8) 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

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 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

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 procedure

Demonstrated performance across a representative range of contexts from the prescribed items below:

The preparation and planning of work

The operation of generator and excitation systems

Coordination of unit operations

Analysing plant faults

Monitoring plant operation

Controlling system energy generation

The knowledge of generator and system stability principles

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:

2

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

Coordinate activities of the team 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:

2

Calculation of time to complete routine projects, operations, 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:

2

Access, communicate, measure and provide information to monitor 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.

6) This describes the essential skills and knowledge and their level, required for this unit.

Evidence shall show that knowledge has been acquired co-ordinating electrical energy production.

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

Principles of generator and system stability

The systems components and interactions

Principles of electricity generation

Excitation and control systems

Introduction to power production plant

Typical arrangements of power production plant

Mathematics

Mechanics

Thermodynamics

Properties of matter

Lubrication and bearings

Compressors

Feedwater treatment

Pumps

Liquid pumping systems

Power plant cycle

General responsibilities for power production plant operations

Coal handling plant

Bunkering

Precipitators

Fabric filters

Steam power plant boiler water and steam systems

Boiler draft system

Fuels

Principles governing efficient combustion

Fuel conditioning and fuel firing equipment

Control of a boiler

Basic turbine construction and operating principles

Turbine lubrication and oil systems

Turbine governors

Condensate and feedwater systems

Feedwater heating and drainage systems

Circulating water system

Condenser systems

Air extraction systems

Turbine operations

Turbine efficiency

Electrical principles

Transformers

Electric motors

AC generators

Alternators, excitors and hydrogen systems

Switchgear

Heating of electrical equipment

Electrical protection

Schematic diagrams

Auxiliary supply systems

High voltage systems

High voltage switching procedures

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

Coordinate power generation

Apply diagnostic and testing techniques

Identify and respond to abnormal plant operating conditions

Plan and prioritise work

Use relevant hand tools

Communicate effectively

Use diagrams, drawings and symbols

Apply data analysis techniques and tools

Coordinate the operation of interacting systems

Coordinate the operation of plant and equipment

Maintain generator unit integrity

Apply principles of electrical generation.

7) 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.

Systems, plant and equipment may include generator cooling systems; fuel delivery systems; generator and generator auxiliary plant; generator seal oil system; generation fire protection system; boiler, turbine and unit coordinated control systems; generator circuit breaker/transformer; unit auxiliary switchboards; electricity market auto loading systems; generator excitation systems which may include- DC pilot excitors and amplidyne(s) control, AC pilot excitors and thyristor control, brushless systems, static systems, associated supervisory, control and protection equipment; Circuit breakers, field, excitor, flashing, associated supervisory, control and protection equipment; Transformers, excitation, earthing and neutral, voltage and current; and automatic voltage regulator (AVR) system.

Safety standards may include relevant sections of Occupational Health and Safety legislation, enterprise safety rules, national standards for plant, relevant State and federal legislation and Australian standards.

Information and documentation sources may include verbal or written communications; enterprise safety rules documentation; enterprise operating instructions; equipment and alarm manuals; dedicated computer equipment; enterprise standing instructions and plant notes; enterprise log books; market load profile forecasts; electricity market bidding information; and manufacturer's operation and maintenance manuals.

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 logs (written or verbal).

Tests may include supply change-over tests, "black" start tests and capability tests.

Appropriate personnel to consult, give or receive direction may include supervisor/team leader or equivalent; other coordinators of energy production; other operating staff; technical and engineering officers or equivalent; maintenance personnel; 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; during night periods; during inclement or otherwise harsh weather conditions; and in wet/noisy/dusty areas.

Unit operations (systems requirements) may include normal generating models and system auto frequency control mode.

Faults and abnormal operating conditions may include unit trip; market distribution network disturbances; loss of station AC supplies; spurious abnormal fuel condition, operations; generator hydrogen cooling/sealing system malfunctions; generator cooling system malfunctions; generator excitation/transformer; CB faults/malfunctions; and unit coordinated controls malfunctions.

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.