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Evidence Guide: UEPOPS347B - Operate and monitor supervisory, control and data acquisition systems

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

 

UEPOPS347B - Operate and monitor supervisory, control and data acquisition systems

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

Operate screen displays

  1. Safety issues are identified in accordance with enterprise/system requirements
  2. System requirements are identified from relevant personnel and documentation
  3. Screen displays and applications are identified and retrieved in accordance with system requirements
  4. Functions available from the screen based equipment are identified and selected in accordance with system procedures
  5. Functions available from the screen based equipment are utilised in accordance with system requirements
  6. 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
Safety issues are identified in accordance with enterprise/system requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

System requirements are identified from relevant personnel and documentation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Screen displays and applications are identified and retrieved in accordance with system requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Functions available from the screen based equipment are identified and selected in accordance with system procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Functions available from the screen based equipment are utilised in accordance with system requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor and interpret information

  1. Screen displays are monitored in accordance with enterprise/system procedures
  2. Abnormal values are identified by analysis of information obtained from screen displays in accordance with enterprise/system procedures
  3. Corrective action taken is in accordance with enterprise/system procedures
  4. Alarms are acknowledged, prioritised and responded to in accordance with enterprise/system procedures
Screen displays are monitored in accordance with enterprise/system procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Abnormal values are identified by analysis of information obtained from screen displays in accordance with enterprise/system procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Corrective action taken is in accordance with enterprise/system procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Alarms are acknowledged, prioritised and responded to in accordance with enterprise/system procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Enhance screen display

  1. Requirements for the development of new screen displays are identified and confirmed in accordance with system requirements
  2. New screen displays are researched, assessed and confirmed with appropriate personnel in accordance with system requirements
Requirements for the development of new screen displays are identified and confirmed in accordance with system requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

New screen displays are researched, assessed and confirmed with appropriate personnel in accordance with system requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

9) This provides essential advice for assessment of the unit of competency and must be read in conjunction with the Performance Criteria and the Range Statement of the 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

9.1)

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 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 practised. 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

9.2)

Before the critical aspects of evidence are considered all pre-requisites 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 – UEP12”. Evidence shall also comprise:

A representative body of work performance 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) Essential Knowledge and Associated Skills of this unit

Demonstrate an appropriate level of employability skills

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

The full range of displays and applications available is explained

Operation of screed based equipment

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

9.3)

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 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

9.4)

This unit shall be assessed by methods given in Section 1.3.00 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

9.5)

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

Required Skills and Knowledge

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

Evidence must show that knowledge has been acquired of safe working practices and supervisory, control and data acquisition (SCADA) systems.

All knowledge and skills detailed in this unit should be contextualised to current industry practices and technologies.

KS01-PO347B Supervisory, control and data acquisition (SCADA) systems.

Evidence shall show an understanding of how to use supervisory, control and data acquisition (SCADA) systems, to an extent indicated by the following aspects:

T1 Windows Operating System

Starting up and logging on to the operating system

Windows desktop

‘Point-and-click’ and ‘click-and-drag’ functionality of Windows.

Clipboard

Icons

Applications

Minimising, maximising and arranging windows

Memory and memory devices

Saving and backing up data

Printing from Windows and Windows applications

T2 Instrumentation theory

Process switches

Pressure gauges

Pressure switches

Thermocouples

Vibration sensors

Transmitters

T3 Remote telemetry and data acquisition

Remote Terminal Units

Programmable Logic Controllers (PLCs)

Communication network

T4 SCADA Systems

Human Machine Interface (HMI)

Mimic diagrams

SCADA ‘Historian’ database

Tags (points)

Trending

Diagnostic data

Commands and functions

Drawing program

Alarm points

Alarm indicators

Alarm events

Server

Redundancy

Index searching

T5 Distributed Control Systems (DCS)

Range Statement

10) This relates to the unit of competency 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.

Safety standards may include relevant sections of Occupational Health and Safety legislation, enterprise safety rules, relevant state and federal legislation and national standards for plant.

Information and documentation sources may include verbal or written communications; enterprise safety rules documentation; enterprise operating instructions; dedicated computer equipment; enterprise/site standing and operating instructions; enterprise log books; manufacturer operation and maintenance manuals; and equipment and alarm manuals.

Communications may be by means of telephone, two way radio, pager, computer (electronic mail) and operating logs (written or verbal).

Appropriate personnel to consult, give or receive direction may include supervisor/team leader or equivalent, power plant operations personnel or equivalent, technical and engineering officers or equivalent, maintenance staff, other operating staff or equivalent, system controller/network controller, field operator and restricted HV operators.

Operating environment may be remote from plant and equipment being operated.

Displays and functions may include trends, alarms, generation plant, fuel supplies, remote plant and equipment, substations, power distribution network, transmission network, stakeholder systems, multiple screens, multiple windows, linkage between screens, trending facilities, index searches, formats, colours, tags, key commands, dedicated keys and alarms.

Faults and abnormal operating conditions may include hardware and software faults and system failures.

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 Section 2.1 Preliminary Information and Glossaries.