flow rate for production are determined and communicated to relevant personnel 1.3. Availability of supplies to meet production requirements are determined and communicated to relevant personnel 1.4. Readiness and availability of facilities to receive process product and/or by-products is confirmed
2. Inspect and prepare systems for startup	2.1. Systems are inspected and prepared for startup within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Pre-startup checks are completed 2.3. Operational settings are made and confirmed 2.4. Delivery systems are set for operation 2.5. Monitoring devices and alarm systems are checked and confirmed operational 2.6. Identified faults are rectified 2.7. Production ready status is confirmed with relevant personnel
3. Start up operations	3.1. Startup operations are completed within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Pulping systems are activated and confirmed operational 3.3. Equipment startups are co-ordinated for production 3.4. Process operation is communicated to relevant personnel 3.5. Production startup is logged, recorded or filed as required
4. Establish and stabilise the production and quality process	4.1. Production and quality process is established and stabilised within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 4.2. Pulping operation is monitored and adjusted to rectify variations from specifications 4.3. Samples are taken as required and appropriately actioned 4.4. Product tests are verified as within specification where applicable 4.5. System operation, production and quality data is logged, recorded or filed as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in preparing and starting up pulping system operations Reads and interprets required documentation, procedures and reports Confirms production ready status with team members, suppliers and customers Accesses, navigates and enters computer-based information Interprets instruments, gauges and data recording equipment Identifies and actions problems within level of responsibility Identifies and monitors process control points Recognises when raw materials, equipment and personnel are available Conducts pre-startup checks of plant and equipment including instrumentation Removes isolations Determines pulping production requirements Conducts checks to ensure pulp, about to be produced, can be used or stored Activates and confirms operation of plant Takes samples, conducts tests, interprets and records results, if required Uses measuring equipment as required Maintains situational awareness in the work area Operates manual or materials handling equipment Operates high risk (and non-high risk) load shifting equipment as required Analyses and uses sensory information to adjust process to maintain and co-ordinate safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to pulping operations including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Roles and responsibilities of relevant personnel and customers Relationships within the pulping area members and with the area's suppliers and customers Basic problem-solving techniques consistent with level of responsibility Cause and affects of operational equipment faults Working knowledge of pulping plant, processes, layout and associated services sufficient to carry out startup activities within level of responsibility Purpose of the process controls and how the changes affect the production variables Purpose of each of the steps in the preparation of the pulping operation for production Purpose of each component of the pulping operation Process control points of the preparation for startup procedure Process control points of the monitoring process during startup Sampling and testing process for plant and system operations, and process monitoring - purpose, standards and procedures as per site agreements Application of high risk (and non-high risk) load shifting equipment as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control the pulping plant, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in preparing and starting up pulping operations
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in pulping operations Access to the full range of equipment involved in integrated continuous manufacturing of pulping plant operations in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Operational parameters may include:	flows temperatures pressures through put consistencies amps set points valve settings levels interlocks
Storage levels may include:	vats chests silos tanks bins piles
Pulping processes - chemical, mechanical and semi-chemical pulping may include:	bleaching plant operations refining chip preparation cleaning or washing systems chemical preparation and treatment pulp lapping production stock distribution and storage digester operations mechanical pulping systems
Products of these processes may include:	bleached or unbleached pulp fluff pulp crumbed pulp baled, rolled or sheet pulp slushed pulp
Materials and supplies may include:	woodchips pulp steam water chemicals power
Equipment may include:	power and steam systems hydraulic and electrical systems chemical delivery and processing conveyors and pump distribution equipment pneumatic systems process plant materials handling equipment hand and power tools computer systems electronic screens and alarms process control systems analogue and digital instruments fully automated, semi-automated, manually operated plant and equipment appropriate to pulping operations
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk (and non-high risk) load shifting licensing requirements relevant endorsed licences hazardous chemical handling air and gas discharges safety instructions
Documentation, procedures and reports may include:	SOP work instructions or purchase orders environmental sustainability requirements/practices plant manufacturing operating manuals quality procedures oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems log sheets and shift reports work orders delivery or distribution documentation tally or production records incident reports Materials Safety Data Sheets (MSDS) process and instrumentation diagrams
Maintenance may include:	operator level maintenance as per site agreement operator maintenance schedules calibrating test equipment maintenance systems maintenance suppliers proactive maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal or external customers and suppliers team members maintenance services operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPPUL330A Co-ordinate and implement pulping plant shutdowns

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to co-ordinate and implement pulping plant shutdowns in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk (and non-high risk) load shifting licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who co-ordinate and implement pulping plant shutdowns in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: assess causes and effects of shutdown implement shutdown procedures, and record and report shutdown information to meet safety, quality and productivity requirements It does not include starting up, monitoring, controlling or troubleshooting and rectifying pulping plant operations

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Assess causes and effects of shutdown	1.1. Causes and effects of shutdown operations are assess within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Work area instructions or maintenance schedules are used to co-ordinate a planned shutdown 1.3. Cause of unplanned shutdown is identified and located 1.4. Effects of unplanned shutdown are assessed to determine impact on operations 1.5. Unplanned shutdown is communicated as required
2. Implement shutdown procedures	2.1. Shutdown procedures are implemented within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Planned shutdown is implemented 2.3. Unplanned shutdown is responded to and rectified 2.4. Isolation requirements are implemented as required 2.5. Shutdown information is communicated to relevant personnel as required
3. Record and report shutdown information	3.1. Shutdown information is recorded and reported within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Shutdown information is recorded, including corrective action as required 3.3. Shutdown information is reported to relevant personnel

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in co-ordinating and implementing a pulping plant shutdown Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Interprets instruments, gauges and data recording equipment Identifies and actions problems within level of responsibility Identifies and responds appropriately to shutdown causes Respond to problems associated with plant shutdown and unplanned shutdown to ensure safety quality and productivity Coordinates and plans shutdown activity Identifies and monitors process control points Maintains situational awareness in work area Uses measuring equipment as required Operates manual or materials handling equipment Operates high risk (and non-high risk) load shifting equipment as required Analyses and uses sensory information to adjust process to maintain and co-ordinate safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to pulping plant operations including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Causes and effects of system faults and rectification requirements Impact of inappropriate responses Working knowledge of pulping plant, processes, layout and associated services sufficient to carry out shutdown activities within level of responsibility Types, causes and effects of pulping plant shutdowns Required responses to all unplanned shutdowns (e.g. power outage, mechanical breakdown, blockages, jamming, air supply, control system failure) to ensure safety quality and productivity Process and procedures for plant shutdowns and unplanned shutdowns Plant and machinery functions and operations Emergency procedures and responses Application of high risk (and non-high risk) load shifting equipment as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control the pulping operations, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in co-ordinating and implementing pulping plant shutdowns
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in pulping operations. Access to the full range of equipment involved in integrated continuous manufacturing of pulping plant operations in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Operational parameters may include:	flows temperatures pressures through put consistencies amps set points valve settings levels interlocks
Storage levels may include:	vats chests silos tanks bins piles
Pulping processes - chemical, mechanical and semi-chemical pulping may include:	bleaching plant operations refining chip preparation cleaning or washing systems chemical preparation and treatment pulp lapping production stock distribution and storage digester operations mechanical pulping systems
Products of these processes may include:	bleached or unbleached pulp fluff pulp crumbed pulp baled, rolled or sheet pulp slushed pulp
Materials and supplies may include:	woodchips pulp steam water chemicals power
Equipment may include:	power and steam systems hydraulic and electrical systems chemical delivery and processing conveyors and pump distribution equipment pneumatic systems process plant materials handling equipment hand and power tools computer systems electronic screens and alarms process control systems analogue and digital instruments fully automated, semi-automated, manually operated plant and equipment appropriate to pulping operations
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk (and non-high risk) load shifting licensing requirements relevant endorsed licences hazardous chemical handling air and gas discharges safety instructions
Documentation, procedures and reports may include:	SOP work instructions or purchase orders environmental sustainability requirements/practices plant manufacturing operating manuals quality procedures oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems log sheets and shift reports work orders delivery or distribution documentation tally or production records incident reports Materials Safety Data Sheets (MSDS) process and instrumentation diagrams
Maintenance may include:	operator level maintenance as per site agreement operator maintenance schedules calibrating test equipment maintenance systems maintenance suppliers proactive maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal or external customers and suppliers team members maintenance services operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPPUL440A Troubleshoot and rectify pulping processes

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to troubleshoot and rectify pulping processes in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk (and non-high risk) load shifting licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who troubleshoot and rectify pulping processes in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: identify and analyse the causes of faults rectify plant and product quality faults, and record and report process performance and product quality data to meet safety, quality and productivity requirements It does not include monitoring and controlling, starting up or shutting down pulping plant operations

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify and analyse causes of faults	1.1. Causes of faults are identified and analysed within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Alarms are interpreted to determine fault type and location 1.3. Sampling and testing results are interpreted to identify variations from specifications or schedule 1.4. Cause and source of fault is identified and located using appropriate diagnostic procedures 1.5. Relevant sources of information are accessed and interpreted to assist analysis
2. Rectify plant faults	2.1. Plant faults are rectified within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Operator level on-line adjustments are conducted 2.3. Plant is shut down and isolation procedures are implemented prior to fault rectification 2.4. Faulty plant is isolated, by-passed, repaired or replaced as required 2.5. Plant is returned to normal operation 2.6. Verification is communicated to relevant personnel
3. Rectify product quality faults	3.1. Product quality faults are rectified within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Quality faults or variations are identified by observation, systematic sampling and testing 3.3. Test results are interpreted and operations adjusted to correct faults 3.4. Faults and causes are rectified if appropriate, or recommendations made for further action 3.5. Out-of-specification product is managed
4. Record and report process performance and product quality data	4.1. Process performance and product quality data is recorded and reported within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 4.2. Variations from specification of product are documented 4.3. Process variation and faults are recorded 4.4. Actions undertaken to troubleshoot and rectify faults are recorded 4.5. Relevant information is communicated to appropriate personnel

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in troubleshooting and rectifying pulping processes Communicates effectively with personnel to assist with analysis and resolution of operational problems Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Interprets instruments, gauges and data recording equipment Identifies and actions systems, quality and equipment faults within level of responsibility Assists others to identify and resolve operational problems in the workplace Identifies causes and effects of faults and corrective action on associated processes Selects and uses appropriate troubleshooting methods Takes timely corrective action to maximise safety, quality and productivity Undertakes necessary calculations to aid troubleshooting as required Identifies, accesses and interprets relevant historical and operational data and information Takes samples, conducts tests, interprets and records results if required Uses measuring equipment as required Maintains situational awareness in the work area Handles emergencies or crash shutdowns Operates high risk (and non-high risk) load shifting equipment as required Uses electronic and other control systems to control equipment and processes as required Analyses and uses sensory information to adjust process to maximise safety, quality and productivity
Required knowledge
Procedures, regulations and legislative requirements relevant to pulping operations including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Use and handling requirements of chemicals used; their purpose, effects, MSDS and SOP Relevant forms of communication Detailed knowledge of pulping plant, processes and associated services sufficient to troubleshoot including: plant layout theory of operation causes and effects of adjustments made to pulping plant and processes relationships between pulping plant, processes and associated services An appropriate range of troubleshooting methods Sampling and testing process for plant and system operations, and process monitoring - purpose, standards and procedures as per site agreements Causes and effects of unplanned shutdown and appropriate responses Maintenance system as it applies to pulping operations Application of high risk (and non-high risk) load shifting equipment as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control pulping operations, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in troubleshooting and rectifying pulping processes
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in pulping operations Access to the full range of equipment involved in integrated continuous manufacturing of pulping plant operations in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Operational parameters may include:	flows temperatures pressures through put consistencies amps set points valve settings levels interlocks
Storage levels may include:	vats chests silos tanks bins piles
Pulping processes - chemical, mechanical and semi-chemical pulping may include:	bleaching plant operations refining chip preparation cleaning or washing systems chemical preparation and treatment pulp lapping production stock distribution and storage digester operations mechanical pulping systems
Products of these processes may include:	bleached or unbleached pulp fluff pulp crumbed pulp baled, rolled or sheet pulp slushed pulp
Materials and supplies may include:	woodchips pulp steam water chemicals power
Equipment may include:	power and steam systems hydraulic and electrical systems chemical delivery and processing conveyors and pump distribution equipment pneumatic systems process plant materials handling equipment hand and power tools computer systems electronic screens and alarms process control systems analogue and digital instruments fully automated, semi-automated, manually operated plant and equipment appropriate to pulping operations
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk (and non-high risk) load shifting licensing requirements relevant endorsed licences hazardous chemical handling air and gas discharges safety instructions
Documentation, procedures and reports may include:	SOP work instructions or purchase orders environmental sustainability requirements/practices plant manufacturing operating manuals quality procedures oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems log sheets and shift reports work orders delivery or distribution documentation tally or production records incident reports Materials Safety Data Sheets (MSDS) process and instrumentation diagrams
Maintenance may include:	operator level maintenance as per site agreement operator maintenance schedules calibrating test equipment maintenance systems maintenance suppliers proactive maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal or external customers and suppliers team members maintenance services operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPQAS210A Apply basic quality practices

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to apply basic quality practices in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement

Application of the Unit

Application of the unit	This unit applies to operators who apply basic quality practices in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: interpret and apply quality standards and procedures monitor control points, and conduct corrective action to meet safety, quality and productivity requirements

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Interpret and apply quality standards and procedures	1.1. Quality standards and procedures are interpreted and applied within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements
1.2. Quality standards and procedures are interpreted and applied to individual and teamwork in accordance with standard
2. Monitor control points	2.1. Control points are monitored within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
2.2. Production information, based on inspections, set point values and/or testing is interpreted to maintain specified product quality
2.3. The need for corrective action is prioritised
3. Conduct corrective action	3.1. Corrective action is conducted within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
3.2. Adjustments are made according to SOP
3.3. Out-of-standard performance is identified and reported within the organisation's communication system
3.4. Routine inspections, process variable values and/or test information is recorded accurately in the reporting system according SOP
3.5. Non-conforming product is treated according to SOP
3.6. Faulty equipment is identified and reported according to SOP

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in applying basic quality practices Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Records inspections, process variable values and/or test information in the reporting/recording system Identifies and actions problems within level of responsibility Identifies process control points for a specific task and/or activity Prioritises work station's process control points for checking and maintaining quality Monitors and interprets information in relation to process control points Outlines the limits of acceptance for each inspection, set point value and/or test Identifies out-of-standard performance and/or product Prioritises the need for corrective action based on potential risk or loss or damage if the required actions are not performed Makes adjustments to processes in order to maintain specified product quality Identifies treats out-of-standard product according to SOP
Required knowledge
Procedures, regulations and legislative requirements relevant to applying basic quality practices including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Basic problem-solving techniques consistent with level of responsibility Purpose of inspections, set point values and/or testing that is conducted in order to maintain specified product quality Steps taken in undertaking corrective actions

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in applying basic quality practices
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in applying basic quality practices Access to the full range of equipment involved in applying basic quality practices in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Monitoring and reporting	will typically involve the use and presentation of verbal and written information; the latter in standard format
Recording may be:	by manual and/or electronic methods in standard format
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth)
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals enterprise policies and procedures ISO9000 oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include:	interaction with: internal/external customers and suppliers team members production/service co-ordinators maintenance services operational support personnel operational management statutory authorities
Forms of communication may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPQAS420A Co-ordinate in-process quality assurance

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to co-ordinate in-process quality assurance in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement

Application of the Unit

Application of the unit	This unit applies to operators who co-ordinate in-process quality assurance in the pulp and paper industry within company quality assurance policy, practices and procedures. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: identify and monitor critical control points in-process system, and monitor performance in the process system to meet safety, quality and productivity requirements

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify and monitor critical control points in-process system	1.1. Critical control points in the in-process system are identified and monitored within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements
1.2. Critical control points in the in-process system are identified to determine priorities for checking and maintaining quality
1.3. Performance is monitored at each critical control point in the in-process system to assure quality and to identify need for corrective action
2. Monitor performance in the process system	2.1. Performance in the process system is monitored within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
2.2. Product and process is monitored within the in-process quality assurance system and adjusted to achieve performance within standards
2.3. Relevant performance criteria is communicated to enable the required action to be taken
2.4. Product is inspected and action taken

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in co-ordinating in-process quality assurance Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Identifies the critical control points in the process system Identifies options to rectify problems Identifies and actions problems within level of responsibility Identifies product and process trends from in-process inspections and/or test results
Required knowledge
Procedures, regulations and legislative requirements relevant to co-ordinating in-process quality assurance including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Basic problem-solving techniques consistent with level of responsibility Action to be taken when actual and/or emerging performance is outside specification limits Quality assurance problems that need to be addressed Contents of inspection and/or test schedules Implication of inadequate attention to monitoring process and product quality Roles, responsibilities and steps necessary to isolate and quarantine suspect product Importance of maintaining equipment and instrument calibration The potential environmental impact of out-of-standard performance to their customers

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in co-ordinating in-process quality assurance
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in co-ordinating in-process quality assurance Access to the full range of equipment involved in co-ordinating in-process quality assurance in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Company instructions	will be provided for sampling and in-process inspection and testing activities
Monitoring and reporting will typically involve:	the use and presentation of verbal and written information; the latter in standard format
Recording may be:	by manual and/or electronic methods in standard format
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth)
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals enterprise policies and procedures ISO9000 oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal/external customers and suppliers team members production/service co-ordinators maintenance services operational support personnel operational management statutory authorities
Forms of communication may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPQAS430A Oversee quality assurance process

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to oversee quality assurance process in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement

Application of the Unit

Application of the unit	This unit applies to operators who oversee quality assurance process in the pulp and paper industry within company quality assurance policy, practices and procedures. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: monitor inspection and test records review product samples implement process changes, and create and/or up-date operating instructions to meet safety, quality and productivity requirements

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Monitor inspection and test records	1.1. Inspection and test records are monitored within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements
1.2. Inspection and test records are monitored to verify product quality and to identify performance trends
1.3. Status reports contain a description of proposals to introduce improved processes and procedures
2. Review product samples	2.1. Product samples are reviewed within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
2.2. Product samples are reviewed to ensure inspection and/or test data accurately reflects output
2.3. Post collection procedures are implemented according to standard operating procedures
3. Implement process changes	3.1. Process changes are implemented within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
3.2. Process changes are introduced and controlled so that quality assurance requirements are accomplished
4. Create and/or update operating instructions	4.1. Instructions are created and/or updated within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
4.2. Operating instructions are written so that they comprehensively document the details required for competent performance
4.3. Operating instructions are validated under operating conditions to verify their suitability

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication to oversee quality assurance processes Reads and interprets required documentation, procedures and reports Prepares process and product status report recommending changes to improve processes and procedures Creates and/or updates SOP or their equivalent Accesses, navigates and enters computer-based information Identifies and actions problems within level of responsibility Assembles in-process inspection/test and other quality data in prescribed format Interprets results of in-process inspections and/or tests Identifies trends of in-process inspection and/or test results Records sample review results in prescribed format Identifies risks associated with samples and how they may be minimised Implements a change in the process Identifies the actual or potential risks associated with uncontrolled changes in procedures
Required knowledge
Procedures, regulations and legislative requirements relevant to overseeing quality assurance processes including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Basic problem-solving techniques consistent with level of responsibility Actual or potential problems evident from trend analysis Appropriate course/s of action to rectify problems Purpose of review process Post collection and procedure for handling samples Importance of change control Controls associated with a procedure change Purpose of SOP Actual or potential problems if SOP or their equivalent are non existent Potential environmental impact of out-of-standard performance to their customers

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in overseeing quality assurance processes
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in overseeing quality assurance processes Access to the full range of equipment involved in overseeing quality assurance processes in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Company instructions	will be provided for sampling and in-process inspection and testing activities
Monitoring and reporting	will typically involve the use and presentation of verbal and written information; the latter in standard format
Recording may be:	by manual and/or electronic methods in standard format
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals enterprise policies and procedures ISO9000 oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal/external customers and suppliers team members production/service co-ordinators maintenance services operational support personnel operational management statutory authorities
Forms of communication may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPREC210A Monitor and control chemical recovery operations

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to monitor and control chemical recovery operations in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk (and non-high risk) load shifting licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who monitor and control chemical recovery operations in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: monitor and control processes monitor and maintain plant, and record and document performance data to meet safety, quality and productivity requirements It does not include starting up, shutting down or troubleshooting and rectifying chemical recovery operations

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Monitor and control processes	1.1. Processes are monitored and controlled within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Production requirements are checked at start of shift to plan day's activities as required 1.3. Operational status is confirmed by inspection, observations and other information 1.4. Supplies and supply systems are monitored and controlled to ensure availability and suitability 1.5. Required sampling and testing is conducted 1.6. Production and by-product storage is monitored and controlled 1.7. Process variables are monitored and controlled to ensure efficient operation 1.8. Operator level preventative maintenance schedules are carried out as required 1.9. Discharges are monitored and controlled
2. Monitor and maintain plant	2.1. Plant is monitored and maintained within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Process problems and equipment faults are identified 2.3. Process problems and equipment faults are rectified within limits of responsibility 2.4. Plant inspections are undertaken to optimise plant performance 2.5. Processes and equipment adjustments are made to optimise production and quality schedules and to comply with environmental licences
3. Record and document performance data	3.1. Performance data is recorded and documented within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Process and plant data is interpreted and recorded 3.3. Process problems and equipment faults are reported 3.4. Problems or variations with systems or product are communicated to relevant personnel 3.5. Hazardous conditions are documented and communicated to relevant personnel 3.6. Problems with environmental releases are recorded and reported as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in monitoring and controlling chemical recovery operations Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Interprets instruments, gauges and data recording equipment Identifies and actions problems within level of responsibility Takes samples, conducts tests, interprets and records results if required Uses measuring equipment as required Identifies and monitors process control points Carries out operator level maintenance as required Maintains situational awareness in the work area Operates high risk (and non-high risk) load shifting equipment as required Analyses and uses sensory information to adjust process to maintain safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to chemical recovery operations including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Sampling and testing processes for plant and system operations, and process monitoring - purpose, standards and procedures as per site agreements Chemical recovery in-process tests and procedures Working knowledge of chemical recovery plant, processes, layout and associated services including operating parameters, variation and associated adjustments within level of responsibility Quality requirements Application of high risk (and non-high risk) load shifting equipment as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control the chemical recovery operations, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in monitoring and controlling chemical recovery operations
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in chemical recovery operations Access to the full range of equipment involved in chemical recovery operations in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Chemical recovery processes may include:	evaporator operations condensate stripper lime mud treatment Wet Air Oxidation (WAO) causticising plant operations recovery boiler operations direct alkali reduction system (DARS operations) foul gas and condensate incineration
Chemicals may include:	white liquor green liquor black liquor condensates non-condensable gases thick liquor spent liquor quench liquor weak wash anthraquinone (AQ) caustic magnesium oxide sulphur
Materials and supplies may include:	steam compressed air chemicals water power
Equipment may include:	power or steam generation pneumatic systems water supply systems and equipment process plant pumps and transfer equipment mechanical, hydraulic and electrical systems process monitoring and management equipment mobile equipment (e.g. skid steer, forklift, elevated work platform, loaders) computer systems electronic screens and alarms process control systems analogue and digital instruments fully automated, semi-automated, manually operated plant and equipment appropriate to chemical recovery operations
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk (and non-high risk) load shifting licensing requirements hazardous chemical handling requirements
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals work instructions and orders incident reports log sheets and shift reports oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation (e.g. plant clearance, job safety analysis, permit systems) emergency operational procedures (EMOs) process and instrument diagrams non-conformance reports
Maintenance may include:	operator level maintenance as per site agreement maintenance systems operator maintenance schedules maintenance suppliers proactive maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: team members internal or external customers and suppliers maintenance services production/services co-ordinator operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPREC320A Prepare and start up chemical recovery operations

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to prepare and start up chemical recovery operations in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk (and non-high risk) load shifting licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who prepare and start up chemical recovery operations in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: determine production requirements for chemical recovery inspect and prepare systems for startup start up operations, and establish and stabilise the production and quality processes to meet safety, quality and productivity requirements It does not include shutting down, monitoring and controlling or troubleshooting and rectifying chemical recovery operations.

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Determine production requirements for chemical recovery	1.1. Production requirements for chemical recovery are determined within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Processing rates for production are determined and communicated to relevant personnel 1.3. Availability of incoming supplies to meet production requirements are determined 1.4. Readiness and availability of facilities to receive process product and/or by-products is confirmed
2. Inspect and prepare systems for startup	2.1. Systems are inspected and prepared for startup within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Pre-startup checks are completed 2.3. Operational settings are made and confirmed against specification requirements 2.4. Delivery systems are set for operation 2.5. Monitoring devices and systems are checked and confirmed operational 2.6. Identified faults are rectified 2.7. Production ready status is confirmed with relevant personnel
3. Startup operations	3.1. Startup operations are completed within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Systems are activated and confirmed operational 3.3. Equipment startups are co-ordinated for production 3.4. Process operation is communicated to relevant personnel 3.5. Production startup details are recorded as required
4. Establish and stabilise the production and quality processes	4.1. Production and quality processes are established and stabilised within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 4.2. Chemical recovery systems are monitored and adjusted to rectify variations from specifications 4.3. Samples are taken as required and appropriately actioned 4.4. Product tests are verified as within specification where applicable 4.5. System operation, production and quality data is recorded as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in preparing and starting up chemical recovery operations Reads and interprets required documentation, procedures and reports Confirms production ready status with team members, suppliers and customers Accesses, navigates and enters computer-based information Interprets instruments, gauges and data recording equipment Identifies and actions problems within level of responsibility Responds to faults of process flow-through systems if required Identifies and monitors process control points Maintains situational awareness in the work area Removes isolations Conducts pre-startup checks of plant and equipment including instrumentation Determines chemical recovery requirements (e.g. temperatures, oxidation, combustion and evaporation rates) for operation Conducts checks to ensure availability of incoming supplies Conducts checks to ensure readiness and availability of facilities to receive process product and/or by-products Inputs operational settings (e.g. set points) in preparation for startup in accordance with SOP Activates and confirms operation of chemical recovery system according to SOP Makes process control adjustments to stabilise production and quality Conducts routine maintenance checks Takes samples, conducts tests, interprets and records results, if required Uses measuring equipment as required Operates high risk (and non-high risk) load shifting equipment as required Analyses and uses sensory information to adjust process to maintain and co-ordinate safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to chemical recovery operations including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Relationships within the chemical recovery area members and with the area's suppliers and customers Basic problem-solving techniques consistent with level of responsibility Cause and affects of operational equipment faults Working knowledge of chemical recovery operations, processes, layout and associated services sufficient to carry out startup activities within level of responsibility Control points of the preparation for startup procedure Purpose of the process controls and how the changes affect the operation's variables Control points of the startup procedure Purpose of each of the steps in the preparation of the chemical recovery system for production Sampling and testing process for plant and system operations, and process monitoring - purpose, standards and procedures as per site agreements Application of high risk (and non-high risk) load shifting equipment, as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control chemical recovery operations, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in preparing and starting up chemical recovery operations
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in chemical recovery operations Access to the full range of equipment involved in integrated continuous manufacturing of chemical recovery operations in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Chemical recovery processes may include:	evaporator operations condensate stripper lime mud treatment Wet Air Oxidation (WAO) causticising plant operations recovery boiler operations direct alkali reduction system (DARS operations) foul gas and condensate incineration
Chemicals may include:	white liquor green liquor black liquor condensates non-condensable gases thick liquor spent liquor quench liquor weak wash anthraquinone (AQ) caustic magnesium oxide sulphur
Materials and supplies may include:	steam compressed air chemicals water power
Equipment may include:	power or steam generation pneumatic systems water supply systems and equipment process plant pumps and transfer equipment mechanical, hydraulic and electrical systems process monitoring and management equipment mobile equipment (e.g. skid steer, forklift, elevated work platform, loaders) computer systems electronic screens and alarms process control systems analogue and digital instruments fully automated, semi-automated, manually operated plant and equipment appropriate to chemical recovery operations
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk (and non-high risk) licensing requirements hazardous chemical handling
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals work instructions and orders incident reports log sheets and shift reports oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation (e.g. plant clearance, job safety analysis, permit systems) emergency operational procedures (EMOs) process and instrument diagrams non-conformance reports
Maintenance may include:	operator level maintenance as per site agreement maintenance systems operator maintenance schedules maintenance suppliers proactive maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: team members internal or external customers and suppliers maintenance services production/services co-ordinator operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPREC330A Co-ordinate and implement chemical recovery shutdowns

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to co-ordinate and implement chemical recovery shutdowns in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk (and non-high risk) load shifting licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who co-ordinate and implement chemical recovery shutdowns in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: assess causes and effects of shutdowns implement shutdown procedures, and record and report shutdown information to meet safety, quality and productivity requirements It does not include starting up, monitoring, controlling or troubleshooting and rectifying chemical recovery plant operations

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Assess causes and effects of shutdown	1.1. Causes and effects of shutdown are assessed within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Work area instructions or maintenance schedules are used to co-ordinate a planned shutdown 1.3. Cause of unplanned shutdown is identified and located 1.4. Effects of unplanned shutdown are assessed to determine impact on operations 1.5. Unplanned shutdown is communicated as required
2. Implement shutdown procedures	2.1. Shutdown procedures are implemented within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Planned shutdown is implemented 2.3. Unplanned shutdown is responded to and rectified 2.4. Isolation requirements are implemented as required 2.5. Shutdown information is communicated to relevant personnel as required
3. Record and report shutdown information	3.1. Shutdown information is recorded and reported within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Shutdown information is recorded, including corrective action as required 3.3. Shutdown information is reported to relevant personnel

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in co-ordinating and implementing chemical recovery shutdowns Reads and interprets required documentation, procedures and reports Identifies sources of operational data Accesses, navigates and enters computer-based information Interprets instruments, gauges and data recording equipment Identifies and actions problems within level of responsibility Identifies and monitors process control points Co-ordinates and plans shutdown activity Identifies and responds appropriately to shutdown causes Respond to problems associated with plant shutdown and unplanned shutdown to ensure safety quality and productivity Maintains situational awareness in the work area Operates high risk (and non-high risk) load shifting equipment as required Analyses and uses sensory information to adjust process to maintain and co-ordinate safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to chemical recovery operations including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Required responses to all unplanned shutdowns to ensure safety, quality and productivity Working knowledge of chemical recovery operations, processes, layout and associated services sufficient to carry out shutdown activities within level of responsibility Effects of shutdowns on the rest of the system Types, causes and effects of chemical recovery plant shutdowns Process and procedures for plant shutdowns and unplanned shutdowns Plant and machinery functions and operations Emergency procedures and responses Impact of inappropriate responses Application of high risk (and non-high risk)load shifting equipment as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control chemical recovery operations, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in co-ordinating and implementing chemical recovery shutdowns
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in chemical recovery operations Access to the full range of equipment involved in integrated continuous manufacturing of chemical recovery operations in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Chemical recovery processes may include:	evaporator operations condensate stripper lime mud treatment Wet Air Oxidation (WAO) causticising plant operations recovery boiler operations direct alkali reduction system (DARS operations) foul gas and condensate incineration
Chemicals may include:	white liquor green liquor black liquor condensates non-condensable gases thick liquor spent liquor quench liquor weak wash anthraquinone (AQ) caustic magnesium oxide sulphur
Materials and supplies may include:	steam compressed air chemicals water power
Equipment may include:	power or steam generation pneumatic systems water supply systems and equipment process plant pumps and transfer equipment mechanical, hydraulic and electrical systems process monitoring and management equipment mobile equipment (e.g. skid steer, forklift, elevated work platform, loaders) computer systems electronic screens and alarms process control systems analogue and digital instruments fully automated, semi-automated, manually operated plant and equipment appropriate to chemical recovery operations
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk (and non-high risk) load shifting licensing requirements hazardous chemical handling
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals work instructions and orders incident reports log sheets and shift reports oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation (e.g. plant clearance, job safety analysis, permit systems) emergency operational procedures (EMOs) process and instrument diagrams non-conformance reports
Maintenance may include:	operator level maintenance as per site agreement maintenance systems operator maintenance schedules maintenance suppliers proactive maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: team members internal or external customers and suppliers maintenance services production/services co-ordinator operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPREC440A Troubleshoot and rectify chemical recovery operations

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to troubleshoot and rectify chemical recovery operations in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk (and non-high risk) load shifting licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who troubleshoot and rectify chemical recovery operations in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: identify and analyse causes of faults rectify process problems, equipment and product quality faults, and record and report system performance and product quality data to meet safety, quality and productivity requirements It does not include monitoring, controlling, starting up or shutting down chemical recovery operations

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify and analyse causes of faults	1.1. Causes of faults are identified and analysed within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Warning devices are interpreted to determine fault type and location 1.3. Samples for a range of tests are taken 1.4. Quality faults and variations are identified by observation, systematic sampling and testing 1.5. Sampling and testing results are interpreted to identify variations from specifications or schedule 1.6. Causes and sources of process problems or equipment faults are identified, located and analysed 1.7. Relevant sources of information are accessed and interpreted to assist analysis
2. Rectify process problems and equipment faults	2.1. Process problems and equipment faults are rectified within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Operator level on-line adjustments are conducted 2.3. Plant is shut down and isolation procedures are implemented prior to fault rectification 2.4. Hazardous conditions are identified, appropriate action is taken and the conditions communicated to relevant personnel 2.5. Faulty equipment is isolated or bypassed, repaired or replaced as required 2.6. Plant and equipment are returned to normal operation as required 2.7. Action taken is communicated to relevant personnel
3. Rectify product quality faults	3.1. Product quality is rectified within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Out-of-specification product is controlled 3.3. Faults and causes are rectified if appropriate, or recommendations made for further action 3.4. Further tests are conducted as required
4. Report and record system performance and product quality data	4.1. System performance and product quality data is reported and recorded within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 4.2. Variations from process specification are recorded 4.3. Actions undertaken to troubleshoot and rectify faults are recorded 4.4. Details of hazardous conditions or situations are documented as required 4.5. Relevant information is communicated to appropriate personnel

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Identifies, accesses and interprets relevant historical and operational data Uses required forms of communication in troubleshooting and rectifying chemical recovery operations Communicates effectively with personnel to assist with analysis and resolution of operational problems Prepares detailed written information Reads and interprets required documentation, procedures and reports Interprets instruments, gauges and data recording equipment Assists others to identify and resolve operational problems in the workplace Accesses, navigates and enters computer-based information Identifies and actions systems, quality and equipment faults within level of responsibility Identifies causes and effects of faults and corrective action on associated processes Selects and uses appropriate troubleshooting methods Takes timely corrective action to maximise safety, quality and productivity Undertakes necessary calculations to aid troubleshooting as required Takes samples, conducts tests, interprets and records results if required Uses measuring equipment as required Maintains situational awareness in the work area Handles emergencies or crash shutdowns Operates high risk (and non-high risk) load shifting equipment as required Analyses and uses sensory information to adjust process to maximise safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to chemical recovery operations including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Use and handling requirements of chemicals used; their purpose, effects, MSDS and SOP Relevant forms of communication Detailed knowledge of chemical recovery plant, processes and associated services sufficient to troubleshoot including: plant layout theory of operation causes and effects of adjustments made to chemical recovery plant and processes relationships between chemical recovery plant, processes and associated services An appropriate range of troubleshooting methods Sampling and testing processes for plant and system operations, and process monitoring - purpose, standards and procedures as per site agreements Causes and effects of unplanned shutdown and appropriate responses Maintenance system as it applies to chemical recovery operations Application of high risk (and non-high risk) load shifting equipment as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control the chemical recovery, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in troubleshooting and rectifying chemical recovery operations
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in chemical recovery operations Access to the full range of equipment involved in integrated continuous manufacturing of chemical recovery operations in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Chemical recovery processes may include:	evaporator operations condensate stripper lime mud treatment Wet Air Oxidation (WAO) causticising plant operations recovery boiler operations direct alkali reduction system (DARS) operations foul gas and condensate incineration
Chemicals may include:	white liquor green liquor black liquor condensates non-condensable gases thick liquor spent liquor quench liquor weak wash anthraquinone (AQ) caustic magnesium oxide sulphur
Materials and supplies may include:	steam compressed air chemicals water power
Equipment may include:	power or steam generation pneumatic systems water supply systems and equipment process plant pumps and transfer equipment mechanical, hydraulic and electrical systems process monitoring and management equipment mobile equipment (e.g. skid steer, forklift, elevated work platform, loaders) computer systems electronic screens and alarms process control systems analogue and digital instruments fully automated, semi-automated, manually operated plant and equipment appropriate to chemical recovery operations
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk (and non-high risk) load shifting licensing requirements hazardous chemical handling
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals work instructions and orders incident reports log sheets and shift reports oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation (e.g. plant clearance, job safety analysis, permit systems) emergency operational procedures (EMOs) process and instrument diagrams non-conformance reports
Maintenance may include:	operator level maintenance as per site agreement maintenance systems operator maintenance schedules maintenance suppliers proactive maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: team members internal or external customers and suppliers maintenance services production/services co-ordinator operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPREL210A Contribute to effective working relationships

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to contribute to effective working relationships in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement

Application of the Unit

Application of the unit	This unit applies to operators who contribute to effective working relationships in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: communicate with others in course of work contribute to teamwork and work standards, and resolve conflicts to meet safety, quality and productivity requirements

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Communicate with others in course of work	1.1. Others are communicated with in course of work within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements
1.2. Instructions are attended to, interpreted and implemented
1.3. Effective reading and listening skills are demonstrated
1.4. Questions are used to gain additional information
1.5. Verbal and written communication with others in the performance of duties is clear and precise and follows established communications practice
1.6. Misunderstandings in communications are avoided using appropriate confirmation techniques
1.7. Various forms of non-verbal communication are appropriately used when working and communicating with others in the course of duties
2. Contribute to teamwork and work standards	2.1. Teamwork and work standards are contributed to within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
2.2. Work is carried out individually and in association with others in accordance with established performance standards
2.3. Assistance and encouragement is provided to others in workplace activities
2.4. Feedback on work performance is acknowledged, discussed and acted upon
2.5. Personal skills and knowledge are developed through training and other means to ensure an effective contribution to work activities
2.6. Employment conditions are known, understood and followed
2.7. Individual rights and responsibilities are known, understood and fulfilled, including allowance for any cross cultural differences and differences in personal interests, beliefs and lifestyles
2.8. Appropriate action is taken to avoid and prevent harassment of others
3. Resolve conflicts	3.1. Conflicts are resolved within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
3.2. Conflict situations are recognised and appropriate assistance is sought to resolve the conflict with the personnel involved in accordance with company procedures
3.3. An appropriate contribution is made to action to solve conflicts by actively participating in conflict resolution procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in contributing to effective relationships Reads and interprets required documentation, procedures and reports Listens to and interprets verbal instructions and information concerning work activities Interprets and applies established communication practices Accesses, navigates and enters computer-based information Identifies and actions problems within level of responsibility Identifies interpersonal problems that may arise and takes appropriate action to resolve identified problems Takes action to avoid discrimination and harassment and reports any incidents in accordance with policies and regulations
Required knowledge
Procedures, regulations and legislative requirements relevant to contributing to effective relationships including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic communication techniques, including barriers to effective communication and how to overcome them Conflict resolution and mediation strategies and techniques Basic problem-solving techniques consistent with level of responsibility Anti-discrimination and harassment policies and regulations Industrial award requirements related to personnel responsibilities, obligations and entitlements Instructions and procedures for social behaviour and emergency situations Principles of effective interaction with co-workers, including recognising differences, active promotion of anti-discrimination and avoidance of harassment

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in contributing to effective working relationships
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in contributing to effective working relationships Access to the full range of equipment involved in contributing to effective working relationships in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) Australian equal employment legislation and related policies relevant international labour conventions and measures
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices enterprise policies and procedures equal employment policies and regulations work and safety signs and symbols oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal/external customers and suppliers team members production/service co-ordinators maintenance services operational support personnel operational management statutory authorities
Communication problems may include:	misunderstanding limited ability of others to communicate in english noisy environments or situations illegible writing or print use of non-standard terms incorrect assumption that message has been received and/or correctly understood
Forms of communication may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPRES210A Prepare and operate the woodchip production system

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to prepare and operate the woodchip production system in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk (and non-high risk) load shifting licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who prepare and operate the woodchip production system in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: conduct pre-startup system checks start up system for production run monitor and maintain chipping system operation record and document machine performance and production data, and conduct a plant shutdown to meet safety, quality and productivity requirements It does not include receiving and unloading materials, distributing woodchips or troubleshooting and rectifying primary resource operations

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Conduct pre-startup system checks	1.1. Pre-startup system checks are conducted within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. External inspection and pre-operational checks of the woodchip system are carried out 1.3. Operator level maintenance schedules are carried out as required 1.4. Isolations are removed in accordance with site procedures if required 1.5. Monitoring devices and alarm systems are confirmed to be operational 1.6. Relevant personnel are notified of impending startup 1.7. Logs to be processed are identified and loaded to ensure correct presentation
2. Start up system for production run	2.1. System for production run is started up within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Equipment, conveyors, transfer system and operational monitoring equipment pre-startup checks are carried out 2.3. Transfer equipment, bins and hoppers are checked to ensure prevention of chip contamination as required 2.4. System is started 2.5. Logs are docked as required
3. Monitor and maintain chipping system operation	3.1. Chipping system operation is monitored and maintained within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Logs and conveyors are monitored to achieve optimum flow 3.3. Supply of logs is co-ordinated and maintained to ensure production requirements are met 3.4. Equipment operation is monitored electronically and visually to ensure operating conditions are continually maintained 3.5. Potential blockage and/or jamming situations are identified and appropriate action is taken to rectify 3.6. Woodchip quality is continually monitored as required 3.7. Woodchip transfer to storage system is monitored and maintained 3.8. Storage levels are monitored and maintained as required
4. Record and document machine performance and production data	4.1. Machine performance and production data is recorded and documented within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 4.2. Production and quality records are maintained as required 4.3. Data is entered into computer system as required 4.4. Problems or variations are communicated to relevant personnel
5. Conduct a plant shutdown	5.1. Plant shutdown is conducted within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 5.2. Shutdown plan is communicated with relevant personnel 5.3. Shutdown procedures are carried out 5.4. Cause of uncontrolled shutdown is identified and rectified 5.5. Shutdown details are recorded as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in preparing and operating the woodchip production system Reads and interprets required documentation, procedures and reports Prepares written information and enters data to support groups and teams Accesses, navigates and enters computer-based information Responds to video and other monitoring devices and alarms Interprets instruments, gauges and data recording equipment Identifies and actions problems within level of responsibility Follows equipment maintenance procedures including recognition, checking, fixing and reporting faults Identifies and monitors process control points Maintains situational awareness in the area Maintains chip quality and machine production rate or schedules Prepares, starts up, and monitors operations Follows procedures for woodchip operation Monitors and maintains waste systems Coordinates and plans shutdown activity Responds to problems associated with plant shutdown and uncontrolled shutdown to ensure safety quality and productivity Sets up equipment or plant to specification as required Operates high risk (and non-high risk) load shifting equipment as required Uses measuring equipment as required Analyses and uses sensory information to adjust process to maintain and co-ordinate safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to woodchip production operations including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Quality standard requirements Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Equipment fault identification and corrective action Working knowledge of woodchip production system, area layout and associated services sufficient to carry out docking and debarking processes within level of responsibility Required responses to all unplanned shutdowns (e.g. power outage, mechanical breakdown, blockages, jamming, air supply, control system failure) to ensure safety quality and productivity Process and procedures for plant shutdowns and uncontrolled shutdowns Plant and machinery functions and operations Emergency procedures and responses Process and procedures for woodchip production Application of high risk (and non-high risk) load shifting equipment as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems operation and application to make appropriate adjustments that control the woodchip production system, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in preparing and operating woodchip production systems
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in woodchip production systems Access to the full range of equipment involved in integrated continuous manufacturing of woodchip production systems in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Materials and supplies may include:	hardwood or softwood logs supplies parts
Equipment may include:	chipper hogger conveyor feed systems chipscreens hydraulic cutting equipment blades chainsaws magnetic detectors silos hopper and storage systems chip spreaders and slingers front end loader trailer or tipper, articulated loader, tracked dozer/front end loader, forklift, side loader, mobile crane, rigid loader, log loader, straddle truck fork lift attachments, crane hooks, chains, slings and straps, grabs, winches docking saw bark transferring system debarking machinery drying ovens sizing screens video monitoring electronic weighing and measuring equipment computer systems electronic screens and alarms process control systems analogue and digital instrumentation fully automated, semi-automated, manually operated plant and equipment appropriate to the woodchip production system
Accessories may include:	protective and high visibility safety clothing and equipment break down tools and equipment electronic communication equipment
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk (and non-high risk) load shifting licensing requirements
Documentation, procedures and reports may include:	SOP quality procedures oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems enterprise policy, procedures and guidelines environmental sustainability requirements/practices plant manufacturing operating manuals work orders tally sheets truck delivery dockets invoices non-conformance reports test results and reports log sheets (production/equipment) equipment performance data tonnage, input and conversion sampling and test reports Material Safety Data Sheets (MSDS) process and instrument diagrams
Maintenance may include:	operator level maintenance as per site agreement operator maintenance schedules maintenance systems maintenance suppliers proactive maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: work area personnel internal/external customers and suppliers team members production/service coordinator maintenance service operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communication may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPRES250A Distribute woodchips

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to distribute woodchips in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk and (non-high risk) load shifting licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who distribute woodchips in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: plan woodchip distribution start up transfer equipment and chip distributor, and distribute woodchips to storage facility to meet safety, quality and productivity requirements It does not include receiving or unloading materials, preparing and operating the woodchip production system or troubleshooting and rectifying primary resource operations

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Plan woodchip distribution	1.1. Woodchip distribution is planned within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Future storage size requirement is estimated from production and distribution schedules 1.3. Filling or distribution patterns are planned to enable maximum woodchip storage 1.4. Requirements for specific sequences in filling deposit areas are identified 1.5. Direction and extent for distribution and contraction is planned and confirmed with relevant personnel 1.6. Chip distribution requirements are estimated considering the reach and limitations of the chip slinging and chip moving equipment
2. Start up transfer equipment and chip distributor	2.1. Transfer equipment and chip distributer is started up within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Pre-startup checks are completed for conveyors, chip distributor, and wheeled or tracked vehicles 2.3. Isolations are removed 2.4. Deposit areas are checked to ensure clearance for startup 2.5. Other operators are informed of impending startup 2.6. Conveyors and chip spreading processes are started and correct transfer of woodchips is confirmed
3. Distribute woodchips to storage facility	3.1. Woodchips are distributed to storage facility within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Equipment is prepared for distribution of woodchips 3.3. Storage is inspected to identify hazards within the vehicle operational area 3.4. Notice of impending operation is communicated to relevant personnel 3.5. Woodchip distribution is manoeuvred to enable filling or distribution over required area 3.6. Woodchips are distributed to storage facilities

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication for distributing woodchips Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Interprets instruments, gauges and data recording equipment Identifies and actions problems within level of responsibility Monitors and controls process control points Maintains situational awareness in the work area Identifies wood types and grades Selects and directs woodchips to appropriate area Implements procedures for the distribution of woodchips Implements isolation procedures Operates high risk (and non-high risk) load shifting equipment as required Operates plant and equipment Uses measuring equipment as required Analyses and uses sensory information to alter work sequence to maintain safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to distributing woodchips including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Equipment fault identification and corrective action Working knowledge of woodchip distribution area layout and associated services including operating parameters, variation and associated adjustments within level of responsibility Woodchip pile segregation purpose and techniques Machine and plant maintenance requirements and procedures Application of high risk (and non-high risk) load shifting equipment as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control woodchip distribution processes, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in distributing woodchips
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in distributing woodchips Access to the full range of equipment involved in distributing woodchips in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Materials and supplies may include:	woodchips
Equipment may include:	chip spreaders and slingers, silos hopper and storage systems trailer or tipper articulated loader tracked dozer and front end loader video monitoring electronic weighing and measuring equipment computer systems electronic screens and alarms process control systems analogue and digital instrumentation fully automated, semi-automated, manually operated plant and equipment appropriate to woodchip distribution
Accessories may include:	protective and high visibility safety clothing and equipment break down tools and equipment electronic communication equipment
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk and (non-high risk) load shifting licensing requirements
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems enterprise policy, procedures and guidelines weighbridge dockets work orders tally sheets truck delivery dockets invoices non-conformance reports log sheets (production/equipment) equipment performance data tonnage, input and conversion Material Safety Data Sheets (MSDS) pile survey documents process and instrument diagrams
Maintenance may include:	operator level maintenance as per site agreement operator maintenance schedules maintenance systems maintenance suppliers proactive maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal/external customers and suppliers work area personnel maintenance services team members production/service co-ordinator operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communication may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPRES260A Receive materials

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to receive materials in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk (and non-high risk) load shifting licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who receive materials in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: check, weigh and record load data, and direct trucks for unloading to meet safety, quality and productivity requirements It does not include unloading materials, preparing and operating the woodchip production system, distributing woodchips or troubleshooting and rectifying primary resource operations

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Check, weigh and record load data	1.1. Materials are checked, weighed and load data is recorded within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Trucks delivering loads are identified and accepted as per site receiving procedures 1.3. Load data and weights are recorded 1.4. Non-conforming loads are handled 1.5. Confirmation of delivery record is obtained from truck driver where required
2. Direct trucks for unloading	2.1. Trucks are directed for unloading within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Workforce is notified of deliveries requiring unloading 2.3. Truck traffic in the area is monitored and controlled

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in receiving materials Reads and interprets required documentation, procedures and reports Communicates effectively with truck driver and personnel Collects, interprets and enters data and uses recording systems Accesses, navigates and enters computer-based information Identifies and actions problems within level of responsibility Controls traffic within specified work area Directs trucks to appropriate locations for unloading Monitors and controls process control points Maintains situational awareness in the work area Uses measuring equipment as required Operates materials handling equipment and procedures Operates high risk (and non-high risk) load shifting equipment as required Analyses and uses sensory information to alter work sequence to maintain safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to receiving materials including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Working knowledge of materials receiving processes, area layout and associated services including operating parameters, variation and associated adjustments within level of responsibility Load types, specifications and characteristics Application of high risk (and non-high risk) load shifting equipment as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control materials receiving processes, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in receiving materials
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in receiving materials Access to the full range of equipment involved in receiving materials in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Site receiving procedures may include:	fully automatic electronic systems semi-automated electronic systems electronic systems manual weighing systems
Materials and supplies may include:	hardwood or softwood logs lapped pulp baled pulp waste paper woodchips supplies parts
Equipment may include:	weighbridge tape measure video monitoring electronic weighing and measuring equipment computer systems electronic screens and alarms process control systems analogue and digital instrumentation fully automated, semi-automated, manually operated plant and equipment appropriate to receiving materials
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk (and non-high risk) load shifting licensing requirements
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems enterprise policy, procedures and guidelines emails shift reports maintenance information weighbridge dockets work orders tally sheets truck delivery dockets invoices non-conformance reports test results and reports log sheets (production/equipment) equipment performance data tonnage, input and conversion Material Safety Data Sheets (MSDS)
Maintenance may include:	operator level maintenance as per site agreements operator maintenance schedules maintenance systems maintenance suppliers proactive maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal/external customers and suppliers team members production/service co-ordinator maintenance service operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communication may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPRES270A Unload materials

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to unload materials in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk and (non-high risk) load shifting licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who unload materials in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: conduct unloading processes sort and store materials, and record or tally unloading operations data to meet safety, quality and productivity requirements It does not include receiving materials, preparing and operating the woodchip production system, distributing woodchips or troubleshooting and rectifying primary resource operations

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Conduct unloading processes	1.1. Unloading processes are conducted within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements. 1.2. Load shifting equipment is checked, set up and prepared for operation 1.3. Load is inspected for movements and safest unloading sequence is determined 1.4. Materials are lifted and unloaded maintaining load and equipment stability 1.5. Damage to raw materials, equipment, or vehicle is reported according to company procedures 1.6. Load or vehicle lifting equipment performance is monitored for unsatisfactory or hazardous operation
2. Sort and store materials	2.1. Materials are sorted and stored within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Materials are identified and assessed for immediate use or storage 2.3. Materials are moved to appropriate storage locations consistent with type, quality and stock rotation requirements 2.4. Stacks are constructed to provide stability and minimise problems 2.5. Provision for decks, storage bays and access for lifting equipment is made when storing
3. Record or tally unloading operations data	3.1. Unloading operations data is recorded or tallied within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Materials are confirmed and recorded 3.3. Storage areas are marked as required 3.4. Tally sheets and/or reject stock documentation are maintained as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in unloading materials Reads and interprets required documentation, procedures and reports Collects, interprets and enters data and uses recording systems Maintains machinery documentation Accesses, navigates and enters computer-based information Identifies and actions problems within level of responsibility Monitors and controls process control points Maintains situational awareness in the work area Uses enterprise work practices Selects appropriate actions for handling non-conformance loads Minimises handling to meet loading, processing, and stock rotation requirements Moves and stacks materials Delivers materials as required to meet production requirements Uses identification, classification and tagging systems Uses measuring equipment as required Applies manual handling techniques Operates high risk (and non-high risk) load shifting equipment as required Operates materials handling equipment Analyses and uses sensory information to alter work sequence to maintain safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to unloading materials, including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Dangerous goods handling and storing requirements Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Working knowledge of materials unloading processes, area layout and associated services including operating parameters, variation and associated adjustments within level of responsibility Load types, specifications and characteristics Unloading, sorting and storage requirements, procedures and implications Application of high risk (and non-high risk) load shifting equipment as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control material unloading processes, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in unloading materials
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in unloading materials Access to the full range of equipment involved in unloading materials in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Materials and supplies may include:	hardwood or softwood logs lapped pulp baled pulp waste paper woodchips finished supplies parts complete orders
Equipment may include:	fork lift crane front end loader mobile crane dozer fork lift attachments crane hooks chains slings and straps grabs winches computer system video monitoring electronic weighing and measuring equipment electronic screens and alarms process control systems analogue and digital instrumentation fully automated, semi-automated, manually operated plant and equipment appropriate to unloading materials
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk and (non-high risk) load shifting licensing requirements dangerous goods storage and handling
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems enterprise policy, procedures and guidelines weighbridge dockets work orders tally sheets truck delivery dockets invoices non-conformance reports test results and reports log sheets (production/equipment) equipment performance data tonnage, input and conversion Material Safety Data Sheets (MSDS) pile survey documents
Maintenance may include:	operator level maintenance as per site agreement operator maintenance schedules maintenance systems maintenance suppliers proactive maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal/external customers and suppliers work area personnel maintenance services team members production/service co-ordinator operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communication may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPRES340A Troubleshoot and rectify primary resource operations

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to troubleshoot and rectify primary resource operations in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk (and non-high risk) load shifting licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who troubleshoot and rectify primary resource operations in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: identify and diagnose causes of process variation, plant or equipment faults rectify process variation, plant or equipment faults identify and rectify product quality faults, and record and report troubleshooting activities to meet safety, quality and productivity requirements It does not include receiving or unloading materials, preparing and operating the woodchip production system or distributing woodchips

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify and diagnose causes of process variation, plant or equipment faults	1.1. Causes of process variation, plant or equipment faults are identified and diagnosed within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Visual assessments and machine alarms are interpreted to determine fault type and location 1.3. Routine physical inspections of plant and process are made to identify faults 1.4. Causes and sources of process variation, plant or equipment faults are identified and located using appropriate techniques 1.5. Relevant historical data is accessed and analysed to confirm diagnosis
2. Rectify process variation, plant or equipment faults	2.1. Process variation and plant or equipment faults are rectified within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Emergency stop or shutdown, isolation and lockout procedures are initiated prior to fault rectification 2.3. Faulty equipment or instrumentation is isolated and repaired or replaced 2.4. Corrective operational adjustments and operator level maintenance requirements are implemented 2.5. Restoration to normal operation is achieved and communicated to relevant personnel
3. Identify and rectify product quality faults	3.1. Product quality faults are identified and rectified within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Product faults or variations are identified by observation, systematic sampling and testing 3.3. Out-of-specification production is managed 3.4. Samples for a range of tests are undertaken 3.5. Required tests are conducted 3.6. Test results are interpreted and operations are adjusted to correct variations
4. Record and report troubleshooting activities	4.1. Troubleshooting activities are recorded and reported within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 4.2. Variations from specifications and machine operating faults are documented 4.3. Assessment and evaluation of causes of deviations and corrective actions undertaken are documented 4.4. Relevant information is communicated to the appropriate personnel

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Identifies, accesses and interprets relevant historical and operational data and information Uses required forms of communication in troubleshooting and rectifying primary resource operations Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Interprets instruments, gauges and data recording equipment Communicates effectively with personnel to assist with analysis and resolution of operational problems Assists others to identify and resolve operational problems in the workplace Identifies and actions systems, quality and equipment faults within level of responsibility Identifies causes and effects of faults and corrective action on associated processes Selects and uses appropriate troubleshooting methods Takes timely corrective action to maximise safety, quality and productivity Undertakes necessary calculations to aid troubleshooting, as required Identifies and monitors process control points Maintains situational awareness in the work area Sets up and operates test equipment Performs tests and interprets and records results if required Uses measuring equipment as required Uses routine checking procedures during plant and systems operation Conducts routine checks during plant and systems operation Operates high risk (and non-high risk) load shifting equipment, as required Analyses and uses sensory information to adjust process to maximise safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to primary resource operations including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Detailed knowledge of primary resource operations, processes and associated services sufficient to troubleshoot including: plant layout theory of operation causes and effects of adjustments made to primary resource handling plant and processes relationships between primary resource handling system, processes and associated services An appropriate range of troubleshooting methods Sampling and testing process for plant and system operations, and process monitoring - purpose, standards and procedures as per site agreements Types, causes and effects of plant shutdowns Application of high risk (and non-high risk) load shifting equipment as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control primary resource operations, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in troubleshooting and rectifying primary resource operations
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in primary resource operations Access to the full range of equipment involved in integrated continuous manufacturing of primary resource operations in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Materials and supplies may include:	hardwood or softwood logs lapped pulp waste paper woodchips supplies parts
Equipment may include:	chipper hogger conveyor feed systems chipscreens hydraulic cutting equipment blades chainsaws magnetic detectors silos hopper and storage systems docking saw bark transferring systems and debarking machinery chip spreaders and slingers trailer or tipper articulated loader tracked dozer and front end loader forklift side loader mobile crane rigid loader log loader straddle truck computer systems electronic screens and alarms process control systems analogue and digital instrumentation fully automated, semi-automated, manually operated plant and equipment appropriate to primary resource operations
Accessories may include:	protective and high visibility safety clothing and equipment break down tools and equipment electronic communication equipment
Testing equipment may include	drying ovens sizing screens computer processing equipment
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Attachments may include:	fork lift attachments crane hooks chains slings and straps grabs winches
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk (and non-high risk) load shifting licensing requirements
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals enterprise policy, procedures and guidelines oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems weighbridge dockets work orders tally sheets truck delivery dockets invoices non-conformance reports test results and reports log sheets (production and equipment) equipment performance data tonnage, input and conversion sampling and test reports Material Safety Data Sheets (MSDS) pile survey documents process and instrument diagrams
Maintenance may include:	operator level maintenance as per site agreements operator maintenance schedules maintenance systems maintenance suppliers pro-active maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: work area personnel internal/external customers and suppliers team members production/service coordinators maintenance services operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Forms of communication may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access
Sensory information may include:	visual sound feel touch smell vibration temperature

Unit Sector(s)

Not Applicable

FPPSPR210A Monitor and control stock preparation systems

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to monitor and control stock preparation systems in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk (and non-high risk) load shifting licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who monitor and control stock preparation systems in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: monitor and control process and systems control quality of stock, chemicals and water conduct product grade change, and record process and system information to meet safety, quality and productivity requirements It does not include starting up, shutting down or troubleshooting and rectifying stock preparation systems

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Monitor and control process and systems	1.1. Process and systems are monitored and controlled within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Production requirements are checked at start of shift to plan day's activities as required 1.3. Operational status is confirmed by inspection, observations and other information 1.4. Process supplies are maintained and controlled to meet production requirements 1.5. Systems are monitored to ensure stock preparation systems are within parameters 1.6. Process and system variations from operating parameters are identified, rectified and/or reported 1.7. Operator level preventative maintenance is undertaken as required 1.8. Changes to machine operations are communicated to relevant personnel 1.9. Stock systems are monitored and adjusted during stock-off situations as required
2. Control quality of stock, chemicals and water	2.1. Quality of stock, chemicals and water is controlled within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Quality of stock, chemical and water is monitored and controlled within parameters 2.3. Test samples are taken and test results are interpreted and recorded as required 2.4. Adjustments are made to ensure quality requirements are met 2.5. Routine observations and assessments are conducted on product and system operations 2.6. Changes to product requirements are communicated to relevant personnel
3. Conduct product grade change	3.1. Product grade changes are conducted within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Product grade change is completed within OHS, SOP, environmental and safe working requirements and practices 3.3. Grade change requirements are determined and planned 3.4. Run out of stock, chemicals and water systems are coordinated and completed as required 3.5. Flushing, draining and cleaning of stock, chemicals and water systems are completed as required 3.6. Process set ups/adjustments are implemented to meet new grade requirements 3.7. Raw materials and supplies required for new grade requirements are staged ready for use 3.8. Stock, chemicals and water systems startups are coordinated and implemented for new grade requirements as required 3.9. Grade change is coordinated and implemented on the run as required
4. Record process and system information	4.1. Recording process and system information is completed within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 4.2. Systems and production information is recorded 4.3. Problems or variations in performance are recorded and communicated

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in monitoring and controlling stock preparation systems Reads and interprets required documentation, procedures and reports Interprets instruments, gauges and data recording equipment Accesses, navigates and enters computer-based information Identifies and actions problems within level of responsibility Interprets and plans grade change requirements Co-ordinates and conducts grade changes Takes samples, conducts tests, interprets and records results as required Uses measuring equipment as required Identifies and monitors process control points Maintains situational awareness in the work area Operates high risk (and non-high risk) load shifting equipment as required Analyses and uses sensory information to adjust process to maintain safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to stock preparation systems including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Sampling and testing process for plant and system operations, and process monitoring - purpose, standards and procedures as per site agreements Stock preparation in-process tests and procedures Working knowledge of stock preparation plant, processes, layout and associated services including operating parameters, variation and associated adjustments within level of responsibility Grade requirements Quality requirements Materials and supplies and how they influence paper properties Grade change processes and coordination Timing for materials and supplies run out Application of high risk (and non-high risk) load shifting equipment, as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control stock preparation systems, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in the monitoring and controlling of stock preparation systems
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in stock preparation systems Access to the full range of equipment involved in integrated continuous manufacturing of stock preparation systems in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Systems and functions involved in stock preparation may include:	refining systems blending system proportioning system broke system stock chests water chests cleaning system water recovery system chemical and additive plants bale handler broke baler wire coiler
Materials and supplies may include:	water stock compressed air chemicals additives steam baled pulp
Equipment may include:	refiners pumps valves chests agitators pulpers screens cleaners showers disc deckers consistency controllers screw press water recovery equipment computer systems electronic screens and alarms process control systems fully automated, semi-automated, manually operated plant and equipment appropriate to stock preparation systems
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Hazards and risks involved in stock preparation may include:	steam and/or gas leaks fires nip points compressed air hot surfaces electrical entanglement slip hazards/falls energy pressures chemicals fumes confined spaces dust
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) as applicable, activity or task specific high risk (and non-high risk) load shifting licensing requirements
Documentation, procedures and reports may include:	SOP site policy and procedures environmental sustainability requirements/practices plant manufacturing operating manuals confined space requirements vendor documentation reference manual grade specifications quality procedures oil or chemical spills and disposal guidelines plant isolation documentation housekeeping safe work documentation e.g. plant clearance, job safety analysis, permit systems maintenance logs job sheets operating log production instructions Materials Safety Data Sheets (MSDS) process and instrument diagrams
Maintenance may include:	operator level maintenance as per site agreements operator maintenance schedules maintenance systems maintenance suppliers pro-active maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interactions with: team members production/service co-ordinators internal/external customers and suppliers maintenance services operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstructions unexpected movement
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. standard operating procedures, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPSPR320A Prepare and start up stock preparation system for production

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to prepare and start up stock preparation system for production in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk and (non-high risk) load shifting licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who prepare and start up stock preparation systems in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: determine production requirements inspect and prepare systems for startup, and start up stock preparation operations to meet safety, quality and productivity requirements It does not include monitoring and controlling, shutting down or troubleshooting and rectifying stock preparation systems

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Determine production requirements	1.1. Production requirements are determined within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Planned production requirements are confirmed and communicated to relevant personnel 1.3. Availability of machine supplies are confirmed
2. Inspect and prepare systems for startup	2.1. Systems are inspected and prepared for startup within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Isolations are removed as required 2.3. Operational settings are made and confirmed 2.4. Pre-startup checks are completed 2.5. Monitoring devices and systems are checked and confirmed operational 2.6. Faults are identified and rectified, as required 2.7. Raw material supply requirements are staged ready for use as required 2.8. Operational readiness is confirmed and communicated to relevant personnel
3. Start up stock preparation operations	3.1. Stock preparation operations are started up within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Stock, chemical and water systems startups are coordinated and implemented as required 3.3. System functions are confirmed by monitoring plant, equipment and control systems/display monitors 3.4. Test samples taken and test results interpreted and recorded as required 3.5. Process operation is communicated to relevant personnel 3.6. Production start up details are documented as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in preparing and starting up stock preparation systems Reads and interprets required documentation, procedures and reports Interprets instruments, gauges and data recording equipment Accesses, navigates and enters computer-based information Identifies and actions problems within level of responsibility Takes samples, conducts tests, interprets and records results Identifies and monitors process control points Plans and organises startup Maintains situational awareness in the work area Operates high risk (and non-high risk) load shifting equipment as required Analyses and uses sensory information to adjust process to maintain and co-ordinate safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to stock preparation systems including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Sampling and testing process for plant and system operations, and process monitoring - purpose, standards and procedures as per site agreements Working knowledge of stock preparation plant, processes, layout and associated services sufficient to carry out startup activities within level of responsibility Quality requirements Application of high risk (and non-high risk) load shifting equipment as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control stock preparation systems, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in the preparation and startup of stock preparation systems
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in stock preparation systems Access to the full range of equipment involved in integrated continuous manufacturing of stock preparation systems in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Systems and functions involved in stock preparation may include:	refining systems blending system proportioning system broke system stock chests water chests cleaning system water recovery system chemical and additive plants bale handler broke baler wire coiler
Materials and supplies may include:	water stock compressed air chemicals additives steam baled pulp
Equipment may include:	refiners pumps valves chests agitators pulpers screens cleaners showers disc deckers consistency controllers screw press water recovery equipment computer systems electronic screens and alarms process control systems fully automated, semi-automated, manually operated plant and equipment appropriate to stock preparation systems
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Hazards and risks involved in stock preparation may include:	steam and/or gas leaks fires nip points compressed air hot surfaces electrical entanglement slip hazards/falls energy pressures chemicals fumes confined spaces dust
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk and (non-high risk) load shifting licensing requirements
Documentation, procedures and reports may include:	SOP site policy and procedures environmental sustainability requirements/practices plant manufacturing operating manuals confined space requirements vendor documentation reference manual grade specifications quality procedures oil or chemical spills and disposal guidelines plant isolation documentation housekeeping safe work documentation e.g. plant clearance, job safety analysis, permit systems maintenance logs job sheets operating log production instructions Materials Safety Data Sheets (MSDS) process and instrument diagrams
Maintenance may include:	operator level maintenance as per site agreements operator maintenance schedules maintenance systems maintenance suppliers pro-active maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: team members production/service co-ordinators internal/external customers and suppliers maintenance services operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstructions unexpected movement
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. standard operating procedures, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPSPR330A Co-ordinate and implement stock preparation system shutdown

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to co-ordinate and implement stock preparation system shutdown in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk (and non-high risk) load shifting licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who co-ordinate and implement stock preparation system shutdown in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: assess causes and effects of shutdown implement shutdown procedures, and record and report shutdown information to meet safety, quality and productivity requirements It does not include monitoring and controlling, starting up or troubleshooting and rectifying with stock preparation systems

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Assess causes and effects of shutdown	1.1. Causes and effects of shutdown are assessed within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Work area instructions or maintenance schedules are used to co-ordinate a planned shutdown 1.3. Cause of unplanned shutdown is identified and located 1.4. Effects of unplanned shutdown are assessed to determine impact on operations 1.5. Unplanned shutdown is communicated as required
2. Implement shutdown procedures	2.1. Shutdown procedures are implemented within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Planned shutdown is implemented 2.3. Unplanned shutdown is responded to and rectified 2.4. Isolation requirements are implemented as required 2.5. Shutdown information is communicated to relevant personnel as required
3. Record and report shutdown information	3.1. Shutdown information, including corrective action is recorded and reported within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Shutdown information is recorded, including corrective action as required 3.3. Shutdown information is reported to relevant personnel

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in co-ordinating and implementing stock preparation system shutdowns Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Interprets instruments, gauges and data recording equipment Identifies and actions problems within level of responsibility Identifies and monitors process control points Identifies and responds appropriately to shutdown causes Respond to problems associated with plant shutdown and unplanned shutdown to ensure safety quality and productivity Coordinates and plans shutdown activity Maintains situational awareness in the work area Operates high risk (and non-high risk) load shifting equipment as required Analyses and uses sensory information to adjust process to maintain and co-ordinate safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to stock preparation operations including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Working knowledge of stock preparation plant, processes, layout and associated services sufficient to carry out shutdown activities within level of responsibility Types, causes and effects of dry end shutdowns Required responses to all unplanned shutdowns (e.g. power outage, mechanical breakdown, blockages, jamming, air supply, control system failure) to ensure safety quality and productivity Process and procedures for plant shutdowns and unplanned shutdowns Plant and machinery functions and operations Emergency procedures and responses Application of high risk (and non-high risk) load shifting equipment as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control the stock preparation systems, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in the co-ordination and implementation of stock preparation system shutdowns
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in stock preparation systems Access to the full range of equipment involved in integrated continuous manufacturing of stock preparation systems in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Systems and functions involved in stock preparation may include:	refining systems blending system proportioning system broke system stock chests water chests cleaning system water recovery system chemical and additive plants bale handler broke baler wire coiler
Materials and supplies may include:	water stock compressed air chemicals additives steam baled pulp
Equipment may include:	refiners pumps valves chests agitators pulpers screens cleaners showers disc deckers consistency controllers screw press water recovery equipment computer systems electronic screens and alarms process control systems fully automated, semi-automated, manually operated plant and equipment appropriate to stock preparation systems
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Hazards and risks involved in stock preparation may include:	steam and/or gas leaks fires nip points compressed air hot surfaces electrical entanglement slip hazards/falls energy pressures chemicals fumes confined spaces dust
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk (and non-high risk) load shifting licensing requirements
Documentation, procedures and reports may include:	SOP site policy and procedures environmental sustainability requirements/practices plant manufacturing operating manuals confined space requirements vendor documentation reference manual grade specifications quality procedures oil or chemical spills and disposal guidelines plant isolation documentation housekeeping safe work documentation e.g. plant clearance, job safety analysis, permit systems maintenance logs job sheets operating log production instructions Materials Safety Data Sheets (MSDS) process and instrument diagrams
Maintenance may include:	operator level maintenance as per site agreements operator maintenance schedules maintenance systems maintenance suppliers pro-active maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: team members production/service co-ordinators internal/external customers and suppliers maintenance services operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstructions unexpected movement
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. standard operating procedures, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPSPR440A Troubleshoot and rectify stock preparation systems

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to troubleshoot and rectify stock preparation systems in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk (and non-high risk) load shifting licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who troubleshoot and rectify stock preparation systems in the pulp and paper industry This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: identify and analyse causes of systems and quality faults rectify systems, equipment and product quality faults, and record and report process performance and product quality data to meet safety, quality and productivity requirements It does not include monitoring and controlling, starting up or shutting down stock preparation systems

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify and analyse causes of systems and quality faults	1.1. Causes of systems and quality faults are identified and analysed within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Alarm systems and observations are interpreted to determine fault type and location 1.3. Routine inspections of plant and processes are made to identify faults 1.4. Sampling and testing results are interpreted to identify variations from operating parameters 1.5. Cause and source of problem is identified and located 1.6. Relevant sources of information are accessed and interpreted to assist analysis 1.7. Information is communicated to relevant personnel
2. Rectify systems and equipment faults	2.1. Systems and equipment faults are rectified within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Equipment is shut down and isolated prior to fault rectification if required 2.3. Faulty equipment is by-passed where the process allows 2.4. Faulty equipment is repaired or replaced as required 2.5. Corrective adjustments are made to equipment 2.6. Operator level maintenance is undertaken as required 2.7. Restoration to normal operation is verified and communicated to relevant personnel
3. Rectify product quality faults	3.1. Product quality faults are rectified within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Product quality faults or variations are identified by observation inspection and testing 3.3. Samples for a range of tests are taken 3.4. Test results are interpreted and processes are adjusted to correct variations from specification
4. Record and report process performance and product quality data	4.1. Process performance and product quality data is recorded and reported within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 4.2. Variations from specifications are documented 4.3. Performance variations are documented 4.4. Corrective actions are recorded 4.5. Out-of-specification product is dealt with 4.6. Information is communicated to appropriate personnel

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Identifies, accesses and interprets relevant historical and operational data and information Uses required forms of communication in troubleshooting and rectifying stock preparation systems Communicates effectively with personnel to assist with analysis and resolution of operational problems Reads and interprets required documentation, procedures and reports Interprets instruments, gauges and data recording equipment Accesses, navigates and enters computer-based information Identifies and actions systems, quality and equipment faults within level of responsibility Assists others to identify and resolve operational problems in the workplace Identifies causes and effects of faults and corrective action on associated processes Takes samples, conducts tests, interprets and records results Selects and uses appropriate troubleshooting methods Takes timely corrective action to maximise safety, quality and productivity Undertakes necessary calculations to aid troubleshooting as required Uses measuring equipment as required Maintains situational awareness in the work area Operates high risk (and non-high risk) load shifting equipment as required Analyses and uses sensory information to adjust process to maximise safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to stock preparation systems including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Use and handling requirements of chemicals used; their purpose, effects, MSDS and SOP Relevant forms of communication Detailed knowledge of stock preparation plant, processes and associated services sufficient to troubleshoot including: plant layout theory of operation causes and effects of adjustments made to stock preparation plant and processes relationships between stock preparation plant, processes and associated services An appropriate range of troubleshooting methods Sampling and testing process for plant and system operations, and process monitoring - purpose, standards and procedures as per site agreements Causes and effects of unplanned shutdown and appropriate responses Mill maintenance system as it applies to stock preparation plant and processes Application of high risk (and non-high risk) load shifting equipment, as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control stock preparation systems, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in troubleshooting and rectifying of stock preparation systems
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in stock preparation systems Access to the full range of equipment involved in integrated continuous manufacturing of stock preparation systems in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Systems and functions involved in stock preparation may include:	refining systems blending system proportioning system broke system stock chests water chests cleaning system water recovery system chemical and additive plants bale handler broke baler wire coiler
Materials and supplies may include:	water stock compressed air chemicals additives steam baled pulp
Equipment may include:	refiners pumps valves chests agitators pulpers screens cleaners showers disc deckers consistency controllers screw press water recovery equipment computer systems electronic screens and alarms process control systems fully automated, semi-automated, manually operated plant and equipment appropriate to stock preparation systems
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Hazards and risks involved in stock preparation may include:	steam and/or gas leaks fires nip points compressed air hot surfaces electrical entanglement slip hazards/falls energy pressures chemicals fumes confined spaces dust
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk (and non-high risk) load shifting licensing requirements
Documentation, procedures and reports may include:	SOP site policy and procedures environmental sustainability requirements/practices plant manufacturing operating manuals confined space requirements vendor documentation reference manual grade specifications quality procedures oil or chemical spills and disposal guidelines plant isolation documentation housekeeping safe work documentation e.g. plant clearance, job safety analysis, permit systems maintenance logs job sheets operating log production instructions Materials Safety Data Sheets (MSDS) process and instrument diagrams
Maintenance may include:	operator level maintenance as per site agreements operator maintenance schedules maintenance systems maintenance suppliers pro-active maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: team members production/service co-ordinators internal/external customers and suppliers maintenance services operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstructions unexpected movement
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. standard operating procedures, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPSTM210A Monitor and control boiler operation

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to monitor and control boiler operation in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who monitor and control boiler operation in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: confirm operational status monitor and control boiler and ancillary plant operation handover boiler operations, and record and document boiler and plant performance to meet safety, quality and productivity requirements It does not include starting up and shutting down of steam boiler operations or troubleshooting and rectifying boiler plant systems

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Confirm operational status	1.1. Operational status is confirmed within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements
1.2. Production requirements are checked at start of shift to plan the daily activities as required
1.3. Continuing process supplies are maintained
1.4. Combustion processes are confirmed to be within operational specifications
1.5. Boiler performance is recorded in the operational log
1.6. Operational status is communicated to relevant personnel
2. Monitor and control boiler and ancillary plant operation	2.1. Boiler and ancillary plant operation is monitored and controlled within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
2.2. Operational status is confirmed by inspection, observations and other information
2.3. Water quality tests are conducted and chemical addition adjusted as required
2.4. Steam pressures are monitored and maintained as required
2.5. Fuel efficiency calculations and recordings are made
2.6. Boiler control adjustments are made to maintain operation within specification
2.7. Pre-treatment systems for water to be monitored, tested and maintained are made up
2.8. Steam distribution systems are monitored and maintained to client requirements
2.9. Operator level maintenance is carried out as required
3. Handover boiler operations	3.1. Handover of boiler operations is completed within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
3.2. Workplace records are maintained in accordance with statutory requirements and workplace procedures
3.3. Handover is carried out according to workplace procedure
3.4. Boiler operators are aware of boiler status and related equipment at completion of handover
4. Record and document boiler and plant performance	4.1. Boiler and plant performance is recorded and documented within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
4.2. Operating log is maintained
4.3. Maintenance requirements are identified and documented as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in monitoring and controlling boiler operation Reads and interprets required documentation, procedures and reports within level of responsibility Accesses, navigates and enters computer-based information Interprets instruments, gauges and data recording equipment Interprets specifications and customer orders Identifies and actions problems within level of responsibility Identifies and monitors process control points Maintains situational awareness in the work area Perform tests and interprets and record results as required Uses measuring equipment as required Conducts pre-operational checks Inspects and maintains boiler and ancillary equipment and services to operating standards Operates high risk equipment as required Analyses and uses sensory information to adjust process to maintain safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to monitoring and controlling boiler operation systems including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Working knowledge of steam generation plant, processes, layout and associated services including operating parameters, variation and associated adjustments within level of responsibility Sampling and testing process for plant and system operations, and process steam supply monitoring - purpose, standards and procedures as per site agreements Boiler water treatment system and reasons for treatment Operation of plant and systems Application of high risk equipment as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control boiler operation, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in monitoring and controlling boiler operation
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in steam generation operations Access to the full range of equipment involved in integrated continuous manufacturing of steam generation operations in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Boiler types may include:	fire tube water tube and may be operated in conjunction with other steam driven plant and operations including: paper making machines turbines digesters evaporators heating plant
Pre-operational checks may include:	low water level alarm high water level alarm low water level alarm lockout hydrostatic test burner management system safety valve test
Materials and supplies may include:	chemicals coal oil gas additives air water wood waste steam recovery process products power
Equipment may include:	boiler and auxiliary plant boiler heating systems steam distribution system fuel and fuel delivery system plant dust removal and combustion waste fuel management system extraction systems water distribution systems compressed air systems steam temperature control plant chemical dosing system water treatment system flame detection equipment hand and power tools computer systems electronic screens and alarms process control systems analogue and digital instrumentation fully automated, semi-automated, manually operated plant and equipment appropriate to steam generation operations
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) as applicable, activity or task specific high risk licensing requirements appropriate boiler/pressure vessel operator certification confined space standards and regulations
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems enterprise policies and procedures job sheets manufacturer's specifications maintenance documentation statutory requirements Materials Safety Data Sheets (MSDS) operator's log process and instrument diagrams
Maintenance may include:	operator level as per site agreements operator schedules systems suppliers proactive strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal/external customers and suppliers team members production/service coordinators maintenance services operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Forms of communication may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access
Sensory information may include:	visual sound feel touch smell vibration temperature

Unit Sector(s)

Not Applicable

FPPSTM320A Manage steam boiler startup

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to manage steam boiler startup in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who manage steam boiler startup in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: conduct pre-operational safety checks and conduct startup procedures to meet safety, quality and productivity requirements It does not include monitoring and controlling boiler operation, shutting down and banking steam boiler or troubleshooting and rectifying boiler plant systems

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Conduct pre-operational safety checks	1.1. Pre-operational safety checks are conducted within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements
1.2. Plant status is confirmed by inspection, observations and other information
1.3. Potential work area hazards are identified, reported and prevention or control measures implemented
1.4. Work and output requirements are established
1.5. Pre-operational and safety checks are conducted
1.6. Isolations are removed
1.7. Availability of process supplies are confirmed
2. Conduct startup procedures	2.1. Startup procedures are conducted within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
2.2. Pre-light conditions are established
2.3. Boiler condition during startup is monitored to detect abnormal conditions
2.4. Boiler is started and brought on-line
2.5. System and plant is observed for correct operational response
2.6. Deviations from required operating conditions are detected and corrective action undertaken to rectify
2.7. Responses to corrective actions are documented as required
2.8. Startup information is recorded and reported as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in managing a steam boiler startup Reads and interprets required documentation, procedures and reports Interprets instruments, gauges and data recording equipment Prepares written information and enters data to support groups and teams Interprets specifications and customer orders Accesses, navigates and enters computer-based information Identifies and actions problems within level of responsibility Identifies and monitors process control points Maintains situational awareness in the work area Implements isolation and access procedures Maintains a clean and hazard free work area Sets up and starts boiler within an appropriate time Uses measuring equipment as required Operates high risk equipment as required Analyses and uses sensory information to adjust process to maintain and co-ordinate safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to steam generation operations including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Working knowledge of steam generation plant, processes, layout and associated services sufficient to carry out startup activities within level of responsibility Boiler water treatment system and reasons for treatment Pre-operational checks and requirements Application of high risk equipment as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control steam generation systems, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in managing a steam boiler startup
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in steam generation operations Access to the full range of equipment involved in integrated continuous manufacturing of steam generation operations in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Boiler types may include:	fire tube water tube and may be operated in conjunction with other steam driven plant and operations including: paper making machines turbines digesters evaporators heating plant
Pre-operational checks may include:	low water level alarm high water level alarm low water level alarm lockout hydrostatic test burner management system safety valve test
Materials and supplies may include:	chemicals coal oil gas additives air water wood waste steam recovery process products power
Equipment may include:	boiler and auxiliary plant boiler heating systems steam distribution system fuel and fuel delivery system plant dust removal and combustion waste fuel management system extraction systems water distribution systems compressed air systems steam temperature control plant chemical dosing system water treatment system flame detection equipment hand and power tools computer systems electronic screens and alarms process control systems analogue and digital instrumentation fully automated, semi-automated, manually operated plant and equipment appropriate to steam generation operations
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk licensing requirements appropriate boiler/pressure vessel operator certification confined space standards and regulations
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems enterprise policies and procedures job sheets manufacturer's specifications maintenance documentation statutory requirements Materials Safety Data Sheets (MSDS) operator's log process and instrument diagrams
Maintenance may include:	operator level maintenance as per site agreements operator maintenance schedules maintenance systems maintenance suppliers proactive maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal/external customers and suppliers team members production/service coordinators maintenance services operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Forms of communication may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access
Sensory information may include:	visual sound feel touch smell vibration temperature

Unit Sector(s)

Not Applicable

FPPSTM330A Shut down and bank steam boiler

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to shut down and bank steam boiler/s in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who shut down and bank steam boiler/s in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: prepare boiler for shutdown conduct boiler inspection and maintenance store boiler in shutdown mode respond to unplanned or emergency shutdowns, and record and report shutdown data to meet safety, quality and productivity requirements It does not include managing steam boiler startup, monitoring and controlling boiler operation or troubleshooting and rectifying boiler plant systems

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Prepare boiler for shutdown	1.1. Boiler is prepared for shutdown within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements
1.2. Maintenance requirements are identified and reported
1.3. Appropriate isolations are initiated
1.4. Faulty plant is isolated/contained where possible to allow continued production as required
1.5. Boiler and ancillary plant are shut down
2. Conduct boiler inspection and maintenance	2.1. Boiler inspection and maintenance is conducted within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
2.2. Boiler is prepared for inspection
2.3. Condition of boiler is established to ensure safe removal of equipment
2.4. Inspections and maintenance is carried out
2.5. Internal and external cleaning of boiler and fittings are undertaken as required
3. Store boiler in shutdown mode	3.1. Boiler is stored in shutdown mode within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
3.2. Storage time and condition of storage are established
3.3. Boiler is stored in a safe condition for access in accordance with manufacturer's specifications
3.4. Stored boiler water and chemicals are analysed and handled when boiler is stored for extended periods
4. Respond to unplanned or emergency shutdowns	4.1. Unplanned or emergency shutdowns are responded to within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
4.2. Shutdown requirement is responded to immediately
4.3. Emergency conditions are complied with in accordance with legislative and enterprise procedures, where applicable
4.4. Cause of shutdown is identified and located where possible
4.5. Immediate safety of personnel and plant is ensured
4.6. Continuing plant operation is monitored and maintained in safe working conditions and customers are notified
4.7. Relevant personnel are notified to rectify and make plant ready for restart
5. Record and report shutdown data	5.1. Shutdown data is recorded and reported within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
5.2. Shutdown information is recorded, including corrective action as required
5.3. Shutdown information is reported to relevant personnel as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in shutting down and banking steam boiler/s Reads and interprets required documentation, procedures and reports within level of responsibility Accesses, navigates and enters computer-based information Interprets instruments, gauges and data recording equipment Interprets specifications and customer orders Prepares written information and enters data to support groups and teams Identifies and actions problems within level of responsibility Identifies and monitors process control points Implements boiler bank, standby or store procedures Sets up boiler and/or re-starts within appropriate time Conducts pre-operational checks Identifies and responds appropriately to shutdown causes Respond to problems associated with plant shutdown and unplanned shutdown to ensure safety quality and productivity Coordinates and plans shutdown activity Maintains situational awareness in the work area Uses measuring equipment as required Operates high risk equipment as required Analyses and uses sensory information to adjust process to maintain and co-ordinate safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to steam generation operations including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Working knowledge of steam generation plant, processes, layout and associated services sufficient to carry out shutdown activities within level of responsibility Types, causes and effects of steam boiler shutdowns Required responses to all unplanned shutdowns (e.g. power outage, mechanical breakdown, blockages, jamming, air supply, control system failure) to ensure safety quality and productivity Process and procedures for plant shutdowns and unplanned shutdowns Plant and machinery functions and operations Emergency procedures and responses Boiler water treatment system and reasons for treatment Operation of plant and systems Application of high risk equipment as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control boiler plant operations, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in the shutting down and banking of steam boilers
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in steam generation operations Access to the full range of equipment involved in integrated continuous manufacturing of steam generation operations in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Boiler types may include:	fire tube water tube and may be operated in conjunction with other steam driven plant and operations including: paper making machines turbines digesters evaporators heating plant
Pre-operational checks may include:	low water level alarm high water level alarm low water level alarm lockout hydrostatic test burner management system safety valve test
Materials and supplies may include:	chemicals coal oil gas additives air water wood waste steam recovery process products power
Equipment may include:	boiler and auxiliary plant boiler heating systems steam distribution system fuel and fuel delivery system plant dust removal and combustion waste fuel management system extraction systems water distribution systems compressed air systems steam temperature control plant chemical dosing system water treatment system flame detection equipment hand and power tools computer systems electronic screens and alarms process control systems analogue and digital instrumentation fully automated, semi-automated, manually operated plant and equipment appropriate to steam generation operations
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk licensing requirements appropriate boiler/pressure vessel operator certification confined space standards and regulations
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems enterprise policies and procedures job sheets manufacturer's specifications maintenance documentation statutory requirements Materials Safety Data Sheets (MSDS) operator's log process and instrument diagrams
Maintenance may include:	operator level maintenance as per site agreements operator maintenance schedules maintenance systems maintenance suppliers proactive maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal/external customers and suppliers team members production/service coordinators maintenance services operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Forms of communication may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access
Sensory information may include:	visual sound feel touch smell vibration temperature

Unit Sector(s)

Not Applicable

FPPSTM440A Troubleshoot and rectify boiler plant systems

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to troubleshoot and rectify boiler plant systems in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to persons who troubleshoot and rectify boiler plant systems in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: identify and diagnose causes of faults rectify faults, and record and report operational data to meet safety, quality and productivity requirements It does not include managing steam boiler startup, monitoring and controlling boiler operations or shutting down and banking steam boiler/s

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify and diagnose causes of faults	1.1. Causes of faults are identified and diagnosed within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements
1.2. Abnormal plant conditions and system alarms are interpreted to determine fault type and location
1.3. Physical inspections of plant and processes are made to identify faults
1.4. Cause and source of fault is identified and located
1.5. Faulty plant is isolated, if possible, and confirmed with production and maintenance
1.6. Diagnosis is confirmed by access and reference to relevant historical data
1.7. Diagnoses are communicated to relevant personnel
2. Rectify faults	2.1. Faults are rectified within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
2.2. Shutdown and isolation procedures are implemented as required
2.3. Faulty equipment is repaired or replaced
2.4. Adjustments to process and systems are made to restore normal operations
2.5. Normal operation is communicated to relevant personnel
3. Record and report operational data	3.1. Operational data is recorded and reported within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
3.2. Variations from standard specification and boiler operation faults are documented
3.3. Troubleshooting process and corrective actions are recorded
3.4. Relevant information is communicated to appropriate personnel

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Identifies, accesses and interprets relevant historical and operational data and information Uses required forms of communication in troubleshooting and rectifying boiler plant systems Reads and interprets required documentation, procedures and reports within level of responsibility Accesses, navigates and enters computer-based information Interprets instruments, gauges and data recording equipment Communicates effectively with personnel to assist with analysis and resolution of operational problems Assists others to identify and resolve operational problems in the workplace Identifies and actions systems, quality and equipment faults within level of responsibility Identifies causes and effects of faults and corrective action on associated processes Identifies and responds to causes of shutdowns Determines quality faults, effects and causes Selects and uses appropriate troubleshooting methods Uses troubleshooting guides and processes Takes timely corrective action to maximise safety, quality and productivity Undertakes necessary calculations to aid troubleshooting as required Identifies and monitors process control points Maintains situational awareness in the work area Perform tests and interpret and record results as required Confirms and maintains required production throughput after restart Initiates isolations in accordance with SOP Conducts routine checking procedures during plant and systems operation Maintains plant operation within specification Uses measuring equipment as required Operates high risk equipment as required Analyses and uses sensory information to adjust process to maximise safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to steam generation operations including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Detailed knowledge of steam generation system, processes and associated services sufficient to troubleshoot including: plant layout theory of operation causes and effects of adjustments made to steam generation plant and processes relationships between steam generation system, processes and associated services An appropriate range of troubleshooting methods Types, causes and effects of plant shutdowns Impact and effect of inappropriate responses to shutdown Plant startup and shutdown procedures Plant operation and control mechanisms Boiler water treatment system and reasons for treatment Application of high risk equipment as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control boiler plant operations, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in troubleshooting and rectifying boiler plant systems
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in steam generation operations Access to the full range of equipment involved in integrated continuous manufacturing of steam generation operations in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Boiler types may include:	fire tube water tube and may be operated in conjunction with other steam driven plant and operations including: paper making machines turbines digesters evaporators heating plant
Pre-operational checks may include:	low water level alarm high water level alarm low water level alarm lockout hydrostatic test burner management system safety valve test
Materials and supplies may include:	chemicals coal oil gas additives air water wood waste steam recovery process products power
Equipment may include:	boiler and auxiliary plant boiler heating systems steam distribution system fuel and fuel delivery system plant dust removal and combustion waste fuel management system extraction systems water distribution systems compressed air systems steam temperature control plant chemical dosing system water treatment system flame detection equipment hand and power tools computer systems electronic screens and alarms process control systems analogue and digital instrumentation fully automated, semi-automated, manually operated plant and equipment appropriate to steam generation operations
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk licensing requirements appropriate boiler/pressure vessel operator certification confined space standards and regulations
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems enterprise policies and procedures job sheets manufacturer's specifications maintenance documentation statutory requirements Materials Safety Data Sheets (MSDS) operator's log process and instrument diagrams
Maintenance may include:	operator level maintenance as per site agreements operator maintenance schedules maintenance systems maintenance suppliers proactive maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal/external customers and suppliers team members production/service coordinators maintenance services operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Forms of communication may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access
Sensory information may include:	visual sound feel touch smell vibration temperature

Unit Sector(s)

Not Applicable

FPPSUS210A Apply sustainable work practices/policies

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit specifies the outcomes required to apply sustainable work practices/policies to reduce negative environmental impacts of work practices in the pulp and paper industry without compromising OHS or legal requirements, and with due regard for other productivity and quality related operational requirements General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement

Application of the Unit

Application of the unit	This unit addresses the knowledge, processes and techniques necessary to participate in sustainable work practices in the pulp and paper industry. It would normally apply to a team member This unit generally applies to those who work in the pulp and paper manufacturing industry, to enable them to meet safety, quality and productivity requirements

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify current resource use	1.1. Workplace environmental and resource efficiency issues are identified and clarified with appropriate personnel
1.2. Resources used in own work role are identified
1.3. Current usage of resources is measured and documented using appropriate techniques
2. Comply with relevant regulations	2.1. Identified legislative and workplace requirements are applied
2.2. Breaches or potential breaches of identified legislative and workplace requirements are reported to appropriate personnel according to workplace procedures
3. Seek opportunities to improve efficiency	3.1. Workplace plans to improve environmental practices and resource efficiency are followed
3.2. Suggestions are made for improvements to workplace practices in own work area

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in applying sustainable work policies Reads and interprets required documentation, procedures and reports Identifies and actions problems within level of responsibility Maintains situational awareness in the work area Recognises procedures, follows instructions and responds to change Communicates with questions to clarify work requirements
Required knowledge
Procedures, regulations and legislative requirements including OHS, environmental including relevant sustainability requirements/practices, Standard Operating Procedures (SOP), isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Basic understanding of sustainability Environmental and resource hazards/risks and inefficiencies associated within own work area Relevant environmental and resource efficiency systems and procedures for own work area Laws and regulations relevant to the work context Reporting procedures Upstream/downstream impacts of the application of sustainable work practices

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced pulp mill operations Access to the full range of equipment involved in integrated continuous manufacturing operations in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency e.g. gas waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate minimising water usage minimising chemical usage chain of custody requirements
Environmental and resource efficiency may include:	minimisation of environmental risks and maximisation of opportunities to improve business environmental performance and outputs and to promote more efficient production and consumption of natural resources, for example by: minimising waste, less landfill, less water contaminants, efficient energy use, efficient water use
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth)
Workplace plans may include:	documented policies and procedures work plans to minimise waste, increase efficiency of water use etc. SOP
Suggestions may include ideas that help to:	prevent and minimise risks and maximise opportunities such as usage of alternative forms of energy where appropriate reduce emissions of greenhouse gases reduce use of non-renewable resources improve energy efficiency increase use of renewable, recyclable, reusable and recoverable resources

Unit Sector(s)

Not Applicable

FPPSUS510A Develop workplace policy and procedures for sustainability

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to develop and implement workplace sustainability policies and procedures, including the modification of the policy and procedures to suit changed circumstances General workplace legislative and regulatory requirements apply to this unit; however there are no specific licensing or certification requirements at the time of publication

Application of the Unit

Application of the unit	The unit involves the development of workplace policy and procedures for sustainability including environmental, economic and social aspects of sustainability This unit generally applies to those who work in the pulp and paper manufacturing industry, enabling them to meet safety, quality and productivity requirements

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Develop workplace sustainability policy and procedures	1.1. Applicable Occupational Health and Safety (OHS), environmental, legislative and organisational requirements relevant to developing a workplace sustainability policy and procedures are identified and followed
1.2. Scope of sustainability policy is defined
1.3. Stakeholders are identified and consulted as a key component of the policy and procedures development process
1.4. Strategies for minimising resource use, reducing toxic material and hazardous chemical use and the employment of life cycle management approaches at all stages of work are considered
1.5. Recommendations for policy options are made based on costs and benefits, likely effectiveness and timeframes
1.6. Policy that reflects the organisation's commitment to sustainability as an integral part of the business planning and as a business opportunity is developed
1.7. Appropriate methods of implementation are developed
1.8. Stakeholder consultation is conducted on the draft policy and procedures and feedback are documented and considered
1.9. Final policies and procedures are developed and circulated to stakeholders
2. Seek endorsement of the policy and procedures from relevant decision makers	2.1. Relevant decision makers/decision making forums regarding sustainability policies and procedures are identified
2.2. Accompanying submission for approval including stakeholder consultations is developed
2.3. Policy, procedures and related documentation including the supporting submission and communications plan is presented for approval
2.4. Alterations are made to documents as required
3. Communicate workplace sustainability policy	3.1. Personnel involved in implementing the policy are informed in line with the communications plan
3.2. Workplace sustainability policy and procedures are communicated in line with the endorsed communications plan
4. Implement workplace sustainability policy	4.1. Policy outcomes are monitored and recorded to determine their effectiveness and identify trends that may require remedial action
4.2. Strategies for continuous improvement in resource efficiency are implemented
5. Review workplace sustainability policy implementation	5.1. Policy outcomes are reviewed and feedback is provided to appropriate personnel and stakeholders
5.2. Success or otherwise of policy is investigated
5.3. Stakeholders are consulted
5.4. Policy and procedures are modified as required and approval sought for modifications, to facilitate improvements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Adjusts communication to suit different audiences; responds effectively to diversity; works as a team member to consult on and validate policy Reads and evaluates complex and formal documents such as policy and legislation Effectively manages different points of view and dissenting stakeholders Researches, analyses and presents information; prepares written reports requiring precision of expression; uses language suited to the intended audience
Required knowledge
Procedures, regulations and legislative requirements including OHS, environmental including relevant sustainability requirements/practices, SOP, safe working requirements, risks and hazard identification Relevant organisational policies, procedures and protocols Relevant systems and procedures to aid in the achievement of workplace sustainability Best practice approaches relevant to the organisation Policy development processes and practices Principles, practices and available tools and techniques of sustainability management relevant to the pulp and paper industry Quality assurance systems relevant to own organisation Relevant industry competency Upstream/downstream impacts of the application of sustainable work practices

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices applicable aspects of the range statement practical workplace demonstration of skills
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge in the workplace the application of skills in the workplace over time and under a range of typical conditions that may be experienced in pulp or paper mill operations Access is required to a range of office based equipment relevant to policy development, workplace documentation, personnel, information and resources needed to develop and implement workplace policies, procedures and associated documents in a pulp or paper mill Evidence must be relevant to the particular workplace role
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job e.g. conduct of and presentations to stakeholder meetings, stakeholder consultation and feedback workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge including 'what would you do if...' questions third-party reports from relevant and skilled personnel e.g. appropriately skilled stakeholders written evidence e.g. workplace projects, policies, procedures and associated documents; outline of the approach taken to develop and/or review policies, procedures and associated documents; reports on the review of policy outcomes; relevant question/answer sheets Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency e.g. gas waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate minimising water usage minimising chemical usage chain of custody requirements
Environmental and resource efficiency may include:	minimisation of environmental risks and maximisation of opportunities to improve business environmental performance and outputs and to promote more efficient production and consumption of natural resources, for example by: minimisation of waste, less landfill, less water contaminants, efficient energy use, efficient water use
Scope of sustainability policy may include:	an integrated approach to sustainability which includes environmental, economic and social aspects, or a narrower one to focus on each aspect individually the parts of the workplace to which it is to apply, including whether it is for the whole enterprise, one site, one work area or combinations of these addressing sustainability initiatives through reference to standards, guidelines and approaches such as: ecological footprint assessment product stewardship triple bottom line reporting Global Reporting Initiative ISO 14001 Environmental Management Systems lifecycle analyses an investigation of the particular business and market context of the industry/workplace
Stakeholders may include:	individuals and groups both inside and outside the organisation that have some direct interest in the workplace's conduct, actions, products and services, including: employees at all levels of the workplace customers suppliers regulators other organisations local community
Strategies may include:	promotional activities raising awareness amongst stakeholders training staff in sustainability principles and techniques
Policies and procedures are to be comprehensive and will include, but not be limited to:	identification of expected outcomes activities to be undertaken assignment of responsibilities a communications strategy involving all stakeholders including those responsible for implementation a continuous improvement strategy

Unit Sector(s)

Not Applicable

FPPWAR250A Store product

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to store product in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who store product in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: prepare to store product, and store product to meet safety, quality and productivity requirements It does not include dispatching or packaging product

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Prepare to store product	1.1. Product is prepared for storage within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Load or product documentation is received, interpreted and verified 1.3. Load and handling characteristics are identified 1.4. Appropriate mechanical handling equipment is selected 1.5. Pre-start check is conducted on mechanical handling equipment
2. Store product	2.1. Product is stored within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Mechanical handling equipment is used to lift, carry and set down load 2.3. Load is stored at the specified location in compliance with other storage requirements 2.4. Product quality faults are identified by observation 2.5. Non-conforming product is actioned 2.6. Situational awareness is maintained in storage areas 2.7. Housekeeping is completed 2.8. Inventory records documentation is completed

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in storing product Reads and interprets required documentation, procedures and reports Accesses and navigates and enters computer based information required for storing of product including: maintaining inventory systems recording non-conforming product entering customer orders Interprets instruments, gauges and data recording equipment Communicates effectively with individuals and teams Identifies and actions problems within level of responsibility Identifies and rectifies product storage problems or faults Identifies causes and effects of equipment or system faults and takes corrective action Identifies and monitors storage areas Dispatches product to warehouse Implements isolation and lockout procedures for equipment within loading and unloading bays Maintains situational awareness in the work area Operates required materials handling equipment Maintains required materials handling equipment Operates high risk equipment as required Analyses and uses sensory information to maintain safety, quality and productivity Uses electronic and other control systems when storing product as required
Required knowledge
Procedures, regulations and legislative requirements relevant to storing product including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Causes and effects of equipment or system faults and required corrective action Working knowledge of product storage processes, layout and associated services including operating parameters, variation and associated adjustments within level of responsibility Warehouse organisation and workflow Warehousing procedures Purposes for stock rotation of stored products Inventory systems Application of high risk equipment as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control storage of product

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in storing product
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in storing product Access to the full range of equipment involved in product storage operations in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Plant, systems and equipment may include	materials handling equipment including: fork-lift and attachments pallet truck gantry crane poly-wrapper labelling system RF (radio frequency) guns or barcode scanners sweeper transport equipment including trucks and trailers ramps and dock levellers wrapping and packing guillotine, knives and cutting equipment conveying systems processes equipment (manual, motorised) overhead cranes scales roll grab attachments robots palletising plant warehousing control systems electronic, pneumatic and hydraulic process controls computer systems electronic screens and alarms
Materials and supplies may include:	slip sheets plywood container boxes (shippers) security seals shrink and stretch wraps pallets sheet paper signs and labels rolls compressed air
Product may include:	unitised pallets customer rolls and reels cartons polybundles
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk licensing requirements freight transport legislation including load limits and restraint, driver fatigue and train of responsibility
Documentation, procedures and reports may include:	production and packaging schedules quality procedures and quality assurance documentation including ISO 9002 environmental sustainability requirements/practices plant manufacturing operating manuals oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems work orders SOP customer orders Material Safety Data Sheets (MSDS)
Maintenance may include:	operator level maintenance as per site agreement operator maintenance schedules maintenance supplies maintenance systems maintenance suppliers pro-active maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Quality assessments as per site requirements may include:	date coding damaged packaging sheet size roll appearance print quality roll size product identification warehousing records
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: product storage co-ordinator senior operators drivers internal/external customers and suppliers maintenance services team members production/services co-ordinator operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstructions unexpected movement
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPWAR255A Prepare and dispatch product

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to prepare and dispatch product in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who prepare and dispatch product in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: analyse order to identify work requirements prepare goods for dispatch dispatch product, and finalise documentation to meet safety, quality and productivity requirements It does not include packaging or storage of product

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Analyse order to identify work requirements	1.1. Order is analysed to identify work requirements within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Order request and consignment note documentation is interpreted 1.3. Required schedules for despatch are identified 1.4. Products in order are identified 1.5. Workplace and product knowledge is used to plan sequence of work 1.6. Appropriate materials handling equipment is selected within timeframe for the despatch
2. Prepare goods for dispatch	2.1. Goods are prepared for dispatch within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Goods for dispatch are selected, checking against product knowledge, labels and other identification systems 2.3. Products are sorted, assembled and placed in storage or dispatch zones, in accordance with schedule 2.4. Order are placed in storage or dispatch zones in accordance with schedule 2.5. Order is checked against dispatch schedule and order form
3. Dispatch product	3.1. Product is dispatched within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Load requirements are communicated to carriers representative 3.3. Products are loaded for dispatch using required materials handling equipment 3.4. Damaged product is identified and processed during loading 3.5. Checks are made with the carrier to confirm the load has been secured
4. Finalise documentation	4.1. Documentation is checked and finalised within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 4.2. Final check of documentation is completed 4.3. Security seals are attached as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in preparing and dispatching product Reads and interprets required documentation, procedures and reports Accesses and navigates and enters computer based information required for the dispatch of product including: maintaining inventory systems recording non-conforming product entering customer orders Communicates effectively with individuals and teams Interprets instruments, gauges and data recording equipment Identifies and actions problems within level of responsibility Identifies and rectifies faults in dispatch processes Identifies and monitors process control points Maintains situational awareness in the work area Selects and loads product to customer requirements Implements isolation and lockout procedures for equipment within storage areas Operates required materials handling equipment Maintains required materials handling equipment Operates high risk equipment as required Analyses and uses sensory information to maintain safety, quality and productivity Uses electronic and other control systems to dispatch product as required
Required knowledge
Procedures, regulations and legislative requirements relevant to preparing and dispatching product including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Load limits, restraint rules and regulations Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Working knowledge of product dispatch processes, layout and associated services including operating parameters, variation and associated adjustments within level of responsibility Dispatch procedures and responsibilities and quality assurance documentation Warehouse organisation and traffic flow systems Application of high risk equipment as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control dispatch of product

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in preparing and dispatching product
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in dispatching product Access to the full range of equipment involved in product dispatch operations in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Plant, systems and equipment may include:	materials handling equipment including: forklift and attachments pallet truck gantry crane poly-wrapper labelling system RF (radio frequency) guns or barcode scanners sweeper transport equipment including trucks and trailers ramps and dock levellers wrapping and packing guillotine, knives and cutting equipment conveying systems processes equipment (manual, motorised) overhead cranes scales roll grab attachments warehousing control systems electronic, pneumatic and hydraulic process controls computer systems electronic screens and alarms
Materials and supplies may include:	slip sheets plywood container boxes (shippers) security seals shrink and stretch wraps pallets sheet paper signs and labels rolls compressed air
Product may include:	unitised pallets customer rolls and reels cartons polybundles
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk licensing requirements freight transport legislation including load limits and restraint, driver fatigue and train of responsibility
Documentation, procedures and reports may include:	production and packaging schedules quality procedures and quality assurance documentation including ISO 9002 environmental sustainability requirements/practices plant manufacturing operating manuals oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems work orders SOP customer orders Material Safety Data Sheets (MSDS)
Maintenance may include:	operator level maintenance as per site agreement operator maintenance schedules maintenance supplies maintenance systems maintenance suppliers pro-active maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Quality assessments as per site requirements may include:	date coding damaged packaging sheet size roll appearance print quality roll size product identification warehousing records
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include:	interaction with: dispatch co-ordinator senior operators drivers internal/external customers and suppliers maintenance services team members production/services co-ordinator operational management statutory authorities
Situational awareness may include:	awareness of: traffic pedestrians location of equipment product hazards obstructions unexpected movement
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPWAR280A Warehouse product packaging

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to package product in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who package product in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: pack product wrap product, and label product to meet safety, quality and productivity requirements It does not include dispatching or storing product

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Pack product	1.1. Product is packed within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Packing requirements are obtained and interpreted for customer order 1.3. Packing systems are prepared and operated 1.4. Operator level maintenance requirements for packing system are undertaken 1.5. Packing system is monitored and controlled and faults corrected 1.6. Packing supply levels are maintained 1.7. Packing system adjustments for grade changes are undertaken if required
2. Wrap product	2.1. Product is wrapped within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Wrapping requirements are obtained and interpreted for customer order 2.3. Wrapping systems are prepared and operated 2.4. Operator level maintenance requirements for wrapping system are undertaken 2.5. Wrapping system is monitored and controlled and faults corrected 2.6. Wrapping supply levels are maintained
3. Label product	3.1. Product is labelled within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
3.2. Labelling including customer specification and product identification is attached to product 3.3. Operator level maintenance requirements for labelling equipment are undertaken 3.4. Labelling system is monitored and controlled and faults corrected 3.5. Labelling supply levels are maintained

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in packaging product Reads and interprets required documentation, procedures and reports Accesses and navigates and enters computer based information required for packaging of product including: recording non-conforming product recording faults and related action identifies product and customer specifications Interprets instruments, gauges and data recording equipment Identifies and actions problems within level of responsibility Identifies causes and effects of equipment or system faults and takes corrective action Identifies and monitors process control points Maintains situational awareness in the work area Implements isolation and lockout procedures Locates non-conforming product to designated areas Operates required materials handling equipment Maintains required materials handling equipment Operates packaging and wrapping systems Inspects and maintains equipment or systems to specification Uses measuring equipment as required Operates high risk load shifting equipment as required Analyses and uses sensory information to adjust process to maintain safety, quality and productivity Uses electronic and other control systems to control equipment to package product as required
Required knowledge
Procedures, regulations and legislative requirements relevant to packaging product including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Causes and effects of system faults and rectification requirements Working knowledge of packaging, processes, layout and associated services including operating parameters, variation and associated adjustments within level of responsibility Manual transfer techniques and requirements Packaging procedures and responsibilities Application of high risk equipment as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control packaging of product

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in packaging product
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in packaging product Access to the full range of equipment involved in product packaging operations in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Plant, systems and equipment may include	materials handling equipment including: forklift and attachments pallet truck gantry crane poly-wrapper labelling system RF (radio frequency) guns or barcode scanners sweeper transport equipment including trucks and trailers ramps and dock levellers wrapping and packing guillotine, knives and cutting equipment conveying systems processes equipment (manual, motorised) overhead cranes scales roll grab attachments warehousing control systems electronic, pneumatic and hydraulic process controls computer systems electronic screens and alarms
Materials and supplies may include:	slip sheets plywood container boxes (shippers) security seals shrink and stretch wraps pallets sheet paper signs and labels rolls compressed air
Product may include:	unitised pallets customer rolls and reels cartons polybundles
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk licensing requirements freight transport legislation including load limits and restraint, driver fatigue and train of responsibility
Documentation, procedures and reports may include:	production and packaging schedules quality procedures and quality assurance documentation including ISO 9002 environmental sustainability requirements/practices plant manufacturing operating manuals oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems work orders SOP customer orders Material Safety Data Sheets (MSDS)
Maintenance may include:	operator level maintenance as per site agreement operator maintenance schedules maintenance supplies maintenance systems maintenance suppliers pro-active maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Quality assessments as per site requirements may include:	date coding damaged packaging sheet size roll appearance print quality roll size product identification warehousing records
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: packaging co-ordinator senior operators drivers internal/external customers and suppliers maintenance services team members production/services co-ordinator operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstructions unexpected movement
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPWAS210A Operate water systems

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to operate water systems in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk and small boat licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who operate water systems in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: conduct local inspections and pre-operational safety checks start up, monitor, control and shut down water systems respond to an unplanned shutdown, and record and report water systems information to meet safety, quality and productivity requirements It does not include troubleshooting and rectifying problems associated with water system operations

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Conduct local inspections and pre-operational safety checks	1.1. Local inspections and pre-operational safety checks are conducted within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Isolations are removed 1.3. Availability of supplies for water system is confirmed 1.4. Plant status and requirements are determined 1.5. Sequencing for plant startup is confirmed
2. Start up water systems	2.1. Water systems are started up within OHS, housekeeping, SOP, environmental and safe working requirements and practices 2.2. Water system is started up 2.3. Water system is observed for correct startup operational response 2.4. Startup variation conditions are detected and corrective action taken
3. Monitor and control water systems	3.1. Water systems are monitored and controlled within OHS, housekeeping, SOP, environmental and safe working requirements and practices 3.2. Water system operation is monitored 3.3. Water samples are taken and tested to maintain quality as required 3.4. Routine checks of water systems are conducted as required 3.5. Variations from operational parameters are identified 3.6. Action is taken to restore water system to standard operational parameters 3.7. Operator level maintenance is conducted as required
4. Conduct a water system shutdown	4.1. Water system shutdown is conducted within OHS, housekeeping, SOP, environmental and safe working requirements and practices 4.2. Shutdown plan is confirmed and communicated to relevant personnel 4.3. Shutdown procedures are implemented 4.4. Plant is left in a safe condition for isolation as required
5. Respond to an unplanned shutdown	5.1. Unplanned shutdown is responded to within OHS, housekeeping, SOP, environmental and safe working requirements and practices 5.2. Cause of shutdown is identified and actioned as required 5.3. Sequence for systems shutdown of plant is completed 5.4. Action taken is communicated to relevant personnel 5.5. Plant is left in a safe condition for isolation as required
6. Record and report water systems information	6.1. Water systems information is recorded and reported within OHS, housekeeping, SOP, environmental and safe working requirements and practices 6.2. Water systems information is recorded as required 6.3. Problems and related action are recorded and communicated to relevant personnel

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in operating water systems Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Interprets instruments, gauges and data recording equipment Identifies and actions problems within level of responsibility Takes samples, conducts tests, interprets and records results, if required Identifies and monitors process control points Plans and organises startup and shutdown of water systems Identifies and responds appropriately to shutdown causes Responds to problems associated with plant shutdown and unplanned shutdown to ensure safety quality and productivity Maintains situational awareness in the work area Operates a small boat as required Operates high risk equipment as required Analyses and uses sensory information to adjust process maintain and co-ordinate safety, quality and productivity Uses electronic control and other systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to water system operations including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Sampling and testing process for plant and system operations, and process monitoring - purpose, standards and procedures as per site agreements Quality requirements Working knowledge of water system, plant, processes, layout and associated services sufficient to carry out startup and shutdown activities within level of responsibility Types, causes and effects of water system shutdowns Required responses to all unplanned shutdowns (e.g. power outage, mechanical breakdown, blockages, jamming, air supply, control system failure) to ensure safety quality and productivity Process and procedures for plant shutdowns and unplanned shutdowns Plant and machinery functions and operations Emergency procedures and responses Effects of shutdowns on the rest of the systems Sensory information that indicates a deviation from standard operating parameters Application of small boat operation requirements Application of high risk equipment, as required Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control the water system, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in the operation of water systems
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in operating water systems Access to the full range of equipment involved in integrated continuous operation of water systems in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Water system may include:	de-alkalinisation plant de-mineralisation plant water softening plant chemical treatment plant reverse osmosis plant clarifier plant chillers water storage systems filtration systems cooling towers condensers potable water plant
Water sources may include:	raw water mains water recycled water
Water types may include:	fresh water treated water de-mineralised water softened water filtrate-clarified water potable water dilution water (filtrate) ex-vacuum system waste water (effluent) white water (ex-machine) cloudy water
Materials and supplies may include:	chemicals filtering mediums
Equipment may include:	flow control and metering devices pumping systems electronic and digital monitoring and metering valving systems recording systems pipes fittings chemical testing and analysis equipment chemical dosing equipment tanks and chests cranes and hoists communication equipment aeration ponds chemical handling equipment hand and power tools pest control equipment load shifting equipment small boat computer systems electronic screens and alarms process control systems fully automated, semi-automated, manually operated plant and equipment appropriate to water processes and systems analogue and digital instrumentation
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Hazards and risks in water systems may include:	confined space hazardous chemicals and materials biological hazards environmental hazards heat height slippery surfaces pressures fumes electrical compressed air nip points flooding
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk and small boat licensing requirements water and chemical legislation and regulations safety instructions
Documentation, procedures and reports may include:	SOP site policy and procedures environmental sustainability requirements/practices plant manufacturing operating manuals confined space requirements vendor documentation reference manual quality procedures oil or chemical spills and disposal guidelines plant isolation documentation housekeeping safe work documentation e.g. plant clearance, job safety analysis, permit systems maintenance logs job sheets operating log production instructions Materials Safety Data Sheets (MSDS) process and instrument diagrams
Maintenance may include:	operator level maintenance as per site agreements operator maintenance schedules maintenance systems maintenance suppliers pro-active maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Sampling and testing may include checks of:	sludge consistency pH conductivity flocculation colour suspended solids caustic strength alkalinity impurities brine bacteria colour acid strength
Communications may include	interaction with: team members production/service co-ordinators internal/external customers and suppliers maintenance services operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstructions unexpected movement
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. standard operating procedures, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPWAS340A Troubleshoot and rectify water systems

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to troubleshoot and rectify water systems in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk and small boat licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who troubleshoot and rectify water systems in the pulp and paper industry This unit generally applies to those who: identify and analyse causes of faults rectify plant and equipment faults rectify water quality faults, and record and report water system information to meet safety, quality and productivity requirements It does not include starting up, monitoring and controlling or shutting down water systems

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify and analyse causes of faults	1.1. Causes of faults are identified and analysed within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Visual checks are conducted 1.3. Alarms and visual checks are interpreted to determine fault type 1.4. Sampling and testing results are interpreted to identify variations from specifications 1.5. Cause and source of problem is identified and located using appropriate analysis 1.6. Relevant sources of information are accessed to assist analysis
2. Rectify plant and equipment faults	2.1. Plant and equipment faults are rectified within OHS, housekeeping, SOP, environmental and safe working requirements and practices 2.2. Equipment is shut down and isolation procedures are implemented prior to fault rectification as required 2.3. Faulty equipment is identified and repaired or replaced 2.4. Running adjustments and operator level maintenance are carried out 2.5. Plant and equipment are returned to normal operation 2.6. Restoration to normal operation is verified and communicated to relevant personnel
3. Rectify water quality faults	3.1. Water quality faults are rectified within OHS, housekeeping, SOP, environmental and safe working requirements and practices 3.2. Quality faults or variations are identified by observation, systematic sampling and testing 3.3. Samples for a range of tests are taken 3.4. Test results are interpreted and operational adjustments made as required 3.5. Faults are rectified or recommendations made for further action as required 3.6. Out-of-specification water is actioned as required
4. Record and report water system information	4.1. Water system information is recorded and reported within OHS, housekeeping, SOP, environmental and safe working requirements and practices 4.2. Variations from specification are documented 4.3. Performance variations are documented 4.4. Causes of deviation and corrective action undertaken is recorded as required 4.5. Relevant information is communicated to appropriate personnel

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in troubleshooting and rectifying water systems Communicates effectively with personnel to assist with analysis and resolution of operational problems Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Interprets instruments, gauges and data recording equipment Identifies and actions systems, quality and equipment faults within level of responsibility Assists others to identify and resolve operational problems in the workplace Takes samples, conducts tests, interprets and records results if required Identifies causes and effects of faults and corrective action on associated processes Selects and uses appropriate troubleshooting methods Takes timely corrective action to maximise safety, quality and productivity Undertakes necessary calculations to aid troubleshooting as required Identifies, accesses and interprets relevant historical and operational data and information Follows procedures for the handling of chemicals and hazardous materials Uses measuring equipment as required Maintains water quality to specification Maintains situational awareness in the work area Operates a small boat as required Operates high risk equipment as required Analyses and uses sensory information to adjust process to maximise safety, quality and productivity Uses electronic control and other systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to troubleshooting and rectifying water systems including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Use and handling requirements of chemicals used; their purpose, effects, MSDS and SOP Relevant forms of communication Detailed knowledge of water system plant, processes and associated services sufficient to troubleshoot including: plant layout theory of operation causes and effects of adjustments made to water systems and processes relationships between water system, plant and associated services An appropriate range of troubleshooting methods Sampling and testing process for plant and system operations, and process monitoring - purpose, standards and procedures as per site agreements Causes and effects of unplanned shutdown and appropriate responses Sensory information that indicates a deviation from standard operating parameters Application of small boat operation requirements Application of high risk equipment as required Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control the water system, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in troubleshooting and rectifying water systems
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in operating water systems Access to the full range of equipment involved in integrated continuous operation of water systems in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Water system may include:	de-alkalinisation plant de-mineralisation plant water softening plant chemical treatment plant reverse osmosis plant clarifier plant chillers water storage systems filtration systems cooling towers condensers potable water plant
Water sources may include:	raw water mains water recycled water
Water types may include:	fresh water treated water de-mineralised water softened water filtrate-clarified water potable water dilution water (filtrate) ex-vacuum system waste water (effluent) white water (ex-machine) cloudy water
Materials and supplies may include:	chemicals filtering mediums
Equipment may include:	flow control and metering devices pumping systems electronic and digital monitoring and metering valving systems recording systems pipes fittings chemical testing and analysis equipment chemical dosing equipment tanks and chests cranes and hoists communication equipment aeration ponds chemical handling equipment hand and power tools pest control equipment load shifting equipment small boat computer systems electronic screens and alarms process control systems fully automated, semi-automated, manually operated plant and equipment appropriate to water processes and systems analogue and digital instrumentation
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Hazards and risks in water systems may include:	confined space hazardous chemicals and materials biological hazards environmental hazards heat height slippery surfaces pressures fumes electrical compressed air nip points flooding
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk and small boat licensing requirements water and chemical legislation and regulations safety instructions
Documentation, procedures and reports may include:	SOP site policy and procedures environmental sustainability requirements/practices plant manufacturing operating manuals confined space requirements vendor documentation reference manual quality procedures oil or chemical spills and disposal guidelines plant isolation documentation housekeeping safe work documentation e.g. plant clearance, job safety analysis, permit systems maintenance logs job sheets operating log production instructions Materials Safety Data Sheets (MSDS) process and instrument diagrams
Maintenance may include:	operator level maintenance as per site agreements operator maintenance schedules maintenance systems maintenance suppliers pro-active maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Sampling and testing may include checks of:	sludge consistency pH conductivity flocculation colour suspended solids caustic strength alkalinity impurities brine bacteria colour acid strength
Communications may include	interaction with: team members production/service co-ordinators internal/external customers and suppliers maintenance services operational management statutory authorities internal/external customers and suppliers
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstructions unexpected movement
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. standard operating procedures, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPWEO210A Monitor and control wet end operations

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to monitor and control wet end operations in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk (and non-high risk) load shifting licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who monitor and control wet end operations in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: monitor and control process and systems control product quality conduct product grade change, and record process and system information to meet safety, quality and productivity requirements It does not include starting up, shutting down or troubleshooting and rectifying problems associated wet end operations

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Monitor and control process and systems	1.1. Process and systems are monitored and controlled within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Production requirements are checked at start of shift to plan daily activities as required 1.3. Operational status is confirmed by inspection, observation and other information 1.4. Process supplies are maintained and controlled to meet production requirements 1.5. Systems are monitored to ensure wet end operations are within parameters 1.6. Process and system variations from operating parameters are identified, rectified and/or reported 1.7. Operator level preventative maintenance is undertaken as required 1.8. Changes to machine operations are communicated to relevant personnel 1.9. Sheet breaks are detected and sheet re-established as required
2. Control product quality	2.1. Controlling product quality is completed within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Sheet is monitored and controlled to quality requirements 2.3. Test samples taken and test results interpreted and recorded as required 2.4. Adjustments are made to control quality requirements 2.5. Changes to product requirements are communicated to relevant personnel 2.6. Routine observations and assessments are conducted on product and system operation
3. Conduct product grade change	3.1. Product grade change is completed within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Grade change requirements are determined and planned 3.3. Out of stock, chemical and water systems are co-ordinated and completed as required 3.4. Wet end systems are shut down as required 3.5. Flushing, draining and cleaning of stock, chemicals and water systems are completed as required 3.6. Process setups and/or adjustments are implemented to meet new grade requirements 3.7. Raw materials and supplies required for new grade requirements are staged ready for use 3.8. Stock, chemical and water systems startups are coordinated with other sections and implemented for new grade requirements as required 3.9. Grade change is coordinated with other sections and implemented on the run as required
4. Record process and system information	4.1. Recording process and system information is completed within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 4.2. Systems and production information is recorded 4.3. Problems or variations in performance are recorded and communicated

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in monitoring and controlling wet end operations Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Interprets instruments, gauges and data recording equipment Identifies and actions problems within level of responsibility Takes samples, conducts tests, interprets and records results Uses measuring equipment as required Identifies and monitors process control points Maintains situational awareness in the work area Interprets and plans grade change requirements Co-ordinates and conducts grade changes Operates high risk (and non-high risk) load shifting equipment as required Analyses and uses sensory information to adjust process to maintain safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to wet end operations including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Sampling and testing process for plant and system operations, and process monitoring - purpose, standards and procedures as per site agreements Wet end in-process tests and procedures Working knowledge of wet end plant, processes, layout and associated services including operating parameters, variation and associated adjustments within level of responsibility Quality requirements Grade requirements Materials and supplies and how they influence paper properties Grade change processes and co-ordination Timing for materials and supplies run out Application of high risk (and non-high risk) load shifting equipment, as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control the wet end operations, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in monitoring and controlling wet end operations
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in wet end operations Access to the full range of equipment involved in integrated continuous manufacturing wet end operations in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Systems and functions in wet end operations may include:	stock approach systems forming system pressing systems cleaning and screening system
Materials and supplies may include:	water air stock chemicals additives steam machine clothing baled pulp
Equipment may include:	screens forming section water, chemical, vacuum or stock systems former pumps consistency meter flow meter refiner control valves cleaning showers chemical showers presses cleaners waste hood recovery unit computer systems electronic screens and alarms process control systems fully automated, semi-automated, manually operated plant and equipment appropriate to the wet end process
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Hazards and risks involved in wet end operations may include:	steam and/or gas leaks fires nip points compressed air hot surfaces electrical entanglement vehicle movement slip hazards/falls energy pressures chemicals fumes confined spaces dust
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk (and non-high risk) load shifting licensing requirements
Documentation, procedures and reports may include:	SOP site policy and procedures environmental sustainability requirements/practices plant manufacturing operating manuals confined space requirements vendor documentation reference manual grade specifications quality procedures oil or chemical spills and disposal guidelines plant isolation documentation housekeeping safe work documentation e.g. plant clearance, job safety analysis, permit systems maintenance logs job sheets operating log production instructions Materials Safety Data Sheets (MSDS) process and instrument diagrams
Maintenance may include:	operator level maintenance as per site agreements operator maintenance schedules maintenance systems maintenance suppliers pro-active maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: team members production/service co-ordinators internal/external customers and suppliers maintenance services operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstructions unexpected movement
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. standard operating procedures, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPWEO320A Prepare and start up wet end operations

Modification History

Not Applicable

Unit Descriptor

This unit describes the outcomes required to prepare and start up wet end operations in the pulp and paper industry.

Application of the Unit

This unit applies to operators who prepare and start up wet end operations in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations.

This unit generally applies to those who:

determine production requirements

inspect and prepare systems for startup

start up wet end operations, and

establish startup at the wet end to meet safety, quality and productivity requirements.

It does not include monitoring and controlling, shutting down or troubleshooting and rectifying problems associated with wet end operations.

Licensing/Regulatory Information

General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement.

Specific high risk (and non-high risk) load shifting licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit.

Pre-Requisites

Not Applicable

Employability Skills Information

This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Determine production requirements	1.1	Production requirements are determined within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements
1.2	Planned production requirements are confirmed and communicated to relevant personnel
1.3	Availability of machine supplies are confirmed
2. Inspect and prepare systems for startup	2.1	Systems are inspected and prepared for startup within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
2.2	Isolations are removed as required
2.3	Operational settings are made and confirmed
2.4	Pre-startup checks are completed
2.5	Monitoring devices and systems are checked and confirmed operational
2.6	Faults are identified and rectified as required
2.7	Confirmation for startup is communicated to relevant personnel
3. Start up wet end operations	3.1	Wet end operations are started up within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
3.2	Equipment startups are co-ordinated and implemented
3.3	System functions are confirmed by monitoring plant, equipment and control system/display monitors
3.4	Process operation is communicated to relevant personnel
3.5	Production startup details are documented as required
4. Establish startup at wet end	4.1	Startup is established at wet end within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements
4.2	Sheet at wet end is established
4.3	Process is monitored and adjustments made as required
4.4	System operation, production and quality information is documented as required

Required Skills and Knowledge

This describes the skills and knowledge required for this unit.

Required skills
Uses required forms of communication in preparing and starting up wet end operations Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Interprets instruments, gauges and data recording equipment Identifies and actions problems within level of responsibility Identifies and monitors process control points Plans and organises startup Maintains situational awareness in the work area Operates high risk (and non-high risk) load shifting equipment as required Analyses and uses sensory information to adjust process to maintain and co-ordinate safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required

Required knowledge
Procedures, regulations and legislative requirements relevant to wet end operations including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Working knowledge of wet end plant, processes, layout and associated services sufficient to carry out startup activities within level of responsibility Quality requirements Application of high risk (and non-high risk) load shifting equipment, as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control wet end operations, within level of responsibility

Evidence Guide

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

Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in preparing and starting up wet end operations.
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in wet end operations Access to the full range of equipment involved in integrated continuous manufacturing wet end operations in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.

Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Systems and functions in wet end operations may include:	stock approach systems forming system pressing systems cleaning and screening system
Materials and supplies may include:	water air stock chemicals additives steam machine clothing baled pulp
Equipment may include:	screens forming section water, chemical, vacuum or stock systems former pumps consistency meter flow meter refiner control valves cleaning showers chemical showers presses cleaners waste hood recovery unit computer systems electronic screens and alarms process control systems fully automated, semi-automated, manually operated plant and equipment appropriate to the wet end process
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Hazards and risks involved in wet end operations may include:	steam and/or gas leaks fires nip points compressed air hot surfaces electrical entanglement vehicle movement slip hazards/falls energy pressures chemicals fumes confined spaces dust
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk (and non-high risk) load shifting licensing requirements
Documentation, procedures and reports may include:	SOP site policy and procedures environmental sustainability requirements/practices plant manufacturing operating manuals confined space requirements vendor documentation reference manual grade specifications quality procedures oil or chemical spills and disposal guidelines plant isolation documentation housekeeping safe work documentation e.g. plant clearance, job safety analysis, permit systems maintenance logs job sheets operating log production instructions Materials Safety Data Sheets (MSDS) process and instrument diagrams
Maintenance may include:	operator level maintenance as per site agreements operator maintenance schedules maintenance systems maintenance suppliers pro-active maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Action may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include interaction with:	team members production/service co-ordinators internal/external customers and suppliers maintenance services operational management statutory authorities
Situational awareness may include awareness of:	traffic pedestrians location of equipment product hazards obstructions unexpected movement
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. standard operating procedures, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPWEO330A Co-ordinate and implement wet end shutdown

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to co-ordinate and implement wet end shutdown in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk (and non-high risk) load shifting licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who co-ordinate and implement wet end shutdown in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: assess causes and effects of shutdown implement shutdown procedures, and record and report shutdown information to meet safety, quality and productivity requirements It does not include monitoring and controlling, starting up or troubleshooting and rectifying problems associated with wet end operations

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Assess causes and effects of shutdown	1.1. Causes and effects of shutdown are assessed within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Work area instructions or maintenance schedules are used to co-ordinate a planned shutdown 1.3. Cause of unplanned shutdown is identified and located 1.4. Effects of unplanned shutdown are assessed to determine impact on operations 1.5. Unplanned shutdown is communicated as required
2. Implement shutdown procedures	2.1. Shutdown procedures are implemented within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Planned shutdown is implemented 2.3. Unplanned shutdown is responded to and rectified 2.4. Isolation requirements are implemented as required 2.5. Shutdown information is communicated to relevant personnel as required
3. Record and report shutdown information	3.1. Shutdown information is reported within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Shutdown information is recorded, including corrective action as required 3.3. Shutdown information is reported to relevant personnel

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in co-ordinating and implementing wet end operations shutdown Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Interprets instruments, gauges and data recording equipment Identifies and actions problems within level of responsibility Identifies and monitors process control points Identifies and responds appropriately to shutdown causes Respond to problems associated with plant shutdown and unplanned shutdown to ensure safety quality and productivity Coordinates and plans shutdown activity Maintains situational awareness in the work area Operates high risk (and non-high risk) load shifting equipment as required Analyses and uses sensory information to adjust process to maintain and co-ordinate safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to wet end operations including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Types, causes and effects of wet end shutdowns Required responses to all unplanned shutdowns (e.g. power outage, mechanical breakdown, blockages, jamming, air supply, control system failure) to ensure safety quality and productivity Process and procedures for plant shutdowns and unplanned shutdowns Plant and machinery functions and operations Emergency procedures and responses Working knowledge of wet end plant, processes, layout and associated services sufficient to carry out shutdown activities within level of responsibility Application of high risk (and non-high risk) load shifting equipment as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control wet end operations, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in co-ordinating and implementing of wet end shutdowns
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in wet end operations Access to the full range of equipment involved in integrated continuous manufacturing wet end operations in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Systems and functions in wet end operations may include:	stock approach systems forming system pressing systems cleaning and screening system
Materials and supplies may include:	water air stock chemicals additives steam machine clothing baled pulp
Equipment may include:	screens forming section water, chemical, vacuum or stock systems former pumps consistency meter flow meter refiner control valves cleaning showers chemical showers presses cleaners waste hood recovery unit computer systems electronic screens and alarms process control systems fully automated, semi-automated, manually operated plant and equipment appropriate to the wet end process
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Hazards and risks involved in wet end operations may include:	steam and/or gas leaks fires nip points compressed air hot surfaces electrical entanglement vehicle movement slip hazards/falls energy pressures chemicals fumes confined spaces dust
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk (and non-high risk) load shifting licensing requirements
Documentation, procedures and reports may include:	SOP site policy and procedures environmental sustainability requirements/practices plant manufacturing operating manuals confined space requirements vendor documentation reference manual grade specifications quality procedures oil or chemical spills and disposal guidelines plant isolation documentation housekeeping safe work documentation e.g. plant clearance, job safety analysis, permit systems maintenance logs job sheets operating log production instructions Materials Safety Data Sheets (MSDS) process and instrument diagrams
Maintenance may include:	operator level maintenance as per site agreements operator maintenance schedules maintenance systems maintenance suppliers pro-active maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: team members production/service co-ordinators internal/external customers and suppliers maintenance services operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstructions unexpected movement
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. standard operating procedures, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPWEO440A Troubleshoot and rectify wet end systems

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to troubleshoot and rectify wet end systems in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk (and non-high risk) load shifting licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who troubleshoot and rectify wet end systems in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: identify and analyse the causes of systems and quality faults rectify systems, equipment faults rectify product quality faults, and record and report process performance and product quality data to meet safety, quality and productivity requirements It does not include monitoring and controlling, starting up or shutting down wet end operations

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify and analyse causes of systems and quality faults	1.1. Causes of system and quality faults are identified and analysed within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Alarm systems and observations are interpreted to determine fault type and location 1.3. Routine inspections of plant and processes are made to identify faults 1.4. Sampling and testing results are interpreted to identify variations from operating parameters 1.5. Cause and source of problem is identified and located 1.6. Relevant sources of information are accessed and interpreted to assist analysis 1.7. Information is communicated to relevant personnel
2. Rectify systems and equipment faults	2.1. Systems and equipment faults are rectified within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Equipment is shut down and isolated prior to fault rectification, if required 2.3. Faulty equipment is by-passed where the process allows 2.4. Faulty equipment is repaired or replaced as required 2.5. Corrective adjustments are made to equipment 2.6. Operator level maintenance is undertaken as required 2.7. Restoration to normal operation is verified and communicated to relevant personnel
3. Rectify product quality faults	3.1. Product quality faults are rectified within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Product quality faults or variations are identified by observation inspection and testing 3.3. Samples for a range of tests are taken 3.4. Test results are interpreted and processes are adjusted to correct variations from specification
4. Record and report process performance and product quality data	4.1. Process performance and product quality data is recorded and reported within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 4.2. Variations from specifications are documented 4.3. Performance variations are documented 4.4. Corrective actions are recorded 4.5. Out-of-specification product is dealt with 4.6. Information is communicated to appropriate personnel

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Identifies, accesses and interprets relevant historical and operational data and information Uses required forms of communication in troubleshooting and rectifying wet end systems Communicates effectively with personnel to assist with analysis and resolution of operational problems Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Interprets instruments, gauges and data recording equipment Identifies and actions systems, quality and equipment faults within level of responsibility Assists others to identify and resolve operational problems in the workplace Identifies causes and effects of faults and corrective action on associated processes Selects and uses appropriate troubleshooting methods Takes timely corrective action to maximise safety, quality and productivity Undertakes necessary calculations to aid troubleshooting as required Takes samples, conducts tests, interprets and records results Uses measuring equipment as required Maintains situational awareness in the work area Operates high risk (and non-high risk) load shifting equipment as required Analyses and uses sensory information to adjust process to maximise safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to wet end operations including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Use and handling requirements of chemicals used; their purpose, effects, MSDS and SOP Relevant forms of communication Detailed knowledge of wet end plant, processes and associated services sufficient to troubleshoot including: plant layout theory of operation causes and effects of adjustments made to wet end plant and processes relationships between wet end plant, processes and associated services An appropriate range of troubleshooting methods Sampling and testing process for plant and system operations, and process monitoring - purpose, standards and procedures as per site agreements Causes and effects of unplanned shutdown and appropriate responses Mill maintenance system as it applies to wet end plant and processes Application of high risk (and non-high risk) load shifting equipment as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control wet end operations, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in troubleshooting and rectifying wet end systems
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in wet end operations Access to the full range of equipment involved in integrated continuous manufacturing wet end operations in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Systems and functions in wet end operations may include:	stock approach systems forming system pressing systems cleaning and screening system
Materials and supplies may include:	water air stock chemicals additives steam machine clothing baled pulp
Equipment may include:	screens forming section water, chemical, vacuum or stock systems former pumps consistency meter flow meter refiner control valves cleaning showers chemical showers presses cleaners waste hood recovery unit computer systems electronic screens and alarms process control systems fully automated, semi-automated, manually operated plant and equipment appropriate to the wet end process
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Hazards and risks involved in wet end operations may include:	steam and/or gas leaks fires nip points compressed air hot surfaces electrical entanglement vehicle movement slip hazards/falls energy pressures chemicals fumes confined spaces dust
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk (and non-high risk) load shifting licensing requirements
Documentation, procedures and reports may include:	SOP site policy and procedures environmental sustainability requirements/practices plant manufacturing operating manuals confined space requirements vendor documentation reference manual grade specifications quality procedures oil or chemical spills and disposal guidelines plant isolation documentation housekeeping safe work documentation e.g. plant clearance, job safety analysis, permit systems maintenance logs job sheets operating log production instructions Materials Safety Data Sheets (MSDS) process and instrument diagrams
Maintenance may include:	operator level maintenance as per site agreements operator maintenance schedules maintenance systems maintenance suppliers pro-active maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: team members production/service co-ordinators internal/external customers and suppliers maintenance services operational management statutory authorities
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstructions unexpected movement
Sensory information may include:	visual sound feel touch smell vibration temperature
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. standard operating procedures, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access

Unit Sector(s)

Not Applicable

FPPWPO210A Monitor and control waste paper operations

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to monitor and control waste paper operations in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk and (non-high risk) load shifting licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who monitor and control waste paper operations in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: monitor and maintain plant and ancillary operations control stock quality and specifications, and record and document plant performance data to meet safety, quality and productivity requirements It does not include starting up, shutting down or troubleshooting and rectifying waste paper operations

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Monitor and maintain plant and ancillary operations	1.1. Plant and ancillary operations are monitored and maintained within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Production requirements are checked at start of shift to plan the day's activities as required 1.3. Process supplies are maintained to production specifications 1.4. Operational status is confirmed by inspection, observations and other information 1.5. Visual or physical (walk around) inspections of plant and systems are conducted 1.6. Monitoring of screens and gauges is carried out 1.7. Operator level preventative maintenance is carried out as required 1.8. Reject systems are monitored and maintained within operating parameters
2. Control stock quality and specifications	2.1. Control of stock quality and specifications is completed within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Conveyor feeds are monitored and maintained for consistent delivery 2.3. Stock quality is monitored by sampling and testing to ensure production requirements are maintained as required 2.4. Modifications to pulp quality or systems operations are made to rectify out-of-specification stock 2.5. Water distribution systems are monitored and maintained
3. Record and document plant performance data	3.1. Recording and documenting of plant performance data is completed within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Systems and production data is interpreted and recorded in operations log book or entered into computer system 3.3. Problems or variations with systems or product are communicated to relevant personnel

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in monitoring and controlling waste paper operations Reads and interprets required documentation, procedures and reports Interprets instruments, gauges and data recording equipment Accesses, navigates and enters computer-based information Identifies and actions problems within level of responsibility Identifies and monitors process control points Maintains situational awareness in the work area Sets up and operates test equipment Takes samples, conducts tests, interprets and records results if required Uses measuring equipment as required Inspects and maintains equipment and systems to specification Operates high risk (and non-high risk) load shifting equipment as required Operates and maintains plant within specification Analyses and uses sensory information to adjust process to maintain safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to waste paper operation including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Quality requirements Relevant forms of communication Roles and responsibilities of relevant personnel and customers Basic problem-solving techniques consistent with level of responsibility Cause and effects of operational equipment faults Working knowledge of waste paper plant, processes, layout and associated services including operating parameters, variation and associated adjustments within level of responsibility Purpose and operation of reject system Purpose and operation of water systems Purpose and effects of process variables on production and quality Purpose and location of each supply system Purpose of the process controls and how changes affect the production variables Purpose of each of the steps in the preparation of the waste paper operations system for production Purpose of each component of the waste paper operations system Sampling and testing process for plant and system operations, and process monitoring - purpose, standards and procedures as per site agreements Navigation of computer control system displays Application of high risk (and non-high risk) load shifting equipment as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control waste paper operations, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in monitoring and controlling waste paper operations
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in waste paper operations Access to the full range of equipment involved in integrated continuous manufacturing of waste paper operations in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Waste paper operations may include:	pulping screening de-watering reject systems
Materials and supplies may include:	waste paper air chemicals broke steam water electricity
Equipment may include:	broke handling systems fork trucks and front end loaders cranes communication equipment and 2-way radios computer systems electronic screens and alarms process control systems analogue and digital instruments fully automated, semi-automated, manually operated plant and equipment appropriate to waste paper operations
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) as applicable, activity or task specific high risk and (non-high risk) load shifting licensing requirements
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems Material Safety Data Sheets (MSDS) furnish sheets tally sheets process and instrument diagrams
Maintenance may include:	operator level maintenance as per site agreement operator maintenance schedules maintenance systems maintenance suppliers proactive maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal/external customers and suppliers team members maintenance services operational management
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access
Sensory information may include:	visual sound feel touch smell vibration temperature

Unit Sector(s)

Not Applicable

FPPWPO320A Prepare and start up waste paper operations

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to prepare and start up waste paper operations in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk (and non-high risk) load shifting licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who prepare and start up waste paper operations in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: determine production requirements inspect and prepare systems for startup implement startup operations, and establish and stabilise the production and quality processes to meet safety, quality and productivity requirements It does not include shutting down, monitoring and controlling or troubleshooting and rectifying waste paper operations

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Determine production requirements	1.1. Production requirements are determined within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Furnish type, chemical requirements and supply rate (conveyer loading procedure) are determined and communicated to relevant personnel 1.3. Availability of supplies to meet production requirements are determined 1.4. Readiness and availability of facilities to receive process product and/or by-products is confirmed
2. Inspect and prepare systems for startup	2.1. Systems for startup are inspected and prepared within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Pre-startup checks are completed 2.3. Operational settings are made and confirmed with specification requirements 2.4. Production ready status is confirmed with relevant personnel 2.5. Monitoring devices and systems are checked and confirmed operational 2.6. Identified faults are rectified
3. Implement startup operations	3.1. Startup operations are implemented within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Systems are activated and confirmed operational 3.3. Equipment startups are co-ordinated for production 3.4. Systems are monitored and adjusted to rectify variations from specifications 3.5. Process operation is communicated to relevant personnel 3.6. Production startups are logged, recorded or filed
4. Establish and stabilise the production and quality processes	4.1. Production and quality processes are established and stabilised within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 4.2. Systems are monitored and adjusted to rectify variations from specifications 4.3. Samples are taken as required and appropriately actioned 4.4. System operation, production and quality data is logged, recorded or filed as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in preparing and starting up waste paper operations Reads and interprets required documentation, procedures and reports Logs production preparation and startup details as required Interprets instruments, gauges and data recording equipment Communicates operational requirements clearly to the wet end area personnel Confirms production ready status with team members, suppliers and customers Accesses, navigates and enters computer-based information Interprets and responds to control systems and display alarms in accordance with SOP Identifies and actions problems within level of responsibility Identifies and monitors process control points Maintains situational awareness in the work area Recognises when raw materials, equipment and personnel are available Removes isolations Takes samples, conducts tests, interprets and records results if required Uses measuring equipment as required Operates high risk (and non-high risk) load shifting equipment as required Analyses and uses sensory information to adjust process to maintain and co-ordinate safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to waste paper plant operation including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Quality requirements Relevant forms of communication Roles and responsibilities of relevant personnel and customers Basic problem-solving techniques consistent with level of responsibility Cause and effects of operational equipment faults Working knowledge of waste paper plant, processes, layout and associated services sufficient to carry out startup activities within level of responsibility Procedures for the preparation of startup Purpose of the process controls and how changes affect the production variables Purpose and location of each supply system Purpose of each of the steps in the preparation of the waste paper operations system for production Purpose of each component of the waste paper operations system Navigation of computer control system displays Sampling and testing process for plant and system operations, and process monitoring - purpose, standards and procedures as per site agreements Application of high risk (and non-high risk) load shifting equipment as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control waste paper operations, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in preparing and starting up waste paper operations
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in waste paper operations Access to the full range of equipment involved in integrated continuous manufacturing of waste paper operations in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Pre-startup checks may include:	confirmation that: services are available raw materials are available equipment and personnel are available faults are identified
Waste paper operations may include:	pulping screening dewatering reject systems
Materials and supplies may include:	waste paper air chemicals broke steam water electricity
Equipment may include:	broke handling systems fork trucks and front end loaders cranes communication equipment and 2-way radios computer systems electronic screens and alarms process control systems analogue and digital instruments fully automated, semi-automated, manually operated plant and equipment appropriate to waste paper operations
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk (and non-high risk) load shifting licensing requirements
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems Material Safety Data Sheets (MSDS) furnish sheets tally sheets process and instrument diagrams
Maintenance may include:	operator level maintenance as per site agreements maintenance systems maintenance suppliers proactive maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal/external customers and suppliers team members maintenance services operational management
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access
Sensory information may include:	visual sound feel touch smell vibration temperature

Unit Sector(s)

Not Applicable

FPPWPO330A Co-ordinate and implement waste paper shutdown

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to co-ordinate and implement waste paper shutdown in the pulp and paper industry General legislation, regulatory, licensing and certification requirements applicable to this unit are detailed in the range statement Specific high risk (and non-high risk) load shifting licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who co-ordinate and implement waste paper shutdown in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: assess reason and effects of shutdown implement shutdown procedures, and record and report shutdown information to meet safety, quality and productivity requirements It does not include starting up, monitoring and controlling or troubleshooting and rectifying waste paper operations

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Assess reason and effects of shutdown	1.1. Reason and effects of shutdown is assessed within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Work area instructions or maintenance schedules are used to co-ordinate a planned shutdown 1.3. Reasons for unplanned shutdown are identified 1.4. Extent of the shutdown on the waste paper plant is assessed 1.5. Effect of the shutdown is communicated as required
2. Implement shutdown procedures	2.1. Shutdown procedures are implemented within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Isolation requirements are implemented as required 2.3. Shutdown is planned, organised and implemented 2.4. Process supply sections of the waste paper plant are shut down
3. Record and report shutdown information	3.1. Shutdown information is recorded and reported within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Shutdown information is recorded including corrective actions as required 3.3. Shutdown information is communicated as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Uses required forms of communication in co-ordinating and implementing a waste paper shutdown Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Interprets instruments, gauges and data recording equipment Identifies and actions problems within level of responsibility Identifies and responds appropriately to shutdown causes Responds to problems associated with plant shutdown and unplanned shutdown to ensure safety quality and productivity Coordinates and plans shutdown activity Identifies type, causes and effects of plant shutdown Identifies and monitors process control points Maintains situational awareness in the work area Uses measuring equipment as required Uses tools and equipment Operates high risk (and non-high risk) load shifting equipment as required Analyses and uses sensory information to adjust process to maintain and co-ordinate safety, quality and productivity Uses electronic control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to waste paper operation including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Basic problem-solving techniques consistent with level of responsibility Working knowledge of waste paper plant, processes, layout and associated services sufficient to carry out shutdown activities within level of responsibility Types, causes and effects of waste paper plant shutdowns Required responses to all unplanned shutdowns (e.g. power outage, mechanical breakdown, blockages, jamming, air supply, control system failure) to ensure safety quality and productivity Process and procedures for plant shutdowns and unplanned shutdowns Plant and machinery functions and operations Emergency procedures and responses Application of high risk (and non-high risk) load shifting equipment as required Sensory and other information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control waste paper operations, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in co-ordinating and implementing waste paper shutdowns
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in waste paper operations Access to the full range of equipment involved in integrated continuous manufacturing of waste paper operations in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Waste paper operations may include:	pulping screening de-watering reject systems
Materials and supplies may include:	waste paper air chemicals broke steam water electricity
Equipment may include:	broke handling systems fork trucks and front end loaders cranes communication equipment and 2-way radios computer systems electronic screens and alarms process control systems analogue and digital instruments fully automated, semi-automated, manually operated plant and equipment appropriate to waste paper operations
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk (and non-high risk) load shifting licensing requirements
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems Material Safety Data Sheets (MSDS) furnish sheets tally sheets process and instrument diagrams
Maintenance may include:	operator level maintenance as per site agreement operator maintenance schedules maintenance systems maintenance suppliers proactive maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal/external customers and suppliers team members maintenance services operational management
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access
Sensory information may include:	visual sound feel touch smell vibration temperature

Unit Sector(s)

Not Applicable

FPPWPO440A Troubleshoot and rectify waste paper operations

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the outcomes required to troubleshoot and rectify waste paper operations in the pulp and paper industry Specific high risk (and non-high risk) load shifting licensing requirements for this unit may be applicable and are to be met separately and prior to the achievement of this unit

Application of the Unit

Application of the unit	This unit applies to operators who troubleshoot and rectify waste paper operations in the pulp and paper industry. This work typically involves complex integrated equipment and continuous operations This unit generally applies to those who: identify and analyse causes of faults rectify plant faults rectify product quality faults, and record and report system performance and product quality data to meet safety, quality and productivity requirements It does not include starting up, shutting down or monitoring and controlling waste paper operations

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify and analyse causes of faults	1.1. Causes of faults are identified and analysed within Occupational Health and Safety (OHS) regulations, environmental and safe working requirements/practices, Standard Operating Procedures (SOP), and housekeeping requirements 1.2. Alarms are interpreted to determine fault type and location 1.3. Sampling and testing results are interpreted to identify variations from specifications or schedule 1.4. Causes and sources of fault are identified and located 1.5. Relevant sources of information are accessed and interpreted to assist analysis
2. Rectify plant faults	2.1. Plant faults are rectified within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 2.2. Operator level on-line adjustments are conducted as required 2.3. Plant is shut down and isolation procedures are implemented prior to fault rectification 2.4. Faulty plant is isolated, by-passed, repaired or replaced as required 2.5. Plant is returned to normal operation 2.6. Verification is communicated to relevant personnel
3. Rectify product quality faults	3.1. Product quality faults are rectified within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 3.2. Quality faults or variations are identified by observation, systematic sampling and testing 3.3. Test results are interpreted and operations are adjusted to correct faults 3.4. Faults and causes are rectified if appropriate or recommendations made for further action 3.5. Out-of-specification product is managed
4. Record and report system performance and product quality data	4.1. System performance and product quality data is recorded and reported within OHS regulations, environmental and safe working requirements/practices, SOP, and housekeeping requirements 4.2. Process variations and faults are recorded 4.3. Stock production and machine operation faults are recorded 4.4. Actions undertaken to troubleshoot and rectify faults are recorded 4.5. Relevant information is communicated to appropriate personnel

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the skills and knowledge required for this unit.
Required skills
Identifies, accesses and interprets relevant historical and operational data and information Uses required forms of communication in troubleshooting and rectifying waste paper operations Reads and interprets required documentation, procedures and reports Accesses, navigates and enters computer-based information Interprets instruments, gauges and data recording equipment Communicates effectively with personnel to assist with analysis and resolution of operational problems Assists others to identify and resolve operational problems in the workplace Identifies and actions systems, quality and equipment faults within level of responsibility Identifies causes and effects of faults and corrective action on associated processes Selects and uses appropriate troubleshooting methods Takes timely corrective action to maximise safety, quality and productivity Undertakes necessary calculations to aid troubleshooting as required Uses troubleshooting guides and diagnostic procedures Demonstrates that stock quality is consistently within specification Maintains situational awareness in the work area Takes samples, conducts tests, interprets and records results if required Operates high risk (and non-high risk) load shifting equipment, as required Analyses and uses sensory information to adjust process to maximise safety, quality and productivity Uses electronic and other control systems to control equipment and processes as required
Required knowledge
Procedures, regulations and legislative requirements relevant to waste paper operation including OHS, environmental including relevant sustainability requirements/practices, SOP, isolation procedures, safe working requirements, risks and hazard identification and housekeeping Relevant forms of communication Detailed knowledge of waste paper system, processes and associated services sufficient to troubleshoot including: plant layout theory of operation causes and effects of adjustments made to waste paper plant and processes relationships between waste paper plant system, processes and associated services An appropriate range of troubleshooting methods Sampling and testing process for plant and system operations, and process monitoring - purpose, standards and procedures as per site agreements Purpose and operation of reject systems Purpose and operation of water systems Purpose and effects of process variables on production and quality Plant operation and control mechanisms Application of high risk (and non-high risk) load shifting equipment as required Sensory information that indicates a deviation from standard operating parameters Sufficient knowledge of electronic and other control systems, operation and application to make appropriate adjustments that control waste paper operation, within level of responsibility

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of: the required knowledge and skills tailored to the needs of the specific workplace applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements applicable aspects of the range statement practical workplace demonstration of skills in troubleshooting and rectifying waste paper operations
Context of and specific resources for assessment	A workplace assessment must be used to assess: the application of required knowledge on the job the application of skills on the job, over time and under a range of typical conditions that may be experienced in waste paper operations Access to the full range of equipment involved in integrated continuous manufacturing of waste paper operations in a pulp or paper mill is required
Method of assessment	A combination of assessment methods should be used. The following examples are appropriate for this unit: observation of applied skills and knowledge on the job workplace demonstrations via a mock-up or simulation that replicate part/s of the job answers to written or verbal questions about specific skills and knowledge third-party reports from relevant and skilled personnel written evidence e.g. log sheet entries, checklist entries, test results Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job) A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Productivity requirements may include:	energy efficiency waste minimisation evaporation minimisation, including landfill and waste water reduction environmentally safe waste disposal consideration of resource utilisation, including fibre efficiency minimising delays chemical recovery maximisation meeting key performance indicators line speed handovers quality checks meeting output targets i.e. net tonnes per employee per annum machine/process time availability i.e. time the machine or process is making product machine/process production rate
Waste paper operations may include:	pulping screening de-watering reject systems
System shutdowns may be caused by:	product change mechanical failures crash shut full storage or low supply storage maintenance shut process failures
Materials and supplies may include:	waste paper air chemicals broke steam water electricity
Equipment may include:	broke handling systems fork trucks and front end loaders cranes communication equipment and 2-way radios computer systems electronic screens and alarms process control systems analogue and digital instruments fully automated, semi-automated, manually operated plant and equipment appropriate to waste paper operations
Electronic control systems may include:	Digital Control System (DCS) touch screens robotics
Legislation, regulatory, licensing and certification requirements may include:	OHS and environmental requirements (local, state and commonwealth) activity or task specific high risk (and non-high risk) load shifting licensing requirements
Documentation, procedures and reports may include:	SOP quality procedures environmental sustainability requirements/practices plant manufacturing operating manuals oil or chemical spills and disposal guidelines plant isolation documentation safe work documentation e.g. plant clearance, job safety analysis, permit systems Material Safety Data Sheets (MSDS) furnish sheets tally sheets process and instrument diagrams
Maintenance may include:	operator level maintenance as per site agreement operator maintenance schedules maintenance systems maintenance suppliers proactive maintenance strategies e.g. Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM)
Actions may include:	process adjustments reporting to authorised person rectifying problem within level of responsibility
Communications may include	interaction with: internal/external customers and suppliers team members maintenance services operational management
Situational awareness may include	awareness of: traffic pedestrians location of equipment product hazards obstruction unexpected movement
Forms of communications may include:	written e.g. log books, emails, incident and other reports, run sheets, data entry reading and interpreting documentation e.g. SOP, manuals, checklists, drawings verbal e.g. radio skills, telephone, face to face, handover non-verbal e.g. hand signals, alarms, observations signage e.g. safety, access
Sensory information may include:	visual sound feel touch smell vibration temperature

Unit Sector(s)

Not Applicable

BSBADM405B Organise meetings

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to organise meetings including making arrangements, liaising with participants, and developing and distributing meeting related documentation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals employed in a range of work environments who organise a variety of meetings. They may provide administrative support within an enterprise, or have responsibility for these tasks in the context of a particular team, workgroup or project.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Make meeting arrangements	1.1. Identify type of meeting and its purpose 1.2. Identify and comply with any legal or ethical requirements 1.3. Identify requirements of meeting and participants 1.4. Make meeting arrangements in accordance with requirements of meeting 1.5. Advise participants of meeting details
2. Prepare documentation for meetings	2.1. Prepare notice of meeting, agenda and meeting papers in accordance with meeting requirements 2.2. Check documentation for accuracy and correct any errors 2.3. Distribute documentation to participants within designated time lines 2.4. Prepare spare sets of documents
3. Record and produce minutes of meeting	3.1. Take notes with the required speed and accuracy to ensure an accurate record of the meeting 3.2. Produce minutes that reflect a true and accurate account of the meeting 3.3. Check minutes for accuracy and submit for approval by the nominated person 3.4. Despatch copies of minutes within designated time lines

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to coordinate and consult with participants, to orally present written reports with a number of defined sections, and to clarify points made in meetings literacy skills to: write and compile agenda items record minutes make notes from spoken texts in meetings use a variety of strategies for planning, reviewing and proofreading documentation time management skills to allow sufficient time to prepare for and conduct meetings.
Required knowledge
culturally appropriate communication techniques formats for agendas and minutes key provisions of relevant legislation from all forms of government, standards and codes that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety.

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: organising meetings, including informing participants and preparing materials preparing an agenda taking minutes during a meeting and preparing draft minutes after the meeting.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of authenticated documents from the workplace or training environment demonstration of techniques.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: writing units other general administration units.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Type of meeting may include:	annual general meeting board meeting face-to-face staff meeting teleconference videoconference
Legal and ethical requirements may include:	codes of practice legislation relating to companies or associations requirements for public meetings
Requirements of meeting may include:	meeting structure: formal informal self-managed semi-formal structured number of participants purpose of the meeting specific needs of participants specific resources and equipment required by participants e.g. video and data projectors, whiteboards teleconferencing or videoconferencing meeting protocols and equipment voting procedures
Arrangements may include:	booking an appropriate venue establishing costs and operating within a budget organising accommodation and transport organising appropriate communication technology organising catering preparing relevant documentation for participants scheduling the date and time for the meeting
Agenda may include:	correspondence date of next meeting date, time and location of meeting general business major agenda items matters or business arising from the minutes minutes of the previous meeting reports statement of the meeting's purpose welcome
Papers may include:	chairperson's report committee reports correspondence draft documentation financial reports itemised meeting papers minutes of previous meeting research reports
Notes may include:	action items arrangements for next meeting decisions taken at the meeting formal motions future action issues raised at the meeting points discussed at the meeting record of participants who were present at or absent from the meeting (attendees and apologies) suggestions made at the meeting
Minutes may include:	meeting details (e.g. title, date, time, location) agenda items apologies names of absent and attending participants approval of the record of the previous minutes correspondence lists rather than complete sentences matters arising from the previous meetings other business reports date of the next meeting using organisation templates using previous minutes to determine required format

Unit Sector(s)

Unit sector

Competency field

Competency field	Administration - General Administration

Co-requisite units

Co-requisite units

BSBADM502B Manage meetings

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to manage a range of meetings including overseeing the meeting preparation processes, chairing meetings, organising the minutes and reporting meeting outcomes. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals employed in a range of work environments who are required to organise and manage meetings within their workplace, including conducting or managing administrative tasks in providing agendas and meeting material. They may work as senior administrative staff or may be individuals with responsibility for conducting and chairing meetings in the workplace.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Prepare for meetings	1.1. Develop agenda in line with stated meeting purpose 1.2. Ensure style and structure of meeting are appropriate to its purpose 1.3. Identify meeting participants and notify them in accordance with organisational procedures 1.4. Confirm meeting arrangements in accordance with requirements of meeting 1.5. Despatch meeting papers to participants within designated time lines
2. Conduct meetings	2.1. Chair meetings in accordance with organisational requirements, agreed conventions for type of meeting and legal and ethical requirements 2.2. Conduct meetings to ensure they are focused, time efficient and achieve outcomes 2.3. Ensure meeting facilitation enables participation, discussion, problem-solving and resolution of issues 2.4. Brief minute taker on method for recording meeting notes in accordance with organisational requirements and conventions for type of meeting
3. Follow up meetings	3.1. Check transcribed meeting notes to ensure they reflect a true and accurate record of the meeting, and are formatted in accordance with organisational procedures and meeting conventions 3.2. Distribute and store minutes and other follow-up documentation within designated time lines, and according to organisational requirements 3.3. Report outcomes of meetings as required, within designated time lines

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to: participate in sustained complex interpersonal exchanges and to interact with others listen to, incorporate and encourage feedback conduct oral presentations to a group, to consult participants and to answer questions manage and work with a group to construct an action plan chair meetings literacy skills to: categorise and organise information assess information for relevance and accuracy identify and elaborate on key agenda items and source additional information numeracy and time management skills to allow for sufficient meeting preparation problem-solving skills to choose appropriate solutions from available options.
Required knowledge
culturally appropriate techniques to communicate with people from diverse backgrounds and people with diverse abilities key provisions of relevant legislation from all forms of government, standards and codes that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws copyright occupational health and safety formats for minutes and agendas group dynamics meeting terminology, structures, arrangements and responsibilities of chairperson organisational procedures and policies regarding meetings, chairing and minutes.

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: applying conventions and procedures for formal and informal meetings chairing meetings in relation to agreed agendas.
Context of and specific resources for assessment	Assessment must ensure: access to reference material in regard to meeting venues, catering, transport suppliers access to names and contacts for meeting participants access to office supplies and equipment access to computers and relevant software.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: analysis of responses to case studies and scenarios demonstration of techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of minutes, agendas and other communication review of testimony from team members, colleagues, supervisors or managers.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other general administration units.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Agendas may include:	correspondence date, time and location of meeting date of next meeting general business major agenda items matters or business arising from the minutes minutes of the previous meeting reports statement of the meeting's purpose welcome
Meeting purpose may include:	discussion forum for internal or external clients planning and development of a project progress of a project range of business items setting of enterprise or team goals
Meeting arrangements may include:	booking an appropriate venue deciding on process for recording of meeting establishing costs and operating within a budget identifying any specific needs of participants organising accommodation and transport organising appropriate communication technology organising catering organising a minute taker preparing relevant documentation for participants scheduling date and time for the meeting
Meeting papers may include:	agenda chairperson's report correspondence draft documentation financial reports itemised meeting papers notice of meeting previous minutes research reports
Designated time lines may include:	contractual obligations formal timeframe set by the organisation informal timeframe set by the administrative organiser project time lines statutory requirements (e.g. for annual general meetings) timeframe decided by participants
Conventions may include:	casting vote for chairperson conflict of interest provisions consensus required informal discussion majority of members to agree moving and seconding formal motions quorum requirements restricting discussion to agenda items speaking through the chairperson time limit on speakers waiting to be recognised by the chairperson voting procedures
Legal and ethical requirements may include:	codes of practice legislation relating to companies and associations requirements for public meetings
Resolution may include:	agreeing on a course of action deferring decisions to another meeting
Storage of minutes and other documentation may include:	authorised access electronic storage in folders, sub-folders, disk drives, CD-ROM, USBs, tape or server back-up file names according to organisational procedure file names which are easily identifiable in relation to the content file and folder names which identify the operator, author, section, date filing locations organisational policy for backing up files organisational policy for filing hard copies of documents security
Minutes may include:	meeting details (e.g. title, date, time, location) action items agenda items apologies and attendees approval of the record of previous minutes correspondence date of the next meeting formatting from previous minutes lists rather than complete sentences matters arising from the previous meetings names of absent and attending participants organisation templates other business reports welcome

Unit Sector(s)

Unit sector

Competency field

Competency field	Administration - General Administration

Co-requisite units

Co-requisite units

BSBAUD501B Initiate a quality audit

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to initiate and organise a quality audit with an auditee. It covers assessing the scope and objectives of a quality audit; communicating with the auditee regarding the proposed quality audit; identifying resources required to conduct the audit; and developing and submitting a quality audit plan. The types of audit may include an external or internal systems audit or process or product/service audit. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals with well established, sound theoretical knowledge base in quality auditing who are proficient in using a wide range of specialised quality auditing and managerial techniques to plan, carry out and evaluate a quality audit, their own work and that of others working under their direct supervision in a quality audit team.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Assess quality audit scope and objectives	1.1. Determine and discuss audit objectives with the auditee, client and all other relevant parties 1.2. Determine and discuss scope of the quality audit with the auditee, client and all other relevant parties 1.3. Identify relevant standards that impact on the environment in which the audit operates 1.4. Determine scope commensurate with identified risks
2. Communicate with auditee regarding proposed quality audit	2.1. Determine audit history, organisational structure and culture through consultation with the auditee 2.2. Negotiate and ensure agreement with auditee, the proposed audit methods and techniques to be applied 2.3. Outline audit processes to establish sequence of audit activities, and the roles of the auditors and auditees in the process
3. Identify resources required to conduct quality audit	3.1. Identify resources required to perform the quality audit efficiently and effectively 3.2. Select audit team members on the basis of relevant expertise 3.3. Confirm availability of resources required to conduct the audit with auditee 3.4. Assign roles and responsibilities to audit team members
4. Develop and submit quality audit plan	4.1. Develop quality audit plan according to established scope and objectives 4.2. Assign timing, schedules and responsibilities for implementation of the audit plan 4.3. Develop audit priorities and ensure agreement with auditees and audit team members 4.4. Document and submit audit plan to auditee
5. Prepare audit team	5.1. Inform audit team members of their responsibilities, audit objectives and scope 5.2. Communicate audit plan and schedules to all audit team members 5.3. Discuss and clarify audit methods and techniques with audit team members
6. Review auditee documentation	6.1. Review auditee's previous audits to establish possible impact on the conduct of the current audit 6.2. Review and check relevant organisational documents for accuracy 6.3. Resolve arising problems with auditee and relevant parties
7. Identify and prepare checklists and audit related documentation	7.1. Develop checklists to reflect audit scope and objectives 7.2. Develop or obtain documentation required for the audit 7.3. Prepare agenda for entry meeting 7.4. Include value-adding activities in audit related documentation where required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to listen to and question clients and other audit team members culturally appropriate communication skills to relate to people from diverse backgrounds and abilities interpersonal skills to establish rapport with clients and to liaise with other audit team members literacy skills to read, write, edit and proofread documents to ensure clarity of meaning, accuracy and consistency of information organisational, planning and time management skills to sequence tasks, meet time lines, conduct inspections and arrange meetings problem-solving skills to overcome any issues which may potentially affect the auditing process or outcome teamwork skills technology skills to use equipment required to conduct quality auditing activities.
Required knowledge
auditing codes of practice or ethics auditing methods and techniques auditing regulations and standards, including: AS/NZS ISO: 9000:2006: Quality management systems - Fundamentals and vocabulary AS/NZS ISO 19011:2003: Guidelines for quality and/or environmental management systems auditing current audit practices industry, product and/or service knowledge quality auditing principles, techniques and systems requirements of house or other style manual protocols for written communications relevant legislation affecting business operations including appropriate occupational health and safety, environmental, and privacy legislation software applications relevant to conducting quality auditing activities terminology relating to quality auditing.

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: documented audit plans for auditees across a variety of contexts including the scope and objectives of the audit, proposed audit methods and techniques to be used, required resources and schedules, and allocation of individual audit team member responsibilities for conducting the proposed audit knowledge of relevant legislation, national standards and compliance issues.
Context of and specific resources for assessment	Assessment must ensure: access to workplace documentation including previous quality audit reports, checklists, risk management plans and audit plans.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence by third party workplace reports of on-the-job performance by the candidate review quality auditing documentation demonstration of quality auditing techniques in a workplace observations of interactions with team members and colleagues observations of presentations of audit plans oral or written questioning to assess knowledge of auditing codes of practice or ethics assessment of audit plan.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other quality auditing units.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Audit objectives may include:	compliance with contractual and/or legislative requirements evaluation of follow-up corrective action since previous audit evaluation of level of compliance of auditee's activities, systems, processes, products or services with quality system's objectives identifying areas of potential improvement measuring performance in achieving quality objectives and confirming the effectiveness of the implemented quality system in meeting specified objectives
Scope may include:	depth and focus of audit industry specific issues, for example seasonal factors legal and regulatory issues organisational customs and protocols products, services, processes and/or activities to be audited sites standards to be applied
Relevant standards may include:	industry standards professional standards regulations relevant legislation
Audit methods and techniques may include:	analysis determining information flows evaluating the effectiveness of system controls questioning sampling scanning tracing trend analysis
Resources may include:	auditee-provided resources experience and technical expertise of auditors facilities financial requirements number of auditors required reference materials time travel and accommodation
Quality audit plan may include:	audit requirements and/or identification of relevant quality system documentation auditee provision of personnel for audit confidentiality requirements contingency actions distribution of reports entry meeting exit interview follow-up procedures measurement criteria reporting procedures resource requirements roles and responsibilities of auditors safety of auditors sampling techniques scope and objectives of audit time lines and schedules

Unit Sector(s)

Unit sector

Competency field

Competency field	Regulation, Licensing and Risk - Quality Auditing

Co-requisite units

Co-requisite units

BSBCMM101A Apply basic communication skills

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop communication skills in the workplace. It covers gathering, conveying and receiving information, along with completing assigned written information under direct supervision. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals developing basic skills and knowledge of workplace communication in preparation for working in a broad range of settings.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify workplace communication procedures	1.1. Identify organisational communication requirements and workplace procedures with assistance from appropriate people 1.2. Identify appropriate lines of communication with supervisors and colleagues 1.3. Seek advice on the communication method/equipment most appropriate for the task
2. Communicate in the workplace	2.1. Use effective questioning, and active listening and speaking skills to gather and convey information 2.2. Use appropriate non-verbal behaviour at all times 2.3. Encourage, acknowledge and act upon constructive feedback
3. Draft written information	3.1. Identify relevant procedures and formats for written information 3.2. Draft and present assigned written information for approval, ensuring it is written clearly, concisely and within designated timeframes 3.3. Ensure written information meets required standards of style, format and detail 3.4. Seek assistance and/or feedback to aid communication skills development

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to identify lines of communication, to request advice, to effectively question, to follow instructions, to receive feedback, and to convey messages clearly and concisely culturally appropriate communication skills to relate to people from diverse backgrounds and to people with diverse abilities literacy skills to identify work requirements, to draft written information and to process basic, relevant workplace documentation problem-solving skills to solve routine problems related to the workplace, under direct supervision.
Required knowledge
key provisions of relevant legislation from all forms of government that may affect aspects of business operations, such as privacy laws organisational policies, plans and procedures.

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: clear, concise and correct verbal and written communication promptly and appropriately following instructions knowledge of relevant legislation.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources access to examples of documents relating to workplace communication policies and procedures.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate analysis of responses to case studies and scenarios demonstration of techniques observation of presentations oral or written questioning to assess knowledge of organisational policies, plans and procedures review of written information.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: general administrationunits.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Workplace procedures may include:	answering telephone calls following instructions informal discussions requests from colleagues using internet and email using voice mail workplace procedures related to specific tasks
Appropriate people may include:	colleagues other staff members supervisors, mentors, trainers or assessors
Lines of communication may include:	formal and informal means verbal or written
Communication method/equipment may include:	computer network systems facsimile machines personal computer equipment including hardware, keyboards, software and communication packages telephones
Written information may include:	electronic mail facsimiles general correspondence or standard/form letters and memos handwritten and printed materials telephone messages or general messages
Standards may include:	organisational policies standards set by workgroup

Unit Sector(s)

Unit sector

Competency field

Competency field	Communication - Interpersonal Communication

Co-requisite units

Co-requisite units

BSBCMM201A Communicate in the workplace

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to communicate in the workplace. It includes gathering, conveying and receiving information together with completing routine written correspondence. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who perform a range of routine workplace communication tasks using a limited range of practical skills and fundamental knowledge of effective listening, questioning and non verbal communication in a defined context under direct supervision or with limited individual responsibility.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Gather, convey and receive information and ideas	1.1. Collect information to achieve work responsibilities from appropriate sources 1.2. Use method/s and/or equipment to communicate appropriate ideas and information to the audience 1.3. Use effective listening and speaking skills in verbal communication 1.4. Seek input from internal and external sources to develop and refine new ideas and approaches 1.5. Respond to instructions or enquiries promptly and in accordance with organisational requirements
2. Complete workplace documentation and correspondence	2.1. Present written information and ideas in clear and concise language to ensure the intended meaning of correspondence is understood by recipient 2.2. Draft and present correspondence within designated time lines 2.3. Ensure presentation of written information meets organisational standards of style, format and accuracy 2.4. Complete workplace forms and documentation in a clear, concise and easy to read format
3. Communicate in a way that responds positively to individual differences	3.1. Value all individuals and treat them with respect, courtesy and sensitivity 3.2. Take into consideration cultural differences in all verbal and non-verbal communication 3.3. Use communication to develop and maintain positive relationships, mutual trust and confidence 3.4. Make efforts to use basic strategies to overcome language barriers 3.5. Ensure that behaviour is consistent with legislative requirements, enterprise guidelines and/or social protocols

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to request advice, to receive feedback and to work with a team culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities literacy skills to identify work requirements, and to understand and process basic workplace documentation organisational skills to plan work priorities and arrangements technology skills to select and use technology appropriate to communication tasks.
Required knowledge
key provisions of relevant legislation from all forms of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS) organisational policies, plans and procedures, especially style guide spelling, grammar and punctuation.

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: using communication methods appropriate to the audience producing clear, concise and correct written communication providing prompt responses to requests for information knowledge of relevant legislation.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of workplace documents, including policies and procedures relating to communication.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of written information and ideas demonstration of techniques observation of presentations review of correspondence and completed workplace forms and documentation assessment of presentation of written information.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other generaladministration units.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Communication equipment may include:	facsimile machines information technology components including hardware, software and communication packages keyboard equipment including mouse, touchpad, keyboard network systems pens, pencils telephones
Verbal communication may include:	answering enquiries from clients answering telephone calls informal discussions requests from colleagues use of voice mail
Organisational requirements may include:	access and equity principles and practice business and performance plans defined resource parameters ethical standards goals, objectives, plans, systems and processes legal and organisational policies, guidelines and requirements OHS policies, procedures and programs quality and continuous improvement processes and standards quality assurance and/or procedures manual
Written information may include:	briefing notes electronic mail facsimiles general correspondence handwritten and printed materials internal memos telephone messages
Correspondence may include:	emails memorandums messages proformas standard/form letters
Standards may include:	Australian Standards legislation organisational policies and procedures specified work standards standards set by workgroup

Unit Sector(s)

Unit sector

Competency field

Competency field	Communication - Interpersonal Communication

Co-requisite units

Co-requisite units

BSBCMM401A Make a presentation

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit covers the performance outcomes, skills and knowledge required to prepare, deliver and review a presentation to a target audience. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who may be expected to make presentations for a range of purposes, such as marketing, training, promotions, etc. They contribute well developed communication skills in presenting a range of concepts and ideas.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Prepare a presentation	1.1. Plan and document presentation approach and intended outcomes 1.2. Choose presentation strategies, format and delivery methods that match the characteristics of the target audience, location, resources and personnel needed 1.3. Select presentation aids, materials and techniques that suit the format and purpose of the presentation, and will enhance audience understanding of key concepts and central ideas 1.4. Brief others involved in the presentation on their roles/responsibilities within the presentation 1.5. Select techniques to evaluate presentation effectiveness
2. Deliver a presentation	2.1. Explain and discuss desired outcomes of the presentation with the target audience 2.2. Use presentation aids, materials and examples to support target audience understanding of key concepts and central ideas 2.3. Monitor non-verbal and verbal communication of participants to promote attainment of presentation outcomes 2.4. Use persuasive communication techniques to secure audience interest 2.5. Provide opportunities for participants to seek clarification on central ideas and concepts, and adjust the presentation to meet participant needs and preferences 2.6. Summarise key concepts and ideas at strategic points to facilitate participant understanding
3. Review the presentation	3.1. Implement techniques to review the effectiveness of the presentation 3.2. Seek and discuss reactions to the presentation from participants or from key personnel involved in the presentation 3.3. Utilise feedback from the audience or from key personnel involved in the presentation to make changes to central ideas presented

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities facilitation and presentation skills to communicate central ideas of a message in an informative and engaging manner, and to utilise verbal and non-verbal techniques to sustain participant engagement literacy skills to prepare presentation information and to write in a range of styles for different target audiences.
Required knowledge
data collection methods that will support review of presentations industry, product/service key provisions of relevant legislation from all forms of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws environmental issues occupational health and safety principles of effective communication range of presentation aids and materials available to support presentations.

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: preparation, delivery and evaluation of the effectiveness of at least two presentations related to the candidate's occupation or area of interest knowledge of the principles of effective communication.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment, documentation and resources.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: demonstration of preparation, delivery and evaluation of a presentation direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations review of selected presentation aids, materials and techniques review of briefing provided for others involved in the presentation evaluation of techniques implemented to review the effectiveness of the presentation.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other general administration units.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Presentation strategies may involve:	case studies demonstration discussion group and/or pair work oral presentations questioning simulations and role-play
Presentation format and delivery methods may include:	advertising copy audio direct marketing copy individual presentation public relations copy scripts storyboards team presentation verbal presentation video visuals
Characteristics may include:	age cultural and language background educational background or general knowledge gender language, literacy and numeracy needs physical ability previous experience with the topic
Presentation aids and materials may include:	computer simulations and presentations diagrams, charts and posters models overhead projector paper-based materials video and audio recordings whiteboard
Presentation techniques may include:	animation comparative advertising live action music signature elements such as: slogans logotypes packaging sound effects use of a guest speaker use of black and white use of colour use of humour
Techniques to evaluate presentation effectiveness may include:	action research critical friends focus group interviews one-on-one interviews with participants and other personnel involve in the presentation written feedback provided by participants

Unit Sector(s)

Unit sector

Competency field

Competency field	Communication - Interpersonal Communication

Co-requisite units

Co-requisite units

BSBFIM501A Manage budgets and financial plans

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to undertake financial management within a work team in an organisation. This includes planning and implementing financial management approaches, supporting team members whose role involves aspects of financial operations, monitoring and controlling finances, and reviewing and evaluating effectiveness of financial management processes in line with the financial objectives of the work team and the organisation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit addresses the requirement for managers to ensure that financial resources are used effectively. This is done by ensuring access to budget/s and ongoing monitoring expenditure against the budget/s. The unit applies to managers working in small and large business environments and not for profit organisations.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Plan financial management approaches	1.1. Access budget/financial plans for the work team 1.2. Clarify budget/financial plans with relevant personnel within the organisation to ensure that documented outcomes are achievable, accurate and comprehensible 1.3. Negotiate any changes required to be made to budget/financial plans with relevant personnel within the organisation 1.4. Prepare contingency plans in the event that initial plans need to be varied
2. Implement financial management approaches	2.1. Disseminate relevant details of the agreed budget/financial plans to team members 2.2. Provide support to ensure that team members can competently perform required roles associated with the management of finances 2.3. Determine and access resources and systems to manage financial management processes within the work team
3. Monitor and control finances	3.1. Implement processes to monitor actual expenditure and to control costs across the work team 3.2. Monitor expenditure and costs on an agreed cyclical basis to identify cost variations and expenditure overruns 3.3. Implement, monitor and modify contingency plans as required to maintain financial objectives 3.4. Report on budget and expenditure in accordance with organisational protocols
4. Review and evaluate financial management processes	4.1. Collect and collate for analysis, data and information on the effectiveness of financial management processes within the work team 4.2. Analyse data and information on the effectiveness of financial management processes within the work team and identify, document and recommend any improvements to existing processes 4.3. Implement and monitor agreed improvements in line with financial objectives of the work team and the organisation

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
numeracy skills to read and understand a budget and to update a budget technology skills to use software associated with financial record keeping.
Required knowledge
basic accounting principles organisational requirements related to financial management relevant legislation and current requirements of the Australian Taxation Office, including GST requirements for organisational record keeping and auditing principles and techniques involved in: budgeting cash flows electronic spreadsheets GST ledgers and financial statements profit and loss statements.

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: financial skills required to work with and interpret budgets, ageing summaries, cash flow, petty cash, GST, and profit and loss statements knowledge of the record keeping requirements for the ATO and for auditing purposes.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: assessment of written reports indicating broad knowledge of managing budgets and managing financial resources in the organisation demonstration of techniques using financial record keeping software direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of requirements for organisational record keeping and auditing review of contingency plans review of identification of cost variations and expenditure overruns evaluation of documentation reportingon budget and expenditure review of documentation identifying and recommending improvements to financial management processes.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Diploma of Management.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Budget/financial plans may include:	cash flow projections long-term budgets/plans operational plans short-term budgets/plans spreadsheet-based financial projections targets or key performance indicators for production, productivity, wastage, sales, income and expenditure
Relevant personnel may include:	financial managers, accountants or financial controllers supervisors, other frontline managers
Contingency plans may include:	contracting out or outsourcing human resources and other functions or tasks diversification of outcomes finding cheaper or lower quality raw materials and consumables increasing sales or production recycling and re-using rental, hire purchase or alternative means of procurement of required materials, equipment and stock restructuring of organisation to reduce labour costs risk identification, assessment and management processes seeking further funding strategies for reducing costs, wastage, stock or consumables succession planning
Support may include:	access to specialist advice documentation of procedures help desk or identified experts within the organisation information briefings or sessions intranet-based information training including mentoring, coaching and shadowing
Required roles may include:	arranging for use of corporate credit cards banking debt collection ensuring security, accuracy and currency of financial operations invoicing clients, customers and consumers maintaining journals, ledgers and other record keeping systems maintaining petty cash system purchasing and procurement wages and salaries payments and record keeping
Resources and systems may include:	hardware and software human, physical or financial resources record keeping systems (electronic and paper-based) specialist advice or support
Processes to monitor actual expenditure and to control costs across the work team include:	reporting of: assets consumables equipment expenditure income stock wastage
Reporting may include data from:	bank statements credit card statements financial reports invoices and receipts ledgers and journals logs petty cash records spreadsheet-based records
Data and information on the effectiveness of financial management processes may include records (paper-based and electronic) related to:	bank account records cash flow data contracts credit card receipts employee timesheets files of paid purchase and service invoices income and expenditure insurance reports invoices job costings petty cash receipts quotations taxation records wages/salaries books

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBFLM305C Support operational plan

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to provide support for operational practices and procedures within the organisation's productivity and profitability plans. This includes contributing to the operational plan, assisting in recruiting employees and acquiring resources, and monitoring and adjusting operational performance. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Frontline managers are actively engaged in planning activities to achieve the measurable, stated objectives of the team and the organisation. This key role is carried out to provide safe, efficient and effective products and services to customer satisfaction within the organisation's productivity and profitability plans. At this level, work will normally be carried out within known routines, methods and procedures, and may also involve a number of complex or non routine activities that require some discretion and judgement. This unit is related to BSBMGT402A Implement operational plan.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Contribute to implementation of operational plan	1.1. Collect and record details of resource requirements and report to relevant personnel 1.2. Ensure the operational plan contributes to the achievement of the organisation's performance and business plan 1.3. Identify key performance indicators to measure own and work team's performance 1.4. Undertake contingency planning as required 1.5. Support the development and presentation of proposals for resource requirements as required
2. Assist in recruiting employees and acquiring resources	2.1. Assist with employee recruitment and/or induction as required, within the organisation's policies, practices and procedures 2.2. Acquire physical resources and services according to the organisation's policies, practices and procedures and in consultation with relevant personnel
3. Support operations	3.1. Identify and utilise performance systems and processes to assess team progress in achieving plans and targets 3.2. Compare actual productivity and performance with identified short-term budgets, targets and performance results 3.3. Identify and report unsatisfactory performance to relevant personnel, to enable action to be taken to rectify the situation 3.4. Provide coaching to support individuals and teams to use resources effectively, economically and safely 3.5. Support consultation processes for the development and/or variation of the operational plan as required 3.6. Present recommendations for variation to operational plans to relevant personnel 3.7. Follow performance systems, procedures and recording processes in accordance with organisation requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities coaching and mentoring skills to provide support to colleagues functional literacy skills to access and use workplace information skills to: maintain a safe workplace and environment access and use feedback to improve operational performance prepare recommendations to improve operations access and use established systems and processes.
Required knowledge
principles and techniques of: short-term operational scheduling physical resources and services acquisition procedures and/or systems budget and performance figures interpretation performance monitoring within defined job role performance reporting problem identification and resolution alternative approaches to improving resource usage and eliminating resource inefficiencies and waste within defined job role relevant legislation from all levels of government that may affect business operations, especially in regard to occupational health and safety and environmental issues, equal opportunity, industrial relations and anti-discrimination support for individuals and teams who have difficulty in performing to the required standard.

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: sharing information with members of the work team about implementing and monitoring the operational plan assisting in planning resource acquisition and usage including human resources, risk management and contingency planning monitoring, analysing and reporting individual and team performance against identified targets.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate records produced while working with the operational plan, such as: suggestions for variations to the operational plan rosters and staff allocation short-term resource acquisition planning, contingency planning and/or risk management plans induction programs conducted suggestions and input into management decisions related to the operational plan records of actions taken to address day-to-day resource shortfalls.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBFLM303C Contribute to effective workplace relationships BSBFLM306C Provide workplace information and resourcing plans BSBFLM312C Contribute to team effectiveness BSBCMN311B Maintain workplace safety.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Resource requirements may include:	purchasing or ordering of goods stock requirements and requisitions supply of resources.
Relevant personnel may include:	colleagues, supervisors and managers OHS committees and other people with specialist responsibilities specialist resource managers unions/employee groups other employees.
Operational plan may include:	organisational plans tactical plans developed by the department or section to detail product and service performance.
Key performance indicators may refer to:	measures for monitoring or evaluating the efficiency or effectiveness of a system, and which may be used to demonstrate accountability and identify areas for improvements.
Contingency planning may refer to:	contracting or outsourcing human resource and other functions or tasks diversification of outcomes finding cheaper or lower quality raw materials and consumables increasing sales or production recycling and re-use rental, hire purchase or alternative means of procurement of required materials, equipment and stock restructuring of organisation to reduce labour costs risk identification, assessment and management processes seeking further funding strategies for reducing costs, wastage, stock or consumables succession planning.
The organisation's policies practices and procedures may include:	organisational guidelines which govern and prescribe operational functions, such as the acquisition and management of human and physical resources organisational culture Standard Operating Procedures undocumented practices in line with organisational operations.
Performance systems and processes may be:	formal or informal processes within the organisation, such as: Key Performance Indicators (KPIs) specified work outcomes individual and team work plans feedback arrangements informal systems used in the place of existing organisation-wide systems.
Consultation processes may refer to:	mechanisms used to provide feedback to the work team in relation to outcomes of consultation meetings, interviews, brainstorming sessions, email/intranet communications, newsletters or other processes and devices which ensure that all employees have the opportunity to contribute to team and individual operational plans.
Performance systems, procedures and recording processes may include:	databases and other recording mechanisms individual and team performance plans organisational policies and procedures relative to performance.

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Frontline Management

Co-requisite units

Co-requisite units

BSBFLM309C Support continuous improvement systems and processes

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit specifies the outcomes required to support the organisation's continuous improvement systems and processes. Particular emphasis is on actively encouraging the team to participate in the process, on monitoring and reporting on specified outcomes and on supporting opportunities for further improvements. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit replaces BSBFLM309A Support continuous improvement systems and processes. Frontline managers have an active role in supporting continuous improvement processes in achieving the organisation's objectives. Their position, closely associated with the creation and delivery of products and services, means that they have an important responsibility in influencing the ongoing development of the organisation. At this level, work will normally be carried out within known routines, methods and procedures, and may also involve a number of complex or non-routine activities that require some discretion and judgement. Consider co-assessment with BSBFLM305C Support operational plan, BSBFLM312C Contribute to team effectiveness, BSBCUS301A Deliver and monitor a service to customers, BSBCMN311B Maintain workplace safety, and BSBFLM311C Support a workplace learning environment.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Contribute to continuous improvement systems and processes	1.1. Actively encourage and support team members to participate are in decision making processes and to assume responsibility and exercise initiative 1.2. Communicate the organisation's continuous improvement processes to individuals and teams 1.3. Effectively utilise mentoring and coaching to ensure that individuals/teams are able to support the organisation's continuous improvement processes
2. Monitor and report on specified outcomes	2.1. Utilise the organisation's systems and technology to monitor team progress and to identify ways in which planning and operations could be improved 2.2. Apply continuous improvement techniques and processes to improve customer service
3. Support opportunities for further improvement	3.1. Communicate agreed recommendations for improvements in achieving the business plan to team members 3.2. Document and use work performance to identify opportunities for further improvement 3.3. Maintain records, reports and recommendations for improvement within the organisation's systems and processes

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities functional literacy skills to access and use workplace information research, analysis, interpretation and reporting skills monitoring and evaluation skills communication skills to: gain the commitment of individuals and teams to continuous improvement deal with people openly and fairly use consultation skills effectively skills to consolidate opportunities for improvement coaching and mentoring skills to provide support to colleagues
Required knowledge
legislation from all levels of government that affects business operation, especially in regard to occupational health and safety and environmental issues, equal opportunity, industrial relations and anti-discrimination principles and techniques of: continuous improvement systems and processes benchmarking best practice benefits of continuous improvement quality approaches which the organisation may implement methods that can be used in continuous improvement barriers to continuous improvement recording, reporting and recommendation processes to facilitate continuous improvement applied within the organisation

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: examples of actions taken by the candidate to support continuous improvement including: use of work performance to identify improvement adjusted plans to reflect changes effective communication to all stakeholders use of technology to monitor operational progress application of suitable recordkeeping processes.
Context of and specific resources for assessment	Assessment must ensure: access by the learner and trainer to appropriate documentation and resources normally used in the workplace that this unit is assessed in the workplace or in a closely simulated work environment.
Method of assessment	A range of assessment methods should be used to assess skills and knowledge. The following examples are appropriate for this unit: Direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate Review of records supporting the organisation's continuous improvement systems and processes, such as: contributions to organisational policies and procedures contributions to procedures and policies for dealing with continuous improvement processes, and related codes of conduct actions taken to address information collection, retrieval and use in the workplace actions taken to address issues and problems within work team actions taken to address methods of reporting information learning and development plans for team members materials developed for coaching, mentoring and training induction programs developed and/or delivered actions taken to address internal and external information management issues reviews of people management advice and input into management decisions related to continuous improvement records of people management lessons learned.
Guidance information for assessment	This unit should be assessed with other frontline management units taken as part of this qualification, as applicable to the candidate's leadership role in a work team, and as part of a holistic assessment activity.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Legislation, codes and national standards relevant to the workplace may include:	award and enterprise agreements and relevant industrial instruments relevant legislation from all levels of government that affects business operation, especially in regard to occupational health and safety (OHS) and environmental issues, equal opportunity, industrial relations and anti-discrimination relevant industry codes of practice.
OHS considerations may include:	provision of information about OHS legislative requirements and guidelines, and the organisation's OHS policies, procedures and programs participation in the regular update of OHS systems and procedures implementation of the continuous improvement processes of the OHS management system changes to work practices, procedures and the working environment which impact on OHS organisation's responsibilities to customers and suppliers.
Methods used to communicate with individuals and team may include:	verbal, written or electronic communications on-the-job mentoring and coaching.
Continuous improvement processes may include:	policies and procedures which allow an organisation to systematically review and improve the quality of its products, services and procedures cyclical audits and reviews of workplace, team and individual performance seeking and considering feedback from a range of stakeholders modifications and improvements to systems, processes, services and products evaluations and monitoring of effectiveness.
Mentoring and coaching may refer to:	teaching another member of the team, usually focusing on a specific work task or skill providing feedback, support and encouragement on a range of matters providing assistance with problem solving.
Systems may include:	organisation policies and procedures web based communication devices attendance at forums, meetings newsletters and reports.
Technology may include:	computerised systems and software such as databases, project management and word-processing telecommunications devices any other technology used to carry out work roles and responsibilities.
Customer service may be:	internal or external, to existing or new clients identifying needs and priorities in delivering a service to customers understanding of different levels of customer satisfaction.
Agreed recommendations may be:	identified improvements arising from the continuous improvement process determined in accordance with organisational policies and procedures

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and leadership - Frontline Management

Co-requisite units

Co-requisite units

BSBFLM311C Support a workplace learning environment

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to effectively encourage and support a learning environment. Particular emphasis is on participation in processes to facilitate and promote learning and to monitor and improve learning performance. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Frontline managers have a prominent role in encouraging and supporting the development of a learning environment in which work and learning come together. At this level, work will normally be carried out within known routines, methods and procedures, and may also involve a number of complex or non-routine activities that require some discretion and judgement. This unit is related to BSBLED401A Develop teams and individuals.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Encourage a learning environment	1.1. Encourage and support workplace learning opportunities 1.2. Implement learning plans as an integral part of individual and team performance plans 1.3. Implement learning plans to reflect diversity of needs and learning opportunities 1.4. Encourage individual and team access to, and participation in, learning opportunities 1.5. Liaise effectively with training and development specialists to contribute to learning opportunities which enhance individual, team and organisational performance
2. Encourage and promote learning of team and individuals	2.1. Promote a learning culture within the team and organisation 2.2. Support coaching and mentoring for the development of workplace knowledge, skills and attitudes 2.3. Encourage team members to assess own competencies, and to identify own learning and development needs 2.4. Share the benefits of learning with others in the team and organisation 2.5. Provide recognition and feedback for workplace achievement in a timely and appropriate manner
3. Identify opportunities for improvement	3.1. Monitor the performance of individuals and teams to determine the type and extent of required work-based support 3.2. Gather feedback from individuals and teams to identify opportunities for improving future learning arrangements 3.3. Negotiate adjustments with training and development specialists to improve the efficiency and effectiveness of learning 3.4. Record, document and report learning outcomes in accordance with the organisation's systems and procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
coaching and mentoring skills to support learning communication skills to: gain the trust and confidence of colleagues deal with people openly and fairly use consultation skills effectively culturally appropriate communication skills to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities functional literacy skills to access and use workplace information skills in facilitating learning, including: identifying learning needs developing learning plans selecting and using work activities to create learning opportunities establishing a workplace conducive to learning negotiating learning arrangements with training and development specialists encouraging colleagues to share their knowledge and skills evaluating the effectiveness of learning
Required knowledge
principles and techniques of: adult learning a learning environment and learning culture work based learning structuring learning coaching and mentoring relevant legislation from all levels of government that may affect business operation, especially in regard to: occupational health and safety environmental issues equal opportunity and anti-discrimination industrial relations

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: liaising with stakeholders, especially members of the work team, to develop, promote and maintain a workplace learning environment developing learning plans and arranging learning opportunities in line with identified needs compiling and interpreting data about learning arrangements and outcomes in accordance with organisational requirements.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge and understanding of workplace learning principles and organisational procedures and policies for applying learning systems presentation of examples of actions taken by the candidate to support a workplace learning environment review of materials developed for coaching, mentoring and training.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCUS301A Deliver and monitor a service to customers BSBFLM305C Support operational plan BSBFLM312C Contribute to team effectiveness BSBCMN311B Maintain workplace safety BSBWOR301A Organise personal work priorities and development.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Learning opportunities may include:	action learning coaching exchange/rotation induction mentoring shadowing short courses structured learning activities conducted outside and within the workplace such as: accredited training through an independent organisation such as a State OHS authority training through an RTO leading to a nationally recognised Australian Qualifications Framework (AQF) qualification or Statement of Attainment, for example through a traineeship or Australian Apprenticeship workplace learning activities, that may also contribute to a recognised credential, such as: workshops.
Learning plans may include:	codes of conduct key performance indicators (KPI) negotiated agreement with individual OHS requirements performance standards team competencies team roles and responsibilities work outputs and process.
Diversity of needs may include:	different learning needs that relate to social, cultural and other types of workplace diversity, such as the need for varied communication styles and approaches.
Training and development specialists may be:	internal or external.
Promoting a learning culture may include:	encouraging learning and sharing of skills and knowledge across the work team and the wider organisation in order to develop competencies of team members and the team informally supporting and recognising learning achievements and sharing success stories promoting participation and learning opportunities using formal processes to reward training participation in line with organisational processes utilising workplace activities as opportunities for learning.
Coaching and mentoring may refer to:	providing assistance with problem solving providing feedback, support and encouragement on a range of matters teaching another member of the team, usually focusing on a specific work task or skill.
Learning and development needs may include:	developmental learning, for example the learning required to progress through an organisation and take on new tasks and roles gaps between the competencies held by the employee and the skills and knowledge required to effectively undertake workplace tasks.
Workplace achievement may refer to:	achievements of set goals and performance outcomes by the work team and/or individuals.

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Frontline Management

Co-requisite units

Co-requisite units

BSBFLM312C Contribute to team effectiveness

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This specifies the outcomes required to by frontline managers to contribute to the effectiveness of the work team. It involves planning with the team to meet expected outcomes, developing team cohesion, participating in and facilitating the work team, and communicating with the management of the organisation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Frontline managers have a key role in developing efficient and effective work teams within the context of the organisation. They play a prominent part in motivating, mentoring, coaching and developing team cohesion by providing leadership for the team and forming the bridge between the management of the organisation and the team members. At this level, work will normally be carried out within known routines, methods and procedures, and may also involve a number of complex or non routine activities that require some discretion and judgement.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Contribute to team outcomes	1.1. Consult team members to identify team purpose, roles, responsibilities, goals, plans and objectives 1.2. Support team members to meet expected outcomes
2. Support team cohesion	2.1. Encourage team members to participate in the planning, decision making and operational aspects of the work team to their level of responsibility 2.2. Encourage team members to take responsibility for their own work and to assist each other in undertaking required roles and responsibilities 2.3. Provide feedback to team members to encourage, value and reward team members' efforts and contributions 2.4. Identify and address issues, concerns and problems identified by team members to relevant persons as required
3. Participate in work team	3.1. Actively encourage and support team members to participate in team activities and communication processes and to take responsibility for their actions 3.2. Support the team to identify and resolve problems which impede its performance 3.3. Utilise own contribution to work team to serve as a role model for others and enhance the organisation's image within the work team, the organisation and with clients/customers
4. Communicate with management	4.1. Maintain open communication with line manager/management at all times 4.2. Communicate information from line manager/management to the team 4.3. Communicate unresolved issues to line manager/management and follow-up to ensure action is taken in response to these matters

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Required skills ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities communication skills, including listening basic training skills, including mentoring and coaching planning and organising skills problem solving skills attributes: empathic communicative self aware supportive trusting open flexible accommodating initiating loyal fair adaptable
Required knowledge
Required knowledge relevant legislation from all levels of government that affects business operation, especially in regard to occupational health and safety and environmental issues, equal opportunity, industrial relations and anti-discrimination organisational policies and procedures organisational goals, objectives and plans at both tactical and strategic levels organisational structure including organisational chart learning and development options available within and through organisation a general understanding of the principles and techniques of: group dynamics and processes motivation planning negotiation individual behaviour and difference

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: demonstrate leadership in contributing to team plans lead and facilitate teamwork actively communicate with management manage communication within the team induct new team members implement performance management system handle problems
Context of and specific resources for assessment	Assessment must ensure: that this unit can be assessed in the workplace or in a closely simulated work environment access by the learner and trainer to appropriate documentation and resources normally used in the workplace where assessment is part of a learning experience, evidence will need to be collected over a period of time, involving both formative and summative assessment that examples of actions taken by candidate to contribute to team effectiveness are provided
Method of assessment	A range of assessment methods should be used to assess skills and knowledge. The following examples are appropriate for this unit: Direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate Records produced from working in a team, such as: reports minutes or records of meetings work journals or diaries learning and development plans developed with team members records of actions taken to address issues raised by team members
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Legislation, codes and national standards relevant to the workplace may include:	award and enterprise agreements and relevant industrial instruments relevant legislation from all levels of government that affects business operation, especially in regard to occupational health and safety (OHS) and environmental issues, equal opportunity, industrial relations and anti-discrimination relevant industry codes of practice
OHS considerations may include:	provision of information about OHS legislative requirements, guidelines and the organisation's OHS policies, procedures and programs training of all employees in health and safety procedures participation in the regular update of OHS systems and procedures changes to work practices, procedures and the working environment which impact on OHS
Team purpose, roles, responsibilities, goals, plans and objectives may include:	goals for individuals and the work team expected outcomes and outputs individual and team performance plans and Key Performance Indicators (KPIs) action plans, business plans and operational plans linked to strategic plans OHS responsibilities
Feedback may refer to:	communication of ideas and thoughts which focus on specific tasks, outcomes, decisions, issues or behaviours formal/informal gatherings between team members where there is discussion on work-related matters
Relevant persons may include:	frontline manager's direct superior or other management representatives colleagues designated personnel e.g. safety officer
Responsibility for their actions may involve:	individuals and teams individual and joint actions
Communication may include:	verbal, written or electronic communication face-to-face formal/informal interaction
Line manager/management may refer to:	frontline manager's direct superior or other management representatives
Unresolved issues may include:	issues, concerns and tensions problems related to work roles and responsibilities grievances and complaints any matters affecting workplace relationships and team cohesion

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Frontline Management services

Co-requisite units

Co-requisite units

BSBLED501A Develop a workplace learning environment

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to encourage and support the development of a learning environment in which work and learning come together. Particular emphasis is on the development of strategies to facilitate and promote learning, and to monitor and improve learning performance. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to managers. All managers have a prominent role in encouraging, supporting and facilitating the development of a learning environment in which work and learning come together. At this level work will normally be carried out within complex and diverse methods and procedures, which require the exercise of considerable discretion and judgement, using a range of problem solving and decision making strategies.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Create learning opportunities	1.1. Identify potential formal and informal learning opportunities 1.2. Identify learning needs of individuals in relation to the needs of the team and/or enterprise, and available learning opportunities 1.3. Develop and implement learning plans as an integral part of individual and team performance plans 1.4. Develop strategies to ensure that learning plans reflect the diversity of needs 1.5. Ensure organisational procedures maximise individual and team access to, and participation in, learning opportunities 1.6. Ensure effective liaison occurs with training and development specialists and contributes to learning opportunities which enhance individual, team and organisational performance
2. Facilitate and promote learning	2.1. Develop strategies to ensure that workplace learning opportunities are used and that team members are encouraged to share their skills and knowledge to encourage a learning culture within the team 2.2. Implement organisational procedures to ensure workplace learning opportunities contribute to the development of appropriate workplace knowledge, skills and attitudes 2.3. Implement policies and procedures to encourage team members to assess their own competencies, and to identify their own learning and development needs 2.4. Share the benefits of learning with others in the team and organisation 2.5. Recognise workplace achievement by timely and appropriate recognition, feedback and rewards
3. Monitor and improve learning effectiveness	3.1. Use strategies to ensure that team and individual learning performance is monitored to determine the type and extent of any additional work-based support required, and any occupational health and safety (OHS) issues 3.2. Use feedback from individuals and teams to identify and introduce improvements in future learning arrangements 3.3. Make adjustments, negotiated with training and development specialists, for improvements to the efficiency and effectiveness of learning 3.4. Use processes to ensure that records and reports of competency are documented and maintained within the organisation's systems and procedures to inform future planning

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to: deal with people openly and fairly encourage colleagues to share their knowledge and skills gain the trust and confidence of colleagues use consultation skills effectively literacy skills to access and use workplace information planning and organisational skills to facilitate, promote and monitor learning by: developing learning plans establishing a workplace which is conducive to learning evaluating the effectiveness of learning identifying learning needs negotiating learning arrangements with training and development specialists selecting and using work activities to create learning opportunities using coaching and mentoring to support learning.
Required knowledge
management of relationships to achieve a learning environment principles and techniques involved in the management and organisation of: adult learning coaching and mentoring consultation and communication improvement strategies leadership learning environment and learning culture monitoring and reviewing workplace learning problem identification and resolution record keeping and management methods structured learning work-based learning.

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: methods for reviewing performance development needs and techniques for providing feedback on those needs models for planning professional development options available for professional development knowledge of relationship management required to achieve a learning environment.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: analysis of responses to case studies and scenarios assessment of written reports direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of performance in role plays observation of presentations oral or written questioning to assess knowledge of the principles and techniques involved in the management and organisation of adult learning review of the development and implementation of learning plans evaluation of how workplace achievement is recognised review of processes used to record and report competency.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Diploma of Management.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Learning opportunities may include:	structured learning activities conducted outside and within the workplace such as: accredited training through an independent organisation such as a state/territory OHS authority action learning short courses training through a Registered Training Organisation (RTO) leading to a nationally recognised Australian Qualifications Framework (AQF) qualification or Statement of Attainment workshops workplace learning activities, that may also contribute to a recognised credential, such as: coaching exchange/rotation induction mentoring shadowing
Learning needs may include:	developmental learning, for example the learning required to progress through an organisation and take on new tasks and roles gaps between the competencies held by the employee, and the skills and knowledge required to effectively undertake workplace tasks
Learning plans may include:	codes of conduct key performance indicators negotiated agreement with individual/s OHS requirements performance standards team competencies team roles and responsibilities work outputs and processes
Diversity of needs may include:	learning needs that relate to social, cultural and other types of workplace diversity, such as the need for varied communication styles and approaches
Training and development specialists may be:	internal external
Encourage a learning culture may refer to:	encouraging learning and sharing skills and knowledge across the work team and the wider organisation to develop competencies of individual team members and the team as a whole

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBMGT502B Manage people performance

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to manage the performance of staff who report to them directly. Development of key result areas and key performance indicators and standards, coupled with regular and timely coaching and feedback, provide the basis for performance management. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to all managers and team leaders who manage people. It covers work allocation and the methods to review performance, reward excellence and provide feedback where there is a need for improvement. The unit makes the link between performance management and performance development, and reinforces both functions as a key requirement for effective managers. This is a unit that all managers/prospective managers who have responsibility for other employees should strongly consider undertaking.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Allocate work	1.1. Consult relevant groups and individuals on work to be allocated and resources available 1.2. Develop work plans in accordance with operational plans 1.3. Allocate work in a way that is efficient, cost effective and outcome focussed 1.4. Confirm performance standards, Code of Conduct and work outputs with relevant teams and individuals 1.5. Develop and agree performance indicators with relevant staff prior to commencement of work 1.6. Conduct risk analysis in accordance with the organisational risk management plan and legal requirements
2. Assess performance	2.1. Design performance management and review processes to ensure consistency with organisational objectives and policies 2.2. Train participants in the performance management and review process 2.3. Conduct performance management in accordance with organisational protocols and time lines 2.4. Monitor and evaluate performance on a continuous basis
3. Provide feedback	3.1. Provide informal feedback to staff on a regular basis 3.2. Advise relevant people where there is poor performance and take necessary actions 3.3. Provide on-the-job coaching when necessary to improve performance and to confirm excellence in performance 3.4. Document performance in accordance with the organisational performance management system 3.5. Conduct formal structured feedback sessions as necessary and in accordance with organisational policy
4. Manage follow up	4.1. Write and agree performance improvement and development plans in accordance with organisational policies 4.2. Seek assistance from human resources specialists where appropriate 4.3. Reinforce excellence in performance through recognition and continuous feedback 4.4. Monitor and coach individuals with poor performance 4.5. Provide support services where necessary 4.6. Counsel individuals who continue to perform below expectations and implement the disciplinary process if necessary 4.7. Terminate staff in accordance with legal and organisational requirements where serious misconduct occurs or ongoing poor-performance continues

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to articulate expected standards of performance, to provide effective feedback and to coach staff who need development risk management skills to analyse, identify and develop mitigation strategies for identified risks planning and organisation skills to ensure a planned and objective approach to the performance management system.
Required knowledge
relevant legislation from all levels of government that affects business operation, especially in regard to occupational health and safety and environmental issues, equal opportunity, industrial relations and anti-discrimination relevant awards and certified agreements performance measurement systems utilised within the organisation unlawful dismissal rules and due process staff development options and information.

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: documented performance indicators and a critical description and analysis of performance management system from the workplace techniques in providing feedback and coaching for improvement in performance knowledge of relevant awards and certified agreements.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: analysis of responses to case studies and scenarios assessment of written reports demonstration of techniques in providing feedback and coaching direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of work plans, performance indicators, risk analysis,performance management and review processes, performance improvement and development plans.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other management units.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Performance standards mean:	level of performance sought from an individual or group which may be expressed either quantitatively or qualitatively
Code of Conduct means:	agreed (or decreed) set of rules relating to employee behaviour/conduct with other employees or an agreed (or decreed) set of rules relating to employee behaviour/conduct with other employees or customers
Performance indicators mean:	measures against which performance outcomes are gauged
Risk analysis means:	determination of the likelihood of a negative event preventing the organisation meeting its objectives and the likely consequences of such an event on organisational performance
Performance management means:	in accordance with relevant industrial agreements process or set of processes for establishing a shared understanding of what an individual or group is to achieve, and managing and developing individuals in a way which increases the probability it will be achieved in both the short- and long-term
Excellence in performance means:	regularly and consistently exceeding the performance targets established while meeting the organisation's performance standards
Termination means:	cessation of the contract of employment between an employer and an employee, at the initiative of the employer within relevant industrial agreements

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBMGT507A Manage environmental performance

Modification History

Not applicable.

Unit Descriptor

This unit covers the development, maintenance and evaluation of the organisation's environmental policies and procedures in regard to environmental sustainability as an integral part of business planning.

All those who have a management responsibility would be advised to take this unit. It is also very useful for small businesses.

This unit is related to BSBMGT505A Ensure a safe workplace, BSBMGT609A Manage risk and BSBMGT610A Manage environmental management systems.

This unit covers the development, maintenance and evaluation of the organisation's environmental policies and procedures in regard to environmental sustainability as an integral part of business planning.

All those who have a management responsibility would be advised to take this unit. It is also very useful for small businesses.

This unit is related to BSBMGT505A Ensure a safe workplace, BSBMGT609A Manage risk and BSBMGT610A Manage environmental management systems.

Application of the Unit

Not applicable.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Not applicable.

Employability Skills Information

Not applicable.

Elements and Performance Criteria Pre-Content

Not applicable.

Elements and Performance Criteria

Elements and Performance Criteria
Element	Performance Criteria
1	Develop a business plan to enhance environmental performance	1.1	A business plan is developed that reflects the organisation's policies and commitment to environmental sustainability as an integral part of business operations
1.2	Procedures are developed to maximise/enhance integration of environment, finance, safety and other areas of impacts and opportunities
1.3	Procedures are developed to maximise environmental opportunities and minimise environmental impacts, and expert advice is obtained as required
1.4	Continuous improvement policies and practices monitor and report on the environmental performance of the organisation
1.5	The organisation's activities and products are designed to minimize life cycle impacts
1.6	Financial and human resources for the operation of environmental systems are identified, sought and/or provided as required
1.7	Changing trends and opportunities relevant to the organisation are identified, analysed and taken into account at the planning stage
2	Manage environmental impact and opportunity	2.1	Identification and assessment of existing and potential environmental impacts and opportunities is conducted and advice is sought as required
2.2	Procedures for ongoing management of environmental impacts and opportunities are developed and integrated with the organisation's policies and procedures
2.3	Environmental procedures are addressed at the planning, design and evaluation stages of any change in the workplace to ensure that ongoing impacts and opportunities are identified
2.4	Contingency plans are established to manage impacts and opportunities when long-term solutions are not readily available
2.5	Ongoing training program is developed to identify and fulfil employees' environmental training needs
3	Promote innovation and opportunity	3.1	Continuous improvement and sustainable innovation are promoted as an essential part of doing business
3.2	Procedures are developed to analyse and communicate the costs and benefits of innovations and improvements
3.3	New ideas are actively sought and entrepreneurial behaviour is encouraged in employees, workplace committees and teams
3.4	Procedures are established to actively seek the support of the supply chain for implementing sustainable innovation and continuous improvement
3.5	Members of the supply chain are encouraged to meet high standards of environmental performance
4	Manage system to record and report environmental impacts and opportunities	4.1	System is managed to record and report environmental performance as an integral part of the organisation's record keeping and performance evaluation system
4.2	Patterns of environmental non-compliance are identified and addressed and opportunities for environmental management improvements are acted upon
5	Evaluate environmental performance	5.1	Processes are developed to ensure that ongoing evaluation of environmental performance, is part of the organisation's procedures

Required Skills and Knowledge

Not applicable.

Evidence Guide

The Evidence Guide identifies the critical aspects, knowledge and skills to be demonstrated to confirm competency for this unit. This is an integral part of the assessment of competency and should be read in conjunction with the Range Statement.

Critical Aspects of Evidence

Evidence will need to be provided of the ability to identify, plan, manage and promote environmental sustainability within the organisation and to contribute to the development of environmental management policies that minimise impacts and maximise opportunities within the organisation

N.B. Particular note must be taken that evidence must be strictly relevant to the particular management role and is not intended to include detailed technical aspects of environmental science

Underpinning Knowledge*

* At this level the learner must demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas.

Relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination

Required knowledge is to be limited to that which is sufficient to perform the particular management function and is intended to promote environmental awareness rather than technical environment competencies

Relevant business planning concepts

Environment sustainability as a "whole-system" approach

Quality assurance procedures

Strategies to maximise opportunities and minimise environment impact

Relevant training and record keeping concepts

Relevant knowledge of environmental issues especially in regard to water catchments, air, noise, ecosystems, habitat, waste minimisation

Relevant knowledge of ecological systems in regard to business operation

Underpinning Skills

Communication/consultation skills to ensure all relevant groups and individuals are advised of what is occurring and are provided with an opportunity for input

Conflict management skills to mediate, negotiate and/or attempt to obtain consensus between parties

Analysis skills to identify potential environmental and ecological impacts and opportunities in regard to business operation

Problem solving skills to deal effectively with environmental impacts and opportunities as identified

Ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities

Resource Implications

The learner and trainer should have access to appropriate documentation and resources normally used in the workplace

Consistency of Performance

In order to achieve consistency of performance, evidence should be collected over a set period of time which is sufficient to include dealings with an appropriate range and variety of situations

Context/s of Assessment

Competency is demonstrated by performance of all stated criteria, including paying particular attention to the critical aspects and the knowledge and skills elaborated in the Evidence Guide, and within the scope as defined by the Range Statement

Assessment must take account of the endorsed assessment guidelines in the Business Services Training Package

Assessment of performance requirements in this unit should be undertaken in an actual workplace or simulated environment

Assessment should reinforce the integration of the key competencies and the business services common competencies for the particular AQF level. Refer to the Key Competency Levels at the end of this unit

Key Competency Levels

Collecting, analysing and organising information (Level 3) - to aid planning

Communicating ideas and information (Level 3) - to promote environmental policies

Planning and organising activities (Level 3) - to develop environmental management strategies

Working with teams and others (Level 3) - to control impacts, maximise opportunities and to gain support for management strategies

Using mathematical ideas and techniques (Level 3) - to aid planning

Solving problems (Level 3) - to develop management strategies and operational procedures

Using technology (Level 3) - to access and record information

Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

The Evidence Guide identifies the critical aspects, knowledge and skills to be demonstrated to confirm competency for this unit. This is an integral part of the assessment of competency and should be read in conjunction with the Range Statement.

Critical Aspects of Evidence

Evidence will need to be provided of the ability to identify, plan, manage and promote environmental sustainability within the organisation and to contribute to the development of environmental management policies that minimise impacts and maximise opportunities within the organisation

N.B. Particular note must be taken that evidence must be strictly relevant to the particular management role and is not intended to include detailed technical aspects of environmental science

Underpinning Knowledge*

* At this level the learner must demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas.

Relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination

Required knowledge is to be limited to that which is sufficient to perform the particular management function and is intended to promote environmental awareness rather than technical environment competencies

Relevant business planning concepts

Environment sustainability as a "whole-system" approach

Quality assurance procedures

Strategies to maximise opportunities and minimise environment impact

Relevant training and record keeping concepts

Relevant knowledge of environmental issues especially in regard to water catchments, air, noise, ecosystems, habitat, waste minimisation

Relevant knowledge of ecological systems in regard to business operation

Underpinning Skills

Communication/consultation skills to ensure all relevant groups and individuals are advised of what is occurring and are provided with an opportunity for input

Conflict management skills to mediate, negotiate and/or attempt to obtain consensus between parties

Analysis skills to identify potential environmental and ecological impacts and opportunities in regard to business operation

Problem solving skills to deal effectively with environmental impacts and opportunities as identified

Ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities

Resource Implications

The learner and trainer should have access to appropriate documentation and resources normally used in the workplace

Consistency of Performance

In order to achieve consistency of performance, evidence should be collected over a set period of time which is sufficient to include dealings with an appropriate range and variety of situations

Context/s of Assessment

Competency is demonstrated by performance of all stated criteria, including paying particular attention to the critical aspects and the knowledge and skills elaborated in the Evidence Guide, and within the scope as defined by the Range Statement

Assessment must take account of the endorsed assessment guidelines in the Business Services Training Package

Assessment of performance requirements in this unit should be undertaken in an actual workplace or simulated environment

Assessment should reinforce the integration of the key competencies and the business services common competencies for the particular AQF level. Refer to the Key Competency Levels at the end of this unit

Key Competency Levels

Collecting, analysing and organising information (Level 3) - to aid planning

Communicating ideas and information (Level 3) - to promote environmental policies

Planning and organising activities (Level 3) - to develop environmental management strategies

Working with teams and others (Level 3) - to control impacts, maximise opportunities and to gain support for management strategies

Using mathematical ideas and techniques (Level 3) - to aid planning

Solving problems (Level 3) - to develop management strategies and operational procedures

Using technology (Level 3) - to access and record information

Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

Range Statement

The Range Statement provides advice to interpret the scope and context of this unit of competency, allowing for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment. The following variables may be present for this particular unit:

Legislation, codes and national standards relevant to the workplace which may include:

award and enterprise agreements and relevant industrial instruments

relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination

relevant industry codes of practice

Knowledge of legislation, codes, national standards, industry codes of practice and workplace policies and procedures must:

be strictly relevant to the particular workplace and is not intended to include detailed technical aspects of environmental science and

details of legislation must be directly relevant to the workplace

be consistent with the concept that people at this level, will be dealing with environmental concepts as part of an overall management responsibility and not as an environmental specialist

Environmental performance may be defined as:

a measure of an organisation's impact on the environment and of their ability to manage that impact

Environmental policies must be

relevant to organisation's operations and must be appropriate to the scope and scale of the business

Environmental policies may address:

local, national and international innovations, programs and ideas

triple bottom line principles i.e. the integration of environmental, commercial and social aspects of business operations

concepts of business sustainability

environmental load reduction and waste minimisation

tenders for the provision of goods and services that specify environmentally preferred selection criteria (eg. use of paper packaging rather than plastic)

protection of land and habitat and ecological considerations

procedures for media releases as a result of incidents

Environmental improvement plans may be established at management level and may include:

measuring, monitoring and recording environmental performance, and continually setting targets for measurable improvements

all aspects of environmental performance including energy and other resource use, waste minimisation, recycling, transport use etc

Environmental sustainability must be relevant to the organisation's operations and may include:

recognition of natural earth systems and how natural systems work

Environmental sustainability may affected by:

organisational culture and operations

internal or external economic climate

political climate

market focus/considerations

Business sustainability means:

A sustainable business in this sense is profitable and competitive in the foreseeable future. Effective management of environmental impacts and opportunities can contribute to business sustainability by reducing costs, differentiating goods and services and contributing to a better corporate image.

"Maximise opportunities to improve environmental performance" can provide opportunities to improve business operations including increases in:

corporate image/citizenship

staff morale

cost reduction

product differentiation/branding

identification of market potential

To "minimise environmental impact", means to minimise the organisations negative effects on the environment including:

waste minimisation and recycling

emissions/spills

resource efficiency including water, energy

alternative energy sources

reduction in use of non-renewable resources

Expert assistance and/or advice may be sought from:

internal or external sources/specialists

consultants or other experts or specialists

Monitor and report in this context means to maximise and continually seek to improve business performance by developing procedures which monitor and report on:

variances

deficiencies

improvements

trends

Products may include:

goods, including packaging

services

Life cycle impacts may include:

tendering and purchasing processes to include life cycle criteria

product design and manufacture

packaging policies

product use

product disposal

vehicle policies that include use of cleaner fuels/alternative energy sources and regular servicing intervals to reduce pollution and improve efficiency

Environmental procedures may include:

procedures that may have an influence on the organisation's environmental performance

Environmental management training program should be:

integrated into the organisation's existing training arrangements

Continuous improvement and innovation means:

consistently reviewing activities in search of a better way and improving the organisation in all aspects of its operation

Supply chain may include:

suppliers

contractors

others acting on organisation's behalf

supply should be identified as a key determinate of environmental performance

Recording and reporting systems may include:

internal and external reporting requirements

The Range Statement provides advice to interpret the scope and context of this unit of competency, allowing for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment. The following variables may be present for this particular unit:

Legislation, codes and national standards relevant to the workplace which may include:

award and enterprise agreements and relevant industrial instruments

relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination

relevant industry codes of practice

Knowledge of legislation, codes, national standards, industry codes of practice and workplace policies and procedures must:

be strictly relevant to the particular workplace and is not intended to include detailed technical aspects of environmental science and

details of legislation must be directly relevant to the workplace

be consistent with the concept that people at this level, will be dealing with environmental concepts as part of an overall management responsibility and not as an environmental specialist

Environmental performance may be defined as:

a measure of an organisation's impact on the environment and of their ability to manage that impact

Environmental policies must be

relevant to organisation's operations and must be appropriate to the scope and scale of the business

Environmental policies may address:

local, national and international innovations, programs and ideas

triple bottom line principles i.e. the integration of environmental, commercial and social aspects of business operations

concepts of business sustainability

environmental load reduction and waste minimisation

tenders for the provision of goods and services that specify environmentally preferred selection criteria (eg. use of paper packaging rather than plastic)

protection of land and habitat and ecological considerations

procedures for media releases as a result of incidents

Environmental improvement plans may be established at management level and may include:

measuring, monitoring and recording environmental performance, and continually setting targets for measurable improvements

all aspects of environmental performance including energy and other resource use, waste minimisation, recycling, transport use etc

Environmental sustainability must be relevant to the organisation's operations and may include:

recognition of natural earth systems and how natural systems work

Environmental sustainability may affected by:

organisational culture and operations

internal or external economic climate

political climate

market focus/considerations

Business sustainability means:

A sustainable business in this sense is profitable and competitive in the foreseeable future. Effective management of environmental impacts and opportunities can contribute to business sustainability by reducing costs, differentiating goods and services and contributing to a better corporate image.

"Maximise opportunities to improve environmental performance" can provide opportunities to improve business operations including increases in:

corporate image/citizenship

staff morale

cost reduction

product differentiation/branding

identification of market potential

To "minimise environmental impact", means to minimise the organisations negative effects on the environment including:

waste minimisation and recycling

emissions/spills

resource efficiency including water, energy

alternative energy sources

reduction in use of non-renewable resources

Expert assistance and/or advice may be sought from:

internal or external sources/specialists

consultants or other experts or specialists

Monitor and report in this context means to maximise and continually seek to improve business performance by developing procedures which monitor and report on:

variances

deficiencies

improvements

trends

Products may include:

goods, including packaging

services

Life cycle impacts may include:

tendering and purchasing processes to include life cycle criteria

product design and manufacture

packaging policies

product use

product disposal

vehicle policies that include use of cleaner fuels/alternative energy sources and regular servicing intervals to reduce pollution and improve efficiency

Environmental procedures may include:

procedures that may have an influence on the organisation's environmental performance

Environmental management training program should be:

integrated into the organisation's existing training arrangements

Continuous improvement and innovation means:

consistently reviewing activities in search of a better way and improving the organisation in all aspects of its operation

Supply chain may include:

suppliers

contractors

others acting on organisation's behalf

supply should be identified as a key determinate of environmental performance

Recording and reporting systems may include:

internal and external reporting requirements

Unit Sector(s)

Not applicable.

BSBMGT515A Manage operational plan

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop and monitor implementation of the operational plan to provide efficient and effective workplace practices within the organisation's productivity and profitability plans. Management at a strategic level requires systems and procedures to be developed and implemented to facilitate the organisation's operational plan. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to people who manage the work of others and operate within the parameters of a broader strategic and/or business plan. The task of the manager at this level is to develop and implement an operational plan to ensure that the objectives and strategies outlined in the strategic and/or business plan are met by work teams. However in some larger organisations operational plans may be developed by a strategic planning unit. At this level work will normally be carried out within complex and diverse methods and procedures, which require the exercise of considerable discretion and judgement, using a range of problem solving and decision making strategies.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Develop operational plan	1.1. Research, analyse and document resource requirements and develop an operational plan in consultation with relevant personnel, colleagues and specialist resource managers 1.2. Develop and/or implement consultation processes as an integral part of the operational planning process 1.3. Ensure details of the operational plan include the development of key performance indicators to measure organisational performance 1.4. Develop and implement contingency plans at appropriate stages of operational planning 1.5. Ensure the development and presentation of proposals for resource requirements is supported by a variety of information sources and seek specialist advice as required 1.6. Obtain approval for plan from relevant parties and ensure understanding among work teams involved
2. Plan and manage resource acquisition	2.1. Develop and implement strategies to ensure that employees are recruited and/or inducted within the organisation's human resources management policies and practices 2.2. Develop and implement strategies to ensure that physical resources and services are acquired in accordance with the organisation's policies, practices and procedures
3. Monitor and review operational performance	3.1. Develop, monitor and review performance systems and processes to assess progress in achieving profit and productivity plans and targets 3.2. Analyse and interpret budget and actual financial information to monitor and review profit and productivity performance 3.3. Identify areas of under performance, recommend solutions, and take prompt action to rectify the situation 3.4. Plan and implement systems to ensure that mentoring and coaching are provided to support individuals and teams to effectively, economically and safely use resources 3.5. Negotiate recommendations for variations to operational plans and gain approval from designated persons/groups 3.6. Develop and implement systems to ensure that procedures and records associated with documenting performance are managed in accordance with organisational requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to access and use workplace information and to write a succinct and practical plan technology skills to use software to produce and monitor the plan against performance indicators planning and organisational skills coaching skills to work with people with poor performance numeracy skills to allocate and manage financial resources.
Required knowledge
models and methods for operational plans budgeting processes alternative approaches to improving resource usage and eliminating resource inefficiencies and waste.

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: development of an operational plan with details of how it will be implemented and monitored knowledge of models and methods for operational plans.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of budgeting processes review of operational plan, key performance indicators and contingency plans evaluation of employee recruitment and induction strategies evaluation of processes implemented to acquire physical resources and services.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Diploma of Management.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Resource requirements may include:	goods and services to be purchased and ordered human, physical and financial resources - both current and projected stock requirements and requisitions
Relevant personnel, colleagues and specialist resource managers may include:	employees at the same level or more senior managers managers occupational health and safety committee/s and other people with specialist responsibilities supervisors union or employee representatives
Consultation processes may refer to:	email/intranet communications, newsletters or other processes and devices which ensure that all employees have the opportunity to contribute to team and individual operational plans mechanisms used to provide feedback to the work team in relation to outcomes of consultation meetings, interviews, brainstorming sessions
Operational plans may also be termed:	action plans annual plans management plans tactical plans
Key performance indicators may refer to:	measures for monitoring or evaluating the efficiency or effectiveness of a system which may be used to demonstrate accountability and to identify areas for improvements
Contingency plans may include:	contracting out or outsourcing human resources and other functions or tasks diversification of outcomes finding cheaper or lower quality raw materials and consumables increasing sales or production recycling and re-using rental, hire purchase or alternative means of procurement of required materials, equipment and stock restructuring of organisation to reduce labour costs risk identification, assessment and management processes seeking further funding strategies for reducing costs, wastage, stock or consumables succession planning
Organisation's policies, practices and procedures may include:	organisational culture organisational guidelines which govern and prescribe operational functions, such as the acquisition and management of human and physical resources Standard Operating Procedures undocumented practices in line with organisational operations
Designated persons/groups may include:	groups designated in workplace policies and procedures managers or supervisors whose roles and responsibilities include decision making on operations other stakeholders such as Board members other work groups or teams whose work will be affected by recommendations for variations

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBMGT608C Manage innovation and continuous improvement

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to sustain and develop an environment in which continuous improvement, innovation and learning are promoted and rewarded. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to people with managerial responsibilities, including for building a better and more effective work environment. Continuous improvement and innovation have links with the model of the learning organisation and people working at this level play an important role in building the culture, values and attitudes of the organisation. Links may be made between continuous improvement and formal quality systems, such as International Organization for Standardization (ISO) or quality software. However it is not assumed that formal quality systems or software are in the workplace. Innovation is seen as an important attitude and set of practices, which should be fostered by people working at this level in teams and across the organisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Review programs, systems and processes	1.1. Establish strategies to monitor and evaluate performance and sustainability of key systems and processes 1.2. Undertake detailed analyses of supply chains, and operational, product and service delivery systems 1.3. Identify performance measures, and assessment tools and techniques, and evaluate their effectiveness 1.4. Analyse performance reports and variance from plans for key result areas of the organisation 1.5. Identify and analyse changing trends and opportunities relevant to the organisation 1.6. Seek advice from specialists, where appropriate, to identify technology and electronic commerce opportunities
2. Develop options for continuous improvement	2.1. Brief groups on performance improvement strategies and innovation as an essential element of competition 2.2. Foster creative climate and organisational learning by promoting interaction within and between work groups 2.3. Encourage, test and recognise new ideas and entrepreneurial behaviour where successful 2.4. Accept failure of an idea during trialling, and recognise, celebrate and embed success into systems 2.5. Undertake risk management and cost-benefit analysis for each option or idea approved for trial 2.6. Approve innovations through agreed organisational processes
3. Implement innovative processes	3.1. Promote continuous improvement and sustainability as essential to doing business 3.2. Address impact of change and consequences for people, and implement transition plans 3.3. Ensure objectives, timeframes, measures and communication plans are in place to manage implementation 3.4. Implement contingency plans in the event of non-performance 3.5. Follow up failure by prompt investigation and analysis of causes and manage emerging challenges and opportunities effectively 3.6. Ensure that learnings from activities are captured and managed to inform future work 3.7. Regularly evaluate continuous improvement systems and processes 3.8. Communicate costs and benefits of innovations and improvements to relevant groups and individuals

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to identify improvement opportunities in relation to: concepts and ideas developed services or products delivered flexibility and creativity skills to think laterally learning skills to develop options for continuous improvement teamwork and leadership skills to foster a commitment to quality and an openness to innovation
Required knowledge
cost-benefit analysis methods creativity and innovation theories and concepts organisational learning principles quality management and continuous improvement theories risk management sustainability practices

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: demonstration of consultation processes to introduce or evaluate an existing continuous improvement process or system, including suggested actions or an action plan generation of an idea or concept that exhibits creative thinking and offers the possibility of benefiting the organisation demonstration of how the concept or idea was introduced, tested and evaluated,which does not have to have been shown to work or to be adopted by the business application of knowledge of quality management and continuous improvement theories.
Context of and specific resources for assessment	Assessment must ensure access to appropriate documentation and resources normally used in the workplace.
Method of assessment	The following assessment methods are appropriate for this unit: analysis of responses to case studies and scenarios assessment of reports direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate observation of presentations oral or written questioning to assess knowledge of creativity and innovation theories and concepts evaluation of strategies established to monitor and evaluate performance of key systems and processes review of briefing of groups on performance improvement strategies and innovation review of documentation communicating costs and benefits of innovations and improvements to relevant groups and individuals.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Sustainability may include:	addressing environmental and resource sustainability initiatives, such as environmental management systems, action plans, green office programs, surveys and audits applying the waste management hierarchy in the workplace complying with regulations and corporate social responsibility considerations for sustainability to enhance the organisation's standing in business and community environments determining organisation's most appropriate waste treatment, including waste to landfill, recycling, re-use, recoverable resources and wastewater treatment implementing ecological footprint implementing environmental management systems, e.g. ISO 14001:1996 Environmental management systems life cycle analyses implementing government initiatives, e.g. Australian government's Greenhouse Challenge Plus improving resource and energy efficiency initiating and maintaining appropriate organisational procedures for operational energy consumption introducing a green office program - a cultural change program introducing green purchasing introducing national and international reporting initiatives, e.g. Global Reporting Initiative introducing product stewardship reducing emissions of greenhouse gases reducing use of non-renewable resources referencing standards, guidelines and approaches, such as sustainability covenants and compacts or triple bottom line reporting supporting sustainable supply chain.
Supply chains include:	network of facilities that procures raw materials, transforms them into intermediate products or services and then finished goods or service, and delivers them through a distribution system procurement, production and distribution, viewed as interlinked not as discrete elements.
Performance reports may include:	budget or cost variance customer service environmental financial OHS quality other operating parameters.

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and leadership - management

Co-requisite units

Co-requisite units

BSBOHS404B Contribute to the implementation of strategies to control OHS risk

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to contribute to the implementation of strategies to control occupational health and safety (OHS) risks. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals with supervisory responsibilities for managing OHS in the workplace who contribute to the implementation of OHS risk controls in the workplace.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Develop option/s for risk control	1.1. Review hazard register, outcomes of incident investigations and risk assessments to identify hazards requiring control action 1.2. Apply knowledge of OHS legislation and standards to develop a range of options to control specific risks in the workplace 1.3. Apply the principles of the hierarchy of control when developing risk control options 1.4. Seek input from stakeholders and key personnel 1.5. Seek advice from OHS specialists and technical advisors where required
2. Select appropriate option/s to control risks	2.1. Review outcomes of risk assessments to inform the process of selecting option/s to control risks 2.2. Prioritise appropriate interventions when selecting risk controls 2.3. Identify potential factors that may limit effectiveness of controls 2.4. Consult with and involve workplace stakeholders in selecting appropriate control options 2.5. Communicate recommendations for risk control to stakeholders
3. Contribute to implementation of controls	3.1. Seek appropriate authority and relevant resources to implement controls 3.2. Identify and document actions required to achieve change 3.3. Consult with and involve workplace stakeholders in implementation of change 3.4. Provide advice on the fitting, use, maintenance and storage of personal protective equipment (PPE)
4. Contribute to monitoring and evaluation of effectiveness of controls	4.1. Monitor and evaluate the extent of change as a consequence of new controls, in consultation with stakeholders 4.2. Monitor and document compliance with new procedures 4.3. Access workplace sources of information and data to evaluate effectiveness of risk controls and to check for new hazards introduced as a result of controls 4.4. Identify areas for further improvement in consultation with stakeholders and action as appropriate 4.5. Develop and document an improvement plan

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
consultation and negotiation skills to develop risk management plans and implement risk controls effectively culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities across all levels of an organisation evaluation skills to analyse the effectiveness of own performance in implementing strategies chosen to control OHS risks information management skills to evaluate OHS data interpersonal skills to establish rapport and build networks with a range of internal and external stakeholders literacy skills to prepare reports for a range of target groups organisational and time management skills to sequence tasks and meet timelines research and data analysis skills to assess resources required to systematically manage OHS and to analyse relevant workplace information and data research and data analysis skills to evaluate interactions between employees, their activities, equipment, environment and work systems technology skills to access internal and external OHS data.
Required knowledge
appropriate data collection methods for OHS purposes characteristics, mode of action and measurement of major hazard types concepts of risks, factors that affect risk and difference between a hazard and a risk internal and external sources for OHS information and data legislative requirements for: consultation and communication information and data collection notification of incidents record keeping reporting of incidents specific hazards organisational culture as it impacts on the workgroup organisational policies and procedures for managing OHS organisational work processes and structure principles and practices of systematic approaches to managing OHS principles of incident causation and injury processes principles of the hierarchy of control principles, tools and techniques to identify and control workplace hazards and manage risks in the OHS context relevant state/territory and commonwealth OHS legislation, codes of practice and standards requirements for individual fitting, use, maintenance and storage of a range of PPE items roles and responsibilities of personnel as specified in relevant OHS legislation sources of OHS data standard industry controls for a range of hazards.

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: contribution to the development and implementation of risk control options to control risks associated with hazards in the workplace or simulated environment contribution to the monitoring and evaluation of the effectiveness of risk controls implemented and the making of appropriate adjustments where necessary knowledge of the principles of the hierarchy of control.
Context of and specific resources for assessment	Assessment must ensure: access to office equipment and resources access to relevant legislation, standards and guidelines access to workplace documentation.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: analysis of responses to case studies and scenarios demonstration of techniques used to select, implement, monitor and evaluate risk controls direct questioning combined with review of portfolios of evidence and third party reports of on-the-job performance by the candidate observation of the application of risk control techniques oral or written questioning to assess knowledge of the principles, tools and techniques to identify and control workplace hazards and manage risks in the OHS context review of communication to stakeholders of recommendations for risk control review of documented compliance with new procedures evaluation of improvement plan.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBOHS403B Identify hazards and assess OHS risks.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Hazard register may include:	a list of hazards location of hazards range of possible scenarios or circumstances under which hazards may cause injury or damage results of the risk analysis related to the hazards
Hazards may include:	sources of potential harm in terms of human injury, ill health, damage to property, damage to the environment, or a combination of these, including: biological chemical environment mechanical and/or electrical physical psychosocial radiological nuclear
Risks may include:	the chance of something occurring that will result in injury or damage measured in terms of consequences (injury or damage) and likelihood of the consequence
Principles of the hierarchy of control may include:	eliminating hazards and where this is not practicable, minimising risk by: substitution isolating hazard from personnel using engineering controls using administrative controls (such as procedures, training) using PPE
Stakeholders may include:	community employees health and safety, and other employee representatives managers OHS committees supervisors
Key personnel may include:	managers from other areas people involved in OHS decision making or who are impacted by decisions
OHS specialists may include:	ergonomists health professionals injury management advisors occupational hygienists
Technical advisors may include:	engineers (design, acoustic, safety, mechanical, civil) legal practitioners maintenance and tradespeople workplace trainers and assessors
Factors that may limit effectiveness of controls may include:	cultural diversity language literacy and numeracy shift work and rostering arrangements training required workplace culture related to OHS, including commitment by managers and supervisors, and compliance with procedures and training workplace organisational structures (for example geographic, hierarchical)
Actions required to achieve change may include:	development of new procedures or revision of existing procedures purchase of equipment or modification of equipment training
Personal protective equipment may include:	equipment designed to be worn by a person to provide protection from hazards such as: clothing and footwear face and eye protection hand protection head protection hearing protection respiratory protection
Workplace sources of information and data may include:	audits Australian Standards hazard and incident reports incident investigations manufacturers' manuals and specifications material safety data sheets (MSDSs) and registers minutes of meetings OHS legislation reports workplace inspections

Unit Sector(s)

Unit sector

Competency field

Competency field	Regulation, Licensing and Risk - Occupational Health and Safety

Co-requisite units

Co-requisite units

BSBWHS401A Implement and monitor WHS policies, procedures and programs to meet legislative requirements

Modification History

Release	Comments
Release 1	This Unit first released with BSB07 Business Training Package version 7.0. Replaces BSBOHS407A Monitor a safe workplace.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to implement and monitor the organisation’s work health and safety (WHS) policies, procedures and programs in the relevant work area in order to meet legislative requirements.

Application of the Unit

This unit applies to workers with supervisory responsibilities for implementing and monitoring the organisation’s WHS policies, procedures and programs in a work area.

The unit applies to individuals with a broad knowledge of WHS policies who contribute well-developed skills in creating solutions to unpredictable problems through analysis and evaluation of information from a variety of sources. These workers provide supervision and guidance to others and have limited responsibility for the output of others.

NOTE: The terms Occupational Health and Safety (OHS) and Work Health and Safety (WHS) are equivalent and generally either can be used in the workplace. In jurisdictions where the National Model WHS Legislation has not been implemented RTOs are advised to contextualise the unit of competency by referring to the existing State/Territory OHS legislative requirements.

Licensing/Regulatory Information

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

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Provide information to the work team about WHS policies and procedures	1.1 Accurately explain to the work team, relevant provisions of WHS Acts, regulations and codes of practice 1.2 Provide information about the organisation’s WHS policies, procedures and programs, and ensure it is readily accessible to and understandable by the work team 1.3 Regularly provide and clearly explain to the work team, information about identified hazards and the outcomes of risk assessment and control
2. Implement and monitor participation arrangements for managing WHS	2.1 Communicate to workplace parties the importance of effective consultation mechanisms in managing health and safety risks in the workplace 2.2 Apply consultation procedures to facilitate participation of the work team in managing work area hazards 2.3 Promptly deal with issues raised through consultation, according to organisational consultation procedures and WHS legislative and regulatory requirements 2.4 Promptly record and communicate to the work team the outcomes of consultation over WHS issues
3. Implement and monitor organisational procedures for providing WHS training	3.1 Identify WHS training needs according to organisational requirements, and WHS legislative and regulatory requirements 3.2 Make arrangements to meet WHS training needs of team members in consultation with relevant individuals 3.3 Provide workplace learning opportunities, and coaching and mentoring assistance, to facilitate team and individual achievement of identified WHS training needs 3.4 Identify and report to management the costs associated with providing training for work team, for inclusion in financial and management plans
4. Implement and monitor organisational procedures and legal requirements for identifying hazards and assessing and controlling risks	4.1 Identify and report on hazards in work area according to WHS policies and procedures, and WHS legislative and regulatory requirements 4.2 Promptly action team member hazard reports according to organisational procedures and WHS legislative and regulatory requirements 4.3 Implement procedures to control risks using the hierarchy of control, according to organisational and WHS legislative requirements 4.4 Identify and report inadequacies in existing risk controls according to hierarchy of control and WHS legislative requirements 4.5 Monitor outcomes of reports on inadequacies, where appropriate, to ensure a prompt organisational response
5. Implement and monitor organisational procedures for maintaining WHS records for the team	5.1 Accurately complete and maintain WHS records of incidents of occupational injury and disease in work area, according to WHS policies, procedures and legislative requirements 5.2 Use aggregate information and data from work area records to identify hazards and monitor risk control procedures in work area

Required Skills and Knowledge

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

Required skills

analytical and problem solving skills to:

identify hazards

assess risks in the work area

review information relating to monitoring and evaluating incidents, and the effectiveness of risk controls

coaching and mentoring skills to provide support to colleagues

literacy skills to understand and interpret documentation, and to interpret WHS requirements.

Required knowledge

hazards and associated risks in the workplace

key provisions of relevant WHS Acts, regulations and codes of practice that apply to the business

organisational policies and procedures relating to hazard management, fire, emergency, evacuation, incident investigation and reporting

relevance of consultation and participation as key mechanisms for improving WHS and culture

WHS legislative responsibilities, duties and obligations of managers, supervisors, persons conducting businesses or undertakings (PCBUs) or their officers, and workers in the workplace.

Evidence Guide

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

Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: applying organisational WHS management systems and procedures in the work team area applying procedures for assessing and controlling risks to health and safety associated with those hazards, according to the hierarchy of control and as specified in commonwealth and state or territory WHS Acts, regulations and codes of practice providing specific, clear and accurate information and advice on workplace hazards to work team knowledge of legal responsibilities of managers, supervisors, PCBUs or their officers and workers in the workplace.
Context of and specific resources for assessment	Assessment must ensure access to: an actual workplace or simulated environment office equipment and resources examples of documentation relating to hazards in the workplace examples of documents relating to workplace safety, hazard identification and risk assessment.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third-party workplace reports of onthejob performance by the candidate review of records communicating the outcomes of consultation over WHS issues to the work team analysis of responses to case studies and scenarios review of reports to management on the costs associated with providing training for the work team oral or written questioning to assess knowledge of workplace safety and hazards examples of risk assessments evaluation of actioning of team member hazard reports review of WHS records of occupational injury and disease incidents in work area.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.

WHS Acts, regulations and codes of practice may include:	applicable commonwealth and state or territory WHS Acts, regulations and codes of practice common law duties to meet general duty of care requirements duty holders, as specified in WHS Acts: PCBUs or their officers workers other persons at a workplace WHS legislative and regulatory requirements for effective management of hazards WHS legislative and regulatory requirements for establishing consultation arrangements, including those for health and safety representatives and health and safety committees WHS legislative and regulatory requirements for providing information and training, including: training in safe operating procedures procedures for workplace hazards hazard identification risk assessment and risk control emergency and evacuation procedures WHS legislative, regulatory and other requirements for the maintenance and confidentiality of records of occupational injury and disease.
Organisation’s WHS policies, procedures and programs may address:	acquisition, use, storage and disposal of hazardous chemicals alcohol and other drug intoxication consultation arrangements for workers in work area emergency and evacuation procedures family-friendly environment first aid provision and medical treatment hazard reporting procedures incident investigation life–work balance strategies maintenance and use of plant and equipment procedures for hazard identification procedures for risk assessment, and selection and implementation of risk controls purchasing policy and procedures requirements of applicable commonwealth and state or territory WHS Acts, regulations and codes of practice safe operating procedures and instructions site access and egress transport and storage of dangerous goods use and care of personal protective equipment WHS arrangements for on-site contractors and subcontractors, visitors and members of the public WHS audits and inspections.
Information may result from:	examining commonwealth and state or territory WHS Acts, regulations and codes of practice checking equipment before and during work consulting work team members through daily informal worker consultation and regular formal meetings housekeeping reviewing health and safety records, including hazard reports, hazardous substances and dangerous goods registers, and injury records WHS audits and review of audit reports workplace inspections in area of responsibility.
Consultation procedures may include:	attendance of health and safety representatives at management and WHS planning meetings early response to worker suggestions, requests, reports and concerns put forward to management election of health and safety representatives according to legislative requirements formal and informal meetings health and safety committees individual performance management processes other committees, for example planning and purchasing requirements as specified in commonwealth and state or territory WHS Acts, regulations and codes of practice.
Procedures to control risks may include:	as specified in commonwealth and state or territory WHS Acts, regulations and codes of practice consultation with workers and their representatives redesign of job, process or workplace, for example: introducing mechanical handling equipment raising or lowering work platforms rearranging material flow, timing and/or scheduling removing the cause of a risk at its source (eliminating the hazard), for example removing stored goods permanently from emergency exit passageways selecting controls according to the hierarchy of risk control, for example working through the hierarchy from the most effective to least effective control.
WHS records may include:	any record of alcohol or drug use as specified in commonwealth and state or territory WHS Acts, regulations and codes of practice audit and inspection reports consultation, for example: meetings of health and safety committees work team meeting agendas, including WHS items and actions first aid/medical post records hazardous chemicals registers induction, instruction and training manufacturer and supplier information, including dangerous goods storage lists plant and equipment maintenance and testing reports workers’ compensation and rehabilitation records workplace environmental monitoring records.

Unit Sector(s)

Regulation, Licensing and Risk – Work Health and Safety

BSBWHS402A Assist with compliance with WHS laws

Modification History

Release	Comments
Release 1	This Unit first released with BSB07 Business Training Package version 7.0. Replaces and is equivalent to BSBOHS408A Assist with compliance with OHS and other relevant laws.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to assist with providing advice about the legislative duties, rights and obligations of individuals and parties prescribed in work health and safety (WHS) laws.

It includes identification of WHS legislation, duties, rights and obligations and the necessary actions to ensure compliance in the workplace.

Application of the Unit

This unit applies to individuals who assist with providing advice about the legislative duties, rights and obligations of individuals and parties prescribed in WHS laws as part of a systematic approach to managing WHS. This unit applies to people who work in a broad range of WHS roles across all industries.

NOTE: The terms Occupational Health and Safety (OHS) and Work Health and Safety (WHS) are equivalent and generally either can be used in the workplace. In jurisdictions where the National Model WHS Legislation has not been implemented RTOs are advised to contextualise the unit of competency by referring to the existing State/Territory OHS legislative requirements.

Licensing/Regulatory Information

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

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Assist with determining the legal framework for WHS in the workplace	1.1 Access current WHS legislation and related documentation relevant to the organisation’s operations 1.2 Use knowledge of the relationship between WHS Acts, regulations, codes of practice, standards and guidance material to assist with determining legal requirements in the workplace 1.3 Assist with identifying and confirming the duties, rights and obligations of individuals and parties as specified in legislation 1.4 Assist with seeking advice from legal advisors where necessary
2. Assist with providing advice on WHS compliance	2.1 Assist with providing advice to individuals and parties about their legal duties, rights and obligations, and where they are located in WHS legislation 2.2 Assist with providing advice to individuals and parties about the functions and powers of the WHS regulator and how they are exercised, and the objectives and principles underpinning WHS
3. Assist with WHS legislation compliance measures	3.1 Assist with assessing how the workplace complies with relevant WHS legislation 3.2 Assist with determining the WHS training needs of individuals and parties, and with providing training to meet legal and other requirements 3.3 Assist with developing and implementing changes to workplace policies, procedures, processes and systems that will achieve compliance

Required Skills and Knowledge

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

Required skills

analytical and problem solving skills required to read and interpret WHS information and data

communication skills to communicate with people from a range of backgrounds and with a range of abilities

literacy skills to:

read and interpret Acts, regulations, codes of practice, policies and procedures

prepare reports for a range of target groups, including health and safety committees, health and safety representatives, managers, supervisors, and persons conducting businesses or undertakings (PCBUs) or their officers

planning and organising skills to liaise with training providers and trainers.

Required knowledge

duties, rights and obligations of individuals and parties as specified in relevant WHS legislation and where this information is located in WHS legislation

functions and powers of WHS regulator and how they are exercised

internal and external sources of WHS information and data, and how to access them

objectives and principles underpinning WHS legislation

relevant commonwealth and state or territory WHS Acts, regulations, codes of practice, standards and guidance material, and other relevant publications

systematic approaches to managing and complying with WHS legislation.

Evidence Guide

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

Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: assisting with providing advice about the WHS legal and regulatory framework and other relevant legislation, either in an actual workplace, simulation exercise or scenario assisting with the seeking of advice from appropriate sources assisting with developing a range of products to provide advice on WHS legal compliance issues, such as a training needs analysis, talks, briefings, training sessions, guidance and advice, and paper or electronic materials evidence of how these products were developed and used.
Context of and specific resources for assessment	Assessment must ensure access to: relevant Acts, regulations, codes of practice, standards and guidance material other appropriate workplace documentation reports from individuals and parties consulted in ensuring WHS compliance.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate demonstration of activities used to assist with WHS legislative compliance oral or written questioning to assess knowledge of how advice was provided in the workplace, interpreting and applying legislation, and reporting requirements of legislation review of WHS action plans, documented WHS training needs and documents, and recording processes undertaken to ensure WHS compliance simulated project-based activities, scenarios, case studies, role plays or actual activities associated with a systems approach to managing WHS.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBWHS403A Contribute to implementing and maintaining WHS consultation and participation processes BSBWHS404A Contribute to WHS hazard identification, risk assessment and risk control BSBWHS405A Contribute to implementing and maintaining WHS management systems BSBWHS406A Assist with responding to incidents.

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.

Current WHS legislation and related documentation will include:	current applicable commonwealth and state or territory WHS Acts, regulations and codes of practice organisational WHS policies, procedures, processes and systems other documents, such as standards, guidance publications and alerts issued by the relevant WHS regulator.
Individuals and parties may include:	contractors and subcontractors customers duty holders as specified in WHS Acts: PCBUs or their officers workers other persons at a workplace suppliers health and safety committees health and safety representatives unions WHS entry permit holders WHS inspectors WHS regulators.

Unit Sector(s)

Regulation, Licensing and Risk – Work Health and Safety

BSBWHS403A Contribute to implementing and maintaining WHS consultation and participation processes

Modification History

Release	Comments
Release 1	This Unit first released with BSB07 Business Training Package version 7.0. Replaces and is equivalent to BSBOHS402B Contribute to the implementation of the OHS consultation process.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to contribute to the implementation and maintenance of work health and safety (WHS) consultation and participation processes in the workplace as part of a systematic approach to managing WHS.

Application of the Unit

This unit applies to individuals who contribute to the implementation of WHS consultation and participation processes as part of their WHS supervisory responsibilities.

The unit applies to people who work in a broad range of WHS roles across all industries.

NOTE: The terms Occupational Health and Safety (OHS) and Work Health and Safety (WHS) are equivalent and generally either can be used in the workplace. In jurisdictions where the National Model WHS Legislation has not been implemented RTOs are advised to contextualise the unit of competency by referring to the existing State/Territory OHS legislative requirements.

Licensing/Regulatory Information

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

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Identify individuals and parties involved in WHS consultation and participation processes	1.1 Apply knowledge of relevant parts of WHS Acts, regulations, codes of practice, policies and procedures to identify individuals and parties with roles, duties, rights and responsibilities regarding WHS consultation and participation 1.2 Identify what these roles, duties, rights and responsibilities are and, in line with own job role and work area, communicate this information to individuals and parties 1.3 Identify roles, duties, rights and responsibilities as they apply to own job role and work area
2. Contribute to WHS consultation and participation processes	2.1 Identify workplace WHS consultation and participation processes 2.2 Contribute to setting up and running these processes, appropriate to own job role and work area 2.3 Implement and communicate to individuals and parties what these processes are and promote and support the participation of individuals and parties, appropriate to own job role and work area
3. Contribute to processes for communicating and sharing WHS information and data	3.1 Identify consultation and participation processes for communicating and sharing WHS information and data 3.2 Contribute to and participate in these processes appropriate to own job role and work area
4. Contribute to identifying and meeting training requirements for effective WHS consultation and participation	4.1 Identify training requirements for individuals and parties necessary for effective WHS consultation and participation 4.2 Contribute to the delivery of required training, appropriate to own job role and work area
5. Contribute to improving WHS consultation and participation processes	5.1 Contribute to the identification and assessment of barriers to the implementation and effectiveness of WHS consultation and participation processes 5.2 Contribute to the development, implementation and evaluation of measures to remove these barriers

Required Skills and Knowledge

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

Required skills

communication skills to communicate with people from a range of backgrounds and with a range of abilities

information technology skills to use a range of software and communication media

interpersonal skills to establish and build relationships

literacy skills to:

read and interpret Acts, regulations, codes of practice, policies and procedures

communicate verbally and in writing with a range of target groups, including health and safety committees, health and safety representatives, managers, supervisors, and persons conducting businesses or undertakings (PCBUs) or their officers

organisational and time-management skills to sequence tasks, meet timelines and run efficient and effective meetings

research skills to obtain internal and external WHS information and data.

Required knowledge

barriers to the implementation and effectiveness of WHS consultation and participation processes and strategies to remove them

commonwealth and state or territory WHS Acts, regulations, codes of practice, standards and guidance material, and policies relating to WHS consultation and participation, including the specified roles, duties, rights and responsibilities of individuals and parties

internal and external sources of WHS information and data, and how to access them

organisational WHS policies, procedures, processes and systems

training requirements for individuals and parties necessary for effective WHS.

Evidence Guide

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

Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: making sure all individuals and parties are included in WHS consultation and participation processes implementing a range of strategies to support their involvement in, and remove any barriers to, WHS consultation and participation processes knowledge of relevant commonwealth and state or territory WHS Acts, regulations, codes of practice and standards.
Context of and specific resources for assessment	Assessment must ensure access to: office equipment and resources relevant Acts, regulations, codes of practice, standards and guidelines workplace documentation and personnel.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: analysis of responses to case studies and scenarios demonstration of techniques used to manage WHS consultation and participation in the workplace direct questioning combined with review of portfolios of evidence and third-party reports of onthejob performance by the candidate observation of implementation of consultative techniques observation of presentations oral or written questioning to assess knowledge of communication strategies used to communicate with people at all levels of the organisation review of recommendations made to address barriers to people raising WHS issues or requesting information and data evaluation of support and advice provided to people involved in WHS consultative arrangements.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBWHS402A Assist with compliance with WHS laws BSBWHS404A Contribute to WHS hazard identification, risk assessment and risk control BSBWHS405A Contribute to implementing and maintaining WHS management systems BSBWHS406A Assist with responding to incidents.

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.

Individuals and parties may include:	contractors and subcontractors customers duty holders as specified in WHS Acts: PCBUs or their officers workers other persons at a workplace health and safety committees health and safety representatives suppliers unions WHS entry permit holders WHS inspectors WHS regulators.
WHS consultation and participation processes may include:	health and safety committees health and safety representatives, and other worker representatives other consultative and planning committees procedures for reporting hazards, and raising and addressing WHS issues worker, manager, supervisor, PCBU or their officer’s involvement in WHS activities, such as inspections and audits worker and work team meetings.
WHS information and data may include:	access to training information and data hazards that exist in the workplace manufacturer manuals and specifications rights and responsibilities risk assessments risk-control strategies safe work procedures WHS consultation and participation processes WHS Acts, regulations, codes of practice and guidelines workplace WHS policies and procedures.
Training requirements may include:	health and safety representative training manager, supervisor, and PCBU or their officer WHS training how to use computers to access WHS information and data.
Barriers may include:	contractual arrangements discriminatory, coercive and misleading conduct language, literacy and numeracy levels of the workforce ineffective dispute-resolution procedures and processes location of separate work sites shift work and rostering arrangements specific needs of workers timing of information and data provision workplace culture related to WHS workplace organisational structures.
Measures to remove these barriers may include:	access to intranet systems effective dispute-resolution procedures and processes hazard alerts health and safety committees informal discussions with workers input to safety audits, and hazard identification and risk-assessment processes meetings with worker representatives and with health and safety representatives suggestion boxes and processes surveys and checklists toolbox meetings worker meetings.

Unit Sector(s)

Regulation, Licensing and Risk – Work Health and Safety

BSBWHS409A Assist with workplace monitoring processes

Modification History

Release	Comments
Release 1	This Unit first released with BSB07 Business Training Package version 7.0. Replaces and is equivalent to BSBOHS406C Use equipment to conduct workplace monitoring.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to assist with monitoring a range of physical agents and conditions relevant to work health and safety (WHS).

Application of the Unit

This unit applies to individuals who assist with using a range of measuring devices to identify hazards, assess risks and monitor the effectiveness of risk controls. The unit applies to people who work in a broad range of WHS roles across all industries.

This unit does not extend to monitoring, interpreting results and developing control measures based on the outcomes of the monitoring, which are covered in BSBWHS404A Contribute to WHS hazard identification, risk assessment and risk control.

NOTE: The terms Occupational Health and Safety (OHS) and Work Health and Safety (WHS) are equivalent and generally either can be used in the workplace. In jurisdictions where the National Model WHS Legislation has not been implemented RTOs are advised to contextualise the unit of competency by referring to the existing State/Territory OHS legislative requirements.

Licensing/Regulatory Information

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

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Assist with selecting measuring devices	1.1 Assist with identifying regulatory requirements and standards that apply to monitoring 1.2 Identify agent and/or condition to be measured through consultation with relevant individuals and parties 1.3 Identify characteristics of agent and/or condition 1.4 Determine the area where measurements are to be taken 1.5 Assist with identifying types of appropriate measuring equipment 1.6 Assist with the selection of measuring equipment appropriate to the agent and/or condition, the environment, the activities being carried out and the level of risk 1.7 Recognise limits of own expertise and available equipment, and seek expert advice and equipment as appropriate
2. Assist with preparations to collect workplace information and data	2.1 Determine a sampling process 2.2 Consult with and advise those involved in workplace activities to collect information and data about the requirements, and nature and purpose of the monitoring 2.3 Assist with defining a sampling plan after inspecting area and consulting with workers and affected parties about the nature of the problem 2.4 Assist with checking the operability of equipment
3. Assist with collecting workplace information and data	3.1 Assist with selecting and calibrating monitoring equipment, and selecting appropriate scale 3.2 Assist with tests 3.3 Assist with correct use and maintenance of equipment to collect information and data 3.4 Ensure own health and safety while collecting information and data, and record readings using expert support and advice as appropriate 3.5 Assist with dismantling and cleaning equipment and parts, or dispose of appropriately 3.6 Assist with correctly storing equipment or making it ready for re-use as appropriate
4. Assist with documenting and evaluating results of monitoring	4.1 Assist with interpreting and evaluating results against a recognised standard and documenting results 4.2 Assist with preparing reports on the monitoring process, including any regulatory requirements, and consider purposes of report and the target audiences 4.3 Assist with presenting required information and data clearly and logically 4.4 Assist with retaining results and records in a format that enables them to be readily retrieved according to regulatory requirements and standards

Required Skills and Knowledge

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

Required skills

communication skills to communicate with people from a range of backgrounds and with a range of abilities

evaluation skills to manage required WHS resources and, where appropriate, access them

information technology skills to access and download internal and external information and data on WHS

literacy skills to:

read and interpret Acts, regulations, codes of practice, policies and procedures

prepare reports for a range of target groups, including health and safety committees, health and safety representatives, managers, supervisors, and persons conducting businesses or undertakings (PCBUs) or their officers

numeracy skills to:

carry out calculations

produce graphs of workplace data to identify trends

organisational and time-management skills to sequence tasks and meet timelines

research and data analysis skills to:

analyse relevant workplace information and data

assess resources required to manage WHS

assist with evaluating interactions between workers, their activities, equipment, environment and work systems

technical skills to:

use basic measuring equipment, such as scales and dials applicable to specific hazards

maintain equipment used for workplace monitoring.

Required knowledge

basic physiology relevant to understanding the mode of action of physical, biological and chemical agents on the body and how they produce discomfort or harm

characteristics, mode of action and units of measurement for major hazard types

commonwealth and state or territory WHS Acts, regulations, codes of practice, standards, guidance material and links to other relevant legislation, including industrial relations, equal employment opportunity, workers' compensation, and rehabilitation

environmental conditions that impact on measurements

exposure standards, their limitations and their practical use

nature of workplace processes, including work flow, planning and control; and hazards relevant to the workplace

requirements for:

individual fitting, use, maintenance and storage of a range of WHS equipment

recordkeeping that addresses WHS, privacy and other relevant legislation

reporting under WHS and other relevant legislation, including obligations for notification and reporting of incidents

work permits and written authorities when conducting workplace monitoring activities

types of and techniques for correct and safe use of measuring and monitoring equipment, including limitations on use and output, calibration, adjustment, maintenance and any in-built alarms

units of measurement, logarithmic scales, decimals and order of magnitude relevant to making and interpreting measurements and measurement error.

Evidence Guide

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

Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: seeking advice and support when required ensuring safety of self and others during monitoring process assisting with the use of appropriate equipment to monitor selected agents and/or conditions in the workplace knowledge of relevant Acts, regulations, codes of practice, associated standards and guidance material specific to measuring processes to identify hazards, assess risk and monitor the effectiveness of risk controls.
Context of and specific resources for assessment	Assessment must ensure access to: a workplace or a simulated workplace with hazards requiring testing and monitoring all measuring devices and equipment appropriate to the agent and/or condition appropriate office and workplace equipment and resources relevant legislation, standards and guidelines.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: analysis of responses to case studies and scenarios explanation of techniques used to measure and monitor workplace hazards direct questioning combined with review of portfolios of evidence and third-party reports of onthejob performance by the candidate oral or written questioning to assess knowledge of techniques for correctly using safe measuring and monitoring equipment review of documented results review of reports on testing undertaken evaluation of equipment operability.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBWHS404A Contribute to WHS hazard identification, risk assessment and risk control.

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.

Regulatory requirements and standards may include:	Australian and international standards, such as those produced by Standards Australia and Safe Work Australia biological exposure indices commonwealth and state or territory WHS Acts, regulations and codes of practice exposure standards for atmospheric contaminants in occupational environments guidance material, such as guidance notes, guides, fact sheets and technical reports that provide practical guidance and directions for hazard identification, risk assessment and risk controls safety data sheets (SDS) for hazardous chemicals.
Agent and/or condition may include:	biological agents, such as insects, mites and bacteria electricity fibres, dusts and particulates fumes, mists, gases and vapours heat and humidity light noise radiation, including ionising, non-ionising and laser vibration.
Individuals and parties may include:	contractors and subcontractors duty holders as specified in WHS Acts: PCBUs or their officers workers other persons at a workplace health and safety committees health and safety representatives suppliers WHS entry permit holders WHS inspectors WHS regulators WHS specialists, such as occupational hygienists or occupational physicians.
Characteristics may include:	dose factors relating to concentration and time how an agent affects specific parts of the body, such as: extent of damage to tissue effects, such as additive, antagonistic, synergism and potentiation how an agent can affect WHS how an agent is absorbed into the body way an agent behaves in the environment, including over distance and time work environments, such as confined spaces.
Determining the area may include:	area or space available location movements of people and equipment number of persons occupying area other factors that may impact on the sampling or data-collection processes physical features of equipment, such as emitting sources tasks or activities being undertaken.
Sampling process may include:	process, substance or hazard likely to be causing the ill-health or symptoms size of the workforce (i.e. individual worker or work teams) type of exposure other practical and financial considerations.
Information and data collected may include:	conditions, such as activities and number of people present when measurements were made date, time and duration of collection locations where information and data were collected readouts and measurements taken sampling method, for example: continuous grab longitudinal specifications of equipment used.
Operability of equipment may include:	availability of appropriate attachments, leads and filters battery serviceability checks check and function tests calibration requirements National Association of Testing Authorities (NATA) tested and certified, with certificate of currency as appropriate.
Purposes of report may include:	as a basis for design of improved and/or new risk controls communicating the results and ramifications of monitoring to individuals and parties hazard identification legal compliance risk assessment.
Target audiences may include:	contractors, such as hygienists, involved in sampling methodologies and procedures designers and engineers individuals and parties.
Required information and data may include:	agent/condition being monitored and key issues associated with it interpretation and discussion of results ramifications for workers and the workplace sampling process: conditions at time of sampling, including whether or not the sampling period represented normal operating conditions how measurements were taken locations where samples were taken specifications of equipment used tables of results target audiences for report where, when and why measurements were taken.

Unit Sector(s)

Regulation, Licensing and Risk – Work Health and Safety

BSBWHS510A Contribute to implementing emergency procedures

Modification History

Release	Comments
Release 1	This Unit first released with BSB07 Business Training Package version 7.0. Replaces and is equivalent to BSBOHS405B Contribute to the implementation of emergency procedures.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to contribute to the implementation of planning and response procedures for emergencies.

Application of the Unit

This unit applies to individuals with supervisory responsibilities for managing work health and safety (WHS) in the workplace who contribute to the implementation of procedures for responding to emergencies. The unit assumes that expert advice will be available in identifying potential emergencies and in formulating response plans.

The focus of this unit is on implementation of procedures already developed for short-term emergency responses.

The unit applies to people who work in a range of WHS roles across all industries and who apply a substantial knowledge base and well-developed skills in a wide variety of WHS contexts.

NOTE: The terms Occupational Health and Safety (OHS) and Work Health and Safety (WHS) are equivalent and generally either can be used in the workplace. In jurisdictions where the National Model WHS Legislation has not been implemented RTOs are advised to contextualise the unit of competency by referring to the existing State/Territory OHS legislative requirements.

Licensing/Regulatory Information

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

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Identify potential emergencies	1.1 Apply knowledge of WHS hazards and relevant standards to identify causes of potential emergencies 1.2 Seek input of stakeholders in identifying potential emergencies 1.3 Identify and liaise with appropriate specialist advisors and emergency agencies to identify causes of potential emergencies 1.4 Develop a risk register to identify potential emergencies and their causes
2. Identify options for initial response	2.1 Categorise major types of potential emergencies 2.2 Identify actions required to contain or limit potential emergencies 2.3 Identify actions required to limit impact on personnel, property and the environment 2.4 Identify requirements for liaison with emergency agencies 2.5 Prioritise actions to be taken during emergencies
3. Plan initial response procedures	3.1 Identify resources available and required for immediate response 3.2 Check emergency equipment to ensure serviceability, accessibility, cleanliness and correct location 3.3 Document actions required for a range of major types of emergency, taking account of standards, current industry practice, specialist advice and input by emergency agencies 3.4 Identify training needs and appropriate providers
4. Implement initial response procedures	4.1 Document and display actions for initial response 4.2 Outline own role in emergency response 4.3 Follow appropriate procedures
5. Contribute to post-event activities	5.1 Identify and support other personnel in the second response phase 5.2 Make contributions to debriefing processes
6. Monitor emergency response and address deficiencies	6.1 Monitor responses to emergencies for efficiency and timeliness, in consultation with stakeholders and, as appropriate, specialist advisors and agencies 6.2 Document, and promptly and appropriately report, results of monitoring to appropriate persons 6.3 Identify areas for organisational and personal improvement and make recommendations for improvement in response to analysis of response taken

Required Skills and Knowledge

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

Required skills

communication skills to communicate with people from a range of backgrounds and with a range of abilities

information technology skills to access and download internal and external information and data on WHS

interpersonal skills to issue instructions in an authoritative manner during emergencies

literacy skills to prepare reports for a range of target groups, including health and safety committees, health and safety representatives, managers, supervisors, and persons conducting businesses or undertakings (PCBUs) or their officers

observation skills to evaluate the impact characteristics and composition of the workforce have on managing WHS

organisational and time-management skills to sequence tasks and meet timelines

research and data analysis skills to:

analyse relevant workplace information and data

assess resources required to systematically manage WHS

evaluate interactions between workers, their activities, equipment, environment and work systems.

Required knowledge

basic emergency prevention controls typically installed in a workplace:

emergency alerting systems

emergency protection systems

smoke alarms, fire alarms and fire extinguishers

required safety wear

security systems

enterprise physical site and work areas

enterprise reporting procedures in an emergency

essential actions of self and others in an emergency

hazards and precautions to be taken during an emergency

hazards arising from evacuation

information needs of emergency response personnel during reporting, arrival and response to an emergency

internal and external sources of WHS information and data, and how to access them

organisational and workplace WHS policies and procedures

organisational structure, roles and responsibilities contributing to the implementation of emergency procedures

powers of safety representatives and other authorised WHS personnel to cease work immediately if an immediate danger to WHS exists

principles and priorities for evacuation, checking and accounting for people

principles of fire protection and emergency response

relevant commonwealth and state or territory WHS Acts, regulations, codes of practice, standards and guidance material contributing to the implementation of emergency procedures

roles and responsibilities of WHS personnel

types of emergency responses typically used in workplaces

WHS information needs of work unit or work team.

Evidence Guide

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

Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: identifying potential emergencies contributing to the implementation of procedures for preparing and responding to an emergency evaluating the effectiveness of implementation strategies knowledge of basic emergency prevention controls typically installed in a workplace.
Context of and specific resources for assessment	Assessment must ensure access to: office equipment and resources workplace documentation and actual workplaces.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: analysis of responses to case studies and scenarios demonstration of procedures implemented in response to an emergency situation direct questioning combined with review of portfolios of evidence and third-party reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of information needs of emergency response personnel during reporting, arrival and response to an emergency review of risk register developed to identify potential emergencies and their causes written examples of reports on responses to emergency situations review of documentation submitted to managers, supervisors, PCBUs or their officers, and key personnel outlining monitoring of emergency response.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other BSB07 WHS units.

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.

WHS hazards may include:	sources of potential harm in terms of human injury, ill health, damage to property, damage to the environment or a combination of these, such as: biological chemical environmental mechanical and/or electrical nuclear physical psychosocial radiological.
Relevant standards may include:	Australian standards industry-specific standards international standards.
Potential emergencies may include:	evacuation explosion and bomb alerts external emergencies and natural disasters, such as: explosion fire flood hazardous chemical spill storm traffic accident internal emergencies, such as: loss of power loss of water supply structural collapse security emergencies, such as: armed robberies intruders disturbed persons serious injury events.
Stakeholders may include:	community contractors and subcontractors duty holders as specified in WHS Acts, including: PCBUs or their officers workers other persons at a workplace health and safety representatives health and safety committees workers.
Specialist advisors may include:	internal or external advisors in: chemicals emergency response engineering safety security.
Emergency agencies may include:	ambulance fire and emergency services government departments hazardous materials response teams (HazMat) police WHS authorities.
Risk register may include:	lists of hazards location of hazards outcomes of any risk assessment or risk ranking range of possible scenarios or circumstances under which an emergency could occur, including natural disasters.
Resources may include:	emergency response personnel and equipment fire and emergency services personnel first aid personnel and equipment.
Emergency equipment may include:	clothing items, such as coloured hats and vests communication equipment evacuation alarms evacuation equipment, especially for people with a disability fire extinguishers and equipment torches.
Second response phase may include:	actions required if building cannot be re-occupied containment of personnel in evacuation area first aid support/counselling of personnel involved or affected.
Appropriate persons may include:	managers or supervisors PCBUs or their officers.

Unit Sector(s)

Regulation, Licensing and Risk – Work Health and Safety

BSBPMG522A Undertake project work

Modification History

Release	Comments
Release 1	This version first released with BSB07 Business Services Training Package Version 8.0. Replaces BSBPMG510A Manage projects.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to undertake a straightforward project or a section of a larger project. This unit addresses the management of projects, including developing a project plan, administering and monitoring the project, finalising the project, and reviewing the project to identify lessons learned for application to future projects.

Application of the Unit

The unit focuses on the application of project-management skills and the requirement to meet timelines, quality standards, budgetary limits and other requirements set for the project.

The unit does not apply to specialist project managers. For specialist project managers, the other units of competency in the project management field (BSBPMG) will be applicable.

Licensing/Regulatory Information

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

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Define project	1.1 Access project scope and other relevant documentation 1.2 Define project stakeholders 1.3 Seek clarification from delegating authority of issues related to project and project parameters 1.4 Identify limits of own responsibility and reporting requirements 1.5 Clarify relationship of project to other projects and to the organisation's objectives 1.6 Determine and access available resources to undertake project
2. Develop project plan	2.1 Develop project plan in line with the project parameters 2.2 Identify and access appropriate project-management tools 2.3 Formulate risk-management plan for project, including work health and safety (WHS) 2.4 Develop and approve project budget 2.5 Consult team members and take their views into account in planning the project 2.6 Finalise project plan and gain necessary approvals to commence project according to documented plan
3. Administer and monitor project	3.1 Take action to ensure project team members are clear about their responsibilities and the project requirements 3.2 Provide support for project team members, especially with regard to specific needs, to ensure that the quality of the expected outcomes of the project and documented time lines are met 3.3 Establish and maintain required record-keeping systems throughout the project 3.4 Implement and monitor plans for managing project finances, resources and quality 3.5 Complete and forward project reports as required to stakeholders 3.6 Undertake risk management as required to ensure project outcomes are met 3.7 Achieve project deliverables
4. Finalise project	4.1 Complete financial record keeping associated with project and check for accuracy 4.2 Ensure transition of staff involved in project to new roles or reassignment to previous roles 4.3 Complete project documentation and obtain necessary sign-offs for concluding project
5. Review project	5.1 Review project outcomes and processes against the project scope and plan 5.2 Involve team members in the project review 5.3 Document lessons learned from the project and report within the organisation

Required Skills and Knowledge

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

Required skills

communication and negotiation skills to work with team members and other stakeholders to maintain project schedules

communication skills to relate to people with diverse abilities and from diverse backgrounds in a culturally appropriate way

literacy skills to read, write and review a range of documentation

numeracy skills to:

analyse data

compare time lines and promotional costs against budgets

planning and organising skills to develop, monitor and maintain implementation schedules.

Required knowledge

organisation's mission, goals, objectives and operations and how the project relates to them

organisational structure, and lines of authority and communication in the organisation

relevant legislation and codes from all levels of government that may affect aspects of business operations, including:

anti-discrimination legislation

codes of practice

environmental issues

ethical principles

WHS

privacy laws.

Evidence Guide

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

Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: developing a project plan examples of monitoring arrangements and evaluation of the efficacy of the project plan in addressing project time lines and budget knowledge of relevant legislation.
Context of and specific resources for assessment	Assessment must ensure: access to workplace project documentation demonstration of all required skills, knowledge and performance in a workplace-based project.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate observation of presentations oral or written questioning to assess knowledge of the organisation's mission, goals, objectives and operations and how the project relates to them review of project risk-management plan and project plan evaluation of project reports forwarded to stakeholders analysis of documentation reviewing project outcomes and processes against the project scope and plan evaluation of documentation outlining lessons learned from the project.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other project management units.

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.

Project scope and other relevant documentation may include:	contract or other agreement project brief project plan or summary other documents outlining: expected outcomes of the project inclusions and exclusions from project project resources quality standards for project timeframes for project.
Stakeholders may include:	clients or customers (internal and external) funding bodies management, employees and relevant key personnel (internal and external) with special responsibilities project sponsor.
Delegating authority may include:	customer or client funding body manager or management representative project sponsor.
Project parameters may include:	project finances or budget integration of project within organisation legislative and quality standards physical, human and technical resources available or required for project procurement requirements associated with project reporting requirements risks associated with project, including WHS scope of project time lines.
Project plan may include:	details of how the project will be managed roles and responsibilities time lines work breakdown structure.
Project management tools may include:	cost schedule control system Critical Path Method Gantt and bar charts life cycle cost analysis logistics support analysis PERT charts project management software risk and issues logs spreadsheets technical resources required for the project, for example WHS management-system tools.
Support for project team members may include:	additional physical, human and technical resources (within allocated budget) if and as required encouragement feedback learning and development regular project team meetings supervision, mentoring and coaching.
Required record-keeping systems may include systems for:	correspondence financial data, including costs, expenditure, income generated and purchases project outcomes quality data, including any test results recording of time spent on project and progress in completing project samples, prototypes and models.
Resources may include:	human physical technical.
Risk management may include:	changing roles and responsibilities in project team negotiating an extension of deadline, or redefining completion or quantity or quality of outcomes outsourcing some aspects of the project reducing costs researching and applying more efficient methods for completing project tasks seeking further resources to meet deadline sharing ideas to gain improvements to work undertaken in the project.
Necessary sign-offs may be required by:	clients funding body management project sponsor.

Unit Sector(s)

Management and Leadership – Project Management

BSBREL401A Establish networks

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop and maintain effective work relationships and networks. It covers the relationship building and negotiation skills required by workers within an organisation as well as freelance or contract workers. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals with a broad knowledge of networking and negotiation who contribute well developed skills in creating solutions to unpredictable problems through analysis and evaluation of information from a variety of sources. They may have responsibility to provide guidance or to delegate aspects of tasks to others.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Develop and maintain business networks	1.1. Use appropriate network strategies to establish and maintain relationships that promote the development of business opportunities 1.2. Identify and pursue network opportunities to maximise a range of contacts 1.3. Communicate information regarding new networks to inform individuals, colleagues and clients of potential benefits 1.4. Participate in professional networks and associations to obtain and maintain personal knowledge and skills
2. Establish and maintain business relationships	2.1. Develop and maintain relationships to promote benefits consistent with organisational/client requirements 2.2. Gain and maintain trust and confidence of contacts through demonstration of high standards of business practices 2.3. Use a high level of negotiation skills to encourage positive outcomes 2.4. Identify difficult situations and negotiate solutions using collaborative problem-solving techniques 2.5. Seek specialist advice in the development of contacts where appropriate
3. Promote the relationship	3.1. Develop strategies to represent and promote the interests and requirements of the relationship 3.2. Use appropriate presentation skills to communicate the goals and objectives of the relationship 3.3. Effectively communicate issues, policies and practices of the relationship to a range of audiences, in writing and verbally 3.4. Obtain feedback to identify and develop ways to improve promotional activities within available opportunities

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to receive and report on feedback, to maintain effective relationships and to manage conflict culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities leadership skills to gain trust and confidence of clients and colleagues negotiation skills to achieve mutually acceptable outcomes technology skills to support effective communication and presentation.
Required knowledge
client or organisational policies, plans and procedures related organisations, agencies and networks trends and forecasts for relevant industries, services and products.

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: establishing contacts and participating in networks identifying opportunities for networking knowledge of related organisations, agencies and networks maintaining records of relevant contacts.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources access to examples of networking strategies and documentation.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of documentation communicating issues, policies and practices of the relationship to a range of audiences evaluation of promotional strategies observation of negotiation of solutions between groups and individuals observation of promotional presentations.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: interpersonal communication units other relationship management units.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Network strategies may include:	association memberships conference participation distributing materials individual marketing maintaining regular contact seminar attendance
Professional networks and associations may include:	advisory committees colleagues committees government agencies internal/external customers lobby groups local inter-agency groups other organisations professional/occupational associations project specific ad hoc consultative/reference groups specific interest or support groups suppliers work team
Organisational/client requirements may be included in:	access and equity principles and practices defined resource parameters ethical standards goals, objectives, plans, systems and processes legal and organisational policies, guidelines and requirements marketing plan occupational health and safety policies, procedures and programs quality and continuous improvement processes and standards quality assurance and/or procedures manuals
Negotiation skills may include:	assertiveness bargaining collaboration confidence building conflict reduction empathising offers and counter offers solution designing stress management
Feedback may include:	accuracy and sufficiency of information appropriateness of audience benefits to organisation impact of message liaison with networks participation of competitors use of media

Unit Sector(s)

Unit sector

Competency field

Competency field	Stakeholder Relations - Relationship Management

Co-requisite units

Co-requisite units

BSBRES401A Analyse and present research information

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to gather, organise and present workplace information using available systems. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who are required to apply their broad knowledge of the work environment to analysis and research tasks. They may have responsibility to provide guidance or to delegate aspects of these tasks to others.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Gather and organise information	1.1. Gather and organise information in a format suitable for analysis, interpretation and dissemination in accordance with organisational requirements 1.2. Access information held by the organisation ensuring accuracy and relevance in line with established organisational requirements 1.3. Ensure that methods of collecting information are reliable and make efficient use of resources in accordance with organisational requirements 1.4. Identify research requirements for combining online research with non-electronic sources of information 1.5. Use business technology to access, organise and monitor information in accordance with organisational requirements 1.6. Update, modify, maintain and store information, in accordance with organisational requirements
2. Research and analyse information	2.1. Clearly define objectives of research ensuring consistency with organisational requirements 2.2. Ensure that data and research strategies used are valid and relevant to the requirements of the research and make efficient use of available resources 2.3. Identify key words and phrases for use as part of any online search strategy, including the use of Boolean operators and other search tools 2.4. Use reliable methods of data analysis that are suitable to research purposes 2.5. Ensure that assumptions and conclusions used in analyses are clear, justified, supported by evidence and consistent with research and business objectives
3. Present information	3.1. Present recommendations and issues in an appropriate format, style and structure using suitable business technology 3.2. Structure and format reports in a clear manner that conforms to organisational requirements 3.3. Report and distribute research findings in accordance with organisational requirements 3.4. Obtain feedback and comments on suitability and sufficiency of findings in accordance with organisational requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to read, write and understand a variety of texts; and to edit and proofread documents to ensure clarity of meaning, accuracy and consistency of information problem-solving skills to deal with information which is contradictory, ambiguous, inconsistent or inadequate technology skills to select and use technology appropriate to a task research skills to identify and access information.
Required knowledge
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS) organisational record keeping/filing systems, security procedures and safe recording practices organisational policies and procedures relating to distribution of workplace information, and legal and ethical obligations research processes and strategies to identify new sources (online and print) of information and to use them most efficiently and effectively.

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: presenting information and data maintaining and handling data and documents systematically analysing and interpreting data to support organisational activities knowledge of research processes and strategies to identify new sources of information.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of research tasks and resources.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate analysis of responses to case studies and scenarios demonstration of techniques observation of presentations review of documentation outlining recommendations and issues review of reports outlining research findings.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: general administration units IT use units Governance units

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Information may include:	demographic data service delivery records computer databases (library catalogue, customer records, subscription database, internet) computer files (letters, memos and other documents) correspondence (faxes, memos, letters, email) financial figures forms (insurance forms, membership forms) information on training needs invoices (from suppliers, to debtors) marketing reports/plans/budgets personnel records (personal details, salary rates) production targets sales records (monthly forecasts, targets achieved)
Organisational requirements may include:	anti-discrimination and related policy business and performance plans Code of Conduct/Code of Ethics defined resource parameters ethical standards goals, objectives, plans, systems and processes information protocols legal and organisational policies, guidelines and requirements management and accountability channels OHS policies, procedures and programs procedures for updating records quality assurance and/or procedures manuals security and confidentiality requirements
Methods of collecting information may include:	checking research provided by others checking written material including referrals and client files individual research information from other organisations interviews with community members, colleagues/customers observation and listening previous file records questioning (in person or indirect) recruitment applications and other forms
Business technology may include:	answering machine computer fax machine photocopier telephone
Objectives of research may include:	comparative analysis hypothesis testing identification of trends industry pricing policies process mapping situational diagnosis
Research strategies may include:	data analysis documentation reviews focus groups interviewing colleagues and clients online searching product sampling subscription databases
Key words and phrases may include:	American spellings when searching online cultural or geographic terms using different thesauri in different databases
Boolean operators may include:	exclude - / NOT include +/ AND or phrase searching " "/( ) variations, depending on the resource being used
Methods of data analysis may include:	data sampling feedback on results peer review review of previous research statistical analysis
Business objectives may include:	community capacity building community development service provision business planning financial performance flexibility, responsiveness interpersonal communication marketing and customer service organisational values and behaviours people management work procedures and quality assurance manuals
Feedback may include:	audit documentation and reports comments from community, board members, clients and colleagues customer satisfaction questionnaires quality assurance data returned goods

Unit Sector(s)

Unit sector

Competency field

Competency field	Knowledge Management - Research

Co-requisite units

Co-requisite units

BSBRSK401A Identify risk and apply risk management processes

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to identify risks and to apply established risk management processes to a subset of an organisation or project's operations that are within the person's own work responsibilities and area of operation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals with a broad knowledge of risk analysis or project management who contribute well developed skills in creating solutions to unpredictable problems through analysis and evaluation of information from a variety of sources. They may have responsibility to provide guidance or to delegate aspects of these tasks to others. In this unit, risks applicable within own work responsibilities and area of operation, may include projects being undertaken individually or by a team, or operations within a section of the organisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify risks	1.1. Identify the context for risk management 1.2. Identify risks using tools, ensuring all reasonable steps have been taken to identify all risks 1.3. Document identified risks in accordance with relevant policies, procedures and legislation
2. Analyse and evaluate risks	2.1. Analyse and document risks in consultation with relevant stakeholders 2.2. Undertake risk categorisation and determine level of risk 2.3. Document analysis processes and outcomes
3. Treat risks	3.1. Determine appropriate control measures for risks and assess for strengths and weaknesses 3.2. Identify control measures for all risks 3.3. Refer risks relevant to whole of organisation or having an impact beyond own work responsibilities and area of operation to others as per established policies and procedures 3.4. Choose and implement control measures for own area of operation and/or responsibilities 3.5. Prepare and implement treatment plans
4. Monitor and review effectiveness of risk treatment/s	4.1. Regularly review implemented treatment/s against measures of success 4.2. Use review results to improve the treatment of risks 4.3. Provide assistance to auditing risk in own area of operation 4.4. Monitor and review management of risk in own area of operation

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills sufficient to read and understand a variety of texts; and to write, edit and proofread documents to ensure clarity of meaning, accuracy and consistency of information research and data collection skills to monitor and evaluate risks problem-solving skills to appropriately address identified risks.
Required knowledge
Australian and international standards for risk management key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws environmental issues occupational health and safety organisational policies and procedures relating to risk management processes and strategies auditing requirements relating to risk management.

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: identification, analysis and evaluation of risks demonstrated understanding of personal role in relation to wider organisational or project context demonstrated understanding of risk management processes and procedures.
Context of and specific resources for assessment	Assessment must ensure: access to workplace documentation relating to risk management access to risk management tools and frameworks.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of documentation outlining risk analysis processes and outcomes analysis of responses to case studies and scenarios oral or written questioning to assess knowledge of Australian and international standards for risk management review of implementation of treatment plans.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: general administration units other risk management units.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Context may include:	any related projects or organisations any resources, including physical assets, which are vital to operations key operational elements and service of the organisation organisation or project, how it is organised and its capabilities own role and responsibilities in relation to overall project or organisation design
Risks may include:	commercial and legal relationships economic circumstances and scenarios human behaviour individual activities management activities and controls natural events political circumstances positive risk technology - technological issues
Tools may include:	documentation to assist in process of identifying risk, and assessing impact and likelihood of occurrence standard instruments developed for the organisation and contextualised for sections of the workplace's operations, such as checklists and testing procedures tools to prioritise risks, including where relevant, numerical scoring systems for risks
Stakeholders may include:	contractors employees financial managers insurance agents managers public service providers suppliers unions volunteers
Risk categorisation may include:	likelihood of risks: almost certain likely possible unlikely rare consequences of risks: insignificant minor moderate major catastrophic current control measures
Level of risk may include:	low, treated with routine procedures moderate, with specific responsibility allocated for the risk, and monitoring and response procedures implemented high, requiring action, as it has potential to be damaging to the organisation or project extreme, requiring immediate action, as it has potential to be devastating to the organisation or project
Control measures may include:	hierarchy of controls: reduction in likelihood of risks reduction of consequences of risks retention of risks risk aversion transfer of responsibility of risks
Measures of success may include:	costs reductions in impact reductions in likelihood reductions in occurrence

Unit Sector(s)

Unit sector

Competency field

Competency field	Regulation, Licensing and Risk - Risk Management

Co-requisite units

Co-requisite units

BSBWOR401A Establish effective workplace relationships

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to collect, analyse and communicate information and to use that information to develop and maintain effective working relationships and networks, with particular regard to communication and representation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Frontline managers play an important role in developing and maintaining positive relationships in internal and external environments so that customers, suppliers and the organisation achieve planned outputs and outcomes. They play a prominent part in motivating, mentoring, coaching and developing team cohesion through providing leadership for the team and forming the bridge between the management of the organisation and team members. At this level, work will normally be carried out within routine and non routine methods and procedures, which require planning and evaluation, and leadership and guidance of others.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Collect, analyse and communicate information and ideas	1.1. Collect relevant information from appropriate sources and analyse and share with the work team to improve work performance 1.2. Communicate ideas and information in a manner which is appropriate and sensitive to the cultural and social diversity of the audience and any specific needs 1.3. Implement consultation processes to encourage employees to contribute to issues related to their work, and promptly relay feedback to the work team in regard to outcomes 1.4. Seek and value contributions from internal and external sources in developing and refining new ideas and approaches 1.5. Implement processes to ensure that issues raised are resolved promptly or referred to relevant personnel as required
2. Develop trust and confidence	2.1. Treat all internal and external contacts with integrity, respect and empathy 2.2. Use the organisation's social, ethical and business standards to develop and maintain effective relationships 2.3. Gain and maintain the trust and confidence of colleagues, customers and suppliers through competent performance 2.4. Adjust interpersonal styles and methods to meet organisation's social and cultural environment 2.5. Encourage other members of the work team to follow examples set, according to organisation's policies and procedures
3. Develop and maintain networks and relationships	3.1. Use networks to identify and build relationships 3.2. Use networks and other work relationships to provide identifiable benefits for the team and organisation
4. Manage difficulties into positive outcomes	4.1. Identify and analyse difficulties, and take action to rectify the situation within the requirements of the organisation and relevant legislation 4.2. Guide and support colleagues to resolve work difficulties 4.3. Regularly review and improve workplace outcomes in consultation with relevant personnel 4.4. Manage poor work performance within the organisation's processes 4.5. Manage conflict constructively within the organisation's processes

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
coaching and mentoring skills to provide support to colleagues literacy skills to research, analyse, interpret and report information relationship management and communication skills to: deal with people openly and fairly forge effective relationships with internal and/or external people, and to develop and maintain these networks gain the trust and confidence of colleagues respond to unexpected demands from a range of people use supportive and consultative processes effectively.
Required knowledge
relevant legislation from all levels of government that affects business operation, especially in regard to occupational health and safety (OHS), and environmental issues, equal opportunity, industrial relations and anti-discrimination theory associated with managing work relationships to achieve planned outcomes: developing trust and confidence maintaining consistent behaviour in work relationships understanding the cultural and social environment identifying and assessing interpersonal styles establishing, building and maintaining networks identifying and resolving problems resolving conflict managing poor work performance monitoring, analysing and introducing ways to improve work relationships.

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: range of methods and techniques for communicating information and ideas to a range of stakeholders range of methods and techniques for developing positive work relationships that build trust and confidence in the team accessing and analysing information to achieve planned outcomes techniques for resolving problems and conflicts and dealing with poor performance knowledge of the theory associated with managing work relationships to achieve planned outcomes.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: demonstration of techniques in managing poor performance and communicating effectively direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of performance in role plays observation of presentations oral or written questioning to assess knowledge of relevant legislation review of consultation processesimplemented to encourage employees to contribute to issues related to their work review of documentation outlining reviewing ofworkplace outcomes.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Certificate IV in Frontline Management.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Information may include:	data appropriate to work roles and organisational policies that is shared and retrieved in writing or verbally, electronically or manually such as: archived, filed and historical background data individual and team performance data marketing and customer related data planning and organisational documents including the outcomes of continuous improvement and quality assurance policies and procedures
Consultation processes may include:	feedback to the work team and relevant personnel in relation to outcomes of the consultation process opportunities for all employees to contribute to ideas and information about organisational issues
Processes to ensure that issues raised are resolved promptly or referred may include:	conducting informal meetings coordinating surveys or questionnaires distributing newsletters or reports exchanging informal dialogue with relevant personnel participating in planned organisational activities
Relevant personnel may include:	managers OHS committee and other people with specialist responsibilities other employees supervisors union representatives/groups
Organisation's social, ethical and business standards may refer to:	implied standards such as honesty and respect relative to the organisational culture and generally accepted within the wider community rewards and recognition for high performing staff standards expressed in legislation and regulations such as anti-discrimination legislation written standards such as those expressed in: code of workplace conduct/behaviour dress code policies statement of workplace values vision and mission statements
Colleagues, customers and suppliers may include:	both internal and external contacts employees at the same level and more senior managers people from a wide variety of social, cultural and ethnic backgrounds team members
Organisation's policies and procedures may refer to:	Materials Safety Data Sheets organisational tasks and activities undertaken to meet performance outcomes sets of accepted actions approved by the organisation Standard Operating Procedures
Networks may be:	established structures or unstructured arrangements and may include business or professional associations informal or formal and with individuals or groups internal and/or external
Workplace outcomes may include:	OHS processes and procedures performance of the work team
Poor work performance may refer to:	individual team members organisation as a whole self whole work team

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry Capability - Workplace Effectiveness

Co-requisite units

Co-requisite units

BSBWOR402A Promote team effectiveness

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to promote teamwork. It involves developing team plans to meet expected outcomes, leading the work team, and proactively working with the management of the organisation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Frontline managers have an important leadership role in the development of efficient and effective work teams. They play a prominent part in team planning, supervising the performance of the team and developing team cohesion. They provide leadership for the team and bridge the gap between the management of the organisation and the team members. As such they must 'manage up' as well as manage their team/s.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Plan to achieve team outcomes	1.1. Identify, establish and document team purpose, roles, responsibilities, goals, plans and objectives in consultation with team members 1.2. Support team members in meeting expected outcomes
2. Develop team cohesion	2.1. Provide opportunities for input of team members into planning, decision making and operational aspects of work team 2.2. Encourage and support team members to take responsibility for own work and to assist each other in undertaking required roles and responsibilities 2.3. Provide feedback to team members to encourage, value and reward individual and team efforts and contributions 2.4. Recognise and address issues, concerns and problems identified by team members or refer to relevant persons as required
3. Participate in and facilitate work team	3.1. Actively encourage team members to participate in and take responsibility for team activities and communication processes 3.2. Give the team support to identify and resolve problems which impede its performance 3.3. Ensure own contribution to work team serves as a role model for others and enhances the organisation's image within the work team, the organisation and with clients/customers
4. Liaise with management	4.1. Maintain open communication with line manager/management at all times 4.2. Communicate information from line manager/management to the team 4.3. Communicate unresolved issues, concerns and problems raised by the team/team members to line manager/management and ensure follow-up action is taken 4.4. Communicate unresolved issues, concerns and problems related to the team/team members raised by line managers/management to the team and ensure follow-up to action is taken

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to: boost team morale deal with team conflict deliver messages from management facilitate discussion mentor and coach leadership skills planning and organising skills.
Required knowledge
organisational goals, objectives and plans organisational policy and procedures framework organisational structure, including organisational chart principles and techniques associated with: delegation and work allocation goal setting group dynamics and processes individual behaviour and difference leadership motivation negotiation planning.

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: teamwork plan with details of how it was generated and how it will be monitored so that team goals can be met techniques in communicating information, dealing with team conflict and resolving issues knowledge of organisational goals, objectives and plans.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: analysis of responses to case studies and scenarios direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of demonstrated techniques in working with team dynamics observation of performance in role plays oral or written questioning to assess knowledge of principles and techniques associated with group dynamics and processes evaluation of opportunities provided for input of team members into planning, decision making and operational aspects of work team review of feedback provided to team members review of teamwork plan.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Certificate IV in Frontline Management.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Team purpose, roles, responsibilities, goals, plans and objectives may include:	action plans, business plans and operational plans linked to strategic plans expected outcomes and outputs goals for individuals and the work team individual and team performance plans and key performance indicators occupational health and safety (OHS) responsibilities
Consultation may include:	attending meetings, interviews, brainstorming sessions using email/intranet communications, newsletters or other processes and devices which ensure that all employees have the opportunity to contribute to team and individual effectiveness using mechanisms to provide feedback to the work team in relation to consultation outcomes
Responsibility for own work may involve:	individual and joint actions individuals and teams
Feedback may refer to:	formal/informal gatherings between team members where there is communication on work related matters informal communication of ideas and thoughts on specific tasks, outcomes, decisions, issues or behaviours
Relevant persons may include:	colleagues direct superior or other management representatives OHS committees and other people with specialist responsibilities
Communication may include:	face-to-face formal/informal interaction verbal, written or electronic communication
Line manager/management may refer to:	direct superior or other management representatives

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBWOR501B Manage personal work priorities and professional development

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to manage own performance and professional development. Particular emphasis is on setting and meeting priorities, analysing information and using a range of strategies to develop further competence. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to managers and focuses on the need for managers to be organised, focussed and skilled, in order to effectively manage the work of others. As such it is an important unit for most managers, particularly as managers serve as role models and have a significant influence on the work culture and patterns of behaviour.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Establish personal work goals	1.1. Serve as a positive role model in the workplace through personal work planning and organisation 1.2. Ensure personal work goals, plans and activities reflect the organisation's plans, and own responsibilities and accountabilities 1.3. Measure and maintain personal performance in varying work conditions, work contexts and contingencies
2. Set and meet own work priorities	2.1. Take initiative to prioritise and facilitate competing demands to achieve personal, team and organisational goals and objectives 2.2. Use technology efficiently and effectively to manage work priorities and commitments 2.3. Maintain appropriate work-life balance, and ensure stress is effectively managed and health is attended to
3. Develop and maintain professional competence	3.1. Assess personal knowledge and skills against competency standards to determine development needs, priorities and plans 3.2. Seek feedback from employees, clients and colleagues and use this feedback to identify and develop ways to improve competence 3.3. Identify, evaluate, select and use development opportunities suitable to personal learning style/s to develop competence 3.4. Undertake participation in networks to enhance personal knowledge, skills and work relationships 3.5. Identify and develop new skills to achieve and maintain a competitive edge

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to receive, analyse and report on feedback literacy skills to interpret written and verbal information about workplace requirements organisational skills to set and achieve priorities.
Required knowledge
principles and techniques involved in the management and organisation of: performance measurement personal behaviour, self-awareness and personality traits identification personal development plan personal goal setting time management management development opportunities and options for self organisation's policies, plans and procedures types of learning style/s and how they relate to the individual types of work methods and practices that can improve personal performance.

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: systems and processes (electronic or paper-based) used to organise and prioritise tasks, which show how work is managed personal development plan, with career objectives and an action plan
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: analysis of responses to case studies and scenarios direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations oral or written questioning to asses knowledge of work methods and practices that can improve personal performance review of personal work goals, plans and activities evaluation of work-life balance review of documentation assessing personal knowledge and skills against competency standards.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Diploma of Management.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Own responsibilities and accountabilities may include:	expectations of workplace performance as expressed in a performance plan outputs as expressed in position descriptions or duty statements statement of conduct outlining an individual's responsibilities/actions/performance
Technology may include:	computerised systems and software, databases, project management and word processing electronic diary personal digital assistant (PDA)
Competency standards may include:	enterprise-specific units of competency consistent with work requirements nationally endorsed units of competency consistent with work requirements
Clients and colleagues may be:	colleagues at the same level and more senior managers internal or external customers people from a wide range of social, cultural and ethnic backgrounds and with a range of physical and mental abilities team members
Development opportunities may include:	action learning coaching exchange/rotation induction mentoring shadowing structured training programs

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBWOR502B Ensure team effectiveness

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to facilitate all aspects of teamwork within the organisation. It involves taking a leadership role in the development of team plans, leading and facilitating teamwork and actively engaging with the management of the organisation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to managers and addresses the need for managers to facilitate work teams and to build a positive culture within work teams. The unit takes a systematic and planned approach to developing teams. It includes the soft skills as well as more structured approaches to the management of teams. At this level, work will normally be carried out within complex and diverse methods and procedures which require the exercise of considerable discretion and judgement, using a range of problem solving and decision making strategies.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Establish team performance plan	1.1. Consult team members to establish a common understanding of team purpose, roles, responsibilities and accountabilities in accordance with organisational goals, plans and objectives 1.2. Develop performance plans to establish expected outcomes, outputs, key performance indicators and goals for work team 1.3. Support team members in meeting expected performance outcomes
2. Develop and facilitate team cohesion	2.1. Develop strategies to ensure team members have input into planning, decision making and operational aspects of work team 2.2. Develop policies and procedures to ensure team members take responsibility for own work and assist others to undertake required roles and responsibilities 2.3. Provide feedback to team members to encourage, value and reward individual and team efforts and contributions 2.4. Develop processes to ensure that issues, concerns and problems identified by team members are recognised and addressed
3. Facilitate teamwork	3.1. Encourage team members and individuals to participate in and to take responsibility for team activities, including communication processes 3.2. Support the team in identifying and resolving work performance problems 3.3. Ensure own contribution to work team serves as a role model for others and enhances the organisation's image for all stakeholders
4. Liaise with stakeholders	4.1. Establish and maintain open communication processes with all stakeholders 4.2. Communicate information from line manager/management to the team 4.3. Communicate unresolved issues, concerns and problems raised by team members and follow-up with line manager/management and other relevant stakeholders 4.4. Evaluate and take necessary corrective action regarding unresolved issues, concerns and problems raised by internal or external stakeholders

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to explain team goals, to address team conflict and to build an environment of trust planning and organisational skills to keep team on track and focussed on work outcomes.
Required knowledge
group behaviour strategies for mentoring and coaching to informally guide and instruct team members issue resolution strategies for gaining consensus.

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: range of techniques that can be used to build work teams, strengthen communications in the team and resolve issues methods for engaging with stakeholders and obtaining advice from outside the work team, to ensure team is focussed and on track knowledge of group behaviour.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: analysis of responses to case studies and scenarios assessment of written reports demonstration of team building techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of performance in role plays review of performance plans developed for work team review of policies and procedures developed to ensure team members take responsibility for own work.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Diploma of Management.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Consultation may refer to:	conducting meetings, interviews, brainstorming sessions, email/intranet communications, newsletters or other processes and devices which ensure that all employees have the opportunity to contribute to team and individual performance plans mechanisms used to provide feedback to the work team in relation to outcomes of consultation
Accountabilities may refer to:	responsibilities as defined in position descriptions, codes of conduct/behaviour, duty statements or similar statement of conduct outlining responsibilities/actions/performance
Performance plans may refer to:	individual performance plans linked to team goals team plans based on work assignments and responsibilities
Outcomes, outputs, key performance indicators may refer to agreed:	changes in work roles and responsibilities improved individual and team, performance and participation improvements to systems, operations measures for monitoring and evaluating the efficiency or effectiveness of systems or services quality standards and expectations targets for productivity improvements such as reduced downtime, higher production levels, decreases in absenteeism targets for training and development
Support may include:	Coaching Mentoring Training and development opportunities Clarification of roles and expectations Long term or short term plans Meetings
Strategies may refer to:	clarification of roles and expectations electronic communication devices and processes, such as intranet and email communication systems, to facilitate input long-term or short-term plans factoring in opportunities for team input mentoring and 'buddy' systems to support team members in providing input newsletters and briefings training and development activities
Policies and procedures may refer to:	organisational guidelines and systems that govern operational functions procedures that detail the activities that must be carried out for the completion of actions and tasks Standard Operating Procedures
Processes may refer to:	brainstorming options with the team for addressing concerns creating a matrix of issues and concerns and distributing for comment discussions with individuals regarding their concerns distributing drafts for comment with a range of options for resolution of concerns training and development sessions
Stakeholders may include:	Board members business or government contacts funding bodies union/employee groups and representatives work team
Line manager/management may refer to:	chief executive officer direct superior other management representatives

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry Capability - Workplace Effectiveness

Co-requisite units

Co-requisite units

BSBWRK402A Empower workers

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to advance the collective interests of workers and the union in the workplace, and more generally within the community, through the identification and development of activists. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who have knowledge of unionism and industrial relations, and a commitment to advancing social justice principles. They provide leadership and guidance to workers and union members. The unit sees the development of activists and the creation of worker networks as an opportunity to empower members and to provide informal education to develop collective capacity.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify commonality of issues and needs	1.1. Canvass workplace issues with members and potential members 1.2. Undertake analysis of issue/s 1.3. Ensure key issues in the workplace are agreed and conform to union policies and regulations
2. Identify and develop activists	2.1. Identify potential workplace leaders or activists 2.2. Consult members to identify activities they can undertake 2.3. Obtain required resources and provide assistance to support members and activists 2.4. Identify activist development needs 2.5. Ensure appropriate activities are agreed, explained and reviewed
3. Develop networks	3.1. Identify and document aims of networks 3.2. Ensure networks are developed resourced, supported and maintained 3.3. Ensure positive relationships are developed and maintained with network members 3.4. Utilise networks to extend participants' understanding of union and social justice issues 3.5. Monitor effectiveness of networks and review against documented aims of network

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
interpersonal and consultation skills to listen effectively and to ask questions project planning skills.
Required knowledge
national, state/territory legislation and regulations relating to rights and responsibilities of representatives and union members, and anti-discrimination legislation especially as it pertains to employment relevant employment agreements, including: awards other industrial instruments various forms of workplace agreements union information, such as: legal right of entry history (general and workplace, location and industry-specific) current policies, priorities and activities recruitment policies and procedures membership information (benefits, rates and process for applying) representation processes.

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: range of skills and techniques that have led to the empowerment of groups and individuals to advocate for social change demonstrated evidence in developing members and potential activists to achieve defined aims and, where appropriate, how networks are built demonstrated evidence of how workplace issues were identified including surveys, questionnaires and interview notes knowledge of national, state/territory legislation and regulations relating to rights and responsibilities of representatives and union members, and anti-discrimination legislation especially as it pertains to employment.
Context of and specific resources for assessment	Assessment must ensure: access to workplace and union documents examples from work with union members support from union officials.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: analysis of responses to case studies and scenarios demonstration of techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of demonstrated techniques in resourcing and supporting the empowerment of union members observation of performance in role plays observation of presentations oral or written questioning to assess knowledge of union information review of analysis of issues review of documentation about the aims of networks evaluation of identified activist development needs.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other workplace relations units.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Canvassing views of members and potential members may include:	conducting a survey or questionnaire facilitating a meeting interviews
Workplace issues may include:	action or proposed action taken by management development of a collective bargaining claim individual or collective grievance or dispute occupational health and safety (OHS) issue/s proposed legislative change union issue, e.g. freedom of association or access to union support
Analysis of issue/s may include:	how it affects other workers whether it is a real issue whether it is deeply or widely felt whether it is winnable whether it will motivate workers
Development needs might include:	communication skills industrial relations processes information about terms and conditions public speaking skills
Activities might include:	arranging a meeting attending a meeting becoming a delegate collecting and distributing information member recruitment activities organising a petition talking to workers
Aims of networks might include:	action on community issues action on work issues development and learning discussion and analysis of work or industry-specific issues mentoring, coaching and leadership development provision of support to other members, workers, equity groups and community organisations recruitment of members
Networks might include:	community groups, peak bodies and other unions other individuals potential union members in own or other workplaces union members/activists in own or other workplaces workplace organising committee
Reviews might include:	allocation of next task analysis of outcomes debriefings identified further support requirements recognition of achievement workplace organising committee agenda

Unit Sector(s)

Unit sector

Competency field

Competency field	Workforce Development - Workplace Relations

Co-requisite units

Co-requisite units

BSBWRK403A Communicate with workers

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to communicate effectively with workers on a one to one basis and in groups in order to move them towards union membership, involvement, collectivism and activism. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who have knowledge of unionism and industrial relations, and a commitment to advancing social justice principles. They provide leadership and guidance to workers and union members.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Build relationship with workers	1.1. Use effective communication techniques to initiate contact with workers 1.2. Ascertain information about workers and the workplace 1.3. Encourage workers to communicate between themselves 1.4. Identify barriers to union membership and activism 1.5. Undertake analyses of issues
2. Motivate workers	2.1. Make responses to workers' objections 2.2. Explain the benefits of acting collectively 2.3. Use motivational techniques
3. Make presentations	3.1. Plan venue and equipment for the presentation 3.2. Publicise presentation to target groups of workers 3.3. Present relevant information clearly, accurately and appropriately to the needs of the workers 3.4. Utilise appropriate visual aids to enhance the presentation 3.5. Handle workers' questions and comments appropriately during the presentation

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
work within organising frameworks culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities group presentation skills interpersonal skills to listen effectively and to ask questions.
Required knowledge
awards and agreements contemporary issues for workers occupational health and safety union campaigns union enrolment procedures and costs union rules, policies, practices and protocols union services.

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: demonstration of a range of techniques that have led to increases in union membership or collective action which advances the members' causes knowledge of union rules, policies, practices and protocols.
Context of and specific resources for assessment	Assessment must ensure: access to equipment for making presentations examples of one-to-one and group communication with workers support from union officials.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: analysis of responses to case studies and scenarios demonstration of techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of demonstrated techniques in communicating with workers and making presentations observation of presentations oral or written questioning to assess knowledge of awards and agreements review of information ascertainedabout workers and the workplace evaluation of explanations of the benefits of acting collectively review of how presentations were publicised to target groups of workers.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other workplace relations units.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Effective communication techniques may include:	active listening building rapport establishing own role and purpose of visit in a way that interests the worker initiating contact
Information may include:	attitudes to the union job roles and responsibilities number of workers past work experience period of employment/average length of employment
Barriers may include:	acceptance of status quo cost current attitudes to unions disempowerment fear lack of critical awareness lack of understanding of unions past experiences time
Analyses of issues may include:	how it affects other workers whether it is a real issue whether it is deeply or widely felt whether it will motivate the worker whether it is winnable
Responses may include:	answering the objections equalising the barriers or objections exploring the barriers or objections recognising and acknowledging that the objection is real for that person
Motivational techniques may include:	assisting workers to reflect on their issues coaching and mentoring exploring options for change questioning workers about how they feel responding empathically
Visual aids may include:	computer-based presentations flip charts and whiteboards handouts overhead transparencies posters videos

Unit Sector(s)

Unit sector

Competency field

Competency field	Workforce Development - Workplace Relations

Co-requisite units

Co-requisite units

BSBWRK404A Promote equality of opportunity and fair treatment for all workers

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to work with diversity and to promote equality within the union and the workplace. It deals with challenging discrimination on the basis of race, sex, sexual orientation, disability, age and employment status. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who have knowledge of unionism and industrial relations, and a commitment to advancing social justice principles. They provide leadership and guidance to workers and union members.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Promote involvement of diverse groups	1.1. Identify barriers to participation in the workplace and the union for various groups, and develop strategies to overcome them 1.2. Implement strategies promoting participation in the workplace and the union 1.3. Acknowledge and respect choices, identity and beliefs of others 1.4. Identify discriminatory language and behaviour, and take appropriate action to extinguish them 1.5. Challenge inappropriate or discriminatory behaviour or communications
2. Promote elimination of discrimination	2.1. Access up-to-date information on diversity policies and initiatives 2.2. Identify equal opportunity strategies and/or diversity initiatives for inclusion in agreements and policies 2.3. Advise workers on how to achieve a fair non-discriminatory work environment 2.4. Refer workers to appropriate sources of information and support where there are instances of discrimination 2.5. Evaluate effectiveness of strategies to foster equality of opportunity and to make recommendations for improvements 2.6. Encourage reasonable adjustments to workplaces, equipment and procedures
3. Access and review policies to promote equality and fair treatment	3.1. Access relevant policies 3.2. Review and update policies to take account of diversity and to promote equality and fair treatment 3.3. Make recommendations according to union procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities negotiation skills self-awareness and self management skills.
Required knowledge
composition of the workforce, including: age gender cultural background relevant legislation, codes of practice and national standards in the areas of sexual harassment, equal opportunity, industrial relations and disability role and responsibilities of established bodies that cover discrimination, such as: human rights and equal opportunity commissions/tribunals industrial relations commissions/tribunals disability discrimination agencies national and international agencies that could provide information, such as legal advice.

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: demonstrated evidence of actively working to promote equality of opportunity and representation within the workplace and the union; including reviewing policies and developing strategies to promote equality of opportunity and fair treatment for all workers knowledge of relevant legislation, codes of practice and national standards in the areas of sexual harassment, equal opportunity, industrial relations and disability.
Context of and specific resources for assessment	Assessment must ensure: access to workplace and union documents examples from work with union members support from union officials.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: analysis of responses to case studies and scenarios demonstration of techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of demonstrated techniques in challenging discrimination observation of performance in role plays observation of presentations oral or written questioning to assess knowledge of the roles and responsibilities of established bodies that cover discrimination assessment of action taken to extinguish discriminatory language and behaviour review of documentation outlining reasonable adjustments to workplaces, equipment and procedures review of recommendations made to policies to promote equality and fair treatment.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other workplace relations units.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Choices, identity and beliefs of others may include:	cultural identity disabilities of all types gender history, issues and culture of Indigenous peoples race/ethnicity religion sexual orientation
Sources of information and support may include:	community advocacy organisations with specific expertise related to equity group members and issues discrimination and equal opportunity bodies, and industrial tribunals for handling cases of discrimination human rights and equal opportunity tribunals/commissions industrial relations commissions/tribunals legal advisors senior union officials union policies
Reasonable adjustments are:	a requirement of legislation and government policy to ensure that all people are treated equally in their employment and training, as far as is reasonably possible
Union procedures could include:	committee structures within a union committee structures within a workplace informal/formal activist networks provisions in workplace agreements, policies and memoranda or deeds rules and regulations for seeking endorsement of union policies workplace custom and practice

Unit Sector(s)

Unit sector

Competency field

Competency field	Workforce Development - Workplace Relations

Co-requisite units

Co-requisite units

BSBWRK406A Participate in the bargaining process

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to effectively participate in the process of bargaining to establish collective agreements that maintain and promote rights and conditions for union members. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who have knowledge of unionism and industrial relations, and a commitment to advancing social justice principles. They provide leadership and guidance to workers and union members. Individuals who perform this task of bargaining will be generally working with union staff in advocating members' interests in the development of collective agreements.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Develop and promote a bargaining agenda and environment	1.1. Implement organising strategies to build membership, involvement and power in the workplace 1.2. Explain steps in bargaining an agreement to members 1.3. Discuss merits and benefits of bargaining 1.4. Consult members in defining a bargaining agenda 1.5. Ensure initial claims or content for a new agreement are discussed and agreed with members
2. Involve membership in bargaining processes	2.1. Plan activities that involve membership in support of union claims 2.2. Support members in workplace activities 2.3. Advise members of employer's response and provide members with opportunities to comment and provide input 2.4. Obtain final approval from union and membership or recommence negotiations or withdraw from bargaining process
3. Implement agreement	3.1. Provide members with feedback on final outcomes and/or access to final copies of the agreement 3.2. Evaluate bargaining campaign and set processes in place to monitor implementation of the agreement 3.3. Check the workplace for compliance with the agreement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to consult with union members and to ensure agreement and support for planned actions and strategies democratic decision making skills organising skills to prepare for and implement an effective bargaining process innovation skills to find meaningful ways to deal with a wide range of member issues.
Required knowledge
bargaining theory and practices legislative framework for the bargaining process relevant policies and procedures relevant precedents and previous decisions.

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: proposed agreement with accompanying documentation and/or explanation of how union members were involved in the process, how the agreement was presented to the employer and what their response was, and how bargaining was practiced to achieve endorsement and support for the outcome critical evaluation of the bargaining process and how it could be enhanced knowledge of bargaining theory and practices.
Context of and specific resources for assessment	Assessment must ensure: actual or proposed agreement and accompanying documents used to plan for the agreement and present it to the employer documents developed in the course of the bargaining process.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: analysis of responses to case studies and scenarios demonstration of techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of activities planned to involve membership in support of union claims review of feedback provided to members on final outcomes and/or access provided for members to final copies of the agreement.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other workplace relations units.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
An agreement may include:	agreements around specific issues such as hours of work, breaks, rosters, treatment of workers and access to training workplace agreements
Workplace activities may include:	protected industrial action surveys and petitions union newsletters and memos workplace or other meetings

Unit Sector(s)

Unit sector

Competency field

Competency field	Workforce Development - Workplace Relations

Co-requisite units

Co-requisite units

BSBWRK407A Provide advice to union members

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to effectively provide advice to union members about their industrial and employment rights. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who have knowledge of unionism and industrial relations, and a commitment to advancing social justice principles. They provide leadership and guidance to workers and union members.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify information about members' rights	1.1. Select and utilise appropriate methods for gathering information from members 1.2. Gather information from members in a sensitive way 1.3. Identify and access sources of information which impact on a member's rights 1.4. Utilise effective communication techniques
2. Interpret information about members' rights	2.1. Interpret information within a legal, industrial and workplace context 2.2. Take account of relevant precedents, the member's expectations, and relevant cultural factors such as gender, ethnicity or the workplace 2.3. Seek union clarification of information if necessary
3. Provide information, advice and support to members	3.1. Provide members with accurate information 3.2. Identify options and recommend action in accordance with union policies and procedures 3.3. Identify opportunities to involve other members/employees in the issue 3.4. Make referrals to specialist services where appropriate

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical and research skills to gather and utilise information about legislation, awards, agreements and other relevant industrial instruments culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities.
Required knowledge
common law rights and obligations decisions and actions of regional, national and international union bodies or other unions national, state/territory legislation relating to industrial relations, vocational education and training, occupational health and safety (OHS), discrimination and equal employment opportunity precedents for similar issues/matters relevant employment agreements, awards and terms, and conditions of employment union policies and procedures.

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: demonstration of a range of examples where union members have been provided with accurate information about the union, relevant legislation, awards and worker entitlements knowledge of relevant employment agreements, awards and terms, and conditions of employment.
Context of and specific resources for assessment	Assessment must ensure: access to workplace and union documents examples from work with union members support from union officials.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: analysis of responses to case studies and scenarios demonstration of techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of demonstrated techniques in speaking to workers about union matters observation of presentations oral or written questioning to assess knowledge of decisions and actions of regional, national and international union bodies or other unions review of methods used to gather information from members review of information provided to members.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other workplace relations units.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Appropriate methods may include:	documents and other information interviews in the workplace or elsewhere surveys workplace organising committee meetings
Sources of information may include:	awards, agreements, legislation or common law grievances or disputes process union and workplace policies workplace precedents
Effective communication techniques refers to:	active listening analysing and summarising body language interpersonal and language style plain English questioning (use of open or closed questions)
Opportunities to involve other members may include:	attending a meeting involvement in a workplace election joining a workplace organising committee participating in a workplace activity, e.g. drafting a pamphlet participating in an OHS or other committee
Specialist services may involve:	referral to a counselling or conciliation/mediation service referral to a senior union officer referral to legal counsel relevant agency or tribunal, e.g. industrial relations tribunal

Unit Sector(s)

Unit sector

Competency field

Competency field	Workforce Development - Workplace Relations

Co-requisite units

Co-requisite units

BSBWRK408A Undertake negotiations

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to effectively participate in negotiations either as an individual or as a member of a negotiating team. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who have knowledge of unionism and industrial relations, and a commitment to advancing social justice principles. They provide leadership and guidance to workers and union members. The unit relates to the negotiation of a range of issues for workers, such as terms and conditions of employment, awards and agreements, workplace safety and industrial matters.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Prepare for negotiations	1.1. Encourage members to raise issues and matters of concern 1.2. Analyse the presenting issue and obtain additional information from members and others, if required 1.3. Identify the purpose and objectives of the negotiation and verify the claim, including top- and bottom-line positions, in consultation with members 1.4. Identify and establish priorities for the negotiation 1.5. Undertake research to develop a position which is assessed for strengths and weaknesses, takes account of member views and is assessed against relevant policies 1.6. Identify main arguments, predict opponent's arguments and consider consequences of not reaching agreement 1.7. Select a negotiation style and make decisions on how to present the position
2. Participate in negotiations	2.1. Assign roles for negotiators, fully brief all participants and gain support from all relevant parties for an agreed approach to the negotiations 2.2. Clearly state relevant facts to the issue presented in the negotiation and explain the strength of the agreed position 2.3. Identify relevant precedents and supporting arguments 2.4. Identify all negotiating positions and alternative offers 2.5. Utilise effective communication techniques and techniques for dealing with conflict and deadlocks 2.6. Monitor discussions, take notes and fully explore options consistent with objectives/policies 2.7. Seek adjournments where appropriate and take time to consult with others where required 2.8. Confirm agreed position or outcome in writing
3. Finalise and monitor outcomes of negotiations	3.1. Confirm agreement with the relevant authority, document the agreement and file appropriately 3.2. Report to members on outcomes of the negotiations 3.3. Put mechanisms in place to ensure agreement is implemented and implementation is monitored 3.4. Debrief negotiating participants and take follow-up action if required 3.5. Evaluate effectiveness of negotiation against objectives and relevant policies

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical and research skills to ensure proper preparation for negotiations communication skills to negotiate effectively innovation skills to find meaningful ways to deal with a wide range of member issues problem-solving skills to find ways to deal with blocks to negotiation.
Required knowledge
common law rights and obligations decisions and actions of regional, national and international union organisations and councils precedents for similar issues/matters relevant employment agreements, awards and terms, and conditions of employment relevant legislation relating to industrial relations, vocational education and training, occupational health and safety, discrimination and equal employment opportunity relevant policies and procedures.

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: demonstration of negotiations on a range of industrial and other relevant issues, with various stakeholders preparation of relevant documents to support effective negotiations knowledge of precedents for similar issues/matters.
Context of and specific resources for assessment	Assessment must ensure: access to a range of scenarios relevant to the work of the candidate suitable environment for re-enacting negotiations.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: analysis of responses to case studies and scenarios demonstration of techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of demonstrated techniques in negotiation observation of performance in role plays observation of presentations oral or written questioning to assess knowledge of relevant policies and procedures review of position developed for the negotiation review of notes taken and options explored during the negotiation evaluation of reports to members on outcomes of the negotiations.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other workplace relations units.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Purpose and objectives of the negotiation may relate to:	awards and agreements roles and responsibilities settlement of claims skills and training issues terms and conditions of a contract terms and conditions of employment workplace health and safety issues
Negotiation style may be:	assertive collaborative competitive subordinate
Relevant precedents could include:	industrial or legal decision/s and interpretations issues at common law other workplace/industry disputes and agreements statutory and industrial rights and conditions
Effective communication techniques refers to:	active listening body language interpersonal and language style questioning (use of open or closed questions)
Techniques for dealing with conflict and deadlocks may include:	calling in a third party clarifying the position of both parties notifying and undertaking industrial action preparing a compromise or alternate position referring back and consulting with members restating or reframing the position

Unit Sector(s)

Unit sector

Competency field

Competency field	Workforce Development - Workplace Relations

Co-requisite units

Co-requisite units

BSBWRK409A Prepare for and participate in dispute resolution

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to prepare for and participate in a dispute resolution process including a dispute over the application of terms and conditions of employment or bargaining. It covers preparation of a case, participation in a dispute resolution process and the process of appearing before a tribunal or body to assist in the resolution of the dispute. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who have knowledge of unionism and industrial relations, and a commitment to advancing social justice principles. They provide leadership and guidance to workers and union members. Individuals who perform this task of dispute resolution will be generally working with union staff.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Prepare for dispute resolution	1.1. Establish facts and issues surrounding the dispute 1.2. Analyse key strengths and weaknesses of own and opposing case 1.3. Determine and analyse dispute resolution process to be applied 1.4. Identify evidence that can be used to support own case 1.5. Make an assessment of realistic outcomes that may be achieved and agree on objectives for participating in the processes 1.6. Develop an appropriate strategy to deal with the dispute through agreed or established processes 1.7. File appropriate documentation in accordance with the agreed procedure and/or tribunal requirements
2. Participate in dispute resolution processes	2.1. Present an outline of position to support own case and respond to and/or rebut opposing arguments 2.2. Identify common areas of agreement, seek to minimise areas of disagreement and achieve an outcome that will align with your objective/s
3. Reach an outcome to dispute resolution	3.1. Use communication techniques to put forward options for resolution of the dispute 3.2. Seek agreement on identified options that are consistent with own objectives 3.3. Consult with appropriate parties over authority to reach agreement on particular options 3.4. Refer to appropriate tribunal/person in accordance with the dispute resolution process where agreement cannot be reached 3.5. Clarify agreement or withdraw from dispute resolution process
4. Evaluate and review outcome against objectives	4.1. Report back to members and union on outcomes 4.2. Review outcome with members and union against objectives 4.3. Review dispute resolution processes for effectiveness

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytic skills to determine relevant facts and issues surrounding the dispute communication skills to obtain information from relevant parties and to attain agreement literacy skills to read reports and to prepare appropriate documentation teamwork skills to work with others effectively.
Required knowledge
common law rights and obligations precedents for similar issues/matters relevant policies and procedures relevant employment agreements, awards and terms, and conditions of employment relevant legislation relating to industrial relations, vocational education and training, occupational health and safety, discrimination and equal employment opportunity.

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: documented case relating to an individual grievance, workplace dispute or related matter, with supporting evidence of how facts were gathered and analysed, and the process that occurred to achieve a resolution analysis of the roles of the parties involved in the dispute and the effectiveness of strategies used in the dispute resolution knowledge of common law rights and obligations.
Context of and specific resources for assessment	Assessment must ensure: access to a range of documents relating to a dispute.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: analysis of responses to case studies and scenarios demonstration of techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate assessment of analysis of key strengths and weaknesses of own and opposing case review of documentation outlining position to support own case and responding to and/or rebutting opposing arguments review of how outcomes were reported back to members and union.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other workplace relations units.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Dispute may relate to:	bargaining dispute grievance under an award or agreement term of legislation, award or agreement
Dispute resolution processes may include:	agreed dispute resolution processes dispute resolution processes in workplace agreements model dispute resolution processes
Evidence may include:	custom and practice documented interviews precedents relevant policies statements
Communication techniques may include:	active and involved listening, reframing, summarising, reflecting, clarifying, paraphrasing body language interpersonal and language style problem solving questioning (use of open or closed questions)

Unit Sector(s)

Unit sector

Competency field

Competency field	Workforce Development - Workplace Relations

Co-requisite units

Co-requisite units

BSBWRK506A Coordinate research and analysis

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to coordinate and undertake major research projects on behalf of the union. It covers planning research, coordinating and undertaking the research process, managing information systems, compiling reports and evaluating the research process. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals with a well established, sound theoretical knowledge base in unionism and industrial relations who provide leadership to members and staff in the union workplace. They carry high levels of responsibility and work at a senior level in the organisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Plan and implement a project plan to undertake research activities	1.1. Define and agree research project objectives and timeframes 1.2. Plan research process and implement in accordance with union policies and procedures 1.3. Ensure agreed project phases, approval and review points are implemented to accommodate all project management function requirements 1.4. Evaluate research process and report in relation to established project baselines to provide appropriate measures of performance
2. Coordinate and undertake the research process	2.1. Define information needs based on work objectives and organisational requirements 2.2. Identify and allocate appropriate resources 2.3. Allocate tasks to identified staff and gain support for the project 2.4. Develop strategies to acquire required information 2.5. Communicate the methods and aims of the research clearly 2.6. Research information in a timely and thorough way and within resource allocation 2.7. Monitor progress of research project and adjust to respond to internal and external factors
3. Analyse information and apply the results of analysis	3.1. Ensure specialist data and information is collected, consolidated and analysed to recommend outcomes and to advise trends to senior staff 3.2. Develop appropriate analytical techniques and processes, and apply to information in order to achieve defined objectives and meet requirements 3.3. Analyse information to identify facts, issues, patterns, interrelationships and trends 3.4. Undertake all work in a timely manner and meet defined standards of the union
4. Manage information systems	4.1. Maintain information systems so that data and system integrity is guaranteed 4.2. Maintain a range of standard and complex information systems and applications in accordance with organisational standards 4.3. Integrate information in a timely and coherent manner
5. Compile reports from information analysis	5.1. Use the findings from the analysis to provide advice and to develop policies and solutions which meet organisational requirements 5.2. Ensure reporting of results from analysis of information includes predictions, assumptions and constraints 5.3. Ensure reporting of results and analysis of information is logically sequenced, concise and clear
6. Evaluate the research process	6.1. Identify and communicate criteria for evaluating the effectiveness of research project and phases 6.2. Implement and monitor key measurements to evaluate the effectiveness of research processes 6.3. Debrief all staff involved in research project on progress and outcomes 6.4. Use appropriate strategies to ensure project outcomes are used effectively

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
high level research and analytical skills project management skills technology skills to store data and to manage information well developed writing skills.
Required knowledge
regional, national and international legislation and regulations relating to industrial relations, occupational health and safety (OHS), vocational education and training, equal opportunity and discrimination, trade practices industry knowledge union policies and procedures.

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: documented research project plan, with research objectives, and the outcomes of the research project which meet the stated objectives examples of how information and data in the union is effectively gathered and managed knowledge of the industry/s involved in the research.
Context of and specific resources for assessment	Assessment must ensure: access to a range of research documentation access to systems for gathering and storing data and information.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of agreedresearch project objectives and timeframes oral or written questioning to assess knowledge of union policies and procedures assessment of written reports review of strategies developed to acquire required information evaluation of how the methods and aims of the research were communicated.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other workplace relations units.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Research projects could involve:	analysis of industry specific trends, statistics and issues comparative national and international developments information and analysis needed to develop a campaign, strategic plan, industry or sector plan and strategy, or to bargain effectively with employers information and analysis to conduct a strategic comprehensive corporate or community campaign
Strategies could include:	commissioned research computer- or web-based research establishing expert or pre-eminent opinions joint/collaborative work with academics, economists, social researchers, political parties, international agencies and industry groups use of focus groups, polls and surveys
Specialist data and information could include:	information for a specific cultural or gender perspective information, research and data in relation to corporations and inter-related bodies and connections within an industry and the economy labour market, industry and employment statistics and related research OHS statistics and related research political and community polling around specific policy issues vocational education and training statistics and related research
Information systems may involve:	databases and the use of spreadsheets, graphs, trend and time series, and mathematical equations

Unit Sector(s)

Unit sector

Competency field

Competency field	Workforce Development - Workplace Relations

Co-requisite units

Co-requisite units

CPPSEC2011B Control access to and exit from premises

Modification History

Minor additions resulting in a version upgrade, and changes to reference to units throughout CPP07.

Unit Descriptor

This unit of competency specifies the outcomes required to monitor and manage the access and exit of persons and vehicles from premises. It requires the ability to manage people, inspect baggage and vehicles, and manage vehicular traffic.

This unit may form part of the licensing requirements for persons engaged in security operations in those states and territories where these are regulated activities.

Application of the Unit

This unit of competency has wide application in the security industry in those roles involving operational activities. Competency requires legal and operational knowledge applicable to relevant sectors of the security industry. The knowledge and skills described in this unit are to be applied within relevant legislative and organisational guidelines.

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and/or the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1	Manage people.	1.1	Applicable provisions of legislative and organisational requirements relevant to assignment instructions are identified and complied with.
1.2	Identification documentation of persons entering premises is verified in accordance with organisational procedures.
1.3	Entry validations are issued and collected in accordance with organisational procedures.
1.4	Incidents are responded to in accordance with assignment instructions and approved procedures.
1.5	Appropriate interpersonal techniques are used and personal presentation is maintained in accordance with organisational requirements.

2	Inspect baggage and vehicles.	2.1	Inspections of baggage and vehicles are carried out in accordance with assignment instructions and organisational procedures.
2.2	Refusals to inspection requests are reported immediately to relevant persons.
2.3	Prohibited and hazardous items are dealt with in accordance with Occupational Health and Safety (OHS) guidelines and organisational procedures.
2.4	Items found during inspection procedures are recorded and reported to relevant persons in accordance with organisational procedures.

3	Manage vehicular traffic.	3.1	Vehicle entry validations are checked, issued and collected in accordance with assignment instructions.
3.2	Incidents which infringe or breach assignment instructions are reported to appropriate persons.
3.3	Vehicles carrying dispatched product are checked against relevant documentation.
3.4	Incoming vehicles are directed to appropriate unloading or parking areas in accordance with site requirements.

4	Manage access control systems.	4.1	Access control systems are managed and monitored in accordance with assignment instructions.
4.2	Access control systems are operated in accordance with manufacturer’s instructions.
4.3	Access control systems are activated and deactivated in accordance with assignment instructions.
4.4	Indications of unauthorised entry is promptly identified and responded to in accordance with approved procedures.
4.5	Relevant documentation is completed and securely maintained in accordance with organisational procedures.

Required Skills and Knowledge

This section describes the skills and knowledge and their level required for this unit.
Required skills
communicate effectively with people from different social, cultural and ethnic backgrounds and of varying physical and mental abilities communicate using clear and concise language conduct an inspection of baggage, vehicles and loads determine response appropriate to security risk situation direct vehicular traffic maintain goodwill and professionalism when dealing with incidents monitor and control access to premises present a professional image to members of the public and colleagues recognise suspicious behaviour record and report information select and use equipment appropriate to the security operation verify identification and authority of vehicles and persons entering premises.
Required knowledge
approved communication terminology and codes and signals communication channels confiscation procedures emergency and evacuation procedures legal provisions relating to powers of arrest and ‘use of force’ guidelines limits of own responsibility and authority operational principles and features of access control systems operational principles of security and communications equipment premises layout and access points premises security procedures principles of effective communication including interpersonal techniques procedures for dealing with contingency measures such as incidents involving forced entry or exit from premises procedures to handle dangerous goods reporting and documentation procedures types of identification and authority required to confirm entry to premises.

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of: completing, processing and maintaining documentation identifying and complying with legal, procedural and site access requirements identifying prohibited and dangerous items and take necessary response actions operating a range of access control systems, security and communications equipment using effective communication techniques to give clear and accurate information in a form which is preferred and understood by the receiver and engages minority groups verifying and controlling authorised access and exit of persons, vehicles and dispatched goods to and from premises.
Context of and specific resources for assessment	Context of assessment includes: a setting in the workplace or environment that simulates the conditions of performance described in the elements, performance criteria and range statement. Resource implications for assessment include: access to plain English version of relevant statutes and procedures access to a registered provider of assessment services access to a suitable venue and equipment assessment instruments including personal planner and assessment record book work schedules, organisational policies and duty statements. Reasonable adjustments must be made to assessment processes where required for people with disabilities. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support.
Method of assessment	This unit of competency could be assessed using the following methods of assessment: observation of processes and procedures questioning of underpinning knowledge and skills.
Guidance information for assessment	Assessment processes and techniques must be culturally appropriate and suitable to the language, literacy and numeracy capacity of the candidate and the competency being assessed. In all cases where practical assessment is used, it should be combined with targeted questioning to assess the underpinning knowledge. Oral questioning or written assessment may be used to assess underpinning knowledge. In assessment situations where the candidate is offered a choice between oral questioning and written assessment, questions are to be identical. Supplementary evidence may be obtained from relevant authenticated correspondence from existing supervisors, team leaders or specialist training staff.

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Legislative requirements may relate to:	apprehension and powers of arrest Australian standards and quality assurance requirements counter-terrorism crowd control and control of persons under the influence of intoxicating substances disability force continuum, use of force guidelines general ‘duty of care’ responsibilities inspection of people and property, and search and seizure of goods licensing or certification requirements privacy and confidentiality relevant commonwealth, state, and territory legislation, codes and national standards for: anti-discrimination cultural and ethnic diversity environmental issues equal employment opportunity industrial relations OHS relevant industry codes of practice trespass and the removal of persons.
Organisational requirements may relate to:	access and equity policies, principles and practices business and performance plans client service standards code of conduct, code of ethics communication and reporting procedures complaint and dispute resolution procedures emergency and evacuation procedures employer and employee rights and responsibilities OHS policies, procedures and programs own role, responsibility and authority personal and professional development privacy and confidentiality of information quality assurance and continuous improvement processes and standards resource parameters and procedures roles, functions and responsibilities of security personnel storage and disposal of information.
Assignment instructions may include:	assignment objectives and timeframes instructions from supervisor personal presentation requirements reporting and documentation requirements resource and equipment requirements specific client requirements work tasks and procedures.
Identification documentation may include:	ID cards or paperwork letters of authority temporary passes work permits.
Persons may include:	contractors delivery persons demonstrators employees repair persons sales representatives visitors.
Incidents may include:	aggressive or abusive behaviour by visitors complaints forced entry mislaid or forgotten pass non-compliance with entry requirements refusal to show pass unauthorised entry or exit of persons using a pass belonging to someone else.
Interpersonal techniques may involve:	active listening being non-judgemental being respectful and non-discriminatory constructive feedback control of tone of voice and body language culturally aware and sensitive use of language and concepts demonstrating flexibility and willingness to negotiate effective verbal and non-verbal communication maintaining professionalism providing sufficient time for questions and responses reflection and summarising two-way interaction use of plain English use of positive, confident and cooperative language.
Relevant persons may include:	clients colleagues emergency services personnel supervisor.
Occupational Health and Safety (OHS) guidelines may relate to:	controlling and minimising risks correct manual handling including shifting, lifting and carrying environmental and conservation requirements first aid handling hazardous materials and dangerous goods identifying and reporting hazards and risks knowledge of emergency and evacuation procedures.
Access control systems may include:	card entry systems computerised entry systems keypads and key tag systems photo-ID cards proximity card readers security turnstiles swipe cards traffic barriers eg boom gates.
Indications of unauthorised entry may include:	alarm activation CCTV monitor ladders or other climbing aids signs of forced entry unusual lights unusual sounds.
Documentation may include:	activity reports incident reports vehicle and personnel movements visitor logs visitor passes.

Unit Sector(s)

Competency field	Operations
Unit sector	Security

Custom Content Section

Not applicable.

CPPSEC2015A Patrol premises

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit of competency specifies the outcomes required to maintain the security of premises and property. It requires the ability to conduct security patrols for a range of sites as a component of a complete zone, and the ability to respond to alarm activations as well as to conduct risk assessment to identify abnormal safety or security concerns. This unit may form part of the licensing requirements for persons engaged in security operations in those states and territories where these are regulated activities.

Application of the Unit

Application of the unit	This unit of competency has wide application in the security industry in those roles involving operational activities. Competency requires legal and operational knowledge applicable to relevant sectors of the security industry. The knowledge and skills described in this unit are to be applied within relevant legislative and organisational guidelines.

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and/or the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1 Prepare for patrol.	1.1 Applicable provisions of legislative and organisational requirements relevant to patrol operations are identified and complied with. 1.2 Patrol tasks and other assignment instructions are obtained and verified with relevant persons. 1.3 Resource and equipment requirements are confirmed and organised in accordance with organisational procedures. 1.4 Equipment is checked for operational effectiveness and faults or damage reported in accordance with organisational procedures. 1.5 Personal dress and presentation is maintained at all times to professional standards and assignment requirements.
2 Monitor premises and property.	2.1 Patrol is conducted in accordance with site patrol schedules, routes and assignment instructions. 2.2 Systematic personal safety checks are conducted on a regular basis. 2.3 Security systems are operated and maintained in accordance with assignment instructions. 2.4 Security status of the premises and property is monitored and maintained in accordance with assignment instructions. 2.5 Communication channels and processes are used to maintain communication with relevant persons through duration of the assignment.
3 Identify and respond to security risk situation.	3.1 Potential security risks are identified and assessed for degree of risk to self, others, property and premises. 3.2 Response is formulated and carried out within scope of own role, competence and authority. 3.3 Requirements for assistance are identified and sought from relevant persons. 3.4 Changing circumstances are monitored and responses are adjusted as required to maintain security. 3.5 Relevant documentation is completed and securely maintained with due regard to confidentiality in accordance with organisational procedures.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge and their level required for this unit.
Required skills
communicate using appropriate channels and communication codes and signals determine response appropriate to security risk situation identify and comply with applicable legal and procedural requirements including licensing requirements identify and comply with security incident response procedures identify risk factors and assess degree of risk identify support and assistance requirements interpret alarm signals and respond accordingly operate and maintain a vehicle operate security and communications equipment present a professional image to members of the public and colleagues record, report and document information relate to people from a range of social, cultural and ethnic backgrounds and of varying physical and mental abilities select and use appropriate equipment appropriate to the security task.
Required knowledge
applicable legislative provisions relevant to personal safety, traffic regulations and surveillance activities applicable licensing requirements for mobile and static patrols communication channels, codes and signals difference between procedures for mobile and static patrols first aid procedures and processes for their application general emergency and evacuation procedures indicators or signs of personal stress and strategies to control legal provisions relating to powers of arrest and 'use of force' guidelines limits of own responsibility and authority observation and monitoring techniques operational principles of basic security and alarm systems, communications and protective equipment phonetic alphabet premises layout and access points appropriate to assignment principles of effective communication including interpersonal techniques procedures and requirements for documenting security incidents procedures for conducting zoned mobile patrols procedures for responding to multiple alarm activations types of security situations which may be encountered during patrol operations and appropriate responses.

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of: complying with applicable legislation and procedural requirements and assignment instructions in the conduct of mobile and static patrols conducting a mobile patrol across a complete zone and responding effectively to numerous alarm activations observing and monitoring premises and property and identifying, assessing and responding appropriately to security risk situations operating and maintaining basic security and communications equipment using effective communication techniques to give clear and accurate information in a form which is preferred and understood by the receiver and which engages minority groups completing security patrol including processing relevant documentation and monitoring effects of stress on self.
Context of and specific resources for assessment	Context of assessment includes: a setting in the workplace or environment that simulates the conditions of performance described in the elements, performance criteria and range statement. Resource implications for assessment include: access to plain English version of relevant statutes and procedures access to a registered provider of assessment services access to a suitable venue and equipment assessment instruments including personal planner and assessment record book work schedules, organisational policies and duty statements. Reasonable adjustments must be made to assessment processes where required for people with disabilities. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support.
Method of assessment	This unit of competency could be assessed using the following methods of assessment: observation of processes and procedures questioning of underpinning knowledge and skills.
Guidance information for assessment	Assessment processes and techniques must be culturally appropriate and suitable to the language, literacy and numeracy capacity of the candidate and the competency being assessed. In all cases where practical assessment is used, it should be combined with targeted questioning to assess the underpinning knowledge. Oral questioning or written assessment may be used to assess underpinning knowledge. In assessment situations where the candidate is offered a choice between oral questioning and written assessment, questions are to be identical. Supplementary evidence may be obtained from relevant authenticated correspondence from existing supervisors, team leaders or specialist training staff.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Legislative requirements may relate to:	apprehension and powers of arrest Australian standards and quality assurance requirements counter-terrorism crowd control and control of persons under the influence of intoxicating substances force continuum, use of force guidelines general 'duty of care' responsibilities inspection of people and property, and search and seizure of goods licensing or certification requirements privacy and confidentiality relevant commonwealth, state and territory legislation, codes and national standards for: anti-discrimination cultural and ethnic diversity environmental issues equal employment opportunity industrial relations Occupational Health and Safety (OHS) relevant industry codes of practice trespass and the removal of persons use of restraints and weapons: batons firearms handcuffs spray.
Organisational requirements may relate to:	access and equity policies, principles and practices business and performance plans client service standards code of conduct, code of ethics communication and reporting procedures complaint and dispute resolution procedures emergency and evacuation procedures employer and employee rights and responsibilities OHS policies, procedures and programs own role, responsibility and authority personal and professional development privacy and confidentiality of information quality assurance and continuous improvement processes and standards resource parameters and procedures roles, functions and responsibilities of security personnel storage and disposal of information.
Patrol may be:	on foot mobile using a vehicle.
Patrol tasks may include:	alarm responses external inspections incident responses internal and external patrol of premises observation and monitoring of premises and property route finding and location identification site escorts.
Assignment instructions may include:	assignment purpose and objective assignment tasks and procedures assignment timeframe client identification information incident and security risk response procedures patrol sites or zone personal presentation requirements personal protection equipment premises location and layout reporting and documentation requirements travel routes and schedules vehicle, resource and equipment requirements.
Relevant persons may include:	clients colleagues emergency services personnel and agencies members of the public security personnel supervisor.
Resources and equipment may include:	communication equipment earpiece pager portable and mounted two-way radio telephone and mobile phone data or GPS (Global Positioning System) terminals locks maps patrol call recording equipment pen and security notebook personal protection equipment security equipment electronic screening equipment video cameras and monitors torch transport.
Security systems may include:	card-operated electronic access control systems electronic keypad operated intruder alarm systems locks and keys including key security systems and procedures.
Communication channels and processes may relate to:	direct line supervision paths established communication protocols formal communication pathways lateral supervision paths organisational communication networks verbal and non-verbal communication procedures eg pro-words, phonetic alphabet, call signs, coded messages, use of abbreviations, hand signals.
Security risks may relate to:	breaches of law eg criminal damage, offences against people, public order, misuse of drugs and alcohol emergencies eg fire, scenes of crime, accidents hazards eg physical, chemical, electrical, psychological, biological threats eg bombs, sabotage, assassination.
Response may involve:	checking identification defusing the situation evacuating the premises isolating area of potential risk isolating risk issuing verbal warnings notifying relevant emergency services agencies offering assistance provision of first aid request for support and assistance restraint of person tactical withdrawal use of basic defensive techniques use of negotiation techniques.
Documentation may include:	activity logs incident reports request for assistance forms security risk and incident details vehicle and personnel movements written and electronic reports.

Unit Sector(s)

Unit sector	Security

Competency field

Competency field	Operations

CPPSEC3007A Maintain security of environment

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit of competency specifies the outcomes required to maintain the safety and security of premises. It requires the ability to communicate effectively, maintain operational safety and respond appropriately to security risk situations. This unit may form part of the licensing requirements for persons engaged in security operations in those states and territories where these are regulated activities.

Application of the Unit

Application of the unit	This unit of competency has wide application in the security industry in those roles involving operational activities. Competency requires legal and operational knowledge applicable to relevant sectors of the security industry. The knowledge and skills described in this unit are to be applied within relevant legislative and organisational guidelines.

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and/or the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1 Maintain effective relations.	1.1 Applicable provisions of legislative and organisational requirements relevant to assignment instructions are identified and complied with. 1.2 Effective interpersonal techniques are used to develop, support and promote confidence with relevant persons. 1.3 Communication is courteous, professional and sensitive to individual social and cultural differences. 1.4 Personal presentation is maintained in accordance with organisational requirements.
2 Maintain operational safety.	2.1 Environmental factors are continually monitored, assessed and reviewed to identify distinctive features and any change in characteristics that might indicate unusual or suspicious behaviour. 2.2 Personal safety checks are made on a systematic and routine basis in accordance with organisational procedures. 2.3 Communication is maintained continually throughout security operations using appropriate communication channels and processes. 2.4 Resources and equipment are maintained and used appropriate to the security operation. 2.5 Security risk situations are accurately identified and assessed for degree of risk to self, others, property and premises.
3 Respond to security risks.	3.1 Response is formulated and carried out within scope of own role, competence and authority. 3.2 Changing circumstances are monitored and responses are adjusted as required to maintain security. 3.3 Response initiative maximises the safety and security of self, others, property and premises. 3.4 Requirements for specialist assistance or advice is identified and promptly sought in accordance with organisational procedures. 3.5 Relevant documentation is completed and securely maintained with due regard to confidentiality in accordance with organisational procedures.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge and their level required for this unit.
Required skills
communicate effectively with people from different social, cultural and ethnic backgrounds and of varying physical and mental abilities communicate using appropriate channels and communication codes and signals determine response appropriate to security risk situation facilitate commonsense solutions within operating parameters identify and comply with applicable legal and procedural requirements including licensing requirements identify and comply with security incident response procedures identify security risk factors and conduct risk assessment minimise hazards and risks to the health and safety of self and others operate security and communications equipment present a professional image to members of the public and colleagues read, analyse and interpret information recognise support and assistance requirements record and report information select and use equipment appropriate to the security operation.
Required knowledge
applicable legislative provisions relevant to 'use of force' guidelines and licensing requirements bomb threat and counter-terrorism procedures communication channels, codes and signals documentation procedures and processes emergency and evacuation procedures and instructions first aid principles and procedures limits of own responsibility and authority methods of restraint and associated effects (eg, restraint related injury or death) observation and monitoring techniques operational principles of security, communication and protective equipment premises layout and access points principles of effective communication including interpersonal techniques reporting structure and processes structure and responsibilities of the emergency services agencies types of security situations which may be encountered during guarding operations and appropriate responses.

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of: identifying and assessing all factors which might impact on the safety and security of persons and property formulating and implementing appropriate responses or contingency measures to maintain security systematically monitoring security activities and varying operational plans as required to meet changing circumstances maximising the safety and protection of people involved in incidents while carrying out response activities communicating effectively on a one-to-one and group basis with people from a range of diverse backgrounds and of varying abilities providing accurate and constructive operational observations and completing documentation in an appropriate style and format.
Context of and specific resources for assessment	Context of assessment includes: a setting in the workplace or environment that simulates the conditions of performance described in the elements, performance criteria and range statement. Resource implications for assessment include: access to a registered provider of assessment services access to a suitable venue and equipment access to plain English version of relevant statutes and procedures assessment instruments including personal planner and assessment record book work schedules, organisational policies and duty statements. Reasonable adjustments must be made to assessment processes where required for people with disabilities. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support.
Method of assessment	This unit of competency could be assessed using the following methods of assessment: observation of processes and procedures questioning of underpinning knowledge and skills.
Guidance information for assessment	Assessment processes and techniques must be culturally appropriate and suitable to the language, literacy and numeracy capacity of the candidate and the competency being assessed. In all cases where practical assessment is used, it should be combined with targeted questioning to assess the underpinning knowledge. Oral questioning or written assessment may be used to assess underpinning knowledge. In assessment situations where the candidate is offered a choice between oral questioning and written assessment, questions are to be identical. Supplementary evidence may be obtained from relevant authenticated correspondence from existing supervisors, team leaders or specialist training staff.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Legislative requirements may relate to:	apprehension and powers of arrest Australian standards and quality assurance requirements counter-terrorism crowd control and control of persons under the influence of intoxicating substances force continuum, use of force guidelines general 'duty of care' responsibilities inspection of people and property, and search and seizure of goods licensing or certification requirements privacy and confidentiality relevant commonwealth, state and territory legislation, codes and national standards for: anti-discrimination cultural and ethnic diversity environmental issues equal employment opportunity industrial relations Occupational Health and Safety (OHS) relevant industry codes of practice telecommunications trespass and the removal of persons use of restraints and weapons: batons firearms handcuffs spray.
Organisational requirements may relate to:	access and equity policies, principles and practices business and performance plans client service standards code of conduct, code of ethics communication and reporting procedures complaint and dispute resolution procedures emergency and evacuation procedures employer and employee rights and responsibilities OHS policies, procedures and programs own role, responsibility and authority personal and professional development privacy and confidentiality of information quality assurance and continuous improvement processes and standards resource parameters and procedures roles, functions and responsibilities of security personnel storage and disposal of information.
Assignment instructions may include:	assignment purpose and objective assignment tasks and procedures assignment timeframe client identification information incident and security risk response procedures monitoring objectives personal presentation requirements personal protection equipment premises location and layout reporting and documentation requirements resource and equipment requirements.
Interpersonal techniques may involve:	active listening being non-judgemental being respectful and non-discriminatory constructive feedback control of tone of voice and body language culturally aware and sensitive use of language and concepts demonstrating flexibility and willingness to negotiate effective verbal and non-verbal communication maintaining professionalism providing sufficient time for questions and responses reflection and summarising two-way interaction use of plain English use of positive, confident and cooperative language.
Relevant persons may include:	clients colleagues emergency services personnel members of the public supervisor.
Social and cultural differences may relate to:	dress and personal presentation food language religion social conventions traditional practices values and beliefs.
Environmental factors may relate to:	access to assistance and resources availability of exits and opportunities for escape crowds different degrees of light including low light and darkness presence of several sources of threat time of day weather.
Communication channels and processes may relate to:	direct line supervision paths established communication protocols formal communication pathways lateral supervision paths organisational communication networks verbal and non-verbal communication procedures eg pro-words, phonetic alphabet, call signs, coded messages, use of abbreviations, hand signals.
Resources and equipment may include:	access to emergency services and specialist personnel back-up personnel business equipment eg computers and computer applications communication equipment eg two-way radio, pager, mobile telephone defensive equipment eg batons, firearm, and the relevant licenses, permits and storage facilities fire fighting equipment first aid kit personal protection equipment security equipment eg electronic screening equipment, video cameras and monitors, alarms and signals.
Security risks may relate to:	breaches of law eg criminal damage, offences against people, public order, misuse of drugs and alcohol emergencies eg fire, scenes of crime, accidents hazards eg physical, chemical, electrical, psychological, biological threats eg bombs, sabotage, assassination.
Response may involve:	checking identification defusing the situation evacuating the premises isolating area of potential risk isolating risk issuing verbal warnings notifying relevant emergency services agencies offering assistance provision of first aid request for support and assistance restraint of person tactical withdrawal use of basic defensive techniques use of negotiation techniques.
Documentation may include:	activity logs incident reports records of conversation request for assistance forms running sheets vehicle and personnel movements written and electronic reports.

Unit Sector(s)

Unit sector	Security

Competency field

Competency field	Operations

HLTAID003 Provide first aid

Modification History

Release	Comments
Release 5	Updated mapping information. Changes to assessment requirements. Equivalent outcome.
Release 4	Updated mapping information. Equivalent outcome.
Release 3	Updated mapping information.
Release 2	Minor corrections to formatting to improve readability. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the New Standards for Training Packages. Significant changes to elements and performance criteria, changes to scope of unit. New evidence requirements for assessment. Removal of prerequisite unit

Application

This unit describes the skills and knowledge required to provide a first aid response to a casualty. The unit applies to all workers who may be required to provide a first aid response in a range of situations, including community and workplace settings.

Specific licensing /regulatory requirements relating to this competency, including requirements for refresher training should be obtained from the relevant national/state/territory Work Health and Safety Regulatory Authorities.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Respond to an emergency situation	1.1 Recognise an emergency situation 1.2 Identify, assess and manage immediate hazards to health and safety of self and others 1.3 Assess the casualty and recognise the need for first aid response 1.4 Assess the situation and seek assistance from emergency response services
2. Apply appropriate first aid procedures	2.1 Perform cardiopulmonary resuscitation (CPR) in accordance with Australian Resuscitation Council (ARC) guidelines 2.2 Provide first aid in accordance with established first aid principles 2.3 Display respectful behaviour towards casualty 2.4 Obtain consent from casualty where possible 2.5 Use available resources and equipment to make the casualty as comfortable as possible 2.6 Operate first aid equipment according to manufacturer’s instructions 2.7 Monitor the casualty’s condition and respond in accordance with first aid principles
3. Communicate details of the incident	3.1 Accurately convey incident details to emergency response services 3.2 Report details of incident to workplace supervisor as appropriate 3.3 Maintain confidentiality of records and information in line with statutory and/or organisational policies
4. Evaluate the incident and own performance	4.1 Recognise the possible psychological impacts on self and other rescuers involved in critical incidents 4.2 Participate in debriefing to address individual needs

Foundation Skills

The Foundation Skills described those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

www.cshisc.com.au - http://www.cshisc.com.au

Assessment Requirements for HLTAID003 Provide first aid

Modification History

Release	Comments
Release 5	Updated mapping information. Changes to assessment requirements. Equivalent outcome.
Release 4	Updated mapping information. Equivalent outcome.
Release 3	Updated mapping information.
Release 2	Minor corrections to formatting to improve readability. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the New Standards for Training Packages. Significant changes to elements and performance criteria, changes to scope of unit. New evidence requirements for assessment. Removal of prerequisite unit

Performance Evidence

e candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has completed the following tasks in line with state/territory regulations, first aid codes of practice, Australian Resuscitation Council (ARC) guidelines and workplace procedures:

Followed DRSABCD in line with ARC guidelines, including:

performed at least 2 minutes of uninterrupted single rescuer cardiopulmonary resuscitation (CPR) (5 cycles of both compressions and ventilations) on an adult resuscitation manikin placed on the floor

performed at least 2 minutes of uninterrupted single rescuer CPR (5 cycles both compressions and ventilations) on an infant resuscitation manikin placed on a firm surface

responded appropriately in the event of regurgitation or vomiting

managed the unconscious breathing casualty

followed single rescue procedure, including the demonstration of a rotation of operators with minimal interruptions to compressions

followed the prompts of an Automated External Defibrillator (AED)

Responded to at least two simulated first aid scenarios contextualised to the candidate’s workplace/community setting, including:

conducted a visual and verbal assessment of the casualty

demonstrated safe manual handling techniques

post-incident debrief and evaluation

provided an accurate verbal or written report of the incident

Applied first aid procedures for the following:

allergic reaction

anaphylaxis

bleeding control

choking and airway obstruction

envenomation, using pressure immobilisation

fractures, sprains and strains, using arm slings, roller bandages or other appropriate immobilisation techniques

respiratory distress, including asthma

shock

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

State/Territory regulations, first aid codes of practice and workplace procedures including:

ARC Guidelines relevant to provision of CPR and first aid

safe work practices to minimise risks and potential hazards

infection control principles and procedures, including use of standard precautions

requirements for currency of skill and knowledge

legal, workplace and community considerations including:

awareness of potential need for stress-management techniques and available support following an emergency situation

duty of care requirements

respectful behaviour towards a casualty

own skills and limitations

consent

privacy and confidentiality requirements

importance of debriefing

considerations when providing first aid including:

airway obstruction due to body position

appropriate duration and cessation of CPR

appropriate use of an AED

chain of survival

standard precautions

how to conduct a visual and verbal assessment of the casualty

principles and procedures for first aid management of the following scenarios:

abdominal injuries

allergic reaction

anaphylaxis

basic care of a wound

bleeding control

burns

cardiac conditions, including chest pain

choking and airway obstruction

crush injuries

diabetes

dislocations

drowning

envenomation

environmental impact, including hypothermia, hyperthermia, dehydration and heat stroke

eye and ear injuries

fractures

febrile convulsions

head, neck and spinal injuries

minor skin injuries

needle stick injuries

poisoning and toxic substances

respiratory distress, including asthma

seizures, including epilepsy

shock

soft tissue injuries, including strains and, sprains

stroke

unconsciousness

basic anatomy and physiology relating to:

how to recognise a person is not breathing normally

chest

response/consciousness

upper airway and effect of positional change

considerations in provision of first aid for specified conditions

Assessment Conditions

Skills must be demonstrated working individually in an environment that provides realistic in-depth, industry-validated scenarios and simulations to assess candidates’ skills and knowledge.

Assessment resources must include:

adult and infant resuscitation manikins in line with ARC Guidelines for the purpose of assessment of CPR procedures

adrenaline auto-injector training device

AED training device

placebo bronchodilator and spacer device

roller bandages

triangular bandages

workplace First Aid kit

workplace injury, trauma and/or illness record, or other appropriate workplace incident report form for written reports

wound dressings

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessor requirements

Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors.

Links

Companion volumes from the CS&HISC website - http://www.cshisc.com.au

MEM09002B Interpret technical drawing

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers interpreting technical drawing applying to any of the full range of engineering disciplines.

Application of the Unit

Application of the unit	Technical drawings may utilise perspective, exploded views or hidden view techniques. Drawings are provided to Australian Standard 1100 and/or Australian Standard 1102 and their equivalents from the full range of engineering disciplines. Standard symbols to Australian Standard 1100 and/or Australian Standard 1102 or equivalent are recognised in field of employment. Technical drawings may include symbol glossaries. Where any drawing, sketch, chart, diagram is only used as the technique for communication, then this unit does not apply: see Unit MEM12023A (perform engineering measurements) or Unit MEM16006A (Organise and communicate information). Band: A Unit Weight: 4

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Select correct technical drawing	1.1. Drawing is checked and validated against job requirements or equipment. 1.2. Drawing version is checked and validated.
2. Interpret technical drawing	2.1. Components, assemblies or objects are recognised as required. 2.2. Dimensions are identified as appropriate to field of employment. 2.3. Instructions are identified and followed as required. 2.4. Material requirements are identified as required. 2.5. Symbols are recognised in the drawing as appropriate.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Look for evidence that confirms skills in: checking the drawing against job requirements/related equipment in accordance with standard operating procedures confirming the drawing version as being current in accordance with standard operating procedures where appropriate, obtaining the current version of the drawing in accordance with standard operating procedures reading, interpreting information on the drawing, written job instructions, specifications, standard operating procedures, charts, lists and other applicable reference documents checking and clarifying task related information undertaking numerical operations, geometry and calculations/formulae within the scope of this unit
Required knowledge
Look for evidence that confirms knowledge of: application of AS1100.101 in accordance with standard operating procedures relationship between the views contained in the drawing objects represented in the drawing units of measurement used in the preparation of the drawing dimensions of the key features of the objects depicted in the drawing understanding of the instructions contained in the drawing the actions to be undertaken in response to those instructions the materials from which the object(s) are made any symbols used in the drawing as described in range statement hazard and control measures associated with interpreting technical drawings, including housekeeping safe work practices and procedures

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment	A person who demonstrates competency in this unit must be able to interpret technical drawings as described.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Assessors must be satisfied that the candidate can competently and consistently perform all elements of the unit as specified by the criteria, including required knowledge, and be capable of applying the competency in new and different situations and contexts.
Context of and specific resources for assessment	This unit may be assessed on the job, off the job or a combination of both on and off the job. Where assessment occurs off the job, that is the candidate is not in productive work, then an appropriate simulation must be used where the range of conditions reflects realistic workplace situations. The competencies covered by this unit would be demonstrated by an individual working alone or as part of a team. The assessment environment should not disadvantage the candidate. This unit could be assessed in conjunction with any other units addressing the safety, quality, communication, materials handling, recording and reporting associated with interpreting technical drawings or other units requiring the exercise of the skills and knowledge covered by this unit.
Method of assessment	Assessors should gather a range of evidence that is valid, sufficient, current and authentic. Evidence can be gathered through a variety of ways including direct observation, supervisor's reports, project work, samples and questioning. Questioning should not require language, literacy and numeracy skills beyond those required in this unit. The candidate must have access to all tools, equipment, materials and documentation required. The candidate must be permitted to refer to any relevant workplace procedures, product and manufacturing specifications, codes, standards, manuals and reference materials.
Guidance information for assessment

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Interpret technical drawing	AS1100.101 is an extensive work and the candidate is not required to have complete familiarity with all its contents, the application of AS1100 would usually be in line with standard operating procedures; interpretation may require guidance particularly in respect to any geometric tolerancing

Unit Sector(s)

Unit sector

Co-requisite units

Co-requisite units

Competency field

Competency field	Drawing, drafting and design

MEM11016B Order materials

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers preparing a purchase/order list and placing the order.

Application of the Unit

Application of the unit	This unit applies to purchasing activities carried out by a person other than the purchasing officer, such as maintenance, service, stores and warehouse personnel. Approval to order limits and delegations will be included in the standard operating procedures or purchasing policy Band: A Unit Weight: 2

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Prepare purchase order/list	1.1. Purchase order/list is prepared to standard operating procedures. 1.2. Material specifications, price limitations, quantities and delivery requirements are determined from instructions, requisitions etc.
2. Purchase order	2.1. Supplier/vendor is informed of requirements and specifications according to standard operating procedures. 2.2. Supplier/vendor is followed up to achieve delivery as required. 2.3. Where appropriate, goods are directly received and checked for damage. 2.4. Records/files are completed accurately according to standard operating procedures.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Look for evidence that confirms skills in: reading, interpreting and following information on instructions, specifications, standard operating procedures, requisitions, lists, records, files and other applicable reference documents preparing an order/list checking and clarifying order information entering information onto manual and electronic proformas and standard workplace forms accessing manual and electronic order information communicating with suppliers, manufacturers and other personnel checking for conformance to specifications following verbal instructions orally reporting routine information record keeping
Required knowledge
Look for evidence that confirms knowledge of: ordering policy (delegations, preferred suppliers etc.) ordering procedures safe work practices and procedures hazards and control measures associated with ordering materials

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment	A person who demonstrates competency in this unit must be able to order materials.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Assessors must be satisfied that the candidate can competently and consistently perform all elements of the unit as specified by the criteria, including required knowledge, and be capable of applying the competency in new and different situations and contexts.
Context of and specific resources for assessment	This unit may be assessed on the job, off the job or a combination of both on and off the job. Where assessment occurs off the job, that is the candidate is not in productive work, then an appropriate simulation must be used where the range of conditions reflects realistic workplace situations. The competencies covered by this unit would be demonstrated by an individual working alone or as part of a team. The assessment environment should not disadvantage the candidate. This unit could be assessed in conjunction with any other units addressing the safety, quality, communication, materials handling, recording and reporting associated with ordering materials or other units requiring the exercise of the skills and knowledge covered by this unit.
Method of assessment	Assessors should gather a range of evidence that is valid, sufficient, current and authentic. Evidence can be gathered through a variety of ways including direct observation, supervisor's reports, project work, samples and questioning. Questioning techniques should not require language, literacy and numeracy skills beyond those required in this unit of competency. The candidate must have access to all tools, equipment, materials and documentation required. The candidate must be permitted to refer to any relevant workplace procedures, product and manufacturing specifications, codes, standards, manuals and reference materials.
Guidance information for assessment

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Material specifications	Material specifications can be gained from manufacturers' catalogues, from the item, from a drawing
Supplier/vendor	Local, national, international, preferred supplier

Unit Sector(s)

Unit sector

Co-requisite units

Co-requisite units

Competency field

Competency field	Materials handling

MEM12023A Perform engineering measurements

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers performing measurement skills requiring straightforward use of mechanical measuring devices and associated calculations.

Application of the Unit

Application of the unit	This unit covers straightforward measurement using devices which incorporate visual indications representing units of measurement. It applies to the use of measuring devices in a range of manufacturing, engineering and related environments. It includes, where required, adjustment of measuring devices through simple means and typically includes zeroing or scale adjustment. Measurements may be expressed in metric or imperial units. All measurements are undertaken to standard operating procedures. Electrical/electronic devices used are those not requiring the connection or disconnection of circuitry. Work is undertaken autonomously or part of team environment, in the field, work station or workshops. For straightforward use of comparison or pre-set measuring devices, Unit MEM12001B (Use comparison and basic measuring devices) should be accessed. Band: A Unit Weight: 5

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Select appropriate device or equipment	1.1. Measurement requirements are determined from specifications. 1.2. Appropriate device or equipment is selected according to standard operating procedures, to achieve required outcome.
2. Obtain measurements using a range of measuring devices	2.1. Correct and appropriate measuring technique is used. 2.2. Measurements are accurately obtained . 2.3. Dimensions are determined or verified using basic calculations, where required.
3. Maintain measuring devices	3.1. Routine care and storage of devices is undertaken to manufacturers' specifications or standard operating procedures. 3.2. Routine adjustments to devices are made and checked.
4. Communicate measurements as required	4.1. Measurements are accurately recorded, where required. 4.2. Freehand sketch which depicts required information is prepared, as required.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Look for evidence that confirms skills in: selecting the appropriate measuring device for given measuring tasks using appropriate measuring technique reading all measurements taken accurately to the finest graduation of the selected measuring device handling and storing measuring devices in accordance with manufacturers' specifications or standard operating procedures verifying all measuring devices before use making, where appropriate, routine adjustments to measuring devices reading, interpreting and following information on written job instructions, specifications, standard operating procedures, charts, lists, drawings and other applicable reference documents planning and sequencing operations checking and clarifying task related information checking for conformance to specifications undertaking numerical operations involving addition, subtraction, multiplication, division, fractions and decimals within the scope of this unit preparing drawings as required
Required knowledge
Look for evidence that confirms knowledge of: correct application of a range of measuring devices correct and appropriate measuring technique for a range of measuring devices addition, subtraction, multiplication, division, fractions, decimals to the scope required by this unit procedures for handling and storing a range of measuring devices procedures for adjusting and zeroing a range of measuring devices methods of communicating measurements by drawings, as required safe work practices and procedures

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment	A person who demonstrates competency in this unit must be able to perform engineering measurements.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Assessors must be satisfied that the candidate can competently and consistently perform all elements of the unit as specified by the criteria, including required knowledge, and be capable of applying the competency in new and different situations and contexts.
Context of and specific resources for assessment	This unit may be assessed on the job, off the job or a combination of both on and off the job. Where assessment occurs off the job, that is the candidate is not in productive work, then an appropriate simulation must be used where the range of conditions reflects realistic workplace situations. The competencies covered by this unit would be demonstrated by an individual working alone or as part of a team. The assessment environment should not disadvantage the candidate. This unit could be assessed in conjunction with any other units addressing the safety, quality, communication, materials handling, recording and reporting associated with performing engineering measurements or other units requiring the exercise of the skills and knowledge covered by this unit.
Method of assessment	Assessors should gather a range of evidence that is valid, sufficient, current and authentic. Evidence can be gathered through a variety of ways including direct observation, supervisor's reports, project work, samples and questioning. Questioning techniques should not require language, literacy and numeracy skills beyond those required in this unit of competency. The candidate must have access to all tools, equipment, materials and documentation required. The candidate must be permitted to refer to any relevant workplace procedures, product and manufacturing specifications, codes, standards, manuals and reference materials.
Guidance information for assessment

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Specifications	Drawings, sketches, job instructions, schematics, diagrams, technical manuals
Range of measuring devices	Protractors, combination squares, set squares, dial indicators, thermometers, tapes, rules, micrometers, vernier-scaled measuring equipment
Basic calculations	Calculations needed to assist in determining measurements where a reading of the graduated device is not sufficient, for example subtracting one measurement from another to give a third measurement. Examples of calculations needed are addition, subtraction, multiplication, division, fractions and decimals. Calculations may be made using a calculator
Routine adjustments	Validating the device using simple zeroing or scale adjustment
Measurements	Measuring length, squareness, flatness, angle, roundness, clearances or any other measurements that can be read off analog, digital or other measuring device
Information	Dimensions, instructions, base line or datum points

Unit Sector(s)

Unit sector

Co-requisite units

Co-requisite units

Competency field

Competency field	Measurement

MEM12024A Perform computations

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers estimating approximate answers to arithmetical problems, carrying out basic calculations involving percentages and proportions, and determining simple ratios and averages. The unit includes producing and interpreting simple charts and graphs.

Application of the Unit

Application of the unit	This unit applies in manufacturing, engineering or related environments. It includes the application of the four rules of algebraic expressions, extracting information from drawings, diagrams, graphs and charts and producing simple charts and graphs. Data may be derived from readings taken or may be computer generated. Applications can include computations associated with pressure, volume, temperature, heat, speed, power, elasticity, density, mass, force etc. Calculations may be performed using pen and paper or on a calculator. Band: A Unit Weight: 3

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Determine work requirement	1.1. Required outcomes are established from job instructions. 1.2. Data is obtained from relevant sources and interpreted correctly. 1.3. Required calculation method is determined to suit the application, including selection of relevant arithmetic operations and/or formulae. 1.4. Expected results are estimated, including rounding off, as appropriate.
2. Perform calculations	2.1. Calculation method is applied correctly. 2.2. Correct answer is obtained. 2.3. Answer is checked against estimation.
3. Produce charts and graphs from given information	3.1. Data is transposed accurately to produce charts or graphs. 3.2. Charts or graphs accurately reflect data on which they are based.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Look for evidence that confirms skills in: performing calculations involving whole numbers using all four basic rules performing calculations involving length, perimeter, area and volume checking calculated answers for accuracy rounding off estimated answers expressing information presented in fractional or decimal format as a percentage selecting appropriate formulae for the given application substituting the correct values for each term in the relevant formulae using appropriate mathematical operations performing calculations involving ratios or proportions determining required information from appropriate charts or graphs producing simple charts or graphs from given information or observations made selecting appropriate scales and using them in the production of charts and graphs marking appropriate limits clearly on the graph or chart reading, interpreting and following information on written job instructions, specifications, standard operating procedures, charts, lists, drawings and other applicable reference documents planning and sequencing operations checking and clarifying task related information checking for conformance to specifications undertaking numerical operations, geometry and calculations/formulae within the scope of this unit
Required knowledge
Look for evidence that confirms knowledge of: formula applicable to the determination of perimeter, area and volume of simple geometric shapes techniques for estimating approximate answers reasons for using dimensions with the same units when calculating length, perimeter, area and volume concepts of perimeter, area and volume procedures for rounding off figures when estimating approximate answers mixed numbers, decimals, fractions and whole numbers concept of percentage procedures to be followed in converting a decimal to a percentage procedures for carrying out calculations involving fractions and using each of the four basic rules procedures to be followed on converting a fraction to a percentage sources of appropriate formulae reasons for ensuring that the units of each term are consistent with the formulae selected procedures for converting given units to those required for use in formulae concepts of ratio and proportion given ratios and proportions can be expressed in terms of whole numbers, fractions and decimal fractions scales applicable to the axes of the graphs or charts three types of charts and/or graphs used in the individual's field of work where appropriate, upper and lower limits of acceptability applicable to data entered on a graph or chart where appropriate, the trends indicated by the slope or gradient of a graph where appropriate, the action to be taken when given trends occur or set limits are approached on graphs or charts procedures for drawing 'lines of best fit' the trends indicated by the graphs or charts drawn hazards and control measures associated with performing computations, including housekeeping safe work practices and procedures

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment	A person who demonstrates competency in this unit must be able to perform computations.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Assessors must be satisfied that the candidate can competently and consistently perform all elements of the unit as specified by the criteria, including required knowledge, and be capable of applying the competency in new and different situations and contexts.
Context of and specific resources for assessment	This unit may be assessed on the job, off the job or a combination of both on and off the job. Where assessment occurs off the job, that is the candidate is not in productive work, then an appropriate simulation must be used where the range of conditions reflects realistic workplace situations. The competencies covered by this unit would be demonstrated by an individual working alone or as part of a team. The assessment environment should not disadvantage the candidate. This unit could be assessed in conjunction with any other units addressing the safety, quality, communication, materials handling, recording and reporting associated with performing computations or other units requiring the exercise of the skills and knowledge covered by this unit.
Method of assessment	Assessors should gather a range of evidence that is valid, sufficient, current and authentic. Evidence can be gathered through a variety of ways including direct observation, supervisor's reports, project work, samples and questioning. Questioning techniques should not require language, literacy and numeracy skills beyond those required in this unit of competency. The candidate must have access to all tools, equipment, materials and documentation required. The candidate must be permitted to refer to any relevant workplace procedures, product and manufacturing specifications, codes, standards, manuals and reference materials.
Guidance information for assessment

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Relevant sources	Charts, graphs, diagrams, measurement data, reference manuals and specifications
Application	Applications can include computations associated with pressure, volume, temperature, heat, speed, power, elasticity, density, mass, force etc.
Arithmetic operations	Application of subtraction, addition, multiplication and division Manipulation of decimals, fractions and mixed numbers and whole numbers Determining of percentages Performing of algebraic expressions Calculation of proportions and ratios
Charts and graphs	Simple histograms, control charts, pie charts etc.

Unit Sector(s)

Unit sector

Co-requisite units

Co-requisite units

Competency field

Competency field	Measurement

MEM14005A Plan a complete activity

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers planning activities which, whilst following established procedures, may require a response and modification of procedures or choice of different procedures to deal with unforeseen developments.

Application of the Unit

Application of the unit	The unit covers the development of plans for individual complete activities and may include the use of planning techniques and tools. The activity may require prioritising of the individual plan components to facilitate the meeting of the objectives. Examples of activities to be planned may include: fault diagnosis and repair of an item of equipment, a modification of an established sequence of assembly tasks. However the activities may require a response and modification of procedures or a choice of different procedures to deal with unforeseen developments. Activities are normally performed by the individual undertaking the planned activity, and associated reports are completed as required. Planning will be related to familiar work tasks and environments and be performed to standard operating procedures. Where more extensive reporting requiring research and forming conclusions is required, refer to Unit 16.14 (Report technical information). Band: A Unit Weight: 4

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify activity requirements	1.1. Activity outcomes and objectives are identified and clarified with appropriate persons. 1.2. Activity requirements, including resources, overall timeframe, quality requirements and criteria for acceptable completion are identified and clarified. 1.3. Relevant specifications and procedures are obtained and clarified.
2. Plan process to complete activity	2.1. The individual components of the activity are identified and prioritised. 2.2. Planning tools and techniques are selected and used according to the needs of the activity. 2.3. The plan is checked for accuracy and conformance to instructions and requirements.
3. Modify plan	3.1. The plan is referred to and modified as necessary to overcome unforeseen difficulties or developments that occur as work progresses. 3.2. The results of the activity are reviewed against the plan, and possible future improvements to plan are identified.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Look for evidence that confirms skills in: obtaining, reading, interpreting and following information on written job instructions, specifications, standard operating procedures, charts, lists, drawing and other applicable reference documents preparing a plan including sequential steps that will enable the activity to be completed modifying the plan where appropriate, to take account of difficulties or developments that occur while following the prepared plan planning and sequencing activities checking and clarifying task-related information checking for conformance to specifications using numerical operations, geometry and calculations/formulae within the scope of this unit using planning techniques such as scheduling, time management, brainstorming, setting of goals and defined outcomes, prioritising, review and evaluation strategies
Required knowledge
Look for evidence that confirms knowledge of: tasks to be performed person/s who can clarify the objectives, requirements and specifications specifications relevant to the tasks to be performed outcomes to be achieved timeframe for activity completion quality requirements of the product or service priority of each step in the plan reasons for the relative priority of each step modifications to the plan to overcome a range of unforeseen situations hazards and control measures associated with planning the complete activity, including housekeeping safe work practices and procedures

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment	A person who demonstrates competency in this unit must be able to plan a complete activity.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Assessors must be satisfied that the candidate can competently and consistently perform all elements of the unit as specified by the criteria, including required knowledge, and be capable of applying the competency in new and different situations and contexts.
Context of and specific resources for assessment	This unit may be assessed on the job, off the job or a combination of both on and off the job. Where assessment occurs off the job, that is the candidate is not in productive work, then an appropriate simulation must be used where the range of conditions reflects realistic workplace situations. The competencies covered by this unit would be demonstrated by an individual working alone or as part of a team. The assessment environment should not disadvantage the candidate. This unit could be assessed in conjunction with any other units addressing the safety, quality, communication, materials handling, recording and reporting associated with planning a complete activity or other units requiring the exercise of the skills and knowledge covered by this unit.
Method of assessment	Assessors should gather a range of evidence that is valid, sufficient, current and authentic. Evidence can be gathered through a variety of ways including direct observation, supervisor's reports, project work, samples and questioning. Questioning techniques should not require language, literacy and numeracy skills beyond those required in this unit of competency. The candidate must have access to all tools, equipment, materials and documentation required. The candidate must be permitted to refer to any relevant workplace procedures, product and manufacturing specifications, codes, standards, manuals and reference materials.
Guidance information for assessment

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Requirements	Formal or informal information about the task required, such as: timeframe quality requirements outcome and performance requirements job history checks and tests special reporting requirements tools and equipment materials and parts reference documents Requirements and instructions are supplied verbally or in written form such as on job sheets. Instructions are carried out in accordance with established procedures
Specifications	Technical task related information conveyed verbally or as found in: task lists instructions manufacturer manuals diagrams and schematics technical drawings and sketches parts lists computer records
Planning techniques and tools	Scheduling, time management, brainstorming, setting goals and defined outcomes, prioritising, review and evaluation strategies

Unit Sector(s)

Unit sector

Co-requisite units

Co-requisite units

Competency field

Competency field	Planning

MEM18001C Use hand tools

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers using a range of hand tools for a variety of general engineering applications.

Application of the Unit

Application of the unit	Applications may include hand tools used for adjusting, dismantling, assembling and finishing of items or components, and the finishing, cutting, scraping of metallic and non-metallic material to size and shape. This includes simple tapping and threading and routine maintenance of hand tools. This unit should not be selected if the hand tool is dedicated to a single operation or machine and if only a machine specific/customised tool is used. When using hand held power tools or power tools used for hand held operations, refer to Unit MEM18002B (Use power tools/hand held operations). Band: A Unit Weight: 2

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Use hand tools	1.1. Hand tools are selected appropriate to the task requirements. 1.2. Hand tools are used to produce desired outcomes to job specifications which may include finish, tension, size or shape. 1.3. All safety requirements are adhered to before, during and after use. 1.4. Unsafe or faulty tools are identified and marked for repair according to designated procedures before, during and after use. 1.5. Routine maintenance of tools, including hand sharpening is undertaken according to standard operational procedures, principles and techniques. 1.6. Hand tools are stored safely in appropriate location according to standard operational procedures and manufacturers' recommendations.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Look for evidence that confirms skills in: reading and following information on standard operating procedures following verbal instructions selecting hand tools appropriate to the task using hand tools safely identifying hand tool defects and marking for repair maintaining/sharpening hand tools using appropriate techniques storing hand tools in accordance with manufacturers'/standard operating procedures
Required knowledge
Look for evidence that confirms knowledge of: applications of different hand tools in a general engineering context common faults and/or defects in hand tools procedures for marking unsafe or faulty tools for repair routine maintenance requirements for a range of hand tools storage location and procedures for a range of hand tools hazards and control measures associated with using hand tools use and application of personal protective equipment safe work practices and procedures

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment	A person who demonstrates competency in this unit must be able to use hand tools for a range of general engineering applications.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Assessors must be satisfied that the candidate can competently and consistently perform all elements of the unit as specified by the criteria, including required knowledge, and be capable of applying the competency in new and different situations and contexts.
Context of and specific resources for assessment	This unit may be assessed on the job, off the job or a combination of both on and off the job. Where assessment occurs off the job, that is the candidate is not in productive work, then an appropriate simulation must be used where the range of conditions reflects realistic workplace situations. The competencies covered by this unit would be demonstrated by an individual working alone or as part of a team. The assessment environment should not disadvantage the candidate. This unit could be assessed in conjunction with any other units addressing the safety, quality, communication, materials handling, recording and reporting associated with using hand tools or other units requiring the exercise of the skills and knowledge covered by this unit.
Method of assessment	Assessors should gather a range of evidence that is valid, sufficient, current and authentic. Evidence can be gathered through a variety of ways including direct observation, supervisor's reports, project work, samples and questioning. Questioning techniques should not require language, literacy and numeracy skills beyond those required in this unit of competency. The candidate must have access to all tools, equipment, materials and documentation required. The candidate must be permitted to refer to any relevant workplace procedures, product and manufacturing specifications, codes, standards, manuals and reference materials.
Guidance information for assessment

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Hand tools	Hacksaws, hammers, punches, screwdrivers, sockets, wrenches, scrapers, chisels, gouges, wood planes and files of all cross-sectional shapes and types
Job specifications	Finish, tension, size or shape etc.
Routine maintenance	Cleaning, lubricating, tightening, simple tool repairs, hand sharpening and adjustments using engineering principles, tools, equipment and procedures

Unit Sector(s)

Unit sector

Co-requisite units

Co-requisite units

Competency field

Competency field	Maintenance and diagnostics

MEM18002B Use power tools/hand held operations

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers using a range of hand held power tools and fixed power tools for hand held operations for a variety of general engineering applications.

Application of the Unit

Application of the unit	This unit applies to loosening and fastening items or components and shaping, finishing, cutting, grinding metallic and non-metallic materials and/or tool bits to size and shape. This unit should not be selected if the power tools used are dedicated to an operation or machine, e.g. nut-runner, air drill, power driver, etc. For using hand tools, see Unit MEM18001C (Use hand tools). Band: A Unit Weight: 2

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Use power tools	1.1. Power tools are selected appropriate to the task requirements. 1.2. Power tools are used for a determined sequence of operations - which may include clamping, alignment and adjustment to produce desired outcomes - to job specifications which may include finish, size or shape. 1.3. All safety requirements are adhered to before, during and after use. 1.4. Unsafe or faulty tools are identified and marked for repair before, during and after use according to designated procedures. 1.5. Operational maintenance of tools, including hand sharpening, is undertaken according to standard workplace procedures, principles and techniques. 1.6. Power tools are stored safely in appropriate location according to standard workshop procedures and manufacturers' recommendations.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Look for evidence that confirms skills in: reading and following information on standard operating procedures following verbal instructions selecting power tools appropriate to the task using power tools safely using clamping/securing devices identifying power tool defects maintaining power tools using appropriate techniques sharpening tools/tool bits within the scope of this unit storing power tools according to manufacturers'/ standard operating procedures.
Required knowledge
Look for evidence that confirms knowledge of: application of different power tools clamping/securing methods adjustments/alignments to a range of power tools common faults and/or defects in power tools procedures for marking unsafe or faulty power tools for repair routine maintenance requirements of a range of power tools tool sharpening techniques for a range of power tools storage location and procedures of a range of power tools hazards/control measures associated with power tools use and application of personal protective equipment safe work practices and procedures

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment	A person who demonstrates competency in this unit must be able to use power tools/hand held operations.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Assessors must be satisfied that the candidate can competently and consistently perform all elements of the unit as specified by the criteria, including required knowledge, and be capable of applying the competency in new and different situations and contexts.
Context of and specific resources for assessment	This unit may be assessed on the job, off the job or a combination of both on and off the job. Where assessment occurs off the job, that is the candidate is not in productive work, then an appropriate simulation must be used where the range of conditions reflects realistic workplace situations. The competencies covered by this unit would be demonstrated by an individual working alone or as part of a team. The assessment environment should not disadvantage the candidate. This unit could be assessed in conjunction with any other units addressing the safety, quality, communication, materials handling, recording and reporting associated with using power tools/hand held operations or other units requiring the exercise of the skills and knowledge covered by this unit.
Method of assessment	Assessors should gather a range of evidence that is valid, sufficient, current and authentic. Evidence can be gathered through a variety of ways including direct observation, supervisor's reports, project work, samples and questioning. Questioning should not require language, literacy and numeracy skills beyond those required in this unit. The candidate must have access to all tools, equipment, materials and documentation required. The candidate must be permitted to refer to any relevant workplace procedures, product and manufacturing specifications, codes, standards, manuals and reference materials.
Guidance information for assessment

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Power tools	Electric or pneumatic/hydraulic drills, grinders, jigsaws, nibblers, cutting saws, sanders, planers, routers, pedestal drills and pedestal grinders
Clamping	Multigrips, vices, jigs and fixtures, clamps etc.
Job specifications	Finish, size or shape etc.
Operational maintenance	Hand sharpening, cleaning, lubricating, tightening Simple tool repairs and adjustments using engineering principles, tools, equipment and procedures to statutory and regulatory requirements

Unit Sector(s)

Unit sector

Co-requisite units

Co-requisite units

Competency field

Competency field	Maintenance and diagnostics

MEM18003C Use tools for precision work

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers using tools to manually produce work to precise dimensions and or finishes.

Application of the Unit

Application of the unit	Work is undertaken autonomously or in a team environment, using predetermined standards of quality, safety and workshop procedures. This unit involves using a variety of tools, instruments and power equipment to perform precision tasks on a range of metallic and non-metallic materials. As a guide, the types of precision work covered by this unit could include: scraping machine beds to precise tolerances broaching a tapered keyway hand reaming the bore of a spigot or bush to a positive transition fit with shaft core drilling (finishing) a blind locating hole to receive a mating pin lapping a mechanical seal to fine finish filing complex angles and mating edges precision grinding using flex-drive attachment or similar Inspection and preventative maintenance of tools and equipment involves the visual checking of leads and connections, sharpening of cutting equipment and the repair of associated tools. Where precision measurement is required, Unit MEM12003B (Perform precision mechanical measurement) should also be selected. Where precision marking out is required, Unit MEM12006C (Mark off/out [general engineering]) should also be selected. Where specifications are interpreted from engineering drawings, detailed/technical sketches and associated documents, Unit MEM09002B (Interpret technical drawing) should also be selected. Band: A Unit Weight: 4

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units
Path 1	MEM12023A	Perform engineering measurements
MEM18001C	Use hand tools
MEM18002B	Use power tools/hand held operations

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Determine job requirements	1.1. Task requirements and specifications are determined and clarified with appropriate persons. 1.2. Processes/techniques are selected appropriate to task, specifications and material.
2. Prepare tools and tooling to produce precision outcome	2.1. Tools, accessories and consumables are selected appropriate to task, specifications and material. 2.2. Where applicable, cutting tool modifications required to produce outcome are determined using engineering principles. 2.3. Tools/tooling are prepared and modified as required.
3. Use tools to produce work to precise specifications	3.1. The work area is prepared and made safe. 3.2. The work piece is prepared and secured using appropriate method for selected operation/s. 3.3. Tools are used according to acceptable engineering principles, methods, applications and procedures to produce specified outcome to the required accuracy. 3.4. Tools and equipment are inspected for safe and proper working order before, during and after use. 3.5. Unserviceable tools/equipment are identified, repaired where appropriate, or marked for repair and/or disposal, according to prescribed procedure. 3.6. Tools are stored and maintained to ensure serviceability.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Look for evidence that confirms skills in: obtaining and interpreting relevant drawings, specifications, instructions etc. preparing and making safe the work area(s) prior to the work being carried out using appropriate tools to produce the specified outcomes checking tools and equipment for safe and proper working order before, during and after use where appropriate, marking unsafe or faulty tools and equipment for repair where appropriate, repairing/maintaining unsafe or faulty tools checking condition of all tools and equipment for conformance to specifications and safe and proper operation prior to storage safely storing all tools and equipment in the appropriate location
Required knowledge
Look for evidence that confirms knowledge of: work to be undertaken specifications to be achieved appropriate tools, processes and equipment required to carry out the work to the required specifications reasons for selecting the chosen tools, processes and equipment hazards and control measures associated with using the selected tools, processes and equipment, including housekeeping safety procedures to be followed to ensure the safety of the individual and other personnel procedures for using the selected tools engineering principles to be applied during the use of the tools manufacturers' specifications of the tools and equipment selected safe and proper function of tools and equipment selected procedures for checking tools and equipment for correct and safe operation common faults and/or defects in tools and equipment used/selected procedures for marking unsafe or faulty tools and equipment for repair repairs/operational maintenance that can be made to the tools and equipment used/selected procedures for repairing/maintaining the tools and equipment used/selected procedures for checking tools and equipment prior to storage storage location of the tools and equipment used/selected procedures for storing tools and equipment used/selected

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment	A person who demonstrates competency in this unit must be able to use tools to fashion or shape work to high levels of precision for dimension and or finish to specifications. Competency in this unit cannot be claimed until all prerequisites have been satisfied.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Assessors must be satisfied that the candidate can competently and consistently perform all elements of the unit as specified by the criteria, including required knowledge, and be capable of applying the competency in new and different situations and contexts.
Context of and specific resources for assessment	This unit may be assessed on the job, off the job or a combination of both on and off the job. Where assessment occurs off the job, that is the candidate is not in productive work, then an appropriate simulation must be used where the range of conditions reflects realistic workplace situations. The competencies covered by this unit would be demonstrated by an individual working alone or as part of a team. The assessment environment should not disadvantage the candidate. This unit could be assessed in conjunction with any other units addressing the safety, quality, communication, materials handling, recording and reporting associated with using tools for precision work or other units requiring the exercise of the skills and knowledge covered by this unit.
Method of assessment	Assessors should gather a range of evidence that is valid, sufficient, current and authentic. Evidence can be gathered through a variety of ways including direct observation, supervisor's reports, project work, samples and questioning. Questioning techniques should not require language, literacy and numeracy skills beyond those required in this unit of competency. The candidate must have access to all tools, equipment, materials and documentation required. The candidate must be permitted to refer to any relevant workplace procedures, product and manufacturing specifications, codes, standards, manuals and reference materials.
Guidance information for assessment

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Processes	Hand tools and hand held power tools are used to fashion or shape work to high levels of precision for dimension and or finish to specifications Engineering techniques, methods and procedures may include cutting out, drilling, fitting, filing, reaming, lapping, broaching, burnishing, scraping, polishing, hand held grinding, chiselling
Precision outcomes	Specified tolerances, allowances, fits, finishes, alignments
Tools	Any tools or equipment required to achieve precision outcomes
Tool modifications	Tool shape, rake angle and clearance angles

Unit Sector(s)

Unit sector

Co-requisite units

Co-requisite units

Competency field

Competency field	Maintenance and diagnostics

MEM18006C Repair and fit engineering components

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit of competency covers mechanical repair and fitting trade skills including fault finding, repair of faulty components, manufacturing of new parts/components, and fitting mechanical engineering components into assemblies or sub-assemblies to specified measurements and tolerances and consistency with manufacturer's specification. Repair and fitting of engineering components is undertaken using mechanical engineering and maintenance principles, designated procedures, correct and appropriate tools/equipment, and safe working practices.

Application of the Unit

Application of the unit	This unit of competency applies to repair and fitting work undertaken by a tradesperson in a mechanical maintenance, service or workshop environment. Work is undertaken autonomously or as part of a team using predetermined standards of quality, safety and workshop procedures. Skills covered include determining the need for repair or replacement of parts and assemblies, and undertaking of repair, replacement, assembly and final fitting of items, sub-assemblies and assemblies. All specifications are interpreted from engineering drawings, detailed/technical sketches and associated data sheets. The unit includes the use of appropriate workshop practices. New components are manufactured as required to specifications. This unit has been developed for Engineering Tradesperson - Mechanical apprenticeship training and the recognition of trade level skills in repair and fitting of engineering components. Skills covered by this unit are generally applied in occupational and work situations associated with trade level fitting and machining work. It may also apply to other mechanical trade occupational areas requiring high level repair and fit of engineering component skills. This unit has application in the MEM30205 Certificate III in Engineering - Mechanical qualification and other qualifications requiring a trade level of repair and fit skills. This unit does not address machining competencies and welding, if these are required, the appropriate units should also be accessed. Where additional or higher marking out skills are required, refer to MEM12006C Mark off/out (general engineering). The knowledge and skills associated with the installation, removal, repair or replacement of mechanical seals is covered by MEM18012B Perform installation and removal of mechanical seals. For high pressure fluid power seals, refer to MEM18020B Maintain hydraulic system components. Band: A Unit Weight: 6

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units
Path 1	MEM09002B	Interpret technical drawing
MEM12023A	Perform engineering measurements
MEM18001C	Use hand tools
MEM18002B	Use power tools/hand held operations
MEM18003C	Use tools for precision work
MEM18055B	Dismantle, replace and assemble engineering components

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify scope of repair and/or fit required	1.1. Operational specifications for components are obtained from appropriate source and are interpreted and understood 1.2. Operation and condition of components are assessed against specifications 1.3. Faulty/worn components are identified 1.4. Causes of faults are determined using appropriate engineering principles, techniques, procedures, tools and equipment 1.5. Repair, replacement, adjustment or manufacture requirements are determined
2. Repair/replace faulty components	2.1. Where applicable, appropriate method of repair is determined 2.2. Where applicable, faulty components are repaired or adjusted to conform to specifications 2.3. Where applicable, replacement parts are selected from manufacturers' catalogues and assessed against specifications
3. Manufacture parts/components	3.1. Parts/component specifications are determined from appropriate source 3.2. Materials are selected to meet specification requirements 3.3. New components are produced in conformance to specifications using appropriate workshop practices 3.4. Completed components are inspected for compliance with dimensions 3.5. Where appropriate, component parts are marked for identification prior to assembly
4. Fit engineering components into assemblies or sub-assemblies	4.1. Fitting requirements and sequence of assembly are determined 4.2. Appropriate fitting principles and techniques are applied in the preparation and assembly of component parts using fastening equipment and methods which ensures conformance to specifications, operational performance, quality and safety 4.3. Using acceptable engineering practices, correct gland packing, jointing/gasket materials are selected and applied correctly in conformance to specifications and operational requirements 4.4. Correct lubrication requirements are determined by appropriate means and attended to where applicable 4.5. Final adjustments are performed on component assembly to meet operational specifications using acceptable engineering principles, fitting techniques and procedures
5. Check operation of repaired components/unit	5.1. Components/unit are checked under operational conditions for compliance to operational specifications using acceptable engineering principles to standard operating procedures 5.2. Out of specification modification/alterations are approved by appropriate authority and are recorded and documented to standard operating procedures 5.3. Final component assembly is commissioned and returned to service according to standard operating procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Required skills include: obtaining operational specifications for the components assessing operation against specification and identifying faults checking components visually and dimensionally against the operational specifications using work site procedures checking repaired components visually and dimensionally for conformance to specifications adjusting components to achieve conformance to specifications where appropriate selecting replacement parts which conform to specifications preparing and assembling components using appropriate fitting techniques and principles where appropriate, applying gland packing, jointing or gasket materials, using acceptable engineering practices applying appropriate lubricants to the assembly using acceptable engineering practices, where required checking components for conformance to specification where required, adjusting components to achieve conformance to specifications where required, recording any approved modifications/alterations to work site procedures inspecting the final assembly and checking conformance to operational specifications where appropriate, returning the final assembly to service in accordance with work site procedures reading, interpreting and following information on written job instructions, specifications, standard operating procedures, charts, lists, drawings and other applicable reference documents undertaking numerical operations, geometry and calculations/formulae within the scope of this unit
Required knowledge
Required knowledge includes: tools and equipment to be used to dismantle the components consequences of having components that do not comply with operational specifications types of adjustment applicable to the components being repaired/fitted appropriate methods of repair features and/or dimensions upon which replacement parts are to be selected process of identifying replacement parts from third party suppliers' catalogues material properties required manufacturing operations to be used in the production of new components sequence of operations to be used in the production of new components fitting requirements for assembling components appropriate sequence of assembly tasks purpose of using gland packing, jointing or gasket materials reasons for selecting particular jointing or packing materials applications of different types of lubricants consequences of using inappropriate or no lubricant the need to have approval for out of specification modifications reasons for documenting out of specification modifications return to service procedures consequences of not following work site return to service procedures hazard and control measures associated with repairing and fitting engineering components, including housekeeping safe work practices and procedures

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment	A person who demonstrates competency in this unit must be able to repair and fit engineering components to specifications in both workshop and site environments. Competency in this unit cannot be claimed until all prerequisites have been satisfied.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Assessors must be satisfied that the candidate can competently and consistently apply the skills covered in this unit of competency in new and different situations and contexts. Critical aspects of assessment and evidence include: obtaining manufacturer's and enterprise specifications for equipment, materials and components checking components visually and dimensionally in the workplace including tolerances, allowances, clearances and limits repairing and fitting components and assemblies in a workshop environment to required specifications repairing and fitting components and assemblies in a production or other work site environment manufacturing and fitting components including commissioning and return to service checking of component and equipment through first off production or other recognised return to service checking procedure procedures for out of specification modification/alterations.
Context of and specific resources for assessment	This unit has been developed to support training in and recognition of trade level competency repair and fit of engineering components as applied to a trade level fitting and machining work environment. Assessment should emphasise a workplace context and procedures found in the candidate's workplace. The competencies covered by this unit would be demonstrated by an individual working alone or as part of a team. The assessment environment should not disadvantage the candidate.
Method of assessment	Typically, persons engaged in Engineering Tradesperson - Mechanical work are required to apply their repair and fit skills and techniques across a range of jobs and specifications. A single assessment event is not appropriate. On the job assessment should be included as part of the assessment process wherever possible. Where assessment occurs off the job, judgement must consider evidence of the candidate's performance in a productive work environment that includes a sufficient range of appropriate tasks and materials to cover the scope of application for this unit. Assessors should gather a range of evidence that is valid, sufficient, current and authentic. Evidence can be gathered through a variety of ways including direct observation, supervisor's reports, project work, samples and questioning. Questioning techniques should not require language, literacy and numeracy skills beyond those required in this unit of competency. The candidate must have access to all tools, equipment, materials and documentation required. The candidate must be permitted to refer to any relevant workplace procedures, product and manufacturing specifications, codes, standards, manuals and reference materials
Guidance information for assessment	This unit could be assessed in conjunction with any other units addressing the safety, quality, communication, materials handling, recording and reporting associated with repair and fit of engineering components or other units requiring the exercise of the skills and knowledge covered by this unit. Assessors must be satisfied that the candidate can competently and consistently perform all elements of the unit as specified by the criteria, including required knowledge, and be capable of applying the competency in new and different situations and contexts.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Manufacturers' catalogues	Manufacturers' catalogues may include any appropriate manufacturers' catalogues that contain replacement parts that conform with specifications and operational requirements
Appropriate workshop practices	Appropriate workshop practices may include: drilling scraping filing reaming tapping threading
Fitting principles and techniques	Fitting principles and techniques may include: limits of tolerance allowances and clearances effects of wear, stress, temperature types of fits - clearance transition interference press fitting methods force fits shrink and freeze (expansion) fits keyed fits taper fits lateral and radial forces backlash configuration and mating of parts applied use of precision tools and measuring equipment engineering components - shafts, single and multi-throw crankshafts, cams and journals, bearings and bearing surfaces, keys squareness, roundness, concentricity, flatness, straightness, surface finish and angular correctness datum and centrelines tapping, reaming and broaching

Unit Sector(s)

Unit sector

Co-requisite units

Co-requisite units

Competency field

Competency field	Maintenance and diagnostics

MEM18007B Maintain and repair mechanical drives and mechanical transmission assemblies

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers diagnosing faults and repairing drives and transmission assemblies, and undertaking final adjustment and commissioning.

