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Evidence Guide: PMAOPS505A - Control the process during abnormal situations

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

 

PMAOPS505A - Control the process during abnormal situations

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

Identify the abnormal situation

  1. Identify the state of the plant/process
  2. Gather available information on the plant/process with particular focus on trends and rates of change
  3. Verify and confirm situation with other technicians in the area and any upstream or downstream units.
Identify the state of the plant/process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gather available information on the plant/process with particular focus on trends and rates of change

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Verify and confirm situation with other technicians in the area and any upstream or downstream units.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond appropriately.

  1. Apply immediate actions to respond to the abnormal situation to bring the plant/process to a safer state
  2. Decide whether to continue operations, shutdown or abandon
  3. Keep in contact with other technicians in the area
Apply immediate actions to respond to the abnormal situation to bring the plant/process to a safer state

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Decide whether to continue operations, shutdown or abandon

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Keep in contact with other technicians in the area

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review and respond to changes.

  1. Review the situation, gather data on the state of the plant/process and the trends and rates of change
  2. Make appropriate changes to the state of the plant/process to keep parameters within limits
  3. Rectify or initiate procedures to rectify any faults or adjustments to secure the safe operation of the plant/process
  4. Review the state of the recovery, making adjustments as required
  5. Keep all other stakeholders informed of progress
  6. When plant is restored to stable conditions, continue to monitor the situation.
Review the situation, gather data on the state of the plant/process and the trends and rates of change

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make appropriate changes to the state of the plant/process to keep parameters within limits

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Rectify or initiate procedures to rectify any faults or adjustments to secure the safe operation of the plant/process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review the state of the recovery, making adjustments as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Keep all other stakeholders informed of progress

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

When plant is restored to stable conditions, continue to monitor the situation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document abnormal situation and response.

  1. Complete all logs and workplace documentation relating to the abnormal situation, ensuring all details, actions and responses are accurately recorded
  2. Record any further ongoing production problems and report to appropriate persons or authority.
Complete all logs and workplace documentation relating to the abnormal situation, ensuring all details, actions and responses are accurately recorded

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record any further ongoing production problems and report to appropriate persons or authority.

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 the Training Package.

Overview of assessment

Assessment of this unit should include demonstrated competence on actual plant and equipment in a work environment. 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 a range of problems, problem causes and environments.

Simulation may be required to allow for assessment of parts of this unit. Simulation should be based on the actual problems and should include the use of case studies/scenarios and role plays.

This unit of competency requires a significant body of knowledge which will be assessed through questioning and the use of what-if scenarios.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Competence must be demonstrated in the ability to define and analyse the problem as well as deal with the stakeholders. The stakeholders should be satisfied with the solution, as well as the solution being technically sound.

Consistent performance should be demonstrated. In particular look to see that:

different types of abnormal situations can be analysed and resolved

different types of stakeholders can be satisfied

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

appropriate action is taken.

These aspects may be best assessed using a range of scenarios/case studies/what-ifs. These assessment activities should include a range of abnormal situations, including new, unusual and improbable situations which may have been generated from the past history and similar sources.

Context of and specific resources for assessment

Assessment will require a suitable method of gathering evidence of problem solving ability over a range of situations. A bank of scenarios/case studies/what-ifs will be required as will a bank of questions which will be used to probe the reasoning behind the observable actions.

Method of assessment

In all plants it may be appropriate to assess this unit concurrently with relevant teamwork and communication units.

Guidance information for assessment

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.

Required Skills and Knowledge

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

Required skills

This unit requires skills of:

analysis of rapidly changing and possibly confusing data

problem solving

communication under stress

leadership of the operational team

Required knowledge

Competence includes a deep understanding of:

plant equipment, its characteristics and limitations

impact of variations in plant/process and the distinctive signs of each variation

process chemistry, physics and biochemistry as relevant

problem isolation techniques

problem analysis techniques

organisation approval processes

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. Bold italicised wording, if used in the Performance Criteria, is detailed below. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs if the candidate, accessibility of the item, and local industry and regional contexts.

Codes of practice/ standards

Where reference is made to industry codes of practice, and/or Australian/international standards, the latest version must be used.

Context

This unit of competency includes abnormal situations, declared situations or emergency conditions in the plant or process, where recovery of the situation is possible.

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.