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.

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:

recognise the importance of material properties and qualities

apply approved procedures

take appropriate action to resolve faults or report faults to appropriate personnel

explain and implement emergency evacuation procedures.

Consistent performance should be demonstrated. For example, look to see that:

rubber layup production standards are met consistently

communication is timely and effective

work instructions are read and interpreted correctly

problems are identified and appropriate action is taken (ie, the problem is fixed or reported)

all safety procedures are followed.

Assessment method and context

Assessment will occur on industrial equipment and will be undertaken in a work-like environment.

Competence in this unit may be assessed:

by use of an appropriate, industrial lining/lagging situation

in a situation allowing for 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.

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 organisation procedures and relevant regulatory requirements along with the ability to implement them within appropriate time constraints and work standards.

Application of the knowledge of managing risks using the hierarchy of controls applied to the lining process. Application of approved hazard control, safety procedures and the use of PPE in relation to handling materials, equipment operation and clean up.

Knowledge of and skills in the lining/lagging operation sufficient for consistent production of quality products including:

impact of incorrect or faulty materials

production workflow sequences and materials demand

focus of operation of work systems and equipment

correct selection and use of equipment, materials, processes and procedures

hazards of the materials and process and appropriate hazard control procedures especially the use of ventilation, breathing apparatus and requirements for confined space entry and emergency escape

requirements of good manual handling practices

need for scaffolding and safe work practices at heights.

Competence also includes the ability to:

plan own work including predicting consequences and identifying improvements

monitor equipment operation

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 lining/lagging process.

Competence includes the ability to distinguish between causes of faults such as:

wrong raw materials/additives/catalyst

incorrect quantity of materials/additives/catalyst

contaminated materials/additives/catalyst.

Language, literacy and numeracy requirements

This unit requires the ability to read and interpret typical product specifications, job sheets and material labels as provided to operators.

Writing is required to the level of completing workplace forms.

Basic numeracy is also required, eg to interpret specifications and make and interpret measurements and shapes.

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

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 a variety of internal and external work environments served by the rubber industry and includes work done in a production facility and on site.

This competency unit includes the use of manual handling of lining materials, the use of scaffolding and can involve activities within the definition of 'confined space'. (Note that separate competencies, and/or licensing requirements may apply for these activities.)

Lining materials includes rubber compounds which includes green (uncured) sheets, pre-cured rubber sheets and other polymer sheets. Lining or lagging will generally be of metal items, but may include application to composites, concrete and other non-metallic structures, vessels, pulleys or plant items.

Procedures

All operations are performed in accordance with procedures.

Procedures include 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:

hand tools (eg spanners, wrenches and hammers)

knives and other trimming devices

hoists/lifting equipment not requiring any special permits or licences

rollers and other surface compression tools

ventilation equipment (eg fans)

relevant personal protective equipment, including 'breathers' as required.

Hazards

Typical hazards include:

spills

dusts/vapours

hazardous materials (eg adhesives, solvents and other chemicals)

manual handling hazards

knife hazards

noxious, toxic fumes or inflammable fumes

confined spaces

working at heights.

Problems

'Respond to routine problems' means 'apply known solutions to a limited range of predictable problems'. Typical process and product problems may include:

variations in materials

incorrectly cut material shapes

contamination of materials

contamination of the surfaces to be lined or lagged

physical size and complexity of some components

entrapped air

gaps between lining segments

inappropriate laps or joins.

Variables

Key variables to be monitored include:

compatibility of materials, adhesives, solvents and cleaning agents

cleanliness and condition of lining/lagging materials

affect of surface condition of the component on the quality of the lining/lagging.

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