Portable Fire Equipment Service Operations Sector...4. Assessment pathways 7 6. Guidelines for designing assessment resources 11 7. Guidelines for conducting assessments 13 8. Sources

Property Services Training Australia

Asset Maintenance Training Package - PRM98

Portable Fire Equipment Service Operations Sector

Leading to Asset Maintenance Training Package - This Volume

PRM98 – Portable Fire Equipment Service Operations Sector

PRM20400 Certificate II in Asset Maintenance (Portable Fire Equipment Service Operations)

PRM30400 Certificate III in Asset Maintenance (Portable Fire Equipment Service Operations)

Asset Maintenance Training Package - Associated Volumes

PRM98 – Waste Management Sector

PRM20500 Certificate II in Asset Maintenance (Waste Management)

PRM30500 Certificate III in Asset Maintenance (Waste Management)

PRM40500 Certificate IV in Asset Maintenance (Waste Management)

PRM98 – Contract Cleaning and Pest Management Sectors

PRM20198 Certificate II in Asset Maintenance (Cleaning Operations)

PRM30198 Certificate III in Asset Maintenance (Cleaning Operations)

PRM40198 Certificate IV in Asset Maintenance (Cleaning Operations Management)

PRM20298 Certificate II in Asset Maintenance (Pest Management – Technical)

PRM20398 Certificate II in Asset Maintenance (Pest Management – Business Operations)

PRM30298 Certificate III in Asset Maintenance (Pest Management – Technical)

PRM30398 Certificate II in Asset Maintenance (Pest Management – Business Operations)

PRM40298 Certificate IV in Asset Maintenance (Pest Management)

ENDORSED DECEMBER 1998

Acknowledgements Developed by Property Services Training Australia (PSTA) PSTA would like to acknowledge the contribution of all the participants in this project. These include employers, employees, training managers in leading enterprises and the industry associations of which they are members. All were generous in giving their time and sharing ideas and experiences. A special acknowledgement is due to peak national industry organisations and their constituent sate and territory networks for assisting PSTA with contacts, intellectual contributions and understanding of the industry environment. George Chin Chair

Copyright © Australian National Training Authority (ANTA), 2000 Level 11, AMP Place 10 Eagle Street BRISBANE QLD 4000 Phone: (07) 3246 2300 Fax: (07) 3246 2490 All rights reserved. This work has been produced initially with the assistance of funding provided by the Commonwealth Government through ANTA. This work is copyright, but permission is given to teachers, trainers and assessors to make copies by photocopying or other duplicating processes for use within their own training organisation or in a workplace where the training is being conducted. This permission does not extend to the making of copies for use outside the immediate training environment for which they are made, nor the making of copies for hire or resale to third parties. For permission outside of these guidelines, apply in writing to Australian National Training Authority. This work is the result of wide consultations with many industry participants throughout Australia. Consequently it is a collaborative view not necessarily representing any specific body and no single body warrants its content or accepts any liability.

Published by: Australian Training Products Ltd Level 25 / 150 Lonsdale St, Melbourne , 3000 PO Box 12211 A’Beckett St Post Ofice Melbourne, Victoria 8006, Australia Telephone +61 3 9655 0600 Facsimile +61 3 9639 4684 E-mail: [email protected] First published December, 1998 STOCK CODE: 71900021STD Printed for Australian Training Products Ltd. By Ausdoc OnDemand, Melbourne, Victoria, AUSTRALIA Print Version No: 2.00 December 2000

CONTENTS Page OVERVIEW 1

TRAINING PACKAGES IN THE PROPERTY SERVICES INDUSTRY 1

SECTION ONE: Assessment Guidelines in Asset Maintenance 3 1. Introduction 3

2. Standards as benchmarks for assessment 4

3. Role of Registered Training Organisations 6

4. Assessment pathways 7

6. Guidelines for designing assessment resources 11

7. Guidelines for conducting assessments 13

8. Sources of information on assessment 17

SECTION 2: Qualifications 21 1. Introduction 21

2. Customisation of (standards and of) qualifications 24

3. Packaging and alignment of standards to the AQF 26

SECTION 3: The Competency Standards 34 PRMPFES01A Ensure health and safety in the work environment 36 PRMPFES02A Work effectively with others 39 PRMPFES03A Safely move materials and loads in the workplace 41 PRMPFES04A Identify portable fire fighting equipment 43 PRMPFES05A Use portable fire fighting equipment 45 PRMPFES06A Prepare for installation and maintenance operations 47 PRMPFES07A Maintain the quality of work output and resources 49 PRMPFES08A Contribute to the establishment and maintenance of customer

relationships 51 PRMPFES09A Service portable fire extinguishers and fire blankets in the field 53 PRMPFES10A Inspect, test and replace fire hose reels in the field 57 PRMPFES11A A Install portable fire extinguishers, fire blankets and battery powered

smoke alarms. 60 PRMPFES12A Maintain customer service and operations to meet quality and safety

standards 64 PRMPFES13A Establish and maintain professional relationships with individuals,

customers and organisations 68 PRMPFES14A Service portable fire extinguishers in the workshop 71 PRMPFES15A Service delivery lay flat fire hoses in the workshop 74

PRMPFES16A Inspect and service delivery lay flat fire hoses and nozzles in the field 77 PRMPFES17A Contribute to the training and assessment needs of the team 81 PRMPFES18A Hydrostatic test portable and wheeled CO2 fire extinguishers 84 PRMPFES19A Install and service portable foam liquid proportioning equipment 85 PRMPFES20A Service wheeled fire extinguishers in the field 88 PRMPFES21A Service wheeled fire extinguishers in the workshop 91 PRMPFES22A Oversee operations to meet safety and quality standards 94 PRMPFES23A Inspect and maintain fire hydrants and portable fire monitors 97 PRMPFES24A Inspect and maintain portable foam generating equipment 100 PRMPFES25A Inspect and service a gaseous fire suppression systems 103 PRMPFES26A Test and maintain an emergency/exit lighting system 106 PRMPFES27A Install, inspect and maintain a pre-engineered foam fire

suppression system 109 PRMPFES28A Install a passenger vehicle type foam fire suppression system 112 PRMPFES29A Install, inspect and maintain a pre-engineered powder fire

suppression system 115 PRMPFES30A Install, inspect and maintain a pre-engineered wet chemical fire

suppression system 118 PRMPFES31A Inspect and service a self contained water mist fire suppression system 122 BSZ 401A Plan assessment 125 BSZ 402A Conduct Assessment 130 BSZ 403A Review Assessment 137 BSZ 404A Train Small Groups 143

Appendix A – Principles underpinning National Recognition Arrangements 151

Appendix B – Key competencies within the standards 154

Appendix C – AQF level descriptors 159

Appendix D – Asset Maintenance (Portable Fire Equipment Servicing Sector): Unit Summary 162

PRM98A Asset Maintenance Training Package 1 © Australian National Training Authority (ANTA) 2000

Review Date: 30-11-2001:ver:2.00

OVERVIEW TRAINING PACKAGES IN THE PROPERTY SERVICES INDUSTRY INTRODUCTION Effective vocational training, backed by meaningful qualifications, is vital for Australia’s prosperity. The new Australian Recognition Framework, including nationally agreed quality criteria, endorsed competency standards packaged and aligned to recognised qualifications and guidelines for assessment, provides a national framework in which Registered Training Organisations will operate. Within the agreed framework, providers will be able to deliver training services which meet the immediate and future employment needs of their clients. Registered Training Organisations (RTOs) using training packages face at least three challenges

• to provide a practical, cost-effective but high quality service • To educate trainees to the performance (competency) standards expected in the workplace,

and • To move from a traditional focus on classroom delivery to one which integrates work

experience and education in a variety of learning contexts, including the workplace. Training Packages in the Property Services Industry There are three training packages in the Property Services industry

• Asset Development and Management, which covers all service areas dealing directly with the development, sale and management of property assets, particularly real property

• Asset Maintenance, which covers those areas that provide services relating to the physical maintenance of property assets (e.g. cleaning, waste and pest management services and portable fire equipment service operations)

• Asset Security, which deals with the security and protection of persons and property assets. What’s in a training package? The material included in each training package has been developed by experienced people in the industry and is designed to help RTOs meet the challenges outlined above. Training packages provide advice on the scope and content of qualifications which are recognised by the industry and by Government agencies across Australia. Packages also provide information on how individuals will be able to achieve national recognition of their competency in the sector in which they are employed.

2 PRM98A Asset Maintenance Training Package © Australian National Training Authority (ANTA) 2000


There are two parts to each package. The first (or ‘endorsable’) part is nationally endorsed by Federal and State and Territory Ministers for Vocational Education and Training and by industry. This part provides information on • the performance (competency) standards required for recognition of competency in given work

areas in the industry • an industry approach to assessment • the content and scope of qualifications and their alignment to the Australian Qualifications

Framework • industry features which affect the way in which learning and recognition takes place within the

new Australian Qualifications Framework, training organisations will be registered to deliver vocationally relevant services which meet the national industry competency standards, and lead to the award of nationally recognised qualifications.

The second (or ‘non-endorsable’) part of the training package is a ‘tool box’ of materials to support competency standards-based learning and assessment. This part of the package contains • a career planner for candidates • assessment instruments which will help the candidate gather evidence of competency • professional development materials and guidance notes for trainers and assessors to help them

use the packages • a learning resource guide and directory • information about traineeships in the Property Services industry • copies of the endorsed national competency standards for workplace assessors and trainers • learning materials to support skill development in particular areas, e.g. English-as-a-second

language. The endorsable component supports national industry recognition, quality training and portable vocational education and training qualifications that articulate with other parts of the training system. The non-endorsed component supports training design, delivery, assessment and the recognition of competency. As a whole, the package supports the development of vocationally relevant learning and assessment arrangements in schools, vocational and higher education and training providers and in the workplace. The full range of teaching and learning strategies should be able to be used in the delivery of the training package. These include learning through practical demonstration, seminars, lectures, workshops, projects, distance learning, computer-based and self-paced activities. National training packages pay considerable attention to the assessment process. This is because the new system is designed to ensure that the attainment of qualifications is based on the demonstrated achievement of competency to the standard required in the workplace - and not just the achievement of criteria for completion of an agreed training course. In combination, the two parts of the package will help RTOs plan assessment, customise services to individual client needs and make judgments about the quality of evidence presented by candidates seeking national recognition. Information about the steps required for Training Organisations to be registered as providers can be obtained from State and Territory Training Authorities.



SECTION ONE

Assessment guidelines in asset maintenance 1. Introduction Assessment guidelines form one of the three endorsed components of Training Packages. They describe the industry’s preferred approach to assessment, consistent with the principles of the Australian Recognition Framework. Assessment is the process of collecting evidence and making judgments on whether competency has been achieved against workplace standards of performance. The Assessment Guidelines cover five broad areas • a description of the assessment system which operates in the industry • assessor qualifications • processes for designing assessment resources • guidelines for conducting assessments • sources of information on assessment These guidelines have been developed to help trainees, trainers and employers get the best possible result from their involvement in standards-based education and training. The guidelines have been developed by people experienced in the industry and will be of particular interest to registered training/assessment organisations, and State and Territory Recognition Authorities involved in planning or evaluating vocational education and training programs. The aim of the Assessment Guidelines is to outline the industry’s approach to assessment leading to the recognition of competency required for employment. The approach outlined in these guidelines underscores the high level of community trust and responsibility placed in companies and their employees and the industry’s concern to ensure that this trust is not breached. The guidelines cover Cleaning Operations; Cleaning supervision, Pest Management (technical) Pest Management (business operations) and Workplace training and assessment. The standards and their packaging and alignment to the AQF address the specific needs of key occupational groups in the services industry, including cleaners, supervisors, technicians and administrators. 1.1 Qualifications A qualification under the new framework will be substantially different from those currently issued. The main difference is that the new credential emphasises the individual’s ability to transfer and apply knowledge and skill under workplace conditions, rather than simply testifying the achievement of course requirements. The Asset Maintenance training package will be used to develop new types of training and assessment services which bring the world of work and the world of study and skill development closer together. The achievement of qualifications in this framework will provide a new springboard for developing careers in the industry.



2. Standards as benchmarks for assessment Credentials issued as a result of assessment against standards in the Asset Maintenance national training packages (either as Statements of Attainment against individual units, or as qualifications involving packages of units aligned to a qualification level) will carry credit in other relevant Asset Maintenance qualifications located in the AQF. The unit of competency is therefore an important building block in the qualifications structure. Competency is the application of knowledge and skill to achieve the standard of performance required in the workplace. Each unit of competency has been designed to help assessors and candidates for assessment collect evidence which demonstrates competency in relation to a work function performed in the industry. Information on criteria to address in planning and doing assessments can be found in various parts of each unit of competency in the standard.

Unit Title Work area or job function to be assessed

Elements Task(s) to be performed

Performance Criteria

Performance statement based on the application of knowledge and skill to the task

Range of Variables Context in which performance occurs and factors that affect performance

Evidence Guides

Support assessment of the four components of

competency:

Task skills

Contingency management

job role management

environmental management

• Language and literacy requirements

• Statements of underpinning knowledge and skill required for performance

• Guide to methods of assessments • Guide as to types of evidence that are

appropriate

Evidence guides may also contain information on which units may be batched for assessment

Figure 1: Structure of a unit of competency.



When planning assessments, each of the components of the unit need to be taken into account. In some cases, it may be more cost effective to assess against a group of units, in which case the units may be batched for assessment. Irrespective of how the assessment is managed, it remains the responsibility of the Registered Training Organisation to ensure that the industry standard of competency is demonstrated.



3. Role of Registered Training Organisations Assessment for national recognition must be undertaken by, or auspiced through, a Registered Training Organisation (RTO). RTOs have responsibility for assessments, including the recording and reporting of assessment outcomes, appeals and the issuing of qualifications and statements of attainment. The Registration of training organisations is bound by principles of Mutual Recognition agreed by State and Territory Recognition authorities in the context of the Australian Recognition Framework. Further details of the principles, processes and protocols which guide the Registration of Training Organisations is available through State and Territory Recognition Authorities and through ANTA. A summary of these principles is at appendix A. The scope of the registration of the training organisation identifies recognition for particular products and services delivered in specific areas of operation. RTOs can : • Deliver training, assess and issue nationally recognised qualifications and statements of

attainment • Provide assessment only services and issue nationally recognised qualifications and

Statements of Attainment. Registration is for a period of up to five years. Registration and re-registration depends on establishing compliance with relevant standards, measured by States and Territories.



4. Assessment pathways People develop competency in different ways. Some will develop their competency on-the-job. Others will develop it in a classroom or in a combination of classroom-based and experiential learning. No matter how the learning occurs, competency standards based training must be assessed against an endorsed competency standard included in the Australian Recognition Framework for a qualification to be issued. The model adopted by the Asset Maintenance Industry provides for assessment against each element of competency in the unit standard, but recognition of competence can only be awarded against whole units of competency. By assessing against the standard, rather than against knowledge or learning outcomes in a course, competency developed inside as well as outside the formal learning system can be assessed and recognised by way of a qualification located in the part of the Australian Recognition Framework that applies to this industry. This doesn’t mean that formal, structured learning isn’t important. It simply recognises that knowledge and skills can be developed and applied in a variety of ways - not all of which rely on participation in formal education. However, irrespective of the way in which the knowledge and skills are acquired and developed, the outcome of the assessment process should be consistent, reliable and valid. Recognition of competency developed through structured education and training programs may require assessment of evidence produced through various combinations of learning activities. Some of these activities may require structured on-the-job learning. Some may involve structured off-the-job learning. Some may involve combinations of structured on and off-the-job learning. It may also be possible to combine recognition of prior learning with the recognition of current competency and 'gap train' to develop skills in areas regarded as needing further work. Irrespective of how the competency was acquired or developed, assessment against standards leads to recognition in the AQF, based on the assessor’s evaluation of evidence provided by the candidate. When these guidelines are applied in approved training schemes, such as traineeships, candidates for recognition may apply for a reduction in the term of their indenture, based on the achievement of designated units of competency in the training scheme. 4.1 New Apprenticeships All qualifications in this package are available for New Apprenticeships. New Apprenticeships include all forms of Traineeships and have a number of features including • a training agreement which links an industrial award or agreement, signed by the

employer and the person in training • They’re employment based • The training component is undertaken by a Registered Training Organisation (public or

private) • They result in the attainment of a qualification in the AQF • They require attendance at training delivered by an RTO, and attendance at work



4.2 VET in Schools New traineeships can be offered to students still at school. A key feature of the VET in schools program is the recognition of all achievement, both general and vocational, on the senior secondary certificate or supporting documentation. In some cases, the training under the contract of training may result in a qualification while at school. In other cases, the qualification will not be completed until after the schooling has been completed. Figure 2: Industry recognition pathways and their relationship to traineeships 4.3 Recognition of competence Irrespective of the pathway chosen, the recognition of competency may be by way of a Statement of Attainment awarded against an individual unit of competency, or by way of a qualification, such as a Certificate, Diploma or Advanced Diploma, if packages of units are involved. The industry’s preferred model of assessment includes the opportunity for candidates to work through a process of self -evaluation of performance. This self-evaluation may be undertaken in liaison with supervisors, peers and/or mentors in the workplace as part of the preparation for formal assessment of competency.

Pathway 1: work experience

Pathway 2: structured off-the-job training

New Traineeship: structured on and off-the-job training

Assessment against Work

based outcomes

described in competency standards

Qualifications in the

Recognition Framework



5. Assessor qualifications Registered Training Organisations have responsibility for ensuring the competency of people employed to deliver training and assessment services in relation to endorsed training packages.

“Assessments against competencies in the Training Package will be carried out in accordance with these endorsed guidelines. The guidelines include the necessary qualifications for those conducting assessments and provide for those situations where more than one person may contribute to the assessment and where the required technical and assessment competencies may not be held by any one person”. ANTA Guidelines, March 1998.

The industry recognizes that assessors perform the following role in relation to the assessment and recognition of competency • ensure that candidates are prepared for assessment against endorsed competency

standards • Provide copies of assessment instruments to candidates wishing to undergo formal

assessment • Verify evidence of competency • Liaise and work with various industry parties to explain the assessment process • Record and report accurately the outcomes of the assessment event. Under the new arrangements being implemented by State Recognition Authorities, training and assessment service organisations wishing to issue national qualifications based on endorsed training packages will need to • be registered under guidelines established by State Recognition Authorities. • Maintain certification processes and keep auditable records of assessment outcomes • Provide students and other relevant parties with records of assessment outcomes • Provide candidates with qualifications reflecting demonstrated competency Given the nature of the industry and the speed with which existing training arrangements are undergoing change, a number of partnership arrangements with smaller providers, consulting firms, employers or equipment manufacturers/suppliers may be negotiated. It should be noted, however, that the Registered Training Organisation issuing the qualification remains the peak agency responsible and accountable to VET Ministries for the legality and quality of these arrangements. The use of these partnership arrangements means that assessments, while remaining the responsibility of the Registered Training Organisation, may be undertaken by a range of individuals with varying levels of skills - and various qualifications. Individuals wishing to act as assessors with a view to issuing a credential will need to be linked to a Registered Training Organisation. It is the responsibility of that organisation to ensure that assessors are competent to perform this function. Whatever arrangements are put in place, people performing the assessment function must be able to conduct assessments that produce quality outcomes – against the endorsed standards! The following guidelines outline the minimum requirements of the industry for quality assurance in assessment services. The quality assurance framework agreed by the Ministers for Vocational Education and Training provides the basis for agreement on qualifications to be held by assessors.



The industry suggests that • Assessors undertaking assessments on behalf of a Registered Training Organisation be

required to produce evidence of their experience and competence in the field in which they are assessing

• Assessors be deemed competent against relevant units in the national industry standards

• Assessors conducting assessments in the Asset Maintenance Sector are able to be formally recognised as workplace assessors against the endorsed national Workplace Assessor standards.

Between the persons conducting assessments against the Asset Maintenance Training Package they must hold the following competencies for assessors contained in the Training Package for Assessment and Workplace Training: • BSZ401A Plan Assessment • BSZ402A Conduct Assessment, and • BSZ403A Review Assessment Which are deemed equivalent to the units: • Conduct Assessment in Accordance with an Established Assessment Procedure • Extension Unit: Plan and Review Assessment From the former and Workplace Trainer competency standards endorsed by the National Training Board, but now superseded by the Training Package for Assessment and Workplace Training. To meet ARF requirements, qualified assessors should complete a professional development course in the use of the Asset Maintenance training packages, including interpretation of the standards for assessment purposes. 5.1 Assessment panels As an interim measure, the industry recommends the use of assessment panels. Such panels could be made up of a competent workplace assessor (who may not be competent in either individual units or against the endorsed industry standard being used for assessment) and a competent operator (who is recognised as competent against the unit/standards being used for assessment but is not a recognised, competent assessor). People on these panels should, in combination, be able to provide the full range of knowledge, skill and experience to deliver a reliable and valid assessment. Where feasible, an experienced person should be assigned as a mentor to assist candidates in the collection and preparation of evidence required for presentation during formal assessments.



6. Guidelines for designing assessment resources Assessment resources serve three functions • they provide guidance to the assessor in structuring assessments • They double as a self-paced learning package to help pro-active learning • They guide the learning process and assist in the collection of evidence to demonstrate

competency. The non-endorsable components of this training package include assessment instruments and guides for trainers and assessors to use in planning and undertaking assessment. These instruments and guides have been developed and validated across Australia with the close cooperation of industry. The methodologies used to develop these resources provide a model for others wishing to develop their own resources. Consequently the following information is provided as guidance for RTOs developing their own instruments. Assessors wishing to develop and use their own assessment instruments need to ensure that the products and/or tools developed • are based on a correct interpretation of the standards, including performance criteria and

evidence guides • utilise evidence gathering methods that are gender and culturally inclusive and take into

account language, literacy and numeracy skills • are realistic, cost effective and that assessments can be undertaken safely and without

damage to the environment • utilise, insofar as is possible, resources available in the workplace which relate to the job

or function described in the standard. For example, resources may include access to enterprise policies, procedures and manufacturer’s instructions in the use, cleaning and storage of equipment.

RTOs and Assessors may wish to develop their own assessment resources and use these in training and assessment services that result in a qualification accepted in the Asset Maintenance industry. Where this option is selected, providers are provided with the following guidance on factors to consider • The direct involvement of industry and enterprise end-users in the development process. Qualifications included in this package were developed with the assistance of industry stakeholders and reflect current and emerging vocational (performance) requirements in the workplace. The needs of the workplace must be considered if assessment instruments are to provide reliable and valid academic and work outcomes - within the qualifications framework in which endorsed industry standards are located. Workplace trials are an essential component of valid development of assessment instruments. • A validation of the material. Validation of instruments developed for use in assessments leading to national qualifications in this package should include input from industry and enterprise end-users likely to be affected by the assessment instruments. PSTA recommends that RTOs validate assessment instruments with industry.



Validation should, where possible, include evaluation of the materials through workplace based trials. Validation trials should also ensure that the assessment material is reliable and able to produce valid and consistent outcomes consistent with the outcomes described in the standards. • An agreed process of review to ensure the valid and reliable use of the assessment

resources This may include assessment audits or other forms of appraisal designed to evaluate the consistency of assessment outcomes achieved through the use of the instruments. The Quality procedures to be implemented at the State and Territory level through State Recognition Agencies are designed to ensure quality outcomes in this regard.



7. Guidelines for conducting assessments • The following principles provide a guide to conducting assessments in the sectors covered

by this package:

• Registered Training Organisations (RTOs) are responsible for the quality of assessment and certification of assessment outcomes. RTOs should ensure that procedures are equitable, assessable, transparent and deliver consistency.

• Assessment and recognition procedures should be valid and reliable.

• English language should only be assessed where it is required for occupational, education and training, public health or safety reasons. Where fluency in the use of English as a language is assessed for employment purposes, assessment should be in terms of functional literacy.

• Applicants should be informed of all requirements and processes relating to assessment and recognition – in advance of the assessment event.

• On completion of assessment or recognition procedures, applicants should be provided with an objective, written statement explaining the result.

• Opportunities for appeal or review of assessment should be a condition of registration of providers.

• Information on appeals processes should be provided by an RTO to its client(s) and be explained and understood by the client before assessments are undertaken.

• Assessment can be undertaken in a variety of ways, for example

• against learning outcomes – formative assessment. This type of assessment is usually supervised by an experienced/competent trainer/assessor and is directly related to a structured course of study. Further on-the-job assessment may be required before competency is recognised. Where assessment on-the-job is not possible, perhaps because the functions described in the standards are not a normal part of the individual’s current job, arrangements for job rotation or simulated learning may be required.

• Against competency standards – summative assessment. This type of assessment is undertaken on completion of a structured course which includes work experience. The assessment is conducted by a person who has not been directly involved in the learning process. The assessment integrates assessment against learning outcomes with assessment of performance against endorsed standards.

• In the workplace alone, assessment may be undertaken against competency standards as part of ongoing assessment or self-paced assessment.

• It may be that not all assessment will involve observation of performance. In some cases, competency may be able to be inferred from evidence derived from current or past work experience. In other cases, the competencies required may be beyond those that can be routinely demonstrated within an individual’s job, and flexible assessment opportunities such as job rotation may be required.



7.1 Planning assessments A key feature of the new system is the need to balance quality and quantity of training and assessment. Quantity The quantity of training required for a candidate to achieve an outcome at either the unit or qualification level is addressed through the preliminary evaluation of a candidate’s current competency. This evaluation may be undertaken by the candidate, or the candidate in association with a supervisor or workplace mentor. It does not constitute a formal assessment or performance appraisal, but rather is used to identify existing knowledge and skill levels in relation to the candidate’s job function and current or future career path. The information derived from self-assessment is useful insofar as it allows an accurate, relevant and reliable training and assessment plan to be negotiated with the employer and RTO. Once agreement has been reached on the candidate’s level of current competency, and individual training plan can be organised and implemented. This approach makes training more relevant to the person being trained – and more cost-effective to employers. Quality Assessment serves a second, important purpose in the model adopted by the industry. It allows quality (i.e. relevance to the end-user) of training outcomes to be evaluated. This is achieved by being able to correlate time, effort and resources required for training and assessment with evidence of performance outcomes. By linking assessment directly to outcomes described in standards, people affected by the process have an opportunity to evaluate the quality of training services provided against accepted criteria for evaluating performance on the job. The process brings training, assessment and recognition into line with relevant individual, industry and enterprise performance needs. 7.1.1. Selection of units (career planning) The model adopted by the industry avoids the use of co- and pre-requisite groupings of units. The selection of units for assessment and the sequencing of training and assessments, especially where these form part of a formal course of study, are matters which need to be carefully negotiated with the RTO at an enterprise level. In this case, assessors need to take the industry packaging advice in the Qualifications section of these guidelines into account. Units defined as ‘core’ units provide common ground across the industry for training, assessment and recognition activities. Elective units take into account individual or enterprise variations and requirements and provide for flexibility in course design, delivery and assessment. Various combinations of core and elective units may be required depending on the particular occupational or service niche occupied by the candidate. Information on these aspects of



the industry are explained in the standards and in career planning resources in the training package. 7.1.2. Assessment of underpinning knowledge and skill In the context of occupational competence, knowledge, understanding and associated cognitive skills are part of performance, not something apart from it. While evidence of knowledge and understanding can be collected or inferred from formal written or oral tests, these are not the only ways of generating such evidence. Nor are they necessarily the most appropriate ways of checking the acquisition of knowledge and skill. Knowledge is about understanding what should be done, how and perhaps where and when it should be done – and what should be done if circumstances change. Evidence of knowledge and understanding may be drawn from performance, for example through: • Observing an activity • Examining products and outcomes of activity • Reviewing third party testimony • Looking at written or visual records • Questioning candidates in relation to specific tasks and more broadly about principles

or consequences of various actions. Sensible approaches to assessment are likely to use a balance of performance and knowledge evidence in arriving at a decision about an individual’s current competence. How this evidence is collected and assessed will need to be sufficiently cost-effective to fit within agreed funding formulas, but sufficiently rigorous to ensure that assessment records are valid, reliable and have currency in the (whole) education system. 7.1.3. Frequency of Assessments Formal assessment of competency should occur when the candidate is fully ready for such assessment. Reaching a decision on readiness and frequency of assessment is a matter for negotiation between the candidate, the RTO, employer and other relevant parties to the training and assessment contract. Some parties might agree on a form of continuous on-the-job performance appraisal culminating in regularly sequenced assessments against groups of units; others may prefer assessments against individual units at pre-agreed times; others may wish to consider variations on this approach. 7.1.4. Evidence of competency The system devised by the industry provides a series of signposts to help in the collection of evidence for assessment purposes. Assessment record books enable the recording of assessments and assessment outcomes. The record books - and associated portfolios of information - will provide evidence of competency to support a candidate’s claim for recognition by way of either a Statement of Attainment, or a qualification at a given level of the AQF The industry has not considered a formal skills passport and will, for the foreseeable future, rely on assessment record books and credentials issued by RTO’s as evidence of competency.



7.2 Factors to consider in planning Assessments • Within a structured program of training, e.g. New Traineeships the options available to

trainees undertaking assessments as part of a New Traineeship may be defined by the contract of employment/learning

• Career path options leading to industry recognised qualifications may be restricted by Regulations administered by a second Government Agency. In most jurisdictions licensing or regulatory arrangements which restrict entry to employment are under review. The extent to which Regulations impact on entry-level training may vary between States. Assessors should consider local as well as national requirements when assessing underpinning knowledge.

• Extent of integration of on and off the job training and the quality of curricula. Some providers continue to offer curriculum based courses which focus on off-the-job training. In this case, special arrangements will need to be negotiated to ensure an integration of off-the-job learning and relevant work experience in order to provide a relevant and accurate assessment of competency.

• The use of simulated work environments is acceptable. However, such environments should replicate to the greatest extent possible the variety of factors which affect performance. Assessment of competency in simulated work environments should ensure that the four components of competency, including the ability to deal with contingencies and to transfer competence from one work environment to another, is addressed.

• Quality and the extent of workplace supervision required. Poor or inconsistent supervision in the workplace may have an adverse effect on performance. Planning of assessments needs to ensure that relevant quality auditing and supervision support is guaranteed in advance of assessments being done. Where necessary, external support services and monitoring may need to be arranged.

• Mechanisms for resolving disputes in relation to the employment/training/assessment contract need to be clearly discussed and agreed with all relevant parties as part of the planning process. The assessment process provides an opportunity for the effectiveness of training/assessment to be evaluated. This opportunity should be considered as part of the planning and evaluation process.

• Functional levels of language and literacy required to actually do the job. 7.2.1. Work-based assessment of trainees who are not enterprise employees The trainee-as-student refers to the situation where a full-time or part-time student is undertaking vocational placement as an integral part of their program of study. In this situation, issues which need to be addressed include: • length of work placement • existence of a structured training plan which integrates the work placement with the

student’s study program • formal statement of the student and employer expectations of outcomes from the work

placement. • insurance and protection of the learner while on work placement • feedback on the value of the placement in relation to the expectations of the parties

who negotiated the placement. • In regulated areas, direct supervision may need to be provided by authorised personnel 7.2.2. Work-based assessment of trainees who are employees of Group Training

Companies.



Trainees employed by Group Training Companies undertake work as part of their overall course of study. Issues which need to be addressed in planning assessments include: • length of work placement and opportunities for rotation in employment and assessment • existence of a structured training plan which integrates the work placement with the

trainees study program • formal statement of the trainee and employer expectations of outcomes from the work

placement and associated assessment activities • insurance and protection of the trainee while on work placement and undergoing

assessment • feedback on the value of the placement in relation to the expectations of the parties

who negotiated the placement and are parties to the assessment process • In regulated areas, direct supervision may need to be provided by authorised personnel 7.2.3. Industry Regulation People employed in providing services described in these standards are exposed to levels of risk which can be minimised through training and protective strategies. Training in the industry is not presently mandated by law - other than in the area of occupational health and safety. However, regulation of industry activities occurs in a variety of ways, including business licensing, tickets to work in highly hazardous areas and licensing controls over access to and use of certain chemicals. In some cases, the handling, storage and transport of prescribed waste materials is also regulated. 7.2.4. Other factors Other factors which are equally important for consideration in planning and conducting assessments have to do with general work practices and industry structure, including • Non-traditional working hours • Work is generally performed on a client’s premises • The traditional training infrastructure is being replaced with one which will support skill

development and national recognition • There is a learning culture at work in the industry, involving the direct transfer of

custom and practice between peers working in teams • The industry is largely made up of small enterprises, although the service market is

driven by global enterprises • Overall organisation and leadership in the industry stems from large enterprises and

peak industry associations • The industry is essentially a service industry with a strong emphasis on customer

relations 8. Sources of information on assessment This section provides a list of resources and organisations relevant to assessors in both institutional and workplace contexts



The resource list includes both general assessment and industry specific assessment resources 8.1. General assessment Reference texts: Updated Guidelines for Training package Developers. ANTA. March 1998. Case Studies of Action Learning Groups Vol 3 & 4 (Flexible Delivery National Staff Development Committee). National Staff Development Committee. ANTA. Melbourne. 1996. A Guide to Mentoring: A Guide to Support the Work Based Learning in Action Scheme. National Staff Development Committee. ANTA. Melbourne. 1996. Assessment: Technical Manual. Dept of Employment, Education and Training> AGPS. Canberra. 1994 Assessment: System Design. Dept of Employment, Education and Training> AGPS. Canberra. 1994 Assessors and Workplace Trainers. Assessors Competency Standards. 1998 Black. H Sufficiency of Evidence, in Competency and Assessment Issue 20, pp3-10. Standards Methodology Branch. Employment Department. U.K. 1993. Courtney, M. Mawer, G. Integrating English, Literacy and Numeracy into Vocational Education and Training: A framework. Dept of Employment, Education, Training and Youth Affairs. Fletcher, S NVQs Standards and Competence: a practical guide for employers, managers and trainers (Kogan Page). London. 1991. Fletcher, S. Competence-based assessment techniques. (Kogan Page) London U.K. 1992.



8.2. Practical Resources The following resources have been developed by Property Services Training Australia (Property Services Industry Training Advisory Body) in association with peak industry Associations and leading enterprises. Guide to Training in the following industry sectors Asset Development and Management

Asset Maintenance Security and Investigative Services

Guide to Assessment in the following industry sectors Asset Development and Management


Career planning in Asset Development and Management


Assessment instruments developed against the following standards Real Estate Agency Property Development and Operations Pest Management Contract Cleaning Services Security (Guards) Security Control room Operations Access Security Security management Investigative Services Security Risk Management Assessment Record books for Real Estate Agency Property Development and Operations Pest Management Contract Cleaning Services Security (Guards) Security Control room Operations Access Security Security management Investigative Services Security risk management Professional Development Materials (Resource kit for assessors using the standards for training/assessment purposes)



8.3 Sources of Information and Assistance Information and advice on assessment against the standards in this package, or the use of materials described in 8.2 may be obtained through Property Services Training Company Suite 2B Ground floor 187 Thomas Street HAYMARKET NSW 2000 Ph: 02 9212 1355 Fax: 02 9212 1296



SECTION 2

Qualifications 1. Introduction Competency standards included in the endorsed component of this training package have been aligned to the Australian Qualifications Framework (AQF). The framework, which is outlined below, comprises 12 qualifications issued by three educational sectors. Qualifications which can be attained through the Asset Maintenance Recognition Framework, are shown below Schools Vocational education and

training (VET) Higher Education

Graduate Certificate Bachelor Degree Advanced Diploma Advanced Diploma Diploma Diploma Certificate iv Certificate iii Certificate ii Certificate ii Senior secondary certificate Certificate I Note: Statements of Attainment may be awarded against individual UNITS of competency and carry credit towards the achievement of a qualification at a higher or lower level of the AQF. A qualification is certification given in recognition of a candidate’s successful demonstration of competence against a defined set of competency standards which relate to the Australian Qualifications Framework (AQF). Units of competency provide the building blocks or structure to support recognition by way of a qualification located in the AQF. Various combinations of competency units are aligned to the AQF to support a qualification at various levels of the AQF. The qualifications in this framework are ‘nested’ insofar as each qualification has a relationship with packages of units aligned at other levels of the framework. The approach recognises that candidates competency based career progression may develop in a variety of ways. For some it may be by way of a course leading to a qualification at a ‘higher level’. For others it may be through work-place experience with competency defined against individual units of competency which are accumulated to the point where a qualification may be sought. For others it may be through a ‘bottom-up’ progression involving combinations of training and experience. 1.2. Packaging advice The aim of combining units of competency into groups acceptable to the industry and to VET providers, is to ensure a crucial link in the quality of education and training and work outcomes. Vocational qualifications need to have a relationship with the performance standards of the industry. Without this relationship, qualifications lack meaning in terms of indicating what the holder of the credential can actually do in relation to industry requirements. A unit is also the minimum recording level in the formal VET system and provides the basis for credit transfer between competency-based courses and between sectors delivering different qualifications in the AQF.



1.2.1. Core and Elective units The standards in this training package are aligned to qualifications in various combinations of core and elective units. The combinations have been carefully selected to support multiple entry and exit points as well as flexible delivery of VET. It is essential, therefore, that Registered Training Organisations take the industry’s packaging and alignment advice into consideration when designing learning and assessment opportunities. As indicated above, the industry’s advice is predicated on the notion that units of competency provide the basis for credit transfer, credit accumulation and articulation or advanced standing from one credential to another, irrespective of the educational sector delivering the credential. The achievement of a single unit of competency aligned to multiple levels in the AQF means that the unit is assessed once only, and recognition of competency achieved against that unit is carried forward as credit towards the achievement of a qualification at any level in which the unit appears. 1.2.2 Units located at more than one level Qualifications aligned to the AQF assume that differences between qualification levels occur because of increasing levels of complexity in the acquisition and application of knowledge and skill and greater autonomy in the application of competency in the workplace. This principle has been addressed through the packaging of competency units within nested qualifications. As an individual moves through the qualification framework, the selection of units at any level is governed by: • the groups of units available at that level • the selection of units available at that level compared with the individual’s current, past

and future career aspirations • current work performance requirements • recognised industry work structures This means that two individuals may enter the qualifications framework at different levels and exit at the same level. At either level, they would be subject to the package selection rules at the levels at which they enter the framework. However, if one or both moved to the same qualification level, they could conceivably emerge from the same qualification level with the same combination of core units, but a different combination of units and be eligible for the same qualification. As a minimum, irrespective of how each arrived at the exit point, both should have the same core units and a pre-requisite number of elective units drawn from the total basket of units available at the level at which they exit the framework.



The use of core and elective units at more than one level generally allows for • the recognition of key functions within an industry or enterprise that are carried on

across and between levels • recognition of current competence (or prior learning) based on the achievement of the

unit • an articulation pathway between levels Units which are only available at certain levels provide for the broadening and deepening of the knowledge and skill component at the level at which the units are located. The key to competency is not in the individual unit, but in the selection and ‘batching’ of units for assessment purposes at an AQF level. Recognition can therefore be achieved in a variety of ways, including • against an individual unit which is carried forward as credit towards a qualification

located at another level of the AQF • by grouping or batching units and assessing against the group of units in order to

determine competency in relation to the requirements of the AQF level at which the units are located

• by using a qualification achieved at a lower level as collateral (credit) towards a

qualification located at a higher level. While a ‘higher level’ qualification may carry in it the seeds of a ‘lower level’ qualification, its value in relation to work and the AQF lies in the expression of the full range and complexity of knowledge, skill and performance required at the level in which it is located.



2. Customisation of (standards and of) qualifications Customisation is the process of adding detail. The titles, scope and content of the standards and of qualifications in this framework will result in industry-wide recognition of competence in employment in the industry. It is important, therefore that customisation be seen in the context of the wider implication of national recognition against endorsed competency standards. Industry advice on customisation is as follows • Employers want training and recognition outcomes which reflect enterprise investments

in training and employment • Employees (and students) want recognition which has currency in a broader labour

market, as well as in the employing enterprise These two sets of needs have been balanced in the design of the standards and on guidance on packaging and alignment of groups of units in the standards to qualification levels. The industry regards the content and scope of the standards to be sufficiently flexible to allow for enterprise and service variations in training design, delivery and in assessment – without requiring substantial change to the units themselves 2.1 Conditions giving rise to a demand for customisation The industry recognises that a demand for customisation might occur for the following reasons • A demand for traineeships in areas not yet covered by the standards in this package

may arise. • A unit in another training package better expressing the content of a work function

covered by a unit in one of the standards in this package. In this case, the second unit delivers the same outcome but, the language used is better understood (customised) in terms of the candidate’s work environment.

• A candidate’s range of work functions includes all core functions in this industry, but

also includes specialist functions (performed in other industries) but not included in this package.

• Generally, the work described in the unit is performed in an allied industry context eg.

cleaning or pest control in the rural industry; in community services; on mine sites; on construction sites, etc. The variable is the location in which work is performed rather than the nature of the work or the performance criteria which have to be demonstrated.

In each case, the situation can be addressed by combining units of competency in this package with units of competency in other endorsed industry packages. If the recombined units deliver the same outcome, the qualification level should stay the same, but the package of units within the qualification may be different from the original packaging advice.



To ensure quality outcomes and avoid duplication of training/assessment effort, customisation of any qualification is governed by the following criteria • Each unit delivers a workplace outcome within a coherent industry recognition

framework • The combination of unit outcomes provides the basis for a qualification at a level of the

AQF therefore • Core units may not be replaced or substituted • only elective units in any package of units may be replaced or substituted by other units

of competency • Only elective units which are not required for purposes of occupational/functional

regulation in the industry may be replaced • Only a unit which delivers an equivalent outcome in the qualification structure, to the

elective unit which it replaces, may be used as a replacement unit • The replacement unit must not restrict the candidate’s access to further education or

employment opportunities in this industry • Training modules may not be substituted for endorsed units of competence All other variables should be able to be managed through customised training. There is no restriction on the use, by other industries and enterprises, of individual units (either core or elective) in endorsed standards covered by this package. It should be noted that State Quality Assurance processes associated with the Registration of Training Organisations require Training Organisations to show that training and assessment occur in accordance with the requirements of the training package qualification. 2.2 New Apprenticeships The industry qualifications framework creates opportunities for a variety of emerging career paths to be addressed. Traineeships are slowly being introduced to the industry. Traineeships are currently sector-specific. While the majority of New Apprenticeships (traineeships) will be located at Certificate levels II to IV, all qualification levels addressed in this package may potentially be used for the purpose of a traineeship. Qualifications issued as a result of the New Apprenticeship program should not be different to qualifications issued as a result of competency demonstrated through other recognition pathways available in the industry. The following section provides advice in relation to the competency standards that currently support qualifications in • Portable fire equipment service operations



3. Packaging and alignment of standards to the AQF 3.1 The Portable Fire Equipment Service Sector of Asset Maintenance The fire protection industry consists of private companies, public service providers (eg. Metropolitan Fire Brigades) and volunteer fire authorities. These companies and organisations compete for service contracts to service and maintain portable fire fighting equipment according to Australian Standards and various legislative requirements. A rise in insurance premiums and the introduction of Occupational Health and Safety legislation has forced many businesses to install and have maintained suitable fire protection equipment. There is also a requirement to have suitably trained personnel available to ensure, through various maintenance programs, that the equipment will function correctly when an emergency occurs. Service companies compete on the basis of cost and quality of service. Quality of service is recognised as being a function of reputation, the skill level of the service technicians and the capacity to maintain standards. The work of the service technician covers a wide variety of customer situations. These may include shops, factories, domestic premises, offices, mines, airports, oil platforms and drilling operations etc. At this point it should be emphasised that a service technician not only services portable fire extinguishers, hose reels and delivery lay flat fire hoses but the range of work often includes: • Servicing wheeled fire extinguishers

• Installing fire suppression systems in vehicles, marine craft, restaurants etc.

• Replacing hose reel units.

• Installing battery powered smoke alarms.

• Installing a range of portable fire extinguishers.

• Installing and inspecting fire blankets.

• Testing emergency and exit lighting systems.

• Servicing fire hydrants and fire monitors. The service technician is not only responsible for the work they perform but also to advise their customers of any breach of legislative requirements and whether their existing equipment is suitable for the identified fire risk. Background to this Sector of the Training Package

In September 1992, the Fire Protection Industry Association of Australia (FPJAA) Portable Sub Committee discussed the need to develop skill standards and competency levels for the ‘portable’ sector of the fire protection industry. A formal submission for Government funding resulted in a project commencing in 1994 to develop competency standards for the portable fire fighting equipment servicing sector. Part of this project included a workshop to provide an operational framework for the development of Portable Fire Equipment Service competencies. At the workshop, Chubb Fire made available to the project team their endorsed Enterprise Competency Standards for Levels 1 to 3 Chubb Service Technicians. The workshop adopted these enterprise competency standards as the base document for the project and also agreed to use the Australian Standard AS1851 series of maintenance documents and AS3676 Guide to Servicing as reference documents in the development of the competency standards.



Consequently the first industry competency standards for portable fire equipment service personnel were endorsed and made available through Australian Standards in 1996. With a change in the Federal Government in 1996 came the introduction of the Training Package concept, consisting of Endorsed Components (ie. competency standards, AQF Qualifications and Assessment Guidelines) and Non Endorsed Components ((ie. Learning Strategy, Assessment Materials and Professional Development Materials). Chubb Fire quickly utilised this new concept and became the first enterprise to have a Training Package (ie. Endorsed Components) endorsed by the NTFC in December 1997. To acknowledge the extensive background work carried out by Chubb Fire in this area, this sector of the Asset Maintenance Training Package is therefore related to the endorsed Enterprise Training Package for Chubb Fire (code: ZCA97). The units of competency which feature in this Training Package have been reviewed and revised to reflect the work carried out by service technicians in most areas of the general fire protection servicing industry. The Chubb Fire Enterprise Training Package, which was endorsed in late 1997, does not feature on the NTIS, and taking this into account, all the units will have new codes to identify the relevant unit and will eventually be available on the NTIS. The only units which are not based on original Chubb Fire Training Package competency standards are those which have been imported from the Workplace Trainers and Assessors Training Package. These are: BSZ401A - Plan Assessment BSZ402A - Conduct Assessment BSZ403A - Review Assessment BSZ404A - Train Small Groups The following chart provides advice for credit transfer for persons holding AQF Qualifications and Statement of Attainment from the Chubb Fire Enterprise Training Package into relevant AQF Qualifications with this sector of Asset Maintenance.



Chubb Fire Unit of Competency Credit/s Awarded

CH101 Ensure health and safety in the work environment.

PRMPFES01A Ensure health and safety in the work environment.

CH102 Contribute to team and own effectiveness

PRMPFES02A Work effectively with others.

CH103 Move materials and loads

PRMPFES03A Safely move materials and loads in the workplace

CH104 Identify portable fire fighting equipment

PRMPFES04A Identify portable fire fighting equipment

CH105 Use portable fire fighting equipment

PRMPFES05A Use portable fire fighting equipment

CH106 Prepare for installation and maintenance operations.

PRMPFES06A Prepare for installation and maintenance operations

CH107 Monitor and control the use of resources

PRMPFES07A Maintain the quality of work output and resources.

CH108 Contribute to the establishment and maintenance of customer relationships

PRMPFES08A Contribute to the establishment and maintenance of customer relationships

CH201 Service portable and mobile fire extinguishers in the workshop.

PRMPFES14A Service portable fire extinguishers in the workshop.

PRMPFES21A Service wheeled fire extinguishers in the workshop.

CH202 Service delivery lay flat fire hoses in the workshop

PRMPFES15A Service delivery lay flat fire hoses in the workshop.

CH203 Service portable and wheeled fire extinguishers in the field

CH205 Inspect and install fire blankets in the field

PRMPFES09A Service portable fire extinguishers and fire blankets in the field.

PRMPFES20A Service wheeled extinguishers in the field

CH203 Service portable and wheeled fire extinguishers in the field

PRMPFES20A Service wheeled extinguishers in the field

CH204 Inspect, test and install fire hose reels in the field

PRMPFES10A Inspect, test and replace fire hose reels in the field

CH206 Install portable fire extinguishers and smoke alarms in the field

CH205 Inspect and install fire blankets in the field

PRMPFES11A Install portable fire extinguishers, fire blankets and battery powered smoke alarms.



Chubb Fire Unit of Competency Credit/s Awarded

CH207 Inspect and service delivery lay flat fire hoses and nozzles in the field

PRMPFES16A Inspect and service delivery lay flat fire hoses and nozzles in the field

CH209 Maintain services and operations to meet quality and safety standards

PRMPFES12A Maintain customer service and operations to meet quality and safety standards

CH211 Establish and maintain relationships with individuals and organisations

CH306 Enhance relationships with individuals and organisations

PRMPFES13A Establish and maintain professional relationships with individuals and organisations

CH212 Contribute to the training and assessment needs of the team

PRMPFES17A Contribute to the training and assessment needs of the team

CH213 Hydrostatic test portable and wheeled co2 fire extinguishers

PRMPFES18A Hydrostatic test portable and wheeled co2 fire extinguishers

CH214 Inspect and test a portable foam liquid proportioner

PRMPFES19A Install and service portable foam liquid proportioning equipment

CH301 Prepare for training (Category 1 - Workplace Trainer)

CH302 Deliver training (Category 1 - Workplace Trainer)

CH303 Review training (Category 1 - Workplace Trainer)

BSZ404A Train small groups

CH304 Conduct assessments in accordance with an established assessment procedure

BSZ401A Plan assessment

BSZ402A Conduct assessment

BSZ403A Review assessment

CH305 Oversee operations to meet safety and quality standards

PRMPFES22A Oversee operations to meet safety and quality standards

CH307 Inspect and maintain fire hydrants and monitors

PRMPFES23A Inspect and maintain fire hydrants and fire monitors

CH308 Inspect and maintain foam generating equipment

PRMPFES24A Inspect and maintain foam generating equipment

CH309 PRMPFES25A



Chubb Fire Unit of Competency Credit/s Awarded Install, inspect and maintain gaseous fire suppression systems.

Inspect and service a gaseous fire suppression system

CH314 Test an Emergency and Exit Lighting System

PRMPFES26A Test and maintain an emergency/exit lighting system

CH319 Inspect and maintain an engineered water mist system

PRMPFES31A Inspect and service a self contained water mist fire suppression system

CH320 Install a vehicle mounted foam fire suppression system

PRMPFES28A Install a passenger vehicle type foam fire suppression system

Note: The competency standards featured in this Training Package supersede the

industry competency standards endorsed in 1996.



3.2 Details of qualifications Qualifications for this Sector cover AQF levels II and III. The qualifications can be applied in all portable fire equipment servicing activities and also apply to a wide range of installation procedures relevant to portable fire equipment products. A limited range of installation procedures for various fire suppression systems is also covered which have application for a service technician with considerable field experience. The core units nominated in the qualification framework are common across the fire protection industry and are performed in all enterprises irrespective of size or specialisation. OH&S is built into each unit where relevant to ensure the focus on safe and efficient work practices is maintained. Specialist areas of installation and maintenance, standard workshop maintenance procedures and workplace trainer and assessor requirements are addressed as electives to allow candidates to select those areas relevant to their particular work needs. The core units for Certificate II covers the basic skills and knowledge required for a person to operate safely in the workplace and the skills and knowledge required for the general installation and maintenance tasks encountered in the workplace. Certificate III addresses at elective level the specialist skills and knowledge associated with more complex installation and maintenance functions at a variety of customer’s premises. Included at this level are also units addressing basic overseeing skills and electives addressing workplace trainer and assessor skills



Title: PRM20400 Certificate II in Asset Maintenance (Portable Fire Equipment Service Operations)

To achieve Certificate II the candidate for recognition must have demonstrated competence against all thirteen (13) specified core units and (a) any four of the elective units available for Certificate II or (b) any three of the elective units available for Certificate II plus any one elective unit from those available in Groups A and B from Certificate III. Total Units required for this qualification is seventeen (17).

CORE UNITS

PRMPFESO1A Ensure health and safety in the work environment. PRMPFESO2A Work effectively with others. PRMPFESO3A Safely move materials and loads in the workplace. PRMPFESO4A Identify portable fire fighting equipment. PRMPFESO5A Use Portable fire fighting equipment. PRMPFESO6A Prepare for installation and maintenance operations. PRMPFESO7A Maintain the quality of work output and resources. PRMPFESO8A Contribute to the establishment and maintenance of customer

relationships. PRMPFESO9A Service portable fire extinguishers and fire blankets in the field. PRMPFES10A Inspect, test and replace fire hose reels in the field. PRMPFES11A Install portable fire extinguishers, fire blankets and battery powered

smoke alarms. PRMPFES12A Maintain customer service and operations to meet quality and safety

standards. PRMPFES13A Establish and maintain professional relationships with individuals and

organisations.

ELECTIVE UNITS

PRMPFES14A Service portable fire extinguishers in the workshop PRMPFES15A Service delivery lay flat fire hoses in the workshop PRMPFES16A Inspect and service delivery lay flat fire hoses and nozzles in the field PRMPFES17A Contribute to the training and assessment needs of the team PRMPFES18A Hydrostatic test portable and wheeled C02 fire extinguishers PRMPFES19A Install and service portable foam liquid proportioning equipment PRMPFES20A Service wheeled fire extinguishers in the field PRMPFES21A Service wheeled fire extinguishers in the workshop



Title: PRM30400 Certificate III in Asset Maintenance (Portable Fire Equipment Service Operations).

To achieve Certificate III the candidate must have: Demonstrated competence in the Core Units for Certificate III and ten (10) Elective Units of which:

• At least three (3) should be from the Certificate II Elective Units bank; • At least five (5) should be from the Elective Units Group A bank; and • At least one (1) should be from the Elective Units Group B bank. • The remaining Unit maybe selected from either of the three (3) Elective Unit banks, Total Units required for this qualification is twenty four (24)

CORE UNITS

PRMPFESO1A Ensure health and safety in the work environment. PRMPFESO2A Work effectively with others. PRMPFESO3A Safely move materials and loads in the workplace. PRMPFESO4A Identify portable fire fighting equipment. PRMPFESO5A Use Portable fire fighting equipment. PRMPFESO6A Prepare for installation and maintenance operations. PRMPFESO7A Maintain the quality of work output and resources. PRMPFESO8A Contribute to the establishment and maintenance of customer

relationships. PRMPFESO9A Service portable fire extinguishers and fire blankets in the field. PRMPFES10A Inspect, test and replace fire hose reels in the field. PRMPFES11A Install portable fire extinguishers, fire blankets and battery powered

smoke alarms. PRMPFES12A Maintain customer service and operations to meet quality and safety

standards. PRMPFES13A Establish and maintain professional relationships with individuals and

organisations. PRMPFES22A Oversee operations to meet safety and quality standards.

ELECTIVE UNITS GROUP A

PRMPFES23A Inspect and maintain fire hydrants and portable fire monitors. PRMPFES24A Inspect and maintain portable foam generating equipment. PRMPFES25A Inspect and service a gaseous fire suppression systems. PRMPFES26A Test and maintain an emergency/exit lighting system. PRMPFES27A Install, inspect and maintain a pre-engineered foam fire suppression

system. PRMPFES28A Install a passenger vehicle type foam fire suppression system. PRMPFES29A Install, inspect and maintain a pre-engineered powder fire suppression

system. PRMPFES30A Install, inspect and maintain a pre-engineered wet chemical fire

suppression system. PRMPFES31A Inspect and service a self contained water mist fire suppression system.



ELECTIVE UNITS GROUP B

BSZ 401A Plan assessment. BSZ 402A Conduct assessment. BSZ 403A Review assessment. BSZ 404A Train small groups. SECTION 3

The Competency Standards

Combined to form one Unit to cover assessment requirements





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STREAM: Asset Maintenance FIELD: PFES Portable Fire Equipment Service

UNIT: PRMPFES01A Ensure health and safety in the work environment Service Technicians installing and maintaining portable fire equipment, have a

responsibility for working safely in the workplace and must have a basic awareness of the physical dangers associated with their job tasks. This Unit also covers their requirement to administer basic first aid procedures related to a narrow range of injuries likely to occur in their normal job tasks.

Note: The scope of this Unit in relation to basic first aid procedures does not

conform to any recognised first aid certificate. It is only a basic awareness of some of the first aid requirements for someone involved in everyday job tasks associated with this type of work.

__________________________________________________________________________________

ELEMENT PERFORMANCE CRITERIA

1. Adhere to required OH&S practices.

1. The basic legal requirements of self and others to comply with OH&S procedures are understood and followed.

2. Personal protective equipment is used where relevant according to organisational policies and workplace signage.

3. The major functions of safety committees and designated work groups are understood and actively supported where they exist.

2. Identify and control relevant workplace hazards.

1. Sources of workplace hazards are identified and controlled according to organisational procedures.

2. Potential workplace hazards arising from drug and alcohol abuse are identified and reported according to organisational policies and procedures.

3. Workplace industrial housekeeping requirements are followed according to organisational procedures and general safety practices.

3. Apply basic first aid procedures in the workplace.

1. First aid is administered within the scope of responsibility specified in organisational policy and procedures.

2. Procedures for reporting injuries in the workplace are carried out in accordance with the relevant OH&S Policy.

4. Adhere to required emergency evacuation procedures in the workplace.

1. Emergency evacuation procedures for the workplace are identified and understood according to relevant organisational requirements.



RANGE OF VARIABLES

Basic first aid procedures may include treatment of: • Minor cuts • Electric shock • Frost bite • Spider and snake bites • Needle stick injuries • Heat stroke Personal Protective Equipment (PPE) may include: • Safety helmet • Safety boots or shoes • Respiratory, eye, face and hearing protection • Acid resistant apron • Protective clothing and gloves Relevant organisational procedures and safety practices may be incorporated in: • Organisational Employee Handbooks • OH&S Policies • Material Safety Data Sheets (MSDS) • Associated Policy and Procedure Manuals Sources of workplace hazards may include: • Physical • Chemical • Ergonomic • Radiation • Psychological • Biological

EVIDENCE GUIDE

Underpinning Knowledge Underpinning Skills

Basic workplace housekeeping principles and practices.

The responsibilities of the first aider in context with the basic first aid procedures relative to those in the Range of Variables.

The structure and purpose of Material Safety Data Sheets (MSDS).

A basic understanding of employer, employee responsibilities, rights and obligations relevant to OH&S.

The implications of not adhering to safety procedures and instructions.

The purpose and types of workplace safety signs

Reason for using personal protection equipment

Procedures for working in high temperature environments (ambient and enclosed work areas)

Selection of appropriate personal safety equipment..

Accessing regulatory information.

Basic first aid techniques.

Obtaining and using information and advice.

Safe and efficient work practices.

Working safely in high ambient conditions.

Assessment of competency may be made through practical demonstration in the work environment or through an appropriate simulated work situation. Basic first aid procedures are to be assessed under simulated conditions off-the-job.



Evidence of competency may be derived from observation of the following: • Selecting and using approved personal safety equipment in relevant designated work areas. • Adhering to all required workplace housekeeping practices. • Compliance with all workplace safety requirements. Evidence of the above may be derived from an authenticated report from a relevant supervisor or team leader. Evidence of underpinning knowledge may be determined through oral questioning or written assessments. (In assessment situations where the candidate is offered a preference between oral questioning or a written assessment, the questions are to be identical). Resources Required for Assessment

• Actual or simulated work environment • Relevant accident report forms • Material Safety Data Sheets • Training and Assessment Record Book • Assessment documentation • Access to a registered provider of assessment services



__________________________________________________________________


UNIT: PRMPFES02A Work effectively with others This Unit covers the basics of working effectively with others in the workplace.

Effectiveness at this level can be influenced by personal conflict with others and failure to respond to required workplace legislative and administrative changes.

__________________________________________________________________________________


1. Contribute as a team member

1. Response to other team member’s contributions is positive and supportive

2. Conflict with and between colleagues is responded to positively and in an atmosphere of conciliation and compromise.

3. Support offered to colleagues in conflict with others is consistent with organisational requirements and procedures.

2. Respond to changes in workplace legislative and administrative requirements

1. Changes in legislative and administrative requirements relating to workplace practices are effectively and promptly made within the technician’s area of responsibility.

2. Relevant organisational policies and procedures are understood or where needed clarified with the relevant person.

RANGE OF VARIABLES

Organisational policies and procedures may include service documentation, Employee Handbooks and Policy/Procedures Manual.

Team members may include direct colleagues as well as other members of the organisation, personnel from allied organisations and customer’s staff

Relevant persons may include team leaders, supervisors and managers.

Workplace legislation creating change for the individual may include changes to the relevant ‘industrial award’ and changes to Equal Employment Opportunities (EEO) legislation.



EVIDENCE GUIDE


The role and function of workplace teams.

The importance of workable compromises and team collective responsibility.

The roles of employees and employers in the team structure.

Employee support systems within the organisation.

The structure, roles and procedures of the organisation.

The purpose and structure of Equal Employment Opportunities (EEO) legislation.

The purpose and function of the Industrial Award System.

Interpersonal.

Questioning and listening.

Dispute resolution.


Ability to follow through with workplace instructions.

Evidence of competency may be obtained from observation of relevant activities within the workplace. If this is not practicable, observations in realistic simulated workplace team situations, including conflict resolution may be substituted. Oral or written questioning methods covering hypothetical situations may also be used to assess competence (in assessment situations where the candidate is offered a preference between oral questioning or written assessment, questions are to be identical). Supplementary evidence may be obtained by relevant authenticated written correspondence from supervisors, team leaders or management staff. Information derived from assessing knowledge of specific enterprise policy, procedures and practices must be treated as commercial-in-confidence. Resources Required for Assessment

• Actual or simulated work environment.

• Access to relevant service manuals, policy and procedure manuals.

• A suitable venue for assessment.

• Relevant accident report forms.

• Material Safety Data Sheets.

• Training and Assessment Record Book.

• Assessment documentation.

• Access to a registered provider of assessment services.



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UNIT: PRMPFES03A Safely move materials and loads in the workplace Service Technicians are responsible for safely moving materials and loads to avoid

injuries to self and others and to prevent damage to product and property from incorrect handling methods.

__________________________________________________________________________________


1. Use manual handling techniques to move material and loads.

1. Risk assessment and control methods are implemented prior to moving material or loads.

2. Manual handling techniques are used as appropriate for the type of load or material being moved.

3. Aids to assist manual handling of materials or loads are used safely and according to organisational or legislative procedures.

2. Use mechanical handling aids to move material and loads.

1. The appropriate mechanical handling aid is used to move the material or load.

2. Mechanical handling aids are maintained according to organisational procedures.

3. Faulty mechanical handling aids are reported according to organisational procedures.

3. Adhere to the requirements of Federal and State/Territory regulations for moving dangerous material.

1. The requirements of the relevant Dangerous Goods Legislation are complied with when moving any relevant dangerous material or load.

RANGE OF VARIABLES

Manual handling techniques may include lifting, pushing, pulling, and carrying.

Manual handling aids may include lifting magnets, suction grips, lifting straps, hooks, wheelbarrows, hand trucks, trolleys.

Non licensed mechanical handling aids may include cranes, hoists and manually operated forklifts, pallet trucks.

The Dangerous Goods Act relevant for the State or Territory.



EVIDENCE GUIDE


The meaning of materials handling as applied to the role of the Service Technician.

The purpose of hazard identification, hazard assessment and hazard control.

The implications of incorrect manual lifting techniques.

The implications of ignoring safety precautions used with mechanical and manual handling aids.

The purpose and structure of the relevant Dangerous Goods Legislation including HAZCHEM signs and emergency information panels.

Assessing and controlling workplace hazards.

Manual handling techniques.

Assessing safe working loads.

Problem solving.

Assessing movement paths for loads and materials.

Moving dangerous goods safely.

Assessment of competency may be made through practical demonstrations in the work environment or in a simulated work environment. Oral or written questioning methods may be used to assess understanding of underpinning knowledge areas (in assessment situations where the candidate is offered a preference between oral questioning or written assessment, questions are to be identical). Evidence of competency is best obtained by observing various activities involving manual handling techniques in the workplace. Supplementary evidence may be obtained by relevant authenticated written correspondence from supervisors, team leaders or management staff. Information derived from enterprise policy and practices must be treated as commercial-in-confidence. Resources Required for Assessment


• A suitable load for the candidate to demonstrate manual handling techniques.






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UNIT: PRMPFES04A Identify portable fire fighting equipment The Unit prepares the individual for servicing and installation procedures by being

able to accurately identify the relevant products and their respective purpose of use.

__________________________________________________________________________________


1. Identify a range of portable and wheeled fire extinguishers.

1. A range of portable fire extinguishers are identified according to types, extinguishants, expellants, colour coding requirements, extinguisher labelling and location signs.

2. A range of wheeled fire extinguishers are identified according to types, extinguishants, expellants, colour coding requirements and extinguisher labelling.

2. Identify the different types of hose reels

1. The different types of hose reels are identified according to purpose of use and location signs.

3. Identify the different types of delivery lay flat fire hoses.

1. The different types of delivery lay flat fire hose are identified according to class, size and construction.

2. The different types of delivery lay flat fire hose couplings are identified according to design and construction.

4. Identify fire hydrants. 1. Fire hydrants are identified according to purpose of use and location.

5. Identify fire blankets and containers.

1. Fire blankets and containers are identified according to purpose of use and location signage.

6. Identify battery operated smoke alarms.

1. Battery operated smoke alarms are identified according to purpose of use and location.

RANGE OF VARIABLES

Portable fire extinguisher types include stored pressure, rechargeable/non rechargeable, reversible and cartridge operated.

Wheeled fire extinguisher types include stored pressure, cartridge, and reversible.



Extinguishants may include water, foam, wet chemical, powder, CO2 and vapourising liquid

Hose reel types may include wall mounted, swing hinged and vehicle mounted.

Expellants may include CO2, nitrogen and dry air.

Range of fire hydrants may include internal, external and those which are incorporated in a fire cabinet.

Delivery lay flat fire hoses may include: • Percolating/non percolating • Low, medium and high classes. • Examples from the range of different hose diameters.

Delivery lay flat fire hose couplings may include BIC, STORZ and Threaded

Fire blanket containers may include plastic/vinyl covers, metal tubes.

Battery operated smoke alarms may include ionisation and photoelectric.

EVIDENCE GUIDE


Definition of portable and wheeled fire extinguishers.

Purpose of pictographs.

The purpose and range of the Australian colour coding system for wheeled and portable fire extinguishers.

The purpose of hose reels, delivery lay flat fire hoses, fire blankets and smoke alarms (battery operated).

Purpose and types of fire hydrants.

Awareness of other types of non battery powered smoke alarms.

Questioning.

Product recognition.

Product analysis.

Assessment of Underpinning Knowledge is best obtained by either oral questioning or a written assessment. (In both assessment methods the questions should be identical in context.) Evidence of competency is based on the candidate’s ability to identify and explain the purpose of each item described in the range of variables. Assessment may be conducted in any environment that conforms to the basic principles of assessment (eg. flexible, fair etc). Resources Required for Assessment


• Access to product examples or clear photographs/drawings of relevant products.






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UNIT: PRMPFES05A Use portable fire fighting equipment This Unit enables the Service Technician to demonstrate to customers how various

portable fire fighting products are used in emergency situations. __________________________________________________________________________________


1. Use portable fire extinguishers to extinguish a simulated fire.

1. The classification and type of fire is determined.

2. The appropriate fire extinguisher is selected to attack the fire.

3. Fire extinguishers are used according to manufacturer’s instructions with safety to the accepted practice and in accordance with relevant policies and procedures.

2. Demonstrate a method of using a fire hose reel.

1. The hose reel is safely used according to manufacturer’s instructions and in accordance with relevant procedures.

2. The hose reel is correctly rewound after use.

3. Water is turned off in the approved sequence and the hose reel is checked for leaks.

3. Demonstrate a method of using a fire blanket.

1. The fire blanket is safely used according to manufacturer’s instructions and in accordance with relevant procedures.

RANGE OF VARIABLES

Classification and type of fires include Classes: A, B, C, D, E and F.

Fire types include ordinary combustibles, flammable and combustible liquids, flammable gases, energised electrical equipment, combustible metals and cooking oils and fats. Performance of this Unit is carried out in accordance with relevant requirements of the following: • Relevant State/Territory Regulations. • Environmental Regulations • Manufacturer’s specifications • Australian Standards • Legislative requirements • Organisational procedures. Appropriate extinguishers may include water, foam, powder, CO2, wet chemical and vapourising liquid.



Hose reel types may be either: Wall mounted, swing hinged or vehicle mounted.

EVIDENCE GUIDE


The theory of fire including the Triangle of Combustion.

The implications of incorrect use of fire extinguishers and hose reels on classes of fire.

How fire can be spread by conduction, convection, radiation and direct burning.

Why cooking oil and fat fires require special attention.

Basic methods of locating a fire.

The meaning of secondary damage.

How water pressure influences the discharge distance for hose reels.

Decision making.

Equipment usage.

Assessment may be by way of a single practical demonstration, using simulated fire situations. Due to safety and cost reasons, methods of extinguishing Class D, E and F fires are confined to oral explanations and role-play simulations only. Oral questioning or written assessment and hypothetical situations (scenarios) may be used to assess underpinning knowledge (in assessment situations where the candidate is offered a preference between oral questioning or written assessment, questions are to be identical). Supplementary evidence may be obtained from relevant authenticated correspondence from existing supervisors, team leaders or specialist training staff. Note: All practical demonstrations involving the use of simulated fires must adhere to the safety

and environmental regulations relevant to each State or Territory. Resources Required for Assessment







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UNIT: PRMPFES06A Prepare for installation and maintenance operations The Unit prepares the Service Technician for their role in the field by ensuring they

can use hand and power tools to install associated fire fighting equipment products, and to be able to access the information given in relevant Australian Standards to carry out maintenance procedures.

__________________________________________________________________________________


1 Use hand and power tools to attach related fire fighting equipment to a range of wall surfaces.

1. Relevant hand and power tools are identified to suit the required installation procedure.

2. Appropriate fastener types are identified according to the surface required for the product installation.

3. The portable fire extinguisher bracket is attached to the required surface according to specifications and customer’s requirements.

4. Safety precautions are adhered to when using relevant hand and power tools.

2 Use Australian Standards to access information in relation to maintenance and installation procedures for portable fire fighting equipment.

1. Current Australian Standards are identified according to the required maintenance and installation procedures.

2. Information is accessed according to the required work procedure.

RANGE OF VARIABLES Range of Australian Standards to cover portable fire extinguishers, wheeled fire extinguishers, fire hose reels, delivery lay flat fire hoses, fire hydrant installations, storage and handling of flammable and combustible liquids, gas cylinder test stations, road tank vehicles for dangerous goods, fire blankets and smoke alarms.

Hand and power tools relevant to cover the range of installation procedures.

Range of fasteners relevant to the wall surface and type of product to be installed



EVIDENCE GUIDE


Awareness of on-site permit requirements.

Methods of holding work when using power tools.

The purpose, function and structure of Australian Standards.

The types and purposes of relevant fasteners

Methods of using liquid adhesives for attaching location signs.

Types of electrical safeguards used to protect persons and property.

Maintenance requirements for relevant hand and power tools.

Methods of converting basic units of measurement and pressure.

Methods of using detection equipment for finding hidden utilities.

Use of hand and power tools.

Accessing and using information.

Planning and organising work.

Equipment selection and use.

Assessment of competency may be made through practical demonstration in the work environment or in a simulated work environment. Evidence of competency is best obtained by observing relevant activities in the working environment. Oral questioning or a written assessment may be used to assess competence for underpinning knowledge (in assessment situations where the candidate is offered a preference between oral questioning or written assessment, questions are to be identical). . Supplementary evidence may be obtained from relevant authenticated correspondence from supervisors and team leaders. Resources Required for Assessment


• Access to relevant Australian Standards

• Relevant tools and equipment

• Relevant extinguisher brackets and fasteners






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UNIT: PRMPFES07A Maintain the quality of work output and resources Using resources according to quality concepts contributes to good customer

service and the optimisation of human and material resources in the workplace for the Service Technician.

__________________________________________________________________________________


1. Incorporate quality measures into the use of resources

1. Quality measures are incorporated into workplace policies and procedures.

2. Methods of incorporating quality concepts are understood and explained.

2. Use resources according to procedures and specifications

1. Selected resources are used in accordance with specifications and procedures.

2. Information on the use of resources is sought from relevant people and manuals.

3. Complete administrative documentation for the use of resources

1. Records and other documentation are complete, accurate and legible and in accordance with requirements.

2. Documentation is completed within relevant authorisation guidelines and distributed according to requirements.

RANGE OF VARIABLES

Selected resources include hand and power tools, as well as time, finances, services and other staff.

Relevant manuals and technical publications may include Service Manual, Service Bulletins, Environmental Regulations, Quality Manual, Australian Standards, Manufacturer's Specifications, Employee Handbook and Training Manual.

Procedures include organisational, enterprise specific and customer service.

Records may include Job cards, Certificate of Inspection (or equivalent), Maintenance Recording System, Goods Received Summary (GRS), Stock Transfer book, Warranty Claim Forms and Time Sheets.



EVIDENCE GUIDE


Methods of completing documentation.

Implications of incorrect distribution of completed documentation.

Purpose of ‘Indexes’ and ‘Table of Content’ in manuals and Australian Standards.

Understanding why resources are used in conjunction with specifications and procedures.

The meaning of ‘Optimising the use of Resources’.

The basic principles of quality concepts, including quality control methods and quality problem identification.

Literacy at a level required to complete documentation.

Completing basic written reports and memos.

Working to achieve a quality outcome.


Problem solving associated with the use of resources.

Assessment of competency may be made through observation of practical activities carried out in the work environment. Oral questioning/written assessment involving hypothetical situations (scenarios) may also be used to assess competence (in assessment situations where the candidate is offered a preference between oral questioning or written assessment, questions are to be identical). Evidence of underpinning knowledge is best obtained by oral questioning or a written assessment. Supplementary evidence may be obtained from relevant authenticated written correspondence from supervisors or team leaders. Information derived from enterprise policy and practices must be treated as commercial-in-confidence. Resources Required for Assessment


• Access to relevant documentation.






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UNIT: PRMPFES08A Contribute to the establishment and maintenance of customer relationships

This Unit covers the role of the Service Technician to provide effective customer

service through a range of communication methods which contributes to the establishment of a professional company image.

__________________________________________________________________________________


1. Communicate effectively to a range of customers

1. Communications with customers are clear, accurate and correctly presented in accordance with organisational policy and procedures.

2. Communication equipment is used effectively and efficiently and according to the organisation's procedures.

2. Maintain an acceptable image of the Company to customers

1. Uniform is well maintained, neat and presents an image appropriate to the technician's job role.

2. The technician's behaviour and relationships with customers maintain the image and good standing of the organisation.

3. Establish a working relationship with customers

1. Relationships are established with customers that are positive, friendly and professional.

2. Current relevant and accurate responses to customer’s questions are given based on own knowledge or by reference to others.

3. Customer’s requests are analysed and where necessary confirmed with the customer or others to identify exact requirements.

4. Customer’s requests are responded to and handled in a prompt and timely manner.

RANGE OF VARIABLES

Customers can include current and potential external customers, and other team or staff members (internal customers).

Responding to customer requests may include formal or informal, verbal or written responses

Communications equipment may include telephone, mobile telephones, facsimile, pagers, photocopiers and e-mail.

Organisational uniform may include overalls, clothes with a company logo.

Uniform requirements depend on climate and seasonal changes.

Communication skills may include listening, questioning and body language.



EVIDENCE GUIDE


The need for confidentiality in customer communications.

The likely needs and concerns of current or potential recipients of information.

Summarising and clarifying information to assist understanding.

Procedure for reporting faults or difficulties with communication equipment.

How the good standing of the organisation can be enhanced.

The meaning of internal and external types of customers.

The importance of effective communication skills in the workplace.

Reasons for wearing and maintaining a company uniform.

The purpose of a Code of Conduct.

Interpersonal communication.

Listening and reporting.

Dressing appropriately for the job.

Using communication equipment.

Responding appropriately to customer’s requests.

Assessment of competency may be made through practical demonstrations and observation of personal interaction with customers in the work environment. If this is not practicable, observations in realistic simulated environments may be substituted. Oral questioning associated with hypothetical situations (scenarios) may also be used to assess competence (in assessment situations where the candidate is offered a preference between oral questioning or written assessment, questions are to be identical). Oral questioning or a written assessment may be used to assess underpinning knowledge. Supplementary evidence may be obtained from authenticated correspondence from existing customers, supervisors or team leaders. Information derived from enterprise policy and practices must be treated as commercial-in-confidence. Resources Required for Assessment


• Access to communications equipment (eg. Photocopier, fax, mobile, phones etc.)






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UNIT: PRMPFES09A Service portable fire extinguishers and fire blankets in the field This Unit covers the servicing procedures for a range of portable fire extinguishers

and fire blankets, which are conducted at a customer's premises. __________________________________________________________________________________


1. Apply State/Territory legislative requirements to service operations.

1. Legislative requirements are understood and, where necessary, confirmed or clarified by relevant people

2. Relevant State/Territory Building Codes are understood and applied where appropriate.

3. Potential and actual breaches of requirements are identified and, where necessary, appropriate action taken.

2. Service portable fire extinguishers

1. All necessary work permits are obtained prior to entering the customer’s premises.

2. Portable fire extinguishers are serviced according to the appropriate maintenance schedule of the relevant current Australian Standards and the customer’s requirements.

3. Discharge tests, recharging procedures and leak tests are carried out in accordance with relevant current Australian Standards, organisational procedures and environmental regulations.

4. Hydrostatic tests are completed according to relevant current Australian Standards and organisational safety requirements.

5. Faulty portable fire extinguishers are reported, repaired or replaced in accordance with relevant current Australian Standards, Technical Specification's and Policy Guidelines.

6. Maintenance equipment and tools are inspected for faults, wear or damage and repaired or replaced according to technical specifications and policy guidelines.

7. The customer’s premises are left in a clean and tidy condition on completion of the servicing functions.

8. Relevant documentation is completed and distributed according to relevant current Australian Standards and organisational requirements.




3. Inspect fire blankets 1. Fire blankets are inspected according to the requirements of relevant current Australian Standards.

2. Fire blankets are refolded according to manufacturer’s instructions.

3. Faulty fire blankets are reported and replaced according to organisational procedures and customer requirements.

4. Maintenance record tag is updated as required for the relevant maintenance schedule.

5. All documentation is completed according to organisational and customer requirements.

RANGE OF VARIABLES

Legislative and industry requirements may include relevant current Australian Standards, Dangerous Goods Regulations, Municipal Building Surveyor requirements, Building Codes of Australia, State/Territory and Federal building regulations, relevant legislation relating to fire control equipment and Australian Petroleum Industries (API) requirements.

Breaches of requirements could be identified by direct observation or as part of workplace quality assurance teams.

Portable fire extinguisher types include water, foam, wet chemical, powder, CO2. and vapourising liquid.

Maintenance schedule procedures for extinguishers include visual inspections, discharge tests, hydrostatic test, recharging procedures and leak tests.

Portable fire extinguisher Level 4 maintenance items refer only to water, foam and wet chemical types.

Administrative documentation may include Job Card, Customer Recommendation Forms, Service Agreements, Expense Claims, Application for Credit Form, Equipment Recommendation Form, Fleetcard, Corrective Action Report, Petty Cash Voucher, Certificate of Inspection, Product Documentation and Maintenance Record System.

Maintenance equipment and tools may include hand tools, power tools, safety cage, personal safety equipment, test equipment, recharge equipment, hydrostatic test equipment, leak detection equipment or products. NOTE: Australian Standards are frequently revised and users must always check for currency.

EVIDENCE GUIDE





The key features of legislation and other requirements relating to the application of building codes.

The purpose of the building Codes of Australia.

The implications of NOT applying legislative requirements to job functions.

Action to take when a breach of health, safety and other policies occurs.

Reasons for conducting a periodic maintenance schedule.

Types and quantity of spare parts which should be carried in the service vehicle.

Implications of incorrect servicing procedures for the customer and the organisation.

Reasons for informing customers of changes to Australian Standards.

Reasons for conforming to customer’s workplace procedures and guidelines.

Reasons for ensuring gauges and scales are calibrated regularly.

Reason why fire blankets must be folded according to manufacturer’s instructions.

Finding and using information.

Completing documentation.

Problem solving.


Safe working practices.

Dexterity in tool use.

Reporting and recording information.

Neat, legible and tidy handwriting.


Effective customer service skills.

Communication with others.

Workplace housekeeping.

Assessment of competency over the full range of performance criteria should be made through practical demonstrations at a customer’s premises. However, at times this may not be practicable, and in these situations, the conditions normally available to the candidate may be simulated in an environment suitable for assessment. Candidates should also be given the opportunity to practice and undertake self-assessment of performance before requesting formal assessment. All safety requirements must be adhered to during all practical activities. Oral questioning or a written assessment may be used to assess underpinning knowledge (in assessment situations where the candidate is offered a preference between oral questioning or written assessment, questions are to be identical). Assessment of evidence should establish the candidate’s ability to perform the job to the standard required in the workplace. Supplementary evidence may be obtained from relevant authenticated correspondence or reports from supervisors or team leaders. Other forms of evidence may include audit reports, client/customer survey reports and appraisal reports. Information derived from enterprise policy and practices must be treated as commercial-in-confidence. Note: The candidate should be encouraged to compile a portfolio of examples of completed

documentation relevant to the candidate’s organisation. One accurate example of each completed document is suggested as sufficient to infer competency and the ability to transfer the appropriate skills to each document type when required in the workplace. (Oral questioning may contribute as evidence of this ability).

Resources Required for Assessment • Access to a customer’s premises or a simulated workplace environment. • Assessment documentation. • All necessary tools, specialist equipment, manuals, spare parts and relevant documentation. • Training and Assessment Record Book.






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UNIT: PRMPFES10A Inspect, test and replace fire hose reels in the field This Unit covers the maintenance and unit replacement procedures for fire hose

reels at a customer's premises. The replacement procedures apply to existing risers fitted with a control valve.

__________________________________________________________________________________






2. Inspect and test fire hose reels


2. Fire hose reels are inspected and tested according to the appropriate maintenance schedule of the relevant current Australian Standard and the customer’s requirements.

3. All defects are reported and repaired or replaced in accordance with technical specifications and policy guidelines.

4. The customer’s premises are left in a clean and tidy condition on completion of the maintenance functions.

5. All documentation is completed and distributed according to organisational procedures.

3. Install replacement fire hose reels.

1. Fire hose reel assemblies are installed according to manufacturer's instructions, customer requirements and relevant current Australian Standards.

2. Installed fire hose reels are commissioned according to relevant current Australian Standards.

3. The customer’s premises are left in a clean and tidy condition on completion of the installation functions.




RANGE OF VARIABLES

Legislative and industry requirements may include relevant current Australian Standards, Building Codes of Australia State/Territory and Federal building regulations and relevant legislation relating to fire control equipment and Australian Petroleum Industries (API) requirements.



Fire hose reel types may include wall mounted, swing hinged or vehicle mounted.

Installation is from an existing riser, fitted with a control valve.

Note: 1. Any installation or repair procedures involving work to equipment/resources prior to the control valve is restricted to licensed plumbers only.

2. Australian Standards are frequently revised and users must always check for currency.

EVIDENCE GUIDE






Reasons for conducting a periodic maintenance schedule.

Implications of cross threading water connections.

Steps and processes to be followed when unusual or non documented faults are found.

Implications of not completing the documentation as required.

Reasons why activities related to work on reticulated water systems are restricted to licensed plumbers.

Awareness of operating a fire hose reel may activate a booster pump.



Ability to safely use hand and power tools.







Assessment of competency over the full range of performance criteria should be made through practical demonstrations at a customer’s premises. However, at times this may not be practicable, and in these situations, the conditions normally available to the candidate may be simulated in an environment suitable for assessment.



Assessment on only one type of fire hose reel (as detailed in the Range of Variables) is required as the ability to transfer skills to other types is inferred from this assessment (Oral questioning may be used to provide evidence of this ability). Candidates should also be given the opportunity to practice and undertake self-assessment of performance before requesting formal assessment. All Safety requirements must be strictly adhered to during all practical activities. Oral questioning or a written assessment may be used to assess underpinning knowledge (in assessment situations where the candidate is offered a preference between oral questioning or written assessment, questions are to be identical). Assessment of evidence should establish the candidate’s ability to perform the job to the standard required in the workplace. Supplementary evidence may be obtained from relevant authenticated correspondence or reports from supervisors or team leaders. Other forms of evidence may include audit reports, client/customer survey reports and appraisal reports. Note: The candidate should be encouraged to compile a portfolio of examples of completed


Information derived from enterprise policy and practices must be treated as commercial-in-confidence. Resources Required for Assessment

• Access to a customer’s premises or simulated workplace environment.


• All necessary tools, specialist equipment, manuals, spare parts and relevant documentation.





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UNIT: PRMPFES11A Install portable fire extinguishers, fire blankets and battery powered smoke alarms.

This Unit covers the installation procedures for portable fire extinguishers, fire

blankets and battery powered smoke alarms at a customer's premises. __________________________________________________________________________________






2. Install portable fire extinguishers


2. The installation site is confirmed as appropriate and conforms to the requirements of the relevant current Australian Standards.

3. Extinguisher mounting brackets are securely fixed according to organisational work procedures and manufacturers specifications.

4. Approved extinguisher location signs are positioned level and according to the requirements of relevant Australian Standards.


6. Documentation is completed and distributed according to organisational procedures.

3. Install portable fire extinguisher and fire cabinet combinations.

1. The installation site is confirmed as appropriate and conforms to the requirements of the relevant current Australian Standards.

2. The fire cabinet is installed level using fasteners appropriate to the nominated locating surface.

3. Approved extinguisher location signs are positioned level and according to the requirements of relevant Australian Standards.






4. Install battery powered smoke alarms.

1. The installation site is confirmed as appropriate according to the manufacturer's instructions and specifications.

2. The smoke alarm is securely installed according to the manufacturer’s instructions.

3. Batteries are installed and the unit is checked for serviceability and audibility.

4. The owner is made aware of their maintenance checks and other responsibilities.



5. Install fire blankets 1. The installation site is confirmed as appropriate according to relevant current Australian Standards and manufacturers specifications.

2. The fire blanket is installed using fasteners appropriate to the locating surface.

3. The fire blanket locating sign is installed using appropriate fasteners or adhesives and situated according to the requirements of relevant current Australian Standards.


5. Documentation is completed and distributed according to organisational procedures

RANGE OF VARIABLES



Administrative documentation may include Job Card, Customer Recommendation Forms, Service Agreements, Expense Claims, Application for Credit Form, Equipment Recommendation Form, Fleetcard, Corrective Action Report, Petty Cash Voucher, Certificate of Inspection, Product Documentation and Maintenance Record System. Types of locating surfaces may include brick, plaster, wood, plastic, metal and concrete. Types of fasteners for fire blankets to be appropriate to the locating surface and may include screws, cup hooks. Methods of fixing location signs may include liquid adhesive types, self-tapping screws. Types of fasteners for fire extinguishers and fire cabinets to be appropriate to the locating. Types of fire cabinets may include types that accommodate one extinguisher and types that accommodate more than one.

Note: Australian Standards are frequently revised and users must always check for currency.



EVIDENCE GUIDE






The meaning of aggressive environments’.

The implications of incorrectly locating fire extinguishers, fire blankets and smoke alarms.

Methods of locating hidden 240volt power cables, gas pipes, water pipes and other relevant utilities.

Methods of determining the location of fire blankets.

Implications of incorrectly determining the installation site of a fire blanket.

Reasons for installing a portable fire extinguisher in a fire cabinet.

Limitations of applications for battery powered smoke alarms.



Good customer service skills.






Assessment of competency over the full range of performance criteria should be made through practical demonstrations at a customer’s premises. However, at times this may not be practicable, and in these situations, the conditions normally available to the candidate may be simulated in an environment suitable for assessment. Assessment on only one installation of a fire extinguisher, fire extinguisher and fire cabinet combination, smoke alarm and a fire blanket is required as the ability to transfer skills is inferred from this assessment (oral questioning may be used to provide evidence of this ability). Candidates should also be given the opportunity to practice and undertake self-assessment of performance before requesting formal assessment. All Safety requirements must be strictly adhered to during all practical activities. Oral questioning or a written assessment may be used to assess underpinning knowledge (in assessment situations where the candidate is offered a preference between oral questioning or written assessment, questions are to be identical). Assessment of evidence should establish the candidate’s ability to perform the job to the standard required in the workplace. Supplementary evidence may be obtained from relevant authenticated correspondence or reports from supervisors or team leaders. Other forms of evidence may include audit reports, client/customer survey reports and appraisal reports. Note: The candidate should be encouraged to compile a portfolio of examples of completed


Information derived from enterprise policy and practices must be treated as commercial-in-confidence.



Resources Required for Assessment

• Access to a customer’s premises or simulated work environment.


• All necessary tools, specialist equipment, manuals, spare parts and relevant documentation.





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UNIT: PRMPFES12A Maintain customer service and operations to meet quality and safety standards

This Unit covers the requirements, which contribute to customer service and safety

within the customer’s workplace. __________________________________________________________________________________


1. Provide effective customer service in the field.

1. Servicing procedures are carried out professionally and within the limitations agreed between the customer and the organisation.

2. Suggestions and complaints are treated positively and politely, and where appropriate used to improve personal and organisational practice.

3. Alternative arrangements are negotiated with customers in time and in an appropriate manner where previously arranged commitments can not be met.

4. Operations and services satisfy customer delivery, quantity and cost requirements.

2. Maintain services and operations

1. Work activities meet quality, safety and delivery specifications.

2. Information and advice given is accurate and in line with organisational policy.

3. Information which affects customers and the efficiency of operations and services is passed on to the appropriate people.

4. Factors which may cause operations and services to be disrupted are noted and appropriate measures taken to minimise their effect.

5. Systems to monitor quantity, quality, cost and time specification for service product delivery are correctly implemented and maintained.

6. All information relating to work activities is confirmed or clarified with appropriate people as required.




3. Maintain conditions for an effective and safe working environment.

1. Safety equipment is inspected, maintained and used in accordance with organisational and manufacturers requirements and relevant legislative requirements.

2. Potential and actual safety incidents are correctly identified and reported as required by policy and procedures.

3. First aid procedures are carried out according to organisational guidelines.

4. Motor vehicles are driven and maintained in accordance with organisational policy and procedures.

RANGE OF VARIABLES

Customers may include individuals within current and potential customer organisations and representatives of these groups.

Requirements which work activities must comply with may include relevant policies and procedures, OHS&W and EEO legislation, State/Territory and Federal legislation, employment and industrial requirements and customer requirements.

People with whom the technician interacts may include work colleagues, supervisors and line management, staff representatives, suppliers, customers.

Communications can be written, verbal, computer generated, implied through demonstration or accepted policies and procedures.

Information may include customer requirements, information on performance of services, requirements in relation to operations and products, compliance with relevant Australian Standards and regulations.

Systems to monitor quantity, quality, cost and resource requirements may include quality assurance and approved administrative processes, maintenance record system.



EVIDENCE GUIDE


Procedures for reporting incidents and accidents.

Contingency measures for dealing with incidents outside of technician’s area of responsibility and experience.

Reasons and methods of ensuring vehicle stock levels are constantly maintained.

How to avoid situations which might lead to discrimination with current and potential customers.

Basic service vehicle daily maintenance procedures.

The purpose of CPR and EAR emergency procedures.

The implications of providing inaccurate information or advice to customers. Potential situations which could disrupt services and operations.

Customer service techniques.

CPR and EAR first aid techniques.



Problem solving.

Assessment of competency may be made through practical demonstration in the work environment or in an industry approved simulated work environment. Evidence of competency is best obtained by direct observation under normal workplace conditions. Practical demonstrations also involve: • Effective interaction with customers (internal and external). • The ability to carry out daily routine service vehicle maintenance checks. • Ensuring service vehicle stock levels are maintained. Note: CPR and EAR first aid techniques are included due to the amount of service work conducted

at a customer’s premises where access to first aid may not be easily available. It is considered that skill in these techniques may contribute to the safety of other team members when working in remote locations. Training and assessment can only be carried out by persons holding, at least, a current Level 3 First Aid Certificate or equivalent.

Competence is to be demonstrated over the full range of performance criteria. Consideration should be given to assessing consistency of outcome over a period of time. Candidates should therefore be given the opportunity to practice and undertake self assessment of performance before formal assessments are under taken. Oral questioning or a written assessment may be used to assess underpinning knowledge (in assessment situations where the candidate is offered a preference between oral questioning or written assessment, questions are to be identical). Supplementary evidence may be obtained from relevant authenticated correspondence or reports from supervisors or team leaders. Additional evidence may be obtained from relevant workplace audit reports, client/customer survey reports, company appraisal reports or customer satisfaction surveys, if necessary. Information derived from enterprise policy and practices must be treated as commercial-in-confidence. Resources Required for Assessment









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UNIT: PRMPFES13A Establish and maintain professional relationships with individuals, customers and organisations

The role of a Service Technician includes being able to adopt flexible work

practices for a customer and the ability to establish a positive professional relationship with a customer or their representatives.

__________________________________________________________________________________


1. Establish and maintain links with organisations.

1. Organisations and groups that have the potential to contribute to the work or benefit from the output of the technician are identified.

2. The appropriate individuals within the group or organisations are identified and time taken to establish relationships.

3. Efforts are made to establish the aims and needs of the organisations or groups contacted.

4. All information relating to the needs of the organisation or group is understood and, where required, clarified with the appropriate people.

5. Where appropriate, methods of communication within the technician's level of responsibility are agreed and maintained.

6. Contacts are handled in a manner likely to sustain a lasting positive relationship.

2. Work effectively and safely with individuals.

1. Roles and responsibilities of individuals from identified organisations are defined, clarified and agreed.

2. Commitments are realistic and adhered to.

3. Flexibility in normal work practices is adopted when operating under unusual or difficult situations.

4. Methods and procedures for on-going communications and review of progress are examined and established.

5. Situations outside of the technician's area or level of responsibility are quickly identified and, where appropriate, discussed with the relevant people.




3. Promote the products and services of the organisation to potential and existing customers.

1. Other products or services required by customers are identified and actioned appropriately.

2. Sales brochures and product samples are made available to relevant identified personnel.

3. Confidentiality of product or service information is maintained and explained to relevant people using methods which incorporate, tact and diplomacy.

RANGE OF VARIABLES

Organisations and groups may include potential and current customers, suppliers and other technicians, organisations with similar functions within the industry, rural and metropolitan volunteer and permanent fire services, other departments or branches of the organisation, staff or employee organisations and community groups as appropriate.

Individuals may include current and potential customers, suppliers, other technicians, other branches or departments with the organisation, rural and metropolitan volunteer and permanent fire services, staff or employee organisations and community groups as appropriate.

Commitments can be individually negotiated or delegated as part of a team approach to achieving an output.

Relevant people may include colleagues, other technicians, staff or employee representatives, supervisors or line management, customer or customer representatives, suppliers or manufacturers as appropriate.

EVIDENCE GUIDE


The range of external organisations with whom the technician would likely to need to establish contact.

The range of methods the technician could use to establish and maintain contact.

How positive relationships can be maintained.

Potential benefits and types of work outputs the technician could provide.

The range of commitments the technician may be expected to discuss and negotiate with customers/customers.

How time and tasks can be managed to allow for the greatest flexibility in work prioritisation.

Situations which may require external assistance or advice and guidance.

The relevant people to whom the technician can turn to for advice and guidance.

Methods of managing time and tasks within a work environment.

How to structure a sales presentation for products and services.

Methods of using tact and diplomacy when withholding

Communication skills.


Problem solving.

Effective working skills with others.




classified information to unauthorised recipients.

Evidence of competency is best obtained by direct observation in the workplace under normal working conditions. Competence is to be demonstrated over the full range of performance criteria. Consideration should be given to assessing consistency of outcome over a period of time. Candidates should therefore be given the opportunity to practice and undertake self-assessment of performance before formal assessments are undertaken. Oral questioning or a written assessment may be used to assess underpinning knowledge (in assessment situations where the candidate is offered a preference between oral questioning or written assessment, questions are to be identical). Assessment of evidence should establish the candidate’s ability to perform the job to the standard required in the workplace. Supplementary evidence may be obtained from relevant authenticated correspondence or reports from supervisors or team leaders. Additional evidence may be obtained from relevant client/customer survey reports, company appraisal reports or customer satisfaction surveys, if necessary. Information derived from enterprise policy and practices must be treated as commercial-in-confidence. Resources Required for Assessment







___________________________________________________________________


UNIT: PRMPFES14A Service portable fire extinguishers in the workshop This Unit covers the servicing procedures for a range of portable fire extinguishers,

which are carried out in a workshop situation. __________________________________________________________________________________






2. Service portable fire extinguishers in the workshop.

1. Portable fire extinguishers are serviced according to the relevant maintenance schedule of the current relevant Australian Standards.

2. Discharge tests, hydrostatic, tests recharging procedures and leak tests are carried out in accordance with current relevant Australian Standards, workshop procedures and relevant environmental regulations.

3. Faulty portable fire extinguishers are reported, repaired or replaced in accordance with current relevant Australian Standards, technical specifications and organisational policy guidelines.

4. Documentation is completed according to organisational requirements and the current relevant Australian Standards.

RANGE OF VARIABLES



Portable fire extinguishers include stored pressure, reversible and gas container operated.

Extinguishant types include water, foam, wet chemical, powder, CO2 and vapourising liquid.

Servicing operations for portable and mobile fire extinguishers include: • Visual inspections • Discharge tests • Hydrostatic (pressure) tests (except CO2 or gas container types) • Recharging Procedures • Leak Testing



Workshops may be fixed building or mobile vehicle workshop. Administrative documentation may include Job Card, Customer Recommendation Forms, Service Agreements, Expense Claims, Application for Credit Form, Equipment Recommendation Form, Fleetcard, Corrective Action Report, Petty Cash Voucher, Certificate of Inspection, Product Documentation and Maintenance Record System. NOTE: Australian Standards are frequently revised and users MUST always check for currency.

EVIDENCE GUIDE






The meaning of ‘aggressive environments’.

The dangers of mixing powder extinguishants.

The concept of hydrostatic testing.

Identification and purpose of specialised testing equipment.

The purpose of the safety cage.

The purpose of each item of documentation.

Methods of converting imperial units of measurement and pressure to metric.


Following maintenance schedule requirements.

Using tools and equipment.

Accessing information from manuals.

Problem solving.

Completing documentation.

Communicating with others.


Assessment of competency over the full range of performance criteria may be made through practical demonstrations in the workshop environment. Consideration should be given to assessing consistency of outcome over an appropriate period of time. Candidates should also be given the opportunity to practice and undertake self-assessment of performance before requesting formal assessment. All safety requirements must be adhered to during all practical activities. Oral questioning or a written assessment may be used to assess underpinning knowledge (in assessment situations where the candidate is offered a preference between oral questioning or written assessment, questions are to be identical). Assessment of evidence should establish the candidate’s ability to perform the job to the standard required in the workplace. Supplementary evidence may be obtained from relevant authenticated correspondence or reports from supervisors or team leaders. Competency in this Unit may be inferred from at least one practical demonstration in each of the following three categories:

1. Any one from - water, foam or wet chemical types. 2. Any powder type. 3. Any CO2 type (the demonstration does not include hydrostatic testing).



Note: The candidate should be encouraged to compile a portfolio of examples of completed


Information derived from enterprise policy and practices must be treated as commercial0in-confidence. Resources Required for Assessment

• Access to workshop facilities and all necessary tools, equipment, spare parts and relevant documentation.






___________________________________________________________________


UNIT: PRMPFES15A Service delivery lay flat fire hoses in the workshop This Unit covers the inspection and servicing procedures for a range of delivery lay

flat fire hoses in a workshop situation. __________________________________________________________________________________






2. Inspect delivery lay flat fire hoses for faults

1. Delivery lay flat fire hose is inspected for defects/damage according to the appropriate maintenance schedule of the relevant current Australian Standards.

2. Delivery lay flat fire hose couplings and associated items are inspected for wear and damage and repaired or replaced where permitted.

3. Organisational documentation is completed according to workshop procedures.

3. Pressure test delivery lay flat fire hoses.

1. Delivery lay flat fire hoses are pressure tested according to the maintenance schedule and procedures specified in the relevant current Australian Standard.

2. All permitted repairs are completed according to manufacturers instructions

3. Maintenance record tag is updated to record completed maintenance according to the requirements of the relevant current Australian Standard.

4. Condemned delivery lay flat fire hose is labelled and documented according to the requirements of the current relevant Australian Standard.

4. Clean and store delivery lay flat fire hose.

1. Dirty hose is cleaned, dried and stored according to workshop procedures and the requirements of relevant current Australian Standards.



RANGE OF VARIABLES



Delivery lay flat fire hose may include: • Percolating/non percolating • Low, medium and High Classes • Various diameter hoses

Delivery lay flat fire hose couplings may include STORZ, BIC, Threaded

Methods of drying delivery lay flat fire hose may include drying room, drying cabinet or drying tower.

Methods of temporary storing delivery lay flat fire hose to be rolled on a bight.

Administrative documentation may include Job Card, Customer Recommendation Forms, Service Agreements, Expense Claims, Application for Credit Form, Equipment Recommendation Form, Fleetcard, Corrective Action Report, Petty Cash Voucher, Certificate of Inspection, Product Documentation and Maintenance Record System. NOTE: Australian Standards are frequently revised and users MUST always check for currency.

EVIDENCE GUIDE






The implications of storing wet delivery lay flat fire hose.

The implications of not venting the air during a pressure test.

Methods of recording lay flat fire hose maintenance data.

Methods of determining the test pressure according to the class of hose.

Ability to safely use hand or power tools.


Organising and planning work.




Assessment of competency over the full range of performance criteria may be made through practical demonstrations in the workshop environment. Consideration should be given to assessing consistency of outcome over an appropriate period of time. Candidates should also be given the opportunity to practice and undertake self-assessment of performance before requesting formal assessment.



All safety requirements must be strictly adhered to during all practical activities. Oral questioning or a written assessment may be used to assess underpinning knowledge (in assessment situations where the candidate is offered a preference between oral questioning or written assessment, questions are to be identical). Assessment of evidence should establish the candidate’s ability to perform the job to the standard required in the workplace. Supplementary evidence may be obtained from relevant authenticated correspondence or reports from supervisors or team leaders. Note: The candidate should be encouraged to compile a portfolio of examples of completed









___________________________________________________________________

STREAM:: Asset Maintenance FIELD: PFES Portable Fire Equipment Service

UNIT: PRMPFES16A Inspect and service delivery lay flat fire hoses and nozzles in the field

This Unit covers the inspection and testing procedures for relevant delivery lay flat

fire hoses and hose nozzles at a customer's premises. __________________________________________________________________________________






2. Inspect delivery lay flat fire hoses for faults.


2. Delivery lay flat fire hose is inspected for defects/damage according to the appropriate maintenance schedule of the relevant current Australian Standards.

3. Delivery lay flat fire hose couplings and associated items are inspected for wear and damage and where evident reported in accordance with relevant current Australian Standards and organisational procedures.

4. Maintenance record tag is updated to record completed maintenance according to the requirements of the relevant current Australian Standard


6. Organisational documentation is completed according to requirements.





1. Delivery lay flat fire hose is pressure tested according to the maintenance schedule and procedures specified in the relevant current Australian Standard.

2. All permitted repairs are completed according to manufacturer’s instructions and the relevant current Australian Standard.

3. Condemned lay flat fire hose is labelled and documented according to the requirements of the relevant current Australian Standard.

4. Mobile pressure testing equipment is inspected for faults and damage and if evident, reported according to organisational procedures.

5. The customer’s premises are left in a clean and tidy condition on completion of the testing functions.

4. Inspect and maintain delivery lay flat fire hose nozzles

1. Hose nozzles are inspected and tested for correct operation according to manufacturer’s instructions and specifications.

2. All defects are reported and repaired or replaced according to manufacturer’s procedures and specifications.

3. All documentation is completed according to relevant requirements.


RANGE OF VARIABLES



Delivery lay flat fire hose classes may include low, medium and high.

Delivery lay flat fire hose sizes may include examples from the complete range of products available.

Delivery lay flat fire hose couplings may include STORZ, BIC, threaded.

Types of nozzles may include jet, spray or fog (with or without operating levers.)




EVIDENCE GUIDE






How to identify the types of delivery lay flat fire hoses, which can be tested in the field.

Methods of determining the test pressure according to the class of hose.

Methods of completing and distributing organisational documentation.

The implications of not venting the air during a pressure test.

Purpose and range of nozzle types.

Operating principles of nozzles.









Assessment of competency over the full range of performance criteria should be made through practical demonstrations at a customer’s premises. However, at times this may not be practicable, and in these situations, the conditions normally available to the candidate may be simulated in an environment suitable for assessment. Competency is to be demonstrated through a single, practical demonstration covering the full range of performance criteria. The ability to transfer skills to other situations described in the range of variables is inferred from this assessment. (Oral questioning may be used to provide evidence of this ability). Candidates should also be given the opportunity to practice and undertake self-assessment of performance before requesting formal assessment. All safety requirements must be strictly adhered to during all practical activities. Oral questioning or a written assessment may be used to assess underpinning knowledge (in assessment situations where the candidate is offered a preference between oral questioning or written assessment, questions are to be identical). Assessment of evidence should establish the candidate’s ability to perform the job to the standard required in the workplace. Supplementary evidence may be obtained from relevant authenticated correspondence or reports from supervisors or team leaders. Other forms of evidence may include audit reports, client/customer survey reports and appraisal reports. Note: The candidate should be encouraged to compile a portfolio of examples of completed







• All necessary tools, specialist equipment, manuals and relevant documentation.





___________________________________________________________________

STREAM:: Asset Maintenance FIELD: PFES Portable Fire Equipment Service

UNIT: PRMPFES17A Contribute to the training and assessment needs of the team This Unit covers the requirements for the Service Technician to contribute to the

training and assessment functions for self and other team members. __________________________________________________________________________________


1. Contribute to planning for the training and development of self, individuals and teams.

1. Contributions are made to training and development plans as required.

2. Current and potential work practices are monitored and relevant feedback is given to appropriate people in order to maintain currency of training methods and objectives.

3. Discrepancies in training objectives are highlighted and reported to relevant people as part of ongoing reviews and validation of training and staff development.

Technicians, individually and as part of the team, evaluate the team's overall training and development needs and make regular contributions to discussions and planning on how these will be met.

2. Contribute to the training and development activities for self and other team members.

1. Information relating to training and development or assessment is sought and, where appropriate, disseminated to others within the team.

2. Strategies to meet identified training needs are outlined in consultation with relevant people as appropriate.

3. Roles and responsibilities for individual and team training/assessment are agreed and carried out.

4. Where required additional skills and knowledge in training and assessment are sought in keeping with organisational policies.

5. Where required advice, feedback and recommendations are passed to the appropriate people which is within technician's scope of responsibility and is prompt, timely and factual.




3. Contribute to the assessment of team members according to training objectives and competency standards.

1. Where required, assistance is provided to team members undergoing formal assessment as part of the training and staff development process, and in line with the technician's scope or level of responsibility.

2. Assistance to assessments are carried out in an impartial manner and given in a valid, reliable and cost effective way.

3. The assessment process is observed to ensure confirmation with the needs of relevant competency standards, organisational and training objectives, and relevant approved codes of practice.

4. Individuals undergoing assessment are given honest, accurate and positive feedback and guidance, where appropriate.

RANGE OF VARIABLES

Training and development activities include those carried out for self and for others within technician's given area of responsibility.

Training and development activities include specifically designed activities, training and education courses/seminars/workshops, open learning programmers, special projects and work based assignments, self development and formal/informal on the job learning activities.

Contributions to planning discussions include oral or written submissions, discussions, feedback, briefing and group discussions.

Relevant people include supervisor or line manager, training staff, assessor mentor/adviser.

Information includes training and assessment opportunities, procedures for accessing these opportunities, organisational policies regarding skills and knowledge development, appropriate competency standards or training objective and can be formal, informal, oral or written.

Strategies include on or off the job training or assessment, top up training, formal or informal self-development, counselling or performance review and one-on-one coaching.

Assessment methods may include observation of work performance, oral or written questions, evaluation of performance output, skill or work sample tests, self assessment and evaluation, performance appraisals and evidence from other sources.

Assistance to assessments could be as a mentor, or part of a peer group assessment process.

Feedback may include satisfactory or unsatisfactory results of assessments, methods and/or options for improving performance to meet desired outcomes, or required standards of performance or competence.

Organisational requirements could include needs of relevant State/Territory or Federal legislation, confidentiality of information, staff policies and procedures, and agreed staff training and development process.



EVIDENCE GUIDE


Structure of competency standards.

The characteristics of Competency Based Training (CBT).

How a performance problem differs from training and development needs.

Methods of identifying current and anticipated needs of individuals and work teams within technician's area of responsibility.

Resources and training/assessment opportunities available to self and team.

Methods of assisting with assessment issues.

Methods of providing feedback.

Problem solving.




Planning and organising work schedules.

Assessment of competency may be made through actual demonstration of the full range of performance criteria in the work environment or in an industry approved simulated work environment. Evidence of satisfactory performance in this Unit is best obtained by observation of the candidate contributing to the training and assessment needs of the team over a realistic period of time. Oral questioning or a written assessment may be used to assess underpinning knowledge (in assessment situations where the candidate is offered a preference between oral questioning or written assessment, questions are to be identical). Assessment of evidence should establish the candidate’s ability to perform the job to the standard required in the workplace. Supplementary evidence may be obtained from relevant authenticated correspondence or reports from supervisors or team leaders. Additional evidence may be obtained, if necessary, from company appraisal reports or a random sample of brief verbal interviews with other relevant staff members. Information derived from enterprise policy and practices must be treated as commercial-in-confidence. Resources Required for Assessment







___________________________________________________________________


UNIT: PRMPFES18A Hydrostatic test portable and wheeled CO2 fire extinguishers This Unit covers the restricted procedures for pressure testing CO2 fire

extinguishers, which can only be carried out at a licensed testing station. __________________________________________________________________________________


1. Hydrostatic test portable and wheeled CO2 fire extinguishers.

1. The requirements to obtain certification for pressure testing according to the relevant current Australian Standards are understood and met.

2. The safety procedures for pressure testing CO2 fire extinguishers are understood and complied with.

3. Hydrostatic (pressure) testing of portable and wheeled CO2 fire extinguishers is completed according to organisational procedures and the relevant current Australian standards.

Faulty or damaged extinguishers are reported according to organisational procedures and the relevant current Australian Standards.

RANGE OF VARIABLES

The procedures cover the complete product size range of portable and wheeled CO2 fire extinguishers.

EVIDENCE GUIDE Note: Competence is assessed by authorised personnel from Quality Assurance Services or

other appropriately credentialed certification bodies. Satisfactory performance is recorded as a signatory on the proforma for a Licensed Testing Station. This is a mandatory regulatory requirement and applies to all applicable worksites in Australia



___________________________________________________________________


UNIT PRMPFES19A Install and service portable foam liquid proportioning equipment

This Unit covers the installation and servicing procedures for portable foam liquid

proportioning equipment fitted to a hose reel assembly. __________________________________________________________________________________






2. Inspect an installed portable foam liquid proportioner system.


2. Relevant inspection items are completed according to the manufacturer’s maintenance schedule.

3. The maintenance record tag is recorded according to the maintenance level completed.

4. Visual defects are reported according to organisational and customer requirements.

3. Carry out testing procedures for an installed portable foam liquid proportioner system.

1. Testing procedures are completed according to the requirements of the maintenance level schedule and the service manual.

