Knowledge needed to achieve the performance criteria

Knowledge and understanding are essential to apply this unit of competency in the workplace, to transfer the skills to other contexts, and to deal with unplanned events. The knowledge requirements for this unit are listed below.

Structure of competency standards.

The characteristics of competency-based training.

How a performance problem differs from training and development needs.

Methods of identifying current and anticipated needs of individuals and work teams within technician's area of responsibility.

Resources and training/assessment opportunities available to self and team.

Methods of assisting with assessment issues.

Methods of providing feedback.

Specific skills needed to achieve the performance criteria

To achieve the performance criteria, some complementary skills are required. These relate to the ability to:

plan and organise work schedules

solve problems and contribute to productive outcomes

apply literacy and language skills to:

communication

finding and using information

reporting and recording information.

Other units of competency that could be assessed with this unit

This unit could be assessed on its own or in combination with other competencies relevant to the job function, for example PRMPFES07B Maintain quality of work and promote continuous improvement.

Resources required to assess this unit

The candidate and the assessor should have access to the appropriate documentation and resources normally utilised in the workplace. This includes access to:

an actual or a simulated workplace environment

assessment documentation

relevant training manuals and resources

training and assessment record book.

Gaining evidence to assess this unit

For valid and reliable assessment of this unit, the competency should be demonstrated over a period of time and be observed by the assessor (or assessment team working together to conduct the assessment). The competency is to be demonstrated in a range of situations, which may include customer/workplace interruptions and involvement in related activities normally experienced in the workplace.

Assessment of competency may be made through actual demonstration of the full range of performance criteria in the work environment or in an industry-approved simulated work environment. Evidence of satisfactory performance in this unit is best obtained by observation of the candidate contributing to the training and assessment needs of the team over a realistic period of time.

Oral questioning or a written assessment may be used to assess underpinning knowledge. (In assessment situations where the candidate is offered a preference between oral questioning and written assessment, questions are to be identical.)

Assessment of evidence should establish the candidate's ability to perform the job to the standard required in the workplace.

Supplementary evidence may be obtained from relevant authenticated correspondence or reports from supervisors or team leaders. Additional evidence may be obtained, if necessary, from company appraisal reports or a random sample of brief verbal interviews with other relevant staff members.

Information derived from enterprise policy and practices must be treated as commercial-in-confidence.

Performance and assessment of this unit must be carried out within the relevant requirements of the following legislative and industry framework:

building Acts/regulations/codes

Australian Standards identified as relevant to the required maintenance procedure

environmental regulations

manufacturers' specifications

organisational requirements, including OHS policies and procedures

OHS legislation, codes and regulations.

Key competency levels

There are a number of processes learnt throughout work and daily life that are required in all jobs. They are fundamental processes and generally transferable to other work environments. Some of these work processes are covered by the key competencies listed below. Information provided to each question highlights how these processes are applied in this unit of competency.

The number in brackets indicates the level to which the key competency should be demonstrated.

Refer to Evidence Guide

The range statement links the required knowledge and organisational and technical requirements to the workplace context. It describes any contextual variables that will be used or encountered when applying the competency in work situations. It allows for different work practices and work and knowledge requirements as well as for differences between organisations and workplaces. The following variables may be present for this particular unit.

Workplace procedures may include:

instructions from colleagues/supervisor/manager

specific customer requirements

assignment instructions

equipment manufacturers' requirements

reporting and documentation requirements

personal protective equipment requirements.

Training and development activities include:

those carried out for self and for others within technician's given area of responsibility

specifically designed activities

training and education courses/seminars/workshops

open learning programs

special projects and work-based assignments

self-development and formal/informal on-the-job learning activities.

Contributions to planning discussions include:

oral or written submissions

discussions

feedback

briefing

group discussions.

Relevant people include:

supervisor or line manager

training staff

assessor

mentor/adviser.

Information includes:

training and assessment opportunities

procedures for accessing these opportunities

organisational policies regarding skills and knowledge development

appropriate competency standards or training objective and can be:

formal

informal

oral

written.

Strategies include:

on or off-the-job training or assessment

top-up training

formal or informal self-development

counselling or performance review

one-on-one coaching.

Assessment methods may include:

observation of work performance

oral or written questions

evaluation of performance output

skill or work sample tests

self-assessment and evaluation

performance appraisals

evidence from other sources.

Assistance to assessments could be as a:

mentor

part of a peer group assessment process.

Feedback may include:

satisfactory or unsatisfactory results of assessments

methods and/or options for improving performance to meet desired outcomes

required standards of performance or competence.

Organisational requirements may include:

needs of relevant state/territory or federal legislation

confidentiality of information

staff policies and procedures

agreed staff training and development process.

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