Assessor Resource

ICPCF341C
Set up machine for complex sequenced or multiple folding

Assessment tool

Version 1.0
Issue Date: April 2024


This unit requires the individual to set up a machine for complex folding.

This unit describes the performance outcomes, skills and knowledge required to set up a machine for complex folding.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Employability Skills

This unit contains employability skills.




Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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:

correctly set up machines for complex folding according to job specifications and within the production timeframe

demonstrate an ability to find and use information relevant to the task from a variety of information sources

demonstrate all safety devices on the machine

set up THREE multiple sequenced folding jobs (eg letter folds, concertina folds) OR gusseting (envelope adjuster) jobs, using different sizes and weights of substrates (eg 45-110 gsm) and including use of a gluing unit and/or gate fold unit, according to manufacturer's and job specifications, enterprise procedures and the listed Performance Criteria

demonstrate use of computerised control, monitoring and data entry systems if available and appropriate.

Context of and specific resources for assessment

Assessment must ensure:

assessment may take place on the job, off the job or a combination of these

off the job assessment must be undertaken in a closely simulated workplace environment.

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.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example this unit may be assessed at the same time as:

ICPCF320C Produce complex converted or finished product.

Depending on the configuration of equipment and types of jobs, the following units may also be assessed at the same time:

ICPCF231C Set up machine for basic flat-bed cutting

ICPCF235C Set up machine for basic rotary cutting

ICPCF261C Set up machine for basic adhesive, mechanical or thermal fastening

ICPCF361C Set up machine for complex adhesive, mechanical or sewn fastening.


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

OHS in relation to operating machinery such as safely switching off machinery before cleaning is started

communication skills when reading and interpreting job specifications

planning and organising when setting up the machine for complex folding and ensuring the availability of all job related components

teamwork when assisting with the set up of in-line units

using technology when setting up the sheet delivery system on a sheet-fed machine

problem solving by identifying problems and faults and developing solutions

Required knowledge

information concerning folding requirements that would you expect to find in the job documentation or production control system

information interpretation to ensure smooth workflow throughout the factory

factors that must be considered when planning a folding sample

OHS factors that must be considered when setting up and/or operating machine transport systems

areas of the reel stand that should be monitored to ensure trouble-free operation

area of the web control system that should be adjusted to maintain correct web tension

area of the web control system that should be adjusted to maintain correct positioning of the web

OHS factors that must be considered when setting folder transportation and delivery systems

areas of the sheet-fed transportation system that should be monitored to ensure trouble-free operation

parts of the sheet pick-up system that should be adjusted to ensure accurate and continuous sheet handling

areas of the delivery system that should be observed to maintain neat delivery of finished work

areas of the delivery system that should be observed to prevent damage to the finished product

checks to be made when substrate is removed from the machine

ways in which the folded sheets can be secured for dispatch

OHS factors that must be considered when setting up and/or adjusting the folding unit

largest/smallest size sheet that can be processed on this machine

adapting the machine to facilitate smaller/larger stock

factors that determines the accuracy of sheets entering folding rollers

causes scratching/scuffing of substrate during transportation

factors that determines the speed of the machine

adjustments to be made if the sheet is not reaching the fold unit

adjustment to be made if the sheet is turned on the transportation unit

problems that can be expected if the machine is running too fast

problems that can be expected if the machine rollers are set too loose

problems that can be expected if there is too much roller pressure

problems that can be expected if the delivery system is not set correctly

factors that determines the correct roller pressure for a given job

roller pressures checks for correctness

adjustment to be made if the sheet is out-of-square

reasons for the sheet being out-of-square

adjustment to be made to ensure that the sheets are not smudging/"scuffing"

adjustments to be made if the sheet will not leave the folding unit

OHS factors that must be considered when adjusting machine units

steps that are taken to ensure correct alignment of in-line processes/units

checks to be made when operating the electronic gate fold unit

use of a gate fold unit

use of a gluing unit on a job

adhesive that is used in the gluing unit

adjustments made to the length of the glue line

causes of out-of-square folding and explain how each may be corrected

segments of quality assurance that would be inspected at the completion of the sample run

communication action that should be instigated if job is out-of-square

communication action that should be instigated if ink is too wet for production

communication action that should be instigated if job does not coincide with sample

areas of the machine that should be adjusted if the sheet is creasing

areas of the machine that should be adjusted if the sheet is caught in the fold plate

areas of the machine that should be adjusted if the sheet is not entering the machine

items that must be checked against the client's sample

machine manuals, safety and other documentation that are relevant to this task and where they are kept and information that is included in these documents

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.

Folding units may include:

a range of machines with manual, semi-automated, fully automated or computerised process control.

Folding process may include:

sequenced, multiple folding or gusseting.

In-line processes may include:

minor processes that are integral to this competency can include basic in-line operations such as perforating, numbering, date coding, slitting that do not in themselves constitute another defined unit of competency. Where a major in-line process is defined as a separate competency (eg flat-bed cutting, folding) it should be assessed as such.

Substrate types may include:

range of substrates within the major categories of paper, pressure sensitive material, board, corrugated board, plastics and related films, or metal.

Substrate handling may include:

wide or narrow reel or large or small sheet handling systems.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Job specifications are read and interpreted from job documentation or production control system 
Set-up is planned and carried out correctly in minimum time with minimum wastage 
Availability of all job related components is checked 
Unwind and rewind reels are set up and adjusted according to job specifications 
Webbing procedures are carried out according to job specifications 
Web control system is set up and adjusted according to job specifications 
Reels are spliced/joined according to job specifications 
Folder and sheeter are set up and adjusted according to job specifications 
Feeder is set up and adjusted according to job specifications 
Double/misfeed detectors are set up according to job specifications 
Sheet pick-up and transportation system is set up and adjusted according to job specifications 
Transfer systems are set up and adjusted according to job specifications 
Material delivery is set up and adjusted according to job specifications 
Buckle/knife folding units are set up and adjusted according to job specifications 
Folding rollers/belts/rails are set up and adjusted according to job specifications 
Minor in-line printing/converting/binding units are set up for basic processes and adjusted according to machine requirements and job specifications 
Assistance is given in set up of major in-line printing/converting/binding units (NOTE: if entire set up is completed, refer to appropriate competency standards) 
Material to be used for sample is organised correctly 
Machine is set up and operated to produce a specified sample according to OHS requirements, manufacturer's specifications and enterprise procedures 
Sample is visually inspected and/or tested or laboratory testing is organised according to enterprise procedures 
Results are interpreted to determine adjustment requirements 
Adjustment changes are carried out according to product and machine specifications 

Forms

Assessment Cover Sheet

ICPCF341C - Set up machine for complex sequenced or multiple folding
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

ICPCF341C - Set up machine for complex sequenced or multiple folding

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: