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Evidence Guide: UEPOPS428B - Develop H.V. switching programs

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

 

UEPOPS428B - Develop H.V. switching programs

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

Interpret requirements

  1. Notification of requirement is confirmed and assessed
  2. Area of planned outage is identified using system diagrams, drawings and/or maps, in consultation with appropriate personnel
  3. Planned work details are interpreted from outage request or equivalent and stated on the draft program
  4. 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
Notification of requirement is confirmed and assessed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Area of planned outage is identified using system diagrams, drawings and/or maps, in consultation with appropriate personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Planned work details are interpreted from outage request or equivalent and stated on the draft program

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:

 

 

 

 

 

 

 

Research switching programme

  1. Implications of switching program on the system are identified and recognised
  2. Types and function of switchgear to be operated are identified and their suitability for operation under forecast system conditions during scheduled outage is assessed
  3. System loadings, limitations and alternate supply route capabilities are evaluated to ensure system integrity
  4. Consultation with appropriate parties affected by the switching programme is undertaken in accordance with enterprise procedures
  5. Consideration is given to geographical and/or site location of isolation points to conclude shortest possible route when determining sequence of switching steps in order to minimise outage time
  6. Isolated work area is appraised to ensure safe working clearances are maintained in accordance with mandatory regulations and enterprise/site requirements
  7. H.V./L.V. and control circuitry is examined to ensure no back-feed to work is possible
Implications of switching program on the system are identified and recognised

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Types and function of switchgear to be operated are identified and their suitability for operation under forecast system conditions during scheduled outage is assessed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

System loadings, limitations and alternate supply route capabilities are evaluated to ensure system integrity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consultation with appropriate parties affected by the switching programme is undertaken in accordance with enterprise procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consideration is given to geographical and/or site location of isolation points to conclude shortest possible route when determining sequence of switching steps in order to minimise outage time

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Isolated work area is appraised to ensure safe working clearances are maintained in accordance with mandatory regulations and enterprise/site requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

H.V./L.V. and control circuitry is examined to ensure no back-feed to work is possible

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Draft switching program

  1. Draft is formatted in logical sequential steps, stating location, apparatus, apparatus ID and operation to be conducted
  2. Permit to work procedures are entered at correct step in program
  3. Program is planned to ensure access, work and reinstatement take place in a logical and sequential manner
  4. Switching program is checked for errors and omissions in accordance with enterprise procedures
  5. All documentation supporting the program is filled out requirements in accordance with enterprise procedures
Draft is formatted in logical sequential steps, stating location, apparatus, apparatus ID and operation to be conducted

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Permit to work procedures are entered at correct step in program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Program is planned to ensure access, work and reinstatement take place in a logical and sequential manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Switching program is checked for errors and omissions in accordance with enterprise procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

All documentation supporting the program is filled out requirements in accordance with enterprise procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Validate program

  1. Switching program is forwarded to appropriate personnel for checking and verification in accordance with enterprise procedures
Switching program is forwarded to appropriate personnel for checking and verification in accordance with enterprise procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

9) 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 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 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

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 procedure

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

The knowledge and application of relevant sections of: Occupational Health and Safety legislation; Statutory legislation; Enterprise/site safety procedures; Enterprise/site emergency procedures, Researching switching programmes, Drafting switching programmes, Validation procedures

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 shall show that knowledge has been acquired developing H.V. switching programs.

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

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

KS01-PO428B H.V. switching programs

T1 Evidence shall show that knowledge has been acquired for safe working practices of:

Relevant environmental, occupational health and safety legislation and regulations

Enterprise procedures

Plant drawings and manufacturers manuals

Introduction to and typical arrangements of power production plant

Relevant plant and equipment, its location and operating parameters

Relevant state and territory regulations

Switchgear types and characteristics

Electrical protection types and characteristics

Electrical principles

a.c. generators types and characteristics

Transformers types and characteristics

Plant status

Enterprise recording procedures

Interconnected utilities systems and equipment

Network systems

Isolating, tagging and earthing procedures

Control systems

T2 Specific skills needed to achieve the Performance Criteria:

Interpret plant drawings and manufacturers manuals

Apply relevant state and territory regulations

Apply enterprise recording procedures

Identify plant status

Communicate effectively

Use data analysis techniques and tools

Apply or determine appropriate corrective actions required

Plan and prioritise work

Write switching programmes.

Range Statement

10) 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.

Program may include operations where primary and secondary isolations are required to isolate a work area, operations where switching involves multiple and interconnecting power generating utilities, commissioning/isolating/ paralleling zone substation plant, transmission systems, bus sections, zone transformers and interconnected power supplies.

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’s 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 for consultation, to 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, network/system controllers, field operators, line workers, external customers, project leaders and authorising officer.

Secondary isolations may include VTs, UPS supply, control systems, plant auxiliaries and d.c. supplies.

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.