- MSAPMOPS200A - Operate equipment
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
MSAPMOPS200A Mapping and Delivery Guide
Operate equipment
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | MSAPMOPS200A - Operate equipment |
|---|---|---|---|
| Description | This unit covers the skills and knowledge needed to operate a plant item/unit of equipment and the resolving of routine problems in accordance with procedures. This competency is for units of equipment/plant items which are not otherwise covered in this Training Package and may be organisation specific. | ||
| Employability Skills | This unit contains employability skills. | ||
| Learning Outcomes and Application | This unit applies to a person who has the responsibility for undertaking the routine operation of an individual unit of equipment or a plant item. The key factors are operating to organisation requirements, meeting quality standards and other workplace requirements. The type of people to whom this unit may apply include (but are not limited to):plant operators.This unit applies to an individual working alone or as part of a team or group and working in liaison with other shift team members and the control room operator as appropriate.This unit applies:typically to ‘outside’ or ‘field’ operators, but may also apply to‘panel’ or ‘control room’ operators.This unit requires a detailed knowledge about the unit being operated and some knowledge about related units and processes.This unit has been written to apply to both fluid and solids processing units. It does not include the operation of any packaged unit which only requires operation as a ‘black box’ (regardless of its engineering complexity) which is covered by MSAPMOPS100A Use equipment. If several units are combined to form a unit which must be operated as an integrated unit then please see PMAOPS300B Operate a production unit. | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| Prerequisites/co-requisites | This unit has no prerequisites. | ||
| Competency Field | |||
| Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
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| Elements of Competency | Performance Criteria | |||||||
| Element: Check work requirements |
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| Element: Start up item of equipment as required |
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| Element: Operate equipment to procedures |
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| Element: Respond to routine problems to procedures |
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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, 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 on an industrial example of the equipment 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: operating the plant unit following approved procedures take appropriate action to resolve faults or report faults to appropriate personnel explain and implement relevant emergency procedures. Consistent performance should be demonstrated. For example, look to see that: production standards are met consistently upstream and downstream communication is timely and effective operating procedures and work instructions are read and interpreted correctly problems are identified and appropriate action is taken (i.e. the problem is fixed or reported) all safety procedures are followed. |
Assessment method and context | Competence in this unit may be assessed: in an appropriate, industrial item of equipment requiring demonstration of operation start and stop procedures 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. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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.
This describes the essential skills and knowledge and their level required for this unit. |
Application of knowledge of the materials, equipment and process sufficient to recognise out of specification products, process problems and materials faults. Knowledge of the organisation's procedures and relevant regulatory requirements along with the ability to implement them within appropriate time constraints and work standards. Knowledge of and skills in the operation of the item of equipment and main components sufficient to consistently meet required specifications and standards, including: operation of equipment and components workflow sequences and materials demand reasons for checking process control panels and reporting readings which do not conform to the work instructions approved hazard control and safety procedures and the use of PPE in relation to handling materials and using equipment equipment operation and clean-up; potential effects of variations in raw materials and equipment operation in relation to quality of product waste management and importance of reusing non-conforming products wherever possible correct selection and use of equipment, materials, processes and procedures monitor equipment operation and product quality identify factors which may affect product quality or production output and appropriate remedies distinguish between possible causes of routine faults, such as: incorrect quantity of materials contaminated materials/additives equipment faults/damage wrong raw materials/additives machine failure. Competence also includes the ability to: plan own work, including predicting consequences and identifying improvements identify when the operator is able to rectify faults, when assistance is required and who is the appropriate source for assistance identify and describe own role and role of others involved directly in the process. Language, literacy and numeracy requirements This unit requires the ability to read and interpret typical product specifications, job sheets, procedures, material labels and safety information 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. |
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. | |
Standards and codes | 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 operators working either independently or as part of a work team. |
Procedures | All operations are performed in accordance with procedures. Procedures mean 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: process equipment and its major components hand tools used in the this process material loading equipment used for loading of raw materials relevant personal protective equipment |
Hazards | Typical hazards include: spills dusts/vapours slips trips and falls temperature hazardous substances moving equipment manual handling hazards |
Problems | 'Respond to routine problems' means 'apply known solutions to a limited range of predictable problems'. Typical process and product problems may include: equipment malfunction variations in process conditions variations in materials or contamination of materials equipment, tool, die or mould damage routine product faults machine malfunction mould/tooling problems variations in materials and/or contamination of materials |
Variables | Key variables to be monitored include: atmospheric conditions temperature (hot/cold) variations in equipment or product die/product tolerances system/operating pressure programming variables operator variability timing or product cycles |
Product | Product includes anything produced by a process step and so includes intermediate products such as the product from one process step which then becomes the feed for another |
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 |
|---|---|---|---|
| Identify work requirements from work plan or request | |||
| Check product, materials and equipment meet requirements for job(s) | |||
| Recognise requirements which may not be in accordance with usual practice | |||
| Ask questions of appropriate person to confirm unusual practice | |||
| Ensure housekeeping is to requirements | |||
| Identify hazards associated with the job and take appropriate action | |||
| Perform other pre-operational checks in accordance with procedures | |||
| Conduct pre-start checks | |||
| Start up item of equipment | |||
| Check equipment is operating within required limits | |||
| Check product meets specifications and quality standards | |||
| Ensure product is consistently ready for next duty/ operation as appropriate | |||
| Maintain supply of material(s) as required | |||
| Complete logs and records as required | |||
| Collect and segregate scrap, trim and other materials as required | |||
| Keep equipment and work area clean | |||
| Pause equipment and perform emergency stop, as required | |||
| Recognise known faults that occur during the operation | |||
| Identify and take action on causes of routine faults | |||
| Log problems as required | |||
| Identify non-routine process and quality problems and take appropriate action |
Forms
Assessment Cover Sheet
MSAPMOPS200A - Operate equipment
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
MSAPMOPS200A - Operate equipment
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: