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. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Information provided to assist planning may include:
instructions
standard operation sheets
specifications
quality requirements
time allowances
outcome requirements
performance requirements
Plans
may or may not be documented
and may include:
tasks involving one or more steps or functions
a complete activity
Planning may involve:
activities performed in accordance with established procedures
but may require:
modification of procedures to deal with unforeseen developments
and will be:
related to work tasks and environments which are familiar to individual undertaking planning activity
Activity may require:
prioritising and sequencing of individual components
Complex activities may include:
clothing change
total plant shutdown/startup
grade/product change involving multiple process operations
trials
Legislation, regulatory, licensing and certification requirements may include:
OHS and environmental requirements (local, state and commonwealth)
Documentation, procedures and reports may include:
SOP
quality procedures
environmental sustainability requirements/practices
enterprise policies and procedures
safe work documentation e.g. plant clearance, job safety analysis, permit systems
Actions may include:
plan adjustments/modification
reporting to authorised person
rectifying problem within level of responsibility
Communications may include
interaction with:
internal/external customers and suppliers
team members
production/service co-ordinators
maintenance services
operational support personnel
operational management
statutory authorities
Forms of communication may include:
written e.g. log books, emails, incident and other reports, run sheets. data entry
reading and interpreting documentation e.g. SOP, manuals, checklists, drawings
verbal e.g. radio skills, telephone, face to face, handover
non-verbal e.g. hand signals, alarms, observations
signage e.g. safety, access

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence should be relevant to the work. It should satisfy the requirements of the elements and performance criteria and include consideration of:
the required knowledge and skills tailored to the needs of the specific workplace
applicable OHS regulations, environmental and safe working requirements/practices, SOP and housekeeping requirements
applicable aspects of the range statement
practical workplace demonstration of skills in planning a complex activity
Context of and specific resources for assessment
A workplace assessment must be used to assess:
the application of required knowledge on the job
the application of skills on the job, over time and under a range of typical conditions that may be experienced in planning a complex activity
Access to the full range of equipment involved in planning a complex activity in a pulp or paper mill is required
Method of assessment
A combination of assessment methods should be used. The following examples are appropriate for this unit:
observation of applied skills and knowledge on the job
workplace demonstrations via a mock-up or simulation that replicate part/s of the job
answers to written or verbal questions about specific skills and knowledge
third-party reports from relevant and skilled personnel
written evidence e.g. log sheet entries, checklist entries, test results
Assessment processes and techniques must be culturally appropriate and in keeping with the language and literacy capacity of the learner and the work being performed. This includes conducting an assessment in a manner that allows thoughts to be conveyed verbally so that the learner can both understand and be understood by the assessor (e.g. use plain English and terminology used on the job)
A holistic assessment with other units relevant to the pulp and paper industry, mill and job role is recommended
Additional information on approaches to assessment for the pulp and paper industry is provided in the Assessment Guidelines for this Training Package