Application of the Unit

Application of the unit	This unit applies to diagnostics and maintenance, repair, adjustment and commissioning of mechanical drives and mechanical transmission assemblies. This unit should not be selected where either Unit MEM18042C (Diagnose and rectify manual transmissions), or Unit MEM18043C (Diagnose and rectify automatic transmissions) or Unit MEM18044C (Diagnose and rectify drive line and final drives) are also selected. Band: A Unit Weight: 4

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units
Path 1	MEM09002B	Interpret technical drawing
MEM12023A	Perform engineering measurements
MEM18001C	Use hand tools
MEM18002B	Use power tools/hand held operations
MEM18003C	Use tools for precision work
MEM18006C	Repair and fit engineering components
MEM18009B	Perform levelling and alignment of machines and engineering components
MEM18055B	Dismantle, replace and assemble engineering components

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Undertake maintenance checks of mechanical drives and mechanical transmission components	1.1. Principles of mechanical drives and mechanical transmission components are understood. 1.2. The function of the main parts of the designated mechanical drive/transmission assembly is understood. 1.3. Appropriate maintenance principles, techniques, tools and equipment, mechanical drive/transmission components are used to check for wear, distortion, tensions, misalignment, fatigue, lubrication, slackness, tooth wear, breakages and other related malfunctions. 1.4. Assembly requiring further diagnosis, repair or adjustment is identified and findings are documented.
2. Adjust mechanical drives and transmission assemblies	2.1. Adjustment requirements are determined. 2.2. A suitable adjustment method is determined from manufacturers' instruction sheets, standard workshop manuals/procedures or other means. 2.3. Adjustment tools and equipment are selected according to the type of assembly being serviced. 2.4. Appropriate maintenance principles, techniques, tools and equipment are used, and drives/transmission components are tensioned, aligned balanced or adjusted to manufacturers'/site specifications according to safe workshop practices. 2.5. Drive/transmission assembly is checked after adjustment for correct operation or identified for further diagnosis or repair. 2.6. Service report is completed. 2.7. Further diagnosis or repair requirements are actioned.
3. Diagnose faults	3.1. Service reports are read and visual and sensory inspection of the drive/transmission assembly is undertaken. 3.2. Given manufacturers' specifications, and where applicable, diagnostic equipment drive/transmission assembly is tested using sound maintenance principles and procedures. 3.3. Faults are localised at the component level and identified for repair or replacement. 3.4. Fault causes are analysed and preventative measures to avoid re-occurrence are developed, documented and actioned by appropriate means. 3.5. Requirements for repair or replacement are actioned.
4. Repair mechanical drives/transmission assemblies	4.1. Service reports are read and visual and sensory inspection of the drive/transmission assembly is undertaken. 4.2. Task requirements are ascertained. 4.3. Tools and equipment are selected according to the type of assembly being serviced. 4.4. Mechanical drive/transmission assembly is dismantled using appropriate maintenance principles, techniques, tools, equipment and safe workshop practices. 4.5. Serviceable items are repaired using appropriate maintenance procedures according to manufacturers' specifications and standard workshop practices. 4.6. Standard replaceable items are selected and obtained using manufacturers' catalogues, spare parts lists, engineering specifications. 4.7. Component parts are refitted to mechanical drive/transmission assembly using sound maintenance principles, techniques, tools and equipment in accordance with manufacturers'/site specifications.
5. Final adjustment and commissioning	5.1. Using applicable maintenance principles and procedures, drive/transmission components are tensioned, balanced, aligned or adjusted to suit specifications and operational requirements. 5.2. Drive/transmission assembly is checked after adjustment and operational performance is analysed. 5.3. Assembly is commissioned to specifications. 5.4. Service report is completed.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Look for evidence that confirms skills in: locating, reading and interpreting information on written job instructions, specifications, manufacturers' instructions, standard workshop manuals/procedures, drawings, charts, lists and other reference documentation checking and clarifying task-related information interpreting manufacturers' catalogues or engineering specifications undertaking diagnostic and testing analysing operational performance planning and sequencing operations completing proformas, standard workplace forms and short reports using relevant terminology checking for conformance to specifications measuring components to specified tolerances undertaking calculations for determining cutting parameters and checking tolerances undertaking numerical operations and engineering calculations/formulae within the scope of this unit following verbal instructions orally reporting information
Required knowledge
Look for evidence that confirms knowledge of: uses and characteristics of lubricants principles of operation of a range of mechanical drives and transmissions techniques, tools and equipment to measure components common malfunctions in mechanical drives, transmissions and their components procedures for checking and adjusting mechanical drives, transmissions and their components preventative measures that can be undertaken to avoid recurrence of the fault/failure any applicable industry standards, national/Australian standards, NOHSC guidelines, State/Territory regulatory codes of practice/standards use and application of personal protective equipment safe work practices and procedures hazards and control measures associated with maintaining and repairing mechanical drives and mechanical transmission assemblies

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment	A person who demonstrates competency in this unit must be able to diagnose faults and repair drives and transmission assemblies and undertake final adjustment and commissioning. Competency in this unit cannot be claimed until all prerequisites have been satisfied.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Assessors must be satisfied that the candidate can competently and consistently perform all elements of the unit as specified by the criteria, including required knowledge, and be capable of applying the competency in new and different situations and contexts.
Context of and specific resources for assessment	This unit may be assessed on the job, off the job or a combination of both on and off the job. Where assessment occurs off the job, that is the candidate is not in productive work, then an appropriate simulation must be used where the range of conditions reflects realistic workplace situations. The competencies covered by this unit would be demonstrated by an individual working alone or as part of a team. The assessment environment should not disadvantage the candidate. This unit could be assessed in conjunction with any other units addressing the safety, quality, communication, materials handling, recording and reporting associated with maintaining/repairing mechanical drives and mechanical transmission assemblies or other units requiring the exercise of the skills and knowledge covered by this unit.
Method of assessment	Assessors should gather a range of evidence that is valid, sufficient, current and authentic. Evidence can be gathered through a variety of ways including direct observation, supervisor's reports, project work, samples and questioning. Questioning techniques should not require language, literacy and numeracy skills beyond those required in this unit of competency. The candidate must have access to all tools, equipment, materials and documentation required. The candidate must be permitted to refer to any relevant workplace procedures, product and manufacturing specifications, codes, standards, manuals and reference materials.
Guidance information for assessment

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Mechanical drive/transmission	Worm and worm wheel, line shafts, plumber blocks, pulleys, sprockets, belts, taper bush assemblies, roller chains, chain drives, mechanical and hydraulic couplings, compression couplings, disc type flexible couplings, spider type, chain couplings, universal joints, bevel gearing, rack and pinion gearing, dog toothed clutches, cone type clutches, expanding shoe type clutches, friction/plate type clutches, centrifugal clutches, toggle action linkages, magnetic clutches, sprag clutches, band type brakes and other associated drive components.
Service reports	According to workplace procedures
Sensory inspection	Vibration, heat, smell, sound, sight
Commissioned	Confirming readiness for use or return to service

Unit Sector(s)

Unit sector

Co-requisite units

Co-requisite units

Competency field

Competency field	Maintenance and diagnostics

MEM18009B Perform levelling and alignment of machines and engineering components

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers undertaking levelling and alignment measurements/readings and performing levelling and/or alignment tasks.

Application of the Unit

Application of the unit	This unit applies to the setting up and use of alignment measuring devices and precision levelling devices. All adjustments are performed according to designated procedures in conformance to specifications. The application of appropriate engineering principles, techniques, tools and equipment is integral to all tasks relating to the levelling of equipment and the alignment of component parts. Band: A Unit Weight: 4

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units
Path 1	MEM09002B	Interpret technical drawing
MEM12023A	Perform engineering measurements
MEM18001C	Use hand tools
MEM18002B	Use power tools/hand held operations
MEM18003C	Use tools for precision work
MEM18006C	Repair and fit engineering components
MEM18055B	Dismantle, replace and assemble engineering components

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Undertake levelling and alignment measurements/readings	1.1. Principles of levelling and alignment are understood and utilised. 1.2. Task requirements are determined by inspection of equipment to be levelled and/or components to be aligned. 1.3. The correct appropriate levelling and/or alignment procedure is selected. 1.4. Correct and appropriate levelling or alignment devices/equipment are selected and set up to standard operating procedures or manufacturers' recommendation. 1.5. Measurements/readings are taken accurately and recorded correctly to standard operating procedures.
2. Perform levelling and/or alignment tasks	2.1. Correct and appropriate engineering principles, techniques, tools and equipment are selected. 2.2. Levelling realignment calculations are performed using correct and appropriate method for levelling/alignment application. 2.3. Equipment is levelled to specifications using correct and appropriate techniques 2.4. Levelling and alignment task is completed to specifications.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Look for evidence that confirms skills in: reading, interpreting and following information on standard operating procedures, manufacturer recommendations, drawings and other applicable reference documents taking levelling and alignment measurements/readings performing levelling/alignment calculations setting up levelling/aligning equipment completing levelling and/or alignment tasks
Required knowledge
Look for evidence that confirms knowledge of: principles of levelling and alignment numerical operations, geometry and calculations/formulae for levelling and alignment effects on equipment performance and life of non-level or out of alignment components techniques, tools, equipment and procedures to carry out the levelling and/or alignment reasons for selecting tools, techniques and equipment hazards and control measures associated with levelling and alignment use and application of personal protective equipment safe work practices and procedures

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment	A person who demonstrates competency in this unit must be able to level and align machines and engineering components. Competency in this unit cannot be claimed until all prerequisites have been satisfied.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Assessors must be satisfied that the candidate can competently and consistently perform all elements of the unit as specified by the criteria, including required knowledge, and be capable of applying the competency in new and different situations and contexts.
Context of and specific resources for assessment	This unit may be assessed on the job, off the job or a combination of both on and off the job. Where assessment occurs off the job, that is the candidate is not in productive work, then an appropriate simulation must be used where the range of conditions reflects realistic workplace situations. The competencies covered by this unit would be demonstrated by an individual working alone or as part of a team. The assessment environment should not disadvantage the candidate. This unit could be assessed in conjunction with any other units addressing the safety, quality, communication, materials handling, recording and reporting associated with levelling and aligning machines and engineering components or other units requiring the exercise of the skills and knowledge covered by this unit.
Method of assessment	Assessors should gather a range of evidence that is valid, sufficient, current and authentic. Evidence can be gathered through a variety of ways including direct observation, supervisor's reports, project work, samples and questioning. Questioning techniques should not require language, literacy and numeracy skills beyond those required in this unit of competency. The candidate must have access to all tools, equipment, materials and documentation required. The candidate must be permitted to refer to any relevant workplace procedures, product and manufacturing specifications, codes, standards, manuals and reference materials.
Guidance information for assessment

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Levelling and/or alignment procedures	Face and rim, reverse indicator, use of jacking bolts and shimming material, straight edge and feeler gauge, use of levelling equipment, etc.
Levelling and alignment devices/equipment	Precision levels, spirit levels, line levels, optical levels, electronic levels, laser levels, dial indicators, special type dial indicator fixtures, magnetic bases, feeler gauges, bench centres, vee blocks, plumb line, folding wedges, straight edges, shimpack materials, dumpy levels etc.
Level or realignment calculation	Performed using the most appropriate means for the type of application being performed
Specifications	Obtained from engineering drawings, data sheets or manufacturers' specifications

Unit Sector(s)

Unit sector

Co-requisite units

Co-requisite units

Competency field

Competency field	Maintenance and diagnostics

MEM18010C Perform equipment condition monitoring and recording

Modification History

Single band identifier removed to clarify dual status

Unit Descriptor

Unit descriptor	This unit covers undertaking condition monitoring.

Application of the Unit

Application of the unit	This unit applies where specialist monitoring activities are undertaken as part of a preventive maintenance or total productive maintenance plan or program. Work is undertaken autonomously or as part of a team environment. Monitoring is undertaken in workshop, laboratory or in situ environment; readings are undertaken to the accuracy of monitoring equipment limitations or to site specifications where applicable. Results are recorded/plotted to predetermined procedure and technique. All work and work procedures are undertaken to standard operating procedures and/or equipment manufacturers' recommendations. All work and work practices are undertaken to regulatory or legislative requirements. Where only routine maintenance checking and diagnostic skills are applied, other appropriate units should be accessed. Band: This unit has dual status and is to be regarded as both a Specialisation band A unit and Specialisation band B unit for progression to C5 (AQF level V). Unit Weight: 4

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units
Path 1	MEM09002B	Interpret technical drawing
MEM12023A	Perform engineering measurements
MEM18001C	Use hand tools
MEM18002B	Use power tools/hand held operations
MEM18055B	Dismantle, replace and assemble engineering components

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Undertake condition monitoring	1.1. Principles and methods of equipment condition monitoring are understood and applied 1.2. Appropriate condition monitoring technique is selected to achieve required outcomes. 1.3. Checks are undertaken correctly, safely and to standard operating procedures. 1.4. Results are plotted and deviations from specification are reported to appropriate authority and recorded.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Look for evidence that confirms skills in: reading, interpreting and following information on job instructions, specifications, standard operating procedures, charts, lists, drawings and other applicable reference documents planning and sequencing operations checking and clarifying task-related information applying correct principles for monitoring selecting appropriate technique for the situation following standard operating procedures recording results and preparing and submitting deviation reports
Required knowledge
Look for evidence that confirms knowledge of: the application of principles and methods for a variety of situations appropriate records for a variety of situations hazards and control measures associated with equipment monitoring, including housekeeping use and application of personal protective equipment safe work practices and procedures

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment	A person who demonstrates competency in this unit must be able to perform equipment condition monitoring and recording. Competency in this unit cannot be claimed until all prerequisites have been satisfied.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Assessors must be satisfied that the candidate can competently and consistently perform all elements of the unit as specified by the criteria, including required knowledge, and be capable of applying the competency in new and different situations and contexts.
Context of and specific resources for assessment	This unit may be assessed on the job, off the job or a combination of both. Where assessment occurs off the job, i.e. the candidate is not in productive work, an appropriate simulation must be used where the range of conditions reflects realistic workplace situations. The competencies covered by this unit would be demonstrated by an individual working alone or as part of a team. The assessment environment should not disadvantage the candidate. This unit could be assessed in conjunction with any other units addressing the safety, quality, communication, materials handling, recording and reporting associated with equipment condition monitoring and recording or other units requiring the exercise of the skills and knowledge covered by this unit.
Method of assessment	Assessors should gather a range of evidence that is valid, sufficient, current and authentic. Evidence can be gathered through a variety of ways including direct observation, supervisor's reports, project work, samples and questioning. Questioning techniques should not require language, literacy and numeracy skills beyond those required in this unit of competency. The candidate must have access to all tools, equipment, materials and documentation required. The candidate must be permitted to refer to any relevant workplace procedures, product and manufacturing specifications, codes, standards, manuals and reference materials.
Guidance information for assessment

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Technique may include	Built-in systems (software and site displays), vibration monitors, infra-red and ultraviolet non-destructive testing

Unit Sector(s)

Unit sector

Co-requisite units

Co-requisite units

Competency field

Competency field	Maintenance and diagnostics

MEM18011C Shut down and isolate machines/equipment

Modification History

Single band identifier removed to clarify dual status.

Unit Descriptor

Unit descriptor	This unit covers isolating and shutting down machines and equipment.

Application of the Unit

Application of the unit	This unit applies to situations that require extensive system knowledge that exclude the straightforward starting/stopping of machinery/equipment through the use of simple switching, including use of emergency switches. Shut-down/isolation is undertaken autonomously or as part of teamwork. Band: This unit has dual status and is to be regarded as both a specialisation band A unit and Specialisation band B unit for progression to C7 (AQF level IV). Unit Weight: 2

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Shut down machine/equipment	1.1. Machine/equipment operational function is determined and understood. 1.2. Shut-down sequence is undertaken safely and to standard operating procedures. 1.3. Machine/equipment is depressurised/emptied/de-energised/bled to standard operating procedures. 1.4. Safe shut-down of machine/equipment is verified. 1.5. Safety/security lock-off devices and signage are installed to standard operating procedures. 1.6. Machine/equipment is left in clean and safe state.
2. Isolate machine/equipment	2.1. Machine/equipment operational function is determined and understood. 2.2. Isolation methods and points are recognised and identified. 2.3. Isolation is undertaken safely and to standard operating procedures. 2.4. Safe isolation of machine/equipment is verified. 2.5. Safety/security lock-off devices and signage are installed to standard operating procedure. 2.6. Machine/equipment is left in clean and safe state.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Look for evidence that confirms skills in: reading, interpreting and following information on written job instructions, specifications and other applicable reference documents checking and clarifying task-related information entering information onto proformas and standard workplace forms shutting down machine/equipment purging/de-energising equipment installing safety/security lock-off devices and signage\
Required knowledge
Look for evidence that confirms knowledge of: the operational function of the machine/equipment the shut-down sequence the procedures for shutting down and isolating the machine/equipment safety precautions for shutting down and isolating the machine/equipment procedures for purging/de-energising the machine/equipment and reasons for doing so procedures for verifying machine/equipment shut-down and isolation and reasons for verifying the safety/security lock-off devices and signage to be installed the reasons and procedures for installing lock-off devices and signage the reasons for ensuring the machine/equipment is left in a clean, safe state hazards and control measures use and application of personal protective equipment safe work practices and procedures

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment	A person who demonstrates competency in this unit must be able to shut down and isolate machines/equipment.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Assessors must be satisfied that the candidate can competently and consistently perform all elements of the unit as specified by the criteria, including required knowledge, and be capable of applying the competency in new and different situations and contexts.
Context of and specific resources for assessment	This unit may be assessed on the job, off the job or a combination of both on and off the job. Where assessment occurs off the job, that is the candidate is not in productive work, then an appropriate simulation must be used where the range of conditions reflects realistic workplace situations. The competencies covered by this unit would be demonstrated by an individual working alone or as part of a team. The assessment environment should not disadvantage the candidate. This unit could be assessed in conjunction with any other units addressing the safety, quality, communication, materials handling, recording and reporting associated with shutting down and isolating machines/equipment or other units requiring the exercise of the skills and knowledge covered by this unit.
Method of assessment	Assessors should gather a range of evidence that is valid, sufficient, current and authentic. Evidence can be gathered through a variety of ways including direct observation, supervisor's reports, project work, samples and questioning. Questioning techniques should not require language, literacy and numeracy skills beyond those required in this unit of competency. The candidate must have access to all tools, equipment, materials and documentation required. The candidate must be permitted to refer to any relevant workplace procedures, product and manufacturing specifications, codes, standards, manuals and reference materials.
Guidance information for assessment

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Shut down/isolate	Shut down/isolation means and includes isolation of mechanical, electrical drives, pipework (pressure) rotating equipment etc. utilising electrical lock-off isolators, mechanical and power driven valves etc. in accordance with standard operating instructions. Relevant regulations, Australian standards and legislative requirements governing isolation and shut-down must be complied with
Machine/equipment	Manual, semi automatic and automatic machines of a stand-alone, continuous production or process nature.

Unit Sector(s)

Unit sector

Co-requisite units

Co-requisite units

Competency field

Competency field	Maintenance and diagnostics

MEM18055B Dismantle, replace and assemble engineering components

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers dismantling and identifying faulty components, selecting replacements, and assembling engineering components into assemblies or sub-assemblies in accordance with standard operating procedures.

Application of the Unit

Application of the unit	This unit involves dismantling, checking, replacing and assembling engineering components in accordance with standard operating procedures. All specifications are interpreted from manufacturers' manuals, engineering drawings, detailed/technical sketches and associated data sheets. Tasks are undertaken utilising engineering principles, designated procedures, appropriate tools, equipment and safe workshop practices. Work is undertaken autonomously or in a team environment using predetermined standards of quality, safety and workshop procedures. Where fitting techniques and principles are required to assess component condition, and/or modify components to achieve precision fits, unit MEM18006C (Repair and fit engineering components) should also be selected. Where precision mechanical measurement is required, then Unit MEM12003B (Perform precision mechanical measurement) should also be selected. Band: A Unit Weight: 3

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units
Path 1	MEM09002B	Interpret technical drawing
MEM12023A	Perform engineering measurements
MEM18001C	Use hand tools
MEM18002B	Use power tools/hand held operations

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Dismantle engineering components	1.1. Engineering components are inspected and task requirements are analysed. 1.2. Appropriate tools and equipment are selected and component/s are prepared for dismantling. 1.3. Component is dismantled using standard operating procedures, tools and equipment. 1.4. Engineering components are clearly marked to aid reassembly.
2. Identify faulty components	2.1. Specifications for components are obtained from appropriate source and are interpreted and understood. 2.2. Damaged or faulty components are assessed against specifications according to standard operating procedures. 2.3. Faulty components are identified for repair, replacement or adjustment according to standard operating procedures.
3. Select replacement components	3.1. Where applicable, replacement and/or repaired parts are selected for reassembly according to standard operating procedures.
4. Assemble engineering components into assemblies or sub-assemblies	4.1. Appropriate techniques are applied in the preparation, assembly and adjustment of components using fastening equipment and methods which ensure conformance to specifications, operational performance, quality and safety of the completed assembly according to standard operating procedures. 4.2. Correct lubrication, packing, sealing materials are selected and applied correctly in conformance to job specifications. 4.3. Final component assembly is inspected, tested and adjusted as necessary for compliance with operational specifications and returned to use according to standard operating procedures.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Look for evidence that confirms skills in: obtaining and interpreting all relevant instructions, standard operating procedures, drawings and specifications preparing component for dismantling dismantling components using appropriate techniques, tools and equipment marking component parts appropriately for identification purposes checking components visually and dimensionally for conformance to specification where appropriate, marking faulty parts for repair, replacement or adjustment selecting and confirming replacement parts to specifications obtaining and using all relevant supplier catalogues preparing and assembling components using appropriate techniques in accordance with standard operating procedures where appropriate, applying lubricants correctly to the assembly in accordance with specifications and standard operating procedures where appropriate, applying packing and/or sealing materials in accordance with specifications and standard operating procedures inspecting and checking the final assembly for conformance to specification where appropriate, returning the final assembly to use
Required knowledge
Look for evidence that confirms knowledge of: tasks to be performed in accordance with standard operating procedures procedures for dismantling the assembly tools and equipment to be used to dismantle the components procedures and required equipment for checking components for conformance to specification specifications of the components to be replaced features and/or dimensions upon which replacement parts are to be selected process of identifying replacement parts from "third party" suppliers' catalogues procedures for assembling components requirements of the assembly in terms of specifications, operational performance, quality and safety procedures for lubricating the assembly materials checks to be undertaken during inspection of the final assembly procedures for returning components/assemblies into use hazards and control measures associated with dismantling, replacing and assembling engineering components, including housekeeping safe work practices and procedures

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment	A person who demonstrates competency in this unit must be able to dismantle, replace and assemble engineering components. Competency in this unit cannot be claimed until all prerequisites have been satisfied.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Assessors must be satisfied that the candidate can competently and consistently perform all elements of the unit as specified by the criteria, including required knowledge, and be capable of applying the competency in new and different situations and contexts.
Context of and specific resources for assessment	This unit may be assessed on the job, off the job or a combination of both on and off the job. Where assessment occurs off the job, that is the candidate is not in productive work, then an appropriate simulation must be used where the range of conditions reflects realistic workplace situations. The competencies covered by this unit would be demonstrated by an individual working alone or as part of a team. The assessment environment should not disadvantage the candidate. This unit could be assessed in conjunction with any other units addressing the safety, quality, communication, materials handling, recording and reporting associated with dismantling, replacing and assembling engineering components or other units requiring the exercise of the skills and knowledge covered by this unit.
Method of assessment	Assessors should gather a range of evidence that is valid, sufficient, current and authentic. Evidence can be gathered through a variety of ways including direct observation, supervisor's reports, project work, samples and questioning. Questioning techniques should not require language, literacy and numeracy skills beyond those required in this unit of competency. The candidate must have access to all tools, equipment, materials and documentation required. The candidate must be permitted to refer to any relevant workplace procedures, product and manufacturing specifications, codes, standards, manuals and reference materials.
Guidance information for assessment

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Engineering components	Includes a range of component parts found in equipment or product assemblies, sub-assemblies, e.g. couplings, universal joints, pumps etc. employing shafts, pre-manufactured bearings and seals, lubricants, fasteners, gaskets etc.
Appropriate tools and equipment	Includes a range of hand and power tools, bearing pullers, special purpose dismantling and assembly tools etc.
Selected	Replacement parts are selected from manufacturers' catalogues, etc.
Appropriate techniques	Are in accordance with standard operating procedures and may include the straightforward removal and replacement of pre-manufactured bearings and seals

Unit Sector(s)

Unit sector

Co-requisite units

Co-requisite units

Competency field

Competency field	Maintenance and diagnostics

MEM30020A Develop and manage a plan for a simple manufacturing related project

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers developing and managing low risk manufacturing related projects that may be small scale and managed by one person and are carried out under guidance.

Application of the Unit

Application of the unit	This unit applies to technical work in all environments. Work is carried out under supervision. If skills in development of production schedule are required, then Unit MEM30021A (Prepare a simple production schedule) should be selected. Band: 0 Unit Weight: 0

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Select appropriate project management tools and develop project plan	1.1. A working knowledge of project management tools is used to develop a plan for a simple manufacturing related project and schedule of activities to meet project outcomes. 1.2. The plan is referred to a supervisor for approval in accordance with policy and procedures.
2. Implement planned activities	2.1. Plan is implemented according to schedule. 2.2. All affected personnel are communicated with regarding project implementation. 2.3. Supply and/or allocation of required resources including materials and equipment is organised. 2.4. Project progress is regularly reported in relation to agreed milestones to provide a measure of performance throughout the life of the plan. 2.5. Progress is discussed in consultation with other staff and contractors to ensure effective outcomes.
3. Review project plan and schedule	3.1. Project outcomes, performance standards and project objectives are monitored and analysed against specifications and the results are reported in accordance with procedures. 3.2. Variations in keeping to plan are discussed with supervisors and are resolved in accordance with enterprise policy and procedures.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Look for evidence that confirms skills in: using computing skills using interpersonal communication skills negotiating report writing reading, interpreting and following information on written job instructions, specifications, standard operating procedures and other applicable reference documents planning and sequencing operations checking and clarifying task-related information
Required knowledge
Look for evidence that confirms knowledge of: understanding of applicable regulations and standards appropriate software Gantt charts critical path method (CPM) bar charts work breakdown structures program evaluation and review technique (PERT) basic quality assurance techniques knowledge of availability of resources safe work practices and procedures a basic knowledge of: the project life cycle and the relationship between project phases planning and control procedures, resource management and risk management

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment	A person who demonstrates competency in this unit must be able to develop and manage a plan for a simple manufacturing related project.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Assessors must be satisfied that the candidate can competently and consistently perform all elements of the unit as specified by the criteria, including required knowledge, and be capable of applying the competency in new and different situations and contexts.
Context of and specific resources for assessment	This unit may be assessed on the job, off the job or a combination of both. Where assessment occurs off the job, i.e. the candidate is not in productive work, an appropriate simulation must be used where the range of conditions reflects realistic workplace situations. The competencies covered by this unit would be demonstrated by an individual working alone or as part of a team. The assessment environment should not disadvantage the candidate. This unit could be assessed in conjunction with any other units addressing the safety, quality, communication, materials handling, recording and reporting associated with developing and manage a plan for a simple manufacturing related project or other units requiring the exercise of the skills and knowledge covered by this unit.
Method of assessment	Assessors should gather a range of evidence that is valid, sufficient, current and authentic. Evidence can be gathered through a variety of ways including direct observation, supervisor's reports, project work, samples and questioning. Questioning techniques should not require language, literacy and numeracy skills beyond those required in this unit of competency. The candidate must have access to all tools, equipment, materials and documentation required. The candidate must be permitted to refer to any relevant workplace procedures, product and manufacturing specifications, codes, standards, manuals and reference materials.
Guidance information for assessment

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Project management tools	May include critical path method (CPM), bar and Gantt charts, work breakdown structures, Program Evaluation and Review Technique (PERT), project management software packages, recording systems - electronic and manual
Plan	May include project implementation plans, quality assurance targets, milestones, any planning that relates to time, cost or quality and requires that progress is communicated to others
Simple manufacturing related project	Projects that are small scale, low risk, managed by one person, carried out under guidance, related to manufacturing processes and products

Unit Sector(s)

Unit sector

Co-requisite units

Co-requisite units

Competency field

Competency field	Engineering technician

MSACMC411A Lead a competitive manufacturing team

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit covers the knowledge and skills needed by people who lead teams in a competitive manufacturing environment. The team may be operating in manufacturing or in a manufacturing support function e.g. maintenance, office, warehousing etc.

Application of the Unit

Application of the unit	In a typical scenario, the team leader in a competitive manufacturing organisation needs to integrate a range of knowledge and skills. The team leader must lead and assist team members to understand and apply a holistic view of their job and the team's role within the organisation and the objectives that the team must meet as part of the competitive manufacturing system used by the enterprise. This unit requires the application of skills associated with communication, teamwork, problem solving, initiative, enterprise, planning, organising and self management in order to provide leadership in a competitive manufacturing team. This unit has a strong emphasis on planning and implementation, but also requires an ability to learn from experience and feed new information back into strategies to improve both the team's and own performance.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Facilitate the development of process and competitive manufacturing knowledge	1.1. Ensure necessary technical documentation and information about the process and competitive manufacturing is available to the team 1.2. Develop mentoring processes for team members 1.3. Structure team activities in a way which facilitates the ongoing development of the skills and knowledge of team members 1.4. Arrange for the provision of workforce development and training for team members as appropriate 1.5. Encourage team members to apply technical knowledge to the process.
2. Facilitate efficiency improvements in team activities	2.1. Ensure budgets, operating procedures and other related documentation is available to the team 2.2. Assist team members apply this information to the process responsibilities of the team 2.3. Encourage team members to identify waste 2.4. Develop an environment where efficiency improvements are recommended by team members
3. Resource and encourage a proactive maintenance approach	3.1. Develop communications between specialists outside the team and team members 3.2. Develop strategies to monitor and deal with key reliability issues 3.3. Resource and encourage team members to identify and take appropriate action on potential equipment problems 3.4. Arrange for workforce development and training for team members as required in proactive maintenance procedures and techniques 3.5. Involve team members in relating identified problems to the maintenance strategy, and developing any required changes, to ensure awareness, learning and commitment
4. Implement process and organisation improvements	4.1. Plan the implementation of team suggested and externally directed improvements 4.2. Facilitate team member commitment to, and involvement in, the implementation planning of improvements and to follow improvements to their conclusion 4.3. Encourage the application of the 'plan, do, measure, improve, control' approach to the job 4.4. Arrange for workforce development and training as required to facilitate continued team involvement in improvement processes 4.5. Involve team and other key personnel in identification of skill needs and means of skills acquisition to fill any identified gaps

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills:
communication techniques negotiation skills information finding and analysing/using skills team work planning and organising problem solving
Required knowledge:
understanding of the competitive manufacturing process or processes used at the enterprise

Evidence Guide

EVIDENCE GUIDE
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.
Overview of assessment requirements	The competent person would be able to lead a competitive manufacturing team and facilitate their improving the process.
What critical aspects of evidence is required to demonstrate competency in this unit?	Evidence of effective team leadership would be required.
In what context should assessment occur?	Assessment needs to occur in an organisation implementing a competitive manufacturing environment or by a project.
Are there any other units which could or should be assessed with this unit or which relate directly to this unit?	This unit could be assessed concurrently with other team leader units dealing with change/improvement in the organisation.
What method of assessment should apply?	Assessors must be satisfied that the person can consistently perform the unit as a whole, as defined by the elements, performance criteria, skills and knowledge. A holistic approach should be taken to the assessment. Assessors should gather sufficient, fair, valid, reliable, authentic and current evidence from a range of sources. Sources of evidence may include direct observation, reports from supervisors, peers and colleagues, project work, samples, organisation records and questioning. Assessment should not require language, literacy or numeracy skills beyond those required for the unit. The assessee will have access to all techniques, procedures, information, resources and aids which would normally be available in the workplace. The method of assessment should be discussed and agreed with the assessee prior to the commencement of the assessment
What evidence is required for demonstration of consistent performance?	Evidence from one significant manufacturing improvement or change process may be sufficient. For less significant improvement or changes, a range of changes will be needed to generate sufficient evidence.
What are the specific resource requirements for this unit?	Access to an organisation implementing a significant change to or in competitive manufacturing.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Competitive manufacturing	Competitive manufacturing is used to describe the range of systemic manufacturing practice concepts and approaches. It covers but is not limited to: lean manufacturing agile manufacturing preventative and predictive maintenance approaches monitoring and data gathering systems such as Systems control and data acquisition software (SCADA), enterprise resource planning systems (ERP), Manufacturing resource planning (MRP), and proprietary systems such as SAP etc. statistical process control systems including six sigma and three sigma just in time, kanban and other pull related manufacturing control systems supply, value, and demand chain monitoring and analysis other continuous improvement systems. Competitive manufacturing should be interpreted so as to take into account the stage of implementation of competitive manufacturing approaches, the enterprise's size and work organisation, culture, regulatory environment and manufacturing sector..
Team	Team may include work teams from all sections of the organisation including production, maintenance, technical, administration/finance, sales/marketing.
Budgets	Budgets include financial, time, materials/product and other business plans which are relevant to the team and the work area.
Waste	Waste (also known as muda in the Toyota Production System and its derivatives) is any activity which does not contribute to customer benefit/features in the product. Within manufacturing, categories of waste include: excess production and early production delays movement and transport poor process design inventory inefficient performance of a process making defective items Waste for this unit may include activities which do not yield any benefit to the organisation or any benefit to the organisations customers.
Key reliability issues	Key reliability issues are typically things like cleanliness, lubrication and correct adjustment which are most likely to lead to failure.

Unit Sector(s)

Unit Sector	CM Change/interpersonal

corequisite units

Corequisite units

Functional area

Functional Area

MSACMS401A Ensure process improvements are sustained

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit covers the knowledge and skills needed to ensure that the gains which have been made by using improved methods, processes and equipment are sustained as the new base line/standard to the team's area of work and so prevent regression to former practices, or digression to less efficient practices.

Application of the Unit

Application of the unit	This unit applies to an environment where continuous improvement in a manufacturing enterprise is being undertaken. The team leader or other responsible person then facilitates and implements methods of ensuring that these improvements are sustained. Improvement initiatives can be made by any of any number of methods and by teams or individuals. The unit assumes that desired levels of performance or quality are known. The unit covers ensuring that team members implement the modified processes to ensure the improvements are sustained and opportunities taken to suggest further improvements. This unit requires the application of skills associated with problem solving, initiative and enterprise, planning and organising in order to check and monitor the impacts of change. It also requires communication and teamwork in order to assess the impact of change in a team's area of work. Self management and learning will be used to continuously monitor change influences and adapt improvements according to new information and feedback.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Ensure corrective actions are implemented.	1.1. Liaise with relevant people associated with the anticipated corrective action 1.2. Ensure the supply of resources (equipment, modifications, consumables, people) 1.3. Check occupational health and safety (OHS) impacts of corrective action and take action in accordance with procedures if required 1.4. Ensure workforce has relevant skill level 1.5. Negotiate solutions with relevant people to allow implementation 1.6. Supervise implementation of corrective action 1.7. Monitor implementation of corrective action 1.8. Make required adjustments
2. Verify systems support improvement	2.1. Ensure procedures reflect improvements 2.2. Ensure training and assessment systems reflect improvements 2.3. Liaise with relevant people to ensure their support of the new modified system/s
3. Audit the change	3.1. Determine an appropriate audit period/cycle 3.2. Agree relevant measures/indicators for the improvement 3.3. Measure performance at agreed times using agreed measures 3.4. Investigate the cause/s of under performance 3.5. Take appropriate corrective action to improve performance 3.6. Reaudit the improvement on an agreed basis

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills:
communication/negotiation skills teamwork basic mathematics planning problem solving analysing.
Required knowledge:
existing procedures modified procedures overall process of manufacturing relative to improvements being made appropriate measures of performance business performance goals sufficient to determine best measures of improved performance.

Evidence Guide

EVIDENCE GUIDE
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.
Overview of assessment requirements	The person will be able to point to improvements which have been made where they have been active in designing and implementing systems for sustaining the improvement.
What critical aspects of evidence are required to demonstrate competency in this unit?	Evidence of having sustained improvements in the workplace and of reviewing these improvements for their real impact.
In what context should assessment occur?	Assessment will need to occur in a workplace where improvements are occurring, or where specific improvement projects are undertaken for the purpose of providing evidence of competence (among other aims). The unit may also be assessed on a project basis in a simulated environment.
Are there any other units which could or should be assessed with this unit or which relate directly to this unit?	This unit may be assessed concurrently with appropriate units on continuous improvement. This unit relates to a team leader ensuring that their team sustains improvements. MSACMS201A Sustain process improvements is a lower level unit for a person's own area of responsibility.
What method of assessment should apply?	Assessors must be satisfied that the person can consistently perform the unit as a whole, as defined by the elements, performance criteria, skills and knowledge. A holistic approach should be taken to the assessment. Assessors should gather sufficient, fair, valid, reliable, authentic and current evidence from a range of sources. Sources of evidence may include direct observation, reports from supervisors, peers and colleagues, project work, samples, organisation records and questioning. Assessment should not require language, literacy or numeracy skills beyond those required for the unit. The assessee will have access to all techniques, procedures, information, resources and aids which would normally be available in the workplace. The method of assessment should be discussed and agreed with the assessee prior to the commencement of the assessment.
What evidence is required for demonstration of consistent performance?	Evidence should be available from multiple small changes, or from a large change which has had multiple facets implemented over a period of some months.
What are the specific resource requirements for this unit?	Access to a workplace implementing competitive manufacturing strategies, or where improvement projects can be conducted and relevant records is required. No other specific resources are required.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Systems	Systems is used to mean any/all of the equipment, process, procedures and work practices that are used to produce the product. A term often used in this context is: Kaizen - the philosophy of continual improvement, that every process can and should be continually evaluated and improved in terms of time required, resources used, resultant quality, and other aspects relevant to the process.
Procedures	Procedures include all work instructions, standard operating procedures, formulas/recipes, batch sheets, temporary instructions and similar instructions provided for the smooth running of the plant. They may be written, verbal, computer based or in some other form. For the purposes of this Training Package, 'procedures' also includes good operating practice as may be defined by industry codes of practice (e.g. Good Manufacturing Practice (GMP), Responsible Care) and government regulations.
Improvement	Improvement procedures in some enterprises are also known by baka-yoke which is a manufacturing technique of preventing mistakes by designing the manufacturing process, equipment and tools so that an operation literally cannot be performed incorrectly. An attempt to perform incorrectly, as well as being prevented, is usually met with a warning signal of some sort. The term poka-yoke is sometimes referred to as a system where only a warning is provided. Improvements may be sustained by use of technology so that it is impossible to do the job any other way. However, improvements may also be sustained by changes to process or procedures or other changes to the manufacturing system which, if followed, will sustain the change and this unit may be applied to all these situations.
Measuring performance	Measuring performance is not used literally and may mean the personal taking of measurements, or it may mean arranging for measurements to be taken/made by appropriate personnel. The interpretation of the measurements however is to be undertaken personally.

Unit Sector(s)

Unit Sector	CM Systems

corequisite units

Corequisite units

Functional area

Functional Area

MSACMT270A Use sustainable energy practices

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit covers the skills needed to use and make improvements in sustainable energy practices in production, maintenance and logistics.

Application of the Unit

Application of the unit	In a typical scenario, a team member will be aware of energy use. Some of this energy use is necessary but typically a large part of energy use is unnecessary waste and so should be eliminated. The team member will observe energy use and ensure it is according to the organisation's plans and will also engage in continuous improvement for energy use. This unit requires the application of skills associated with interpreting workplace information on energy use and using procedures and technology to minimise energy use and waste.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance Criteria describe the performance needed to demonstrate achievement of the Element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the Range Statement. Assessment of performance is to be consistent with the Evidence Guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify energy use	1.1. Identify energy consuming processes in relation to own work 1.2. Recognise the type/source of energy consumed
2. Follow energy conservation plans	2.1. Check energy use in accordance with conservation plans 2.2. Identify most efficient or appropriate equipment or procedures to comply with conservation plans 2.3. Identify any uses which do not comply with conservation plans 2.4. Take action in accordance with procedures to bring energy use back in line with conservation plans
3. Improve energy use	3.1. Note any waste of energy use 3.2. Recommend improvements to energy use

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analysis basic mathematics communication problem solving
Required knowledge
types and sources of energy relevant to the process basic principles of energy efficiency process needs for energy

Evidence Guide

EVIDENCE GUIDE
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.
Overview of assessment requirements	The team member will be able to identify the energy use of any/all parts of the process and recommend better ways of using it.
What are the specific resource requirements for this unit?	Access to an organisation seeking to improve its energy usage.
What critical aspects of evidence are required to demonstrate competency in this unit?	Evidence of conformance to energy usage plans and suggestions for improvement should be available.
In what context should assessment occur?	Assessment needs to be conducted in an organisation where energy is a significant cost component or by use of a project, simulation or case study.
Are there any other units which could or should be assessed with this unit or which relate directly to this unit?	This unit is related to: MSACMT271A Use sustainable environmental practices - which covers general environmental practices, and MSACMT670A Develop and manage sustainable energy practices - which covers higher level aspects.
What method of assessment should apply?	Assessors must be satisfied that the person can consistently perform the unit as a whole, as defined by the Elements, Performance Criteria, skills and knowledge. A holistic approach should be taken to the assessment. Assessors should gather sufficient, fair, valid, reliable, authentic and current evidence from a range of sources. Sources of evidence may include direct observation, reports from supervisors, peers and colleagues, project work, samples, organisation records and questioning. Assessment should not require language, literacy or numeracy skills beyond those required for the unit. The assessee will have access to all techniques, procedures, information, resources and aids which would normally be available in the workplace. The method of assessment should be discussed and agreed with the assessee prior to the commencement of the assessment.
What evidence is required for demonstration of consistent performance?	Evidence should be available from the daily routine of the job to show that there is consistent performance.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Waste	Waste (also known as muda in the Toyota Production System and its derivatives) is any activity which does not contribute to customer benefit/features in the product. Within manufacturing, categories of waste include: excess production and early production delays movement and transport poor process design inventory inefficient performance of a process making defective items. Waste for this unit may include activities which do not yield any benefit to the organisation or any benefit to the organisations customers.
Energy	Energy is used to mean all sources of energy used by the process be it electricity, gas or mobile transport fuel. The uses of the energy will also be potentially wide and include heating and cooling, lighting, moving materials (including pumps and conveyors), modifying materials (including cutting, forming, weaving, knitting, reacting, moulding, extruding, mixing), generating pressure/vacuum or providing motive power for equipment and transport.

Unit Sector(s)

Unit Sector	CM Tools

Co-requisite units

Co-requisite units

Functional area

Functional Area

MSACMT271A Use sustainable environmental practices

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit covers the knowledge and skills needed to use and make improvements in sustainable environmental practices in production, maintenance and logistics.

Application of the Unit

Application of the unit	In a typical scenario, a team member will be aware of environmental resource use. Some of this is necessary but typically a large part of environmental resource use may be unnecessary waste and so should be eliminated or at least minimised. The team member will observe resource use and ensure it is according to the organisations plans and will also engage in continuous improvements for resource use. This unit requires the application of skills associated with applying workplace information on use of resources and managing own application of technology and workplace practices to minimise use and waste of resources.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance Criteria describe the performance needed to demonstrate achievement of the Element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the Range Statement. Assessment of performance is to be consistent with the Evidence Guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify resource use	1.1. Identify resources used by processes in area of responsibility 1.2. Recognise the type/source of resource used 1.3. Identify sources of information to expand knowledge and understanding of resources used
2. Comply with environmental obligations	2.1. Follow procedures to ensure there is no breach of environmental regulations/licence conditions 2.2. Identify situations related to job which may lead to a breach of regulations/licence conditions
3. Follow resource conservation plans	3.1. Identify resource conservation plan/section of plan relevant to area of responsibility 3.2. Identify most efficient or appropriate equipment or processes to comply with conservation plans 3.3. Check resource use is in accordance with plan 3.4. Sort/recycle waste according to procedures 3.5. Note any uses which do not comply with plan 3.6. Take appropriate action specified in plan to bring resource use back in line with plans 3.7. Apply energy conservation plans to the use of equipment and tools
4. Improve resource use	4.1. Identify waste of resource use 4.2. Recommend improvements to resource use

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analysis basic mathematics communication problem solving
Required knowledge
the '3 Rs' - reduce, re-use, recycle regulatory/licensing requirements relevant to the process/plant types and sources of resource basic principles of resource efficiency process needs for resource

Evidence Guide

EVIDENCE GUIDE
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.
Overview of assessment requirements	The competent team member will be able to identify the resource use of any/all part/s of the process and recommend better ways of using it.
What are the specific resource requirements for this unit?	Access to an organisation seeking to improve its resource usage.
What critical aspects of evidence are required to demonstrate competency in this unit?	Evidence of conformance to resource usage plans and suggestions for improvement should be available.
In what context should assessment occur?	Assessment needs to be conducted in an organisation where resource is a significant cost component or by project, simulation or case study.
Are there any other units which could or should be assessed with this unit or which relate directly to this unit?	This unit is related to: MSACMT270A Use sustainable energy practices - which covers energy specifically, and MSACMT671A Develop and manage sustainable environmental practices - which covers the higher skill levels.
What method of assessment should apply?	Assessors must be satisfied that the person can consistently perform the unit as a whole, as defined by the elements, Performance Criteria, skills and knowledge. A holistic approach should be taken to the assessment. Assessors should gather sufficient, fair, valid, reliable, authentic and current evidence from a range of sources. Sources of evidence may include direct observation, reports from supervisors, peers and colleagues, project work, samples, organisation records and questioning. Assessment should not require language, literacy or numeracy skills beyond those required for the unit. The assessee will have access to all techniques, procedures, information, resources and aids which would normally be available in the workplace. The method of assessment should be discussed and agreed with the assessee prior to the commencement of the assessment.
What evidence is required for demonstration of consistent performance?	Evidence should be available from the daily routine of the job to show that there is consistent performance.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Waste	Waste (also known as muda in the Toyota Production System and its derivatives) is any activity which does not contribute to customer benefit/features in the product. Within manufacturing, categories of waste include: excess production and early production delays movement and transport poor process design inventory inefficient performance of a process making defective items. Waste for this unit may include activities which do not yield any benefit to the organisation or any benefit to the organisations customers.
Necessary waste	Necessary waste is any activity or cost which does not contribute directly to customer benefit/feature in the product, and which cannot be avoided (for example regulatory compliance and fixed costs). Necessary waste cannot be eliminated but should be managed.
Unnecessary waste	Unnecessary waste is any activity or cost which does not contribute directly to customer benefit/features in the product and can be avoided. Unnecessary waste should be eliminated as quickly as practical.
Resource	Resource is used to mean resources used by the process be it raw materials, components, process water, cooling water, cleaning water and so on.
Recognise	Recognition of type of resource is at an appropriate level for the person and the area and includes things like recognising steam/electric heating, cooling water/refrigerated cooling, raw materials waste materials.

Unit Sector(s)

Unit Sector	CM Tools

Co-requisite units

Co-requisite units

Functional area

Functional Area

MSACMT440A Lead 5S in a manufacturing environment

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit covers the competencies needed to facilitate and improve the 5S housekeeping environment.

Application of the Unit

Application of the unit	In a typical scenario, an organisation is implementing or practising a 5S approach to housekeeping. While 5S places much of the responsibility on team members, team leaders needs to support, encourage and facilitate effective 5S in the workplace. The manufacturing environment for 5S may include the warehouse, tool shops, office etc. This unit requires the application of skills associated with communication, teamwork, problem solving, initiative, enterprise, planning, organising and self management in order to provide leadership in a 5S environment. This unit has a strong emphasis on planning and change management, but also requires an ability to learn from experience and feed new information back into strategies to improve performance.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Facilitate the set up of 5S	1.1. Assist team members to determine what are necessary and unnecessary items in the work area 1.2. Assist team members to determine optimum assigned location for all necessary items 1.3. Liaise with relevant production and occupational health and safety (OHS) personnel in determining optimum locations 1.4. Assist team members to determine optimum location for unnecessary items 1.5. Assist team members to determine 5S schedule 1.6. Ensure procedures reflect 5S practices 1.7. Assist team members to achieve the required level of skill
2. Monitor 5S	2.1. Check work area for 5S implementation as part of normal routine 2.2. Identify non-conformances 2.3. Negotiate solutions to non-conformances
3. Improve the 5S	3.1. Work with team members to find areas for improvement 3.2. Assist team members to develop improvement solutions 3.3. Facilitate the availability of resources required for the improvement solution 3.4. Facilitate the implementation of the improvement solution

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills:
communication planning organising prioritising reading and interpretation recording problem solving teamwork.
Required knowledge:
meaning and application of 5S to their job principles of efficient workplace organisation purposes of 5S procedures relevant to job identification of skill gaps methods of addressing skill gaps ways of encouraging team members to find and suggest areas for improvement methods of making/recommending improvements methods of accessing required resources OHS

Evidence Guide

EVIDENCE GUIDE
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.
Overview of assessment requirements	There should be evidence of successful application of 5S in the person's work group and their positive interaction with it.
What critical aspects of evidence are required to demonstrate competency in this unit?	There should be evidence of the person's assisting team members to implement 5S and/or to implement improvements to 5S. There should be evidence of continuous improvement.
In what context should assessment occur?	Assessment needs to occur in a workplace practising or implementing 5S.
Are there any other units which could or should be assessed with this unit or which relate directly to this unit?	This unit could be assessed concurrently with other units relating to the team leader's interactions with their team. This unit differs from MSACMT240A Apply 5S procedures in a manufacturing environment which covers the application of 5S to the person's own work.
What method of assessment should apply?	Assessors must be satisfied that the person can consistently perform the unit as a whole, as defined by the elements, performance criteria, skills and knowledge. A holistic approach should be taken to the assessment. Assessors should gather sufficient, fair, valid, reliable, authentic and current evidence from a range of sources. Sources of evidence may include direct observation, reports from supervisors, peers and colleagues, project work, samples, organisation records and questioning. Assessment should not require language, literacy or numeracy skills beyond those required for the unit. The assessee will have access to all techniques, procedures, information, resources and aids which would normally be available in the workplace. The method of assessment should be discussed and agreed with the assessee prior to the commencement of the assessment.
What evidence is required for demonstration of consistent performance?	5S needs to be a routine, natural part of everyone's job. As such there should be evidence of consistent application of 5S over an extended period.
What are the specific resource requirements for this unit?	Access to a workplace implementing or practising 5S. No other specific resources are required.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Procedures	Procedures include all work instructions, standard operating procedures, formulas/recipes, batch sheets, temporary instructions and similar instructions provided for the smooth running of the plant. They may be written, verbal, computer based or in some other form. For the purposes of this Training Package, 'procedures' also includes good operating practice as may be defined by industry codes of practice (e.g. Good Manufacturing Practice (GMP), Responsible Care) and government regulations.
5S	5S is a system of work organisation originally developed in Japan based around: A close translation of the five stages in the housekeeping approach is: sort set in order shine standardise sustain

Unit Sector(s)

Unit Sector	CM Tools

corequisite units

Corequisite units

Functional area

Functional Area

MSACMT671A Develop and manage sustainable environmental practices

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit covers the knowledge and skills needed to identify opportunities for and make improvements in sustainable environmental practices in production, maintenance and logistics. Areas covered include efficient use of raw materials, management of waste, electricity conservation, heat conservation and management, water management, environment protection and environment obligations of enterprises.

Application of the Unit

Application of the unit	This is the highest level sustainable environmental practices unit in the CM. In a typical scenario, there is a need to reduce waste in the value chain. Part of this is the cost of environmental resources to the process. Some of this is necessary waste but a large part of environmental resource use may be unnecessary waste and so should be totally eliminated. In order to make these savings, there is a need to analyse environmental resource use and cost in all its forms and then develop and implement plans for the more efficient use of energy. This unit primarily requires the application of communication and problem solving skills associated with collecting and analysing information. An ability to analyse resource use of technology or processes will be applied. Initiative and enterprise, and planning and organising are also required to develop plans for efficient resource use. This unit also requires aspects of self management and learning to ensure feedback and new learning is integrated into the development of processes.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance Criteria describe the performance needed to demonstrate achievement of the Element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the Range Statement. Assessment of performance is to be consistent with the Evidence Guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Analyse resource use	1.1. Identify all resource consuming processes 1.2. Determine quantity and nature of resource consumed 1.3. Analyse resource flow through different parts of the process
2. Develop resource conservation plans	2.1. Determine the efficiency of use/conversion of resources 2.2. Determine causes of low efficiency of use 2.3. Develop plans for increasing the efficiency of resource use 2.4. Check resource use plans comply with regulations/licensing requirements 2.5. Determine benefit/cost of plans
3. Investigate alternative sources of resource	3.1. Determine the function of the resource used 3.2. Develop a specification for function 3.3. Identify a range of sources for meeting that function 3.4. Determine benefit/cost for alternative resource sources
4. Develop plans for more efficient resource use	4.1. Compare benefit/costs for different alternatives developed 4.2. Rank proposals based on benefit/cost compare to limited resources 4.3. Check proposals meet regulatory requirements 4.4. Recommend proposals for improving resource efficiency
5. Implement selected plans	5.1. Liaise with relevant people to implement resource efficiency plans 5.2. Follow through to ensure implementation occurs 5.3. Monitor implementation and make adjustments as required 5.4. Check new resource usage to ensure improvements have occurred

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analysis mathematics communication problem solving data gathering. planning and organising
Required knowledge
the '3Rs' - reduce, re-use, recycle regulatory/licensing requirements types and sources of resources methods of analysing resource efficiency for different resources alternative resources/alternative ways of achieving the same function principles of resource efficiency relevant regulatory/legislative requirements process needs for resources

Evidence Guide

EVIDENCE GUIDE
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.
Overview of assessment requirements	The person will be able to analyse the resource use of any/all part/s of the process and determine if there are more efficient/cheaper ways of achieving the same result.
What are the specific resource requirements for this unit?	Access to an organisation seeking to improve its resource usage.
In what context should assessment occur?	Assessment needs to be conducted in an organisation where resource use is a significant cost component.
Are there any other units which could or should be assessed with this unit or which relate directly to this unit?	This unit is related to: MSACMT271A Use sustainable environmental practices - which covers the individual application level, and MSACMT670A Develop and manage sustainable energy practices - which covers energy specific aspects.
What method of assessment should apply?	Assessors must be satisfied that the person can consistently perform the unit as a whole, as defined by the Elements, Performance Criteria, skills and knowledge. A holistic approach should be taken to the assessment. Assessors should gather sufficient, fair, valid, reliable, authentic and current evidence from a range of sources. Sources of evidence may include direct observation, reports from supervisors, peers and colleagues, project work, samples, organisation records and questioning. Assessment should not require language, literacy or numeracy skills beyond those required for the unit. The assessee will have access to all techniques, procedures, information, resources and aids which would normally be available in the workplace. The method of assessment should be discussed and agreed with the assessee prior to the commencement of the assessment.
What evidence is required for demonstration of consistent performance?	If evidence is from a major project to improve resource efficiency, then it may provide sufficient evidence. If evidence is from a number of minor improvements to resource use then a range of such improvements will be needed to provide sufficient evidence.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Resources	Resources includes all raw materials and components as well as cooling water, process water, cleaning water, fuels, lubricants and other materials used in/required by the process.
Waste	Waste (also known as muda in the Toyota Production System and its derivatives) is any activity which does not contribute to customer benefit/features in the product. Within manufacturing, categories of waste include: excess production and early production delays movement and transport poor process design inventory inefficient performance of a process making defective items. Waste for this unit may include activities which do not yield any benefit to the organisation or any benefit to the organisations customers.
Necessary waste	Necessary waste is any activity or cost which does not contribute directly to customer benefit/feature in the product, and which cannot be avoided (e.g. regulatory compliance and fixed costs). Necessary waste cannot be eliminated but should be managed.
Unnecessary waste	Unnecessary waste is any activity or cost which does not contribute directly to customer benefit/features in the product and can be avoided. Unnecessary waste should be eliminated as quickly as practical.

Unit Sector(s)

Unit Sector	CM Tools

Co-requisite units

Co-requisite units

Functional area

Functional Area

MSAENV472B Implement and monitor environmentally sustainable work practices

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This competency covers the outcomes required to effectively analyse the workplace in relation to environmentally sustainable work practices and to implement improvements and monitor their effectiveness. This unit is based on the sustainability guideline standard GCSSUS02A Implement and monitor environmentally sustainable work practices.

Application of the Unit

Application of the unit	This competency applies to those who have responsibility for a specific area of work or who lead a work group or team. It addresses the knowledge, processes and techniques necessary to implement and monitor environmentally sustainable work practices, including the development of processes and tools. It includes: Identifying areas for improvement Developing plans to make improvements Implementing and monitoring improvements in environmental performance. This competency applies to all sectors of the manufacturing industry and members of its value chain. It may also be applied to all sections of an organisation, including office, warehouse etc. This unit will need to be appropriately contextualised as it is applied across an organisation and across different industry sectors.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units	This unit has no prerequisites

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Investigate current practices in relation to resource usage.	1.1 Identify environmental regulations applying to the enterprise. 1.2 Assess procedures for assessing compliance with environmental regulations. 1.3 Collect information on environmental and resource efficiency systems and procedures, and provide to the work group where appropriate. 1.4 Measure and record current resource usage by members of the work group. 1.5 Analyse and record current purchasing strategies. 1.6 Analyse current work processes to access information and data and assist in identifying areas for improvement.
2. Set targets for improvements.	2.1 Seek input from stakeholders, key personnel and specialists. 2.2 Access external sources of information and data as required. 2.3 Evaluate alternative solutions to workplace environmental issues. 2.4 Set efficiency targets.
3. Implement performance improvement strategies.	3.1 Source techniques/tools to assist in achieving targets. 3.2 Apply continuous improvement strategies to own work area of responsibility and communicate ideas and possible solutions to the work group and management. 3.3 Integrate environmental and resource efficiency improvement plans for own work group with other operational activities and implement them. 3.4 Seek suggestions and ideas about environmental and resource efficiency management from stakeholders and act upon them where appropriate. 3.5 Implement costing strategies to fully value environmental assets.
4. Monitor performance.	4.1 Document outcomes and communicate reports on targets to key personnel and stakeholders. 4.2 Evaluate strategies. 4.3 Set new targets and investigate and apply new tools and strategies. 4.4 Promote successful strategies and reward participants where possible.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Required skills include: using relevant environmental and resource efficiency systems, tools and procedures applying quality assurance systems relevant to own work area applying relevant supply chain procedures measurement and calculation techniques communication/consultation skills to ensure information is supplied to the work group Reading and writing is required to comprehend documentation and interpret environmental and energy efficiency requirements and to document and maintain records Numeracy is required to interpret numeric workplace information, readings and measurements, handle data as required and complete numeric components of workplace forms/reports.
Required knowledge
Required knowledge includes: how to access and use relevant environmental and resource efficiency systems, tools and procedures understanding of best practice approaches relevant to own area of responsibility strategies to maximise opportunities and minimise impacts relevant to own work area relevant environmental and resource efficiency issues specific to industry practices methods for measuring and calculating resource usage

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment	A person who demonstrates competence in this unit must be able to provide evidence of the ability to implement and monitor integrated environmental and resource efficiency management policies and procedures within an organisation.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	It is essential that competence is demonstrated in the knowledge and skills defined in this unit. These may include the ability to: monitor and investigate current resource usage develop plans to improve sustainability implement environmental improvements. Consistent performance should be demonstrated. For example, look to see that: environmental performance is routinely monitored and investigated areas for improvements are followed through and the implemented changes are in turn monitored and investigated.
Context of and specific resources for assessment	This section should be read in conjunction with the range of variables for this unit of competency. Assessors must be satisfied that the person can consistently perform the unit as a whole, as defined by the Elements, Performance Criteria and skills and knowledge. Resources required include suitable access to an operating plant or equipment that allows for appropriate and realistic simulation. A bank of case studies/scenarios and questions will also be required to the extent that they form part of the assessment method. Questioning may take place either in the workplace, or in an adjacent, quiet facility such as an office or lunchroom. No other special resources are required. Access must be provided to appropriate learning and/or assessment support when required. Where applicable, physical resources should include equipment modified for people with disabilities.
Method of assessment	A holistic approach should be taken to the assessment. Competence in this unit may be assessed: by demonstration in the workplace using targeted questioning for appropriate portions through use of specific project(s) by use of a suitable simulation and/or a range of case studies/scenarios by a combination of these techniques. In all cases it is expected that practical assessment will be combined with targeted questioning to assess the underpinning knowledge and theoretical assessment will be combined with appropriate practical/simulation or similar assessment.
Guidance information for assessment	Assessors need to be aware of any cultural issues that may affect responses to questions. Assessment processes and techniques must be culturally appropriate and appropriate to the oracy, language and literacy capacity of the assessee and the work being performed.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Procedures	All operations are performed in accordance with procedures. Procedures include all relevant workplace procedures, work instructions, temporary instructions and relevant industry and government codes and standards. Where reference is made to industry codes of practice, and/or Australian/international standards, the latest version must be used.
Environmental and resource efficiency issues	Environmental and resource efficiency issues include: addressing environmental and resource sustainability initiatives such as Environmental Management Systems, action plans, surveys and audits reference to standards, guidelines and approaches such as: ISO 14001 Environmental Management Systems Life Cycle Analyses Cradle to cradle Global Reporting Initiative Ecological footprinting Triple Bottom Line reporting Product Stewardship determining enterprise's most appropriate waste treatment including waste to landfill, recycling, re-use and wastewater treatment applying the waste management hierarchy in the workplace initiating and/or maintaining appropriate enterprise procedures for operational energy consumption, including stationary energy and non stationary (transport) efficient use of water minimising greenhouse gas emissions use of controls to minimise the risk of environmental damage from hazardous substances
Measure	Measuring techniques include: material fed to/consumed by plant/equipment plant meters and gauges job cards including kanbans examination of invoices from suppliers measurements made under different conditions examination of relevant information and data others as appropriate to the specific industry contexts.
Techniques and tools	Techniques and tools may includeÂ : visual workplace concepts measurement, display and/or recording devices changed work practices/procedures competence development and awareness training process and equipment items
Compliance	Compliance includes meeting relevant federal, state and local government laws, by-laws, regulations and codes of practice.
Incidents	Incidents include: breaches or potential breaches of regulations occurrences outside of standard procedure which may lead to lower environmental performance
Purchasing strategies	Purchasing strategies include: influencing suppliers to take up environmental sustainability selecting materials/components with a lower environmental profile.
Stakeholders, key personnel and specialists	Stakeholders, key personnel and specialists include individuals and groups both inside and outside the organisation that have some direct interest in the enterprise's conduct, actions, products and services, including: employees at all levels of the organisation customers suppliers other organisations key personnel within the organisation, and specialists outside it who may have particular technical expertise
Suggestions	Suggestions includes ideas that help to: prevent and minimise environmental risks and maximise opportunities reduce emissions of greenhouse gases reduce use of non-renewable resources make more efficient use of energy, water and other resources maximise opportunities to re use and recycle materials identify strategies to offset or mitigate environmental impacts. e.g. purchasing of carbon credits express purchasing power through the selection of suppliers with improved environmental performance. e.g. purchasing renewable energy and materials with lower embedded carbon eliminate the use of hazardous and toxic materials increasing the reusability/recyclability of wastes/products.

Unit Sector(s)

Unit sector

Competency field

Competency field	Competitive manufacturing tools

Co-requisite units

Co-requisite units

MSAPMOHS110A Follow emergency response procedures

Modification History

Not applicable.

Unit Descriptor

Unit descriptor

This unit relates to the appropriate response to emergency situations for any new workers at the workplace, possibly delivered as part of an induction program.

Application of the Unit

Application of this unit

This competency applies to operators who are required to know the signals when an emergency situation takes place as well as the proper procedures to follow in order to save oneself from possible injury and/or death.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisites

This unit has no prerequisites.

Employability Skills Information

Employability Skills

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

ELEMENT Elements describe the essential outcomes of a unit of competency	PERFORMANCE CRITERIA 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 ELEMENT	PERFORMANCE CRITERIA Performance Criteria describe the required performance needed to demonstrate achievement of the Element. Assessment of performance is to be consistent with the Evidence Guide.
1. Know when emergency happens.	1.1 Locate emergency signals and controls on machines and/or at the worksite. 1.2 Interpret the signals to take appropriate action. 1.3 Identify emergency where there is no mechanical/ electronic signal.
2. Follow emergency procedures.	2.1 Report emergency according to procedures. 2.2 Identify emergency leader. 2.3 Follow workplace procedures and work instructions for dealing with a range of emergencies, under direct supervision of emergency leader. 2.4 Describe the potential consequences of failing to follow these procedures and instructions. 2.5 Describe what to do if the emergency leader cannot be located when emergency occurs.

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit. Knowledge and understanding of the emergency response procedures sufficient to recognise emergency situations and then determine the appropriate action.

Knowledge of the relevant OHS and environmental requirements, and organisation standard operating procedures, is required along with an ability to implement them in a manner that is relevant to emergency response practices.

Competence includes the ability to:

identify location of emergency signals on machines and/or at the worksite

identify emergency situations in which there is no mechanical/electronic signal

report identified emergency signals/situations to the designated person

identify the emergency leader

follow emergency procedures.

Evidence of knowledge of all relevant workplace procedures will include:

emergency, fire and accident procedures

chemical spill procedures

procedures for the use of personal protective clothing and equipment

organisation standard operating procedures (SOPs)

hazard policies and procedures

safety procedures

personal protective clothing relevant to the required response to the emergency situation.

Language, literacy and numeracy requirements

This unit requires the ability to recognise and respond to emergency signals or other communication of an emergency.

Evidence Guide

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.

Overview of assessment

The unit will be assessed in as holistic a manner as is practical and may be integrated with the assessment of other relevant units of competency.

Assessment will occur over a range of situations that will include disruptions to normal, smooth operation.

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

It is essential that competence is demonstrated in the knowledge and skills defined in this unit. These may include the ability to:

recognise potential emergency situations

take the appropriate action.

Emphasis should be on the ability to follow proper procedures in order to save oneself from possible injury and/or death.

Consistent performance should be demonstrated. For example, look to see that:

emergency situations are recognised and communicated promptly

emergency procedures are understood and followed.

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 that may have been generated from the past incident history of the workplace and incidents on similar operations around the world.

Assessment method and context

Assessment for this unit will be on a processing plant or in a manufacturing environment.

Simulation may be required to allow for timely assessment of parts of this unit of competency. Simulation should be based on the actual work environment and will include walk throughs of the relevant competency components. Simulations may also include the use of case studies/scenarios and role plays. Emergency drills are a common and appropriate simulation.

This unit of competency requires a body of knowledge which will be assessed through questioning and the use of 'what if' scenarios both in the workplace (during demonstration of normal operations and walk throughs of abnormal operations) and off the job.

Assessors need to be aware of any cultural issues that may affect responses to questions.

Assessment processes and techniques must be culturally appropriate and appropriate to the oracy, language and literacy capacity of the assessee and the work being performed.

It is expected that this competency may be applicable in combination with other industry, occupation or workplace-specific competencies. In all cases it may be appropriate to assess this unit concurrently with relevant teamwork and communication units.

Specific resources for assessment

Assessment will require access to an operating plant or work environment over an extended period of time, or a suitable method of gathering evidence of operating ability over a range of situations. A bank of scenarios, case studies and 'what ifs' will be required as will a bank of questions that will be used to probe the reasoning behind the observable actions.

Range Statement

RANGE STATEMENT

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any 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.

Where reference is made to industry codes of practice, and/or Australian/international standards, the latest version must be used.

Context

This unit of competency describes emergency situation requirements applicable to all workers. It involves the use of workplace policies and procedures to maintain a safe work environment for oneself and others.

All operations to which this unit applies are subject to stringent health, safety and environment requirements, which may be imposed through State or federal legislation, and these must not be compromised at any time. Where there is an apparent conflict between performance criteria and HSE requirements, the HSE requirements take precedence.

Procedures

All operations are performed in accordance with procedures.

Procedures include all relevant workplace procedures, work instructions, temporary instructions and relevant industry and government codes and standards.

Tools and equipment

This unit of competency includes use of equipment and tools such as PPE required for emergency response.

Hazards

Typical hazards include:

handling chemicals and hazardous materials

chemical and or hazardous materials spillage

gases and liquids under pressure

moving machinery

materials handling

working at heights, in restricted or confined spaces, or environments subjected to heat, noise, dusts or vapours

fire and explosion.

Personnel

Appropriate personnel for reporting of emergency may include:

employer

supervisor

employees elected as emergency team leader

other personnel with emergency team leader responsibilities.

Emergency issues

Emergency issues that may need to be raised by workers with designated personnel/ responded to may include:

observation of injury or incident in the workplace

fires

chemical or oil spills

gas leak or vapour emission

utilities failure

bomb scares

failure or malfunction of plant/machinery.

Emergency signals

Emergency signals include:

visual - flashing lights

auditory - alarms.

Unit Sector(s)

Not applicable.

MSAPMOHS220A Provide initial First Aid response

Modification History

Not applicable.

Unit Descriptor

Unit descriptor

This unit deals with the provision of essential First Aid in recognising and responding to an emergency using basic life support measures.

Application of the Unit

Application of this unit

This competency applies to operators who have a First Aid role as part of their job. The 'first aider' is not expected to deal with complex casualties or incidents, but to provide an initial response where First Aid is required. In this unit it is assumed the 'first aider' works under supervision, either individually or as part of a team, and/or according to established workplace First Aid procedures and policies.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisites

This unit has no prerequisites.

Employability Skills Information

Employability Skills

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

ELEMENT Elements describe the essential outcomes of a unit of competency	PERFORMANCE CRITERIA 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 ELEMENT	PERFORMANCE CRITERIA Performance Criteria describe the required performance needed to demonstrate achievement of the Element. Assessment of performance is to be consistent with the Evidence Guide.
1. Assess the situation.	1.1 Identify physical hazards to own and others' health and safety. 1.2 Minimise immediate risk of hazard to self and casualty's health and safety in accordance with OHS requirements. 1.3 Assess the casualty's vital signs and physical condition in accordance with workplace procedures.
2. Apply basic First Aid techniques.	2.1 Provide First Aid management in accordance with established First Aid procedures. 2.2 Reassure and make casualty comfortable in a caring and calm manner using available resources. 2.3 Seek First Aid assistance from others in a timely manner and as appropriate. 2.4 Monitor and respond to casualty's condition in accordance with effective First Aid principles and workplace procedures. 2.5 Accurately record details of casualty's physical condition, changes in conditions, management and response to management in line with organisational procedures. 2.6 Finalise casualty management details according to casualty's needs and First Aid principles.
3. Communicate details of the incident.	3.1 Request medical assistance using relevant communication media and equipment. 3.2 Accurately convey details of casualty's condition and management activities to emergency services/relieving personnel. 3.3 Prepare reports to supervisors in a timely manner, presenting all relevant facts according to established company procedures.

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Knowledge and understanding of basic life support measures sufficient to provide an initial response where First Aid is required within the scope of their responsibilities and competencies.

Knowledge and application of the Australian Resuscitation Council (ARC) guidelines.

The following knowledge should be demonstrated in assessment:

basic anatomy and physiology

company standard operating procedures (SOPs)

legal responsibilities and duty of care

dealing with confidentiality

knowledge of the first aiders' skills and limitations

Occupational Health and Safety legislation and regulations and requirements

how to gain access to and interpret materials safety data sheets (MSDSs)

First Aid management

State and Territory workplace health and safety requirements

allergies the casualty may have

location and nature of the workplace

the environmental conditions, eg electricity, biological risks, weather, motor vehicle accidents

location of emergency service personnel

the use and availability of First Aid equipment and resources

infection control

established First Aid principles, including:

- checking the site for danger to self, casualty and others and minimising the	danger

- checking and maintaining the casualty's airway, breathing and circulation.

Evidence should demonstrate the following skills:

resuscitation

demonstration of First Aid casualty management principles - assessing and minimising danger, maintaining the casualty's airway, breathing and circulation

safe manual handling of casualty

consideration of the welfare of the casualty

report preparation

communication skills

ability to interpret and use listed documents.

Underpinning knowledge and skills:

basic anatomy and physiology

duty of care

resuscitation

bleeding control

care of unconscious

infection control

airway management

State/Territory regulatory requirements relating to currency of skills and knowledge

decision-making

legal requirements

assertiveness skills

communication skills.

Language, literacy and numeracy requirements

This unit requires the ability to communicate both verbally and in writing with relevant people regarding the casualty's condition and treatments initiated.

Writing is required to the level of completing required workplace forms and reports.

Numeracy is required to read, interpret and report numeric data relevant to the casualty and the treatments.

Evidence Guide

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.

Overview of assessment

A holistic approach should be taken to the assessment.

Assessors must be satisfied that the person can consistently perform the unit as a whole, as defined by the Elements, Performance Criteria and skills and knowledge.

Assessment will occur using industrial treatment scenarios and will be undertaken in a work-like environment.

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

It is essential that competence is demonstrated in the knowledge and skills defined in this unit. These may include the ability to:

work individually, under supervision or as part of a First Aid team.

Assessment method and context

Competence in this unit may be assessed:

by using appropriate, industrial scenarios

in a situation allowing the generation of evidence of the ability to respond to problems

by using a suitable simulation and/or a range of case studies/scenarios

through a combination of these techniques.

In all cases it is expected that practical assessment will be combined with targeted questioning to assess the underpinning knowledge and theoretical assessment will be combined with appropriate practical/simulation or similar assessment. Assessors need to be aware of any cultural issues that may affect responses to questions.

Assessment processes and techniques must be culturally appropriate and appropriate to the oracy, language and literacy capacity of the assessee and the work being performed.

In a major hazard facility, it may be appropriate to assess this unit concurrently with:

PMPOHS200 Work safely

PMASUP220 Monitor and control environmental hazards.

Specific resources for assessment

This section should be read in conjunction with the Range Statement for this unit of competency. Resources required include suitable access to an operating plant or equipment that allows for appropriate and realistic simulation. A bank of case studies/scenarios and questions will also be required to the extent they form part of the assessment method. Questioning may take place either in the workplace, or in an adjacent, quiet facility such as an office or lunchroom. No other special resources are required.

Access must be provided to appropriate learning and/or assessment support when required. Where applicable, physical resources should include equipment modified for people with disabilities.

Range Statement

RANGE STATEMENT

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any 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.

Where reference is made to industry codes of practice, and/or Australian/international standards, the latest version must be used.

Context

This competency applies to people with a First Aid role.

Procedures

All operations are performed in accordance with procedures.

Procedures include all relevant workplace procedures, work instructions, temporary instructions and relevant industry and government codes and standards.

Tools and equipment

This competency includes use of equipment and tools such as:

defibrillation units

pressure bandages

thermometers

First Aid kits

eyewash

thermal blankets

pocket face masks

rubber gloves

dressing

spacer device

cervical collars

mobile phones

satellite phones

HF/VHF radio

flags

flares

two way radio

email

electronic equipment

medication which includes aerosol bronchodilators for asthma; casualty's own (or from First Aid kit) in accordance with State/Territory legislation, adrenaline for severe allergic reactions; subject to casualty's own regime.

Hazards

Typical hazards include:

workplace hazards

environmental hazards

proximity of other people

hazards associated with the casualty management process.

Problems

'Respond to routine problems' means 'apply known solutions to a limited range of predictable problems'.

Variables

Key variables to be monitored include:

vital signs, including breathing, circulation, consciousness.

Variables indicating the casualty's condition, including:

abdominal injuries

allergic reactions

bleeding

burns - thermal, chemical, friction, electrical

cardiac conditions

chemical contamination

cold injuries

crush injuries

dislocations

drowning

envenomation - snake, spider, insect and marine bites

environmental conditions such as hypothermia, dehydration, heat stroke

epilepsy, diabetes, asthma and other medical conditions

eye injuries

fractures

head injuries

minor skin injuries

neck and spinal injuries

needle stick injuries

poisoning and toxic substances

respiratory management of asthma and/or choking

shock

smoke inhalation

soft tissue injuries, including sprains, strains, dislocations

substance abuse, including drugs

unconsciousness, including not breathing and no pulse.

Risks

Risks may include:

worksite equipment, machinery and substances

environmental risks

bodily fluids

risk of further injury to the casualty

risks associated with the proximity of other workers and bystanders.

Unit Sector(s)

Not applicable.

MSAPMOPS212A Use organisation computers or data systems

Modification History

Not applicable.

Unit Descriptor

Unit descriptor

This competency covers the use of organisation computers or data systems in order to work effectively. The operator is familiar with the system, can locate and use the appropriate data and is able to accurately record data into the system as required. This competency covers the use of computer equipment and company software programs, including selecting the correct programs for use and identifying minor faults in equipment or software.

This competency is typically performed by operators working either independently or as part of a work team.

Application of the Unit

Application of this unit

This competency applies to operators who are required to store and retrieve data, and produce documents, spreadsheets relevant to operational or administrative functions within the organisation. It includes:

inputting data to the systems as required

locating and accessing data as required for production support/problem solving

using data to support business objectives

producing construction documents, reports and spreadsheets

running system checks and virus scans manually if automated systems fail

producing required documentation within the security limits imposed by the company.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisites

This unit has no prerequisites.

Employability Skills Information

Employability Skills

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

ELEMENT Elements describe the essential outcomes of a unit of competency	PERFORMANCE CRITERIA 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 ELEMENT	PERFORMANCE CRITERIA Performance Criteria describe the required performance needed to demonstrate achievement of the Element. Assessment of performance is to be consistent with the Evidence Guide.
1. Identify applications of computer or data system for work role.	1.1 Identify data and information available from the system and its application to work role. 1.2 Identify data from work role which needs to be entered in the system.
2. Use the computer/data system.	2.1 Adjust work station equipment to meet ergonomic requirements and use appropriate posture. 2.2 Log-on according to procedures. 2.3 Navigate system as required. 2.4 Input data or make changes as required. 2.5 Check entered or edited data is correct. 2.6 Access required data/information. 2.7 Output data as required. 2.8 Use 'Help' as needed.
3. Save file and exit system.	3.1 Save and store data in appropriate directory or folder. 3.2 Close file and exit applications programs without loss of data. 3.3 Back-up data if required in accordance with procedures.
4. Respond to routine problems with the system	4.1 Recognise known faults that occur during the operation. 4.2 Identify and take action on causes of routine faults. 4.3 Log problems as required. 4.4 Identify non-routine process and quality problems and take appropriate action.

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Knowledge of organisation procedures and relevant regulatory requirements along with the ability to implement them within appropriate time constraints and work standards.

Competence includes an understanding of the organisation data system to the level needed to use the system and recognise and resolve problems. In particular it includes the ability to:

demonstrate the operation of and access to data from the system

describe the scope and range of data required from the system, in order to support the solution of problems

describe the nature of the scope and range of available data

describe the causes and remedies of common problems such as those selected in the Range Statement

describe principles of operation of the equipment and software, hazard policies and procedures, job procedures and work instructions

explain the application of software in relation to work role.

Competence also includes the ability to isolate the causes of problems to a component of the organisation data system and to distinguish between causes of problems such as:

incorrect or misleading data

system software faults

system equipment faults.

Language, literacy and numeracy requirements

This unit requires the ability to read and interpret typical product specifications, job sheets and material labels as provided to operators.

Writing is required to the level of completing workplace forms

Numeracy is also required to the extent of requiring competence in essential mathematical functions including + - x and ÷.

Evidence Guide

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.

Overview of assessment

A holistic approach should be taken to the assessment.

Assessors must be satisfied that the person can consistently perform the unit as a whole, as defined by the Elements, Performance Criteria and skills and knowledge.

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

It is essential that competence is demonstrated in the ability to recognise and analyse potential situations requiring action and then in implementing appropriate corrective action. The reasoning process behind the problem analysis and determining the required actions should be assessed.

Consistent performance should be demonstrated. For example, look to see that:

in-plant computer programs are correctly utilised

software problems are recognised and solved effectively and efficiently

documents are completed to the standard required

the operation and access to data from the system can be demonstrated

data can be input and output from the system as required

obvious problems in related to operation of the system are recognised and an appropriate contribution made to their solution.

Assessment method and context

Assessment will occur using industrial equipment and will be undertaken in a work-like environment.

Competence in this unit may be assessed:

on a processing plant allowing for operation under all normal and a range of abnormal conditions

by using a suitable simulation and/or a range of case studies/scenarios

through a combination of these techniques.

In all cases it is expected that practical assessment will be combined with targeted questioning to assess the underpinning knowledge and theoretical assessment will be combined with appropriate practical/simulation or similar assessment. Assessors need to be aware of any cultural issues that may affect responses to questions.

Assessment processes and techniques must be culturally appropriate and appropriate to the oracy, language and literacy capacity of the assessee and the work being performed.

Specific resources for assessment

This section should be read in conjunction with the Range Statement for this unit of competency. Resources required include suitable access to an operating plant or equipment that allows for appropriate and realistic simulation. A bank of case studies/scenarios and questions will also be required to the extent that they form part of the assessment method. Questioning may take place either in the workplace, or in an adjacent, quiet facility such as an office or lunchroom. No other special resources are required.

Access must be provided to appropriate learning and/or assessment support when required. Where applicable, physical resources should include equipment modified for people with disabilities.

Range Statement

RANGE STATEMENT

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any 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.

Where reference is made to industry codes of practice, and/or Australian/international standards, the latest version must be used.

Context

This unit of competency includes organisation computer and data systems. This may include systems which cover (select relevant items):

Word and Excel documents

safety, safety data and injury reporting

orders, purchasing, stock levels and scheduling

stock control, stores, warehousing and logistics

materials hazards, labelling, materials identification, materials safety data sheets (MSDSs)

batch data, schedules, production planning and operations planning

product quality, statistical control, production trends and quality control

maintenance, maintenance planning, procedures and spare parts.

The organisation systems will usually be computerised, but may include data sheets, paper or hard copy records, manuals and instructions.

Procedures

All operations are performed in accordance with procedures.

Procedures include all relevant workplace procedures, work instructions, temporary instructions and relevant industry and government codes and standards.

Tools and equipment

This competency includes use of equipment and tools such as:

computers - stand alone and/or networked

mobile terminals and hand held devices

printers

mouse, keyboard

facsimile equipment

onboard terminals

scanners

bar coders.

Software applications may include:

CC mail and email

Internet or intranet

word processing, database and spreadsheet programs

company/process specific software

word processing, database and spreadsheet programs.

Documents may include:

work orders

work instructions/standard operating procedures

email or CC mail

faxes

memos

tables

standard letters

standard reports.

Hazards

Typical hazards include:

repetition strain injuries

glare from monitor screens

damages cables or connections

strains or injuries moving computer equipment.

Problems

'Respond to routine problems' means 'apply known solutions to a limited range of predictable problems'. Typical process and product problems may include:

software problems, such as unable to access file, find correct page or send CC mail, input data.

loose or disconnected cables

'frozen' screens

faulty monitors

key board problems.

Variables

Key variables to be monitored include:

types of hardware systems

access and log on procedures

types of software packages

Internet/intranet systems

types of data to be stored and retrieved.

Unit Sector(s)

Not applicable.

MSAPMSUP101A Clean workplace or equipment

Modification History

Not applicable.

Unit Descriptor

Unit descriptor

This competency covers general housekeeping duties, as well as the cleaning of plant and equipment. This competency is typically demonstrated by all operators working either independently or as part of a work team.

Application of the Unit

Application of this unit

This competency applies to personnel who are required to keep the work area, plant and equipment clean and tidy. The key factors are the identification, scheduling and performance of housekeeping requirements. This may include:

identifying the range and scope of work required

checking if any type of permit has been issued for the work

knowing site safety and housekeeping standards

adequately preparing to undertake the work, including obtaining all necessary safety equipment and PPE

scheduling housekeeping duties

handling chemicals and solvents safely

keeping assigned plant and equipment clean.

undertaking the work strictly in accordance with the provisions of any permit

completing work in accordance with requirements

moving work and waste materials to designated locations

querying or raising matters about the scope of work if it varies from that normally undertaken

completing the work in accordance with procedures and obtaining appropriate sign off as required.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisites

This unit has no prerequisites.

Employability Skills Information

Employability Skills

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

ELEMENT Elements describe the essential outcomes of a unit of competency	PERFORMANCE CRITERIA 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 ELEMENT	PERFORMANCE CRITERIA Performance criteria describe the required performance needed to demonstrate achievement of the Element. Assessment of performance is to be consistent with the Evidence Guide.
1. Identify housekeeping requirements.	1.1 Explain and understand site safety and housekeeping standards. 1.2 Undertake housekeeping inspection in accordance with procedures/work instructions. 1.3 Identify and schedule housekeeping requirements as appropriate.
2. Perform general housekeeping duties.	2.1 Keep designated work areas clean to organisation specific standards. 2.2 Keep designated work areas clear of obstructions. 2.3 Handle and use chemicals and solvents as per the manufacturer guidelines and company specifications. 2.4 Ensure work area is ready for next user. 2.5 Remove work materials to designated locations.
3. Clean plant and equipment.	3.1 Keep assigned plant and equipment clean following established organisation procedures. 3.2 Perform specialised cleaning procedures as required. 3.3 Ensure that appropriate personal protective equipment is used as required.
4. Dispose of waste materials.	4.1 Correctly identify waste materials. 4.2 Remove waste materials to a designated location.

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Knowledge and understanding of the process sufficient to recognise non-standard situations and then determine an appropriate action which is consistent with operating guidelines.

Knowledge of organisation standard procedures and work instructions and relevant regulatory requirements, along with the ability to implement them within appropriate time constraints and in a manner relevant to the operation of the process.

Competence includes the ability to:

apply and describe:

duty of care

requirements for housekeeping process

procedures for plant maintenance

safe handling procedures

the standard of cleanliness required.

distinguish between:

re-usable materials and waste

routine and special cleaning needs.

plan own work, including predicting consequences and identifying improvements

use PPE

safely handle products and materials

read relevant safety information and apply safety precautions appropriate to the task/ relevant to the practical operation of the process.

Language, literacy and numeracy requirements

This unit requires the ability to read and interpret typical product specifications, job sheets and material labels as provided to operators.

Writing is required to the level of completing workplace forms.

Basic numeracy is required, e.g. to determine that two 25 kg bags are needed to make up a requirement for 50 kg.

Evidence Guide

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.

Overview of assessment

A holistic approach should be taken to the assessment.

Assessors must be satisfied that the person can consistently perform the unit as a whole, as defined by the Elements, Performance Criteria and skills and knowledge.

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

It is essential that competence is demonstrated in the knowledge and skills defined in this unit. These may include the ability to recognise and analyse potential situations requiring action and then in implementing appropriate corrective action.

Consistent performance should be demonstrated. For example, look to see that:

early warning signs for work areas in need of cleaning are recognised

work areas are kept tidy and clean

equipment and/or materials is/are neatly stored, in a safe manner, in the correct location at all times when not in use

equipment is always tidy and safe when in use.

Assessment method and context

Assessment will occur using industrial equipment and will be undertaken in a work-like environment.

Competence in this unit may be assessed:

in the operation of all ancillary equipment to the level required for this competency unit

by using a suitable simulation and/or a range of case studies/scenarios

through a combination of these techniques.

In all cases it is expected that practical assessment will be combined with targeted questioning to assess the underpinning knowledge and theoretical assessment will be combined with appropriate practical/simulation or similar assessment. Assessors need to be aware of any cultural issues that may affect responses to questions.

Assessment processes and techniques must be culturally appropriate and appropriate to the oracy, language and literacy capacity of the assessee and the work being performed.

Specific resources for assessment

This section should be read in conjunction with the Range Statement for this unit of competency. Resources required include suitable access to an operating plant or equipment that allows for appropriate and realistic simulation. A bank of case studies/scenarios and questions will also be required to the extent that they form part of the assessment method. Questioning may take place either in the workplace, or in an adjacent, quiet facility such as an office or lunchroom. No other special resources are required.

Access must be provided to appropriate learning and/or assessment support when required. Where applicable, physical resources should include equipment modified for people with disabilities.

Range Statement

RANGE STATEMENT

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any 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.

Where reference is made to industry codes of practice, and/or Australian/international standards, the latest version must be used.

Context

This competency unit may vary between organisations depending upon a range of practices and procedures, with consideration given to plant configuration and process.

Procedures

All operations are performed in accordance with procedures.

Procedures include all relevant workplace procedures, work instructions, temporary instructions and relevant industry and government codes and standards.

Tools and equipment

This competency includes use of equipment and tools such as:

cleaning equipment and materials

brooms

shovels

solvents

waste containers

safety equipment.

Hazards

Typical hazards include:

materials or equipment obstructing work areas

heat, smoke, dust or other atmospheric hazards

sharp edges, protrusions or obstructions

limited head spaces or overhangs

equipment or product mass

slippery surfaces, spills or leaks

noise, rotational equipment or vibration

Problems

'Respond to routine problems' means 'apply known solutions to a limited range of predictable problems'.

Typical process and product problems may include:

correct equipment not immediately available

safety issues associated with housekeeping and/or cleaning

ensuring that process aids rather than interferes with production.

Variables

Key variables to be monitored include:

housekeeping and/or cleaning methods and procedures

the type of tools and equipment used in special situations

the use of personal protective equipment.

correct use of tools

waste collection and disposal

conformance with frequency and quality of organisational reporting requirements

Unit Sector(s)

Not applicable.

MSAPMSUP382A Provide coaching/mentoring in the workplace

Modification History

Not applicable.

Unit Descriptor

Unit descriptor

This competency covers the skills and knowledge required to act as a mentor/coach to other individuals in the workplace. Coaching and mentoring are undertaken within the coach/mentor's area of expertise on a one on one basis.

The mentoring/coaching process applies to any area of the business or professional endeavours such as acquisition of specific business competencies, progress with overall business development, individual and personal development.

Application of the Unit

Application of this unit

This competency is typically performed by senior operators or team leaders who have significant workplace experience. At all times they would be liaising with relevant personnel when undertaking the coaching/mentoring role.

The coach/mentor would:

facilitate the exploration of needs, motivations and thought processes to assist the individual in identifying areas for development

observe, listen and ask questions to identify the employee's situation

use questioning techniques to identify solutions and actions rather than take a directive approach

support the employee in setting appropriate goals and methods of assessing progress in relation to goals

provide encouragement, support and constructive feedback

apply tools and techniques which may include one on one training, facilitating, counselling and networking

evaluate outcomes of process to ensure the employee is achieving goals.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisites

This unit has no prerequisites.

Individual enterprises may choose to add prerequisites and co-requisites relevant to their processes.

Employability Skills Information

Employability Skills

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

ELEMENT Elements describe the essential outcomes of a unit of competency	PERFORMANCE CRITERIA 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 ELEMENT	PERFORMANCE CRITERIA Performance Criteria describe the required performance needed to demonstrate achievement of the Element. Assessment of performance is to be consistent with the Evidence Guide.
1. Establish coaching/ mentoring relationship.	1.1 Identify areas for development in line with organisational and individual's requirements. 1.2 Use effective communication styles to develop trust, confidence and rapport. 1.3 Make agreements on how the relationship will be conducted, including: the amount of time involved for both parties confidentiality of information identification of development opportunities development plan towards achieving goals. 1.4 Discuss and clarify expectations and goals. 1.5 Seek input from other relevant personnel if required.
2. Provide coaching/ mentoring support.	2.1 Assist the individual to identify and evaluate opportunities to achieve agreed goals/development activities. 2.2 Share personal experiences and knowledge with the individual to assist in progress to agreed goals/development. 2.3 Provide a supportive environment to allow the individual to develop towards the achievement of goals. 2.4 Encourage the individual to make decisions and take responsibility for the courses of actions or solutions under consideration. 2.5 Provide assistance and guidance in a manner which allows the individual to retain responsibility for achievement in their goals.
3. Evaluate effectiveness of coaching/mentoring.	3.1 Recognise and openly discuss changes in the coaching/mentoring relationship. 3.2 Make adjustments to the relationship to take account of the needs of both the mentor/coach and the individual. 3.3 Seek feedback from individual and other relevant personnel to identify and implement improvements.

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Knowledge of the principles of coaching and mentoring for development of competence.

Knowledge of organization standard procedures and work instructions and relevant regulatory requirements along with the ability to apply them to the coaching/mentoring process.

Competence also includes the ability to:

work effectively with individuals who have diverse work styles, aspirations, cultures and perspectives

use effective methods of coaching/mentoring

apply organisation policies, procedures and plans

apply methods and techniques for eliciting and interpreting feedback

explain relevant career paths and competency standards in the organisation

apply methods for identifying development opportunities

use effective planning skills to organise activities

give, receive and analyse feedback effectively

Language, literacy and numeracy requirements

This unit requires the ability to read and interpret organisation requirements which may be included in:

quality assurances and/or procedures manuals

goals, objectives, plants, systems and processes

legal and organisational policy/guidelines and requirements

OHS policies, procedures and programs

confidentiality and security requirements

business and performance plans

anti-discrimination and related policy

access and equity principles and practice

ethical standards

quality and continuous improvement processes and standards.

Writing is required to the level of completing records and reports.

Numeracy is required to the extent required by work instructions and procedures.

Evidence Guide

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.

Overview of assessment

A holistic approach should be taken to the assessment.

Assessors must be satisfied that the person can consistently perform the unit as a whole, as defined by the Elements, Performance Criteria and skills and knowledge.

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

It is essential that an understanding of mentoring/coaching and its role and benefits is understood. Competence must be demonstrated in communication skills in relation to listening, questioning, providing constructive feedback and non-verbal communication.

Consistent performance should be demonstrated, in particular:

an understanding in the role and benefits of mentoring/coaching in the business

use of significant workplace knowledge and experience to assist another individual to achieve their goals/development needs

application of effective communication styles

effectively creating a learning environment that allows for open discussion, feedback, tolerance of mistakes during learning, within a safe environment, and affirmation of the individual's worthiness.

Assessment method and context

Assessment will occur on-the-job or in a simulated workplace.

Competence in this unit may be assessed:

by observation or questioning to indicate understanding

in a situation allowing the generation of evidence of the ability to respond to problems

by using a suitable simulation and/or a range of case studies/scenarios

through a combination of these techniques.

In all cases it is expected that practical assessment will be combined with targeted questioning to assess the underpinning knowledge and theoretical assessment will be combined with appropriate practical/simulation or similar assessment. Assessors need to be aware of any cultural issues that may affect responses to questions.

Assessment processes and techniques must be culturally appropriate and appropriate to the oracy, language and literacy capacity of the assessee and the work being performed.

Specific resources for assessment

This section should be read in conjunction with the Range Statement for this unit of competency. Resources required include suitable access to an operating plant or equipment that allows for appropriate and realistic simulation. A bank of case studies/scenarios and questions will also be required to the extent that they form part of the assessment method. Questioning may take place either in the workplace, or in an adjacent, quiet facility such as an office or lunchroom. No other special resources are required.

Access must be provided to appropriate learning and/or assessment support when required. Where applicable, physical resources should include equipment modified for people with disabilities.

Range Statement

RANGE STATEMENT

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any 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.

Where reference is made to industry codes of practice, and/or Australian/international standards, the latest version must be used.

Context

This competency applies to all work environments in the process manufacturing industries.

Procedures

All operations are performed in accordance with procedures.

Procedures include all relevant workplace procedures, work instructions, temporary instructions and relevant industry and government codes and standards.

Tools and equipment

This competency includes use of equipment and tools such as:

relevant process equipment, components and auxiliary equipment

PPE.

Hazards

Typical workplace hazards include:

chemicals and hazardous materials

gases and liquids under pressure

moving machinery

materials handling

working at heights, in confined spaces, or in environments subjected to heat, noise, dusts or vapours.

Problems

Anticipate and solve problems means resolve a wide range of routine and non-routine problems, using product and process knowledge to develop solutions to problems which do not have a known solution/a solution recorded in the procedures.

Typical problems may include:

lack of materials and resources

conflicting work priorities

time constraints.

lack of cooperation

lack of willingness to receive feedback

Appropriate action for non-routine problems may include reporting to designated

person or other action specified in the procedures.

Unit Sector(s)

Not applicable.

MSAPMSUP400A Develop and monitor quality systems

Modification History

Not applicable.

Unit Descriptor

Unit descriptor

This competency covers the establishment, maintenance and evaluation of quality systems for a complete production area and/or plant.

Application of the Unit

Application of this unit

This competency is typically performed by an experienced technician, leading hand or supervisor. It includes:

developing and implementing quality systems

identifying and maintaining documentation for the quality systems

implementing training programs

evaluating the quality system and making improvements where necessary.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisites

This unit has no prerequisites.

Employability Skills Information

Employability Skills

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

ELEMENT Elements describe the essential outcomes of a unit of competency	PERFORMANCE CRITERIA 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 ELEMENT	PERFORMANCE CRITERIA Performance Criteria describe the required performance needed to demonstrate achievement of the Element. Assessment of performance is to be consistent with the Evidence Guide.
1. Establish and maintain framework for successful quality system.	1.1 Develop relevant policies which demonstrate the commitment of the enterprise to quality and a culture of improvement. 1.2 Define and allocate responsibilities in quality system. 1.3 Consult with key personnel to define role of procedures in the quality system. 1.4 Seek and provide financial and human resources to allow thorough implementation of quality system. 1.5 Develop system for communicating quality message and culture in the organisation.
2. Establish and maintain quality documentation system.	2.1 Identify quality documentation required, including records of improvement plans and initiatives. 2.2 Prepare and maintain quality documentation and keep data records. 2.3 Maintain document control system.
3. Implement structured training program in accordance with quality system requirements.	3.1 Analyse roles and duties of relevant personnel. 3.2 Identify training needs in relation to quality. 3.3 Identify training programs to meet these needs. 3.4 Implement the training program. 3.5 Develop and maintain training records.
4. Evaluate the quality system.	4.1 Undertake regular audits of the quality system, its policies and procedures. 4.2 Develop new procedures/work instructions as required. 4.3 Implement improvements in the quality system.

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Knowledge and understanding of organisation quality systems and appropriate national and international quality standards and protocols.

Knowledge of the relevant OHS and environmental requirements and detailed knowledge of enterprise standard operating procedures is required.

An appreciation of business goals and key performance indicators is required as a basis for decision making and action.

Competence to include the ability to apply and explain the principles of:

process improvement

policy and procedure development

data management and documentation.

Language, literacy and numeracy requirements

This unit requires the ability to read and interpret quality procedures and work instructions, quality manuals, equipment manuals as is applicable to developing quality systems and procedures.

Writing is required to the level of developing quality documentation.

Numeracy is also required, eg to analyse quality data or charts.

Evidence Guide

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.

Overview of assessment

A holistic approach should be taken to the assessment.

Assessors must be satisfied that the person can consistently perform the unit as a whole, as defined by the Elements, Performance Criteria and skills and knowledge.

