Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

UEPOPS505A Mapping and Delivery Guide
Produce Maintenance Strategies for Generation Production Plant

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency UEPOPS505A - Produce Maintenance Strategies for Generation Production Plant
Description 1) This unit deals with the skills and knowledge required to undertake the establishment and implementation of maintenance strategies for generation production plant that may include boiler, turbine, hydro plant, electrical, control and monitoring, ash and dust; water treatment and fuel plant.
Employability Skills Refer to the Evidence Guide
Learning Outcomes and Application 3) This unit is intended to augment formally acquired competencies. It is suitable for employment-based programs under an approved contract of training. License to practise3.1) The skills and knowledge described in this unit do not require a licence to practise in the workplace. However, practice in this unit is subject to regulations directly related to Occupational Health and Safety and where applicable contracts of training such as apprenticeships and the like.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Prerequisite Unit(s) 2) Competencies2.1) Competency in this unit shall be assessed only after the following competencies has been acquired: UEPOPS425A Produce maintenance plans for generation production plant.
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: Research and plan for strategies
  • Existing strategies are reviewed for maintenance requirements and directions
  • Occupational Health and Safety standards, statutory requirements, relevant Australian standards, codes of practice, manufacturers specifications, environmental requirements and enterprise procedures are identified
  • Enterprise and/or site business plans are reviewed for impact on maintenance work
  • Major maintenance activities are identified with reference to scope and time frames
  • Time frames of strategies and work are established
  • Relevant indicators of performance are defined
  • Cost estimating and economic evaluation principles are applied in order to identify maintenance costs
  • Legal implications of work to be undertaken are identified
  • Risk assessment principles are applied to determine strategic plans
  • Desired outcomes for maintenance work are established
  • Where appropriate, the teams and individuals roles and responsibilities within the team are identified and, where required, assist in the provision of the on-the-job training
       
Element: Establish strategies
  • Resources required to implement strategies are identified and detailed against projects
  • Time frames and potential variances for maintenance scheduling are defined
  • Interdependence of activities is identified and documented
  • Planned objectives are documented in accordance with enterprise requirements
  • Coordinated maintenance plans are documented and submitted in accordance with enterprise requirements
       
Element: Implement strategies
  • Strategies and plans are implemented in order to facilitate required outcomes
  • Strategies are implemented and variances are identified
  • Corrective action to restore strategy objective is identified and established
  • Strategies and plans are re-developed/ updated to satisfy outcomes
  • Opportunities for strategy enhancements are identified and documented for inclusion in future strategy preparation
       


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.

8) This provides essential advice for assessment of the competency standard unit and must be read in conjunction with the Performance Criteria and the range statement of the competency standard unit and the Training Package Assessment Guidelines.

The Evidence Guide forms an integral part of this Competency Standard Unit and shall be used in conjunction with all components parts of this unit and, performed in accordance with the Assessment Guidelines of this Training Package.

Overview of Assessment

8.1)

Longitude 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 and regulatory policy.

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 practised. These points are raised for the assessors to consider when choosing an assessment method and developing assessment instruments. Sample assessment instruments are included 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 - UEP06 ". 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 Statement

Apply sustainable energy principles and practices as specified in the Performance Criteria and Range Statement

Demonstrate an understanding of the essential knowledge and associated skills as described in 6) of this unit

Demonstrate an appropriate level of skills enabling employment

Conduct work observing the relevant Anti Discrimination legislation, regulations, polices and workplace procedures

Demonstrated performance across a representative range of contexts from the prescribed items below:

Knowledge and application of relevant sections of: Occupational Health and Safety legislation; Statutory legislation; Enterprise/site safety procedures; Enterprise/site emergency procedures

Strategy development

Maintenance philosophies

Engineering principles

Risk management

Principles of planning

Dealing with an unplanned event by drawing on Essential Knowledge and 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.

Competency Standards should be assessed in the workplace or simulated workplace and under the normal range of workplace conditions.

Assessment of this unit will be supported with documentary evidence, by means of endorsement stating type and application of work.

In addition to the resources listed above in Context of assessment', evidence should show competency working, in limited spaces, with different types of plant and equipment as well as different structural/construction types and methods and in a variety of environments.

Method of assessment

8.4)

This 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 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 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

Nil

Key competencies

8.6)

Evidence that particular key competencies have been achieved within this 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 example of application:

2

Explain ideas and actions, make suggestions for alternative actions and deal with contingencies and non-routine situations.

How can information be collected, analysed and organised?

Refer to the following example of application:

2

Information with regard to operations, faults and maintenance may be observed and monitored for analysis and organised into records and reports.

How are activities planned and organised?

Refer to the following example of application:

2

Planning the required activity, to include co-ordination and use of equipment, materials and tools to avoid backtracking and rework.

How is team work used within this competency?

Refer to the following example of application:

2

Coordinate activities of the team and provide appropriate support to other team members in completion of work tasks to meet the team's goals.

How are mathematical ideas and techniques used?

