- PMAOPS501A - Provide operational expertise to a project team
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
PMAOPS501A Mapping and Delivery Guide
Provide operational expertise to a project team
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | PMAOPS501A - Provide operational expertise to a project team |
|---|---|---|---|
| Description | This unit covers the application of in depth knowledge of process and plant to the formulation, running and completion of a project for a new facility or expansion. The senior technician provides operational experience and advice to all facets of the project. | ||
| Employability Skills | This unit contains employability skills. | ||
| Learning Outcomes and Application | In a typical scenario, a senior technician provides operational expertise to a project team, for a new facility, expansion or other major works. Project teams usually comprise engineers with various technical specialisations (eg process, mechanical, electrical, control,) and project managers. The provision of operations expertise to a project team provides a critical, practical link to the operational requirements of the planned works. The senior technician may provide expertise in the following areas:initial scoping of the project, in terms of operational manning, control and operation requirements, practicality of operational designoperational safety reviews of the design process (eg HAZOP, HAZAN or similar review processes)design reviews for operability considerationsreview of instrument and control layouts, sequences and screenspreparation of operator training materialspreparation of operation procedures.Generally the senior technician would work as part of the project team and thus the ability to communicate with all internal and external stakeholders is vital. | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| Prerequisites/co-requisites | |||
| 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 | |
|---|---|---|---|---|---|---|---|---|
| Elements of Competency | Performance Criteria | |||||||
| Element: Identify operational requirements for the project. |
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| Element: Review design. |
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| Element: Develop procedures and training |
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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 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 a range of problems, problem causes and environments. Simulation may be required to allow for assessment of parts of this unit. Simulation should be based on the actual problems and should include the use of case studies/ scenarios and role plays. This unit of competency requires a significant body of knowledge which will be assessed through questioning and the use of what-if scenarios. | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Competence must be demonstrated in the ability to define and analyse the problem as well as deal with the stakeholders. The stakeholders should be satisfied with the solution, as well as the solution being technically sound. Consistent performance should be demonstrated. In particular look to see that: operational expertise can be applied across the planning, design and review stages of a project different types of stakeholders can be satisfied (operations, technical and project management) review and materials are appropriately documented appropriate action is taken. These aspects may be best assessed using a range of scenarios/case studies/what-ifs. These assessment activities should include a range of design projects which may have been generated from the past history and similar sources. | |
Context of and specific resources for assessment | Assessment will require a suitable method of gathering evidence of problem solving 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 and communication 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. | |
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. |
Required skills |
This unit requires skills of: plant operations interpretation of designs, schematics and specifications negotiation communication, face to face, written instructions, reports basic mathematics |
Required knowledge |
Competence includes a deep understanding of: plant equipment, its characteristics and limitations impact of variations in plant/process and the distinctive signs of each variation process chemistry, physics and biochemistry as relevant operational requirements for equipment and processes organisational operating procedures and training materials safety review procedures and techniques (eg HAZOP) |
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 italicised 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. |
Context | This unit of competency includes provision of operational expertise and advice to a project team involved in designing a new plant or modifications to a facility. |
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.
Observation Checklist
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Review initial design specifications for project | |||
| Analyse proposed operational requirements, including operational requirements, manning levels and expertise required for the proposed works. | |||
| Document operation review as required. | |||
| Review design for operational safety of proposed works. | |||
| Contribute to systematic safety review process as required. | |||
| Review instrumentation and controls for operability. | |||
| Review control sequences and control screen layouts for operability considerations. | |||
| Document operability reviews of design as required | |||
| Develop procedures for commissioning and/or operations | |||
| Develop training materials for operators based on design information | |||
| Review operator training and procedures with project design team as required | |||
| Document procedures, training and reviews as required. |
Forms
Assessment Cover Sheet
PMAOPS501A - Provide operational expertise to a project team
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
PMAOPS501A - Provide operational expertise to a project team
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: