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Evidence Guide: UEPOPS524A - Evaluate the scheduling of generation

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

 

UEPOPS524A - Evaluate the scheduling of generation

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

Analyse load profile

  1. Comprehensive information on all variables which have the potential to affect demand is analysed to enable a realistic forecast
  2. Forecast prediction is based on the analysis of relevant information
  3. Forecast prediction is evaluated against real time trends and adjustments made where applicable
  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
Comprehensive information on all variables which have the potential to affect demand is analysed to enable a realistic forecast

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Forecast prediction is based on the analysis of relevant information

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Forecast prediction is evaluated against real time trends and adjustments made where applicable

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:

 

 

 

 

 

 

 

Evaluate unit availability and capability

  1. Unit status information is analysed to maintain the integrity of scheduling plans
  2. Information is processed and recorded in a time frame that enables effective identification of problems
  3. Comprehensive information on all factors which have the potential to affect the unit status is evaluated
  4. Effective relationships are cultivated and maintained with remote/independent power generators
Unit status information is analysed to maintain the integrity of scheduling plans

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Information is processed and recorded in a time frame that enables effective identification of problems

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Comprehensive information on all factors which have the potential to affect the unit status is evaluated

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Effective relationships are cultivated and maintained with remote/independent power generators

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Evaluate generation unit schedules

  1. Base load generation schedule is analysed with contractual obligations and enterprise procedures
  2. Peak load generation schedule is analysed to meet system demand and maintain adequate spinning reserve capability
  3. The schedule is evaluated to confirm units are operated in economic merit within the framework of the enterprise fuel strategies
  4. Megawatts and megavar spinning reserve criteria are evaluated at all times in accordance with local instructions
  5. System security criteria are analysed at all times in accordance with enterprise procedures
  6. Quality of supply standards are analysed at all times in accordance with statutory requirements
  7. Plant maintenance commitments are analysed in setting priorities for committing units
  8. Schedule is produced with sufficient lead time to allow effective plant movements to occur
  9. Power station plant problems are accurately assessed in terms of impact on unit commitment and scheduling requirements
  10. Plant testing commitments are incorporated in setting priorities for committing units
Base load generation schedule is analysed with contractual obligations and enterprise procedures

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Peak load generation schedule is analysed to meet system demand and maintain adequate spinning reserve capability

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

The schedule is evaluated to confirm units are operated in economic merit within the framework of the enterprise fuel strategies

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Megawatts and megavar spinning reserve criteria are evaluated at all times in accordance with local instructions

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

System security criteria are analysed at all times in accordance with enterprise procedures

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Quality of supply standards are analysed at all times in accordance with statutory requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Plant maintenance commitments are analysed in setting priorities for committing units

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Schedule is produced with sufficient lead time to allow effective plant movements to occur

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Power station plant problems are accurately assessed in terms of impact on unit commitment and scheduling requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Plant testing commitments are incorporated in setting priorities for committing units

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Complete documentation

  1. Scheduling information is recorded and communicated to all stakeholders in accordance with system procedures
Scheduling information is recorded and communicated to all stakeholders in accordance with system 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 prerequisites 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

employability skillsConduct 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

Forecasting load profiles

Identifying unit status

Preparing generation schedules

Implementing generation schedules

Operating and loading characteristics of generation plant

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 evaluating generation schedules.

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

KS01-PO524A The scheduling of generation

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

Plant design parameters

Plant status

Planning techniques

Risk management techniques

Power plant operating parameters

Enterprise recording procedures

Systems operating instructions

Relationships that weather, social and industrial variables have on system demand

Economic operating criteria including fuel strategies

Computers and software

T2 Specific skills needed to achieve the Performance Criteria:

Interpret plant drawings and manufacturers manuals

Apply relevant state and territory regulations

Apply relevant statutory legislation

Apply relevant enterprise/site safety procedures

Apply enterprise/site emergency procedures and techniques

Apply enterprise recording procedures

Schedule plant within design parameters to meet demand

Identify plant status

Communicate effectively

Apply data analysis techniques and tools

Plan and prioritise work

Evaluate the scheduling of generating units to maintain optimum system efficiency

Operate screen based equipment.

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.

Stations/generation plant may include main power station, remotely controlled power station, independent power producers, single and multiple generating sets and interconnected/isolated power systems.

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

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.

Technical and operational indicators may include local indicators and recorders and computers.

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

Appropriate personnel for consultation, 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, independent generators and fuel suppliers.

Strategies and resources may include fuel, quality of supply, contract and commitments.

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.