Refer to the following example of application:

2

Calculation of time to complete routine projects, operations, tasks, estimation of distances, levels, loads and material requirements.

How are problem solving skills applied?

Refer to the following example of application:

2

Determine solutions which focus on long and short-term resolution of work task problems.

How is use of technology applied?

Refer to the following example of application:

2

Access, communicate, measure and provide information to monitor operations and performance of plant and equipment.

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 example of application:

Completion of tasks within an acceptable timeframe and performance with some supervision.

2

Learning to learn in the workplace

Refer to the following example of application:

Comprehension and application of theoretical knowledge to well-developed skills.

3

Reflecting on the outcome and process of work task

Refer to the following example of application:

Focused on improvement in own and other team member's performance in the workplace.

4

Interacting and understanding of the context of the work task

Refer to the following example of application:

Working understanding of the processes and systems which apply to the workplace.

5

Planning and organising the meaningful work task

Refer to the following example of application:

Achieving work tasks in a timely manner and ensuring that the work team achieves its stated work goals.

6

Performing the work task in non-routine or contingent situations

Refer to the following example of application:

Seek advice and apply solutions to problems relevant to the workplace environment.


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.

6) This describes the essential skills and knowledge and their level, required for this unit.

Evidence shall show that knowledge has been acquired producing maintenance strategies for generation production plants.

The extent of the Essential Knowledge and Associated Skills required follows:

Evidence shall show that knowledge has been acquired for safe working practices of:

Occupational Health and Safety standards

Relevant Statutory requirements and codes of practice

Environmental requirements

Strategy development

Plant and plant systems

Measurement and analysis system and procedures

Mechanical and electrical processes

Maintenance philosophies and work practices

Physical properties and failure modes of materials

Engineering principles and development processes

Business plan objectives and principles of application

Computer systems

Quality assurance/quality control

Risk management

Planning principles

Communication principles

Specific skills needed to achieve the performance criteria:

Apply Occupational Health and Safety standards

Apply relevant statutory requirements and codes of practice

Apply environmental requirements

Apply risk management and quality assurance/quality control principles

Prioritise options and work

Solve problems

Communicate effectively

Analyse relevant information

Apply data analysis techniques and tools

Produce maintenance strategies

Apply business planning principles

Produce maintenance schedules and plans.

7) This relates to the competency standard unit as a whole providing the range of contexts and conditions to which the Performance Criteria apply. It allows for different work environments and situations that will affect performance.

Generation production plant and equipment may include boiler, turbine, water, electrical, control and monitoring, ash and dust, water treatment and fuel plant (coal, oil, gas and water).

Strategies may target long, medium or short terms.

Budget may include costs for labour, materials, training, services, tools and equipment.

Reference information may include benchmarking reports, maintenance data, market requirements, plant budgets, business plans and risk assessment reports.

Communication may include liaison with customers such as plant owners and operating staff, maintenance staff and supervisors, professional risk analysts, external organisations and manufacturers.

Produced documents may include coordinated maintenance plans and/or strategies, maintenance scheduling documents, budgets, reports, submissions, cost benefit risk assessments and work plans and/or directives.

Preparation and implementation strategies may include use of the services of staff associated with maintenance and planning.

Power generation demands may include either long or short term prognosis.

Generic terms are used throughout this Training Package for vocational standard shall be regarded as part of the Range Statement in which competency is demonstrated. The definition of these and other terms are given in Volume 2, Part 1.

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
Existing strategies are reviewed for maintenance requirements and directions 
Occupational Health and Safety standards, statutory requirements, relevant Australian standards, codes of practice, manufacturers specifications, environmental requirements and enterprise procedures are identified 
Enterprise and/or site business plans are reviewed for impact on maintenance work 
Major maintenance activities are identified with reference to scope and time frames 
Time frames of strategies and work are established 
Relevant indicators of performance are defined 
Cost estimating and economic evaluation principles are applied in order to identify maintenance costs 
Legal implications of work to be undertaken are identified 
Risk assessment principles are applied to determine strategic plans 
Desired outcomes for maintenance work are established 
Where appropriate, the teams and individuals roles and responsibilities within the team are identified and, where required, assist in the provision of the on-the-job training 
Resources required to implement strategies are identified and detailed against projects 
Time frames and potential variances for maintenance scheduling are defined 
Interdependence of activities is identified and documented 
Planned objectives are documented in accordance with enterprise requirements 
Coordinated maintenance plans are documented and submitted in accordance with enterprise requirements 
Strategies and plans are implemented in order to facilitate required outcomes 
Strategies are implemented and variances are identified 
Corrective action to restore strategy objective is identified and established 
Strategies and plans are re-developed/ updated to satisfy outcomes 
Opportunities for strategy enhancements are identified and documented for inclusion in future strategy preparation 

Forms

Assessment Cover Sheet

UEPOPS505A - Produce Maintenance Strategies for Generation Production Plant
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

UEPOPS505A - Produce Maintenance Strategies for Generation Production Plant

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: