Elements and Performance Criteria

RANGE STATEMENT
10) This relates to the 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.
This unit shall be demonstrated in relation to:
The relevant State/Territory codes of practice and safe working requirements.
Equipment relevant to a particular rail network.
Code of practice for the defined interstate rail network.
Activities may include: procedures for maintenance of power point actuating devices in rail networks and may also include; the use of plans and drawings, manufacturer’s / enterprise specifications and manuals.
Installation activities on power point actuating devices may also include: changing hand of the point mechanism, internal wiring configuration.
Maintenance activities on power point actuating devices may also incorporate safe working, working according to regulatory requirements and following work procedures, performing scheduled maintenance, repairing point actuating devices, test and verifying the integrity of the maintenance work and completing report documentation.
Plant may include: backhoe; crane truck, boring machine and or mechanical cutting/bending equipment (e.g. welding equipment, disk saws, etc)
Electrical equipment may include: motors, electro-mechanical clutches, electro-hydraulic pumps/solenoids, electro-pneumatic solenoids, detection switches and contactors
Mechanical equipment may include: point mechanisms, pistons and rams, locking mechanisms (off-rail or on-rail), mechanical detection mechanisms (off-rail or on-rail), mechanical rodding, spreaders and blade chairs
Technical report may include: incident report, Electrical Access report, site survey and log report
Test equipment may include: multimeter, tong meter, hydraulic pressure gauges and pneumatic pressure gauges
Specialised equipment, tools and devices may include: specialise point tolerance gauges.
Generic terms used throughout this Vocational Standard shall be regarded as part of the Range Statement in which competency is demonstrated. The definition of these and other terms that apply are given in Volume 2, Section 2.1.
Generic terms used throughout this Vocational Standard shall be regarded as part of the Range Statement in which competency is demonstrated. The definition of these and other terms that apply are given in Volume 2, Section 2.1.

EVIDENCE GUIDE
9) 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.
The Evidence Guide forms an integral part of this unit. It must 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)

Longitudinal 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 must 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. In some circumstances, assessment in part or full can occur outside the workplace. However, it must be in accordance 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 issues inherent in working with electricity, electrical equipment, gas or any other hazardous substance/material present a challenge for those determining competence. Sources of evidence need to be ‘rich’ in nature to minimise error in judgment.
Activities associated with normal everyday work influence decisions about how/how much 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 prerequisites must 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 - UEE11’. 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 this unit. It may be required by some jurisdictions that RTOs provide a percentile graded result for the purpose of regulatory or licensing requirements.
Demonstrate an appropriate level of skills enabling employment
Conduct work observing the relevant Anti Discrimination legislation, regulations, polices and workplace procedures
Demonstrated consistent performance across a representative range of contexts from the prescribed items below:
Install and maintain power operated point actuating devices as described in 8) and including:
Interpreting plans and specifications correctly
Maintaining point actuating devices to operational requirements
Using appropriate fault finding techniques
Documenting Perway defects accurately
Using tools correctly
Following relevant codes of practice, OHS and environmental protection procedures and requirements
Completing relevant technical reports, records and documentation, and
Dealing with unplanned events by drawing on essential knowledge and skills to provide appropriate solutions incorporated in the holistic assessment with the above listed items
Note:
Successful completion of relevant vendor training may be used to contribute to evidence on which competency is deemed. In these cases the alignment of outcomes of vendor training with performance criteria and critical aspects of evidence shall be clearly identified.

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.
These should be used in the formal learning/assessment environment.
Note:
Where simulation is considered a suitable strategy for assessment, conditions must be authentic and as far as possible reproduce and replicate the workplace and be consistent with the approved industry simulation policy.
The resources used for assessment should reflect current industry practices in relation to maintaining on site power operated point-actuating devices.

Method of assessment
9.4)

This unit shall be assessed by methods given in Volume 1, Part 3 ‘Assessment Guidelines’.
Note:
Competent performance with inherent safe working practices is expected in the Industry to which this unit applies. This requires assessment in a structured environment which is intended primarily 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)

For optimisation of training and assessment effort, competency development in this unit may be arranged in combination with other competencies required by a given enterprise installation, maintenance and repair functions.
Concurrent assessment may include:
UEENEEN118A Find and repair rail signal system faults
UEENEEN105A Install and maintain rail signalling power supplies