Elements and Performance Criteria

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 competency applies to technicians who have a role of problem solving product faults as it relates specifically to equipment/process problems. While the technician will take the lead role in this activity, they will need to liaise with a range of people at all levels in the organisation to obtain information and to implement the solution.
This diagnosis and improvement may take place as a result of a problem where the fault level is causing reject product, or it may occur as part of continuous improvement, or a kaizen blitz or other situation where the products are not faulty, but are being improved.
Fault
A fault is any defect in a product, whether it causes the product to be defective or not.
Typical faults may include:
colour variation (non-uniform, not to standard hue/intensity/opacity)
surface blemishes (specs, marks)
surface finish (gloss level, uneven)
size/shape (distorted, wrong, variable)
within specification, but highly variable, forms patterns etc (ie has 'assignable cause')
strength/stiffness/physical properties (too high/low, variable, uneven)
chemical properties
physical/mechanical properties
biological/biochemical/microbiological properties.
Examine
Examination of products/process may include:
visual examination
examination of product quality or other records
examination of inspection records (if used)
examination of test results (routine or otherwise)
specific examination testing undertaken as part of a product improvement activity.
Possible causes
Possible causes include all feasible causes of the problem, before checking to eliminate some.
Investigate
Investigating possible causes includes:
talking with operators and others
checking machine histories for prevailing process conditions
checking current process/equipment conditions
carrying out small tests to determine the likelihood of a causal link between a condition and a fault.
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.
Tools and equipment
This competency includes use of equipment and tools such as:
laboratory test facilities for the product (although the conduct of tests is not part of this unit)
equipment test instruments for checking the condition of plant (although the conduct of these tests may not be part of this unit).
Process/equipment conditions
Process/equipment conditions may include:
settings such as temperature, pressure
rates such as feed rate, flow rate
setting and adjustment of equipment parts
worn and broken equipment parts.

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
This competency requires the diagnosis of real product faults and the development and implementation of solutions to these faults. The diagnosis of a number of faults with different types of causes should be required.
A holistic approach should be taken to the 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.
Critical aspects
It is essential that competence is demonstrated in the knowledge and skills defined in this unit. These may include the ability to:
recognise defective product
isolate one or two most likely causes, and justify the selection of those causes
devise a permanent solution to the problem and justify that solution
check that the solution works
work with all the required people to make it happen.
Consistent performance should be demonstrated. For example, look to see that:
defects with different root causes are analysed
defects with both process condition and equipment problem causes are solved
defects across the applicable range of products and processes are solved
Context of assessment
Competence in this unit may be assessed:
on a processing plant as a routine part of the job
as special projects on a processing plant
using a suitable simulation and/or a range of case studies/scenarios
through a combination of these techniques.
Method of assessment
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.