- PMAOPS305B - Operate process control systems
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
PMAOPS305B Mapping and Delivery Guide
Operate process control systems
Issue Date: September 2018
||Unit of Competency||PMAOPS305B - Operate process control systems|
|Description||This unit covers the operation of a centralised control panel. These controllers use a range of control algorithms and multiple control loops. The panel will control multiple vessels/plant items and or products. It will typically be located off plant in a control room.|
|Employability Skills||This unit contains employability skills.|
|Learning Outcomes and Application||In a typical scenario an operations technician uses a centralised process control system to operate and monitor the plant. This control system would typically be a distributed control system (DCS) and may include other local controllers which are integral to its operation (stand alone local controllers are covered by PMAOPS216B Operate local control system). This panel technician/central control room operator has an overall responsibility for the operation of all units of equipment covered by the control system. As such they often also take a lead role as part of the operating team. Competencies required by this role other than panel competencies as such are not covered by this unit.The operations technician would:identify, correct and report operational problemsbe aware of and contribute to a safe working environmentcontribute to the safe and productive operation of the systemoperate, monitor and maintain equipment using relevant procedurestake appropriate action following an alarm or out of specification condition developingGenerally the operations technician would be part of a team during start up, shut down and normal operating conditions and would be expected to be capable of demonstrating competence in all parts of this unit. He/she would be taking a leading role in liaising and cooperating with other members of the team. Typically the panel operator will liaise with other 'outside operators', however this unit does not preclude the situation where the panel operator may also undertake 'outside' functions.|
|Duration and Setting||X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
|Development and validation strategy and guide for assessors and learners||Student Learning Resources||Handouts
|Assessment 1||Assessment 2||Assessment 3||Assessment 4|
|Elements of Competency||Performance Criteria|
|Element: Prepare for work.|
|Element: Use operator interface.|
|Element: Access control information.|
|Element: Control process variations and monitor operations.|
|Element: Facilitate planned and unplanned process start-ups and shut-downs.|
|Element: Respond to alarms or out of specification conditions.|
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 the Training Package.
Overview of assessment
Assessment of this unit should include demonstrated competence on actual plant and equipment in a work environment. The unit will be assessed in as holistic a manner as is practical and may be integrated with the assessment of other relevant units of competency. Assessment will occur over a range of situations, which will include disruptions to normal, smooth operation.
Simulation may be required to allow for assessment of parts of this unit. Simulation should be based on the actual plant and will include walk-throughs of the relevant competency components. Simulations may also include the use of case studies/scenarios, role plays and 3D virtual reality interactive systems. In the case of evacuation training or of training for competencies practiced in life threatening situations, simulation may be used for the bulk of the training.
This unit of competency requires an application of the knowledge contained in the use of the process control system and its integral equipment, to the level needed to maintain control and recognise and resolve problems. This can be assessed through questioning and the use of what-if scenarios both on the plant (during demonstration of normal operations and walk-throughs of abnormal operations) and off the plant.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Competence must be demonstrated in the ability to recognise and analyse potential situations requiring action and then in implementing appropriate responses. The emphasis should be on the ability to stay out of trouble rather than on recovery from a disaster.
Consistent performance should be demonstrated. In particular look to see that:
early warning signs of equipment/processes needing attention or with potential problems are recognised
the range of possible causes can be identified and analysed and the most likely cause determined
appropriate action is taken to ensure a timely return to full performance
obvious problems in related plant areas are recognised and an appropriate contribution made to their solution.
These aspects may be best assessed using a range of scenarios/case studies/what-ifs as the stimulus with a walk-through forming part of the response. These assessment activities should include a range of problems, including new, unusual and improbable situations, which may have been generated from the past incident history of the plant, incidents on similar plants around the world, hazard analysis activities and similar sources.
Context of and specific resources for assessment
Assessment will require access to a process control system over an extended period of time, or a suitable method of gathering evidence of operating ability over a range of situations. A bank of scenarios/case studies/what-ifs will be required as will a bank of questions which will be used to probe the reasoning behind the observable actions.
Method of assessment
In all plants it may be appropriate to assess this unit concurrently with relevant teamwork, communication and leadership units.
Guidance information for assessment
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.
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)
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.
Competence includes the ability to distinguish between causes of problems/alarms/fault indications such as:
equipment design deficiencies
product parameters (temperature, flows, pressure and levels)
process control system malfunction
An ability to communicate with other work groups and personnel during the operation and monitoring of this panel is considered an essential Element of this unit of competency.
The knowledge referred to in the Evidence Guide for this unit includes:
the architecture and location of the process/production equipment
specific plant process operations
interactions between plant items/processes
product specifications and tolerances
systems operating parameters
system integrity limits
process control philosophies and strategies
emergency shutdown procedures
process specific physics, chemistry and mathematics
basic science of upstream and downstream processes
relevant chemistry of the process to the level of interpreting chemical equations and manipulating factors controlling rate of reaction and yield (or equivalent physics for a physical process/biochemistry for a biochemical process) - chemistry to include both intended products and interfering reactions, eg salts, hydrates
impact of external factors, eg variations in weather, feed etc
process drawings, eg P&ID, PFD
cause and effect
basis of control for the plant/s
instrumentation and control systems, including feed forward, feed back and open control
instrumentation and control system components, eg relevant primary sensing devices, final control elements, transducers/transmitters
control loops, including PID control, set points, controlled variable, indicated variable
interaction between multiple control loops, including cascade control
impacts of changing controller settings and the limits within which changes can be made
effective communication techniques
UPS and its applications and use.
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 italicized wording, if used in the Performance Criteria, is detailed below. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs if the candidate, accessibility of the item, and local industry and regional contexts.
Codes of practice/ standards
Where reference is made to industry codes of practice, and/or Australian/international standards, the latest version must be used.
This unit of competency includes all such items of equipment and unit operations which form part of the control system. For your control room this may include (select relevant items):
process control systems, eg Distributed Control Systems
fire and gas detection/protection systems
emergency shutdown systems
Typical problems for your plant may include:
loss of power/utilities
analysing failure modes
variation/loss of feed
unstable control of pressure, temperature level and flows
control equipment failure
process plant trips
change in atmospheric conditions (rain, temperature, wind, lightning)
Alarms or abnormal conditions
Alarms or other abnormal conditions includes:
emergency, including emergency shut down
partial or complete controller failure.
Other problems includes:
problem solving control functions
Appropriate action includes:
determining problems needing action
determining possible fault causes
rectifying problem using appropriate solution within area of responsibility
following through items initiated until final resolution has occurred
reporting problems outside area of responsibility to designated person.
Health, safety and environment (HSE)
All operations to which this unit applies are subject to stringent health, safety and environment requirements, which may be imposed through State or Federal legislation, and these must not be compromised at any time. Where there is an apparent conflict between Performance Criteria and HSE requirements, the HSE requirements take precedence.
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.
|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|
|Identify and control hazards|
|Coordinate with appropriate personnel|
|Use keyboards, track ball and monitor and/or stand alone controllers to access control system/panel|
|Monitor the process using the operator interfaces|
|Select appropriate controller modes|
|Access historical data and information|
|Acknowledge messages and alarms.|
|Obtain relevant data and information from the control system by applying systems knowledge|
|Identify the status of individual pieces of equipment from the control panel and use information to identify potential faults|
|Minimise fluctuations and variations in process through the interpretation of existing trends and control schematics|
|Record process variations/irregularities to procedures.|
|Use historical data to assist the identification of problems|
|Process available information to identify potential faults|
|Undertake required set point/output changes to meet plant and process requirements|
|Optimise plant operating conditions in accordance with guidelines|
|Adjust production in response to test results and control panel information|
|Monitor key process and environmental variables and take appropriate action|
|Adjust controller settings in accordance with procedures|
|Use fine tuning software as appropriate|
|Coordinate with up stream and downstream units as appropriate|
|Record adjustments and variations to specifications/schedules|
|Communicate to appropriate personnel as required.|
|Select and apply procedures to planned startup and shutdown processes|
|Select and apply procedures to unplanned shutdown processes|
|Implement all required emergency responses|
|Communicate necessary information to all personnel affected by events|
|Log all required information.|
|Identify system(s) affected by the alarm or condition|
|Interpret alarms and prioritise actions to be taken|
|Take appropriate action to respond to the alarm or incident|
|Deal with any out of specification material in accordance with procedures|
|Communicate the problem/solution to appropriate personnel|
|Record the information as required|
|Provide details of the alarm and action taken to the next shift at change over|
Assessment Cover Sheet
PMAOPS305B - Operate process control systems
Assessment task 1: [title]
I declare that the assessment tasks submitted for this unit are my own work.
Result: Competent Not yet competent
Feedback to student
Assessment Record Sheet
PMAOPS305B - Operate process control systems
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent