This unit of competency covers the skills and knowledge required to recognise and resolve abnormal process situations that are complex and/or not solvable by direct observation. The problem would normally impact an entire plant system or process. Examples include damage to/wear of tower trays, internal leaks of heat exchangers and collapse of/channelling in tower/column/vessel packing.

This unit of competency applies to senior technicians, para-professionals or those in similar roles who are required to apply in depth knowledge of process and plant in order to methodically investigate process, plant and technical problems, determine the cause and initiate corrective action.

This role is often performed using a small, usually ad hoc group, however, the person will take a lead technical role.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Evidence required to demonstrate competence in this unit must be relevant to and satisfy the requirements of the elements and performance criteria, and include the ability to:

recognise signs of variations of plant and process that indicate different types of problems

select and apply problem isolation and analysis techniques to determine the most likely cause of problem

determine and initiate any immediate corrective action (quick fix) required

determine and initiate longer term solution

communicate and negotiate effectively with all stakeholders

follow through to ensure resolution of problems

undertake calculations.

Evidence must be provided that demonstrates knowledge of:

principles of operation and process science for all unit operations within the system/area and the interrelationships between them

cause/effect relationships between plant/process condition and process variable values

indicators of abnormal process situations, and evidence of which cause is responsible for the abnormal situation

impact of variations in plant and process and the distinctive signs of each variation (e.g. lower quality, lower rates, greater variability or greater difficulty in control).

The unit should be assessed holistically and the judgement of competence based on a holistic assessment of the evidence.

Where competency has not been previously attained in MSMSUP390 Use structured problem-solving tools it may be co-delivered and co-assessed.

The collection of performance evidence is best done from a report and/or folio of evidence drawn from:

a single project which provides sufficient evidence of the requirements of all the elements and performance criteria

multiple smaller projects which together provide sufficient evidence of the requirements of all the elements and performance criteria.

A third-party report, or similar, may be needed to testify to the work done by the individual, particularly when the project has been done as part of a project team.

Assessment should use a simulated environment that reflects realistic operational workplace conditions that cover all aspects of workplace performance, including environment, task skills, task management skills, contingency management skills and job role environment skills, or a real project in an operational workplace.

Knowledge evidence may be collected concurrently with performance evidence or through an independent process, such as workbooks, written assessments or interviews (provided a record is kept).

Assessment processes and techniques must be appropriate to the language, literacy and numeracy requirements of the work being performed and the needs of the candidate.

Conditions for assessment must include access to all tools, equipment, materials and documentation required, including relevant workplace procedures, product and manufacturing specifications associated with this unit.

The regulatory framework will be reflected in workplace policies and procedures and is not required to be independently assessed.

Foundation skills are integral to competent performance of the unit and should not be assessed separately.

Assessors must satisfy the assessor competency requirements that are in place at the time of the assessment as set by the VET regulator.

In addition, the assessor or anyone acting in subject matter expert role in assessment must demonstrate both technical competency and currency. If the assessor cannot demonstrate technical competency and currency they must assess with a subject matter expert who does meet these requirements.

Technical competence can be demonstrated through one or more of:

relevant VET or other qualification/Statement of Attainment

appropriate workplace experience undertaking the type of work being assessed under routine and non-routine conditions

appropriate workplace experience supervising/evaluating the type of work being assessed under routine and non-routine conditions

Currency can be demonstrated through one or more of:

being currently employed undertaking the type of work being assessed

being employed by the organisation undertaking the type of work being assessed and having maintained currency in accordance with that organisation’s policies and procedures

having consulted/had contact with an organisation undertaking the type of work being assessed within the last twelve months, the consultation/contact being related to assessment

conducting on-the-job training/assessments of the type of work being assessed

being an active member of a relevant professional body and participating in activities relevant to the assessment of this type of work.

This section describes those language, literacy, numeracy and employment skills that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Operations