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Evidence Guide: MSAPMOPS401A - Trial new process or product

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

MSAPMOPS401A - Trial new process or product

What evidence can you provide to prove your understanding of each of the following citeria?

Contribute to the selection of equipment/process conditions.

  1. Liaise with appropriate technical expert(s).
  2. Interpret properties of materials and desired product characteristics.
  3. Interpret technical specifications/drawings of plant requirements.
  4. Recommend equipment/ancillary equipment appropriate for the materials, products and conditions.
  5. Recommend process conditions appropriate for the equipment, materials and product characteristics.
  6. Recommend feed rates/order/condition appropriate to the process conditions, equipment, materials and product characteristics.
  7. Ensure hazard identification and analysis procedures are completed, including consultation with stakeholders, and findings included in plan.
  8. Ensure recommendations meet the identified need.
Liaise with appropriate technical expert(s).

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interpret properties of materials and desired product characteristics.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interpret technical specifications/drawings of plant requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recommend equipment/ancillary equipment appropriate for the materials, products and conditions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recommend process conditions appropriate for the equipment, materials and product characteristics.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recommend feed rates/order/condition appropriate to the process conditions, equipment, materials and product characteristics.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure hazard identification and analysis procedures are completed, including consultation with stakeholders, and findings included in plan.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure recommendations meet the identified need.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare for trials.

  1. Determine the availability of resources required such as materials, equipment, people and skills.
  2. Estimate time required for trial.
  3. Liaise with relevant stakeholders.
  4. Schedule trial at a convenient time.
  5. Develop documentation for the trial.
  6. Identify potential hazards and required hazard control procedures by applying the hierarchy of control.
  7. Determine clearance requirements and special safety and storage requirements.
  8. Verify decisions with appropriate experts/stakeholders.
  9. Ensure people with adequate skills are available for the trial.
Determine the availability of resources required such as materials, equipment, people and skills.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Estimate time required for trial.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Liaise with relevant stakeholders.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Schedule trial at a convenient time.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop documentation for the trial.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify potential hazards and required hazard control procedures by applying the hierarchy of control.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine clearance requirements and special safety and storage requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Verify decisions with appropriate experts/stakeholders.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure people with adequate skills are available for the trial.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct test runs/trials

  1. Ensure hazard controls are implemented prior to commencement.
  2. Run trials.
  3. Maintain communication with all relevant people.
  4. Closely monitor critical parameters.
  5. Recognise actual and potential problems.
  6. Make adjustments to process conditions as required during trial.
  7. Sample and test product as required.
  8. Record and report performance data.
  9. Ensure all materials, products and waste are handled correctly.
  10. Leave plant in a condition suitable for routine production to recommence.
Ensure hazard controls are implemented prior to commencement.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Run trials.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain communication with all relevant people.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Closely monitor critical parameters.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise actual and potential problems.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make adjustments to process conditions as required during trial.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Sample and test product as required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record and report performance data.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure all materials, products and waste are handled correctly.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Leave plant in a condition suitable for routine production to recommence.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate results and identify modifications.

  1. Interpret data from trial.
  2. Identify factors which might be related to low rates or low charge amounts.
  3. Recommend modifications and improvements required.
  4. Develop and check standard operating procedure.
  5. Complete documentation and report to appropriate personnel.
  6. Ensure all relevant staff have required skill levels for the introduction of the new process.
Interpret data from trial.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify factors which might be related to low rates or low charge amounts.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recommend modifications and improvements required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and check standard operating procedure.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete documentation and report to appropriate personnel.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure all relevant staff have required skill levels for the introduction of the new process.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

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.

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 disruptions to normal, smooth operation.

Critical aspects

It is essential that competence is demonstrated in the ability to recognise and analyse potential situations requiring action and then in implementing appropriate corrective action. The emphasis should be on the ability to stay out of trouble rather than on recovery from a disaster.

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

hazards are identified and controlled

early warning signs of equipment/processes needing attention or with potential problems are recognised

the range of possible causes can be identified and analysed and the most likely cause determined

appropriate and timely action is taken to ensure the safety and success of the trial

obvious problems in related plant areas are recognised and an appropriate contribution made to their solution.

Context and method of assessment

This unit of competency requires a significant body of knowledge which will be assessed through questioning and the use of 'what if' scenarios both on the plant (during demonstration of normal operations and walk throughs of abnormal operations) and off the plant.

Competence in this unit may be assessed:

using a pilot plant or a production plant as appropriate

using a range of scenarios/case studies and 'what ifs' as the stimulus with a walk-through forming part of the response

using a range of problems, including new, unusual and improbable situations which may have been generated from the past incident history of the plant, incidents on similar plants around the world, hazard analysis activities and similar sources

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.

Required Skills and Knowledge

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

Competence includes an understanding of the plant systems and all integral equipment involved in the trial to the level needed to control the system and recognise and resolve problems. In particular it includes the ability to:

identify all items on a schematic of the plant and describe the function of each

describe the nature/condition of materials entering and leaving each stage of the process, the changes which have occurred in that stage and why they have occurred

state the major design features of plant equipment, plant conditions and variables and the impact of these on the properties of materials passing through them

describe the causes and remedies of common problems such as those selected in the Range Statement

apply the hierarchy of control to minimise the risk of hazards identified

describe methods of changing rate and the advantages and disadvantages of each

describe methods of controlling other process variables and the advantages and disadvantages of each.

Competence also includes the ability to isolate the causes of problems to an item of equipment within the plant system and to be able to distinguish between causes of problems/alarm/fault indications such as:

process material variations

instrument failure/wrong reading

electrical failure

mechanical failure

operational problem.

Language, literacy and numeracy requirements

This unit requires the ability to communicate and liaise with people at a range of levels about technical matters.

Reading is required to the level of interpreting technical specifications, manuals and procedures; and writing technical documentation such as specifications and procedures required for the trial.

Numeracy is required to the level of interpreting technical specifications and test results, analysing process data and determining required variations in process variables.

Range Statement

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 unit includes all items of equipment and unit operations which form part of the trial.

Liaison

Liaison with technical experts may (depending on trial requirements and company protocols) include one or more of:

manufacturers

chemists

engineering personnel

designers

OHS advisors

maintenance personnel

potential customers.

Hazard analysis

Hazard analysis procedures may include:

JSA/JHA (Job Safety Analysis/Job Hazard Analysis)

hazard and operability (HAZOP) studies

hazard analysis (HAZAN) studies

other company specified procedures.

It is not expected that the candidate will be able to conduct technical hazard analysis procedures (such as HAZOP or HAZAN) but they should be able to interpret and use the outcomes of such analyses where relevant.

Hazards

Hazards may be determined from:

materials safety data sheets (MSDSs)

other relevant documentation such as hazard logs, incident reports

company hazard identification procedures

hazard analysis results

standard operating procedures.

Waste handling

Waste handling may include:

collection for re-use

recycling

disposal in accordance with health and environmental regulations.

Problems

Typical problems for the trial might include:

mixing is poor

materials do not behave as expected

process/reaction does not proceed /proceeds too slowly

process/reaction proceeds too quickly/runs away

yield is low

quality is out of specification

process is unstable

instrumentation is not sufficiently sensitive/too sensitive

variable catalyst activity

surging flow/pressure.

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.

Procedures

All operations are performed in accordance with procedures.

Procedures means all relevant workplace procedures, work instructions, temporary instructions and relevant industry and government codes and standards.