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8) The Evidence Guide forms an integral part of this Unit and shall be used in conjunction with all components parts of the unit and performed in accordance with the Assessment Guidelines of this Training Package. |
Overview of Assessment | 8.1) Longitudinal competency development approaches to assessment, such as Profiling, require data to be reliably gathered in a form that can be consistently interpreted over time. This approach is best utilised in Apprenticeship programs and reduces assessment intervention. It is the Industry's preferred model for apprenticeships. However, where summative (or final) assessment is used it is to include the application of the competency in the normal work environment or, at a minimum, the application of the competency in a realistically simulated work environment. It is recognised that, in some circumstances, assessment in part or full can occur outside the workplace. However, it must be in accord with Industry regulatory policy in this regard. Methods chosen for a particular assessment will be influenced by various factors. These include the extent of the assessment, the most effective locations for the assessment activities to take place, access to physical resources, additional safety measures that may be required and the critical nature of the competencies being assessed. The critical safety nature of working with electricity, electrical equipment, gas or any other hazardous substance/material carries risk in deeming a person competent. Hence, sources of evidence need to be 'rich' in nature so as to minimise error in judgment. Activities associated with normal every day work have a bearing on the decision as to how much and how detailed the data gathered will contribute to its 'richness'. Some skills are more critical to safety and operational requirements while the same skills may be more or less frequently practiced. These points are raised for the assessors to consider when choosing an assessment method and developing assessment instruments. Sample assessment instruments are included for Assessors in the Assessment Guidelines of this Training Package. |
Critical aspects of evidence required to demonstrate competency in this unit | 8.2) Before the critical aspects of evidence are considered all prerequisites shall be met. |
Evidence for competence in this unit shall be considered holistically. Each element and associated Performance Criteria shall be demonstrated on at least two occasions in accordance with the 'Assessment Guidelines UEG06'. Evidence shall also comprise. A representative body of Performance Criteria demonstrated within the timeframes typically expected of the discipline, work function and industrial environment. In particular this shall incorporate evidence that shows a candidate is able to: |
| Implement Occupational Health and Safety workplace procedures and practices including the use of risk control measures as specified in the Performance Criteria and range Apply sustainable energy principles and practices as specified in the Performance Criteria and range Demonstrate an understanding of the essential knowledge and associated skills as described in this unit to such an extent that the learner's performance outcome is reported in accordance with the preferred approach; namely a percentile graded result, where required by the regulated environment Demonstrate an appropriate level of skills enabling employment Conduct work observing the relevant anti discrimination legislation, regulations, polices and workplace procedures |
| Demonstrate performance across a representative range of contexts from the prescribed items below. |
| | Range of tools/equipment/materials/procedures/
workplaces/other variables |
| | Group No | The minimum number of items on which skill is to be demonstrated | Item List |
| | A | At least 5 | Interpret alignment sheets, maps, technical drawings and symbols Service locators Gas detectors Traffic barricades Extra low voltage lighting Fire fighting equipment Safe handling, storage and transport of nitrogen, oxygen and acetylene bottles |
| | B | At least 6 | Small hand tools related to plastic pipe cutting, deburring and joining Pipe wheels Pipe squeezers Connect and test service saddles Purge burners Pipe clamps PE Electrofusion equipment |
| | C | At least 6 | Small generator sets Welding units Air Compressors and hoses Pneumatic and/or electric hammers Rollers and compactors Concrete and ceramic cutters Boring equipment Trenching equipment |
| | D | At least 5 | Hot Tap and stopple equipment Pipe clamps Grinders Sanders Cad welding Holiday test equipment Valve operation gate, plug, ball, needle |
| | E | At least 4 | Correctly interpret plans, drawings and maps Submit Dial Before You Dig application Obtain procedures and/or work instructions Correctly interpret instructions Advise stakeholders of upcoming work Prepare a safe work method statement of JHA Obtain all work permits as necessary |
| | F | At least 6 | Locate all service in area Procure all materials and equipment Obtain and interpret all relevant MSDS sheets Identify and control all possible environmental hazards Implement control measures for identified hazards Induct all site workers and explain all hazards Correct use of PPE appropriate to the Gas Industry Perform machinery daily log checks and verify operator qualifications |
| | G | At least 3 | Traffic control management Erect barricades Establish warning and safety signs Establish muster point where appropriate Log all steps onto permit or work sheet |
| | H | All | Relevant OHS legislation, regulations, codes of practice, policies and procedures are applied Maintain a safe, clean and healthy workplace Work safely with hazardous materials and equipment Apply safe manual handling techniques Respond to emergency situations Communicate effectively in the workplace Apply basic planning skills |
| | I | At least one occasion | Deal with an unplanned event by drawing on essential knowledge and associated skills to provide appropriate solutions incorporated in the holistic assessment with the above listed items |
Context of and specific resources for assessment | 8.3) This unit should be assessed as it relates to normal work practice using procedures, information and resources typical of a workplace. This should include: OHS policy and work procedures and instructions. Suitable work environment, facilities, equipment and materials to undertake actual work as prescribed by this Competency Standard Unit. Appropriate environmental regulation and work practices. Appropriate organisational requirements. Appropriate work environment, equipment and tools. |
| In addition to the resources listed above, in Context of and specific resources for assessment, evidence should show demonstrated competency of excavating for underground utilities services operating plant and equipment. |
| Assessment of this competency must also be undertaken in either an actual workplace or under a simulated work environment. Assessment must also integrate the key competencies. |
Method of assessment | 8.4) This Competency Standard Unit shall be assessed by methods given in Volume 1, Part 3 'Assessment Guidelines'. Note: Competent performance with inherent safe working practices is expected in the Industry to which this Competency Standard Unit applies. This requires that the specified Essential Knowledge and Associated Skills are assessed in a structured environment which is primarily intended for learning/assessment and incorporates all necessary equipment and facilities for learners to develop and demonstrate the essential knowledge and associated skills described in this unit. |
Concurrent assessment and relationship with other units | 8.5) |
There are no recommended concurrent assessments with this unit, however in some cases efficiencies may be gained in terms of learning and assessment effort being concurrently managed with allied Competency Standard Units where listed. |
UEGNSG102A | Carry out work activities in a utilities industry work environment |
| UEGNSG103A | Comply with workplace OHS procedures and practices |
| UEGNSG104A | Comply with environmental policies and procedures |
| UEGNSG105A | Establish the work site |
Key Competencies | 8.6) Evidence that particular key competencies have been achieved within this Competency Standard Unit is in the context of the following Performance Criteria of evidence. See Volume 2, Part 4 for an explanation of Key Competencies and levels of this Training Package. |
Key Competencies | Example of Application | Performance Level |
How are ideas and information communicated within this competency? | Refer to the following Performance Criteria for examples of application: | 1 |
1.4; 2.8; 3.5 |
How can information be collected, analysed and organised? | Refer to the following Performance Criteria for examples of application: | 2 |
1.5; 2.7; 3.1; 3.6 |
How are activities planned and organised? | Refer to the following Performance Criteria for examples of application: | 2 |
1.2 |
How is team work used within this competency? | Refer to the following Performance Criteria for examples of application: | 2 |
1.2; 1.4 |
How are mathematical ideas and techniques used? | Refer to the following Performance Criteria for examples of application: | N/A |
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How are problem solving skills applied? | Refer to the following Performance Criteria for examples of application: | N/A |
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How is use of technology applied? | Refer to the following Performance Criteria for examples of application: | N/A |
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Skills Enabling Employment | 8.7) Evidence that competency in this unit incorporates skills enabling employment is in the context of the following performance. See Volume 2, Part 5 for definitions and an explanation of skills enabling employment. |
Skills for Employment | Example of Application |
1 | Developing and using skills within a real workplace | Refer to the following Performance Criteria for examples of application: |
All |
2 | Learning to learn in the workplace | Refer to the following Performance Criteria for examples of application: |
1.1; 1.5 |
3 | Reflecting on the outcome and process of work task | Refer to the following Performance Criteria for examples of application: |
3.1; 3.6 |
4 | Interacting and understanding of the context of the work task | Refer to the following Performance Criteria for examples of application: |
1.2; 2.7; 2.10; 3.3 |
5 | Planning and organising the meaningful work task | Refer to the following Performance Criteria for examples of application: |
1.4; 1.5; 1.7 |
6 | Performing the work task in non-routine or contingent situations | Refer to the following Performance Criteria for examples of application: |
2.8; 2.9 |