Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
MSMSUP240 Mapping and Delivery Guide
Undertake minor maintenance
Version 1.0
Issue Date: May 2024
Qualification | - |
Unit of Competency | MSMSUP240 - Undertake minor maintenance |
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Description | |||
Employability Skills | |||
Learning Outcomes and Application | This unit of competency covers the skills and knowledge required to undertake minor maintenance and solve routine problems to procedures. It does not cover activities normally requiring traditional trade training.This unit of competency covers minor maintenance, such as:operational maintenance (e.g. connection-disconnection of hoses, greasing, lubrication and lubricant systems, adjusting sealing glands, cleaning and changing filters and 'nipping up' flanges)general cleaningremoval and replacement (e.g. gland packing, changing blades or cutters, replacing gaskets, replacing/maintaining seals, changing filter elements and servicing strainers).In a typical scenario a plant operator does minor maintenance activities on the plant and equipment being operated. For instance, the pressure drop across a filter unit may be high, indicating the filter cartridge needs changing. The operator takes the filter unit out of operation, cleans the unit, uses the correct spanner to open the lid, installs a fresh cartridge, closes the unit using the spanner again, then cleans up the area and disposes of the spent cartridge. Typically this sort of maintenance will be done on the plant and will not require workshop type facilities.This unit of competency 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.No licensing, legislative or certification requirements apply to this unit at the time of publication. | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. The unit should be assessed holistically and the judgement of competence based on a holistic assessment of the evidence. The collection of performance evidence: should occur over a range of situations which include typical disruptions to normal, smooth work conditions will typically include a supervisor/third-party report focusing on consistent performance and problem recognition and solving. A supervisor/third-party report must be prepared by someone who has a direct, relevant, current relationship with the person being assessed and who is in a position to form a judgement on workplace performance relevant to the unit of competency will typically include the use of appropriate tools, equipment and safety gear requiring demonstration of preparation, operation, completion and responding to problems may use industry-based simulation for all or part of the unit particularly where safety, lack of opportunity or significant cost is an issue. Assessment should occur in operational workplace situations. Where this is not possible, or where personal safety or environmental damage are limiting factors, assessment must occur in a sufficiently rigorous simulated environment reflecting realistic operational workplace conditions. This must cover all aspects of workplace performance including environment, task skills, task management skills, contingency management skills and job role environment skills. Assessment in a simulated environment should use evidence collected from one or more of: walk-throughs pilot plant operation demonstration of skills industry based case studies/scenarios ‘what ifs’. Knowledge evidence may be collected concurrently with performance evidence (provided a record is kept) or through an independent process, such as workbooks, written assessments or interviews (provided a record is kept). Assessment processes and techniques must be appropriate to the language, literacy and numeracy requirements of the work being performed and the needs of the candidate. Conditions for assessment must include access to all tools, equipment, materials and documentation required, including relevant workplace procedures, product and manufacturing specifications associated with this unit. The regulatory framework will be reflected in workplace policies and procedures and is not required to be independently assessed. Foundation skills are integral to competent performance of the unit and should not be assessed separately. As a minimum, assessors must satisfy the Standards for Registered Training Organisations 2015 assessor requirements. |
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Prerequisites/co-requisites | |||
Competency Field | Support |
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: Identify maintenance requirements | ||||||||
Element: Identify equipment variations/irregularities using observed data and plant records | ||||||||
Element: Assess the urgency/priority of the situation | ||||||||
Element: Identify appropriate corrective action | ||||||||
Element: Identify correct tools and materials | ||||||||
Element: Assess the impact of the maintenance activity and communicate to appropriate personnel | ||||||||
Element: Identify hazards and risk controls | ||||||||
Element: Identify work permit requirements |