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

It is essential that competence is demonstrated in the knowledge and skills defined in this unit. These may include the ability to:

effectively maintain and evaluate quality systems carried out

implement relevant staff training programs

produce adequate quality documentation including policies and procedures.

Consistent performance should be demonstrated. For example, look to see that:

the development, implementation and evaluation of the quality system runs smoothly

all safety procedures are always followed.

Assessment method and context

Assessment will occur in a work-like environment.

Competence in this unit may be assessed:

in a situation allowing the generation of evidence of the ability to recognise, anticipate and solve problems

by using a suitable simulation and/or a range of case studies/scenarios

through a combination of these techniques.

In all cases it is expected that practical assessment will be combined with targeted questioning to assess the underpinning knowledge and theoretical assessment will be combined with appropriate practical/simulation or similar assessment. Assessors need to be aware of any cultural issues that may affect responses to questions.

Assessment processes and techniques must be culturally appropriate and appropriate to the oracy, language and literacy capacity of the assessee and the work being performed.

Specific resources for assessment

This section should be read in conjunction with the Range Statement for this unit of competency. Resources required include suitable access to an operating plant or equipment that allows for appropriate and realistic simulation. A bank of case studies/scenarios and questions will also be required to the extent that they form part of the assessment method. Questioning may take place either in the workplace, or in an adjacent, quiet facility such as an office or lunchroom. No other special resources are required.

Access must be provided to appropriate learning and/or assessment support when required. Where applicable, physical resources should include equipment modified for people with disabilities.

Range Statement

RANGE STATEMENT

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any 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.

Where reference is made to industry codes of practice, and/or Australian/international standards, the latest version must be used.

Context

This competency applies to a wide range of processes and equipment in all work environments and sectors in the process manufacturing industries.

Procedures

All operations are performed in accordance with procedures.

Procedures include all relevant workplace procedures, work instructions, temporary instructions and relevant industry and government codes and standards.

Tools and equipment

This competency includes use of workplace documentation such as:

organisational policies

quality manuals

standard operating procedures and work instructions

company business objectives

key performance indicators).

Quality audits and evaluations may be undertaken as an individual or as part of a team.

Hazards

Typical hazards include leaks, spillages and equipment hazards that can occur during the walk-through of an operating plant or factory.

Problems

Typical problems may include:

lost documentation

maintaining updated documents

staff not following procedures

poor communication.

Unit Sector(s)

Not applicable.

MSL904001A Perform standard calibrations

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit of competency covers the ability to calibrate test and measurement equipment in accordance with standard calibration procedures and documented test methods. These procedures/methods specify all associated reference standards, materials, equipment and methods to be used and the required parameters or quantities and ranges to be tested, including the criteria for rejection or approval.

Application of the Unit

Application of the unit	This unit of competency is applicable to laboratory and calibration technicians who carry out tests and/or calibrations using standard calibration methods in first, second and third party laboratories, and laboratories where testing and/or calibration forms part of inspection or product certification. Personnel are not permitted to deviate from explicit instructions in any manner, modify the procedure, nor substitute alternative equipment. They work under limited supervision and results of their work are interpreted and checked by the laboratory supervisor, quality inspector or designated signatory. Industry representatives have provided case studies to illustrate the practical application of this unit of competency and to show its relevance in a workplace setting. These are found at the end of this unit of competency under the section 'This competency in practice'.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Prepare items for calibration	1.1. Select the authorised calibration procedure in accordance with enterprise procedures 1.2. Identify hazards and use appropriate personal protective equipment, safety equipment and procedures 1.3. Confirm all measuring equipment meets the laboratory's specification requirements and complies fully with the calibration procedure 1.4. Assemble and set up specified reference standards and associated equipment prior to testing 1.5. Verify performance of reference standards and measuring equipment prior to use and adjust or calibrate as necessary 1.6. Identify and minimise potential sources of measurement error
2. Perform calibration	2.1. Perform individual tests without variance according to the documented procedure to ensure repeatability of measurement 2.2. Confirm readings are the result of a valid measurement and record data as required (as-found or before adjustment) 2.3. Adjust device under test to bring readings within specification and record data (as-left or after adjustment) if required 2.4. Analyse resulting test data to detect trends or inconsistencies that would significantly affect the accuracy or validity of test results 2.5. Seek appropriate advice when interpretation of results is outside authorised scope of approval
3. Document results	3.1. Document compliance/non-compliance with requirements of test and/or specifications 3.2. Estimate and document uncertainty of measurement in accordance with enterprise procedures, if required 3.3. Record the results of each test/calibration accurately, unambiguously and objectively 3.4. Ensure confidentiality of enterprise information
4. Finalise calibration	4.1. Prepare and issue a final report on the job/item detailing testing carried out, traceability, statement of compliance and relevant information as required 4.2. Report any non-compliance and verify next course of action with supervisor 4.3. Attach calibration labels, equipment stickers, quality control tags and tamper resistant seals as required in enterprise procedures 4.4. Store test equipment/measurement standards and results in accordance with enterprise procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Required skills include: selecting and applying appropriate test methods and calibration procedures maintaining close attention to procedures, accuracy and precision of measurement to ensure the integrity of test/calibration results using calibration and correction charts calculating to give results in appropriate accuracy, precision and units preparing test/calibration documentation that is accurate and complies with requirements operating equipment correctly and safely recognising problems or departures in systems and documentation and initiating actions to prevent or minimise them recognising and report opportunities for improvements to procedures
Required knowledge
Required knowledge includes: purpose of metrology and calibration, including common terminology, concepts, principles, procedures, and applications National Association of Testing Authority's (NATA) and National Measurements Institute's (NMI) role in the measurement and testing system in Australia traceability, including legal requirements for traceability requirements for the competence of testing and calibration laboratories (e.g. AS ISO/IEC 17025) as they affect job role and responsibilities hierarchy and appropriate selection of reference materials and instruments non-conformance/non-compliance procedures and protocols associated with equipment, reference material and calibration procedures troubleshooting procedures for equipment and test methods methods for statistical analysis (means, ranges and standard deviations) and estimation of uncertainty of measurement (may include the use of software) reporting procedures and legislative requirements handling, transport, storage and operation of reference and working standards laboratory environmental control requirements relevant health, safety and environmental requirements layout of the enterprise, divisions and laboratory organisational structure of the enterprise lines of communication role of laboratory services for the enterprise and customers Specific calibration fields Additional knowledge requirements may apply for different calibration fields. For example, testing and calibrations conducted in the following: acoustic and vibration measurement chemical testing construction materials testing electrical testing heat and temperature measurement mechanical testing metrology non-destructive testing optics and radiometry pressure measurements

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Assessors should ensure that candidates can: maintain very close attention to procedures, accuracy and precision of measurement to ensure integrity of test/calibration results (especially during lengthy tests) critically examine each calibration step to ensure repeatability and validity of data apply all relevant procedures and regulatory requirements to ensure the quality and integrity of the services or data provided prepare test/calibration documentation that is accurate and complies with requirements operate equipment correctly and safely recognise problems or departures in systems and documentation and initiate actions to prevent or minimise them recognise and report opportunities for improvements to procedures.
Context of and specific resources for assessment	This unit of competency is to be assessed in the workplace or simulated workplace environment. This unit of competency may be assessed with: MSL924001 Process and interpret data relevant MSL974000 series unit of competency relevant MSL975000 series unit of competency. Resources may include: specialised calibration/test equipment, reference standards and laboratory facilities access to a library of calibration methods, procedures and equipment specifications enterprise quality manual and procedures.
Method of assessment	The following assessment methods are suggested: review of calibration results, uncertainty calculations and workplace documentation completed by the candidate feedback from supervisors and/or customers regarding quality of calibration services provided by the candidate observation of the candidate performing standard calibrations oral or written questioning to check underpinning knowledge of standard calibration procedures. In all cases, practical assessment should be supported by questions to assess underpinning knowledge and those aspects of competency which are difficult to assess directly. Where applicable, reasonable adjustment must be made to work environments and training situations to accommodate ethnicity, age, gender, demographics and disability. Access must be provided to appropriate learning and/or assessment support when required. The language, literacy and numeracy demands of assessment should not be greater than those required to undertake the unit of competency in a work like environment.
This competency in practice	Industry representatives have provided the case studies below to illustrate the practical application of this unit of competency and to show its relevance in a workplace setting. Background Calibration work may be simple or highly complex depending upon the type of equipment being calibrated and the accuracy or uncertainties required. Manual calibrations may involve interconnecting equipment and setting the stimulus devices to the settings listed in the procedure. At each setting, the technician must verify that the response or output of the unit under test (UUT) is within the tolerances specified in the procedure. In addition, many procedures require that 'as-found' (before adjustment) and 'as-left' (after adjustment) results are recorded for maintaining the UUT documentation history. Often calibration technicians must assess and document the total uncertainties for a given measurement by analysing equipment specifications and methodology during calibration. They have to interpret specifications and technical information and demonstrate initiative when adjusting and repairing instruments. The calibration technician's workload can be routine and repetitive. A perpetual backlog of work and the constant need to reduce turn-around-time to meet client demands, coupled with enterprise productivity goals, can induce stress and mental fatigue if not carefully managed. However, it is essential that all personnel are able to perform tests and associated work tasks without undue pressure that might influence technical judgement if 'integrity of measurement' is to be retained. Errors arising from items incorrectly calibrated will, at best, have to be recalled which wastes time, resources and destabilises enterprise credibility. At worst, if undetected, they may have severe safety implications to personnel or equipment, depending on the nature of the item. Calibration (1) A customer delivers a test pressure gauge and requires certification that the gauge conforms to manufacturer's specifications. Personnel in the item reception area log the job and the laboratory supervisor assigns it to a calibration technician. He/she reads the work order and retrieves the approved calibration procedure. The procedure requires the customer's gauge to be tested to 1000 kPa using a hydraulic test station. The technician assembles the required apparatus and personal protective equipment. The gauge is visually inspected for defects and contamination. The temperature of the environment is checked and the hydraulic test station confirmed as fully operational. The required pressures are applied to the gauge and the indicated readings are transcribed onto the test report. The technician notes that some readings are outside the allowable tolerance and adjustments will have to be made. He/she takes another set of readings after making the necessary adjustments and records them on the report. The technician applies the required labels to the gauge, updates the database, produces a test report and places the item on the quality assurance bench for inspection by the supervisor. The supervisor visually inspects the item and checks the readings on the report. The job has taken two hours to complete. Calibration (2) A client has asked the laboratory to calibrate a spectrum analyser to manufacturer's specification. The supervisor assigns the job to a calibration technician who reads the job sheet and locates the appropriate calibration procedure. Although this spectrum analyser will be calibrated partly with the aid of automated technology, the technician estimates that the calibration will still take about nine hours to complete. The technician reads the procedure and assembles the equipment and allows for the required warm-up time for instrument stabilisation. Possible sources of error are minimised by cleaning connectors and tensioning them with the torque spanner. The technician performs the manual phase of the test and manually records 12 pages of results. The equipment is reconnected for the automated part of the procedure the test recommenced. The technician produces a further six pages of results. These are assessed for errors and non-conformances and all calculations are carefully checked. A final report is produced which accompanies the spectrum analyser to the quality assurance bench for checking by the supervisor. All cables and equipment used for the calibration are returned to the store.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Codes of practice	Where reference is made to industry codes of practice, and/or Australian/international standards, it is expected the latest version will be used
Standards, codes, procedures and/or enterprise requirements	Standards, codes, procedures and/or enterprise procedures may include: Australian and international standards, such as: AS ISO 17025-2005 General requirements for the competence of testing and calibration laboratories AS/NZS ISO 9001:2008 Quality management systems - Requirements AS/NZS ISO 10005:2006 Quality management systems - Guidelines for quality plans AS/NZS ISO 10012:2004 Quality assurance requirements for measurement equipment ISO 5725 Accuracy (trueness and precision) of measurement methods and results ISO/IEC Guide 98-3:2008 Uncertainty of measurement - Part 3 Guide to the expression of uncertainty in measurement (GUM) Eurachem/CITAC Guide CG4 Quantifying uncertainty in analytical measurement material safety data sheets (MSDS) enterprise recording and reporting procedures and standard operating procedures (SOPs) quality manuals, equipment and operating/technical manuals test methods and calibration procedures (validated and authorised) test methods and calibration procedures published by international, national or regional standards, reputable technical organisations, scientific texts or journals and equipment manufacturers incident and accident/injury reports schematics, work flows, laboratory layouts and production and laboratory schedules
Standard calibrations	Standard calibrations may include testing and/or calibrating the following equipment and reference materials using standard methods and procedures: test equipment, such as anemometers, balances, barometers, calipers, environmental chambers, hygrometers, manometers, masses, micrometers, pressure equipment, spectrophotometers, tape measures, rules, temperature (digital) indicating systems, thermometers, thermocouples, timing devices, vibration analysis equipment and weighing instruments electrical reference standards, such as air-lines, analogue meters, attenuators, bridges-manual balance, capacitors, DC voltage references, digital instruments (calibrators, DMMs, electronic transfer standards), inductors, instrument and ratio transformers, instrument transformer test sets, potentiometers, resistors, radio frequency (RF) power meters, RF thermistor mounts and thermal converters, shunts, time interval and frequency standards, transfer standards AC-DC, voltage dividers, volt ratio boxes and watt-hour references working standards, instruments and testing equipment, such as electromagnetic compatibility (EMC) test equipment, field strength meters, flammability test equipment, gauges/test fingers/test pins, hipot testers, impact hammers, impulse testers, instrument calibrators, network analysers, signal generators and spectrum and harmonic analysers
Hazards	Hazards may include: electric shock disturbance or interruption of services manual handling of heavy equipment boxes sources of electromagnetic radiation (lasers and RF generators/transmitters) fluids under pressure heat sources, such as ovens
Safety procedures	Safety procedures may include: use of personal protective equipment, such as hearing protection, gloves, safety glasses and coveralls ensuring access to service shut-off points handling and storing hazardous materials and equipment in accordance with labels, MSDS, manufacturer's instructions, and enterprise procedures and regulations regular cleaning of equipment and work areas
Reference materials	Reference materials may include: colour standards graded granular materials hardness blocks
Communication	Communication may be with: supervisors and managers (laboratory, quality and customer service) peers and other laboratory or relevant technical personnel clients and end users of equipment external auditors, or accreditation agency for example, NATA manufacturers of equipment and suppliers of spare parts and materials
Working environment	The working environment will have a controlled environment but may include: purpose-built designed facility mobile facility in the field
Occupational health and safety (OHS) and environmental management requirements	OHS and environmental management requirements: all operations must comply with enterprise OHS and environmental management requirements, which may be imposed through state/territory or federal legislation - these requirements must not be compromised at any time all operations assume the potentially hazardous nature of samples and require standard precautions to be applied where relevant, users should access and apply current industry understanding of infection control issued by the National Health and Medical Research Council (NHMRC) and State and Territory Departments of Health

Unit Sector(s)

Unit sector	Calibration

Competency field

Competency field

Co-requisite units

Co-requisite units

MSL973001A Perform basic tests

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit of competency covers the ability to perform tests and measurements using standard methods with access to readily available advice from supervisors.

Application of the Unit

Application of the unit	This unit of competency is applicable to laboratory/field assistants working in all industry sectors. In general, they do not calibrate equipment and make only limited adjustments to the controls. They do not interpret or analyse results or troubleshoot equipment problems. Industry representatives have provided case studies to illustrate the practical application of this unit of competency and to show its relevance in a workplace setting. These are found at the end of this unit of competency under the section 'This competency in practice'.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Interpret test requirements	1.1. Review test request to identify samples to be tested, test method and equipment involved 1.2. Identify hazards and enterprise controls associated with the sample, preparation methods, reagents and/or equipment
2. Prepare sample	2.1. Record sample description, compare with specification, record and report discrepancies 2.2. Prepare sample in accordance with appropriate standard methods
3. Check equipment before use	3.1. Set up test equipment in accordance with test method 3.2. Perform pre-use and safety checks in accordance with enterprise procedures and manufacturer's instructions 3.3. Identify faulty or unsafe equipment and report to appropriate personnel 3.4. Check calibration status of equipment and report any out of calibration items to appropriate personnel
4. Perform tests on samples	4.1. Identify, prepare and weigh or measure sample and standards to be tested 4.2. Conduct tests in accordance with enterprise procedures 4.3. Record data in accordance with enterprise procedures 4.4. Perform calculations on data as required 4.5. Identify and report out of specification or atypical results promptly to appropriate personnel 4.6. Shut down equipment in accordance with operating procedures
5. Maintain a safe work environment	5.1. Use established safe work practices and personal protective equipment to ensure personal safety and that of other laboratory personnel 5.2. Minimise the generation of wastes and environmental impacts 5.3. Ensure safe disposal of laboratory and hazardous wastes 5.4. Clean, care for and store equipment and reagents as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Required skills include: interpreting enterprise procedure or standard methods accurately using safety information, such as material safety data sheets (MSDS) and performing procedures safely checking test equipment before use completing all tests within required timeline without sacrificing safety, accuracy or quality calculating, recording and presenting results accurately and legibly maintaining security, integrity and traceability of all samples, data/results and documentation cleaning and maintaining equipment
Required knowledge
Required knowledge includes: concepts of metrology the international system of units (SI) purpose of test principles of the standard method pre-use equipment checks relevant standards/specifications and their interpretation sources of uncertainty in measurement and methods for control enterprise and/or legal traceability requirements interpretation and recording of test result, including simple calculations procedures for recognition/reporting of unexpected or unusual results relevant health, safety and environment requirements

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Assessors should ensure that candidates can: accurately interpret enterprise procedures or standard methods complete all tests within the required timeline without sacrificing safety, accuracy or quality demonstrate close attention to the accuracy and precision of measurements and the data obtained maintain the security, integrity and traceability of all samples, data/results and documentation.
Context of and specific resources for assessment	This unit of competency is to be assessed in the workplace or simulated workplace environment. This unit of competency may be assessed with: MSL922001A Record and present data. Resources may include: standard laboratory equipped with appropriate equipment standards and materials enterprise procedures and standard methods, and equipment manuals MSDS.
Method of assessment	The following assessment methods are suggested: review of the quality of test data/results achieved by the candidate over time inspection of records and workplace documentation completed by the candidate feedback from peers and supervisors observation of the candidate performing a range of basic tests oral or written questioning to check underpinning knowledge of test procedures. In all cases, practical assessment should be supported by questions to assess underpinning knowledge and those aspects of competency which are difficult to assess directly. Where applicable, reasonable adjustment must be made to work environments and training situations to accommodate ethnicity, age, gender, demographics and disability. Access must be provided to appropriate learning and/or assessment support when required. The language, literacy and numeracy demands of assessment should not be greater than those required to undertake the unit of competency in a work like environment.
This competency in practice	Industry representatives have provided the case studies below to illustrate the practical application of this unit of competency and to show its relevance in a workplace setting. Manufacturing Standard testing methods may be viewed as legal requirements that must be followed to ensure that a product manufactured in a chemical plant meets the specification by which it is sold to the customer. Technical assistants perform tests in a quality control laboratory to ensure that material meets legal requirements and the material is safe and effective in use. Peroxides may be present in ether as a result of light-catalysed air oxidation. Peroxides are toxic and can give rise to mixtures which are explosive when distilled. Technical assistants test ether to ensure that the level of peroxide is within acceptable limits. The test is done by shaking ether with a solution of potassium iodide. After standing for 30 minutes in the dark the yellow colour of the aqueous phase, due to the liberation of iodine, must not be more intense than a prepared standard solution. These tests ensure the quality and safety of the ether. Food processing A snack food company produces a range of high quality, impulse purchase snack foods. Some of these products are moisture and/or oxygen sensitive and are therefore packaged in multi-layer flexible packaging to provide optimum shelflife. The packaging must also be able to withstand the rigours of the production and distribution process. While the packaging is purchased to meet the shelflife and distribution specifications, the quality assurance program requires the periodic evaluation of the packaging materials against these specifications. A laboratory assistant uses standard methods to test the tearing resistance, bursting strength, impact resistance and permeability and/or leakage of the snack food packaging. Tests are also conducted on aspects of the manufacturing process that can affect shelflife. These tests involve the measuring of the heat-seam strength and the sealing performance of the closure process. The test results are recorded by the laboratory assistant to verify the conformance of the materials to the supplier specifications and of the process to the manufacturing specifications. The assistant reports any anomalies or non-conformances to the appropriate personnel. Construction materials testing A technician performs an Aggregate Stripping Test (AS 1141.50) and enters the results in the laboratory's information management system (LIMS). The resulting 20-30% stripped values (i.e. 70-80% adhering) indicate a 'fail' result. The technician notes that he has repeated the test and obtained the same 'fail' result. The laboratory manager reviews the results and asks the technician to explain how he performed the test. He describes how he prepared 3-4 mm thick plates of bitumen and binding agent in the mould and then placed 50 small clean pieces of aggregate on top. After treatment in an oven for 24 hours and a 50°C water bath in accordance with the test method, the technician had then carefully pulled out the pieces of aggregate and avoiding any twisting motion. He then estimated the % of bitumen adhering to each of the stones with the expectation that the stripped value would be about 5% (i.e. 95% adhering). The manager is satisfied that the technician has performed the test in accordance with the method and suggested that he now re-run the test with a known aggregate as a control. This test gives a stripped value of 5-7% (i.e. 93-95% adhering). The manager is now sufficiently confident of the laboratory's results to sign and issue the test report and explain the aggregate's 'test failure' to the client.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Codes of practice	Where reference is made to industry codes of practice, and/or Australian/international standards, it is expected the latest version will be used
Standards, codes, procedures and/or enterprise requirements	Standards, codes, procedures and/or enterprise requirements may include: Australian and international standards, such as: AS ISO 1000-1998 The international system of units (SI) and its application AS ISO 17025-2005 General requirements for the competence of testing and calibration laboratories AS/NZS 2243 Set:2006 Safety in laboratories set Australian code of good manufacturing practice for medicinal products (GMP) calibration and maintenance schedules enterprise recording and reporting procedures equipment manuals equipment startup, operation and shutdown procedures MSDS and safety procedures material, production and product specifications national measurement regulations and guidelines principles of good laboratory practice (GLP) production and laboratory schedules quality manuals standard operating procedures (SOPs)
Concepts of metrology	Concepts of metrology may include: that all measurements are estimates measurements belong to a population of measurements of the measured parameters repeatability precision accuracy significant figures sources of error uncertainty traceability
Preparation of samples	Preparation of samples may include: sub-sampling or splitting using procedures, such as riffling, coning and quartering, manual and mechanical splitters diluting samples physical treatments, such as ashing, dissolving, filtration, sieving, centrifugation and comminution moulding, casting or cutting specimens
Typical tests carried out by laboratory/field assistants	Typical tests carried out by laboratory/field assistants may include: visual/optical tests of appearance, colour, texture, identity, turbidity, refractive index (alcohol content and Baume/Brix) physical tests: density, specific gravity and compacted density moisture content and water activity particle size, particle shape and size distribution chemical tests: gravimetric colorimetric electrical conductivity (EC) and pH specific ions using dipsticks and kits nutrients (e.g. nitrates and orthophosphates) using basic kits ashes, including sulphated ashes biological/environmental tests: pH, oxygen reduction potential (ORP), dissolved oxygen (DO) and (EC) E coli using test kits surface hygiene/presence of microbes packaging tests: tearing resistance, bursting strength and impact resistance permeability and/or leakage mechanical tests: Emerson class concrete slump
Measurements	Measurements may include: simple ground surveys meteorological parameters, such as wind direction/strength, rainfall, maximum/minimum temperature, humidity and solar radiation simple background radiation survey production/process parameters, such as temperature, flow and pressure gas levels in a confined space
Common measuring equipment	Common measuring equipment may include: dimension apparatus DO and EC analogue and digital meters and charts/recorders basic chemical and biological test kits dipsticks and site test kits (e.g. HACK) timing devices temperature measuring devices, such as thermometers and thermocouples
Hazards	Hazards may include: electric shock biohazards, such as microbiological organisms and agents associated with soil, air, water, blood and blood products, and human or animal tissue and fluids solar radiation, dust and noise chemicals, such as sulphuric acid, fluorides and hydrocarbons aerosols sharps, broken glassware and hand tools flammable liquids dry ice and liquid nitrogen fluids under pressure sources of ignition occupational overuse syndrome, slips, trips and falls manual handling, working at heights and working in confined spaces crushing, entanglement and cuts associated with moving machinery or falling objects
Enterprise controls to address hazards	Enterprise controls to address hazards may include: use of MSDS use of signage, barriers and service isolation tags use of personal protective equipment, such as hard hats, hearing protection, sunscreen lotion, gloves, safety glasses, goggles, face guards, coveralls, gowns, body suits, respirators and safety boots use of appropriate equipment, such as biohazard containers and cabinets and laminar flow cabinets recognising and observing hazard warnings and safety signs labelling of samples, reagents, aliquoted samples and hazardous materials handling and storage of all hazardous materials and equipment in accordance with labelling, MSDS and manufacturer's instructions, and enterprise procedures and regulations cleaning and decontaminating equipment and work areas regularly using recommended procedures following established manual handling procedures for tasks involving manual handling
Minimising environmental impacts	Minimising environmental impacts may involve: recycling of non-hazardous waste, such as chemicals, batteries, plastic, metals and glass appropriate disposal of hazardous waste correct disposal of excess sample/test material correct storage and handling of hazardous chemicals
Occupational health and safety (OHS) and environmental management requirements	OHS and environmental management requirements: all operations must comply with enterprise OHS and environmental management requirements, which may be imposed through state/territory or federal legislation - these requirements must not be compromised at any time all operations assume the potentially hazardous nature of samples and require standard precautions to be applied where relevant, users should access and apply current industry understanding of infection control issued by the National Health and Medical Research Council (NHMRC) and State and Territory Departments of Health

Unit Sector(s)

Unit sector	Testing

Competency field

Competency field

Co-requisite units

Co-requisite units

MSS402020A Apply quick changeover procedures

Modification History

New unit, superseding MSACMT220A Apply quick changeover procedures - Equivalent

Unit Descriptor

This unit of competency covers the skills and knowledge required to apply quick changeover procedures in an organisation implementing competitive systems and practices.

Application of the Unit

This unit applies to individuals in an organisation which is implementing competitive systems and practices and is pursuing quick changeover as one of its competitive operations tools. The unit can apply to quick changeovers of equipment, processes, batches or product type.

This unit covers the carrying out of these quick changeovers and also recommending improvements within the scope and authority of the individual’s job.

Particular technical skills may also be required in some operations sectors and for some jobs. These skills should be gained from the Training Package relevant to the individual’s industry and occupation.

This unit requires the application of skills associated with applying quick changeover procedures, including the planning and organising of own work, identifying problems and making suggestions for improvement of procedures.

This unit may not be applicable to a totally continuous operation producing only the one product, or simultaneous range of products. The unit is also not applicable to a maintenance/PVI shutdown as experienced by the continuous process manufacturers. However, where there is continuous operation on a campaign basis, it may be applied to the changeover between campaigns or similar changeovers.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1	Prepare for changeover	1.1	Determine when changeover will be required
1.2	Review plans and instructions for quick changeover
1.3	Identify role of others in quick changeover
1.4	Obtain all required tools/parts/materials for changeover
1.5	Organise process and tools/parts/materials ready for changeover

2	Make quick changeover	2.1	Plan changeover according to quick changeover principles
2.2	Liaise and work with relevant people in quick changeover
2.3	Complete changeover according to procedures
2.4	Check output meets specification
2.5	Debrief with all relevant stakeholders
2.6	Note any steps which cause a problem
2.7	Recommend changes to problematic steps

3	Improve occupational health and safety (OHS)	3.1	Identify hazards to self or others in all steps/actions
3.2	Determine risks from each hazard
3.3	Identify actions which may be performed in a more ergonomic manner
3.4	Recommend changes to improve OHS

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
Required skills include: determining/predicting when a changeover will occur through knowledge of products and processes in own work area communicating with others to clarify scope and procedures for quick changeover and contributing suggestions for improvement planning own tasks in quick changeover identifying and working to target changeover time working as part of a team setting up quick changeover using appropriate tools, process skills and procedures following OHS procedures and regulatory requirements and notifying risks
Required knowledge
Required knowledge includes: principles of quick changeover, including: setting of target time for changeover conversion of internal set-up time to external set-up time, where appropriate simplification of changeover steps monitoring and continuous improvement of changeovers relevant operational procedures target time for changeover relevant OHS regulations and requirements purposes/requirements of changeover methods of recommending changes quality requirements for products and processes minimisation of changeover waste (e.g. scrap and energy )

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the ability to: identify the scope and equipment to be used in a quick changeover implemented in their work area identify the target time understand the difference between internal and external changeover steps identify own tasks and responsibilities in a quick changeover identify problems in quick changeovers contribute suggestions for improvement.
Context of and specific resources for assessment	Assessment of performance must be undertaken in a workplace using or implementing one or more competitive systems and practices. Access may be required to: workplace procedures and plans relevant to work area specifications and documentation relating to planned, currently being implemented, or implemented changes to work processes and procedures relevant to the assessee documentation and information in relation to production, waste, overheads and hazard control/management reports from supervisors/managers case studies and scenarios to assess response to contingencies.
Method of assessment	A holistic approach should be taken to the assessment. Competence in this unit may be assessed by using a combination of the following to generate evidence: demonstration in the workplace workplace projects suitable simulation case studies/scenarios (particularly for assessment of contingencies, improvement scenarios, and so on) targeted questioning reports from supervisors, peers and colleagues (third-party reports) portfolio of evidence. In all cases it is expected that practical assessment will be combined with targeted questioning to assess underpinning knowledge. Where applicable, reasonable adjustment must be made to work environments and training situations to accommodate ethnicity, age, gender, demographics and disability.
Guidance information for assessment	Assessment processes and techniques must be culturally appropriate and appropriate to the oracy, language and literacy capacity of the candidate and the work being performed.

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Competitive systems and practices	Competitive systems and practices may include, but are not limited to: lean operations agile operations preventative and predictive maintenance approaches monitoring and data gathering systems, such as Systems Control and Data Acquisition (SCADA) software, Enterprise Resource Planning (ERP) systems, Materials Resource Planning (MRP) and proprietary systems statistical process control systems, including six sigma and three sigma Just in Time (JIT), kanban and other pull-related operations control systems supply, value, and demand chain monitoring and analysis 5S continuous improvement (kaizen) breakthrough improvement (kaizen blitz) cause/effect diagrams overall equipment effectiveness (OEE) takt time process mapping problem solving run charts standard procedures current reality tree Competitive systems and practices should be interpreted so as to take into account: the stage of implementation of competitive systems and practices the size of the enterprise the work organisation, culture, regulatory environment and the industry sector
Changeover	Changeover may refer to: an exchange of equipment (often dies or tools (traditional)) a change between products/batches or between campaigns or processes. It may be any quantum change to produce a different product or undertake a different process In competitive systems and practices equipment-based quick changeover techniques in manufacturing can often be referred to under different names, for example: single minute exchange of die (SMED) – The term originated with die changeovers but now often refers to the ability to perform any set-up activity in a minute or less of machine or process downtime single-digit set-up – performing a set-up activity in a single-digit number of minutes (i.e. fewer than ten) one touch exchange of die (OTED) – literally, changing a die with one physical motion, such as pushing a button; broadly, an extremely simple procedure for performing a set-up activity
Set-up	Set-up can be divided into two types: internal set-up (work that can be done only when the machine or process is not actively engaged in production) external set-up (work that can be done concurrently with the machine or process performing production duties) The same distinction can be applied to non-production equipment-based work areas where changeovers of processes or operations can be: internal (requires work to stop, be reset, computers restarted, and so on) external (where work can continue during the changeover)
Set-up time	Set-up time includes: the work time required to change over a machine or process from one item or operation to the next item or operation
Procedures	Procedures may include: work instructions standard operating procedures formulas/recipes batch sheets temporary instructions and similar instructions provided for the smooth running of operations, processes, plant and equipment good operating practice as may be defined by industry codes of practice (e.g. good manufacturing practice (GMP) and responsible care) and government regulations Procedures may be: written, verbal, computer-based or in some other format

Unit Sector(s)

Unit sector	Competitive systems and practices

Custom Content Section

Not applicable.

MSS402030A Apply cost factors to work practices

Modification History

New unit, superseding MSACMT230A Apply cost factors to work practices - Equivalent

Unit Descriptor

This unit of competency covers the skills and knowledge required by an individual to identify cost components in their work and to be able to determine, in general terms, the cost impacts of alternative actions.

Application of the Unit

This unit applies to an individual who is required to contribute to, and be involved in, the assessment of cost factors in their work. This may be done individually or in a team environment.

The unit covers the skills to be able to assess the relative costs of the alternatives and use this as one of the key factors in making decisions. Decisions are made within the scope of the employee's authority and according to procedures. Typical decisions include those that contribute to the efficient organisation of own work and the improvement of production time and cycle times.

This unit requires the application of skills associated with problem solving to identify cost factors and cost implications of own work and self-management to apply cost-effective practices.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1	Identify the major cost components of product or process in own work area	1.1	Identify cost components in the product or process in own work area
1.2	Recognise the impact of current or alternative actions on costs

2	Identify constraints to cost-efficiency	2.1	Identify required production/process rate and major costs
2.2	Identify costs factors under individual or team control
2.3	Relate identified costs factors to impact on overall cost of production/process
2.4	Identify cost factors that are a constraint to cost-efficiency in own work area

3	Apply cost-efficient work practices	3.1	Identify and explain to relevant people the implications of possible actions/changes to improve cost-efficiency in simple financial terms
3.2	Identify non-financial implications of proposed changes in discussion with relevant people
3.3	Select actions which minimise overall costs
3.4	Monitor actions to ensure cost-efficiency in own work area is maintained

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
Required skills include: communicating with others to clarify cost factors and contribute suggestions for improvement visualising normal operational procedures in terms of flow distinguishing between fixed and variable costs identifying fixed and variable cost components relevant to own work, including where applicable: power/energy materials, plant and equipment production or process time, including impact on salary and wages office expenses government taxes and charges
Required knowledge
Required knowledge includes: cost components of products made costs concepts, such as expense and income major cost contributors to product (e.g. energy) the difference between internally and externally controlled costs difference between overhead, labour and consumables

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the ability to: identify the scope of their own and their teams work and relate it to the overall flow of work in the organisation express cost factors in specific terms (e.g. cost per item, process and task) and not just in a general manner identify and express costs factors in simple financial terms use cost factors to select lower cost alternatives when making decisions.
Context of and specific resources for assessment	Assessment of performance must be undertaken in a workplace using or implementing one or more competitive systems and practices. Access may be required to: workplace procedures and plans relevant to work area specifications and documentation relating to planned, currently being implemented, or implemented changes to work processes and procedures relevant to the assessee documentation and information in relation to production, waste, overheads and hazard control/management reports from supervisors/managers case studies and scenarios to assess responses to contingencies.
Method of assessment	A holistic approach should be taken to the assessment. Competence in this unit may be assessed by using a combination of the following to generate evidence: demonstration in the workplace workplace projects suitable simulation case studies/scenarios (particularly for assessment of contingencies, improvement scenarios, and so on) targeted questioning reports from supervisors, peers and colleagues (third-party reports) portfolio of evidence. In all cases it is expected that practical assessment will be combined with targeted questioning to assess underpinning knowledge. Where applicable, reasonable adjustment must be made to work environments and training situations to accommodate ethnicity, age, gender, demographics and disability.
Guidance information for assessment	Assessment processes and techniques must be culturally appropriate and appropriate to the oracy, language and literacy capacity of the candidate and the work being performed.

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Competitive systems and practices	Competitive systems and practices may include, but are not limited to: lean operations agile operations preventative and predictive maintenance approaches monitoring and data gathering systems, such as Systems Control and Data Acquisition (SCADA) software, Enterprise Resource Planning (ERP) systems, Materials Resource Planning (MRP) and proprietary systems statistical process control systems, including six sigma and three sigma Just in Time (JIT), kanban and other pull-related operations control systems supply, value, and demand chain monitoring and analysis 5S continuous improvement (kaizen) breakthrough improvement (kaizen blitz) cause/effect diagrams overall equipment effectiveness (OEE) takt time process mapping problem solving run charts standard procedures current reality tree Competitive systems and practices should be interpreted so as to take into account: the stage of implementation of competitive systems and practices the size of the enterprise the work organisation, culture, regulatory environment and the industry sector
Cost components	Cost components include: fixed and variable costs, such as power/energy, materials, plant and equipment, production or process time, including impact on salary and wages office expenses, such as telephone government taxes and charges
Process	Process may include: a production, maintenance, logistics, office or other support process in an organisation
Overall cost	Overall cost may include: the assessment of negative and positive financial implications negative long-term issues, such as occupational health and safety (OHS), environmental and regulatory issues

Unit Sector(s)

Unit sector	Competitive systems and practices

Custom Content Section

Not applicable.

MSS402040A Apply 5S procedures

Modification History

New unit, superseding MSACMT240A Apply 5S procedures in a manufacturing environment - Equivalent

Unit Descriptor

This unit of competency covers the skills and knowledge required by an employee to apply 5S procedures to their own job and work area. The unit assumes the employee has a particular job and an allocated work area and that processes in the work area are known by the individual.

Application of the Unit

This unit applies to an individual in an organisation who works in an operational position as part of production, maintenance, logistics, and so on. The unit can also apply to individuals in other organisations who have a discrete role and responsibility for individually managed processes. For employees in an office, the specific office-related unit MSS402041A Apply 5S in an office should be selected.

This unit applies where an organisation has decided to embark on a competitive systems and practices strategy and as part of this has adopted the philosophy of 5S as one of the tools to improve performance. The employee needs to apply 5S to their job and work area and maintain the housekeeping and other standards set by 5S.

This unit requires the application of skills associated with planning and organising, problem solving and self-management, in order to identify and implement 5S housekeeping practices.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1	Sort needed items from unneeded	1.1	Identify all items in the work area
1.2	Sort items to achieve deliverables and value expected by downstream and final customers
1.3	Sort items required for regulatory or other required purposes
1.4	Place any non-essential item in a appropriate place other than the workplace
1.5	Regularly check that only essential items are in the work area

2	Set the workplace in order	2.1	Identify the best location for each essential item
2.2	Place each essential item in its assigned location
2.3	After use immediately return each essential item to its assigned location
2.4	Regularly check that each essential item is in its assigned location

3	Shine the work area	3.1	Keep the work area clean and tidy at all times
3.2	Conduct regular housekeeping activities during shift
3.3	Ensure the work area is neat, clean and tidy at both beginning and end of shift

4	Standardise activities	4.1	Follow procedures
4.2	Follow checklists for activities, where available
4.3	Keep the work area to specified standard

5	Sustain the 5S system	5.1	Clean up after completion of job and before commencing next job or end of shift
5.2	Identify situations where compliance to standards is unlikely and take actions specified in procedures
5.3	Inspect work area regularly for compliance to specified standard
5.4	Recommend improvements to lift the level of compliance in the workplace

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
Required skills include: communicating with others to clarify issues during 5S implementation, communicate results and contribute suggestions for improvement visualising operations in terms of flow and contribution to customer outcomes planning own tasks in implementation of 5S implementing 5S in own work area according to instructions identifying waste (muda) prioritising activities and items reading and interpreting documents describing procedures recording activities and results against templates and other prescribed formats working with others solving problems
Required knowledge
Required knowledge includes: operations and processes relevant to own job meaning and application of 5S steps to own job and work area principles of efficient workplace organisation purposes of 5S methods of making/recommending improvements

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the ability to: identify own tasks and responsibilities and relate them to organisation and customer requirements identify and explain the stages of 5S implement 5S in own work area identify waste (muda) in the work area.
Context of and specific resources for assessment	Assessment of performance must be undertaken in a workplace using or implementing one or more competitive systems and practices. Access may be required to: workplace procedures and plans relevant to work area specifications and documentation relating to planned, currently being implemented, or implemented changes to work processes and procedures relevant to the assessee documentation and information in relation to production, waste, overheads and hazard control/management reports from supervisors/managers case studies and scenarios to assess responses to contingencies.
Method of assessment	A holistic approach should be taken to the assessment. Competence in this unit may be assessed by using a combination of the following to generate evidence: demonstration in the workplace workplace projects suitable simulation case studies/scenarios (particularly for assessment of contingencies, improvement scenarios, and so on) targeted questioning reports from supervisors, peers and colleagues (third-party reports) portfolio of evidence. In all cases it is expected that practical assessment will be combined with targeted questioning to assess underpinning knowledge. Where applicable, reasonable adjustment must be made to work environments and training situations to accommodate ethnicity, age, gender, demographics and disability.
Guidance information for assessment	Assessment processes and techniques must be culturally appropriate and appropriate to the oracy, language and literacy capacity of the candidate and the work being performed.

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Competitive systems and practices	Competitive systems and practices may include, but are not limited to: lean operations agile operations preventative and predictive maintenance approaches monitoring and data gathering systems, such as Systems Control and Data Acquisition (SCADA) software, Enterprise Resource Planning (ERP) systems, Materials Resource Planning (MRP) and proprietary systems statistical process control systems, including six sigma and three sigma Just in Time (JIT), kanban and other pull-related operations control systems supply, value, and demand chain monitoring and analysis 5S continuous improvement (kaizen) breakthrough improvement (kaizen blitz) cause/effect diagrams overall equipment effectiveness (OEE) takt time process mapping problem solving run charts standard procedures current reality tree Competitive systems and practices should be interpreted so as to take into account: the stage of implementation of competitive systems and practices the size of the enterprise the work organisation, culture, regulatory environment and the industry sector
5S	5S is a system of work organisation originally developed in Japan based around housekeeping principles. A close translation of the five stages in the housekeeping approach is: sort set in order shine standardise sustain
Sort	Sort involves keeping only what is absolutely necessary for the processes in the work area. Sort includes: clearing the work area of all non-essential equipment and materials Non-essential items are those not required to either produce product, conduct process or operations, or make required adjustments to equipment during process or operations
Set in order	Set in order includes: assigning required equipment and materials appropriate locations in the work area
Shine	Shine includes: keeping the work area clean at all times. This should be carried out to a regular daily schedule against allowed time and, on most occasions, at the end of a job
Standardise	Standardising includes: activities that help maintain the order and the housekeeping standards using procedures and checklists developed from a procedure
Sustain	Sustain includes: making sure that daily activities are completed every day regardless of circumstance cleaning up after a job undertaking inspections, including: informal inspections carried out often, at least weekly formal inspections carried out at least monthly generating continuous improvement actions from daily activities following up specific actions to generate continuous improvement
Items in work area	Items in work area may include: tools jigs/fixtures materials/components plant and equipment manuals personal items (e.g. bags, lunch boxes and posters) safety equipment and personal protective equipment other items which happen to be in the work area
Procedures	Procedures may include: work instructions standard operating procedures formulas/recipes batch sheets temporary instructions and similar instructions provided for the operation of the plant good operating practice as may be defined by industry codes of practice (e.g. good manufacturing practice (GMP) and responsible care) and government regulations Procedures may be: written, verbal, computer based or in some other format

Unit Sector(s)

Unit sector	Competitive systems and practices

Custom Content Section

Not applicable.

MSS402050A Monitor process capability

Modification History

New unit, MSACMT250A Monitor process capability - Equivalent

Unit Descriptor

This unit of competency covers the skills and knowledge required for gathering of data and the interpretation of simple information to determine the compliance of the process and the taking of action as defined by the procedures where the information reveals the process is out of control parameters.

Application of the Unit

This unit applies to an individual in an organisation adopting specific competitive systems and practices, usually either six sigma or statistical process control/three sigma, as a means of determining and improving the capability of their process to customer requirements. The individual is involved in collecting specified data and performing specified manipulations to the data (typically by plotting on a chart or by entering into a nominated computer program). The information is typically presented to team members in terms of graphs/charts which they are expected to interpret at a basic level and then take action in accordance with procedures to restore the process to being under control parameters.

This unit requires the application of skills associated with entering and monitoring operational data and information and requires initiative, enterprise and problem solving in identifying production variations and making improvement recommendations.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

1	Collect and process data	1.1	Take specified measurements/readings, as required
1.2	Enter data in log, computer or other record
1.3	Manipulate and/or chart data as required by procedures

2	Identify variations that are not random and take action	2.1	Examine chart and/or reliability information
2.2	Distinguish between random variations and those with an identifiable cause
2.3	Take action specified in procedures when a variation with an identifiable cause occurs

3	Assist in process improvement	3.1	Collect data for process capability improvement trials
3.2	Make recommendations for improvement
3.3	Implement revised capability monitoring procedures

Elements and Performance Criteria

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
Required skills include: reading and interpreting electronic and hard copy operating instructions and documents, including where used: work instructions standard operating procedures formulas/recipes production and batch sheets temporary instructions other provided operating instructions monitoring performance data against specifications and control parameters examining equipment procedures, products and processes for possible causes of variations identifying when corrective action is required by reference to procedures
Required knowledge
Required knowledge includes: data collection methods for operations in work area data processing techniques required basic variability and normal distribution recognition of identifiable causes in accordance with procedures causes of different types of identifiable causes as defined by procedures actions to be taken for the different causes

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence should be available of data collected and processed. There may also be evidence of assignable causes recognised and action taken. There should not be evidence of assignable causes being ignored. A person who demonstrates competency in this unit must be able to provide evidence of the ability to: identify the scope of operations, including required performance parameters in their work area collect, enter and process data, including normal performance and variations read and interpret data, including identifying variation to set parameters determine where assignable causes can be allocated to variations and take appropriate action participate in data collection, when required, for process capability trials contribute suggestions for improvement.
Context of and specific resources for assessment	Assessment of performance must be undertaken in a workplace using or implementing one or more competitive systems and practices Access may be required to: workplace procedures and plans relevant to work area specifications and documentation relating to planned, currently being implemented, or implemented changes to work processes and procedures relevant to the assessee documentation and information in relation to production, waste, overheads and hazard control/management reports from supervisors/managers case studies and scenarios to assess responses to contingencies.
Method of assessment	A holistic approach should be taken to the assessment. Competence in this unit may be assessed by using a combination of the following to generate evidence: demonstration in the workplace workplace projects suitable simulation case studies/scenarios (particularly for assessment of contingencies, improvement scenarios, and so on) targeted questioning reports from supervisors, peers and colleagues (third-party reports) portfolio of evidence In all cases it is expected that practical assessment will be combined with targeted questioning to assess underpinning knowledge. Where applicable, reasonable adjustment must be made to work environments and training situations to accommodate ethnicity, age, gender, demographics and disability.
Guidance information for assessment	Assessment processes and techniques must be culturally appropriate and appropriate to the oracy, language and literacy capacity of the candidate and the work being performed.

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Competitive systems and practices	Competitive systems and practices may include, but are not limited to: lean operations agile operations preventative and predictive maintenance approaches monitoring and data gathering systems, such as Systems Control and Data Acquisition (SCADA) software, Enterprise Resource Planning (ERP) systems, Materials Resource Planning (MRP) and proprietary systems. statistical process control systems, including six sigma and three sigma Just in Time (JIT), kanban and other pull-related operations control systems supply, value, and demand chain monitoring and analysis 5S continuous improvement (kaizen) breakthrough improvement (kaizen blitz) cause/effect diagrams overall equipment effectiveness (OEE) takt time process mapping problem solving run charts standard procedures current reality tree Competitive systems and practices should be interpreted so as to take into account: the stage of implementation of competitive systems and practices the size of the enterprise the work organisation, culture, regulatory environment and the industry sector
Six sigma	Six sigma is a process improvement methodology based on statistical process control with six sigma limits which equates to 3.4 defects per million opportunities for each product or service transaction Six sigma is also often used as a general term covering a competitive systems and practices approach. Six sigma training typically covers several units of competency in this Training Package
Three sigma	Three sigma includes: statistical process control with three sigma limits which equates to 3 defects per thousand opportunities for each product or service transaction
Procedures	Procedures may include: work instructions standard operating procedures formulas/recipes batch sheets temporary instructions and similar instructions provided for the smooth running of the plant good operating practice as may be defined by industry codes of practice (e.g. good manufacturing practice (GMP) and responsible care) government regulations Procedures may be: written, verbal, computer-based or in some other form
Random variation	Random variation is the term used in statistical control to refer to those variations for which no cause can be found
Identifiable cause	Identifiable cause (also referred to as assignable cause or special cause) refers to: those variations for which a cause can be found and so the cause of the variation eliminated
Process capability	Process capability means the capability of the process to deliver to customer defined requirements. Process capability includes process stability against standardised practices and documentation to eliminate variation against customer requirements

Unit Sector(s)

Unit sector	Competitive systems and practices

Custom Content Section

Not applicable.

MSS402051A Apply quality standards

Modification History

New unit, superseding MSACMT251A Apply quality standards - Equivalent

Unit Descriptor

This unit of competency covers the skills and knowledge required to apply quality standards to work operations in an organisation. The unit is designed to complement competitive systems and practices units.

Application of the Unit

This unit applies to an individual who is expected to take responsibility for the quality of their own work, and to take actions specified in the procedures and within the scope of their job and authority to ensure that quality standards are met.

This unit requires the application of skills associated with interpreting and applying workplace standards and identifying and addressing problems that interfere with quality outcomes. The unit requires initiative, enterprise and self-management to ensure quality standards are achieved.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1	Assess own work	1.1	Continuously check completed work against workplace standards relevant to the operation being undertaken
1.2	Demonstrate an understanding of how the work activities and completed work relate to the next production process or processes and to the final products or services concerned
1.3	Identify and isolate faulty components, products or processes
1.4	Record and/or report faults and any identified causes to the supervisor concerned, where required, in accordance with workplace procedures

2	Assess quality of received components, parts or materials	2.1	Continuously check received components, parts, materials, information, service or final products against workplace standards and specifications for conformance
2.2	Demonstrate an understanding of how the received components, parts or materials, information or service relate to the current operation and how they contribute to the final quality of the product or service
2.3	Identify and isolate faulty components, parts, materials or information that relate to the operator's work
2.4	Record and/or report faults and any identified causes in accordance with workplace procedures
2.5	Identify causes of any identified faults and take corrective action as specified in workplace procedures

3	Measure components, parts or materials	3.1	Measure materials, component parts, information, service or products, as required, using the appropriate measuring instruments in accordance with workplace procedures

4	Record information on production indicator	4.1	Record basic information on quality and other indicators of process performance in accordance with workplace procedures

5	Investigate causes of quality deviations	5.1	Investigate and report causes of deviations from specified quality standards for components
5.2	Recommend suitable preventative action based on workplace quality standards and the identified causes of deviations from specified quality standards of materials

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
Required skills include: interpreting work instructions, specifications, standards and patterns appropriate to own work carrying out relevant visual inspections of materials, component parts and final products carrying out relevant physical/chemical measurements or tests maintaining accurate work records in accordance with procedures carrying out work in accordance with occupational health and safety (OHS) policies and procedures meeting work specifications communicating effectively within defined workplace procedures interpreting and applying defined procedures
Required knowledge
Required knowledge includes: relevant quality standards, policies and procedures relevant production processes, materials and products basic characteristics of materials used in the relevant production processes safety and environmental aspects of relevant production processes relevant measurement techniques and quality checking procedures workplace procedures reporting procedures

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the ability to: interpret, relevant work instructions, standards and specifications appropriate to own work check and measure relevant quality parameters interpret results of quality checks in terms of specifications, patterns and work standards take required action where standards of materials, component parts, final product or work processes are found to be unacceptable maintain accurate records.
Context of and specific resources for assessment	Assessment of performance must be undertaken in a workplace using or implementing one or more competitive systems and practices. Access may be required to: workplace procedures and plans relevant to work area specifications and documentation relating to planned, currently being implemented, or implemented changes to work processes and procedures relevant to the assessee documentation and information in relation to production, waste, overheads and hazard control/management reports from supervisors/managers case studies and scenarios to assess responses to contingencies.
Method of assessment	A holistic approach should be taken to the assessment. Competence in this unit may be assessed by using a combination of the following to generate evidence: demonstration in the workplace workplace projects suitable simulation case studies/scenarios (particularly for assessment of contingencies, improvement scenarios, and so on) targeted questioning reports from supervisors, peers and colleagues (third-party reports) portfolio of evidence. In all cases it is expected that practical assessment will be combined with targeted questioning to assess underpinning knowledge. Where applicable, reasonable adjustment must be made to work environments and training situations to accommodate ethnicity, age, gender, demographics and disability.
Guidance information for assessment	Assessment processes and techniques must be culturally appropriate and appropriate to the oracy, language and literacy capacity of the candidate and the work being performed.

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Competitive systems and practices	Competitive systems and practices may include, but are not limited to: lean operations agile operations preventative and predictive maintenance approaches monitoring and data gathering systems, such as Systems Control and Data Acquisition (SCADA) software, Enterprise Resource Planning (ERP) systems, Materials Resource Planning (MRP) and proprietary systems statistical process control systems, including six sigma and three sigma Just in Time (JIT), kanban and other pull-related operations control systems supply, value, and demand chain monitoring and analysis 5S continuous improvement (kaizen) breakthrough improvement (kaizen blitz) cause/effect diagrams overall equipment effectiveness (OEE) takt time process mapping problem solving run charts standard procedures current reality tree Competitive systems and practices should be interpreted so as to take into account: the stage of implementation of competitive systems and practices the size of the enterprise the work organisation, culture, regulatory environment and the industry sector
Quality parameters	Quality parameters may include: finish size durability product or process variations materials alignment colour damage and imperfections time
Quality checks	Quality checks are against set parameters for the process or product. Examples include: visual inspection physical measurements chemical tests checks against patterns, templates and guides processing time
Materials	Materials may include: physical raw materials orders, forms and other documentation services required for undertaking an operation (e.g. power, water, compressed air and fuel)
Measure	Measure includes: those measurements which may be taken by the employee in the workplace/at their work station
Procedures	Procedures may include: work instructions standard operating procedures formulas/recipes batch sheets temporary instructions and similar instructions provided for the operation of the plant good operating practice as may be defined by industry codes of practice (e.g. good manufacturing practice (GMP) and responsible care) government regulations Procedures may be: written, verbal, computer-based or in some other format
Indicators of production performance	Indicators of production performance may include: number of items/production rate delays and causes of delays (where known) other information as specified in the procedures
Data entry/recording	Data entry/recording may include: keyboard written (including ticks or signs) verbal
Sources of information/ documents	Sources of information/documents may include: quality and Australian standards and procedures work instructions, patterns, designs and recipes organisation work procedures manufacturer instructions for materials and equipment organisational or external personnel customer requirements
Investigate and report	Investigate and report includes: following set procedures defined for such investigations Set procedures may include: verbal instructions documented procedures other quality procedures as implemented within an organisation or work environment
Workplace context	Workplace context includes: work organisation procedures and practices relating to the manufacture and quality outcomes for products conditions of service, legislation and industrial agreements, including: workplace agreements and awards federal or state/territory legislation standard work practice
Reporting/communication	Reporting/communication may include: verbal and written communication in accordance with organisational policies and procedures oral, written or visual communication and may include simple data
Being responsible for the maintenance of own work quality	Being responsible for the maintenance of own work quality may include: contributing to the quality improvement of team or section output, where necessary, in accordance with workplace procedures following safety, environmental, housekeeping and quality procedures as specified by materials/machine/equipment manufacturers, regulatory authorities and the organisation
Applicable regulations and legislation	Applicable regulations and legislation may include: OHS legislation relevant to workplace activities workers compensation legislation

Unit Sector(s)

Unit sector	Competitive systems and practices

Custom Content Section

Not applicable.

MSS402081A Contribute to the application of a proactive maintenance strategy

Modification History

New unit, superseding MSACMT281A Contribute to the application of a proactive maintenance strategy - Equivalent

Unit Descriptor

This unit of competency covers the skills and knowledge required to make a positive contribution to proactive maintenance strategies, including actions that contribute to equipment uptime and overall equipment effectiveness (OEE).

Application of the Unit

This unit applies to an individual in an organisation which is following a predictive, preventative or reliability-centred maintenance strategy and which requires commitment from all employees. The employee should 'own' their equipment/plant and take an active part in the implementation of the strategy within the scope of their authority.

This unit requires the application of skills associated with accessing and maintaining equipment/plant documentation, It also requires problem solving, initiative and enterprise to continually monitor and maintain operational performance of equipment/plant used in work role.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1	Maintain equipment/plant	1.1	Keep equipment/plant within area of responsibility clean
1.2	Ensure equipment/plant is serviced and adjusted, as required, in accordance with procedures and own level of responsibility
1.3	Access manufacturer manuals and specifications, where required, to expand knowledge on the maintenance of equipment/plant
1.4	Access and update documentation on equipment/plant operation and maintenance as appropriate to workplace procedures

2	Monitor operation of equipment/plant	2.1	Regularly check key conditions of the equipment/plant as defined in workplace procedures
2.2	Regularly check equipment/plant OEE
2.3	Note any deviation from conditions specified in procedures
2.4	Identify any previous occurrences of this deviation

3	Identify deviations and patterns	3.1	Identify any previous occurrences of a deviation
3.2	Identify any related deviations which have occurred
3.3	Identify any unusual occurrence which may be related to a deviation

4	Take action appropriate to competency and authority on deviation	4.1	Liaise with relevant people regarding the deviation and the solution
4.2	Implement solution and/or assist with the implementation of the solution, as appropriate

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
Required skills include: reading and interpreting electronic and hard copy plant, equipment, and process instructions and documents, including where used: work instructions standard operating procedures workshop manuals and instructions from equipment manufacturers in regards to plant or equipment operation, regular maintenance, troubleshooting, and record of use or production production and batch sheets temporary instructions other provided operating instructions examining equipment procedures, products and processes for possible causes of deviations from patterns of normal use interpreting OEE rates servicing and maintaining plant and equipment consistent with area of responsibility and own technical skills
Required knowledge
Required knowledge includes: normal behaviour of the equipment/plant indicators of abnormal performance principles of operation of plant and equipment sufficient to recognise problems and propose solutions appropriate cleaning and adjusting for the equipment/plant/area as required by procedures concept of OEE as: availability x performance x quality rate where: availability takes into account losses due to breakdown, set up and adjustments performance takes into account losses due to minor stoppages, reduced speed and idling quality rate takes into account t losses due to rejects, re-works and start-up waste

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the ability to: recognise deviations from normal performance patterns and deal with them appropriately undertake operational service and maintenance on plant and equipment according to instructions.
Context of and specific resources for assessment	Assessment of performance must be undertaken in a workplace using or implementing one or more competitive systems and practices. Access may be required to: workplace procedures and plans relevant to work area specifications and documentation relating to planned, currently being implemented, or implemented changes to work processes and procedures relevant to the assessee documentation and information in relation to production, waste, overheads and hazard control/management reports from supervisors/managers case studies and scenarios to assess responses to contingencies.
Method of assessment	A holistic approach should be taken to the assessment. Competence in this unit may be assessed by using a combination of the following to generate evidence: demonstration in the workplace workplace projects suitable simulation case studies/scenarios (particularly for assessment of contingencies, improvement scenarios, and so on) targeted questioning reports from supervisors, peers and colleagues (third-party reports) portfolio of evidence. In all cases it is expected that practical assessment will be combined with targeted questioning to assess underpinning knowledge. Where applicable, reasonable adjustment must be made to work environments and training situations to accommodate ethnicity, age, gender, demographics and disability.
Guidance information for assessment	Assessment processes and techniques must be culturally appropriate and appropriate to the oracy, language and literacy capacity of the candidate and the work being performed.

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Competitive systems and practices	Competitive systems and practices may include, but are not limited to: lean operations agile operations preventative and predictive maintenance approaches monitoring and data gathering systems, such as Systems Control and Data Acquisition (SCADA) software, Enterprise Resource Planning (ERP) systems, Materials Resource Planning (MRP) and proprietary systems statistical process control systems, including six sigma and three sigma Just in Time (JIT), kanban and other pull-related operations control systems supply, value, and demand chain monitoring and analysis 5S continuous improvement (kaizen) breakthrough improvement (kaizen blitz) cause/effect diagrams OEE takt time process mapping problem solving run charts standard procedures current reality tree Competitive systems and practices should be interpreted so as to take into account: the stage of implementation of competitive systems and practices the size of the enterprise the work organisation, culture, regulatory environment and the industry sector
Uptime	Uptime refers to: the overall availability of the plant – it is the inverse of downtime or the unavailability of the plant. Ideal uptime is 100%
Procedures	Procedures may include: work instructions standard operating procedures formulas/recipes batch sheets temporary instructions and similar instructions provided for the smooth running of the plant good operating practice as may be defined by industry codes of practice (e.g. good manufacturing practice (GMP) and responsible care) government regulations Procedures may be: written, verbal, computer-based or in some other format

Unit Sector(s)

Unit sector	Competitive systems and practices

Custom Content Section

Not applicable.

MSS403001A Implement competitive systems and practices

Modification History

New unit, superseding MSACMS400A Implement a competitive manufacturing system - Equivalent

Unit Descriptor

This unit of competency covers the skills and knowledge required to implement and review competitive systems and practices in a person’s own work within a team or work area, including the consideration of the impact on the work of others. The unit focuses on the holistic application of competitive systems and practices to achieve improved performance in own work and in activities with others in the team or work area that contribute to improving customer benefit.

Application of the Unit

This unit applies to individuals who are applying competitive systems and practices to their own work in a way that integrates with others in the team or work area who are also implementing competitive systems and practices. Depending on the operations or processes in the team or work area the unit may also include interaction with other teams and work areas.

The unit is suitable for individuals who have formal responsibility for the work of others, such as team leaders. It is also suitable for individuals, such as technicians and tradespeople, who must integrate the application of their technical skills with the implementation of competitive systems and practices in an organisation.

The unit applies to the areas of cost, quality, delivery, safety/environment, and employee capability including continuous reviewing of performance against these five areas in liaison with other relevant people. Improvement initiatives in these five areas are usually developed and implemented with the support of technical support staff. Whereas other units may emphasise the competence to use one or more competitive practices, this unit emphasises the ability to advance on all five key areas over a moderate time period.

This unit requires the application of skills associated with problem solving and initiative and enterprise in order to identify opportunities to make improvements and maximise performance. Communication, the ability to work in a team and planning and organising skills are required to implement improvements and address any conflicts that arise. This unit also requires an ability to identify appropriate technology, and to consider and integrate feedback on how personal performance can be improved.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1	Contribute to the improvement of the operations system in team or work area	1.1	Identify key performance indicators for area of operations
1.2	Implement and review competitive systems and practices to improve health, safety and environment (HSE) performance of self and others
1.3	Implement and review competitive systems and practices to maximise quality consistency
1.4	Implement and review competitive systems and practices and identify any skill and training issues that need to be addressed to improve capability of self and others
1.5	Implement and review competitive systems and practices to maximise customer benefit/cost ratio
1.6	Implement and review competitive systems and practices to reduce lead time to delivery within the scope of authority and responsibility
1.7	Work with relevant stakeholders to resolve conflicts which arise from implementation of competitive systems and practices
1.8	Select improvements which will deliver the greatest overall benefit for the resources required/available without reducing current performance on individual factors

2	Implement improvements	2.1	Implement the chosen improvement/s
2.2	Check the selected improvements improve the system as a whole and do not result in unintended consequences
2.3	Monitor implementation and make adjustments, as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
Required skills include: communicating with others to clarify scope of implementation of competitive systems and practices, including: value stream mapping 5S Just in Time (JIT) mistake proofing process mapping establishing customer pull kaizen and kaizen blitz setting of key performance indicators/metrics identification and elimination of waste (muda) monitoring performance in key areas, including: HSE performance quality consistency capability and performance by team members customer benefit/cost ratio reduce lead time to delivery contributing suggestions for improvement analysing operational procedures in terms of flow and contribution to customer outcomes planning tasks to support competitive systems and practices implementation identifying and implementing appropriate data gathering and analysis techniques within area of responsibility to identify change over time in indicators relating to: cost quality delivery safety/environment employee capability and support for competitive systems and practices solving problems to root causes
Required knowledge
Required knowledge includes: customers and the value they derive from products and processes of the organisation or area cost components and their relationship to customer benefits/features suppliers and their capabilities waste (muda) factors causing variability in a product and how to control them factors that promote standardisation relevant competitive systems and practices tools for area and how to apply them factors impacting on the product, process and waste, particularly those wholly or partially under own and other immediate area employees control (and how to control them) good HSE practice and factors impacting on HSE performance own capability and how to improve it optimisation techniques appropriate to the organisation and the job application of quality standards and processes

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of their ability to: identify key performance indicators appropriate to their own work area implement and review competitive systems and practices in own work, including interaction with others in the work area in the areas of: HSE performance quality consistency capability and performance by team members customer benefit/cost ratio reduce lead time to delivery select improvements that deliver the greatest overall benefit monitor the implementation of improvements and make appropriate adjustments.
Context of and specific resources for assessment	Assessment of performance must be undertaken in a workplace using or implementing one or more competitive systems and practices. Access may be required to: workplace procedures and plans relevant to work area specifications and documentation relating to planned, currently being implemented, or implemented changes to work processes and procedures relevant to the assessee documentation and information in relation to production, waste, overheads and hazard control/management reports from supervisors/managers case studies and scenarios to assess responses to contingencies.
Method of assessment	A holistic approach should be taken to the assessment. Competence in this unit may be assessed by using a combination of the following to generate evidence: demonstration in the workplace workplace projects suitable simulation case studies/scenarios (particularly for assessment of contingencies, improvement scenarios, and so on) targeted questioning for appropriate portions reports from supervisors, peers and colleagues (third-party reports) portfolio of evidence In all cases it is expected that practical assessment will be combined with targeted questioning to assess underpinning knowledge. Where applicable, reasonable adjustment must be made to work environments and training situations to accommodate ethnicity, age, gender, demographics and disability.
Guidance information for assessment	Assessment processes and techniques must be culturally appropriate and appropriate to the oracy, language and literacy capacity of the candidate and the work being performed.

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Competitive systems and practices	Competitive systems and practices may include, but are not limited to: lean operations agile operations preventative and predictive maintenance approaches monitoring and data gathering systems, such as Systems Control and Data Acquisition (SCADA) software, Enterprise Resource Planning (ERP) systems, Materials Resource Planning (MRP) and proprietary systems statistical process control systems, including six sigma and three sigma JIT, kanban and other pull-related operations control systems supply, value, and demand chain monitoring and analysis 5S continuous improvement (kaizen) breakthrough improvement (kaizen blitz) cause/effect diagrams overall equipment effectiveness (OEE) takt time process mapping problem solving run charts standard procedures current reality tree Competitive systems and practices should be interpreted so as to take into account: the stage of implementation of competitive systems and practices the size of the enterprise the work organisation, culture, regulatory environment and the industry sector
Competitive systems and practices tools	Competitive systems and practices tools include: 5S 6 sigma continuous improvement cause effect diagrams
Customer	Competitive systems and practices organisations encompass the entire production system, beginning with the customer, and includes: the product sales outlet the final assembler product design raw material mining and processing all tiers of the value stream (sometimes called the supply chain) Customer may include: internal or external customers, and should also include the final customer as the basis for the identification of waste The unit does not require interfacing directly with the external customer, but there should be sufficient information to identify customer benefits and features
Supplier	Supplier may include: an internal supplier an external supplier The unit does not require interfacing directly with external suppliers, but there should be sufficient information to enable identification of supplier abilities
Waste	Waste (also known as muda in the Toyota Production System and its derivatives) is any activity which does not contribute to customer benefit/features in the product. Categories of waste include: excess production and early production delays movement and transport poor process design inventory inefficient performance of a process making defective items other activities which do not yield any benefit to the organisation or any benefit to the organisations customers
Operations	Operations indicate: the holistic combination of the process, plant and equipment, procedures and practices, including the skills and work organisation of the workforce, which make up the productive organisation
Implement improvements	Implementation of improvements may be undertaken: within own job role as part of processes and operations in the work area or team

Unit Sector(s)

Unit sector	Competitive systems and practices

Custom Content Section

Not applicable.

MSS403032A Analyse manual handling processes

Modification History

New unit, superseding MSACMT432A Analyse manual handling processes - Equivalent

Unit Descriptor

This unit of competency covers the skills and knowledge required to analyse manual handling in terms of its efficiency and safety.

Application of the Unit

This unit applies to an individual who is required to examine the manual handling component of a job and improve it in terms of safety, effort required and efficiency. This may be conducted for a job performed by others or it may be for the person's own job.

This unit primarily requires the application of skills associated with problem solving, initiative and enterprise to identify safe and efficient manual handling, and planning and organising to ensure processes are implemented. This unit also requires communication with, and involvement of, others to ensure they understand the approach and to facilitate training.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1	Assess manual handling risks	1.1	Identify manual handling hazards in work area
1.2	Assess risks arising from manual handling hazards

2	Analyse physical effort requirements of job	2.1	Determine basic manual handling requirements of job
2.2	Analyse requirements in terms of components, such as lift, move, place and hold
2.3	Analyse items to be handled in terms such as weight, size, shape or other hazards

3	Determine time/effort components of physical effort	3.1	Break required movement pattern down into movement components
3.2	Determine time and effort requirements for movements
3.3	Develop alternative movement patterns
3.4	Determine time and effort requirements for alternative movements
3.5	Determine handling aids required to assist movement
3.6	Determine preferred movement pattern

4	Analyse the ergonomics of physical effort	4.1	Analyse the ergonomics of the preferred movement pattern
4.2	Develop substitute movements for any movement which is not ergonomically sound
4.3	Determine handling aids required to improve ergonomics of required movements

5	Optimise application of physical effort	5.1	Select movement patterns which are ergonomically sound and time and effort efficient
5.2	Ensure all relevant people are trained to use these methods
5.3	Ensure procedures and practices reflect the optimum methods
5.4	Communicate with team members and involve them in development of alternatives to ensure awareness and facilitate learning

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
Required skills include: communicating with others about work processes and jobs identifying ergonomically sound and unsound movements both at a general level and related to individual capability analysing manual handling processes working cooperatively with others demonstrating or arranging to have demonstrated ergonomically correct movements applying basic mathematics solving problems
Required knowledge
Required knowledge includes: relevant occupational health and safety (OHS) Acts and regulations as applied to manual handling principles of job and work method design as applied to efficient and safe movement principles of work analysis principles of ergonomics/safe movement aids than can assist with or substitute for manual handling

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of their ability to: analyse manual handling requirements and risks in jobs distinguish between ergonomically sound and unsound movement analyse manual handling movements and risks for an individual relate manual handling requirements to job efficiency.
Context of and specific resources for assessment	Assessment of performance must be undertaken in a workplace using or implementing one or more competitive systems and practices. Access may be required to: workplace procedures and plans relevant to work area specifications and documentation relating to planned, currently being implemented, or implemented changes to work processes and procedures relevant to the assessee documentation and information in relation to production, waste, overheads and hazard control/management reports from supervisors/managers case studies and scenarios to assess responses to contingencies.
Method of assessment	A holistic approach should be taken to the assessment. Competence in this unit may be assessed by using some combination of the following to generate evidence: demonstration in the workplace workplace projects suitable simulation case studies/scenarios (particularly for assessment of contingencies, improvement scenarios, and so on) targeted questioning reports from supervisors, peers and colleagues (third-party reports) portfolio of evidence. In all cases it is expected that practical assessment will be combined with targeted questioning to assess underpinning knowledge. Where applicable, reasonable adjustment must be made to work environments and training situations to accommodate ethnicity, age, gender, demographics and disability.
Guidance information for assessment	Assessment processes and techniques must be culturally appropriate and appropriate to the oracy, language and literacy capacity of the candidate and the work being performed.

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Competitive systems and practices	Competitive systems and practices may include, but are not limited to: lean operations agile operations preventative and predictive maintenance approaches monitoring and data gathering systems, such as Systems Control and Data Acquisition (SCADA) software, Enterprise Resource Planning (ERP) systems, Materials Resource Planning (MRP) and proprietary systems statistical process control systems, including six sigma and three sigma Just in Time (JIT), kanban and other pull-related operations control systems supply, value, and demand chain monitoring and analysis 5S continuous improvement (kaizen) breakthrough improvement (kaizen blitz) cause/effect diagrams overall equipment effectiveness (OEE) takt time process mapping problem solving run charts standard procedures current reality tree Competitive systems and practices should be interpreted so as to take into account: the stage of implementation of competitive systems and practices the size of the enterprise the work organisation, culture, regulatory environment and the industry sector
Procedures	Procedures may include: work instructions standard operating procedures formulas/recipes batch sheets temporary instructions and similar instructions provided for the smooth running of the plant good operating practice as may be defined by industry codes of practice (e.g. good manufacturing practice (GMP) and Responsible Care) government regulations Procedures may be: written, verbal, computer-based or in some other format
Manual handling hazards	Manual handling hazards may include: loads that pose a risk of injury ergonomically unsound movements hazard requirements as defined by relevant OHS Acts and regulations, industry standards and best practice
Ergonomically unsound movements	Ergonomically unsound movements may include: awkward and repetitive movements carrying, pushing, pulling or lifting of heavy loads carrying or movement against hard, sharp, slippery or other difficult to grasp loads Ergonomically unsound movements should be assessed against the capabilities of individual workers as what is a sound movement for one worker may be unsound for others depending on physique and individual condition
Ergonomically sound movements	Ergonomically sound movements are movements which decrease the risk of injury. Sound movements will vary according to the load and individual. Examples include: keeping loads close to the body and near the person's centre of gravity using diagonal foot positions for lifting moving loads at waist height rather than directly from the floor

Unit Sector(s)

Unit sector	Competitive systems and practices

Custom Content Section

Not applicable.

MSS403051A Mistake proof an operational process

Modification History

New unit, superseding MSACMT451A Mistake proof a production process - Equivalent

Unit Descriptor

This unit of competency covers the skills and knowledge required to make changes to own and others work in a work area which prevents errors and/or backsliding to a pre-improvement level of practice.

Application of the Unit

This unit applies to a person who needs to analyse a process that a team is responsible for and determine methods of mistake proofing it (e.g. ensuring it only produces product within an acceptable range or error-free transport and storage of goods). The person will typically be a technical expert, team leader or be in a role where they have sufficient technical understanding of processes in their own work and that of others to be able to mistake proof the production process in their area. After improvement activities have been undertaken these improvements need to be sustained.

This unit requires the application of skills associated information gathering and analysis. Initiative, enterprise and problem solving are also required to identify mistakes and determine strategies for eliminating them. This unit also requires communication and teamwork skills to ensure mistake proofing strategies are implemented and self-management and learning skills to continually reflect on and integrate feedback about the effectiveness of strategies.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1	Analyse process	1.1	Identify sources of variability/non-conformance in the process
1.2	Identify critical control points in process
1.3	Analyse causes of variability/non-conformance

2	Develop preventative techniques/systems	2.1	Liaise with team members and other people to develop mistake proof options for performing operation
2.2	Test and validate mistake proofing options

3	Implement permanent fix	3.1	Liaise with relevant people to have systems/procedures changed to implement solution
3.2	Liaise with relevant people to implement the solution
3.3	Liaise with relevant people to ensure self and others in the team or work area have an appropriate skills set
3.4	Follow through to ensure implementation occurs

4	Monitor implementation	4.1	Critically observe the implementation
4.2	Compare the results of the implementation against the expected outcomes
4.3	Modify solution to improve outcomes
4.4	Ensure procedures reflect change
4.5	Ensure training/assessment reflects change
4.6	Audit change at agreed period/cycle
4.7	Take action on any observed deviation

5	Seek improvements	5.1	Observe changes
5.2	Analyse process again, if required, to ensure improvements are sustained

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
Required skills include: communicating with team or work group members, technical support personnel and other relevant staff explaining mistake proofing and related concepts facilitating input of others and encouraging acceptance of changes analysing and visualising operations in terms of flow and contribution to customer outcomes solving problems to determine root cause of errors and possible solutions analysing and interpreting information about errors and mistake proofing options in terms of cost, feasibility, regulations and value to the customer suggesting design changes to operations and products that eliminate the potential for errors suggesting mechanisms or procedures that warn of errors where operations cannot be designed to eliminate errors,
Required knowledge
Required knowledge includes: mistake proofing concepts, including, in priority order: eliminate the possibility of the error via changes to the process prevent the error from occurring via physical or virtual barriers reduce likelihood of the error by encouraging correct action mitigate the impact of the error if it does occur understanding of processes undertaken by team factors in the processes which may cause variability methods of controlling the variability in the process mistake proofing methods relevant to the process/product

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the ability to: analyse variability and non-conformances identify, analyse and evaluate information from a variety of sources to identify errors and options for mistake proofing facilitate implementation of mistake proofing activities that reduce waste facilitate sustaining the mistake proofing activities.
Context of and specific resources for assessment	Assessment of performance must be undertaken in a workplace using or implementing one or more competitive systems and practices. Access may be required to: workplace procedures and plans relevant to work area specifications and documentation relating to planned, currently being implemented, or implemented changes to work processes and procedures relevant to the assessee documentation and information in relation to production, waste, overheads and hazard control/management reports from supervisors/managers case studies and scenarios to assess responses to contingencies.
Method of assessment	A holistic approach should be taken to the assessment. Competence in this unit may be assessed by using a combination of the following to generate evidence: demonstration in the workplace workplace projects suitable simulation case studies/scenarios (particularly for assessment of contingencies, improvement scenarios, and so on) targeted questioning reports from supervisors, peers and colleagues (third-party reports) portfolio of evidence. In all cases it is expected that practical assessment will be combined with targeted questioning to assess underpinning knowledge. Where applicable, reasonable adjustment must be made to work environments and training situations to accommodate ethnicity, age, gender, demographics and disability.
Guidance information for assessment	Assessment processes and techniques must be culturally appropriate and appropriate to the oracy, language and literacy capacity of the candidate and the work being performed.

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Competitive systems and practices	Competitive systems and practices may include, but are not limited to: lean operations agile operations preventative and predictive maintenance approaches monitoring and data gathering systems, such as Systems Control and Data Acquisition (SCADA) software, Enterprise Resource Planning (ERP) systems, Materials Resource Planning (MRP) and proprietary systems statistical process control systems, including six sigma and three sigma Just in Time (JIT), kanban and other pull-related operations control systems supply, value, and demand chain monitoring and analysis 5S continuous improvement (kaizen) breakthrough improvement (kaizen blitz) cause/effect diagrams overall equipment effectiveness (OEE) takt time process mapping problem solving run charts standard procedures current reality tree Competitive systems and practices should be interpreted so as to take into account: the stage of implementation of competitive systems and practices the size of the enterprise the work organisation, culture, regulatory environment and the industry sector
Mistake proofing	Mistake proofing is based on the concept of zero defects. The first priority is to eliminate the possibility of an error occurring. However, where this is not feasible mistake proofing can be used to reduce the occurrence of errors and/or to minimise their impact. Mistake proofing should target an error in the following priority order: eliminate the possibility of the error via changes to the process prevent the error from occurring via physical or virtual barriers, reduce likelihood of the error by encouraging correct action (e.g. through warning systems) mitigate the impact of the error if it does occur Mistake proofing is also called error proofing or baka-yoke or poka-yoke
Options for mistake proofing	Factors to consider when prioritising options for mistake proofing will vary according to the process and may include: success rate in eliminating errors feasibility skills required by employees cost capacity to reduce waste
Procedures	Procedures may include: all work instructions standard operating procedures formulas/recipes batch sheet temporary instructions and similar instructions provided for the operation of the plant good operating practice as may be defined by industry codes of practice (e.g. good manufacturing practice (GMP) and responsible care) government regulations Procedures may be: written, verbal, computer-based or in some other format

Unit Sector(s)

Unit sector	Competitive systems and practices

Custom Content Section

Not applicable.

MSS404052A Apply statistics to operational processes

Modification History

New unit, superseding MSACMT452A Apply statistics to processes in manufacturing - Equivalent

Unit Descriptor

This unit of competency covers the skills and knowledge required to apply statistical theory and principles to the analysis and control of processes and operations.

Application of the Unit

This unit applies to a person working in an organisation applying statistical process control on processes or operations. The statistical process control will usually be used to monitor the processes or operations and determine when action needs to be taken. The appropriate action will then be taken in accordance with standard procedures.

The unit includes applying knowledge of frequency distribution and variation to the data/chart to distinguish between random and non-random variation and assumes understanding of the process and/or equipment to help interpret those results.

This unit primarily requires the application of skills associated with gathering and analysing data and communicating statistical information to others. This unit also has a strong emphasis on problem solving, initiative and enterprise, planning and organising, and self-management to solve problems and manage processes.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1	Collect process data	1.1	Interpret sampling scheme
1.2	Obtain measurements in accordance with standard procedures
1.3	Handle data, as required

2	Interpret data	2.1	Plot data on appropriate control chart
2.2	Distinguish between random and non-random patterns of results
2.3	Identify results outside the control limits
2.4	Recognise situations requiring action
2.5	Take appropriate action in accordance with standard procedures
2.6	Determine cost of non-conformance

3	Calculate control limits	3.1	Consult relevant stakeholders to determine appropriate limits
3.2	Use relevant methods to calculate/revise control limits
3.3	Plot limits on control chart
3.4	Explain impact of limit to relevant stakeholders

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
Required skills include: applying a range of sampling procedures analysing samples and data for variation, relevance, reliability and representativeness problem solving the causes of variation in a process communicating with other employees to obtain samples/data and to explain results and limits plotting or documenting results undertaking calculations, including: basic arithmetic functions mean, range, mean of means, standard deviation (using appropriate calculation aids) using statistics to support process and operations control
Required knowledge
Required knowledge includes: sampling techniques purpose of sampling and measurement random, systematic and stratified sampling purpose of replication of data for statistical control samples, populations, finite and infinite populations and the differences methods of calculating means, standard deviations and the like and their purpose in statistical control the meaning of broad/narrow frequency distributions/range/standard deviations and skewed distributions in process terms concept of limits, including: 1 sigma warning limits 2 sigma warning limits 3 sigma control limits 6 sigma limits types of control charts and their applications to different types of process/product and for different purposes process causes of variation and typical cause types of non-random variation non-process (e.g. measurement) causes of variation recognition of stable and unstable processes causes of stability/instability in the process calculation of control limits/process capability and the applications of different control limits the standard distribution curve and confidence limits

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the ability to: follow sampling procedures apply basic statistical processes analyse data to identify variations and non-conformances plot or document results.
Context of and specific resources for assessment	Assessment of performance must be undertaken in a workplace using or implementing one or more competitive systems and practices. Access may be required to: workplace procedures and plans relevant to work area specifications and documentation relating to planned, currently being implemented, or implemented changes to work processes and procedures relevant to the assessee documentation and information in relation to production, waste, overheads and hazard control/management reports from supervisors/managers case studies and scenarios to assess responses to contingencies.
Method of assessment	A holistic approach should be taken to the assessment. Competence in this unit may be assessed by using a combination of the following to generate evidence: demonstration in the workplace workplace projects suitable simulation case studies/scenarios (particularly for assessment of contingencies, improvement scenarios, and so on) targeted questioning reports from supervisors, peers and colleagues (third-party reports) portfolio of evidence. In all cases it is expected that practical assessment will be combined with targeted questioning to assess underpinning knowledge. Where applicable, reasonable adjustment must be made to work environments and training situations to accommodate ethnicity, age, gender, demographics and disability.
Guidance information for assessment	Assessment processes and techniques must be culturally appropriate and appropriate to the oracy, language and literacy capacity of the candidate and the work being performed.

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Competitive systems and practices	Competitive systems and practices may include, but are not limited to: lean operations agile operations preventative and predictive maintenance approaches monitoring and data gathering systems, such as Systems Control and Data Acquisition (SCADA) software, Enterprise Resource Planning (ERP) systems, Materials Resource Planning (MRP) and proprietary systems statistical process control systems, including six sigma and three sigma Just in Time (JIT), kanban and other pull-related operations control systems supply, value, and demand chain monitoring and analysis 5S continuous improvement (kaizen) breakthrough improvement (kaizen blitz) cause/effect diagrams overall equipment effectiveness (OEE) takt time process mapping problem solving run charts standard procedures current reality tree Competitive systems and practices should be interpreted so as to take into account: the stage of implementation of competitive systems and practices the size of the enterprise the work organisation, culture, regulatory environment and the industry sector
Sampling scheme	Sampling scheme may include: sampling for attributes or sampling for variables batch, continuous or custom made products number of items/samples size of sample timing of sampling location of sampling points type of sample number/type of measurements to be done on each sample sampling equipment measurement/testing equipment/methods
Procedures	Procedures may include: work instructions standard operating procedures formulas/ recipes batch sheets temporary instructions and similar instructions provided for the smooth running of the plant good operating practice as may be defined by industry codes of practice (e.g. good manufacturing practice (GMP) and responsible care) government regulations Procedures may be: written, verbal, computer-based or in some other format
Handle data	Handle data may include: calculating means, ranges, mean of means and standard deviations (using appropriate calculation aids) entering data into a software package recording data either in writing or electronically other required manipulations of the data
Control chart	Control charts may include: run tally mean/range attributes other relevant charts
Random	Random variation is the term used in statistical control to refer to those variations for which no cause can be found
Non-random	Non-random (also called identifiable cause, assignable cause or special cause) are those variations for which a cause can be found and so the cause of the variation eliminated. Non-random variation may also be used to predict possible breaches of the control limits
Control limits	Control limits (also referred to as process capability) are those limits within which the process will operate if it is 'under control'
Cost of non-conformance	Cost of non-conformance includes: reprocessing/rework expediting unplanned service excess inventory complaint handline downtime returns scrap labour costs material costs infrastructure costs/overhead utility costs
Appropriate limits	Appropriate limits may include: 1 sigma warning limits 2 sigma warning limits 3 sigma control limits 6 sigma limits

Unit Sector(s)

Unit sector	Competitive systems and practices

Custom Content Section

Not applicable.

PMAOHS211B Prepare equipment for emergency response

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This competency unit covers the preparation and minor servicing of equipment used to respond to emergency situations.

Application of the Unit

Application of the unit

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify emergency equipment.	1.1. Locate emergency equipment 1.2. Ensure access is provided to emergency equipment.
2. Inspect and assemble emergency equipment.	2.1. Inspect emergency equipment for faults or damage 2.2. Secure couplings/connections and operational condition 2.3. Assemble equipment in accordance with manufacturer specifications 2.4. Identify and report any missing or damaged components.
3. Carry out minor servicing of equipment.	3.1. Maintain and clean equipment according to specifications/procedures 3.2. Conduct servicing in accordance with specifications/procedures 3.3. Ensure equipment is 'made-ready' and stored in designated location 3.4. Ensure equipment functions in accordance with specifications.
4. Report and record equipment status.	4.1. Record and report equipment status 4.2. Raise maintenance requests as required 4.3. Undertake corrective actions as required.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level, required for this unit.
Required skills
hand skills follow procedures observation completing records assembling and operating various pieces of emergency response equipment servicing various pieces of emergency response equipment storing various pieces of emergency response equipment.
Required knowledge
Knowledge and understanding of the emergency response procedures and equipment, sufficient to recognise standard and non-standard situations with regards to the equipment used, and then determine the appropriate action which is consistent with operating guidelines. These include: principles of operation of the emergency response equipment hazards policies and procedures emergency, fire and accident procedures. Knowledge of the relevant OHS and environmental requirements, and enterprise standard operating procedures (SOPs), along with an ability to implement them in a manner that is relevant to emergency response practices. These include procedures for the use of personal protective clothing and equipment.

Evidence Guide

EVIDENCE GUIDE
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 the Training Package.
Overview of assessment	Assessment of this unit should include demonstrated competence on actual plant and equipment in a work environment. The unit will be assessed in as holistic a manner as is practical and may be integrated with the assessment of other relevant units of competency. Assessment will occur over a range of situations which will include disruptions to normal, smooth operation. Simulation may be required to allow for assessment of parts of this unit. Simulation should be based on the actual plant and will include walk-throughs of the relevant competency components. Simulations may also include the use of case studies/scenarios and role plays. This unit of competency requires a body of knowledge which will be assessed through questioning and the use of what-if scenarios both on the plant (during demonstration of normal operations and walk- throughs of abnormal operations) and off the plant.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Competence must be demonstrated in the ability to recognise and analyse potential situations requiring action and then in implementing appropriate action. The emphasis should be on the ability to minimise the affect of an emergency situation. Consistent performance should be demonstrated. In particular look to see that: early warning signs of equipment in need of servicing are recognised equipment is always 'made ready' equipment is always stored in the designated location at all times when not in use access to equipment is available at all times when not in use. 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 extreme situations that may have been generated from the past incident history of the plant, incidents on similar plants around the world, hazard analysis activities (eg HAZOP) and similar sources.
Context of and specific resources for assessment	Assessment will require access to an operating plant over an extended period of time, or a suitable method of gathering evidence of operating ability over a range of situations. A bank of scenarios/case studies/what ifs will be required as will a bank of questions which will be used to probe the reasoning behind the observable actions.
Method of assessment	In all plants it may be appropriate to assess this unit concurrently with relevant teamwork, OHS and communication units.
Guidance information for assessment	Assessment processes and techniques must be culturally appropriate and appropriate to the oracy, language and literacy capacity of the assessee and the work being performed.

Range Statement

RANGE STATEMENT
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the Performance Criteria, is detailed below. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs if the candidate, accessibility of the item, and local industry and regional contexts.
Codes of practice/ standards	Where reference is made to industry codes of practice, and/or Australian/international standards, the latest version must be used.
Context	This unit of competency includes all items of equipment that are required for emergency response.
Emergency response equipment	Emergency response equipment may include: fire extinguishers fire hoses fire blankets pumps branches, fittings and nozzles foam equipment/units personal protective clothing breathing apparatus deluge/safety showers.
Functions	Required functions include: inspections visual mechanical servicing lubrication pressure checks refilling communication maintenance external authorities.
Hazards	Hazards may include: chemicals and hazardous materials gases and liquids under pressure moving machinery materials handling working at heights, in restricted or confined spaces, or environments subjected to heat, noise, dusts or vapours.
Emergency situations	Emergency situations may include: accidents fires chemical or oil spills gas leak or vapour emission utilities failure bomb scares.
Health, safety and environment (HSE)	All operations to which this unit applies are subject to stringent health, safety and environment requirements, which may be imposed through State or Federal legislation, and these must not be compromised at any time. Where there is an apparent conflict between Performance Criteria and HSE requirements, the HSE requirements take precedence.

Unit Sector(s)

Unit sector	HSE

Competency field

Competency field

Co-requisite units

Co-requisite units

PSPPM402B Manage simple projects

Modification History

Release	TP Version	Comments
3	PSP12V1	Unit descriptor edited.
2	PSP04V4.2.	Layout adjusted. No changes to content.
1	PSP04V4.1	Primary release.

Unit Descriptor

This unit covers management of generally low risk projects that may be small scale and managed by one person or a person with a small team. It includes implementing project start-up activities, coordinating project implementation, monitoring the project and arranging follow-up activities. Contract management requirements are not included as this aspect is addressed by units of competency within the Competency field of Procurement and Contract Management.

In practice, managing simple projects overlaps with other generalist and specialist work activities such as applying government processes, using resources, gathering information, managing contracts etc.

This unit, and unit PSPPM405A Administer simple projects, are mutually exclusive. One or the other, but not both, may contribute to a qualification.

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

Application of the Unit

Not applicable.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements are the essential outcomes of the unit of competency.	Together, performance criteria specify the requirements for competent performance. Text in bold italics is explained in the Range Statement following.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Implement start-up activities	1.1 The project plan is updated with confirmed information for key dates and activities, resources and project governance details in accordance with the project implementation strategy. 1.2 Project stakeholders' understanding of and agreement to fulfil the project requirements and their roles and responsibilities are confirmed. 1.3 Required systems are established and maintained throughout the project in accordance with the project plan. 1.4 A working knowledge of project management tools is used to facilitate integration of project activities and achievement of project outcomes.
2. Coordinate project implementation	2.1 Integration and management of project activities are handled in accordance with the project plan. 2.2 Stakeholder input and expectations are managed and their commitment is maintained throughout the life of the project in accordance with organisational policy and procedures and the project plan. 2.3 Disagreements and disputes are resolved or referred to a higher authority in accordance with organisational policy and procedures. 2.4 Project change proposals are received and changes are recommended/made in accordance with the project plan, and documented in accordance with policy and procedures.
3. Monitor project	3.1 All aspects of the project are continually monitored and corrective action is taken as necessary to maintain progress in accordance with the project plan. 3.2 Consultation and reporting mechanisms are applied in accordance with the communication plan when dealing with management, staff and/or contractors, steering committee members or other stakeholders. 3.3 Project governance plans and any related contracts are monitored, reviewed and amended as appropriate, and results are reported in accordance with the communication plan. 3.4 Project progress is monitored against agreed milestones in accordance with the project plan to provide a measure of performance throughout the life of the contract. 3.5 Programmed review of objectives and achievement is implemented in accordance with the project plan.
4. Arrange project follow-up activities	4.1 Project deliverables are analysed against specifications, performance standards and project objectives, under broad guidance, and the results are reported to stakeholders. 4.2 An initial support package or product manual is produced, if required, to provide guidance for stakeholders who will be required to apply the project results. 4.3 The support package includes options for stakeholders to take account of environmental and cultural factors in applying project results. 4.4 Operational and support authorities are consulted to research any testing/trialling/building requirements resulting from the project, and evaluation of any recommendations are included in the project report.

Required Skills and Knowledge

This section describes the essential skills and knowledge and their level, required for this unit.
Skill requirements Look for evidence that confirms skills in: leading and mentoring people to achieve project deliverables maintaining agreement of stakeholders and team members to timelines, roles and responsibilities communicating with stakeholders and team members using a range of communication styles to suit different audiences and purposes responding to diversity, including gender and disability using project management tools applicable to small scale or low risk projects applying ethical decision making and problem solving related to project management of small scale or low risk projects writing recommendations and preparing implementation support packages requiring precision of expression applying workplace safety procedures in line with project requirements accessing/preparing information electronically or in hard copy
Knowledge requirements Look for evidence that confirms knowledge and understanding of: legislation, organisational policies and procedures that may impact on project management, for example: public sector codes of ethics/conduct occupational health and safety and environment requirements project governance requirements quality standards risk management procurement guidelines human resources equal employment opportunity, equity and diversity principles project management tools to suit a range of small scale or low risk projects project management principles organisational and political context

Evidence Guide

The Evidence Guide specifies the evidence required to demonstrate achievement in the unit of competency as a whole. It must be read in conjunction with the Unit descriptor, Performance Criteria, the Range Statement and the Assessment Guidelines for the Public Sector Training Package.
Units to be assessed together	Pre-requisite units that must be achieved prior to this unit:Nil Co-requisite units that must be assessed with this unit:Nil Co-assessed units that may be assessed with this unit to increase the efficiency and realism of the assessment process include, but are not limited to: PSPETHC401A Uphold and support the values and principles of public service PSPGOV402B Deliver and monitor service to clients PSPGOV403B Use resources to achieve work unit goals PSPGOV411A Deal with conflict PSPGOV412A Use advanced workplace communication strategies PSPGOV422A Apply government processes PSPLEGN401A Encourage compliance with legislation in the public sector PSPPROC410A Administer contracts PSPPM401B Design simple projects PSPPM403B Close simple projects Excluded units that may not contribute to the same qualification as this unit: PSPPM405A Administer simple projects
Overview of evidence requirements	In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms: the knowledge requirements of this unit the skill requirements of this unit application of the Employability Skills as they relate to this unit (see Employability Summaries in Qualifications Framework) simple projects managed in a range of (3 or more) contexts (or occasions, over time)
Resources required to carry out assessment	These resources include: legislation, guidelines, procedures and protocols relating to project management workplace project documentation scenarios and case studies examples of project management tools
Where and how to assess evidence	Valid assessment of this unit requires: a workplace environment or one that closely resembles normal work practice and replicates the range of conditions likely to be encountered when implementing projects, including coping with difficulties, irregularities and breakdowns in routine simple projects managed in a range of (3 or more) contexts (or occasions, over time) Assessment methods should reflect workplace demands, such as literacy, and the needs of particular groups, such as: people with disabilities people from culturally and linguistically diverse backgrounds Aboriginal and Torres Strait Islander people women young people older people people in rural and remote locations Assessment methods suitable for valid and reliable assessment of this competency may include, but are not limited to, a combination of 2 or more of: case studies demonstration portfolios questioning scenarios authenticated evidence from the workplace and/or training courses
For consistency of assessment	Evidence must be gathered over time in a range of contexts to ensure the person can achieve the unit outcome and apply the competency in different situations or environments

Range Statement

The Range Statement provides information about the context in which the unit of competency is carried out. The variables cater for differences between States and Territories and the Commonwealth, and between organisations and workplaces. They allow for different work requirements, work practices and knowledge. The Range Statement also provides a focus for assessment. It relates to the unit as a whole. Text in bold italics in the Performance Criteria is explained here.
Project plan will include some or all of:	acquisition strategies budget and financial management strategy contract management cost estimates evaluation criteria expected outcomes/measurable benefits of the project facilities inclusions and exclusions from project information/communication strategy intellectual property strategies milestones objectives outputs/project deliverables and their acceptance criteria people plan including human resource management and human resource development performance criteria/indicators project control mechanisms project implementation strategy project governance strategy purpose quality assurance quality control quality standards for project rationale required project resources resource management risk management roles and responsibilities schedule/timeline task/work breakdown structure (WBS)
Stakeholders may include:	project sponsor/funding bodies clients or customers (internal and external) industry other agencies general public relevant interest groups unions functional areas the organisation's senior management Ministers project team steering committee members end user supplier/service provider
Required systems for project management may include:	planning and monitoring system financial management including: budget allocation/funding income generated expenditure recordkeeping for documented information such as: correspondence quality data including survey, needs, test results contracts time allocated and spent on each aspect of the project progress reports performance reports against milestones project outcomes samples, prototypes, models
Project management tools may include:	risk analysis organisational project governance framework communications plan reporting framework project management software and other tools: Gantt and bar charts Program Evaluation and Review Technique (PERT) charts Critical Path Method cost schedule control system logistics support analysis life cycle cost analysis spreadsheets recording systems - electronic and manual
Integration of project activities may include:	scope time cost quality human resources communications risk procurement
Management may include:	scope management communication and reporting schedule management financial management quality management resources management people management logistics management risk management contract management change management
Change proposals may include:	scope administration engineering, technical, technology changes time cost resources
Policy and procedures may include:	government legislation (Federal, State and Local) affecting organisation's administration such as: public sector management acts financial management and accounting legislation and regulations privacy legislation government and organisational guidelines and procedures relating to: project governance resourcing security strategic plans recruitment risk management procurement guidelines designation approvals industrial agreements
Specifications may include:	functional technical performance material

Unit Sector(s)

Not applicable.

Competency field

Project Management.

TAEASS301B Contribute to assessment

Modification History

Version	Comments
TAEASS301B	Released with TAE10 Training and Education Training Package version 2.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to contribute to the assessment process.

Application of the Unit

This unit typically applies to a person with technical or vocational expertise who is in a supervisory or mentoring/coaching work role and for whom collecting evidence for assessment is an adjunct to principal work responsibilities.

This unit is performed under the following conditions:

the necessary assessment tools and assessment resources to guide the evidence collection process have been provided

any adjustments to tools are determined by the qualified assessor (as defined by the Australian Quality Training Framework and the assessor requirements of the relevant training package), who provides guidance and supervision.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes of a unit of competency .	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Clarify role and responsibilities in the assessment process	1.1 Discuss and confirm purpose of assessment with relevant people 1.2 Discuss and confirm benchmarks for assessment with qualified assessor 1.3 Access, read and clarify assessment plan with qualified assessor 1.4 Discuss and agree with qualified assessor the specific responsibilities in gathering evidence and types of evidence to be gathered
2. Confirm organisational arrangements for evidence gathering	2.1 Access and confirm relevant assessment system policies and procedures; organisational, legal and ethical requirements; and other relevant advice on assessment 2.2 Clarify nominated assessment tools and methods for collecting evidence with qualified assessor, to ensure that procedures to be followed and instruments to be used are clear 2.3 Discuss and confirm with relevant people assessment context, including candidate’s characteristics and any need for reasonable adjustments 2.4 Confirm and arrange resource requirements in consultation with relevant people
3. Collect evidence in accordance with the assessment plan	3.1 Explain assessment process to candidate, including the different responsibilities of the parties involved, and refer any candidate issues or concerns to qualified assessor prior to undertaking assessment activities 3.2 Use assessment instruments to gather quality evidence within available time and resources, according to organisational, legal and ethical requirements
4. Record and report findings	4.1 Organise and provide evidence to the qualified assessor in a format suitable for analysis according to assessment system policies and procedures 4.2 Actively seek feedback from the qualified assessor on whether evidence-gathering activities meet the principles of assessment and whether evidence collected meets the rules of evidence 4.3 Document areas for improvement in collecting evidence, for future assessment activities

Required Skills and Knowledge

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

Required skills
observation skills to observe candidate performance cognitive and interpretation skills to ensure collection of valid and reliable evidence organisational skills to collect evidence time-management skills to schedule assessment events and activities literacy skills to: read and interpret relevant information prepare required documentation and collate evidence in required format communication skills to: discuss evidence-gathering processes with practitioners and candidates provide constructive and supportive feedback ask appropriate questions to clarify and confirm instructions for evidence gathering provide clear and concrete options and advice.
Required knowledge
competencybased assessment, including: criterion referenced competency standards as the benchmarks for assessment competency-based reporting principles of assessment rules of quality evidence different purposes of assessment diversity of assessment contexts evidence, including different types of evidence evidence-gathering methods – what are assessment methods and different types of methods purpose and features of assessment tools and assessment plans potential barriers and processes relating to evidence-gathering procedures and assessment processes organisational assessment system policies and procedures relevant to this unit of competency technical or subject area being assessed cultural sensitivity and equity considerations relevant policy, legislation, codes of practice and national standards, including commonwealth and state or territory legislation, that may affect training and assessment in the vocational education and training sector OHS relating to the work role, and OHS considerations to be included in collecting evidence, including: hazard identification and risk control measures requirements for reporting hazards and incidents emergency procedures procedures for use of relevant personal protective equipment safe use of relevant equipment sources of OHS information role of key workplace personnel responsibilities of learners.

Evidence Guide

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

Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: carry out a minimum of three evidence-gathering activities, with different candidates for each activity present documentation of the evidence in a clear and concise manner present documented feedback from others involved in the assessment.
Context of and specific resources for assessment	Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided.
Method of assessment
Guidance information for assessment

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.

Purpose of assessment may be:	recognise current existing competency of candidates determine if competency has been achieved following learning establish candidate progress towards achievement of competence determine language, literacy and numeracy needs of candidate certify competence through a Statement of Attainment establish progress towards a qualification determine training gaps of candidate measure work performance classify employee and support career progression meet organisational requirements for work, such as operating equipment or developing new skills satisfy licensing or regulatory requirements.
Relevant people must include:	qualified assessors candidates.
Benchmarks for assessment:	refer to criteria against which candidate is assessed may be a competency standard/unit of competency, assessment criteria of course curricula, performance specifications, or product specifications.
Assessment plan must include:	purpose and aims of assessment context of assessment relevant benchmarks for assessment other assessment information and documentation identified as relevant.
Assessment system policies and procedures may include:	candidate selection rationale and purpose of competency-based assessment assessment records, data management and information management recognition of current competency, recognition of prior learning and credit arrangements.
Assessment tools include:	the learning or competency unit(s) to be assessed the target group, context and conditions for the assessment the tasks to be administered to the candidate an outline of the evidence to be gathered from the candidate the evidence criteria used to judge the quality of performance (i.e. the assessment decision-making rules) the administration, recording and reporting requirements the evidence of how validity and reliability have been tested and built into the design and use of the tool.
Assessment context may include:	environment in which assessment will be carried out relationship between units of competency and candidate’s workplace time period over which assessment takes place.
Reasonable adjustments may include:	taking into account candidate’s language, literacy and numeracy requirements providing personal support services, such as arranging for: member of the community to accompany the candidate reader interpreter attendant carer scribe using adaptive technology or special equipment providing flexible assessment sessions to allow for such things as fatigue or administering of medication format of assessment materials, such as: in Braille in first language use of audiotape or videotape making adjustments to the physical environment revising proposed assessment methods and instruments considering age and gender considering cultural beliefs, traditional practices and religious observances.
Resource requirements may include:	resources specific to evidence-gathering activities access to assessors access to policy and procedures access to subject and technical experts OHS requirements plant, equipment and technology.
Assessment instruments may include:	instruments developed by an assessor as part of formative or summative assessment activities, including: profiles of acceptable performance measures templates and proformas specific questions or activities evidence and observation checklists checklists for the evaluation of work samples recognition portfolios candidate self-assessment materials instruments developed elsewhere that have been modified by the assessor for use with a particular client group.

Unit Sector(s)

Assessment

Custom Content Section

Not applicable.

TAEASS401B Plan assessment activities and processes

Modification History

Version	Comments
TAEASS301B	Released with TAE10 Training and Education Training Package version 2.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to plan and organise the assessment process, including recognition of prior learning (RPL), in a competency-based assessment system. It also includes the development of simple assessment instruments.

Application of the Unit

This unit typically applies to assessors and workplace supervisors with assessment planning responsibilities; and trainers or other assessors responsible for planning assessment, including RPL.

The unit is suitable for those with an existing assessment strategy which documents the overall framework for assessment.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Determine assessment approach	1.1 Identify candidate and confirm purposes and context of assessment/RPL with relevant people according to legal, organisational and ethical requirements 1.2 Identify and access benchmarks for assessment/RPL and any specific assessment guidelines
2. Prepare the assessment plan	2.1 Determine evidence and types of evidence needed to demonstrate competence, according to the rules of evidence 2.2 Select assessment methods which will support the collection of defined evidence, taking into account the context in which the assessment will take place 2.3 Document all aspects of the assessment plan and confirm with relevant personnel
3. Develop assessment instruments	3.1 Develop simple assessment instruments to meet target group needs 3.2 Analyse available assessment instruments for their suitability for use and modify as required 3.3 Map assessment instruments against unit or course requirements 3.4 Write clear instructions for candidate about the use of the instruments 3.5 Trial draft assessment instruments to validate content and applicability, and record outcomes

Required Skills and Knowledge

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

Required skills
cognitive interpretation skills to: interpret competency standards and other assessment documentation, including material relating to reasonable adjustment identify opportunities for integrated competency assessment contextualise competency standards to the operating assessment environment, including RPL consider access and equity needs of diverse candidates technology skills to use appropriate equipment and software to communicate effectively with others research and evaluation skills to: obtain competency standards, assessment tools and other relevant assessment resources research candidate characteristics and any reasonable adjustment needs evaluate feedback, and determine and implement improvements to processes literacy skills to read and interpret relevant information to design and facilitate assessment and recognition processes communication skills to discuss assessment, including RPL processes with clients and other assessors interpersonal skills to: demonstrate sensitivity to access and equity considerations and candidate diversity promote and implement equity, fairness, validity, reliability and flexibility in planning an assessment processes.
Required knowledge
ethical and legal requirements of an assessor competencybased assessment, including: work focused criterion referenced standards based evidence based different purposes of assessment and different assessment contexts, including RPL how to read and interpret the identified competency standards as the benchmarks for assessment how to contextualise competency standards within relevant guidelines four principles of assessment and how they guide the assessment process purpose and features of evidence, and different types of evidence used in competency-based assessments, including RPL rules of evidence and how they guide evidence collection different types of assessment methods, including suitability for collecting various types of evidence assessment instruments and their purpose; different types of instruments; relevance of different instruments for specific evidence-gathering opportunities.

Evidence Guide

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

Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: plan and organise the assessment process on a minimum of two occasions collect evidence that demonstrates: documented assessment plans having covered a range of assessment events catering for a number of candidates different competency standards or accredited curricula an RPL assessment contextualisation of competency standards and the selected assessment tools, where required incorporation of reasonable adjustment strategies development of simple assessment instruments for use in the process organisational arrangements.
Context of and specific resources for assessment	Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided. Assessment must ensure access to training products, such as training packages and accredited course documentation.
Method of assessment
Guidance information for assessment

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.

Purposes of assessment/ RPL may include:	recognising current existing competence of candidates determining if competence has been achieved following learning establishing candidate progress towards achievement of competence determining language, literacy and numeracy needs of candidates certifying competence through a qualification or Statement of Attainment licensing or regulatory requirements.
Context of assessment/ RPL may include:	environment in which the assessment/RPL will be carried out, including real or simulated workplace opportunities for collecting evidence in a number of situations relationships between competency standards and: evidence to support RPL work activities in the candidate’s workplace learning activities who carries out the assessment/RPL.
Organisational, legal and ethical requirements may include:	assessment system policies and procedures assessment strategy requirements reporting, recording and retrieval systems for assessment, including RPL quality assurance systems business and performance plans access and equity policies and procedures collaborative and partnership arrangements defined resource parameters mutual recognition arrangements industrial relations systems and processes, awards, and enterprise agreements Australian Quality Training Framework registration scope human resources policies and procedures legal requirements, including: anti-discrimination equal employment opportunity job role, responsibilities and conditions relevant industry codes of practice confidentiality and privacy requirements OHS considerations, including: ensuring OHS requirements are adhered to during the assessment process identifying and reporting OHS hazards and concerns to relevant personnel.
Benchmarks for assessment/RPL may include:	criterion against which the candidate is assessed or prior learning recognised, which may be: competency standard/unit of competency assessment criteria of course curricula performance specifications of an enterprise or industry product specifications.
Types of evidence may include:	direct indirect supplementary.
Rules of evidence ensure that evidence collected is:	valid sufficient authentic current.
Assessment methods are the particular techniques used to gather evidence and may include:	direct observation, for example: real work/real time activities at the workplace work activities in a simulated workplace environment structured activities, for example: simulation exercises and role-plays projects presentations activity sheets questioning, for example: written questions, e.g. on a computer interviews self-assessment verbal questioning questionnaires oral or written examinations (applicable at higher AQF levels) portfolios of evidence, for example: collection of work samples compiled by candidate product with supporting documentation historical evidence journal or log book information about life experience review of products, for example: testimonials and reports from employers and supervisors evidence of training authenticated prior achievements interview with employer, supervisor, or peer.
Assessment plan may include:	overall planning document describing: what is to be assessed when assessment is to take place where assessment is to take place how assessment is to take place.
Simple assessment instruments may include:	instruments developed by an assessor as part of formative or summative assessment activities, including: profiles of acceptable performance measures templates and proformas specific questions or activities evidence and observation checklists checklists for the evaluation of work samples recognition portfolios candidate self-assessment materials instruments developed elsewhere that have been modified by the assessor for use with a particular client group.
Available assessment instruments may include:	commercially available instruments those created by others inside the registered training organisation.
Map assessment means:	showing a clear relationship between the evidence and the requirements of the unit.

Unit Sector(s)

Assessment

Custom Content Section

Not applicable.

TAEASS402B Assess competence

Modification History

Version	Comments
TAEASS402B	Released with TAE10 Training and Education Training Package version 2.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to assess the competence of a candidate.

Application of the Unit

This unit typically applies to assessors.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Prepare for assessment	1.1 Interpret assessment plan and confirm organisational, legal and ethical requirements for conducting assessment with relevant people 1.2 Access and interpret relevant benchmarks for assessment and nominated assessment tools to confirm the requirements for evidence to be collected 1.3 Arrange identified material and physical resource requirements according to assessment system policies and procedures 1.4 Organise specialist support required for assessment 1.5 Explain, discuss and agree details of the assessment plan with candidate
2. Gather quality evidence	2.1 Use agreed assessment methods and instruments to gather, organise and document evidence in a format suitable for determining competence 2.2 Apply the principles of assessment and rules of evidence in gathering quality evidence 2.3 Determine opportunities for evidence gathering in actual or simulated activities through consultation with the candidate and relevant personnel 2.4 Determine opportunities for integrated assessment activities and document any changes to assessment instruments where required
3. Support the candidate	3.1 Guide candidates in gathering their own evidence to support recognition of prior learning (RPL) 3.2 Use appropriate communication and interpersonal skills to develop a professional relationship with the candidate that reflects sensitivity to individual differences and enables two-way feedback 3.3 Make decisions on reasonable adjustments with the candidate, based on candidate’s needs and characteristics 3.4 Access required specialist support in accordance with the assessment plan 3.5 Address any OHS risk to person or equipment immediately
4. Make the assessment decision	4.1 Examine collected evidence and evaluate it to ensure that it reflects the evidence required to demonstrate competence 4.2 Use judgement to infer whether competence has been demonstrated, based on the available evidence 4.3 Make assessment decision in line with agreed assessment procedures and according to agreed assessment plan 4.4 Provide clear and constructive feedback to candidate regarding the assessment decision and develop any follow-up action plan required
5. Record and report the assessment decision	5.1 Record assessment outcomes promptly and accurately 5.2 Complete and process an assessment report according to agreed assessment procedures 5.3 Inform other relevant parties of the assessment decision according to confidentiality conventions
6. Review the assessment process	6.1 Review the assessment process in consultation with relevant people to improve own future practice 6.2 Document and record the review according to relevant assessment system policies and procedures

Required Skills and Knowledge

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

Required skills
analysis and interpretation skills to: break down competency standards interpret assessment tools and other assessment information, including those used in RPL identify candidate needs make judgements based on assessment of available evidence observation skills to: recognise candidate’s prior learning determine candidate’s performance identify when candidate may need assistance during the assessment processes research and evaluation skills to: access required human and material resources for assessment access assessment system policies and procedures access RPL policies and procedures evaluate evidence evaluate assessment process cognitive skills to: weigh up the evidence and make a judgement consider and recommend reasonable adjustments decision-making skills to: recognise a candidate’s prior learning make a decision on a candidate’s competence literacy skills to: read and interpret relevant information to conduct assessment prepare required documentation and records or reports of assessment outcomes in required format communication and interpersonal skills to: explain the assessment, including RPL process give clear and precise instructions ask effective questions provide clarification discuss process with other relevant people give appropriate feedback discuss assessment outcome use language appropriate to candidate and assessment environment establish a working relationship with candidate.
Required knowledge
competency-based assessment, including: vocational education and training as a competency-based system criterion-referenced assessment as distinct from norm-referenced assessment competency standards as the basis of qualifications structure and application of competency standards principles of assessment and how they are applied rules of evidence and how they are applied range of assessment purposes and assessment contexts, including RPL different assessment methods, including suitability for gathering various types of evidence, suitability for content of units, and resource requirements and associated costs reasonable adjustments and when they are applicable types and forms of evidence, including assessment instruments that are relevant to gathering different types of evidence used in competency-based assessment, including RPL potential barriers and processes relating to assessment tools and methods assessment system, including policies and procedures established by the industry, organisation or training authority RPL policies and procedures established by the organisation cultural sensitivity and equity considerations relevant policy, legislation, codes of practice and national standards, including commonwealth and state or territory legislation that may affect training and assessment in the vocational education and training sector, such as: copyright and privacy laws in terms of electronic technology security of information plagiarism training packages and competency standards licensing requirements industry and workplace requirements duty of care under common law recording information and confidentiality requirements anti-discrimination, including equal employment opportunity, racial vilification and disability discrimination workplace relations industrial awards and enterprise agreements OHS responsibilities associated with assessing competence, such as: requirements for reporting hazards and incidents emergency procedures procedures for use of relevant personal protective equipment safe use and maintenance of relevant equipment sources of OHS information.

Evidence Guide

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

Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: assess competence of a number of candidates within the vocational education and training context against different units of competency or accredited curricula, following the relevant assessment plan assess at least one candidate for RPL consider reasonable adjustment and the reasons for decisions in at least one assessment cover an entire unit of competency and show: the application of different assessment methods and instruments involving a range of assessment activities and events two-way communication and feedback how judgement was exercised in making the assessment decision how and when assessment outcomes were recorded and reported assessment records and reports completed in accordance with assessment system and organisational, legal and ethical requirements how the assessment process was reviewed.
Context of and specific resources for assessment	Evidence must be gathered in the workplace whenever possible. Where no workplace is available, a simulated workplace must be provided.
Method of assessment
Guidance information for assessment

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.

Assessment plan may include:	overall planning, describing: what is to be assessed when assessment is to take place where assessment is to take place how assessment is to take place.
Benchmarks for assessment:	refer to a criterion against which the candidate is assessed may be a competency standard/unit of competency, assessment criteria of course curricula, performance specifications, or product specifications.
Assessment tools include:	the learning or competency unit(s) to be assessed the target group, context and conditions for the assessment the tasks to be administered to the candidate an outline of the evidence to be gathered from the candidate the evidence criteria used to judge the quality of performance (i.e. the assessment decision-making rules) the administration, recording and reporting requirements the evidence of how validity and reliability have been tested and built into the design and use of the tool.
Specialist support may include:	assistance by third party, such as carer or interpreter support from specialist educator provision of developed online assessment activities support for remote or isolated candidates and assessors support from subject matter or safety experts advice from regulatory authorities assessment teams and panels support from lead assessors advice from policy development experts.
Assessment methods include:	particular techniques used to gather different types of evidence, such as: direct observation structured activities oral or written questioning portfolios of evidence review of products third-party feedback.
Individual differences may include:	English language, literacy and numeracy barriers physical impairment or disability intellectual impairment or disability medical condition that may impact on assessment, such as arthritis, epilepsy, diabetes and asthma learning difficulties mental or psychological disability religious and spiritual observances cultural images and perceptions age gender.
Feedback may include:	ensuring assessment/RPL process is understood ensuring candidate concerns are addressed enabling questions and answers confirming outcomes identifying further evidence to be provided discussing action plans confirming gap training needed providing information regarding available appeal processes suggesting improvements in evidence gathering and presentation.
Consultation may involve:	moderation with other assessors, or training and assessment coordinators discussions with client, team leaders, managers, RPL coordinators, supervisors, coaches and mentors technical and subject experts English language, literacy and numeracy experts.

Unit Sector(s)

Assessment

Custom Content Section

Not applicable.

TAEASS403B Participate in assessment validation

Modification History

Version	Comments
TAEASS403B	Released with TAE10 Training and Education Training Package version 2.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to participate in an assessment validation process.

Application of the Unit

This unit typically applies to those participating in assessment validation. It does not address leading the validation process.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Prepare for validation	1.1 Discuss and confirm the approach to validation according to defined purposes, context, and relevant assessment system policies and procedures 1.2 Analyse relevant benchmarks for assessment and agree on the evidence needed to demonstrate competence 1.3 Arrange materials for validation activities
2. Contribute to validation process	2.1 Demonstrate active participation in validation sessions and activities using appropriate communication skills 2.2 Participate in validation sessions and activities by applying the principles of assessment and rules of evidence 2.3 Check all documents used in the validation process for accuracy and version control
3. Contribute to validation outcomes	3.1 Collectively discuss validation findings to support improvements in the quality of assessment 3.2 Discuss, agree and record recommendations to improve assessment practice 3.3 Implement changes to own assessment practice, arising from validation

Required Skills and Knowledge

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

Required skills
planning skills to participate in validation activities within agreed timeframes problem-solving skills to identify information that is inconsistent, ambiguous or contradictory evaluation skills to: determine evidence requirements from competency standards review assessment process, tools and methods review collected evidence communication skills to share information in validation meetings.
Required knowledge
how to interpret competency standards and other related assessment information to determine the evidence needed to demonstrate competence, including: criterion-referenced assessment as distinct from norm-referenced assessment various reasons for carrying out validation and the different approaches to validation that may be appropriate before, during and after assessment critical aspects of validation, including validation of assessment processes, methods and products relevant OHS legislation, codes of practice, standards and guidelines, impacting on assessment legal and ethical requirements of assessors, particularly in relation to validation activities principles of assessment rules of evidence.

Evidence Guide

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

Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: actively participate in a minimum of two validation sessions or meetings which, in combination, address the critical aspects of validation using different validation approaches and activities clearly explain purposes of validation and the legal and ethical responsibilities of assessors collate documentation relating to validation process in a logical manner demonstrate communication and liaison with relevant people provide feedback and interpret documentation in validation sessions record contribution to validation findings.
Context of and specific resources for assessment	Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided. Assessment must ensure access to: assessment reports and records other documentation relevant to validation.
Method of assessment
Guidance information for assessment

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.

Assessment system policies and procedures may include:	candidate selection rationale and purpose of competency-based assessment assessment records, and data and information management recognition of current competency, recognition of prior learning and credit arrangements assessment reporting procedures assessment appeals candidate grievances and complaints validation evaluation and internal audit costs and resourcing access and equity, and reasonable adjustment partnership arrangements links with human resource or industrial relations system links with overall quality management system.
Benchmarks for assessment:	refers to criterion against which the candidate is assessed may be one or more units of competency or assessment criteria of course curricula.
Materials may include:	assessment tools samples of collected evidence documentation outlining the basis of assessment decisions reports and records of assessment decisions samples of benchmarks of appropriate evidence Assessment Guidelines of the relevant training packages information from the evidence guide of the relevant units of competency.
Validation activities may include:	analysing and reviewing: assessment tools collected evidence assessment decisions and records of assessment outcomes other aspects of assessment policies, processes and outcomes recording evidence of validation processes and outcomes.
Participation may include comparison and evaluation of:	assessment practices assessment plans interpretation of units of competency assessment methods and instruments assessment decisions collected evidence.

Unit Sector(s)

Assessment

Custom Content Section

Not applicable.

TAEASS502B Design and develop assessment tools

Modification History

Version	Comments
TAEASS502B	Released with TAE10 Training and Education Training Package version 2.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to design and develop assessment tools, including tools used in formative, summative and recognition of prior learning (RPL) assessment.

Application of the Unit

An assessment tool is used to guide the collection of quality evidence in the assessment process. It includes the specific instruments for collecting evidence, as well as information about assessment methods and the procedures to be followed in conducting the assessment.

This unit typically applies to those involved in training and assessment or in the development of learning resources or products, assessors, learning resource or product developers, and training and assessment consultants.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Determine focus of the assessment tool	1.1 Identify target group of candidates, purposes of assessment tool, and contexts in which the tool will be used 1.2 Access relevant benchmarks for assessment and interpret them to establish evidence required to demonstrate competence 1.3 Identify, access and interpret organisational, legal and ethical requirements and relevant contextualisation guidelines 1.4 Identify other related documentation to inform assessment tool development
2. Design assessment tool	2.1 Select assessment methods that support the collection of defined evidence, taking into account the context in which the assessment will take place and meeting the principles of assessment 2.2 Enable candidates to show or support their claim for recognition of current competency through selected assessment methods 2.3 Consider different assessment instruments for the selected assessment methods to generate options for collection of evidence 2.4 Consider how the assessment instruments will be administered
3. Develop assessment tool	3.1 Develop specific assessment instruments that address the evidence to be collected 3.2 Define and document clear and specific procedures instructing assessor and candidate on the administration and use of the instruments 3.3 Consider requirements of assessment system policies and procedures and address storage and retrieval needs, and review, evaluation and version control procedures as part of this process
4. Review and trial assessment tool	4.1 Check draft assessment tools against evaluation criteria and amend as required 4.2 Trial assessment tools to validate content and applicability 4.3 Collect and document feedback from relevant people involved in trialling 4.4 Make amendments to final tool based on analysis of feedback 4.5 Appropriately format and file finalised assessment tool according to assessment system policies and procedures and organisational, legal and ethical requirements

Required Skills and Knowledge

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

Required skills
analysis and interpretation skills to review and evaluate assessment tools critical thinking skills to translate the interpreted competency standards and other relevant assessment information into meaningful assessment instruments design skills to develop different assessment tool designs research and evaluation skills to evaluate assessment tools on the basis of trials and feedback.
Required knowledge
principles of assessment and how they are applied when developing assessment tools different types and rules of evidence different assessment contexts and relationship to developing assessment tools components of competency and dimensions of competency contextualisation of competency standards and contextualisation guidelines Assessment Guidelines of training packages as relevant to developing assessment tools different assessment methods, their purposes and uses evaluation methodologies appropriate to the trial and review of assessment tools principles of reasonable adjustment relevant workplace information, including: organisational policies and procedures workplace tasks and activities standard operating procedures procedures for use of relevant personal protective equipment.

Evidence Guide

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

Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: develop assessment tools that support different assessment methods and address at least three units of competency packaged at different Australian Qualifications Framework (AQF) levels develop assessment tools that: include the instruments for collecting evidence, reflecting the principles of assessment and the rules of evidence, and the related instructions to assessor/s and candidates show how the contextual needs of different environments are addressed report on the trial and review of the assessment tools, including proposed changes.
Context of and specific resources for assessment	Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided. Assessment must ensure access to: training products, such as training packages and accredited course documentation.
Method of assessment
Guidance information for assessment

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.

Assessment tool includes:	the learning or competency unit(s) to be assessed the target group, context and conditions for the assessment the tasks to be administered to the candidate an outline of the evidence to be gathered from the candidate the evidence criteria used to judge the quality of performance (i.e. the assessment decision-making rules) the administration, recording and reporting requirements the evidence of how validity and reliability have been tested and built into the design and use of the tool.
Contexts of assessment/RPL may include:	environment in which the assessment/RPL will be carried out, including real or simulated workplace opportunities for collecting evidence in a number of situations relationships between competency standards and evidence to support RPL who carries out the assessment/RPL relationships between competency standards and work activities in the candidate’s workplace relationships between competency standards and learning activities.
Benchmarks for assessment:	refer to criteria against which the candidate is assessed which may be a unit of competency, assessment criteria of course curricula, performance specifications, or product specifications where the benchmark is one or more units of competency the standards may be contextualised to reflect the immediate operating environment.
Organisational, legal and ethical requirements may include:	assessment system policies and procedures industrial relations systems and processes, awards and enterprise agreements licensing and legal ramifications of assessing competence reporting, recording and retrieval systems for assessment requirements of training, assessment and validation, including the AQTF Standards for Registered Training Organisations human resource policies, procedures and legal requirements, including: anti-discrimination equal employment opportunity job role, responsibilities and conditions relevant industry codes of practice confidentiality and privacy requirements of information relating to completed assessments OHS considerations, including: ensuring assessment methods and tools incorporate appropriate measures to maintain the health, safety and welfare of candidates ensuring OHS requirements and specified benchmarks are accounted for within evidence requirements and assessment materials identifying hazards and relevant risk control procedures associated with the assessment environment.
Contextualisation guidelines relate to:	relevant training package or accredited course contextualisation guidelines.
Related documentation may include:	requirements set out in the Assessment Guidelines of the relevant training packages information from the competency standards about: resources required for assessment assessment context appropriate assessment methods assessment activities identified in accredited modules derived from the relevant competency standards assessment activities in support materials related to the relevant competency standards any requirements of OHS, legislation, codes of practice, standards and guidelines indicators and levels of competence of the Australian Core Skills Framework organisational requirements for demonstration of work performance product specifications.
Assessment instrument may be:	profiles of acceptable performance measures templates and proformas specific questions or activities evidence and observation checklists checklists for the evaluation of work samples recognition portfolios candidate self-assessment materials.
Procedures may include:	those that guide the application of the instruments, such as: instructions for the candidates instructions for administering the assessment tool, including resources needed to conduct assessment and the context for the use of tools guidance for development or review of decision-making process guidance on reasonable adjustments specified variations or restrictions on the tools rules for verifying assessment decisions OHS requirements, for example, identified hazards in the assessment environment and appropriate controls and reporting mechanisms information on access and equity considerations.
Assessment system policies and procedures may include:	assessment records, and data and information management recognition of current competency, RPL and credit arrangements assessor needs, qualifications and maintenance of currency assessment reporting procedures assessment appeals candidate grievances and complaints validation evaluation and internal audit costs and resourcing access and equity, and reasonable adjustment partnership arrangements links with human resource or industrial relations systems links with overall quality management system.
Evaluation criteria may include:	effectiveness and relevance to the competency standards whether assessment tool is appropriate to selected assessment methods whether assessment tool is appropriate to target group and assessment context appropriateness of language and literacy for intended audience.

Unit Sector(s)

Assessment

Custom Content Section

Not applicable.

TAEASS505A Lead and coordinate assessment systems and services

Modification History

Version	Comments
TAEASS505A	Released with TAE10 Training and Education Training Package version 2.0

Unit Descriptor

This unit specifies the competence required to provide leadership in assessment and to coordinate assessment validation and appeals processes.

Application of the Unit

Assessment leadership and coordination involve a complex mix of extending own and others’ expertise in assessment practice, guiding and leading assessors, monitoring assessment practice and taking responsibility for assessment validation and appeals processes.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Develop and extend assessment expertise	1.1 Access, read and analyse current research on assessment and incorporate into own practice 1.2 Source and access opportunities to extend assessment experience and expertise and incorporate this new knowledge and skill into own assessment practice
2. Lead assessment activities	2.1 Assessment strategies are developed and confirmed in assessment-only pathways 2.2 Roles, responsibilities and accountabilities of relevant persons in assessment are discussed and confirmed 2.3 AQTF and organisational requirements relating to the competence of assessors are confirmed and documented 2.4 Where required, partnership arrangements are initiated and developed, setting out identified roles, responsibilities and services to be provided 2.5 Strategies for communication and networking are established and maintained with and between assessors 2.6 Leadership skills are used to provide clear direction, advice and support to assessors 2.7 Professional development needs and opportunities for assessors are identified and recommendations made to relevant personnel
3. Monitor assessment practice	3.1 Assessment practice of assessors is systematically monitored in relation to: how client/candidate needs are being met how effectively and accurately the designated competency standards are being interpreted by assessors as the benchmarks for assessment how the principles of assessment are being applied in assessment practice assessors’ application of assessment methods and assessment tools how the rules of evidence are being applied in gathering evidence whether assessment is being conducted in accord with the policies and procedures of the organisation’s assessment system whether organisational/legal/ethical requirements are being met 3.2 Individual facilitation techniques are used to guide and support assessors as they work and to improve assessment practice
4. Coordinate assessment validation activities	4.1 Assessment system policies and procedures relating to validation are accessed and interpreted, and validation is initiated in line with organisational/legal/ethical requirements 4.2 Risk assessment/analysis is undertaken to determine the purpose, focus and context of validation activities 4.3 Approaches to validation are considered and determined 4.4 Participants in validation are determined and/or confirmed, and materials and resources needed for validation activities are organised 4.5 Guidance and leadership is provided to direct and support participants throughout the validation process 4.6 Validation documentation is finalised and processed in accordance with assessment system/legal/organisational procedures and presented to relevant people, within an agreed timeframe 4.7 Recommendations from validation processes are identified and forwarded to the appropriate authority
5. Manage assessment appeals	5.1 Assessment system policies and procedures for assessment appeals are accessed and interpreted 5.2 Documented appeal claims are accessed, read and interpreted 5.3 Relevant parties to the appeal are interviewed and negotiation skills are used to achieve resolution prior to formal appeal, where appropriate 5.4 Appeal panel is constituted and a timetable is set to hear unresolved claims 5.5 Guidance and leadership are provided to panel members and other parties during the appeal process to ensure fairness, equity, verity and relevance 5.6 All documentation relevant to the appeal process is checked for accuracy and completeness 5.7 Panel decision is confirmed and recorded in accordance with organisational policy and procedures and outcomes are communicated to the parties

Required Skills and Knowledge

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

Required skills
analysis and interpretation skills to: evaluate assessment methods and tools access and interpret organisation’s standards and values analyse the effectiveness of the organisation's assessment process communication skills to: promote and implement quality standards guide and support assessors one on one evaluation skills to: evaluate validation process and determine and implement improvements determine sampling methods to be used to access information systematically evaluate personal or others’ practice to improve performance or understanding literacy skills to: read, interpret and evaluate policies and procedures to monitor assessment and recognition processes prepare required documentation and information for those involved in the assessment process leadership skills to: influence and motivate others guide and support others manage conflict problem solving skills to: anticipate future implications for own and others’ decisions reliably evaluate alternative solutions make informed decisions and recommendations research skills to: determine sampling methods to be used to access information access and analyse relevant documents team and group skills to: build relationships and networks with colleagues encourage, accept and utilise feedback.
Required knowledge
competency based assessment including: vocational education and training as a competency based system the criterion used in national VET; endorsed or accredited competency standards defining specifications for performance of work and work functions which include skills and knowledge competency standards as the basis of qualifications the principles of competency based assessment assessment which is criterion referenced as distinct from norm-referenced assessment reporting of competency based assessment how to interpret competency standards and other related assessment information to determine the evidence needed to demonstrate competency including: the components of competency assessment of Employability Skills, dimensions of competency and OHS requirements Training Package Assessment Guidelines the qualification level of units AQTF requirement for assessment different assessment methods, purposes and applications different types of assessment tools, what tools work for what types of evidence, what are well-constructed assessment tools and why principles of assessment and how they guide assessment, validation, appeals processes assessment strategies and assessment plans and what are the components applications of technology to improve or assist in quality assessment roles and responsibilities of workplace trainers, facilitators, assessors and others, such as vocational experts, workplace supervisors and support persons in the assessment process strategies which ensure the assessment process is transparent and credible legal, organisational and ethical responsibilities associated with the assessment system.

Evidence Guide

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

Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: demonstrate continuing development of own assessment expertise provide leadership, direction and support to other assessors, including role modelling good assessment practice monitor the work of assessors and others involved in carrying out assessments take responsibility for initiating, organising and facilitating assessment validation and appeals processes.
Context of and specific resources for assessment	Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided.
Method of assessment
Guidance information for assessment

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.

Assessment methods may include:	simulations such as: hypotheticals problem-based exercises simulated 'real world' scenarios structured aural/written questioning techniques, such as invitation, exploration, confirmation, investigation and reflection practical and theoretical tests workplace projects structured activities such as role plays, presentations, completion of assessment activity sheets portfolios observation third party feedback product development review.
Assessment tools include:	the learning or competency unit(s) to be assessed the target group, context and conditions for the assessment the tasks to be administered to the candidate an outline of the evidence to be gathered from the candidate the evidence criteria used to judge the quality of performance (i.e. the assessment decision making rules) the administration, recording and reporting requirements the evidence of how validity and reliability have been tested and built into the design and use of the tool.
Organisational/legal/ethical requirements may include:	AQTF standards relating to assessment and registration assessment specifications of training packages state or territory registering body requirements clauses defining assessment operations in award and enterprise agreements and relevant industrial arrangements confidentiality and privacy requirements environmental issues equal opportunity requirements industrial relations and anti-discrimination certification procedures and requirements Australian Qualifications Framework (AQF) Guidelines recording and reporting assessment results maintaining and retrieving assessment information access and equity principles and practice ethical standards collaborative or partnership arrangements OHS policies, procedures and programs quality and continuous improvement processes and standards defined resource parameters.
Approaches to validation may include:	analysing and reviewing assessment tools analysing and reviewing collected evidence analysing and reviewing assessment decisions/records of assessment outcomes examining assessment systems observing assessment conduct analysing client feedback.

Unit Sector(s)

Assessment

Custom Content Section

Not applicable.

TAEDEL301A Provide work skill instruction

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to conduct individual and group instruction and demonstrate work skills, using existing learning resources in a safe and comfortable learning environment. The unit covers the skills and knowledge required to determine the success of both the training provided and one's own personal training performance. It emphasises the training as being driven by the work process and context.

Application of the Unit

Application of the unit	This unit supports a wide range of applications across any workplace setting and so can be used by any organisation. Its use is not restricted to training organisations.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Organise instruction and demonstration	1.1. Gather information about learner characteristics and learning needs 1.2. Confirm a safe learning environment 1.3. Gather and check instruction and demonstration objectives and seek assistance if required 1.4. Access and review relevant learning resources and learning materials for suitability and relevance, and seek assistance to interpret the contextual application 1.5. Organise access to necessary equipment or physical resources required for instruction and demonstration 1.6. Notify learners of details regarding the implementation of the learning program and/or delivery plan
2. Conduct instruction and demonstration	2.1. Use interpersonal skills with learners to establish a safe and comfortable learning environment 2.2. Follow the learning program and/or delivery plan to cover all learning objectives 2.3. Brief learners on any OHS procedures and requirements prior to and during training 2.4. Use delivery techniques to structure, pace and enhance learning 2.5. Apply coaching techniques to assist learning 2.6. Use communication skills to provide information, instruct learners and demonstrate relevant work skills 2.7. Provide opportunities for practice during instruction and through work activities 2.8. Provide and discuss feedback on learner performance to support learning
3. Check training performance	3.1. Use measures to ensure learners are acquiring and can use new technical and generic skills and knowledge 3.2. Monitor learner progress and outcomes in consultation with learner 3.3. Review relationship between the trainer/coach and the learner and adjust to suit learner needs
4. Review personal training performance and finalise documentation	4.1. Reflect upon personal performance in providing instruction and demonstration, and document strategies for improvement 4.2. Maintain, store and secure learner records according to organisational and legal requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
verbaland non-verbal communication techniques, such as: asking relevant and appropriate questions providing explanations demonstrating using listening skills providing information clearly safety skills to implement OHS requirements, by acting and responding safely in order to: identify hazards conduct prestart-up checks if required observe and interpret learner behaviour that may put people at risk time-management, skills to: ensure all learning objectives are covered pace learning reflection skills in order to: identify areas for improvement maintain personal skill development literacy skills to: complete and maintain documentation read and follow learning programs and plans read and analyse learner information technology skills to operate audio-visual and technical equipment interpersonal skills to: engage, motivate and connect with learners provide constructive feedback maintain appropriate relationships establish trust use appropriate body language maintain humour demonstrate tolerance manage a group recognise and be sensitive to individual difference and diversity observation skills to: monitor learner acquisition of new skills, knowledge and competency requirements assess learner communication and skills in interacting with others identify learner concerns recognise learner readiness to take on new skills and tasks
Required knowledge
learner characteristics and needs content and requirements of the relevant learning program and/or delivery plan sources and availability of relevant learning resources and learning materials content of learning resources and learning materials training techniques that enhance learning and when to use them introductory knowledge of learning principles and learning styles key OHS issues in the learning environment, including: roles and responsibilities of key personnel responsibilities of learners relevant policies and procedures, including hazard identification, risk assessment, reporting requirements, safe use of equipment and emergency procedures risk controls for the specific learning environment

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment	Assessment must address the scope of this unit and reflect all components of the unit. A range of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. A judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: carry out aminimum of three training sessions, involving demonstrating and instructing particular work skills for different groups; with each session addressing: different learning objectives a range of techniques and effective communication skills appropriate to the audience.
Context of and specific resources for assessment	Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided.
Method of assessment
Guidance information for assessment	For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au).

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Learner characteristics may include:	language, literacy and numeracy levels learning styles past learning and work experiences specific needs workplace culture.
Safe learning environment may include:	exit requirements personal protective equipment safe access safe use of equipment.
Instruction and demonstration objectives may include:	competencies to be achieved generic and technical skills, which may be: provided by the organisation developed by a colleague individual or group objectives learning outcomes.
Learning resources may include:	any material used to support learning, such as: learner and user guides trainer and facilitator guides example training programs specific case studies professional development materials assessment materials a variety of formats those produced locally those acquired from other sources.
Learning materials may include:	handouts for learners materials sourced from the workplace, e.g. workplace documentation, operating procedures, and specifications.
Details may include:	location and time outcomes of instruction or demonstration reason for instruction or demonstration who will be attending instruction session.
OHS procedures may include:	emergency procedures hazards and their means of control incident reporting use of personal protective equipment safe work practices safety briefings site-specific safety rules.
Delivery techniques may include:	coaching demonstration explanation group or pair work providing opportunities to practise skills and solve problems questions and answers.
Coaching may include:	learning arrangements requiring immediate interaction and feedback on-the-job instruction and 'buddy' systems relationships targeting enhanced performance short-term learning arrangements working on a one-to-one basis.
Measures may include:	informal review or discussion learner survey on-the-job observation review of peer coaching arrangements.

Unit Sector(s)

Unit sector	Delivery and facilitation

Competency field

Competency field

Co-requisite units

Co-requisite units

TAEDEL401A Plan, organise and deliver group-based learning

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to plan, organise and deliver training for individuals within a group.

Application of the Unit

Application of the unit	This unit typically applies to a person working as an entry-level trainer, teacher or facilitator in or with a training and assessment organisation. The person will be working from a learning program developed by someone else, and structuring the learning around that program.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Interpret learning environment and delivery requirements	1.1. Access, read and interpret learning program documentation to determine delivery requirements 1.2. Use available information and documentation to identify group and individual learner needs and learner characteristics 1.3. Identify and assess constraints and risks to delivery 1.4. Confirm personal role and responsibilities in planning and delivering training with relevant personnel
2. Prepare session plans	2.1. Refine existing learning objectives according to program requirements and specific needs of individual learners 2.2. Develop session plans and document these for each segment of the learning program 2.3. Use knowledge of learning principles and theories to generate ideas for managing session delivery
3. Prepare resources for delivery	3.1. Contextualise existing learning materials to meet the needs of the specific learner group 3.2. Finalise learning materials and organise facility, technology and equipment needs in time for delivery of learning sessions 3.3. Confirm overall delivery arrangements with relevant personnel
4. Deliver and facilitate training sessions	4.1. Conduct each session according to session plan, modified where appropriate to meet learner needs 4.2. Use the diversity of the group as another resource to support learning 4.3. Employ a range of delivery methods as training aids to optimise learner experiences 4.4. Demonstrate effective facilitation skills to ensure effective participation and group management
5. Support and monitor learning	5.1. Monitor and document learner progress to ensure outcomes are being achieved and individual learner needs are being met 5.2. Make adjustments to the delivery sessions to reflect specific needs and circumstances 5.3. Manage inappropriate behaviour to ensure learning can take place 5.4. Maintain and store learner records according to organisational requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
presentation skills to ensure delivery is engaging and relevant, including: synthesising information and ideas preparing equipment, such as data projectors and computer presentation applications speaking with appropriate tone and pitch using language appropriate to audience encouraging and dealing appropriately with questions group facilitation skills to ensure that: every individual has an opportunity for participation and input group cohesion is maintained behaviour that puts others at risk is observed, interpreted and addressed discussion and group interaction are enhanced conflict resolution and negotiation skills to: identify critical points, issues, concerns and problems identify options for changing behaviours oral communication and language skills to: motivate learners to transfer skills and knowledge engage with the learner interpersonal skills to maintain appropriate relationships and ensure inclusivity observation skills to monitor individual and group progress
Required knowledge
introductory knowledge of learning theories sound knowledge of learning principles sound knowledge of learner styles industry area and subject matter of the delivery learner group profile, including characteristics and needs of individual learners in the group content and requirements of the learning program and/or delivery plan different delivery methods and techniques appropriate to face-to-face group delivery techniques for the recognition and resolution of inappropriate behaviours behaviours in learners that may indicate learner difficulties organisational record-management systems and reporting requirements evaluation and revision techniques specific resources, equipment and support services available for learners with special needs relevant policy, legal requirements, codes of practice and national standards, including commonwealth and state or territory legislation that may affect training and assessment in the vocational education and training sector OHS relating to the facilitation of group-based learning, including: assessment and risk control measures reporting requirements for hazards safe use and maintenance of relevant equipment emergency procedures sources of OHS information role of key workplace persons policies and procedures relevant to the learning environment

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment	Assessment must address the scope of this unit and reflect all components of the unit. Arange of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. A judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: facilitate group-based learning by preparing and delivering a series of training sessions, including: at least two consecutive sessions, of a duration commensurate with a substantive training session (e.g. 40-60 minutes), that follow one of the learning program designs at least one session delivered to a different learner group, with evidence of how the characteristics and needs of this group were addressed identify and respond to diversity and individual needs access and use documented resources and support personnel to guide inclusive practices.
Context of and specific resources for assessment	Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided. Assessment must ensure access to: training products, such as training packages and accredited course documentation.
Method of assessment
Guidance information for assessment	For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au).

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Learning program documentation may include:	competencies or other benchmarks to be achieved for each chunk or segment of the learning program: specific learning outcomes derived from the benchmarks overview of content to be covered learning resources, learning materials and activities delivery methods number and duration of training sessions or classes required, and overall timelines OHS issues to be addressed in delivery identification of assessment points to measure learner progress assessment methods and tools to be used to collect evidence of competency, where assessment is required.
Session plans may include:	outline of objectives and content to be addressed plan of delivery methods and learning activities to be used within the session timelines and duration for each learning activity formative assessment points and opportunities learning materials required.
Inappropriate behaviour may include:	violent or inappropriate language verbal or physical abuse or bullying insensitive verbal or physical behaviour towards other learners or the trainer/facilitator, including cultural, racial, disability or gender-based insensitivities dominant or overbearing behaviour disruptive behaviour non-compliance with safety instructions.

Unit Sector(s)

Unit sector	Delivery and facilitation

Competency field

Competency field

Co-requisite units

Co-requisite units

TAEDEL402A Plan, organise and facilitate learning in the workplace

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to plan, organise and facilitate learning for individuals in a workplace.

Application of the Unit

Application of the unit	This unit typically applies to a person working as an entry level trainer, teacher or facilitator, team leader or workplace supervisor, or any employee responsible for guiding learning through work.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Establish effective work environment for learning	1.1. Establish and agree upon objectives and scope of the work-based learning 1.2. Analyse work practices and routines to determine their effectiveness in meeting established learning objectives 1.3. Identify and address OHS implications of using work as the basis for learning
2. Develop a work-based learning pathway	2.1. Address contractual requirements and responsibilities for learning at work 2.2. Arrange for integration and monitoring of external learning activities with the work-based learning pathway 2.3. Obtain agreement from relevant personnel to implement the work-based learning pathway
3. Establish the learning-facilitation relationship	3.1. Identify context for learning and individual's learning style 3.2. Select appropriate technique or process to facilitate learning and explain the basis of the technique to learner 3.3. Develop, document and discuss individualised learning plan with learner 3.4. Access, read and interpret documentation outlining the OHS responsibilities of the various parties in the learning environment 3.5. Monitor supervisory arrangements appropriate to learner's levels of knowledge, skill and experience to provide support and encouragement and ensure learner's health and safety
4. Implement work-based learning pathway	4.1. Sequence introduction of workplace tasks, activities and processes to reflect the agreed work-based learning pathway 4.2. Explain objectives of work-based learning and the processes involved to learner 4.3. Encourage learner to take responsibility for learning and to self-reflect 4.4. Develop techniques that facilitate learner's transfer of skills and knowledge
5. Maintain and develop the learning/facilitation relationship	5.1. Prepare for each session 5.2. Structure learning activities to support and reinforce new learning, build on strengths, and identify areas for further development 5.3. Observe learner cues and change approaches where necessary to maintain momentum 5.4. Practise ethical behaviour at all times 5.5. Monitor effectiveness of the learning/facilitation relationship through regular meetings between the parties
6. Close and evaluate the learning/facilitation relationship	6.1. Carry out the closure smoothly, using appropriate interpersonal and communication skills 6.2. Seek feedback from learner on the outcomes achieved and value of the relationship 6.3. Evaluate and document process, including impact, self evaluation and reflection, and file according to legal and organisational requirements
7. Monitor and review the effectiveness of the work-based learning pathway	7.1. Document work performance and learning achievement and keep records according to organisational requirements 7.2. Evaluate effectiveness of the work-based pathway against the objectives, processes and techniques used 7.3. Recommend improvements to work-based practice in light of the review process

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
oral communication and language skills to: motivate the learner transfer skills and knowledge interpersonal skills to maintain appropriate relationships observation skills to monitor individual progress literacy skills to: read and interpret organisational documents, legal documents and contracts complete and maintain documentation organisational skills to provide guidance and feedback to individuals communication skills, including: using effective verbal and non-verbal language using critical listening and questioning techniques giving constructive and supportive feedback assisting learners to paraphrase advice or instructions back to the trainer/facilitator providing clear and concrete options and advice using appropriate industry/profession terminology and language ensuring language, literacy and numeracy used is appropriate to learners
Required knowledge
systems, processes and practices within the organisation where work-based learning is taking place operational demands of the work and impact of changes on work roles organisational work culture, including industrial relations environment systems for identifying skill needs introductory knowledge of different learning styles and how to encourage learning in each, for example: visual learners audio learners kinaesthetic learners theoretical learners relevant policy, legislation, codes of practice and national standards that may affect training and assessment in the vocational education and training sector OHS relating to the work role, including: hazards relating to the industry and specific workplace reporting requirements for hazards and incidents specific procedures for work tasks safe use and maintenance of relevant equipment emergency procedures sources of OHS information

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment	Assessment must address the scope of this unit and reflect all components of the unit. Arange of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. A judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: prepare and facilitate work-based learning provide evidence of a minimum of two examples of developing work-based learning pathways, that include: identifying needs for learning analysing work practices, work environment and work activities organising and allocating work in a way that reflects learning needs and provides effective learning opportunities through work processes provide a minimum of two examples of a learning facilitation relationship being conducted: with different individuals demonstrating communication skills and flexibility demonstrating one or more of the processes or techniques identified.
Context of and specific resources for assessment	Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided. Assessment must ensure access to information about work activities.
Method of assessment
Guidance information for assessment	For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au).

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
OHS implications may include:	OHS obligations workplace OHS policies and procedures ensuring work practices, routines and proposed changes do not pose a risk to learners and others.
Contractual requirements may include:	training plans under apprenticeships/traineeships requirements of government-funded training programs, such as Workplace English Language and Literacy (WELL).
Work-based learning pathway may include:	identifying specific goals for work-based learning identifying job tasks or activities to be included in learning process appropriate sequencing of job tasks/activities to reflect learner incremental development direct guidance and modelling from experienced co-workers and experts opportunities for practice.
Individualised learning plan may include:	information about individual's learning style, learner characteristics, and the context for learning clear boundaries and expectations of the learning/facilitation relationship documented equity or additional support needs for the learner performance benchmarks to be achieved activities and processes which together will achieve the benchmarks.
Ethical behaviour includes:	trust integrity privacy and confidentiality of the session following organisational policies knowing own limitations having a range of other intervention referrals ready when needed honesty fairness to others.
Impact may be:	successful achievement, rate of achievement, or lack of achievement of identified goals achievement of other outcomes as a result of the relationship development of new goals new or increased motivation to learn greater capacity to learn increase in learner's self-confidence.
Self-evaluation and reflection may include:	asking critical questions about: own ability what worked or didn't work how the relationship building process could be improved reviewing records and journals on sessions and critically evaluating own performance reviewing feedback from learner and identifying critical aspects and areas for improvement.

Unit Sector(s)

Unit sector	Delivery and facilitation

Competency field

Competency field

Co-requisite units

Co-requisite units

TAEDEL404A Mentor in the workplace

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to establish and develop a professional mentoring relationship with a learner, in particular an apprentice or trainee employed by, or undertaking work placement in, a workplace. It includes establishing the need for mentoring, developing a mentoring plan/framework, facilitating and monitoring the mentoring relationship, and evaluating the effectiveness of mentoring.

Application of the Unit

Application of the unit	This unit typically applies to workplace supervisors or other work colleague with responsibility for mentoring in the workplace.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Develop a mentoring plan	1.1. Identify scope and boundaries of the mentoring relationship according to organisational procedures 1.2. Establish ground rules and negotiate realistic expectations 1.3. Establish and maintain confidentiality of the relationship in accordance with legislation, policy and procedures
2. Facilitate mentoring relationship	2.1. Develop learner's confidence, self-esteem, respect and trust in the mentoring relationship 2.2. Share personal experiences and knowledge with the person being mentored according to agreed objectives 2.3. Support the person being mentored to develop and use skills in problem solving and decision making 2.4. Use personal and professional networks to assist the person being mentored 2.5. Provide information, guidance and constructive guidance to enhance engagement in the workplace 2.6. Use techniques for resolving differences without damaging the relationship, and obtain assistance according to organisational policy and procedures
3. Monitor mentoring relationship	3.1. Provide planning assistance and guidance as requested by the person being mentored in a form and style to suit their requirements 3.2. Provide feedback to the person being mentored on progress towards achieving the expectations and goals of the mentoring process 3.3. Recognise and discuss changes in the mentoring relationship with appropriate stakeholders 3.4. Negotiate and manage closure of the mentoring arrangement once objectives have been met
4. Evaluate effectiveness of mentoring	4.1. Establish and discuss benefits gained from the mentoring process 4.2. Reflect on and articulate the personal benefits gained from providing mentoring 4.3. Identify and report the outcomes of the mentoring arrangement and the benefits to the organisation according to organisational policy and procedures to improve the mentoring system or program

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
planning and time-management skills to mentor in a workplace oral communication and language skills to motivate learners organisational skills to provide guidance and feedback to individuals interpersonal skills to: engage in relationship building, including building trust and maintaining confidentiality respond to diversity, including gender and disability communication skills to use a range of communication strategies, including listening, questioning, and giving andreceiving feedback initiative and enterprise skills to apply procedures relating to OHS and environmentallegislation in the context of workplace mentoring
Required knowledge
relevant policy, legislation, codes of practice and national standards likely to impact on the provision of workplace mentoring training contracts and responsibilities of employer, registered training organisation (RTO) and funding body training plans and responsibilities training products and strategies for learning mentoring methodologies and strategies acceptable behaviour in the mentoring relationship equal employment opportunity, equity and diversity principles OHS relating to the work role, including: hazards relating to the industry and specific workplace reporting requirements for hazards and incidents specific procedures for work tasks safe use and maintenance of relevant equipment emergency procedures sources of OHS information

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment	Assessment must address the scope of this unit and reflect all components of the unit. Arange of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. A judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: prepare a mentoring plan between the mentor and learner that reflects the scope and substance expected within a plan prepared for a learner undertaking a contracted apprenticeship or traineeship facilitate at least three mentoring sessions provide information on sessions, including comments and notes from both mentor and learner.
Context of and specific resources for assessment	Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided.
Method of assessment
Guidance information for assessment	For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au).

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Mentoring may include:	long-term focus on personal growth and learning wide range of learning oriented to: support guidance in personal or career growth relationship, not just a procedure or activity one person professionally assisting the career development of another.
Ground rules may include:	training for mentoring partners mentoring agreement active involvement of both partners in the mentoring process.
Legislation, policy and procedures may include:	commonwealth and state or territory legislation and regulations, such as: privacy legislation equal employment opportunity, anti-discrimination and harassment legislation OHS legislation user choice organisational policy, procedures and protocols.
Techniques for resolving differences may include:	finding a mutually beneficial solution self-disclosure inviting discussion providing explanations accessing assistance.
Mentoring relationship may include:	informal workplace development program formal mentoring process associated with a contracted apprenticeship or traineeship, involving a formal training plan.
Stakeholders may include:	trainee or apprentice manager or supervisor RTO learning support services, including assistive technology and diagnostic testing funding organisation supplier of learning resources.
Benefits may include:	insights into organisational culture, attitudes and expected behaviours supportive environment in which successes and failures can be evaluated networking opportunities development of workplace competence and self-confidence recognition and job satisfaction mutual respect.
Benefits to the organisation may include:	increased productivity new competencies in the person being mentored staff motivation more committed, involved and responsible learners.

Unit Sector(s)

Unit sector	Delivery and facilitation

Competency field

Competency field

Co-requisite units

Co-requisite units

TAEDES401A Design and develop learning programs

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to conceptualise, design, develop and review learning programs to meet an identified need for a group of learners. The unit addresses the skills and knowledge needed to identify the parameters of a learning program, determine the design, outline the content and review its effectiveness.

Application of the Unit

Application of the unit	This unit typically applies to a trainer or facilitator who designs or develops learning programs. A learning program can be discrete, providing a planned learning approach that relates to specific learning and training needs, or it may form part of the learning design for a qualification.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Define parameters of the learning program	1.1. Clarify purpose and type of learning program with key stakeholders 1.2. Access and confirm the competency standards and other training specifications on which to base the learning program 1.3. Identify language, literacy and numeracy requirements of the program 1.4. Identify and consider characteristics of the target learner group
2. Work within the vocational education and training (VET) policy framework	2.1. Access relevant VET policies and frameworks, and apply to work practices 2.2. Identify changes to training packages and accredited courses and apply these to program development 2.3. Conduct work according to organisational quality assurance policies and procedures
3. Develop program content	3.1. Research, develop and document specific subject matter content according to agreed design options 3.2. Evaluate existing learning resources for content relevance and quality 3.3. Specify assessment requirements of the learning program
4. Design structure of the learning program	4.1. Break the learning content into manageable segments and document timeframe for each segment 4.2. Determine and confirm delivery strategies and required assessment methods and tools 4.3. Document complete learning program in line with organisational requirements 4.4. Review complete program with key stakeholders and adjust as required 4.5. Ensure a safe learning progression by analysing risks in the learning environment and including a risk control plan

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
organisational skills to ensure resources are available and suitable evaluation skills to determine the time required for each learning segment and the overall timelines of the learning program cognitive skills to develop the learning program content and design its structure language and literacy skills to read and interpret a range of documentation, including technical and subject matter documents, references and texts
Required knowledge
information about training package developers and course accreditation agencies responsible for specific learning program parameters training packages and relevant competency standards to be used as the basis of the learning program other performance standards and criteria to be used as the basis of the learning program, where relevant distinction and relationship between a training package/accredited course, learning strategy and learning program, where linked different purposes and focus of learning programs sound knowledge of learning principles instructional design principles relating to different design options for learning program design and structure availability and types of different relevant learning resources, learning materials and pre-developed learning activities methodology relating to developing and documenting new learning activities and related learning materials different delivery modes and methods relevant policies, legal requirements, codes of practice and national standards, including commonwealth and state or territory legislation that may affect training and assessment in the VET sector relevant OHS knowledge relating to the work role, and OHS considerations that need to be included in the learning program

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment	Assessment must address the scope of this unit and reflect all components of the unit. Arange of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. A judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: design, develop and review learning programs within the VET context prepare and develop a minimum of two learning programs: that contain differentiated learning program designs to reflect particular needs, contexts and timelines at least one of which must be based on competency standards or accredited courses and must cover at least one entire unit of competency or accredited course module.
Context of and specific resources for assessment	Evidence must be gathered in the workplace whenever possible. Where no workplace is available, a simulated workplace must be provided.
Method of assessment
Guidance information for assessment	For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au).

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Purpose may include:	developing vocational competency or vocational skills developing language, literacy and numeracy skills developing general education meeting legislative, licensing and registration requirements, such as OHS requirements.
Other training specifications may include:	curriculum specifications product specifications organisational work requirements and training needs induction needs language, literacy and numeracy development needs regulatory and licensing requirements.
Vocational education and training policies may include:	policies and procedures set by national organisations, such as the National Quality Council Australian Quality Training Framework other relevant policies.
Delivery strategies may include:	focus of delivery in terms of size and type of group context of delivery, for example: in the workplace in a training room in a community setting mode of delivery, for example: face-to-face online blended delivery mode delivery methods, for example: lock-step, learner-paced and mixed interactive, participative and collaborative blended delivery methods.

Unit Sector(s)

Unit sector	Learning design

Competency field

Competency field

Co-requisite units

Co-requisite units

TAEDES402A Use training packages and accredited courses to meet client needs

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to use training packages and accredited courses as tools to support industry, organisation and individual competency development needs.

Application of the Unit

Application of the unit	This unit typically applies to a person working in or with training and/or assessment organisations as an entry-level trainer, teacher, facilitator or assessor. It assumes that the person is working from a pre-defined training product, such as a training package or accredited course, and applying that product to meet client needs.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Select appropriate training package or accredited course	1.1. Confirm training and/or assessment needs of client 1.2. Identify and source training packages and/or accredited courses which could satisfy client needs 1.3. Use training products in line with the training and assessment organisation's quality assurance policies and procedures
2. Analyse and interpret the qualifications framework	2.1. Read and interpret qualification rules 2.2. Review and determine applicable licensing requirements and prerequisites 2.3. Determine suitable electives that meet client needs and job roles
3. Analyse and interpret units of competency and accredited modules	3.1. Select individual unit or accredited module to meet client needs 3.2. Read, analyse and interpret all parts of the unit or accredited module for application to client needs 3.3. Analyse links between unit and/or accredited module to develop effective applications for the client 3.4. Document analysis of unit or accredited module in a clear and accessible manner
4. Contextualise units and modules for client applications	4.1. Use information from the client to contextualise the unit or accredited module to meet client needs 4.2. Use advice on contextualisation produced by the training package developer or course developer to meet client needs
5. Analyse and interpret assessment guidance	5.1. Read, analyse and apply the assessment guidance of the relevant training package or accredited course 5.2. Determine any special requirements for assessment or reasonable adjustment to suit client needs

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and interpersonal skills to collaborate with others in using training products planning skills to develop a structure for a particular application of training packages and accredited courses cognitive skills to analyse, interpret and apply the various components of selected training packages and accredited courses research skills to analyse and interpret training package and accredited course content to meet client needs
Required knowledge
Australian Qualifications Framework (AQF) guidelines, including characteristics of AQF qualification levels functions and responsibilities of training package developers and course accreditation agencies, and their roles as key vocational education and training (VET) organisations dimensions of competency format and structure of accredited courses format and structure of competency standards function of training packages and accredited curriculum as benchmarks in a competency-based VET training and assessment system methodology relating to analysing and using competency standards for a range of applications and purposes to meet the needs of a diverse range of VET clients language and terminology used in training packages and accredited courses parts of training packages that can be contextualised and parts that cannot structure of training packages and the role and purpose of each endorsed component sources of training package information

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment	Assessment must address the scope of this unit and reflect all components of the unit. Arange of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. A judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: analyse a training package and or accredited course to examine its component parts, identify relevant units of competency or modules, and contextualise those to meet a specific client need demonstrate a minimum of two examples of analysing training specifications, including at least one training package; the other may be another training package or an accredited course that meets a specific client need.
Context of and specific resources for assessment	Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided. Assessment must ensure access to: training products, such as training packages and accredited course documentation.
Method of assessment
Guidance information for assessment	For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au).

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Client may include:	individual learners candidates for assessment organisations or enterprises with specific training needs.
Training and assessment organisation may include:	registered training organisation (RTO) organisation working in a partnership arrangement with an RTO to provide recognised training and assessment services organisation that provides non-recognised training and assessment services.
Quality assurance policies may include:	Australian Quality Training Framework requirements as they apply to RTOs organisational internal quality policies and procedures.
Contextualising units:	means linking the requirements of the competency standard to the work environment of a particular client or client group may include: identifying specific types of tools and equipment relevant to the competency identifying specific organisational policies, procedures, processes and forms relevant to the competency linking organisation-specific terminology to the competency identifying specific people relevant to the competency.

Unit Sector(s)

Unit sector	Learning design

Competency field

Competency field

Co-requisite units

Co-requisite units

TAEDES502A Design and develop learning resources

Modification History

Version	Comments
TAEDES502A	Released with TAE10 Training and Education Training Package version 2.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to design and develop resources to support the learning process.

Application of the Unit

This unit typically applies to those involved in resource development.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research the learning resource requirements	1.1 Clarify with the client the brief, focus and type of learning resource 1.2 Research the target audience, their learning needs and the learning environment for the resource 1.3 Gather, collate and analyse relevant existing information 1.4 Identify any ethical and legal considerations and act on them 1.5 Write a development work plan
2. Design the learning resource and plan the content	2.1 Generate a range of design options using a variety of techniques 2.2 Develop and confirm with the client an outline or prototype for the learning resource 2.3 Analyse content specifications of the learning product and map out proposed content
3. Develop the learning resource content	3.1 Develop content and content specifications in accordance with the agreed design 3.2 Establish mechanisms for reviewing work in progress 3.3 Ensure any text is clear, concise, grammatically correct and appropriate for the intended audience 3.4 Ensure any visuals are relevant, instructive and appropriate for the intended audience
4. Review learning resource prior to implementation	4.1 Check resource content to ensure the accuracy and relevance of information against specifications 4.2 Check text, format and visual design for clarity and focus 4.3 Conduct an external review using appropriate review methods and incorporate feedback 4.4 Review final draft against the brief and other relevant criteria to ensure it meets all requirements prior to delivery to the client
5. Evaluate the design and development process	5.1 Review the design and development process against appropriate evaluation criteria 5.2 Reflect on the development process and methods and identify areas for improvement 5.3 Document identified improvements for future projects

Required Skills and Knowledge

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

Required skills
analytical skills to: identify critical learning points structure and weight the contents appropriately determine appropriateness of feedback communication and interpersonal skills to: establish and confirm requirements collaborate with a range of people seek feedback from others literacy and writing skills, including: writing for different audiences writing to the appropriate level using an appropriate style planning skills to: develop and schedule work plans monitor and manage outcomes problem solving skills to: analyse, identify and develop strategies to meet identified challenges identify difficulties of those participating in provision select and use a variety of problem-solving strategies review and analysis skills to: identify areas for improvement recognise personal limitations research skills to find content and relevant information.
Required knowledge
principles, theories and contemporary practices of instructional design, the main branches of learning theory incorporating behavioural learning theory; cognitive learning theory; experiential learning theory; information processing theory and current research on learning as it relates to teaching in an adult environment language, literacy and numeracy (LLN) issues, such as: requirements of target audience using the Australian Core Skills Framework (ASCF) as a framework to aid instructional design legal, organisational and ethical responsibilities associated with the assessment system, including: maintaining client privacy and confidentiality providing accurate information duty of care under common law compliance with AQTF requirements copyright and privacy laws, including the use of electronic technology.

Evidence Guide

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

Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: Research, design and develop print based resources that reflect client needs and the contexts of application, including: the research and design of two print based resources, with documented evidence of: consultation, research and findings completed designs for the two resources complete development of one resource with documented evidence of: a review and trial of the resource, including user feedback and how this impacted on the development of the resource the final print based resource, either complete or in part or sample the candidate’s specific role in the development process.
Context of and specific resources for assessment	Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided.
Method of assessment
Guidance information for assessment

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.

Brief may include:	client proposal identified gap in the learning product market tender organisational need.
Focus of the learning resource may include:	whole Training Package Training Package qualification traineeship/apprenticeship accredited course unit/s of competency non-accredited course learning program induction material.
Type of learning resource may include:	print based, electronic, or technology dependent learning resources aimed at learners or their facilitators assessment resources aimed at candidates or assessors learning resources produced in languages other than English as appropriate to target group learners and workplace.
Existing information may include:	industry or end user needs industry best practice and culture existing learning resources and learning materials relevant Training Packages/units of competency relevant accredited courses workplace procedures, documentation and requirements information from industry experts and advisers.
Ethical and legal considerations may include:	contract preparation meeting contractual requirements intellectual property regulatory requirements, including occupational health and safety (OHS) organisational requirements equity issues and needs potential legal consequences of false, misleading or incorrect information.
Development work plan may include:	timelines and milestones to be achieved scheduled meetings and focus groups consultative processes handover requirements equipment, learning resources and learning materials needed industry information/practices budget identification of risks/risk management strategies organisation/industrial politics access to experts or advisers.
Content specifications may include:	requirements of relevant Training Packages, units of competency/benchmarks work practices and procedures culture and ethics of the learner/end user environment copyright/intellectual property agreements/ acknowledgements.

Unit Sector(s)

Learning design

Custom Content Section

Not applicable.

TAETAS501B Undertake organisational training needs analysis

Modification History

Version	Comments
TAETAS501B	Released with TAE10 Training and Education Training Package version 2.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to undertake a training needs analysis (TNA) to identify the training and assessment needs of an organisation.

Application of the Unit

This unit typically applies to those working in roles that require them to work with organisations to identify training needs.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Identify the organisation’s needs	1.1 Discuss with relevant staff from the organisation their objectives, expectations and organisational requirements 1.2 Use appropriate communication and interpersonal skills to develop a professional relationship with the organisation. 1.3 Identify, analyse and address any existing or potential issues that may impact on the organisation’s objectives and requirements 1.4 Identify and access resources in accordance with organisational requirements 1.5 Develop a project plan with relevant persons to be negotiated and agreed by the organisation
2. Conduct training needs analysis	2.1 Use reliable, appropriate and efficient methods for collecting information and data on current, emerging and future training needs 2.2 Analyse the organisation’s work roles to determine skills and competencies needed for effective performance 2.3 Follow legal, organisational and ethical requirements to gather information and data to assess the current skills and competencies of staff 2.4 Use reliable and valid data analysis methods to determine current and emerging organisational training needs
3. Provide advice to the organisation	3.1 Provide the organisation with clear advice and recommendations on training and assessment needs 3.2 Provide the organisation with options for meeting identified training needs 3.3 Obtain feedback and comments from the organisation on the suitability and sufficiency of advice and recommendations 3.4 Use legal requirements to process, complete and present final report to the organisation

Required Skills and Knowledge

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

Required skills
cognitive skills to analyse and interpret research and conceptualise and synthesise issues around training needs communication and interpersonal skills to consult with client and relevant people, to discuss client needs and provide observations and recommendations for training development literacy skills to critically evaluate information and prepare reports providing advice and recommendations negotiation and facilitation skills for research, presenting and discussing recommendations and obtaining feedback numeracy skills to analyse data and present statistical information problem solving skills to apply effective approaches to training needs research skills to collect information around training needs, including observation and consultation.
Required knowledge
competency standards and Training Packages/accredited courses Australian Quality Training Framework (AQTF) requirements and standards risk identification and management strategies industry and enterprise knowledge evaluation and research methodologies relevant social, political, economic and technological developments principles of intellectual property training and development strategies change management concepts/strategies occupational health and safety (OHS) relating to undertaking an organisational training needs analysis.

Evidence Guide

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

Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: research, conduct and provide advice through a training needs analysis prepare at least two training needs analyses for one or more organisations collect evidence that demonstrates: processes that were used to determine the organisation’s needs details of research methods undertaken to identify suitable training and/or assessment planning for the training needs analysis presentations that outline advice and recommendations.
Context of and specific resources for assessment	Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided.
Method of assessment
Guidance information for assessment

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.

Objectives may include:	improved individual learning outcomes for new or existing staff access to government training incentives and funding productivity improvement developing administration and records management systems compliance with, or knowledge of, legislative or government regulatory requirements individualised organisational training and skill requirements.
Options may include:	developing in-house capacity to meet identified needs identifying training and/or assessment organisations to meet needs identifying specific units of competency, qualifications/courses to meet needs consultancy services.

Unit Sector(s)

Training advisory services

Custom Content Section

Not applicable.

TLIA2012A Pick and process orders

Modification History

Not Applicable

Unit Descriptor

Unit Descriptor	This unit involves the skills and knowledge required to pick and process orders in accordance with workplace requirements including identifying workplace order picking processes, policies and procedures; picking and despatching orders, and recording stock levels. Licensing, legislative, regulatory or certification requirements are applicable to this unit.

Application of the Unit

Application of the Unit	Work must be carried out in accordance with relevant codes/regulations and workplace requirements for the picking and processing of orders. Work is performed under some supervision generally within a team environment. It involves the application of workplace procedures to the picking and processing of orders in the warehousing, distribution and/or storage industries.

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability Skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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
1 Identify workplace order picking processes, policies and procedures	1.1 Workplace procedures for order picking and related workplace documentation are interpreted 1.2 Stock allocation and location systems are identified and located 1.3 Appropriate manual handling equipment is selected in accordance with OH&S regulations and workplace procedures
2 Pick and despatch an order	2.1 Work requirements are planned with appropriate equipment and documentation assembled 2.2 Zones of the warehouse which store required products are identified and located 2.3 Pick path is established 2.4 Where required, appropriate pallet(s) for orders are selected and stacked to minimise stock damage and maximise stability 2.5 Products are selected and consolidated 2.6 Products/pallets are located in despatch areas 2.7 Products are assembled to meet workplace schedules 2.8 Orders are consolidated, secured, arranged and placed in storage zones in accordance with the schedule
3 Record stock levels	3.1 Storage areas are checked and stocks are noted for replenishment in accordance with workplace procedures 3.2 Workplace records are completed in accordance with workplace requirements

Required Skills and Knowledge

REQUIRED KNOWLEDGE AND SKILLS
This describes the essential knowledge and skills and their level required for this unit.
Required knowledge:
Regulations relevant to the picking and processing of orders, including relevant bond, quarantine or other legislative requirements
Relevant OH&S and environmental protection procedures and guidelines
Workplace procedures and policies for the picking and processing of orders
Focus of operation of work systems, equipment, management and site operating systems for the picking and processing of orders
Problems that may occur when picking and processing an order and appropriate action that can be taken to resolve the problems
Documentation and record requirements when picking and processing an order
Equipment used during picking and processing operations and the precautions and procedures that should be followed in its use
Housekeeping standards procedures required in the workplace
Site layout and obstacles

Required skills:
Communicate effectively with others when picking and processing orders
Read and comprehend simple statements in English
Read and interpret instructions, procedures, signs and labels relevant to the picking and processing of orders
Complete documentation related to picking and processing orders
Identify relevant stock and goods coding and labelling, including ADG and IMDG markings
Work collaboratively with others when picking and processing orders
Adapt appropriately to cultural differences in the workplace, including modes of behaviour and interactions with others
Promptly report and/or rectify any identified problems, faults or malfunctions when picking and processing orders in accordance with regulatory requirements and workplace procedures
Implement contingency plans for unplanned events when picking and processing orders
Apply precautions and required action to minimise, control or eliminate hazards that may exist when picking and processing orders
Monitor work activities in terms of planned schedule
Modify activities depending on differing operational contingencies, risk situations and environments
Work systematically with required attention to detail without injury to self or others, or damage to goods or equipment
Operate and adapt to differences in equipment in accordance with standard operating procedures
Select and use relevant equipment and communications technology when picking and processing orders
Select and use required personal protective equipment conforming to industry and OH&S standards
Estimate the size, shape and special requirements of goods/loads

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required knowledge and skills, the range statement and the assessment guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria of this unit and include demonstration of applying: the underpinning knowledge and skills relevant legislation and workplace procedures other relevant aspects of the range statement
Context of and specific resources for assessment	Performance is demonstrated consistently over a period of time and in a suitable range of contexts Resources for assessment include: a range of relevant exercises, case studies and/or other simulated practical and knowledge assessment, and/or access to an appropriate range of relevant operational situations in the workplace In both real and simulated environments, access is required to: relevant and appropriate materials and equipment, and applicable documentation including workplace procedures, regulations, codes of practice and operation manuals
Method of assessment	Assessment of this unit must be undertaken by a registered training organisation As a minimum, assessment of knowledge must be conducted through appropriate written/oral tests Practical assessment must occur: through activities in an appropriately simulated environment at the registered training organisation, and/or in an appropriate range of situations in the workplace

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance.
Work may be conducted:	by day or night in a range of work environments
Customers may be:	internal or external
Workplaces may comprise:	large, medium or small worksites
Work may be conducted in:	limited or restricted spaces exposed conditions controlled or open environments
Problems that may occur when picking and processing an order include:	wrong stock is picked wrong carton for order incorrect location damaged stock no stock at location incorrect quantity failing to meet a special order requirement
Special order requirements may include:	pricing special packing specific size of carton special categories of stock
Hazards in the work area may include exposure to:	chemicals dangerous or hazardous substances movements of equipment, goods and materials oil or water on floor a fire or explosion damaged packaging or pallets debris on floor faulty racking poorly stacked pallets faulty equipment
Consultative processes may involve:	workplace personnel supervisors and managers customers/clients contractors official representatives
Communication in the work area may include:	phone electronic data interchange (EDI) fax email internet RF communications barcode readers oral, aural or signed communications
Depending on the type of organisation concerned and the local terminology used, workplace procedures may include:	company procedures enterprise procedures organisational procedures established procedures
Personal protective equipment may include:	gloves safety headwear and footwear safety glasses two-way radios high visibility clothing
Information/documents may include:	goods identification numbers and codes manifests, picking slips, merchandise transfers, stock requisitions and bar codes manufacturers specifications for equipment/tools workplace procedures and policies supplier and/or client instructions material safety data sheets codes of practice including the National Standards for Manual Handling and the Industry Safety Code relevant legislation, regulations and related documentation award, enterprise bargaining agreement, other industrial arrangements standards and certification requirements quality assurance procedures emergency procedures
Applicable regulations and legislation may include:	relevant codes and regulations pertaining to the picking and processing of orders Australian Dangerous Goods Code relevant state/territory OH&S legislation relevant state/territory environmental protection legislation licence, patent or copyright arrangements water and road use and licence arrangements export/import/quarantine/bond requirements workplace relations regulations workers compensation regulations

Unit Sector(s)

Not Applicable

Competency Field

Competency Field	A - Handling Cargo/Stock

TLIA2022A Participate in stocktakes

Modification History

Not Applicable

Unit Descriptor

Unit Descriptor	This unit involves the skills and knowledge required to participate in stocktakes in accordance with workplace requirements including preparing for stocktakes, conducting stocktakes, counting stock, identifying stock discrepancies, and completing all required documentation. Licensing, legislative, regulatory or certification requirements are applicable to this unit.

Application of the Unit

Application of the Unit	Work must be carried out in compliance with the relevant regulations and workplace requirements concerning the conduct of a stocktake. Work is performed under some supervision generally within a team environment. It involves the application of product knowledge and an understanding of relevant workplace procedures and regulatory requirements when participating in stocktakes as part of work activities in the warehousing, distribution and/or storage industries.

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability Skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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
1 Prepare for stocktake	1.1 Goods to be counted and appropriate inventory systems are identified 1.2 Required resources including equipment and record keeping systems are identified 1.3 Allocated tasks, zones and work requirements are identified 1.4 Sequence work role is planned in a time effective manner
2 Stocktake and count stock	2.1 Stocktaking and cyclical counts are undertaken in accordance with enterprise policies and procedures 2.2 Inventory data is interpreted 2.3 Inventory data is confirmed to match stock 2.4 Stock levels are accurately counted and documented
3 Identify stock discrepancies	3.1 Discrepancies in type, number and quality of stock are accurately recorded and documented 3.2 Products stored in inappropriate storage locations are relocated and stock records adjusted
4 Complete documentation	4.1 Inventory data is reconciled to match warehouse stock in accordance with company procedures 4.2 Workplace documentation is completed

Required Skills and Knowledge

REQUIRED KNOWLEDGE AND SKILLS
This describes the essential knowledge and skills and their level required for this unit.
Required knowledge:
Australian codes and regulations relevant to the conduct of stocktakes
Relevant OH&S and environmental protection procedures and guidelines
Workplace procedures and policies for the conduct of stocktakes
Focus of operation of work systems, equipment, management and site operating systems for the conduct of stocktakes
Workplace processes for records management and the production of stocktake reports
Principles of operation and functions of stocktake systems
Housekeeping standards procedures required in the workplace
Site layout and obstacles

Required skills:
Communicate effectively with others when conducting stocktakes
Read and comprehend simple statements in English
Read and interpret instructions, procedures and labels relevant to the conduct of stocktakes
Complete documentation related to the conduct of stocktakes
Work collaboratively with others when conducting stocktakes
Adapt appropriately to cultural differences in the workplace, including modes of behaviour and interactions with others
Promptly report and/or rectify any identified problems that may arise when conducting stocktakes in accordance with regulatory requirements and workplace procedures
Apply precautions and required action to minimise, control or eliminate hazards that may exist during work activities
Monitor work activities in terms of planned schedule
Modify activities depending on differing operational contingencies, risk situations and environments
Work systematically with required attention to detail without injury to self or others, or damage to goods or equipment
Operate and adapt to differences in equipment in accordance with standard operating procedures
Select and use relevant communication, computing and office equipment when conducting stocktakes
Select and use required personal protective equipment conforming to industry and OH&S standards

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required knowledge and skills, the range statement and the assessment guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria of this unit and include demonstration of applying: the underpinning knowledge and skills relevant legislation and workplace procedures other relevant aspects of the range statement
Context of and specific resources for assessment	Performance is demonstrated consistently over a period of time and in a suitable range of contexts Resources for assessment include: a range of relevant exercises, case studies and/or other simulated practical and knowledge assessment, and/or access to an appropriate range of relevant operational situations in the workplace In both real and simulated environments, access is required to: relevant and appropriate materials and equipment, and applicable documentation including workplace procedures, regulations, codes of practice and operation manuals
Method of assessment	Assessment of this unit must be undertaken by a registered training organisation As a minimum, assessment of knowledge must be conducted through appropriate written/oral tests Practical assessment must occur: through activities in an appropriately simulated environment at the registered training organisation, and/or in an appropriate range of situations in the workplace

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance.
Work may be conducted:	in a range of work environments by day or night
Customers may be:	internal or external
Workplaces may comprise:	large, medium or small worksites
Work may be conducted in:	restricted spaces exposed conditions controlled or open environments
Goods may involve:	special handling, location, storage and/or packaging requirements, including temperature controlled goods and dangerous goods
Inventory systems may be:	automated manual paper based computerised microfiche
Categories or groups of products/stock may include:	small parts perishable goods overseas export dangerous goods refrigerated products temperature controlled stock fragile goods
The characteristics of products/stock may include:	small parts toxicity flammability form weight size state perishability fragility security risk
Labelling systems may include:	batch code bar code identification numbering systems serial numbers symbols for safe handling ADG and HAZCHEM Codes
Hazards in the work area may include:	chemicals dangerous or hazardous substances movements of equipment, goods and materials oil or water on floor a fire or explosion damaged packaging or pallets debris on floor faulty racking poorly stacked pallets faulty equipment
Communication in the work area may include:	phone electronic data interchange (EDI) fax email internet RF systems oral, aural or signed communications
Depending on the type of organisation concerned and the local terminology used, workplace procedures may include:	company procedures enterprise procedures organisational procedures established procedures
Personal protective equipment may include:	gloves safety headwear and footwear safety glasses two-way radios high visibility clothing
Consultative processes may involve:	other employees and supervisors suppliers, customers and clients relevant authorities and institutions management and union representatives industrial relations and OH&S specialists other maintenance, professional or technical staff
Information/documents may include:	goods identification numbers and codes manifests, picking slips, merchandise transfers, stock requisitions and bar codes codes of practice and regulations relevant to the identification, handling and stacking of goods Australian and international regulations and codes of practice for the handling, stacking and transport of dangerous goods and hazardous substances operations manuals, job specifications and induction documentation manufacturers specifications for equipment workplace procedures and policies supplier and/or client instructions dangerous goods declarations and material safety data sheets (where applicable) award, enterprise bargaining agreement, other industrial arrangements relevant Australian standards and certification requirements quality assurance procedures emergency procedures
Applicable regulations and legislation may include:	relevant codes and regulations for the packaging of goods Australian and international regulations and codes of practice for the handling and transport of dangerous goods and hazardous substances, including: Australian and International Dangerous Goods Codes Australian and International Explosives Codes licence, patent or copyright arrangements water and road use and licence arrangements export/import/quarantine/bond requirements relevant state/territory OH&S and environmental protection legislation workplace relations regulations workers compensation regulations

Unit Sector(s)

Not Applicable

Competency Field

Competency Field	A - Handling Cargo/Stock

TLIA3016A Use inventory systems to organise stock control

Modification History

Not Applicable

Unit Descriptor

Unit Descriptor	This unit involves the skills and knowledge required to use inventory systems to organise stock control in accordance with workplace requirements including identifying inventory and stock control systems in use in the workplace, using re-order procedures to maintain stock levels, organising cyclical stock counts, and reporting discrepancies or variances. Licensing, legislative, regulatory or certification requirements are applicable to this unit.

Application of the Unit

Application of the Unit	Work must be carried out in compliance with the relevant regulations and workplace requirements concerning the use of inventory systems to organise stock control. Work is performed under some supervision generally within a team environment. It involves the application of product knowledge and an understanding of relevant workplace procedures and regulatory requirements when using inventory systems to organise stock control as part of work activities in the warehousing, distribution and/or storage industries.

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability Skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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
1 Identify inventory and stock control systems in use in the workplace	1.1 Workplace inventory and stock control equipment, software and systems are identified 1.2 Reasons for common database approach to inventory records and documentation in the warehouse are explained 1.3 Procedures for identification and reporting of discrepancies or variances are identified
2 Use re-order procedures to maintain stock levels	2.1 Stock level maintenance checking is conducted 2.2 Stock is re-ordered to meet stock level maintenance requirements in accordance with workplace policies and procedures 2.3 Data is accurately entered and extracted from the inventory/records system using appropriate workplace procedures
3 Organise cyclical stock counts and report discrepancies or variances	3.1 Process for cyclical stock count is planned and work allocated to team members 3.2 Clear directions on tasks to be performed are given 3.3 Stocktake activities are conducted in accordance with workplace procedures 3.4 Types and causes of records discrepancies are identified 3.5 Procedures for noting and correcting minor discrepancies are used 3.6 Major discrepancies are reported in accordance with workplace procedures 3.7 Workplace documentation is completed
4 Produce reports on record keeping and inventory functions	4.1 Types of reports to be produced from inventory records systems are identified 4.2 Reports are produced in accordance with workplace procedures and relevant regulatory requirements

Required Skills and Knowledge

REQUIRED KNOWLEDGE AND SKILLS
This describes the essential knowledge and skills and their level required for this unit.
Required knowledge:
Australian codes and regulations relevant to the organisation of stock control
Relevant OH&S and environmental protection procedures and guidelines
Workplace procedures and policies for the use of inventory systems to organise stock control
Focus of operation of inventory systems, equipment, management and site operating systems for the control of stock
Principles of operation and functions of inventory systems
Applications of different types of inventory systems and stock management approaches
Workplace processes for records management and the production of inventory reports
Principles of operation and functions of inventory systems
Computer records and documentation requirements for stock control, including forms, checklists and inventory reports
Housekeeping standards procedures required in the workplace
Site layout and obstacles

Required skills:
Communicate effectively with others when using inventory systems to organise stock control
Read and comprehend simple statements in English
Read and interpret instructions, procedures and labels relevant to the use of inventory systems for the organisation of stock control
Complete documentation related to the use of inventory systems to organise stock control
Work collaboratively with others when using inventory systems to organise stock control
Adapt appropriately to cultural differences in the workplace, including modes of behaviour and interactions with others
Promptly report and/or rectify any identified problems when using inventory systems to organise stock control in accordance with regulatory requirements and workplace procedures
Implement contingency plans for unplanned events
Modify activities depending on differing operational contingencies, risk situations and environments
Work systematically with required attention to detail without injury to self or others, or damage to goods or equipment
Operate and adapt to differences in equipment in accordance with standard operating procedures
Select and use required personal protective equipment conforming to industry and OH&S standards
Select and use relevant communications, computing and office equipment when using inventory systems to organise stock control

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required knowledge and skills, the range statement and the assessment guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria of this unit and include demonstration of applying: the underpinning knowledge and skills relevant legislation and workplace procedures other relevant aspects of the range statement
Context of and specific resources for assessment	Performance is demonstrated consistently over a period of time and in a suitable range of contexts Resources for assessment include: a range of relevant exercises, case studies and/or other simulated practical and knowledge assessment, and/or access to an appropriate range of relevant operational situations in the workplace In both real and simulated environments, access is required to: relevant and appropriate materials and equipment, and applicable documentation including workplace procedures, regulations, codes of practice and operation manuals
Method of assessment	Assessment of this unit must be undertaken by a registered training organisation As a minimum, assessment of knowledge must be conducted through appropriate written/oral tests Practical assessment must occur: through activities in an appropriately simulated environment at the registered training organisation, and/or in an appropriate range of situations in the workplace

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance.
Work may be conducted:	in a range of work environments by day or night
Customers may be:	internal or external
Workplaces may comprise:	large, medium or small worksites
Work may be conducted in:	limited or restricted spaces exposed conditions controlled or open environments
Goods may involve:	special handling, location, storage and/or packaging requirements, including temperature controlled goods and dangerous goods
Inventory systems may be:	automated manual paper-based computerised microfiche
Categories or groups of products/stock may include:	small parts perishable goods overseas export dangerous goods refrigerated products temperature controlled stock fragile goods
The characteristics of products/stock may include:	small parts toxicity flammability form weight size state perishability fragility security risk
Labelling systems may include:	batch code bar code identification numbering systems serial numbers symbols for safe handling ADG and HAZCHEM Codes
Hazards in the work area may include:	chemicals dangerous or hazardous substances movements of equipment, goods and materials oil or water on floor a fire or explosion damaged packaging or pallets debris on floor faulty racking poorly stacked pallets faulty equipment
Communication in the work area may include:	phone electronic data interchange (EDI) fax email internet RF systems oral, aural or signed communications
Depending on the type of organisation concerned and the local terminology used, workplace procedures may include:	company procedures enterprise procedures organisational procedures established procedures
Personal protective equipment may include:	gloves safety headwear and footwear safety glasses two-way radios high visibility clothing
Consultative processes may involve:	other employees and supervisors suppliers, customers and clients relevant authorities and institutions management and union representatives industrial relations and OH&S specialists other maintenance, professional or technical staff
Information/documents may include:	goods identification numbers and codes manifests, picking slips, merchandise transfers, stock requisitions and bar codes codes of practice and regulations relevant to the identification, handling and stacking of goods Australian and international regulations and codes of practice for the handling, stacking and transport of dangerous goods and hazardous substances operations manuals, job specifications and induction documentation manufacturers specifications for equipment workplace procedures and policies supplier and/or client instructions dangerous goods declarations and material safety data sheets (where applicable) award, enterprise bargaining agreement, other industrial arrangements relevant Australian standards and certification requirements quality assurance procedures emergency procedures
Applicable regulations and legislation may include:	relevant codes and regulations for the packaging of goods Australian and international regulations and codes of practice for the handling and transport of dangerous goods and hazardous substances, including: Australian and iinternational dangerous goods codes Australian and international explosives codes licence, patent or copyright arrangements water and road use and licence arrangements export/import/quarantine/bond requirements relevant state/territory OH&S and environmental protection legislation workplace relations regulations workers compensation regulations

Unit Sector(s)

Not Applicable

Competency Field

Competency Field	A - Handling Cargo/Stock

TLID1001A Shift materials safely using manual handling methods

Modification History

Not Applicable

Unit Descriptor

Unit Descriptor	This unit involves the skills and knowledge required to shift loads using manual handling methods, including assessing the risks associated with relocating the load, planning the relocation process and carrying out the relocation in accordance with the plan. Licensing, legislative, regulatory or certification requirements are applicable to this unit.

Application of the Unit

Application of the Unit	Work must be carried out in compliance with the relevant OH&S regulations concerning the manual handling and movement of loads. Work is performed under some supervision generally within a team environment. Work involves the application of the basic principles for the safe manual handling techniques and movement of loads when shifting materials using manual handling methods as part of day-to-day work.

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability Skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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
1 Assess risks associated with the relocation of the load	1.1 Products, goods or materials to be relocated are identified and assessed for the appropriate method of relocation 1.2 Locations for storage are determined and potential routes to be followed are identified 1.3 Effect of load relocation on original load base is predicted 1.4 Points of balance are estimated 1.5 Required clearances are compared to available space and adjustments are made 1.6 Effects of moving contents which may be loose, liquid, dangerous or hazardous are considered 1.7 Potential risks in route(s) which may be followed are considered 1.8 Risks to self are identified arising from the required lifting, load carrying, set down or movement of the goods 1.9 Manual handling procedures for lifting, lowering and carrying, pushing and pulling are identified 1.10 Team lifting processes are considered for application 1.11 Appropriate personal protective equipment is worn 1.12 Size to weight ratio of items to be manually handled are identified
2 Plan load relocation	2.1 Relocation of the load is planned consistent with the code of practice for manual handling 2.2 Process for relocating load is proposed including predicting and planning for potential difficulties 2.3 Proposed process is checked against code of practice and workplace procedures for compliance
3 Relocate load	3.1 Actions for lifting, lowering and carrying, pulling and pushing a load are in accordance with workplace procedures and OH&S requirements 3.2 Applications appropriate for team relocation of load are identified 3.3 Team lifting tasks are coordinated 3.4 Planned process and route are followed 3.5 Relocated materials are set down without damage to goods, personnel or equipment and checked for stability 3.6 Relocation is checked to see that it meets work requirements, with any variance(s) reported

Required Skills and Knowledge

REQUIRED KNOWLEDGE AND SKILLS
This describes the essential knowledge and skills and their level required for this unit.
Required knowledge:
Relevant OH&S procedures and guidelines concerning the manual lifting and movement of loads
Risks when manually lifting and handling materials and goods and related precautions to control the risk, including: the load on the spine during lifting; controlled actions on a movement during lifting; rotation and side movement of the spine during lifting; postures and positions during lifting; work layout; the type, weight and position of the load; frequency of shifting operations; distance over which load is to be shifted; and time allowed for the shifting of the load
Workplace procedures and policies for manual handling
Housekeeping standards procedures required in the workplace
Site layout and obstacles

Required skills:
Communicate effectively with others when manually lifting and handling materials and goods
Read and interpret instructions, procedures and information relevant to the manual lifting and handling of materials and goods
Interpret and follow operational instructions and prioritise work
Work collaboratively with others when manually lifting and handling materials and goods
Adapt appropriately to cultural differences in the workplace, including modes of behaviour and interactions with others
Promptly report and/or rectify any identified problems that may arise when manually lifting and handling materials and goods in accordance with regulatory requirements and workplace procedures
Implement contingency plans for unexpected situations that may occur when manually lifting and handling materials and goods
Apply precautions and required action to minimise, control or eliminate risks that may exist when manually lifting and handling materials and goods
Monitor work activities in terms of planned schedule
Modify activities depending on differing operational contingencies, risk situations and environments
Apply fatigue management knowledge and techniques
Work systematically with required attention to detail without injury to self or others, or damage to goods or equipment
Operate and adapt to differences in loads and materials in accordance with standard operating procedures
Select and use required personal protective equipment conforming to industry and OH&S standards

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required knowledge and skills, the range statement and the assessment guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria of this unit and include demonstration of: applying the underpinning knowledge and skills interpreting manual handling risks using correct manual handling practices applying relevant legislation and workplace procedures
Context of and specific resources for assessment	Performance is demonstrated consistently over a period of time and in a suitable range of contexts Resources for assessment include: a range of relevant exercises, case studies and/or other simulated practical and knowledge assessment, and/or access to an appropriate range of relevant operational situations in the workplace In both real and simulated environments, access is required to: relevant and appropriate materials and equipment, and applicable documentation including workplace procedures, regulations, codes of practice and operation manuals
Method of assessment	As a minimum, assessment of knowledge must be conducted through appropriate assessments using written/practical/oral assessments Practical assessment must occur: through activities in an appropriately simulated environment, and/or in an appropriate range of situations in the workplace

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance.
The shifting operations may be conducted:	in a range of work environments by day or night
Customers may be:	internal or external
Workplaces may comprise:	large, medium or small worksites
Work may be conducted in:	restricted spaces exposed conditions controlled or open environments
Materials to be shifted may include:	goods large luggage items baggage items equipment and tools cleaning materials components and parts of vehicles and equipment such as tyres, batteries, lifting gear, etc. materials used in the course of work such as drums of fuel, raw materials, packaging, etc.
Loads to be shifted may be:	irregularly shaped packaged or unpackaged labelled or unlabelled
Hazards in the work area may include exposure to:	chemicals dangerous or hazardous substances movements of equipment, goods and materials weight of items being handled
Personnel in the work area may include:	workplace personnel site visitors contractors official representatives
Communication in the work area may include:	phone electronic data interchange fax email internet radio oral, aural or signed communications
Depending on the type of organisation concerned and the local terminology used, workplace procedures may include:	company procedures enterprise procedures organisational procedures established procedures
Personal protective equipment may include:	gloves safety headwear and footwear safety glasses two-way radios high visibility clothing
Information/documents may include:	goods identification numbers and codes manifests, bar codes, goods and container identification manufacturers specifications for equipment/tools workplace procedures and policies supplier and/or client instructions material safety data sheets codes of practice including the National Standards for Manual Handling and the Industry Safety Code relevant legislation, regulations and related documentation award, enterprise bargaining agreement, other industrial arrangements standards and certification requirements quality assurance procedures emergency procedures
Applicable regulations and legislation may include:	relevant state/territory OH&S legislation relevant state/territory environmental protection legislation workplace relations regulations workers compensation regulations licence, patent or copyright arrangements dangerous goods and air freight regulations export/import/quarantine/bond requirements marine orders

Unit Sector(s)

Not Applicable

Competency Field

Competency Field	D - Load Handling

TLID1002A Shift a load using manually-operated equipment

Modification History

Not Applicable

Unit Descriptor

Unit Descriptor	This unit involves the skills and knowledge required to shift loads using manually-operated mechanical equipment. It includes assessing the risks associated with relocating the load, planning the relocation process, carrying out the relocation with the aid of the equipment in accordance with the plan, and refurbishing equipment and worksite. Licensing, legislative, regulatory or certification requirements are applicable to this unit.

Application of the Unit

Application of the Unit	Work must be carried out in compliance with the relevant OH&S regulations concerning the shifting and movement of loads using manually-operated equipment. Work is performed under some supervision generally within a team environment. It involves the application of the basic principles for the safe shifting of loads using manually-operated equipment.

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability Skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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
1 Assess risks associated with the relocation of the load	1.1 Products, goods or materials to be relocated are identified and assessed for the appropriate method of relocation 1.2 Location for storage is determined 1.3 Routes to be followed are identified 1.4 Points of balance are estimated 1.5 Effect of moving contents which may be loose, liquid, dangerous or hazardous are considered 1.6 Potential risks in route(s) which may be followed are considered 1.7 Lifting equipment to minimise potential risks is identified 1.8 Appropriate personal protective equipment is worn 1.9 Tools, load shifting equipment and other materials are selected, checked for serviceability and any defects are reported to the supervisor
2 Plan load relocation	2.1 Load is examined to determine condition, length, bulk, weight 2.2 Load shifting equipment is selected in accordance with workplace procedures 2.3 Safe procedures for using lifting equipment are identified, including the calculation of Safe Working Load (SWL) and/or Working Load Limit (WLL) for weight of goods to be moved 2.4 Process for relocating load is proposed including predicting and planning for potential difficulties 2.5 Proposed process is checked against relevant code of practice and workplace procedures for compliance 2.6 Lifting equipment and accessories are checked for safe operation in accordance with manufacturers instructions and workplace procedures 2.7 Personal protective equipment is selected and worn in accordance with OH&S requirements
3 Relocate load	3.1 Any unsafe equipment is reported to appropriate personnel in accordance with workplace procedures 3.2 Load is broken down, where applicable, to allow handling and moving a number of single items to ensure the maximum weight of 500 kg is not exceeded 3.3 Mechanical aids and field machines are constructed, when required, by the approved shifting method, so that the load can be shifted in accordance with job instructions 3.4 Safe working limits for lifting equipment are identified and maintained 3.5 Planned process and route are followed using equipment within necessary range of limitations 3.6 Relocated materials are set down without damage to goods, personnel or equipment and checked for stability 3.7 Relocation is checked to see that it meets work requirements, and any variances are reported
4 Refurbish equipment and worksite	4.1 Site is cleaned and cleared of debris and unwanted material 4.2 Field machines, tools and equipment are cleaned, inspected, serviced, maintained and stored in accordance with standard procedures 4.3 Documentation is completed in accordance with standard procedures

Required Skills and Knowledge

REQUIRED KNOWLEDGE AND SKILLS
This describes the essential knowledge and skills and their level required for this unit.
Required knowledge:
Relevant OH&S procedures and guidelines concerning the use of manually-operated equipment to shift loads
Risks when using manually-operated equipment to shift loads, and related precautions to control the risk
Workplace procedures and policies for the shifting of goods and materials using manually-operated equipment
Problems that may arise when using manually-operated equipment to shift loads, and actions that should be taken to prevent or solve them
Housekeeping standards procedures required in the workplace
Site layout and obstacles
Relevant knots and lashings to use
Method for splicing and maintaining cordage and SWR
Relevant slings and securing devices to use

Required skills:
Communicate effectively with others when using manually-operated equipment to shift loads
Read and interpret instructions, procedures, information and signs relevant to the shifting of loads using manually-operated equipment
Interpret and follow operational instructions and prioritise work
Complete documentation related to work activities
Work collaboratively with others when using manually-operated equipment to shift loads
Adapt appropriately to cultural differences in the workplace, including modes of behaviour and interactions with others
Promptly report and/or rectify any identified problems that may arise when using manually-operated equipment to shift loads in accordance with regulatory requirements and workplace procedures
Apply precautions and required action to minimise, control or eliminate hazards that may exist during the shifting of loads using manually-operated equipment
Monitor work activities in terms of planned schedule
Modify activities depending on differing operational contingencies, risk situations and environments
Work systematically with required attention to detail without injury to self or others, or damage to goods or equipment
Operate and adapt to differences in equipment in accordance with standard operating procedures
Select and use required personal protective equipment conforming to industry and OH&S standards

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required knowledge and skills, the range statement and the assessment guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria of this unit and include demonstration of: applying the underpinning knowledge and skills identifying load limits for lifting relocating a load safely identifying manual operating equipment and their capabilities identifying faults and deficiencies and taking action to rectify problems
Context of and specific resources for assessment	Performance is demonstrated consistently over a period of time and in a suitable range of contexts Resources for assessment include: a range of relevant exercises, case studies and/or other simulated practical and knowledge assessment, and/or access to an appropriate range of relevant operational situations in the workplace In both real and simulated environments, access is required to: relevant and appropriate materials and equipment, and applicable documentation including workplace procedures, regulations, codes of practice and operation manuals
Method of assessment	As a minimum, assessment of knowledge must be conducted through appropriate assessments using written/practical/oral assessments Practical assessment must occur: through activities in an appropriately simulated environment, and/or in an appropriate range of situations in the workplace

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance.
The shifting operations may be conducted:	in a range of work environments by day or night under all weather conditions in a range of terrain, soil, vegetation
Customers may be:	internal or external
Workplaces may comprise:	large, medium or small worksites
Work may be conducted in:	restricted spaces exposed conditions controlled or open environments
Materials to be shifted may include:	goods equipment and tools cleaning materials components and parts of vehicles and equipment such as tyres, batteries, lifting gear, etc. materials used in the course of work such as drums of fuel, raw materials, packaging, etc.
Loads to be shifted may be:	irregularly shaped packaged or unpackaged labelled or unlabelled palleted or unpalleted
Hazards in the work area may include exposure to:	chemicals dangerous or hazardous substances movements of equipment, goods and materials
Personnel in the work area may include:	workplace personnel site visitors contractors official representatives
Manually-operated equipment may include:	pallet jack hand trolley electric manual handling equipment straps slings chain blocks gins derricks incline planes chain blocks sheers
Communication in the work area may include:	phone electronic data interchange (EDI) fax email internet radio oral, aural or signed communications
Depending on the type of organisation concerned and the local terminology used, workplace procedures may include:	company procedures enterprise procedures organisational procedures established procedures
Personal protective equipment may include:	gloves safety headwear and footwear safety glasses two-way radios high visibility clothing
Measuring aids and field machines may include:	mechanical strapping equipment gins, sheers, and derricks block and tackle, pulleys hand operated winches jacks improvised methods such as Spanish windlass and par buckles use of expedient materials such as materials obtained on the job from resources available in the local environment
Information/documents may include:	goods identification numbers and codes manifests, bar codes, goods and container identification manufacturers instructions concerning the use and servicing of manually-operated load shifting equipment workplace procedures and policies supplier and/or client instructions material safety data sheets codes of practice including the National Standards for Manual Handling and the Industry Safety Code relevant legislation, regulations and related documentation award, enterprise bargaining agreement, other industrial arrangements standards and certification requirements quality assurance procedures emergency procedures
Applicable regulations and legislation may include:	relevant state/territory OH&S legislation relevant state/territory environmental protection legislation workplace relations regulations workers compensation regulations licence, patent or copyright arrangements dangerous goods and air freight regulations export/import/quarantine/bond requirements marine orders

Unit Sector(s)

Not Applicable

Competency Field

Competency Field	D - Load Handling

TLID2004A Load and unload goods/cargo

Modification History

Not Applicable

Unit Descriptor

Unit Descriptor	This unit involves the skills and knowledge required to load and unload goods and cargo, including loading and unloading goods, securing and protecting the load and completing all required documentation. Licensing, legislative, regulatory or certification requirements are applicable to this unit.

Application of the Unit

Application of the Unit	Work must be carried out in compliance with the relevant regulations/permit requirements including those of the relevant state/territory roads and traffic authority concerning the loading of goods/cargo. Work is performed under some supervision generally within a team environment. It involves the application of the basic principles, routine procedures and regulatory/permit requirements to the loading and unloading of goods/cargo.

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability Skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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
1 Load and unload goods/cargo	1.1 Load characteristics are identified and taken into account when determining appropriate loading and unloading procedures 1.2 Dangerous or hazardous goods are identified and handled in accordance with the Australian Dangerous Goods (ADG) Code and other relevant regulations/permit requirements 1.3 Load is packed/unpacked to make safe and effective use of available spaces 1.4 Goods/cargo are loaded in accordance with relevant mass and loading regulations and workplace procedures 1.5 Lifting aids and appliances are selected and used to aid loading procedures in compliance with workplace procedures and safety legislation 1.6 Unloading activities are conducted in a safe and efficient manner taking into account suitable locations, stowage, safe use of equipment and the balance of the remaining load 1.7 Goods requiring special handling and/or documentation are identified and appropriate procedures followed 1.8 Relocated material is restacked appropriate for the transport method, safe height, weight loading, size and crushability of the goods
2 Secure and protect load	2.1 The distribution of the load is checked to ensure that it is even, legal and within safe working capacity 2.2 Load is checked to ensure that dangerous goods and hazardous substances are appropriately segregated in accordance with the ADG Code 2.3 Load is secured using the correct load restraint and protection equipment for different loads, carrying and storage conditions 2.4 The load is protected in accordance with legal and workplace safety requirements
3 Complete documentation	3.1 The load is inspected and checked for security to travel in accordance with relevant regulations/permit requirements and the ADG Code where applicable 3.2 All required documentation for the goods is completed in accordance with workplace requirements including the ADG Code where applicable

Required Skills and Knowledge

REQUIRED KNOWLEDGE AND SKILLS
This describes the essential knowledge and skills and their level required for this unit.
Required knowledge:
Relevant Australian standards and regulations including state/territory mass and loading regulations
National Load Restraint Guide
Australian and international regulations and codes of practice for the handling and transport of dangerous goods and hazardous substances
OH&S procedures and guidelines concerning the lifting and movement of loads
Risks when loading and unloading goods/cargo and related precautions to control the risk
Security awareness requirements when loading and unloading vehicles and in particular the recognition, isolation and reporting of suspicious cargo and goods
Workplace procedures and policies for the loading and unloading of goods/cargo
Housekeeping standards procedures required in the workplace
Methods of securing a load
Site layout and obstacles
Problems that may arise when loading and unloading goods and cargo and actions that should be taken to prevent or solve them

Required skills:
Communicate effectively with others when loading and unloading goods and cargo
Read and interpret instructions, procedures, information, signs and labels relevant to the loading and unloading of goods and cargo
Identify containers and goods coding, ADG and IMDG markings and, where applicable, emergency information panels and take appropriate action
Interpret and follow operational instructions and prioritise work
Complete documentation related to the loading and unloading of goods and cargo
Operate electronic communication equipment to required protocol
Estimate the size, shape and special requirements of loads and take appropriate action
Work collaboratively with others when loading and unloading goods and cargo
Adapt appropriately to cultural differences in the workplace, including modes of behaviour and interactions with others
Promptly report and/or rectify any identified problems that may arise when loading and unloading goods and cargo in accordance with regulatory requirements and workplace procedures
Implement contingency plans for unexpected situations that may occur when loading and unloading goods and cargo
Apply precautions and required action to minimise, control or eliminate hazards that may exist during the loading and unloading of goods and cargo
Monitor work activities in terms of planned schedule
Modify activities depending on differing operational contingencies, risk situations and environments
Work systematically with required attention to detail without injury to self or others, or damage to goods or equipment
Operate and adapt to differences in cargo and equipment in accordance with standard operating procedures
Select and use required personal protective equipment conforming to industry and OH&S standards

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required knowledge and skills, the range statement and the assessment guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria of this unit and include demonstration of applying: the underpinning knowledge and skills relevant legislation and workplace procedures other relevant aspects of the range statement
Context of and specific resources for assessment	Performance is demonstrated consistently over a period of time and in a suitable range of contexts Resources for assessment include: a range of relevant exercises, case studies and/or other simulated practical and knowledge assessment, and/or access to an appropriate range of relevant operational situations in the workplace In both real and simulated environments, access is required to: relevant and appropriate materials and equipment, and applicable documentation including workplace procedures, regulations, codes of practice and operation manuals
Method of assessment	Assessment of this unit must be undertaken by a registered training organisation As a minimum, assessment of knowledge must be conducted through appropriate written/oral tests Practical assessment must occur: through activities in an appropriately simulated environment at the registered training organisation, and/or in an appropriate range of situations in the workplace

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance.
Operations may be conducted:	in a range of work environments by day or night
Customers may be:	internal or external
Workplaces may comprise:	large, medium or small worksites
Work may be conducted in:	restricted spaces exposed conditions controlled or open environments
Goods/cargo to be loaded or unloaded may:	require special precautions
Loads to be shifted may be:	irregularly shaped packaged or unpackaged labelled or unlabelled palleted or unpalleted
Hazards in the work area may include exposure to:	chemicals dangerous or hazardous substances movements of equipment, goods and materials
Personnel in the work area may include:	workplace personnel site visitors contractors official representatives
Communication in the work area may include:	phone electronic data interchange fax email internet radio oral, aural or signed communications
Loading operations may be carried out:	manually with the aid of lifting equipment and/or appliances
Depending on the type of organisation concerned and the local terminology used, workplace procedures may include:	company procedures enterprise procedures organisational procedures established procedures
Personal protective equipment may include:	gloves safety headwear and footwear safety glasses two-way radios high visibility clothing
Information/documents may include:	goods identification numbers and codes, including ADG and IMDG markings and HAZCHEM signs manifests, bar codes, goods and container identification manufacturers specifications for equipment/tools workplace procedures and policies for the loading and unloading of goods/cargo ADG Code and associated regulations supplier and/or client instructions material safety data sheets EPGs and Initial Response Guide (HB76:1998 or equivalent) codes of practice including the National Standards for Manual Handling and the Industry Safety Code award, enterprise bargaining agreement, other industrial arrangements relevant Australian standards and certification requirements quality assurance procedures emergency procedures Load Restraint Guide
Applicable regulations and legislation may include	relevant Australian standards and regulations including state/territory mass and loading regulations Australian and international regulations and codes of practice for the handling and transport of dangerous goods and hazardous substances, including: Australian and International Dangerous Goods Codes Australian Marine Orders and the International Maritime Dangerous Goods Code IATA Dangerous Goods by Air regulations Australian and International Explosives Codes relevant state/territory environmental protection legislation relevant state/territory OH&S legislation

Unit Sector(s)

Not Applicable

Competency Field

Competency Field	D - Load Handling

TLID2010A Operate a forklift

Modification History

Not Applicable

Unit Descriptor

Unit Descriptor	This unit involves the skills and knowledge required to operate a forklift, including checking forklift condition, driving the forklift to fulfil operational requirements, monitoring site conditions, and monitoring and maintaining forklift performance. Assessment of this unit will usually be undertaken within a licensing examination conducted by, or under the authority of, the relevant state/territory OH&S authority. Licensing, legislative, regulatory or certification requirements are applicable to this unit.

Application of the Unit

Application of the Unit	Operation of a forklift must be carried out in compliance with the licence requirements and regulations of the relevant state/territory authority. Operation of a forklift is performed under some supervision, generally within a team environment. It involves the application of routine equipment operation principles and procedures to maintain the safety and operation of a forklift in a variety of operational contexts.

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability Skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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
1 Check forklift condition	1.1 Condition of forklift is checked for compliance with OH&S and workplace requirements for warning devices, manufacturers specifications and the nature of the load shifting task 1.2 Attachments are checked to ensure appropriate adjustment and operation 1.3 Mirrors and seats are adjusted for safe operation by the driver 1.4 Log books are checked and appropriate workplace documentation is completed in accordance with workplace requirements
2 Drive the forklift	2.1 Forklift is started, steered, manoeuvred, positioned and stopped in accordance with regulations and manufacturers instructions 2.2 Engine power is managed to ensure efficiency and performance and to minimise engine and gear damage 2.3 Operational hazards are identified and/or anticipated and avoided or controlled through defensive driving and appropriate hazard control techniques 2.4 Forklift is driven in reverse, maintaining visibility and achieving accurate positioning 2.5 The forklift is parked, shut down and secured in accordance with manufacturers specifications, regulations and workplace procedures
3 Operate a forklift to handle loads	3.1 The lifting task to be undertaken is appropriately planned and the correct lifting truck and attachments are selected 3.2 The load is lifted, carried, lowered and set down in accordance with OH&S legislation, manufacturers specifications and company procedures
4 Monitor site conditions	4.1 When selecting the most efficient route, hazards and traffic flow are identified and appropriate adjustments are made 4.2 Site conditions are assessed to enable safe operations and to ensure no injury to people or damage to property, equipment, loads or facilities occurs
5 Monitor and maintain forklift performance	5.1 Performance and efficiency of vehicle operation is monitored during use 5.2 Defective/irregular performance and malfunctions reported to relevant personnel 5.3 Forklift records are maintained/updated in accordance with workplace procedures and legislative requirements

Required Skills and Knowledge

REQUIRED KNOWLEDGE AND SKILLS
This describes the essential knowledge and skills and their level required for this unit.
Required knowledge:
Relevant duty of care requirements pertaining to the operation of a forklift
Relevant OH&S and environmental procedures and regulations
Workplace operating procedures
Forklift controls, instruments and indicators and their use
Forklift handling procedures
Procedures to be followed in the event of an operational emergency
Engine power management and safe operating strategies
Efficient driving techniques
Operating hazards and related defensive driving and hazard control techniques
Pre-operational checks carried out on forklift and related action
Principles of stress management when driving a forklift
Site layout and obstacles

Required skills:
Communicate effectively with others when operating a forklift
Read and interpret instructions, procedures, information and signs relevant to the operation of a forklift
Interpret and follow operational instructions and prioritise work
Complete documentation related to the operation of a forklift
Operate electronic communication equipment to required protocol
Work collaboratively with others when operating a forklift
Adapt appropriately to cultural differences in the workplace, including modes of behaviour and interactions with others
Promptly report and/or rectify any identified problems, faults or malfunctions in accordance with regulatory requirements and workplace procedures
Implement contingency plans for unexpected events when operating a forklift
Apply precautions and required action to minimise, control or eliminate hazards that may exist during the operation of a forklift
Monitor work activities in terms of planned schedule
Modify activities depending on differing operational contingencies, risk situations and environments
Apply fatigue management knowledge and techniques
Work systematically with required attention to detail without injury to self or others, or damage to goods or equipment
Operate and adapt to differences in equipment in accordance with standard operating procedures
Select and use required personal protective equipment conforming to industry and OH&S standards
Identify points of balance and safe lifting positions on a range of loads when operating a forklift (including accessories)
Monitor performance of forklift and its equipment and take appropriate action where required
Ensure that a forklift and its equipment are maintained in terms of service schedule and standard operating procedures
Check and replenish fluids and carry out lubrication processes in the course of work activities

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required knowledge and skills, the range statement and the assessment guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria of this unit and include demonstration of applying: the underpinning knowledge and skills relevant legislation and workplace procedures other relevant aspects of the range statement
Context of and specific resources for assessment	Performance is demonstrated consistently over a period of time and in a suitable range of contexts Resources for assessment include: a range of relevant exercises, case studies and/or other simulated practical and knowledge assessment, and/or access to an appropriate range of relevant operational situations in the workplace In both real and simulated environments, access is required to: relevant and appropriate materials and equipment, and applicable documentation including workplace procedures, regulations, codes of practice and operation manuals
Method of assessment	Assessment of this unit must be undertaken by a registered training organisation As a minimum, assessment of knowledge must be conducted through appropriate written/oral tests Practical assessment must occur: through activities in an appropriately simulated environment at the registered training organisation, and/or in an appropriate range of situations in the workplace

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance.
Types of forklift may include:	counterbalance trucks reach trucks pallet trucks
Operations may be carried out in typical forklift operational situations, including:	operations conducted at day or night typical weather conditions on the open road on a private road or worksite while at a workplace
Customers may be:	internal or external
Workplaces may comprise:	large, medium or small worksites
Work may be conducted in:	restricted spaces exposed conditions controlled or open environments
Loads to be shifted may require:	special precautions
Loads to be shifted may be:	irregularly shaped packaged or unpackaged labelled or unlabelled palleted or unpalleted
Hazards in the work area may include exposure to:	chemicals dangerous or hazardous substances movements of equipment, goods and materials
Personnel in the work area may include:	workplace personnel site visitors contractors official representatives
Forklift handling procedures may include:	starting a forklift steering and manoeuvring a forklift accelerating and braking positioning and stopping a forklift reversing a forklift operating forklift controls, instruments and indicators using defensive driving techniques managing engine performance
Pre-operational checks may include:	visual check of forklift checking and topping up of fluid levels checks of tyres checks of operation of forklift lights and indicators checks of brakes
Hazards may include (examples only):	wet and iced operating surfaces oil on operating surface faulty brakes workplace obstacles and other operational equipment and vehicles damaged loads and pallets other personnel in work area
Depending on the type of organisation concerned and the local terminology used, workplace procedures may include:	company procedures enterprise procedures organisational procedures established procedures
Personal protection equipment may include:	gloves safety headwear and footwear safety glasses two-way radios high visibility clothing
Information/documents may include:	goods identification numbers and codes, including IMDG markings and HAZCHEM signs manifests, bar codes, picking slips, merchandise transfers, stock requisitions, goods and container identification Australian Standard 2359 - Industrial Truck Code manufacturers specifications for forklift and associated equipment operations and service record book or log workplace procedures and policies for the operation of forklifts supplier and/or client instructions ADG Code and material safety data sheets regulatory requirements concerning the use of forklifts award, enterprise bargaining agreement, other industrial arrangements standards and certification requirements quality assurance procedures emergency procedures
Applicable procedures and codes may include:	relevant state/territory regulations pertaining to the operation of forklifts relevant codes and standards, including Australian Standard 2359 - Industrial Truck Code relevant state/territory OH&S legislation relevant state/territory fatigue management regulations relevant state/territory environmental protection legislation

Unit Sector(s)

Not Applicable

Competency Field

Competency Field	D - Load Handling

TLID2003A Handle dangerous goods/hazardous substances

Modification History

Release 2. This is the second release of this unit in the TLI10 Transport and Logistics Training Package Version 4.0.

Minor change to Range Statement ‘Requirements for work’.

This release is equivalent to the previous release.

Unit Descriptor

This unit involves the skills and knowledge required to handle dangerous goods and hazardous substances, including identifying requirements for working with dangerous goods and/or hazardous substances; confirming site incident procedures; and selecting handling techniques. Licensing, legislative, regulatory or certification requirements are applicable to this unit.

Application of the Unit

This unit covers anyone working in the transport, warehousing, distribution and storage industries who may handle dangerous goods and/or hazardous substances.

Work must be carried out in compliance with the relevant OH&S regulations concerning the safe handling of dangerous goods and hazardous substances.

Work is performed under general supervision. It involves the application of the codes of practice and established procedures for the safe handling of dangerous goods and hazardous substances.

Licensing/Regulatory Information

Refer to Unit Descriptor.

Pre-Requisites

Nil.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

1	Identify requirements for working with dangerous goods and/or hazardous substances	1.1	Dangerous goods and/or hazardous substances are identified from information including class labels, manifests and other documentation
1.2	Storage requirements for hazardous substances and/or dangerous goods are identified and applied
1.3	Legislative requirements for hazardous substances and/or dangerous goods are known and used to plan work activities
1.4	Handling procedures for different classes and characteristics of goods are observed
1.5	Confirmation is sought from relevant personnel where dangerous goods or hazardous materials do not appear to be appropriately marked
2	Confirm site incident procedures	2.1	Incident reporting processes are identified
2.2	Emergency equipment is located and checked according to workplace procedures and statutory regulations
2.3	Emergency procedures are identified and confirmed
3	Select handling techniques	3.1	Load handling and shifting procedures are selected in accordance with identified requirements for particular goods
3.2	Handling equipment is checked for conformity with workplace requirements and manufacturers guidelines
3.3	Where relevant, suitable signage is checked for compliance with workplace procedures

Required Skills and Knowledge

REQUIRED KNOWLEDGE AND SKILLS
This describes the essential knowledge and skills and their level required for this unit.
Required knowledge:
All relevant regulations and codes concerning the handling of dangerous goods and hazardous substances
Application of relevant aspects of current Australian Dangerous Goods Code and relevant Australian Standards
Permit and licence requirements
Workplace procedures for handling and storing dangerous goods/hazardous substances
Problems that may arise during the handling of dangerous goods and hazardous substances and actions that should be taken to prevent or solve them
Risks when handling dangerous goods and hazardous substances and related precautions to control the risk
Equipment applications, capacities, configurations, safety hazards and control mechanisms
Housekeeping standards procedures required in the workplace

Required skills:
Communicate effectively with others when handling dangerous goods and hazardous substances
Read and interpret instructions, procedures, regulations, information and signs relevant to the handling of dangerous goods and hazardous substances
Identify containers and goods coding, markings and, where applicable, emergency information panels for the mode of transport storage selected
Interpret and follow operational instructions and prioritise work
Complete documentation related to work activities
Operate electronic communication equipment to required protocol
Work collaboratively with others when handling dangerous goods and hazardous substances
Adapt appropriately to cultural differences in the workplace, including modes of behaviour and interactions with others
Promptly report and/or rectify any identified problems, faults or malfunctions that may occur when handling dangerous goods and hazardous substances in accordance with regulatory requirements and workplace procedures
Plan own work including predicting consequences and identifying improvements
Implement contingency plans for unanticipated situations that may arise when handling dangerous goods and hazardous substances
Recognise hazards and apply precautions and required action to minimise, control or eliminate hazards that may exist during the handling of dangerous goods and hazardous substances
Monitor work activities in terms of planned schedule
Modify activities depending on differing operational contingencies, risk situations and environments
Work systematically with required attention to detail without injury to self or others, or damage to goods or equipment
Operate and adapt to differences in equipment in accordance with standard operating procedures
Select and use required personal protective equipment conforming to industry and OH&S standards

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required knowledge and skills, the range statement and the assessment guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria of this unit and include demonstration of : identifying dangerous goods/hazardous substances (from labels, IMDG markings, HAZCHEM signs and other relevant identification criteria) identifying and selecting the safely requirements for handling dangerous goods/hazardous substances maintaining workplace records and documentation determining (any) required permits identifying job and site hazards and planning work to minimise risks selecting appropriate equipment and work systems including personal protection equipment estimating weight and dimensions of load and any special requirements identifying and assessing handling and storage precautions and requirements for dangerous goods/hazardous substances
Context of and specific resources for assessment	Performance is demonstrated consistently over a period of time and in a suitable range of contexts. Resources for assessment include: a range of relevant exercises, case studies and/or other simulated practical and knowledge assessment, and/or access to an appropriate range of relevant operational situations in the workplace. In both real and simulated environments, access is required to: relevant and appropriate materials and equipment, and applicable documentation including workplace procedures, regulations, codes of practice and operation manuals
Method of assessment	Assessment of this unit must be undertaken by a registered training organisation. As a minimum, assessment of knowledge must be conducted through appropriate written/oral tests. Practical assessment must occur: through activities in an appropriately simulated environment at the registered training organisation, and/or in an appropriate range of situations in the workplace.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance.
The dangerous goods may be handled in a range of work environments by day or night and may be:	for short-term storage for long-term storage in transit
Customers may be:	internal or external
Workplace environment may include:	movement of equipment movement of goods materials and vehicular traffic
Requirements for work may include:	site restrictions and procedures use of safety and personal protective equipment communications equipment specialised lifting and/or handling equipment incident breakdown procedures authorities and permits hours of operations noise restrictions additional gear and equipment segregation procedures emergency procedures, including response to spillage/leaks, evacuation and firefighting
Hazards may include:	hazardous or dangerous materials contamination of, or from, materials being handled noise, light, energy sources stationary and moving machinery, parts or components service lines spills, leakages, ruptures fire or ignition dust/vapours
Hazard management is:	consistent with the principle of hierarchy of control with elimination, substitution, isolation and engineering control measures being selected before safe working practices and personal protective equipment
Consultative processes may involve:	other employees and supervisors suppliers, potential customers and existing clients representatives of regulatory authorities with jurisdiction over OH&S, dangerous goods and hazardous substances management and union representatives industrial relations and OH&S specialists other maintenance, professional or technical staff
Personnel in the work area may include:	workplace personnel site visitors contractors official representatives
Identification of goods may be from:	material safety data sheets packaging labels manifests stock lists HAZCHEM interpretative advice
Depending on the type of organisation concerned and the local terminology used, workplace procedures may include:	company procedures enterprise procedures organisational procedures established procedures
Personal protective equipment may include:	gloves safety headwear and footwear safety glasses mask and respirator protective clothing breathing apparatus
Information/documents may include:	goods identification numbers and codes manifests, stock lists, packaging labels, bar codes, stock lists goods and container identification workplace procedures and policies concerning the handling of dangerous goods and hazardous substances supplier and/or client instructions material safety data sheets (MSDS) current Australian Dangerous Goods Code HAZCHEM interpretative advice relevant legislation, codes, regulations and related documentation concerning the handling of dangerous goods and hazardous substances award, enterprise bargaining agreement, other industrial arrangements standards and certification requirements quality assurance procedures emergency procedures pertaining to dangerous goods and hazardous substances
Applicable regulations and legislation may include:	relevant Australian and state/territory regulations relating to the handling of dangerous goods and hazardous substances current Australian and international regulations and codes of practice for the handling and transport of dangerous goods and hazardous substances, including: Australian and International Dangerous Goods Codes Australian Marine Orders and the International Maritime Dangerous Goods Code IATA Dangerous Goods by Air regulations Australian and International Explosives Codes all relevant Australian Standards relevant state/territory OH&S legislation workplace relations regulations equal employment opportunity and affirmative action legislation equal opportunity legislation relevant state/territory environmental protection legislation

Unit Sector(s)

Not Applicable.

Competency Field

D - Load Handling

TLID2013A Move materials mechanically using automated equipment

Modification History

Not Applicable

Unit Descriptor

Unit Descriptor	This unit involves the skills and knowledge required to move materials mechanically using automated equipment such as automatic guided vehicles, tow motors, high level order pickers, conveyor systems, and mechanised pallet movers. This includes selecting appropriate mechanical moving equipment (where relevant), moving materials/goods in accordance with operational requirements, checking condition of materials/goods and completing all required documentation. Licensing, legislative, regulatory or certification requirements are applicable to this unit.

Application of the Unit

Application of the Unit	Work must be carried out in compliance with the relevant OH&S regulations concerning the movement of materials mechanically using automated equipment. Work is performed under limited or minimum supervision. It involves the application of the basic principles and routine procedures for the safe movement of materials mechanically using automated equipment.

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability Skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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
1 Select load moving equipment	1.1 The mechanised handling equipment, the route to be taken and procedures to be used are selected appropriate to the characteristics of the goods 1.2 Dangerous goods and hazardous materials are identified and handled in accordance with codes of practice, OH&S requirements and workplace procedures
2 Move goods	2.1 Goods are moved using the selected materials handling equipment in accordance with occupational health and safety regulations, manufacturers instructions and company procedures 2.2 Problems in the movement of goods and materials using the automated equipment are identified and are reported in accordance with workplace procedures
3 Check goods and complete documentation	3.1 Moved goods are inspected for possible damage during transit/movement and appropriate action is taken 3.2 All required documentation is completed for the tracking of the moved goods in accordance with company requirements

Required Skills and Knowledge

REQUIRED KNOWLEDGE AND SKILLS
This describes the essential knowledge and skills and their level required for this unit.
Required knowledge:
Regulations relevant to the use of automated equipment to move materials mechanically
Relevant OH&S and environmental protection procedures and guidelines
Workplace procedures and policies for the use of automated equipment to move materials mechanically
Focus of operation of work systems, equipment, management and site operating systems for the use of automated equipment to move materials mechanically
The purpose, characteristics, capabilities, requirements and limitations of the automated materials moving equipment
Problems that may occur during the use of automated equipment to move materials mechanically and appropriate action that can be taken to resolve the problems
Risks when using automated equipment to move materials and related precautions to control the risks
Documentation and record requirements
Housekeeping standards procedures required in the workplace
Site layout and obstacles

Required skills:
Communicate effectively with others when using automated equipment to move materials mechanically
Read and interpret instructions, procedures, information and signs relevant to the use of automated equipment to move materials mechanically
Interpret and follow operational instructions and prioritise work
Complete documentation related to the use of automated equipment to move materials mechanically
Operate electronic communication equipment to required protocol
Work collaboratively with others when using automated equipment to move materials mechanically
Adapt appropriately to cultural differences in the workplace, including modes of behaviour and interactions with others
Promptly report and/or rectify any identified problems, faults or malfunctions that may arise when using automated equipment to move materials mechanically in accordance with regulatory requirements and workplace procedures
Implement contingency plans for unplanned events
Apply precautions and required action to minimise, control or eliminate hazards that may exist during work activities
Monitor work activities in terms of planned schedule
Modify activities depending on differing operational contingencies, risk situations and environments
Work systematically with required attention to detail without injury to self or others, or damage to goods or equipment
Operate and adapt to differences in equipment in accordance with standard operating procedures
Select and use required personal protective equipment conforming to industry and OH&S standards
Monitor performance of automated equipment and take appropriate action where required
Ensure servicing of automated equipment in terms of maintenance schedule and standard operating procedures
Check and replenish fluids (where applicable) and carry out lubrication processes in the course of work activities

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required knowledge and skills, the range statement and the assessment guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria of this unit and include demonstration of applying: the underpinning knowledge and skills relevant legislation and workplace procedures other relevant aspects of the range statement
Context of and specific resources for assessment	Performance is demonstrated consistently over a period of time and in a suitable range of contexts Resources for assessment include: a range of relevant exercises, case studies and/or other simulated practical and knowledge assessment, and/or access to an appropriate range of relevant operational situations in the workplace In both real and simulated environments, access is required to: relevant and appropriate materials and equipment, and applicable documentation including workplace procedures, regulations, codes of practice and operation manuals
Method of assessment	Assessment of this unit must be undertaken by a registered training organisation As a minimum, assessment of knowledge must be conducted through appropriate written/oral tests Practical assessment must occur: through activities in an appropriately simulated environment at the registered training organisation, and/or in an appropriate range of situations in the workplace

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance.
The operations may be conducted:	in a range of work environments by day or night in a range of typical weather conditions
Customers may be:	internal or external
Workplaces may comprise:	large, medium or small worksites
Work may be conducted in:	restricted spaces exposed conditions controlled or open environments
Mechanised equipment may include a range of goods and materials handling equipment such as:	automatic guided vehicle tow motors high level order picker conveyor system mechanised pallet mover
Personal protective equipment may include:	gloves safety headwear and footwear safety glasses two-way radios high visibility clothing
Hazards in the work area may include exposure to:	chemicals dangerous or hazardous substances movements of equipment, goods and materials moving and rotating equipment and vehicles
Personnel in the work area may include:	workplace personnel site visitors contractors official representatives
Communication in the work area may include:	phone electronic data interchange fax email internet radio oral, aural or signed communications
Depending on the type of organisation concerned and the local terminology used, workplace procedures may include:	company procedures enterprise procedures organisational procedures established procedures
Information/documents may include:	goods identification numbers and codes manifests, bar codes, goods and container identification manufacturers instructions concerning the use and servicing of automated mechanical equipment workplace procedures and policies supplier and/or client instructions material safety data sheets codes of practice including the National Standards for Manual Handling and the Industry Safety Code relevant legislation, regulations and related documentation award, enterprise bargaining agreement, other industrial arrangements standards and certification requirements quality assurance procedures emergency procedures
Applicable regulations and legislation may include:	relevant state/territory OH&S legislation relevant state/territory environmental protection legislation workplace relations regulations workers compensation regulations ADG Code and regulations

Unit Sector(s)

Not Applicable

Competency Field

Competency Field	D - Load Handling

TLID2047A Prepare cargo for transfer with slings

Modification History

Not applicable.

Unit Descriptor

Unit Descriptor	This unit involves the skills and knowledge required to prepare cargo for transfer with slings in accordance with workplace requirements and relevant regulatory requirements, including preparing for transfer of cargo, calculating Safe Working Load (SWL) or Working Load Limit (WLL) of slings and loads, slinging cargo and unslinging cargo, and strapping and unstrapping goods. Licensing, legislative, regulatory or certification requirements are applicable to this unit.

Application of the Unit

Application of the Unit	Work must be carried out in accordance with codes/regulations and workplace requirements relevant to the preparation of cargo for transfer with slings. Safety checks and equipment tests are performed under limited supervision. Work involves the application of regulatory requirements and workplace procedures to the preparation of cargo for transfer with slings in the stevedoring, transport, warehousing, distribution and/or storage industries.

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability Skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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
1 Prepare for transfer of cargo	1.1 Working area is prepared and maintained in accordance with national standards and safety codes and site operating procedures 1.2 Unsafe work practices and/or faulty equipment is reported in accordance with enterprise procedures 1.3 Correct protective equipment is identified and worn
2 Calculate Safe Working Load or Working Load Limit of slings and loads	2.1 Safe Working Load (SWL) or Working Load Limit (WLL) is calculated using standardised formulae for different types of lifting cables 2.2 Lifting equipment is checked to determine the safe working load 2.3 Slinging gear is checked for conformity with safety equipment
3 Sling cargo and unsling cargo	3.1 Cargo is slung/unslung in accordance with national standards, safety codes and site operating procedures 3.2 Correct securing devices are identified and used 3.3 Load is steadied by tag lines as required 3.4 Damaged cargo is identified and reported in accordance with enterprise procedures 3.5 Slinging attachments are released from load ensuring no injury to personnel or damage to machinery or cargo
4 Strap and unstrap goods	4.1 Cargo is strapped and unstrapped in accordance with national standards, safety codes and site operating procedures 4.2 Mechanical strapping equipment is used in accordance with manufacturers instructions 4.3 Damaged cargo is identified and reported in accordance with enterprise reporting procedures 4.4 Strapping arrangements are secured/released to/from load ensuring no injury to personnel or damage to machinery or cargo

Required Skills and Knowledge

REQUIRED KNOWLEDGE AND SKILLS
This describes the essential knowledge and skills and their level required for this unit.
Required knowledge:
Regulations relevant to the transfer of cargo with slings, including, where relevant, the Australian Dangerous Goods Code and relevant bond, quarantine or other legislative requirements
Relevant OH&S and environmental protection procedures and guidelines
Workplace procedures and policies for the transfer of cargo with slings
Focus of operation of work systems, equipment, management and site operating procedures for the transfer of cargo with slings
Cargos potential for toxicity, reactiveness, material grade, type and purpose including information from relevant material safety data sheets and Australian Dangerous Goods Code documentation (where applicable)
Gear and equipment used during the transfer of cargo with slings and the precautions and procedures that should be followed in their use
Problems that may occur when preparing cargo for transfer with slings and appropriate action that can be taken to resolve the problems
Documentation and record requirements
Housekeeping standards procedures required in the workplace
Site layout and obstacles

Required skills:
Communicate effectively with others when preparing cargo for transfer with slings
Read and interpret instructions, procedures, information and signs relevant to the preparation of cargo for transfer with slings
Interpret and follow operational instructions and prioritise work
Complete documentation related to the preparation of cargo for transfer with slings
Operate electronic communication equipment to required protocol
Work collaboratively with others when preparing cargo for transfer with slings
Adapt appropriately to cultural differences in the workplace, including modes of behaviour and interactions with others
Promptly report and/or rectify any identified problems that may occur when preparing cargo for transfer with slings in accordance with regulatory requirements and workplace procedures
Plan own work including predicting consequences and identifying improvements
Implement contingency plans for unanticipated situations that may arise when preparing cargo for transfer with slings
Apply precautions and required action to minimise, control or eliminate hazards that may exist during the preparation of cargo for transfer with slings
Monitor work activities in terms of planned schedule
Modify activities depending on differing operational contingencies, risk situations and environments
Work systematically with required attention to detail without injury to self or others, or damage to goods or equipment
Select and use relevant gear and equipment when preparing cargo for transfer with slings
Use balance points and estimate weights in setting up loads to be shifted
Operate and adapt to differences in equipment in accordance with standard operating procedures
Select and use required personal protective equipment conforming to industry and OH&S standards

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required knowledge and skills, the range statement and the assessment guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria of this unit and include demonstration of applying: the underpinning knowledge and skills relevant legislation and workplace procedures other relevant aspects of the range statement
Context of and specific resources for assessment	Performance is demonstrated consistently over a period of time and in a suitable range of contexts Resources for assessment include: a range of relevant exercises, case studies and/or other simulated practical and knowledge assessment, and/or access to an appropriate range of relevant operational situations in the workplace In both real and simulated environments, access is required to: relevant and appropriate materials and equipment, and applicable documentation including workplace procedures, regulations, codes of practice and operation manuals
Method of assessment	Assessment of this unit must be undertaken by a registered training organisation As a minimum, assessment of knowledge must be conducted through appropriate written/oral tests Practical assessment must occur: through activities in an appropriately simulated environment at the registered training organisation, and/or in an appropriate range of situations in the workplace

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance.
Work may be conducted:	in a range of work environments by day or night
Customers may be:	internal or external
Workplaces may comprise:	large, medium or small worksites
Work may be conducted in:	limited or restricted spaces exposed conditions controlled or open environments even or uneven surfaces wet or dry surfaces
Slinging gear may include:	fibre ropes wire ropes chains webbing slings
Hazards in the work area may include exposure to:	chemicals and fumes dangerous or hazardous substances stationary and moving machinery, goods, materials and vehicular traffic contamination of, or from, materials being handled service lines spills, leakages and ruptures dust/vapours faulty gear/equipment/tools
Requirements for work may include:	site restrictions and procedures use of safety and personal protective equipment communications equipment specialised lifting and/or handling equipment additional gear and equipment noise restrictions hours of operations authorities and permits
Consultative processes may involve:	workplace personnel including supervisors and managers equipment manufacturers and suppliers site visitors and contractors union representatives, industrial relations and OH&S specialists other professional or technical staff
Communication in the work area may include:	phone fax email internet RF communications bar code readers oral, aural or signed communications
Personal protective equipment may include:	gloves safety headwear and footwear safety glasses two-way radios respirators and fume masks protective clothing high visibility clothing
Depending on the type of organisation concerned and the local terminology used, workplace procedures may include:	company procedures enterprise procedures organisational procedures established procedures
Information/documents may include:	workplace procedures and policies for the preparation of cargo for transfer with slings goods identification numbers and codes manifests, bar codes, goods and container identification/serial number manufacturers specifications equipment identification labels, bar codes and serial numbers supplier and/or client instructions relevant OH&S requirements and policies relevant Australian standards and certification requirements including Australian Standard on wire rope, chain and webbing slings material safety data sheets where applicable codes of practice including the National Standards for Manual Handling and the Industry Safety Code relevant legislation, regulations and related documentation including the ADG Code (where applicable) award, enterprise bargaining agreement and other industrial arrangements quality assurance procedures emergency procedures
Applicable regulations and legislation may include:	relevant codes and regulations pertaining to the transfer of cargo with slings relevant state/territory OH&S legislation relevant state/territory environmental protection legislation relevant Australian standards and certification requirements, including Australian Standard 2359 - Industrial Truck Code licence, patent or copyright arrangements water and road use and licence arrangements export/import/quarantine/bond requirements workplace relations regulations including equal opportunity, equal employment opportunity and affirmative action legislation workers compensation regulations

Unit Sector(s)

Not Applicable

Competency Field

Competency Field	D - Load Handling

TLID3011A Conduct specialised forklift operations

Modification History

Not Applicable

Unit Descriptor

Unit Descriptor	This unit involves the skills and knowledge required to operate a forklift with specialised attachments or all-terrain equipment, including checking attachments and worksite for suitability, selecting the type of forklift and accessories for required load shifting tasks, and shifting load and completing work in accordance with operational requirements. Assessment of this unit will usually be undertaken within a licensing examination conducted by, or under the authority of, the relevant state/territory OH&S authority. Licensing, legislative, regulatory or certification requirements are applicable to this unit.

Application of the Unit

Application of the Unit	Specialised operation of a forklift must be carried out in compliance with the licence requirements and regulations of the relevant state/territory authority. Specialised operation of a forklift is performed under some supervision, generally within a team environment. It involves the application of equipment operation principles and procedures to maintain the safety and specialised operation of a forklift in a wide variety of operational contexts.

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability Skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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
1 Check attachments and worksite for suitability	1.1 Suitable work site is selected for operations 1.2 Work area is checked for overhead obstructions and proximity to service delivery lines 1.3 Barriers or warning signs are erected in areas subject to passing traffic 1.4 Attachments and platforms are securely fixed to carriage or tines 1.5 Personnel support platforms are inspected to ensure compliance with the relevant Australian Standard
2 Select type of forklift and accessories for the required workplace task	2.1 Special equipment, accessories or attachments are identified to match load characteristics and work requirements 2.2 Appropriate specialised equipment is selected 2.3 Existing attachments are removed and stored according to workplace procedures 2.4 Specialised equipment is fitted according to manufacturers instructions and workplace procedures 2.5 Designated staff are notified regarding specialist operations
3 Shift load and complete work	3.1 Equipment is operated within safe working limits and to maximise efficiency of operations 3.2 Load is lifted, carried and set down in accordance with workplace and manufacturers procedures and regulatory requirements 3.3 Documentation is completed reporting any damage or faults to goods or equipment 3.4 Specialist equipment and forklift are returned to appropriate storage/parking area

Required Skills and Knowledge

REQUIRED KNOWLEDGE AND SKILLS
This describes the essential knowledge and skills and their level required for this unit.
Required knowledge:
Relevant duty of care requirements pertaining to the specialised operation of a forklift
Relevant OH&S and environmental procedures and regulations
Workplace operating procedures
Forklift controls, instruments and indicators and their use
Types of forklift accessories and ancillary equipment, their purposes and procedures for their use
Handling procedures for forklifts involved in specialised operations
Procedures to be followed in the event of an operational emergency
Operating hazards and related defensive driving and hazard control techniques
Engine power management and safe operating strategies
Efficient driving techniques
Pre-operational checks carried out on forklift and accessories and related action
Site layout and obstacles
Principles of stress management when driving a forklift

Required skills:
Communicate effectively with others when conducting specialised forklift operations
Read and interpret instructions, procedures, information and signs relevant to specialised forklift operations
Interpret and follow operational instructions and prioritise work
Complete documentation related to specialised forklift operations
Operate electronic communication equipment to required protocol
Work collaboratively with others when conducting specialised forklift operations
Adapt appropriately to cultural differences in the workplace, including modes of behaviour and interactions with others
Promptly report and/or rectify any identified problems, faults or malfunctions that may arise when conducting specialised forklift operations in accordance with regulatory requirements and workplace procedures
Implement contingency plans for unexpected events that may occur when conducting specialised forklift operations
Apply precautions and required action to minimise, control or eliminate hazards that may exist during specialised forklift operations
Monitor work activities in terms of planned schedule
Modify activities depending on differing operational contingencies, risk situations and environments
Apply fatigue management knowledge and techniques
Work systematically with required attention to detail without injury to self or others, or damage to goods or equipment
Operate and adapt to differences in equipment in accordance with standard operating procedures
Select and use required personal protective equipment conforming to industry and OH&S standards
Identify points of balance and safe lifting positions on a range of loads when operating a forklift (including accessories)
Monitor performance of equipment
Service equipment in terms of maintenance schedule and standard operating procedures
Check and replenish fluids and carry out lubrication processes in the course of work activities

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required knowledge and skills, the range statement and the assessment guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria of this unit and include demonstration of applying: the underpinning knowledge and skills relevant legislation and workplace procedures other relevant aspects of the range statement
Context of and specific resources for assessment	Performance is demonstrated consistently over a period of time and in a suitable range of contexts Resources for assessment include: a range of relevant exercises, case studies and/or other simulated practical and knowledge assessment, and/or access to an appropriate range of relevant operational situations in the workplace In both real and simulated environments, access is required to: relevant and appropriate materials and equipment, and applicable documentation including workplace procedures, regulations, codes of practice and operation manuals
Method of assessment	Assessment of this unit must be undertaken by a registered training organisation As a minimum, assessment of knowledge must be conducted through appropriate written/oral tests Practical assessment must occur: through activities in an appropriately simulated environment at the registered training organisation, and/or in an appropriate range of situations in the workplace

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance.
Types of forklift may include:	counterbalance trucks reach trucks pallet trucks container-handling heavy forklifts vacuum top frame
Specialised forklift operations may be carried out in typical forklift operational situations, including:	operations conducted at day or night typical weather conditions on the open road on a private road or worksite while at a workplace
Customers may be:	internal or external
Workplaces may comprise:	large, medium or small worksites
Specialised forklift may be used to assist in a range of workplace tasks, including:	stock/goods/container handling loading and unloading vehicles stacking stock and goods lifting and moving equipment transporting materials and goods in a workplace
Work may be conducted in:	restricted spaces exposed conditions controlled or open environments
Loads to be shifted may require:	special precautions
Specialised forklift operations may involve the use of a range of attachments and accessories, including:	spikes drum carriers bale carriers tines personnel carriers high reaching pantograph jibs paper clamps hooks side lifters
Loads to be shifted may be:	irregularly shaped packaged or unpackaged labelled or unlabelled palleted or unpalleted containerised
Personnel in the work area may include:	workplace personnel site visitors contractors official representatives
Forklift operational procedures may include:	starting a forklift (including pre-start checks) steering and manoeuvring a forklift accelerating and braking positioning and stopping a forklift reversing a forklift operating forklift controls, instruments and indicators using defensive driving techniques managing engine performance
Pre-operational checks may include but are not limited to:	visual checking of forklift and its associated accessories and equipment checking and topping up of fluid levels checks of tyres checks of operation of forklift lights and indicators checks of brakes
Post-operational checks may include but are not limited to:	parking in a safe place shutting down forklift lowering all equipment visually checking for faults or damage
Hazards may include (examples only):	wet and iced operating surfaces oil on operating surface faulty brakes workplace obstacles and other operational equipment and vehicles damaged loads and pallets other personnel in work area
Depending on the type of organisation concerned and the local terminology used, workplace procedures may include:	company procedures enterprise procedures organisational procedures established procedures
Personal protective equipment may include:	gloves safety headwear and footwear safety glasses two-way radios high visibility clothing
Information/documents may include:	goods identification numbers and codes, including IMDG markings and HAZCHEM signs manifests, bar codes, picking slips, merchandise transfers, stock requisitions, goods and container identification Australian Standard 2359 - Industrial Truck Code manufacturers specifications for forklift and associated accessories and equipment operations and service record book or log workplace procedures and policies for the operation of forklifts supplier and/or client instructions material safety data sheets regulatory requirements concerning the use of forklifts award, enterprise bargaining agreement, other industrial arrangements standards and certification requirements quality assurance procedures emergency procedures
Applicable procedures and codes may include:	relevant state/territory regulations pertaining to the operation of forklifts relevant codes and standards, including Australian Standard 2359 - Industrial Truck Code relevant state/territory OH&S legislation relevant state/territory fatigue management regulations relevant state/territory environmental protection legislation

Unit Sector(s)

Not Applicable

Competency Field

Competency Field	D - Load Handling

TLID3024A Use specialised liquid bulk transfer equipment (gravity/pressurised)

Modification History

Not Applicable

Unit Descriptor

Unit Descriptor	This unit involves the skills and knowledge required to use specialised gravity and pressurised liquid bulk transfer equipment including planning the work; transferring the bulk according to regulatory and operational requirements; monitoring and operating controls; and completing all operations, as required. Licensing, legislative, regulatory or certification requirements are applicable to this unit.

Application of the Unit

Application of the Unit	Work must be carried out in compliance with the ADG Code and relevant state/territory regulations concerning the use of specialised gravity and pressurised equipment for the transfer of liquid bulk product. Work is performed under general supervision. It involves the application of basic principles, routine procedures and regulatory requirements to the use of specialised gravity and pressurised bulk transfer equipment to load and unload liquid bulk product.

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability Skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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
1 Plan work	1.1 Liquid transfer method is identified for loading and unloading as gravity or pressure 1.2 Dangerous or hazardous (including regulated waste) or other materials requiring specialised handling are identified and relevant procedures are taken into account when planning the work 1.3 Precautions are undertaken to eliminate all ignition sources 1.4 Traffic flow, vehicle positioning and work area conditions are assessed to ensure safe operation and no injury to people, or damage to equipment, loads or facilities 1.5 Characteristics of the liquid, transfer and holding method are taken into account when evaluating procedural requirements, special precautions for method, equipment and, where applicable, appropriate attachments to transfer the load 1.6 Potential occurrences in the work area that may affect the safety and efficiency of operations are reported to the appropriate personnel 1.7 Liquid transfer is planned, taking into account the requirements of the load, transfer method, storage facility and transport mode, load weight, volume and viscosity and the capacity of the equipment 1.8 Load is checked prior to and at the completion of transfer to ensure ullage and/or maximum permitted capacity complies with ADG Code 1.9 Adjustments are made to process to accommodate special requirements such as temperature control, combustion, etc. 1.10 Required personal protective equipment, signage, barriers and special precautions are identified in the plan and utilised 1.11 Procedures to deal with spills, leakages and ruptures are identified
2 Transfer material	2.1 Equipment is prepared and any appropriate attachments fitted 2.2 Equipment controls are checked for correct operational status before commencing transfer 2.3 Instruments and gauges are monitored during operations to ensure that operation is within manufacturers specifications and workplace schedule and safety requirements 2.4 Speed of operation is managed for safety and efficiency of materials movement and equipment operations 2.5 Faults or damage to equipment are immediately reported to the appropriate personnel
3 Monitor and operate controls	3.1 Equipment controls are monitored and operated in accordance with manufacturers operating instructions 3.2 Control systems are monitored in accordance with statutory authority regulations, manufacturers guidelines and site operating procedures 3.3 Materials are moved ensuring no injury to personnel or damage to equipment or goods 3.4 Faults are identified and reported in accordance with workplace procedures
4 Complete operations	4.1 Equipment is shut down within manufacturers guidelines without injury to personnel or damage to equipment, loads or facilities in accordance with workplace procedures 4.2 Clean up methods for transfer equipment are completed following workplace procedures 4.3 Equipment is secured in accordance with securing procedures for the appropriate equipment 4.4 Workplace documentation is completed and filed following workplace procedures

Required Skills and Knowledge

REQUIRED KNOWLEDGE AND SKILLS
This describes the essential knowledge and skills and their level required for this unit.
Required knowledge:
Australian Dangerous Goods Code and relevant state/territory mass and loading regulations as they apply to vehicles transporting liquid bulk product
OH&S procedures and guidelines concerning the use of specialised liquid bulk transfer equipment
Risks when transferring liquid bulk product and related precautions to control the risk
Workplace procedures and policies for the efficient use of specialised gravity and pressurised equipment to transfer liquid bulk product
Problems, faults or malfunctions that may occur when transferring liquid bulk product using specialised equipment and action that should be taken to prevent or resolve them
Hazards involved in transferring liquid bulk product using specialised equipment when transferring liquid bulk product and ways and means of controlling the risks involved
Housekeeping standards procedures required in the workplace
Methods of securing a vehicle following transfer of liquid bulk product
Relevant permit and health and safety requirements

Required skills:
Communicate effectively with others when transferring liquid bulk product using specialised equipment
Read and interpret instructions, procedures, information and signs relevant to the transfer of liquid bulk product using specialised equipment
Identify goods coding, IMDG markings and, where applicable, emergency information panels
Interpret and follow operational instructions and prioritise work
Complete documentation related to the transfer of liquid bulk product using specialised equipment
Operate electronic communication equipment to required protocol
Estimate the mass, volume and special requirements of liquid bulk product
Work collaboratively with others when transferring liquid bulk product using specialised equipment
Adapt appropriately to cultural differences in the workplace, including modes of behaviour and interactions with others
Promptly report and/or rectify any identified problems, faults or malfunctions that may occur when transferring liquid bulk product using specialised equipment in accordance with regulatory requirements and workplace procedures
Implement contingency plans for unexpected events that may arise when transferring liquid bulk product using specialised equipment
Apply precautions and required action to minimise, control or eliminate hazards that may exist during the transfer of liquid bulk product using specialised equipment
Monitor work activities in terms of planned schedule
Modify activities depending on differing operational contingencies, risk situations and environments
Work systematically with required attention to detail without injury to self or others, or damage to goods or equipment
Operate and adapt to differences in transfer equipment in accordance with standard operating procedures
Identify and correctly use equipment required to transfer liquid bulk product
Monitor performance of transfer equipment
Service transfer equipment in terms of maintenance schedule and standard operating procedures
Select and use required personal protective equipment conforming to industry and OH&S standards

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required knowledge and skills, the range statement and the assessment guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria of this unit and include demonstration of applying: the underpinning knowledge and skills relevant legislation and workplace procedures other relevant aspects of the range statement
Context of and specific resources for assessment	Performance is demonstrated consistently over a period of time and in a suitable range of contexts Resources for assessment include: a range of relevant exercises, case studies and/or other simulated practical and knowledge assessment, and/or access to an appropriate range of relevant operational situations in the workplace In both real and simulated environments, access is required to: relevant and appropriate materials and equipment, and applicable documentation including workplace procedures, regulations, codes of practice and operation manuals
Method of assessment	Assessment of this unit must be undertaken by a registered training organisation As a minimum, assessment of knowledge must be conducted through appropriate written/oral tests Practical assessment must occur: through activities in an appropriately simulated environment at the registered training organisation, and/or in an appropriate range of situations in the workplace

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance.
Operations may be conducted:	in a range of work environments and weather conditions by day or night
Customers may be:	internal or external
Workplaces may comprise:	large, medium or small worksites
Work may be conducted in:	restricted spaces exposed conditions controlled or open environments
Liquid bulk product to be transferred may require:	special precautions
Hazards in the work area may include exposure to:	hazardous or dangerous materials contamination of, or from, materials being handled noise, light, energy sources stationary and moving machinery, parts or components service lines spills, leakages, ruptures dust/vapours
Hazard management is:	consistent with the principle of hierarchy of control with elimination, substitution, isolation and engineering control measures being selected before safe working practices and personal protective equipment
Personal protective equipment may include:	gloves safety headwear and footwear safety glasses mask or respirator high visibility clothing
Exposure during work operations may be to:	corrosive chemicals solvents and adhesives toxic, explosive and other harmful substances movement of equipment, goods, vehicles
Regulatory controls and enterprise procedures may govern requirements for:	transport storage volume mass required controls
Ignition sources include:	naked flames and static sources
Requirements for work may include:	site restrictions and procedures use of safety and personal protective equipment communications equipment specialised lifting and/or handling equipment incident breakdown procedures additional gear and equipment noise restrictions hours of operation authorities and permits
Consultative processes may involve:	other employees and supervisors suppliers, potential customers and existing clients management and union representatives industrial relations, OH&S specialists, and other maintenance, professional or technical staff
Communication in the work area may include:	phone electronic data interchange fax email internet radio oral, aural or signed communications
Depending on the type of organisation concerned and the local terminology used, workplace procedures may include:	company procedures enterprise procedures organisational procedures established procedures site procedures
Information/documents may include:	Safe Working Load (SWL) and Working Load Limit (WLL) manifests, bar codes, goods and product identification manufacturers specifications for equipment/tools workplace procedures and policies for the transfer of liquid bulk product goods identification numbers and codes, including ADG and IMDG markings and HAZCHEM signs supplier and/or client instructions codes of practice including the Australian Dangerous Goods Code, relevant Australian Standards and the Industry Safety Code award, enterprise bargaining agreement, other industrial arrangements relevant standards and certification requirements quality assurance procedures emergency procedures material safety data sheets
Applicable regulations and legislation may include:	state/territory mass and loading regulations Australian and international regulations and codes of practice for the handling and transport of dangerous goods and hazardous substances, including: Australian and International Dangerous Goods Codes Australian Marine Orders and the International Maritime Dangerous Goods Code IATA Dangerous Goods by Air regulations Australian and International Explosives Codes Australian and state/territory regulations related to the transfer of liquid bulk product relevant Australian Standards, including AS 2809.1, AS 2809.2, AS 2931, AS 2430 relevant state/territory environmental protection legislation relevant state/territory OH&S legislation

Unit Sector(s)

Not Applicable

Competency Field

Competency Field	D - Load Handling

TLID3031A Rig load

Modification History

Not Applicable

Unit Descriptor

Unit Descriptor	This unit involves the skills and knowledge required to prepare and rig all types of loads in preparation for lifting by a crane, including preparing for the transfer of a load, assessing lifting requirements, securing a load, and detaching a load. Licensing, legislative, regulatory or certification requirements are applicable to this unit.

Application of the Unit

Application of the Unit	Work must be carried out in compliance with the licence/permit requirements and regulations of the relevant state/territory authorities pertaining to the rigging of loads during mobile crane operations. Work is performed with general supervision, with limited accountability and responsibility for self and others in achieving the prescribed outcomes. It involves the application of routine principles and procedures to the rigging of loads during mobile crane operations in a variety of operational contexts.

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability Skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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
1 Prepare for transfer of load	1.1 Working area is prepared and maintained in accordance with national standards and safety codes and workplace operating procedures 1.2 Unsafe work practices and/or faulty equipment are reported in accordance with workplace procedures 1.3 Correct personal protective equipment is identified and worn
2 Assess lifting requirements	2.1 Work operations plan is examined and requirements for the lift identified including job method and sequence, control measures and safety procedures 2.2 Coordination requirements with other site personnel are confirmed 2.3 The mass, dimensions and centre of gravity of the load are determined 2.4 Appropriate lifting gear/equipment/packing, including slings, ropes, shackles, eye bolts, spreaders etc. is selected (from safety charts and SWL/WLL tags), assembled and checked for serviceability 2.5 Damaged or worn items are tagged, rejected and reported to appropriate personnel for follow-up action
3 Secure load	3.1 Lifting/anchorage points are correctly identified 3.2 Lifting gear/equipment/packing is connected to the load, and load is secured to lifting device in accordance with workplace and manufacturers specifications, guidelines and regulatory requirements 3.3 Load is lifted and suspended off the lifting plane and checked to ensure it is appropriately rigged and secured 3.4 Corrective action is undertaken where preliminary lift assessment reveals unacceptable operational situation 3.5 Tag lines are fixed to load in accordance with work operation plan and/or, in consultation with other personnel, where required due to wind conditions and site hazards/obstacles
4 Detach load	4.1 Slinging attachments are released from load ensuring no injury to personnel or damage to workplace operating procedures 4.2 Damage to load/site is identified and reported in accordance with workplace procedures 4.3 Lifting gear/equipment/packing is maintained and stored in accordance with workplace and manufacturers specifications, guidelines and regulatory requirements

Required Skills and Knowledge

REQUIRED KNOWLEDGE AND SKILLS
This describes the essential knowledge and skills and their level required for this unit.
Required knowledge:
Relevant road rules, regulations, permit and licence requirements pertaining to rigging of loads during mobile crane operations
Relevant OH&S and environmental procedures and regulations
Mobile crane applications, capacities, configurations, safety hazards and control mechanisms
Operational procedures for crane crews
Requirements for Safe Working Load (SWL) or Working Load Limit (WLL)
Prioritising and multi-tasking work
Workplace procedures concerning the rigging of loads during mobile crane operations
Problems that may arise when rigging a load during mobile crane operations and actions that should be taken to prevent or solve them
Focus of operation of work systems and equipment

Required skills:
Communicate effectively with others when rigging a load during mobile crane operations
Read and interpret instructions, procedures, information and signs relevant to the rigging of a load during mobile crane operations
Interpret and follow operational instructions and prioritise work
Operate electronic communication equipment to required protocol
Work collaboratively with others when rigging a load during mobile crane operations
Adapt appropriately to cultural differences in the workplace, including modes of behaviour and interactions with others
Promptly report and/or rectify any identified problems, faults or malfunctions that may occur when rigging a load during mobile crane operations in accordance with regulatory requirements and workplace procedures
Implement contingency plans for unexpected situations that may arise when rigging a load during mobile crane operations
Apply precautions and required action to minimise, control or eliminate hazards that may exist during the rigging of a load as part of mobile crane operations
Monitor work activities in terms of planned schedule
Modify activities depending on differing operational contingencies, risk situations and environments
Apply fatigue management knowledge and techniques
Work systematically with required attention to detail without injury to self or others, or damage to goods or equipment
Identify and correctly use equipment, processes and procedures
Operate and adapt to differences in equipment in accordance with standard operating procedures
Select and use required personal protective equipment conforming to industry and OH&S standards
Monitor condition and performance of gear and equipment and take appropriate action where required
Service gear and equipment in terms of maintenance schedule and standard operating procedures

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required knowledge and skills, the range statement and the assessment guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria of this unit and include demonstration of applying: the underpinning knowledge and skills relevant legislation and workplace procedures other relevant aspects of the range statement
Context of and specific resources for assessment	Performance is demonstrated consistently over a period of time and in a suitable range of contexts Resources for assessment include: a range of relevant exercises, case studies and/or other simulated practical and knowledge assessment, and/or access to an appropriate range of relevant operational situations in the workplace In both real and simulated environments, access is required to: relevant and appropriate materials and equipment, and applicable documentation including workplace procedures, regulations, codes of practice and operation manuals
Method of assessment	Assessment of this unit must be undertaken by a registered training organisation As a minimum, assessment of knowledge must be conducted through appropriate written/oral tests Practical assessment must occur: through activities in an appropriately simulated environment at the registered training organisation, and/or in an appropriate range of situations in the workplace

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance.
Operations may be conducted:	day or night in a variety of weather conditions
Environment may include movement of:	equipment goods materials vehicular traffic
Customers may be:	internal or external
Mobile crane may be involved in work in a range of industry sectors including:	construction and demolition manufacturing waterfront mining primary industry utilities (electricity, gas, water) arboricultural swimming pool quarrying
Hazards may include:	power lines noise, light, energy sources overhead service lines surrounding buildings, structures, facilities underground services obstructions uneven or unstable ground and recently filled trenches stationary and moving machinery and equipment hazardous or dangerous materials traffic hazards and congestion
Hazard management is:	consistent with the principle of hierarchy of control with elimination, substitution, isolation and engineering control measures being selected before safe working practices and personal protective equipment
Consultative processes may involve:	other employees and supervisors management union representatives clients industrial relations and OH&S specialists other professional or technical staff
Loads to be shifted are:	rigged and secured in accordance with workplace and regulatory standards/codes of practice
Requirements for access and/or lift may include:	site restrictions and procedures authorities and permits hours of operation induction slings, chains, nets, brackets and other specialised lifting equipment noise restrictions personal protective equipment support trucks additional gear and equipment communications equipment
Personal protective equipment may include:	gloves safety headwear and footwear sunscreen, sunglasses and safety glasses two-way radios high visibility clothing
Depending on the type of organisation concerned and the local terminology used, workplace procedures may include:	company procedures enterprise procedures organisational procedures established procedures site procedures
Documentation/records may include:	operations manuals including load charts and crane and rigging manuals Safe Working Load (SWL) and Working Load Limit (WLL) lifting gear safety charts induction documentation competency standards and training materials job specifications and procedures manufacturers specifications workplace operating procedures and policies supplier and/or client instructions communications technology equipment, oral, aural or signed communications material safety data sheets conditions of service, legislation and industrial agreements including: workplace agreements and awards occupational health and safety procedures standards and certification requirements quality assurance procedures emergency procedures
Applicable procedures and codes may include:	relevant state/territory regulations and licence/permit requirements pertaining to mobile cranes relevant state/territory road rules relevant state/territory OH&S legislation relevant state/territory fatigue management regulations relevant state/territory environmental protection legislation

Unit Sector(s)

Not Applicable

Competency Field

Competency Field	D - Load Handling

TLID3035A Operate a boom type elevating work platform

Modification History

Not Applicable

Unit Descriptor

Unit Descriptor	This unit involves the skills and knowledge required to operate a boom type elevating work platform, including inspecting and testing the elevating work platform, assessing job requirements and work, planning work and setting up for lift, carrying out the elevation, implementing planned hazard control and strategies, and packing up the work platform after operations. Licensing, legislative, regulatory or certification requirements are applicable to this unit.

Application of the Unit

Application of the Unit	Work must be carried out in compliance with the licence/permit requirements and regulations of the relevant state/territory authorities pertaining to boom type elevating work platform operations. Work is performed with limited or minimum supervision, and with limited accountability and responsibility for self and others in achieving the prescribed outcomes. It involves the application of routine principles and procedures to the operation of a boom type elevating work platform in a variety of operational contexts.

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability Skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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
1 Inspect and test elevating work platform	1.1 Work platform is visually inspected prior to operation for any evidence of damage, structural weakness or interference according to pre-operational safety check procedures 1.2 Routine pre-operational equipment checks are carried out in accordance with available checklists 1.3 Work platform log book is checked, service requirements are noted and maintenance personnel advised of any requirements 1.4 Elevating work platform is started in accordance with manufacturers guidelines and start-up procedures for operations and any abnormal noise or movement reported to an authorised person for corrective action 1.5 Start-up checks are conducted according to manufacturers specifications and company procedures to ensure work platform and equipment are operating correctly 1.6 Faults are corrected or are reported to an authorised person for corrective action according to company procedures 1.7 The operating and emergency controls are checked for correct operation in accordance with manufacturers specifications including use of the emergency decent device 1.8 Boom is lowered under simulated emergency conditions to check for operational effectiveness 1.9 Gear and accessories are checked and damaged or worn gear is segregated and reported to an authorised person for testing/repair/destruction 1.10 Results of inspections are recorded and reported according to company procedures
2 Assess job requirements and work	2.1 Briefing, hand-over details, authorisations and clearances are received, interpreted and clarified in accordance with company and site procedures and legislative requirements 2.2 Work area is inspected and potential hazards are identified and appropriate elimination or control measures selected 2.3 Weight of load including personnel and equipment is correctly estimated to ensure job is within limits of work platform capacity
3 Plan work and set up for lift	3.1 A work plan is developed and agreed with relevant workplace personnel to include hazard prevention/control measures and safety and emergency procedures in line with applicable Australian standards 3.2 A suitable firm and level standing is chosen and prepared for the location of the elevating work platform 3.3 Outriggers and stabilisers are correctly deployed and positioned in accordance with manufacturers instructions and appropriate Australian standards 3.4 Appropriate plates or packing are correctly used under the footplates as required to adequately distribute the loading 3.5 Ground is checked before and after packing is installed to ensure it is firm enough to bear the load 3.6 The job plan is developed to include hazard prevention/control measures and safety procedures in line with applicable Australian standards and to equipment manufacturers specifications 3.7 Work platform load chart is located and information on permissible loads, radii and heights taken into account in planning the job 3.8 The job plan takes into account job requirements and workplace rules and procedures 3.9 Job plan is discussed and confirmed with relevant personnel 3.10 Work gear and tools are properly stowed in the elevating work platform in accordance with Australian standards, company procedures and guides
4 Carry out elevation	4.1 Configuration and operation of elevating work platform are checked as necessary to ensure safe lift 4.2 Operation of work platform is carried out in accordance with the job plan, the appropriate Australian standard and manufacturers specifications
5 Planned hazard control and strategies are implemented	5.1 Load is constantly monitored to ensure safety of personnel, load and structural stability 5.2 Unplanned situations are responded to in line with company procedures in a manner that minimises risk to personnel and equipment 5.3 Required signals are correctly given, interpreted and followed in accordance with appropriate Australian standards
6 Pack up work platform	6.1 The elevating work platform is shut down using the correct sequence of procedures in accordance with manufacturers instructions 6.2 Routine post-operational equipment checks are carried out in accordance with manufacturers instructions and available checklists and defects recorded and reported in line with company procedures 6.3 The elevating work platform is dismantled in accordance with the job plan, manufacturers instructions and relevant statutory regulations 6.4 The outriggers and stabilisers are secured and stowed in accordance with manufacturers instructions 6.5 The elevating work platform is correctly stowed and secured in accordance with manufacturers instructions and company procedures

Required Skills and Knowledge

REQUIRED KNOWLEDGE AND SKILLS
This describes the essential knowledge and skills and their level required for this unit.
Required knowledge:
Relevant road rules, regulations, permit and licence requirements pertaining to boom type elevating work platform operation
Relevant OH&S and environmental procedures and regulations
Boom type elevating work platform applications, capacities, configurations, safety hazards and control mechanisms
Workplace procedures concerning the operation of a boom type elevating work platform at a worksite
Problems that may arise when operating a boom type elevating work platform and actions that should be taken to prevent or solve them
Risks and hazards involved in the operation of a boom type elevating work platform and the associated action that can be taken to eliminate or minimise the risk/hazards concerned
Focus of operation of work systems and equipment

Required skills:
Communicate effectively with others when operating a boom type elevating work platform
Read and interpret instructions, procedures, regulations, codes of practice and manuals relevant to the operation of a boom type elevating work platform
Interpret and follow operational instructions
Complete documentation related to the operation of a boom type elevating work platform
Operate electronic communication equipment to required protocol
Work collaboratively with others when operating a boom type elevating work platform
Adapt appropriately to cultural differences in the workplace, including modes of behaviour and interactions with others
Promptly report and/or rectify any identified problems, faults or malfunctions that may occur when operating a boom type elevating work platform in accordance with regulatory requirements and workplace procedures
Plan own work including predicting consequences and identifying improvements
Prioritise and multi-task work
Implement contingency plans for unanticipated situations that may arise when operating a boom type elevating work platform
Apply precautions and required action to minimise, control or eliminate hazards that may exist during the operation of a boom type elevating work platform
Monitor work activities in terms of planned schedule
Modify activities depending on differing operational contingencies, risk situations and environments
Apply fatigue management knowledge and techniques
Identify and correctly use equipment, processes and procedures
Work systematically with required attention to detail without injury to self or others, or damage to goods or equipment
Operate and adapt to differences in equipment in accordance with standard operating procedures
Select and use required personal protective equipment conforming to industry and OH&S standards
Monitor performance of equipment
Service equipment in terms of maintenance schedule and standard operating procedures
Check and replenish fluids and carry out lubrication processes in the course of work activities

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required knowledge and skills, the range statement and the assessment guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria of this unit and include demonstration of applying: the underpinning knowledge and skills relevant legislation and workplace procedures other relevant aspects of the range statement
Context of and specific resources for assessment	Performance is demonstrated consistently over a period of time and in a suitable range of contexts Resources for assessment include: a range of relevant exercises, case studies and/or other simulated practical and knowledge assessment, and/or access to an appropriate range of relevant operational situations in the workplace In both real and simulated environments, access is required to: relevant and appropriate materials and equipment, and applicable documentation including workplace procedures, regulations, codes of practice and operation manuals
Method of assessment	Assessment of this unit must be undertaken by a registered training organisation As a minimum, assessment of knowledge must be conducted through appropriate written/oral tests Practical assessment must occur: through activities in an appropriately simulated environment at the registered training organisation, and/or in an appropriate range of situations in the workplace

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance.
Operations may be conducted:	by day or night in a variety of weather conditions
Environment may include movement of:	equipment goods materials vehicular traffic
Customers may be:	internal or external
Boom type elevating work platform may be involved in work in a range of industry sectors including:	construction and demolition manufacturing waterfront mining primary industry utilities (electricity, gas, water) arboricultural swimming pool quarrying
Hazards may include:	power lines noise, light, energy sources overhead service lines surrounding buildings, structures, facilities underground services obstructions uneven or unstable ground and recently filled trenches stationary and moving machinery and equipment hazardous or dangerous materials traffic hazards and congestion
Hazard management is consistent with:	the principle of hierarchy of control with elimination, substitution, isolation and engineering control measures being selected before safe working practices and personal protective equipment
Consultative processes may involve:	other employees and supervisors management union representatives clients industrial relations and OH&S specialists other professional or technical staff
Requirements for access and/or lift may include:	site restrictions and procedures authorities and permits hours of operation induction slings, chains, nets, brackets and other specialised lifting equipment noise restrictions personal protective equipment support trucks additional gear and equipment communications equipment
Personal protective equipment may include:	gloves safety headwear and footwear sunscreen, sunglasses and safety glasses two-way radios high visibility clothing
Elevating platforms may include:	mechanically operated equipment hydraulically operated equipment electrically operated equipment
Depending on the type of organisation concerned and the local terminology used, workplace procedures may include:	company procedures enterprise procedures organisational procedures established procedures site procedures
Documentation/records may include:	operations manuals Safe Working Load (SWL) and Working Load Limit (WLL) site plans induction documentation competency standards and training materials job specifications and procedures manufacturers specifications workplace operating procedures and policies supplier and/or client instructions communications technology equipment, oral, aural or signed communications personal and work area work procedures and practices conditions of service, legislation and industrial agreements including: workplace agreements and awards occupational health and safety procedures standards and certification requirements quality assurance procedures emergency procedures
Applicable procedures and codes may include:	relevant state/territory regulations and licence/permit requirements pertaining to the operation of boom type elevating work platforms relevant state/territory road rules relevant state/territory OH&S legislation relevant state/territory fatigue management regulations relevant state/territory environmental protection legislation

Unit Sector(s)

Not Applicable

Competency Field

Competency Field	D - Load Handling

TLIE4006A Collect, analyse and present workplace data and information

Modification History

Not Applicable

Unit Descriptor

Unit Descriptor	This unit involves the skills and knowledge required to collect, analyse and present workplace data and information including identifying required information, analysing and preparing information for use, explaining information, and presenting workplace information to others. Licensing, legislative, regulatory or certification requirements are applicable to this unit.

Application of the Unit

Application of the Unit	Data collection, analysis and presentation is carried out as an integral part of operations in the context of the workplace concerned. Work is performed under general or limited supervision, generally within a team environment. It involves the application of established principles and practice to the collection, analysis and presentation of information and data as part of workplace operations.

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

Employability Skills Information

Employability Skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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
1 Identify required information	1.1 Purpose of the information/data collection is identified 1.2 Sources of information are established 1.3 Appropriate information is collected
2 Prepare information for use	2.1 Information is collated and analysed in accordance with workplace procedures 2.2 Processed information is organised and presented in a logical manner 2.3 Checks for accuracy are made
3 Explain information	3.1 Data collection and analysis is explained to others in a way that effectively contributes to the workplace operations 3.2 Outcomes of data/information analysis are presented to others using appropriate presentation modes and resources 3.3 Questions are answered and appropriate clarifications are given
4 Present workplace information	4.1 Processed information is forwarded to appropriate personnel in accordance with workplace procedures 4.2 Processed information is collated and stored in accordance with workplace procedures

Required Skills and Knowledge

REQUIRED KNOWLEDGE AND SKILLS
This describes the essential knowledge and skills and their level required for this unit.
Required knowledge:
Relevant procedures and duty of care requirements
Relevant OH&S responsibilities
Sources of information and data and procedures for processing the information for workplace use
Protocols and procedures for the collection, analysis and presentation of workplace information and data using relevant technology
Presentation and communication techniques including an understanding of barriers to effective communication and how to overcome them
Basic principles of effective presentation and communication of information
Techniques for communicating effectively with a multilingual persons or persons with a limited ability to speak or understand English
Typical presentation and communication problems and appropriate action and solutions

Required skills:
Communicate effectively with others when collecting, analysing and presenting workplace data and information
Read and interpret instructions and procedures relevant to the collection, analysis and presentation of workplace data and information
Interpret and follow operational instructions and prioritise work
Complete documentation related to the collection, analysis and presentation of workplace data and information
Identify and use required communication and presentation technology
Work collaboratively with others when collecting, analysing and presenting workplace data and information
Adapt appropriately to cultural differences in the workplace, including modes of behaviour and interactions with others
Promptly report and/or rectify any identified problems that may arise when collecting, analysing and presenting workplace data and information in accordance with regulatory requirements and workplace procedures
Plan own work including predicting consequences and identifying improvements
Implement contingency plans for unanticipated situations that may arise when collecting, analysing and presenting workplace data and information
Monitor work activities in terms of planned schedule
Modify activities depending on differing operational contingencies, risk situations and environments
Work systematically with required attention to detail
Operate and adapt to differences in equipment in accordance with standard operating procedures

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required knowledge and skills, the range statement and the assessment guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria of this unit and include demonstration of applying: the underpinning knowledge and skills relevant legislation and workplace procedures other relevant aspects of the range statement
Context of and specific resources for assessment	Performance is demonstrated consistently over a period of time and in a suitable range of contexts Resources for assessment include: a range of relevant exercises, case studies and/or other simulated practical and knowledge assessment, and/or access to an appropriate range of relevant operational situations in the workplace In both real and simulated environments, access is required to: relevant and appropriate materials and equipment, and applicable documentation including workplace procedures, regulations, codes of practice and operation manuals
Method of assessment	Assessment of this unit must be undertaken by a registered training organisation As a minimum, assessment of knowledge must be conducted through appropriate written/oral tests Practical assessment must occur: through activities in an appropriately simulated environment at the registered training organisation, and/or in an appropriate range of situations in the workplace

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance.
Data collection, analysis and presentation will be:	that required for workplace operations may occur by day or night and in a variety of work contexts
Customers may be:	internal or external
Presentation modes may include:	written documentation oral reports group presentations using appropriate technology completion of standard forms and checklists routine written reporting entry of collected/processed information into a computer participation in workplace discussions
Presentations/communications may involve:	English-speaking persons multilingual staff persons with limited ability to communicate in English
Presentation/communication problems may include:	misunderstanding limited ability of others to communicate in English noisy environments or communications channels illegible writing or print use of non-standard vocabulary incorrect assumption that information has been received and/or correctly understood
Depending on workplace context, consultative processes may involve	managers supervisors/team leaders workplace personnel clients private and/or public sector security personnel police security consultants visitors contractors official representatives union representatives industrial relations OH&S specialists other professional or technical staff
Depending on the type of organisation concerned and the local terminology used, workplace procedures may include:	company procedures enterprise procedures organisational procedures established procedures
Presentation/communication may involve the use of a range of technology, including:	phone electronic data interchange fax email internet radio overhead or computer controlled projector plain or electronic white board flip charts microphone and amplifier video player and monitor
Information/documentation may include:	workplace procedures, checklists and instructions operations manuals induction documentation competency standards and training materials job specifications manufacturers specifications HAZCHEM and dangerous/hazardous goods codes goods identification numbers and codes manifests, bar codes, goods and container identification manufacturers specifications workplace policies supplier and/or client instructions material safety data sheets relevant codes of practice including the national standards for manual handling and the industry safety code legislation, regulations and related documentation award, enterprise bargaining agreement, other industrial arrangements standards and certification requirements quality assurance procedures emergency procedures
Applicable regulations and legislation may include:	relevant regulations, standards and codes of practice, including the national standards for manual handling and industry safety codes dangerous goods and freight regulations and codes relevant Australian and state/territory standards and certification requirements relevant Australian and state/territory OH&S legislation equal employment legislation and related policies environmental protection regulations

Unit Sector(s)

Not Applicable

Competency Field

Competency Field	E - Communication and Calculation

UEPOPS341A Shut down a Steam Turbine

Modification History

Not Applicable

Unit Descriptor

Unit Descriptor	1)
This unit deals with the skills and knowledge required to conduct a shut-down of a steam turbine to where it can be placed at rest.

Application of the Unit

Application of the Unit	3)
This unit is intended to augment formally acquired competencies. It is suitable for employment-based programs under an approved contract of training.
License to practise	3.1)
The skills and knowledge described in this unit may require a licence to practise in the workplace in some States or Territories. There may also be additional assessment activities required by regulatory authorities for the issue of the licence to practise. Practice in this unit is subject to regulations directly related to Occupational Health and Safety and where applicable contracts of training such as apprenticeships.

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite Unit(s)	2)
Competencies	2.1)
There are no prerequisite units.

Employability Skills Information

Refer to the Evidence Guide

Elements and Performance Criteria Pre-Content

5) 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
1	Plan and prepare work	1.1	Safety issues are identified to comply with enterprise/site requirements
1.2	Work requirements are identified from relevant personnel and documentation
1.3	The turbine shutdown schedule is ascertained from relevant documentation and in accordance with enterprise/site requirements
1.4	Pre-operational checks are carried out on plant according to manufacturer recommendations and site requirements
1.5	Where appropriate, the teams and individuals roles and responsibilities within the team are identified and, where required, assist in the provision of the on-the-job training
2	Operate plant	2.1	Turbine output is adjusted to meet demand whilst observing operating requirements and minimising turbine life expenditure
2.2	Plant is operated in accordance with enterprise and manufacturer operating procedures
2.3	Plant is monitored and observed to detect deviations from normal operating conditions
2.4	Corrective actions are taken to rectify abnormalities in accordance with manufacturer and enterprise/site procedures
3	Test plant operation	3.1	Tests are performed in accordance with defined procedures applicable to the operational test
3.2	System and plant is observed for correct operational response
3.3	Corrective action is taken when response is not in accordance with documentation, plant integrity or personnel safety requirements
3.4	Plant is returned to required operational status upon completion of test
4	Analyse system faults	4.1	Causes of abnormal plant operating conditions are identified by analysing the technical and operational information in a logical and sequential manner
4.2	Corrective action taken is in accordance with enterprise/site procedures
4.3	Plant integrity and personnel safety is maintained through consultation with appropriate personnel, and reference to plant, technical and operational documentation
4.4	Appropriate personnel are notified when defects are detected
5	Complete documentation	5.1	Documentation is updated and plant problems, movements, abnormalities and status are reported and logged in accordance with enterprise/site procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
6) This describes the essential skills and knowledge and their level, required for this unit.
Evidence shall show that knowledge has been acquired of shutting-down a steam turbine for a permit to work. The extent of the Essential Knowledge and Associated Skills required follows:
Evidence shall show that knowledge has been acquired for safe working practices of: Relevant Occupational Health and Safety regulations Relevant statutory legislation Relevant enterprise/site safety procedures Enterprise/site emergency procedures and techniques Relevant plant and equipment, its location and operating parameters Plant status Environmental legislation Enterprise recording procedures Communication principles Control and data acquisition systems Computers and software Supervisory, alarm, protection and control equipment Emergency procedures Valve and actuator types and characteristics Turbine speed control equipment Heat transfer principles The system components and interaction Electricity distribution systems AC and DC The system components and their interaction with other plant and equipment external to that covered by this competency Station water distribution systems Fire protection control systems Power and control oil systems Compressed air systems Principles of condensate and feedwater chemical treatment Turbine life expenditure and control Turbine bypass system Vacuum raising and turbine gland sealing systems Introduction to power production plant Typical arrangements of power production plant Mathematics Mechanics Thermodynamics Properties of matter Lubrication and bearings Pumps Liquid pumping systems Power plant cycle General responsibilities for power production plant operations Turbine construction and operating principles Turbine lubrication and oil systems Condensate and feedwater systems Feedwater heating and drainage systems Circulating water system Condenser systems Turbine operations Turbine efficiency Electrical principles Transformers Electric motors Switchgear Heating of electrical equipment Electrical protection Schematic diagrams Safe operating principles
Specific skills needed to achieve the Performance Criteria: Apply relevant Occupational Health and Safety regulations Apply relevant statutory legislation Apply relevant enterprise/site safety procedures Apply enterprise/site emergency procedures and techniques Apply enterprise recording procedures Identify plant status Prepare plant/equipment for operation Organise resources Operate turbine plant and equipment Apply turbine cooling techniques and procedures Apply diagnostic and testing techniques Identify and respond to abnormal plant operating conditions Plan and prioritise work Use relevant hand tools Communicate effectively Apply data analysis techniques and tools Use diagrams, drawings and symbols Co-ordinate the operation of equipment to maintain plant integrity, personnel safety, continuity of supply and optimum efficiency.

Evidence Guide

EVIDENCE GUIDE
8) This provides essential advice for assessment of the unit of competency 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 Competency Standard Unit and shall 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	8.1) Longitude 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's 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 in this regard. 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. Hence, sources of evidence need to be 'rich' in nature so as to minimise error in judgment. Activities associated with normal every day 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.
Critical aspects of evidence required to demonstrate competency in this unit	8.2) 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 shall be demonstrated on at least two occasions in accordance with the "Assessment Guidelines - UEP06". Evidence shall also comprise: A representative body of Performance Criteria demonstrated within the timeframes typically expected of the discipline, work function and industrial environment. In particular this shall incorporate evidence that shows a candidate is able to:
Implement Occupational Health and Safety workplace procedures and practices including the use of risk control measures as specified in the Performance Criteria and Range Statement Apply sustainable energy principles and practices as specified in the Performance Criteria and Range Statement Demonstrate an understanding of the essential knowledge and associated skills as described in 6) Essential Knowledge and Associated Skills of this unit Demonstrate an appropriate level of skills enabling employment Conduct work observing the relevant Anti Discrimination legislation, regulations, polices and workplace procedures
Demonstrated performance across a representative range of contexts from the prescribed items below:
Knowledge and application of relevant sections of: Occupational Health and Safety legislation; Statutory legislation; Enterprise/site safety procedures; Enterprise/site emergency procedures Preparation and planning of work Operation of turbine plant and equipment Operationally testing plant Analysing plant faults Monitoring plant operation Knowledge of the system components and their interaction Knowledge of turbine shutdown and cooling processes Knowledge of turbine supervision and control systems Dealing with an unplanned event by drawing on essential knowledge and skills to provide appropriate solutions incorporated in the holistic assessment with the above listed items
Context of and specific resources for assessment	8.3) This unit should be assessed as it relates to normal work practice using procedures, information and resources typical of a workplace. This should include: OHS policy and work procedures and instructions. Suitable work environment, facilities, equipment and materials to undertake actual work as prescribed by this unit. Competency Standards should be assessed in the workplace or simulated workplace and under the normal range of workplace conditions. Assessment of this unit will be supported with documentary evidence, by means of endorsement stating type and application of work.
In addition to the resources listed above in Context of assessment', evidence should show competency working, in limited spaces, with different types of plant and equipment as well as different structural/construction types and methods and in a variety of environments.
Method of assessment	8.4) 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 that the specified essential knowledge and associated skills are assessed in a structured environment which is primarily intended for learning/assessment and 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	8.5)
There are no recommended concurrent assessments with this unit, however in some cases efficiencies may be gained in terms of learning and assessment effort being concurrently managed with allied competency standard units where listed.
Nil

Key competencies	8.6) Evidence that particular key competencies have been achieved within this unit is in the context of the following Performance Criteria of evidence. See Volume 2, Part 4 for an explanation of Key competencies and levels of this Training Package.
Key competencies	Example of Application	Performance Level
How are ideas and information communicated within this competency?	Refer to the following example of application:	2
Explain ideas and actions, make suggestions for alternative actions and deal with contingencies and non-routine situations.
How can information be collected, analysed and organised?	Refer to the following example of application:	2
Information with regard to operations, faults and maintenance may be observed and monitored for analysis and organised into records and reports.
How are activities planned and organised?	Refer to the following example of application:	1
Planning the required activity, to include co-ordination and use of equipment, materials and tools to avoid backtracking and rework.
How is team work used within this competency?	Refer to the following example of application:	2
Share tasks and provide appropriate support to other team members in completion of work tasks to meet the team's goals.
How are mathematical ideas and techniques used?	Refer to the following example of application:	1
Calculation of time to complete tasks, estimation of distances, levels, loads and material requirements.
How are problem solving skills applied?	Refer to the following example of application:	2
Determine solutions which focus on long and short-term resolution of work task problems.
How is use of technology applied?	Refer to the following example of application:	1
Access, communicate, measure and record information with regard to operations and performance of plant and equipment.

Skills Enabling Employment	8.7) Evidence that competency in this unit incorporates skills enabling employment is in the context of the following performance. See Volume 2, Part 5 for definitions and an explanation of skills enabling employment.
Skills for Employment	Example of Application
1	Developing and using skills within a real workplace	Refer to the following example of application:
Completion of tasks within an acceptable timeframe and performance with some supervision.
2	Learning to learn in the workplace	Refer to the following example of application:
Comprehension and application of theoretical knowledge to well-developed skills.
3	Reflecting on the outcome and process of work task	Refer to the following example of application:
Focused on improvement in own and other team member's performance in the workplace.
4	Interacting and understanding of the context of the work task	Refer to the following example of application:
Working understanding of the processes and systems which apply to the workplace.
5	Planning and organising the meaningful work task	Refer to the following example of application:
Achieving work tasks in a timely manner and ensuring that the work team achieves its stated work goals.
6	Performing the work task in non-routine or contingent situations	Refer to the following example of application:
Seek advice and apply solutions to problems relevant to the workplace environment.

Range Statement

RANGE STATEMENT
7) This relates to the unit of competency 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.
Plant and equipment may include turbine and auxiliary plant turbine by-pass system plant; turbine lubrication and power/control oil systems; condensate and feedwater system plant to boiler economiser inlet valve; condensate polishing plant; high and low pressure heating systems; steam condensing and cooling systems; condenser vacuum raising equipment; turbine gland sealing equipment; condenser cooling water systems plant; boiler feedwater de-aerating equipment; condensate and feedwater chemical treatment equipment; electric motors AC and DC; electricity distribution systems AC and DC; diesel engine driven auxiliary plant; station water distribution systems; hydraulic oil system; pumps; compressed air systems; computers with equipment control functions; supervisory, alarm, protection and control equipment; and pumps. Safety standards may include relevant sections of Occupational Health and Safety legislation, enterprise safety rules, Australian standards, national standards for plant and relevant state and federal legislation. Information and documentation sources may include verbal or written communications; enterprise safety rules documentation; enterprise operating instructions; manufacturer operational and maintenance manuals; equipment and alarm manuals, enterprise log books, dedicated computer equipment, enterprise standing instructions and plant notes. Technical and operational indicators may include stimuli (audio, smell, touch, visual), remote or local indicators and recorders, computers and alarms (visible and/or audible). Communications may be by means of telephone, two way radio, pager, computer (electronic mail) and operating log (written or verbal). Tests may include motor direction checks, stand-by plant "cut-in" tests, pre and post shut-down tests, valves operating checks, alarm and protection tests and turbine overspeed tests Appropriate personnel to consult, give or receive direction may include supervisor/team leader or equivalent; technical and engineering officers or equivalent; maintenance staff; power plant operations personnel or equivalent. Operating environment may be remote from plant and equipment being operated; where operation is assisted by remote indicators of plant status and other parameters monitored; in wet/noisy/dusty/hot areas; during night periods; and during inclement or otherwise harsh weather conditions. Unit operations may include emergency shut down; turbine shutdown, with or without turbine bypass, or by using forced cooling procedures. Faults and abnormal operating conditions may include loss of a major auxiliary; turbine water ingress; excessively high turbine and turbine valves heating/cooling rates/differentials; high condenser vacuum; condenser tube leak; high dissolved oxygen, conductivity; high turbine bearing temperatures/ vibration; high/low bearing oil temperature; loss of turbine bearing oil flow/pressure; low/high pressure heaters malfunctions; turbine bypass system malfunctions; actuator/valve mechanical/electrical faults/failure; failed field devices; and turbine protection. Generic terms are used throughout this Training Package for vocational standard shall be regarded as part of the Range Statement in which competency is demonstrated. The definition of these and other terms are given in Volume 2, Part 1.

Unit Sector(s)

Not Applicable

Literacy and numeracy skills

Literacy and numeracy skills	2.2) Participants are best equipped to achieve this unit if they have reading, writing and maths skills indicated by the following scales. Description of each scale is given in Volume 2, Part 3 Literacy and Numeracy
Reading	3	Writing	3	Maths	3

Competency Field

Competency Field	4)
Operations.

UEPOPS411B Run up a steam turbine

Modification History

Not applicable.

Unit Descriptor

Unit Descriptor	1) Scope:
1.1) Descriptor
This unit deals with the skills and knowledge required to conduct a steam turbine run up to a stable operating condition.

Application of the Unit

Application of the Unit	2)
This unit is intended to augment formally acquired competencies. It is suitable for employment-based programs under an approved contract of training.

Licensing/Regulatory Information

License to practice	3)
The skills and knowledge described in this unit may require a licence to practise in the workplace in some States or Territories. There may also be additional assessment activities required by regulatory authorities for the issue of the licence to practise. Practice in this unit is subject to regulations directly related to Occupational Health and Safety and where applicable contracts of training such as apprenticeships and the like.

Pre-Requisites

Prerequisite Unit(s)	4)
Competencies	4.1)
Granting of competency in this unit shall be made only after competency in the following unit(s) has/have been confirmed. Where pre-requisite pathways have been identified. All competencies in the Common Unit Group must be have been completed. There are no pre-requisite units.

Literacy and numeracy skills	4.2)
Participants are best equipped to achieve this unit if they have reading, writing and numeracy skills indicated by the following levels. A description of what each level entails is provided in Section 2.3.1 Language, Literacy and Numeracy.
Reading	4	Writing	4	Numeracy	4

Employability Skills Information

Employability Skills	5)
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 competency standard 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	Plan and prepare work	1.1	Safety issues are identified to comply with enterprise/site requirements
1.2	Work requirements are identified from relevant personnel and documentation
1.3	Pre-operational checks are carried out on plant according to manufacturer’s recommendations and site requirements
1.4	The turbine running up and loading schedule are ascertained from relevant documentation and in accordance with enterprise/site requirements
1.5	Where appropriate, the teams and individuals roles and responsibilities within the team are identified and, where required, assist in the provision of the on-the-job training.
2	Run up steam turbine	2.1	Steam turbine and generator auxiliary systems are started up and/or made available to support turbine run up in accordance with manufacturer’s and enterprise/site procedures
2.2	Steam turbine is run-up in accordance with manufacturer’s and enterprise/site procedures Plant is monitored and observed to detect deviations from normal operating conditions
2.3	Steam Turbine is monitored and observed to detect deviations from normal run up operating conditions Corrective actions are taken to rectify abnormalities in accordance with manufacturer’s and enterprise/site procedures
Generator is synchronised and connected to the electrical system in accordance with enterprise and manufacturer operating procedures
3	Test plant operation	3.1	Tests are performed in accordance with defined procedures applicable to the operational test
3.2	System and plant are observed for correct operational response
3.3	Corrective action is taken when response is not in accordance with documentation, plant integrity or personnel safety requirements
3.4	Plant is returned to required operational status upon completion of test
4	Analyse system faults	4.1	Causes of abnormal plant operating conditions are identified by analysing the technical and operational information in a logical and sequential manner
4.2	Corrective action taken is in accordance with enterprise/site procedures
4.3	Plant integrity and personnel safety is maintained through consultation with appropriate personnel, and reference to plant, technical and operational documentation
4.4	Appropriate personnel are notified when defects are detected
5	Complete documentation	5.1	Documentation is updated and plant problems, movements, abnormalities and status are reported and logged in accordance with enterprise/site procedures

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 running up a steam turbine. All knowledge and skills detailed in this unit should be contextualised to current industry practices and technologies. The extent of the Essential Knowledge and Associated Skills required follows: KS01-PO411B Run up a steam turbine T1 Evidence shall show that knowledge has been acquired for safe working practices of: Relevant environmental, occupational health and safety legislation and regulations Enterprise procedures Plant drawings and manufacturers manuals Introduction to and typical arrangements of power production plant Relevant plant and equipment, its location and operating parameters Electric motor types and characteristics Pump and compressor types and characteristics Valve, damper and actuator types and characteristics Switchgear types and characteristics Electrical protection types and characteristics Electrical principles a.c. generators types and characteristics Transformers types and characteristics Generator excitation and cooling systems, types and characteristics Relevant state and territory regulations Plant status Enterprise recording procedures Control and data acquisition systems Supervisory, alarm, protection and control equipment Turbine speed control equipment Heat transfer principles The system components and interaction Electricity distribution system, a.c. and d.c. The system components and their interaction with other plant and equipment external to that covered by this competency Station water distribution systems Fire protection control systems Power and control oil systems, types and characteristics Compressed air systems, types and characteristics Turbine life expenditure and control Turbine bypass system types and characteristics Vacuum raising and turbine gland sealing systems; Thermodynamics Properties of matter Lubrication and bearings Liquid pumping systems types and characteristics Steam turbine construction Steam Turbine types and characteristics Turbine lubrication systems types and characteristics Condensate and feedwater systems Feedwater heating types and characteristics Drainage systems, types and characteristics Circulating water system, types and characteristics Condenser systems, types and characteristics Turbine operations Turbine efficiency T2 Specific skills needed to achieve the Performance Criteria: Apply enterprise recording procedures Identify plant status Prepare plant/equipment for operation Organise resources Run-up turbine plant and equipment Apply diagnostic and testing techniques Identify and respond to abnormal plant operating conditions Plan and prioritise work Use relevant hand tools Communicate effectively Apply data analysis techniques and tools

Evidence Guide

EVIDENCE GUIDE
9) This provides essential advice for assessment of the competency standard 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 competency standard unit and shall 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)
Longitude 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. Hence, sources of evidence need to be ‘rich’ in nature so as to minimise error in judgment. Activities associated with normal every day 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 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 pre-requisites shall be met. 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 – UEP12”. Evidence shall also comprise: A representative body of work performance demonstrated within the timeframes typically expected of the discipline, work function and industrial environment. In particular this shall incorporate evidence that shows a candidate is able to: Implement OHS workplace procedures and practices including the use of risk control measures as specified in the Performance Criteria and Range Statement Apply sustainable energy principles and practices as specified in the Performance Criteria and Range Statement Demonstrate an understanding of the essential knowledge and associated skills as described in 6) Essential Knowledge and Associated Skills of this unit Demonstrate an appropriate level of employability skills Conduct work observing the relevant Anti-Discrimination legislation, regulations, polices and workplace procedure Demonstrated performance across a representative range of contexts from the prescribed items below: The knowledge and application of relevant sections of: Occupational Health and Safety legislation; Statutory legislation; Enterprise/site safety procedures; Enterprise/site emergency procedures The preparation and planning of work The operation of turbine plant and equipment Operationally testing plant Analysing plant faults The knowledge of the system components and their interaction The knowledge of turbine operational processes The knowledge of turbine supervision and control systems The knowledge of heat transfer principles Dealing with an unplanned event by drawing on essential knowledge and skills to provide appropriate solutions incorporated in the holistic assessment with the above listed items.

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: OHS policy and work procedures and instructions. Suitable work environment, facilities, equipment and materials to undertake actual work as prescribed by this unit. Competency Standards should be assessed in the workplace or simulated workplace and under the normal range of workplace conditions. Assessment of this unit will be supported with documentary evidence, by means of endorsement stating type and application of work. In addition to the resources listed above in Context of assessment’, evidence should show competency working in limited spaces with different types of plant and equipment as well as different structural/construction types and methods and in a variety of environments.

Method of assessment	9.4)
This unit shall be assessed by methods given in Section 1.3.00 Assessment Guidelines. Note: Competent performance with inherent safe working practices is expected in the Industry to which this unit applies. This requires that the specified essential knowledge and associated skills are assessed in a structured environment which is primarily intended for learning/assessment and 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)
There are no recommended concurrent assessments with this unit, however in some cases efficiencies may be gained in terms of learning and assessment effort being concurrently managed with allied competency standard units where listed. Nil

Range Statement

RANGE STATEMENT
10) This relates to the competency standard 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. Plant and equipment may include turbine and auxiliary plant; turbine lubrication and power/control oil systems; turbine by-pass system plant; condensate and feedwater system plant; condensate polishing plant; high and low pressure heating systems; steam condensing and cooling systems; condenser vacuum raising equipment; turbine glad sealing equipment; cooling water systems plant; boiler feedwater de-aerating equipment; condensate and feedwater chemical treatment equipment; electric motors a.c. and d.c.; electricity distribution systems a.c. and d.c.; diesel engine drive auxiliary plant; station water distribution systems; hydraulic oil system; pumps; compressed air systems; computers with equipment control functions; supervisory, alarm and control equipment; and diesel engine drive auxiliary plant. Safety standards may include relevant sections of Occupational Health and Safety legislation, enterprise safety rules, Australian standards, national standards for plant and relevant State and federal legislation. Information and documentation sources may include verbal or written communications; enterprise safety rules documentation; enterprise operating instructions; manufacturer’s operational and maintenance manuals; equipment and alarm manuals, enterprise log books, dedicated computer equipment, enterprise standing instructions and plant notes; enterprise standing instructions and plant notes. Technical and operational indicators may include stimuli (audio, smell, touch, visual), remote or local indicators and recorders, computers and alarms (visible and or audible). Communications may be by means of telephone, two way radio, pager, computer (electronic mail) and operating log (written or verbal). Tests may include loss of major auxiliary controls response checks, stand-by plant “cut-in” tests, valves operating checks, turbine valve and emergency governor operation test, pre-start tests, performance tests, heater leak checks and alarm and protection tests. Appropriate personnel to consult, give or receive direction may include supervisor/team leader or equivalent; other coordinators of energy production or equivalent; technical and engineering officers or equivalent; maintenance staff; other operating staff and contractor staff. Operating environment may be remote from plant and equipment being operated; where operation is assisted by remote indicators of plant status and other parameters monitored; in wet/noisy/dusty/hot areas, during night periods; and during inclement or otherwise harsh weather conditions. Unit operations (systems requirements) may include cold start return to service; warm start return to service with or without turbine bypass; and hot restart return to service, with or without turbine bypass. Faults and abnormal operating conditions may include loss of a major auxiliary; loss of electrical supply to auxiliaries (a.c. or d.c.); turbine water ingress; excessively high turbine and turbine valves heating/cooling rates/differentials; high condenser vacuum; condenser tube leak; high dissolved oxygen, conductivity; high turbine bearing temperatures/vibration; high/low bearing oil temperature; loss of turbine bearing oil flow/pressure; low/high pressure heaters malfunctions; turbine bypass system malfunction; actuator/valve mechanical/ electrical faults/failure; failed field devices; and turbine protection. Generic terms are used throughout this Training Package for vocational standard shall be regarded as part of the Range Statement in which competency is demonstrated. The definition of these and other terms are given in Section 2.1 Preliminary Information and Glossaries.

Unit Sector(s)

Not applicable.

Competency Field

Competency Field	11)
Operations