2. All defects are reported and repaired or replaced in accordance with organisational procedures.

3. The correct foam charge is used according to the relevant appliance label.

4. Maintenance record tag is recorded according to the maintenance level completed.

5. The customer’s premises are left in a clean and tidy condition on completion of the maintenance functions

6. Documentation relating to work carried out is completed according to organisational and customer requirements.




4. Install portable foam liquid proportioning equipment

1. The installation is completed according to customer’s requirements and manufacturer’s instructions.

2. The customer‘s premises are left in a clean and tidy condition on completion of the installation functions.

3. Documentation relating to work carried out is completed according to organisational and customer requirements.

RANGE OF VARIABLES



Maintenance procedures may include discharge, pressure test, recharge and visual inspection.

Maintenance levels may vary according to the relevant manufacturers maintenance schedule.

Portable foam liquid proportioner types may include: • Self contained cylinder • Foam induction nozzle with separate foam container


EVIDENCE GUIDE






Principles of operation of portable foam liquid proportioning equipment fitted to a hose reel.

Discharge parameters.

Reasons for using a portable foam liquid proportioner system with a hose reel assembly.

Methods of establishing if the required water pressure/flow is suitable.











Assessment of competency over the full range of performance criteria should be made through practical demonstrations at a customer’s premises. However, at times this may not be practicable, and in these situations, the conditions normally available to the candidate may be simulated in an environment suitable for assessment. Competency is to be demonstrated through a single, practical demonstration covering the full range of performance criteria. The ability to transfer skills to other situations described in the range of variables is inferred from this assessment. (Oral questioning may be used to provide evidence of this ability). Candidates should also be given the opportunity to practice and undertake self-assessment of performance before requesting formal assessment. All Safety requirements must be strictly adhered to during all practical activities. Oral questioning or a written assessment may be used to assess underpinning knowledge (in assessment situations where the candidate is offered a preference between oral questioning or written assessment, questions are to be identical). Assessment of evidence should establish the candidate’s ability to perform the job to the standard required in the workplace. Supplementary evidence may be obtained from relevant authenticated correspondence or reports from supervisors or team leaders. Other forms of evidence may include audit reports, client/customer survey reports and appraisal reports. Note: The candidate should be encouraged to compile a portfolio of examples of completed










___________________________________________________________________


UNIT: PRMPFES20A Service wheeled fire extinguishers in the field This Unit covers the servicing procedures for wheeled fire extinguishers, which are

conducted at a customer’s premises. __________________________________________________________________________________






2. Service wheeled fire extinguishers.


2. Wheeled fire extinguishers are serviced according to the relevant maintenance schedule in the current relevant Australian Standard and the customer's requirements.

3. The carriage assembly (where fitted) is inspected and repaired or replaced where necessary according to the manufacturer’s specifications.

4. Discharge tests, recharging procedures and leak tests are carried out in accordance with the current relevant Australian Standards, organisational procedures and environmental regulations.

5. Hydrostatic tests where permitted are completed according to current relevant Australian Standards and organisational safety requirements.

6. Faulty wheeled fire extinguishers are reported, repaired or replaced in accordance with the current relevant Australian Standards Technical Specification's and Policy guidelines.

7. Maintenance equipment and tools are inspected for faults, wear or damage and repaired or replaced according to technical specifications and policy guidelines.


9. Relevant documentation is completed and distributed according to the current relevant Australian Standards and organisational requirements.



RANGE OF VARIABLES



Wheeled fire extinguishers may include stored pressure, reversible and cartridge operated.

Extinguishant types may include water, foam, dry chemical and CO2.and vapourising liquid.

Servicing operations for wheeled fire extinguishers include: • Visual inspections • Discharge tests • Hydrostatic (pressure) tests (except CO2 and vapourising liquid) • Recharging Procedures • Leak Testing


Maintenance equipment and tools may include hand tools, power tools, safety cage, personal safety equipment, test equipment, recharge equipment, hydrostatic test equipment. NOTE: Australian Standards are frequently revised and users must always check for currency.

EVIDENCE GUIDE

Underpinning Knowledge Underpinning Skills The key features of legislation and other requirements relating to the application of building codes. The purpose of the building Codes of Australia. The implications of NOT applying legislative requirements to job functions. Action to take when a breach of health, safety and other policies occurs. Types and quantity of spare parts which should be carried in the service vehicle. Implications of incorrect servicing procedures for the customer and the organisation. Reasons for informing customers of changes to Australian Standards. Reasons for conforming to customer’s workplace procedures and guidelines. Reasons for conforming to EPA regulations (or equivalent) with respect to discharge tests. Reasons for ensuring gauges and scales are calibrated regularly. Disposal of waste products The meaning of ‘aggressive environments’. The dangers of mixing extinguishants.

Manual handling techniques. Safe working practices. Dexterity in tool use. Reporting and recording information. Neat, legible and tidy handwriting. Planning and organising work. Effective customer service skills. Communication with others. Workplace housekeeping.



Underpinning Knowledge





Methods of converting imperial units of measurement and pressure to metric.

Assessment of competency over the full range of performance criteria should be made through practical demonstrations at a customer’s premises. However, at times this may not be practicable, and in these situations, the conditions normally available to the candidate may be simulated in an environment suitable for assessment. Candidates should also be given the opportunity to practice and undertake self-assessment of performance before requesting formal assessment. All safety requirements must be adhered to during all practical activities. Oral questioning or a written assessment may be used to assess underpinning knowledge (in assessment situations where the candidate is offered a preference between oral questioning or written assessment, questions are to be identical). Assessment of evidence should establish the candidate’s ability to perform the job to the standard required in the workplace. Supplementary evidence may be obtained from relevant authenticated correspondence or reports from supervisors or team leaders. Competency in this Unit may be inferred from at least one practical demonstration in each of the following three categories:

1. Any one from - water, foam or wet chemical types. 2. Any powder type. 3. Any CO2 or vapourising liquid type (the demonstration does not include hydrostatic testing). Note: The candidate should be encouraged to compile a portfolio of examples of completed










___________________________________________________________________


UNIT: PRMPFES21A Service wheeled fire extinguishers in the workshop This Unit covers the servicing procedures for wheeled fire extinguishers, which are

conducted in a workshop situation. __________________________________________________________________________________






2. Service wheeled fire extinguishers

1. Wheeled fire extinguishers are serviced according to the appropriate maintenance schedule of the relevant current Australian Standards.

2. Discharge tests, hydrostatic tests, recharging procedures and leak test are carried out in accordance with the relevant current Australian Standards, workshop procedures and relevant environmental regulations.

3. The carriage assembly is inspected and repaired or replaced where necessary according to manufacturer’s specifications.

4. Faulty wheeled fire extinguishers are reported, repaired or replaced in accordance with relevant current Australian Standards, technical specifications and organisational policy guidelines.

5. Documentation is completed according to organisational requirements and the relevant current Australian Standards.

RANGE OF VARIABLES



Wheeled fire extinguishers may include stored pressure, reversible and cartridge operated.

Extinguishant types may include water, foam, powder, CO2.and vapourising liquid.



Servicing operations for portable and wheeled fire extinguishers include: • Visual inspections • Discharge tests • Hydrostatic (pressure) tests (except CO2 and vapourising liquid) • Recharging Procedures • Leak Testing


Maintenance equipment and tools may include hand tools, power tools, safety cage, personal safety equipment, test equipment, recharge equipment, hydrostatic test equipment. NOTE: Australian Standards are frequently revised and end users must always check for currency.

EVIDENCE GUIDE






Types and quantity of spare parts which should be carried in the service workshop.

Implications of incorrect servicing procedures for the customer and the organisation.

Reasons for informing customers of changes to Australian Standards.

Reasons for ensuring gauges and scales are calibrated regularly.

Disposal of waste products

The dangers of mixing extinguishants.





Methods of converting imperial to metric units.


Safe working practices.








Assessment of competency over the full range of performance criteria may be made through practical demonstrations in the workshop environment. Consideration should be given to assessing consistency of outcome over an appropriate period of time. Candidates should also be given the opportunity to practice and undertake self-assessment of performance before requesting formal assessment.



All safety requirements must be adhered to during all practical activities. Oral questioning or a written assessment may be used to assess underpinning knowledge (in assessment situations where the candidate is offered a preference between oral questioning or written assessment, questions are to be identical). Assessment of evidence should establish the candidate’s ability to perform the job to the standard required in the workplace. Supplementary evidence may be obtained from relevant authenticated correspondence or reports from supervisors or team leaders. Competency in this Unit may be inferred from at least one practical demonstration in each of the following three categories:

1. Any one from - water, foam or wet chemical types. 2. Any powder type. 3. Any CO2 type (the demonstration does not include hydrostatic testing). Information derived from enterprise policy and practices must be treated as commercial-in-confidence. Resources Required for Assessment







___________________________________________________________________


UNIT: PRMPFES22A Oversee operations to meet safety and quality standards

This Unit covers the overseeing functions required to ensure other team members are maintaining a safe working environment and meeting quality standards.

__________________________________________________________________________________


1 Oversee services and operations.

1. Tasks are allocated according to the skill level of the team member.

2. Problems arising from ineffective route planning by other team members are discussed and resolved.

3. Information relating a team member’s work activities is confirmed and clarified as required.

2 Oversee conditions required for a safe and effective working environment.

1. The safe condition of service vehicles is monitored according to organisational procedures and manufacturer’s specifications.

2. Safety issues at a customer’s premises are identified and reported or resolved according to organisational policies and procedures.

3. Safety issues are communicated to relevant other team members.

4. Personal safety equipment for team members is monitored for serviceability and correct usage.

3 Oversee services and operation against quality and legislative requirements.

1. The distribution of relevant current Australian Standards is monitored for currency and usage.

2. Potential and actual breaches of requirements by other team member’s are identified and appropriate action is taken where necessary.

3. The understanding of legislative requirements by other team members is monitored for usage and applicability to the job specifications.

RANGE OF VARIABLES


Organisational and legislative work requirements as detailed in OHS&W legislation, workplace policies and procedures, service manual, environmental regulations, Australian Standards documentation, State/Territory, Federal building codes and employee handbooks.



Policies may include motor vehicle policy, environmental policy, Confidential Information/Publicity, Alcohol and Drug Abuse, disciplining and Dismissal, Infectious Diseases, OH&SW and Smoke free workplace policy, Quality Policy. Personal Protective Equipment (PPE) may include safety helmet, safety shoes or boots, respiratory, eye, face and hearing protection. Systems to monitor quantity, quality, cost and resource requirements may include quality assurance and approved administrative processes, maintenance record system. People with whom technician may interact are work colleagues, supervisors and line management, staff representatives, suppliers, customers.

EVIDENCE GUIDE


Methods of dealing with incidents outside the technician’s area of responsibility or experience.

Implications of ineffective monitoring procedures.

Methods of ensuring relevant current Australian Standards.

Methods of managing the distribution of reliant manuals and documentations.

Methods of allocating tasks which include fairness and relevancy.

Methods of identifying customer’s site safety requirements.

Work scheduling methods.

Job scheduling.

Problem solving and contingency management.



Negotiation skills.

Competence is to be demonstrated over the full range of performance criteria in the work environment or in an industry approved simulated work environment. Consideration should be given to assessing consistency of outcome over a period of time. Candidates should therefore be given the opportunity to practice and undertake self assessment of performance before formal assessments are undertaken. Evidence of competency is best obtained by:

• Review of an actual work schedule prepared under normal industry operating conditions.

• Observation of discussions with other team members on effective route planning, safety considerations at a customer’s premises, safe condition of service vehicles and safe storage of relevant items within the load carrying capacity of the service vehicle.

Oral questioning related to realistic workplace situations may also be used to assess competence. Oral questioning or a written assessment may be used to assess underpinning knowledge (in assessment situations where the candidate is offered a preference between oral questioning or written assessment, questions are to be identical). Supplementary evidence may be obtained from relevant authenticated correspondence or reports from supervisors or team leaders. Additional evidence may be obtained from company appraisal reports and customer survey reports if necessary. Information derived from enterprise policy and practices must be treated as commercial-in-confidence.



Resources Required for Assessment • Actual or simulated work environment. • Assessment documentation. • Training and Assessment Record Book. • Access to a registered provider of assessment services.



___________________________________________________________________


UNIT: PRMPFES23A Inspect and maintain fire hydrants and portable fire monitors This Unit covers the maintenance procedures for fire hydrants and portable fire

monitors. The procedures may vary according to the customer’s own requirements.

__________________________________________________________________________________


1 Apply State/Territory legislative requirements to service operations.

1. Legislative requirements are understood and where necessary, confirmed or clarified by relevant people.

2. Relevant State/territory building Codes are understood and applied where appropriate.

3. Potential and actual breaches of requirements are identified and where necessary, appropriate action taken.

2 Inspect and maintain fire hydrants.


2. Fire hydrant installations are inspected and tested according to the relevant maintenance schedule of the relevant current Australian Standard and the customer's requirements.

3. All defects are reported according to organisational procedures.


3 Inspect and maintain fire monitors.


2. Portable fire monitors are inspected and tested according to manufacturer’s instructions and customer requirements and/or procedures.

3. Maintenance procedures are completed according to customer’s requirements.

4. Defects are reported and repaired within the scope of responsibility outlined in the customer’s agreement.

5. All documentation is completed according to customers and organisation requirements and procedures.

NOTE: The Service Technician is not allowed to undertake any maintenance/repair functions

applicable to other licensed trades or occupations (subject to relevant State/Territory regulations).



RANGE OF VARIABLES



Types of fire hydrant installations include Internal, external and fire cabinet.

Fire monitors to cover portable types only.

EVIDENCE GUIDE






The purpose of fire hydrants.

The operating principles of fire hydrants.

Requirements of the maintenance schedules for testing fire hydrant installations.

Purpose of fire monitors (including fixed and portable)

Operating principles of fire monitors (including fixed and portable).

Limitations of maintenance functions.

Operating principles of various pumps associated with hydrants and monitors.

Purpose of foam proportioning equipment relating to portable fire monitors.









Assessment of competency over the full range of performance criteria should be made through practical demonstrations at a customer’s premises. However, at times this may not be practicable, and in these situations, the conditions normally available to the candidate may be simulated in an environment suitable for assessment. Competency is to be demonstrated through a single, practical demonstration covering the full range of performance criteria. The ability to transfer skills to other situations described in the range of variables is inferred from this assessment. (Oral questioning may be used to provide evidence of this ability). Candidates should also be given the opportunity to practice and undertake self-assessment of performance before requesting formal assessment. All safety requirements must be strictly adhered to during all practical activities.



Oral questioning or a written assessment may be used to assess underpinning knowledge (in assessment situations where the candidate is offered a preference between oral questioning or written assessment, questions are to be identical). Assessment of evidence should establish the candidate’s ability to perform the job to the standard required in the workplace. Assessment of evidence should establish the candidate’s ability to perform the job to the standard required in the workplace. Supplementary evidence may be obtained from relevant authenticated correspondence or reports from supervisors or team leaders. Other forms of evidence may include audit reports, client/customer survey reports and appraisal reports. Note: The candidate should be encouraged to compile a portfolio of examples of completed


Information derived from enterprise policy and practices must be treated as commercial-in-confidence. Resources Required for Assessment • Access to a customer’s premises or simulated work environment.







___________________________________________________________________


UNIT: PRMPFES24A Inspect and maintain portable foam generating equipment This Unit covers the requirements of servicing a range of foam generating

equipment and hose reel foam units. __________________________________________________________________________________






2 Inspect and maintain hose reel foam units.


2. Hose reel foam units are inspected and maintained according to relevant service manuals, manufacturer's specifications and instructions, service bulletins and organisational procedures and practices.

3. Faulty equipment is reported, repaired or replaced in accordance with organisational procedures, customer requirements and technical specifications.

4. All documentation is completed according to organisational requirements, customer requirements and relevant current Australian Standards.

3 Inspect and maintain portable foam generating equipment.


2. Samples of foam concentrates are collected according to organisational procedures and manufacturers requirements.

3. Foam generating equipment is inspected and maintained according to relevant maintenance schedules, service manuals, manufacturer’s specifications and instructions, service bulletins and organisational procedures and practices.





5. Maintenance equipment and tools are inspected for faults, wear or damage in accordance with the organisation's procedures and manufacturer's specifications.

6. All documentation is completed according to organisational requirements, customer requirements and relevant current Australian Standards.

RANGE OF VARIABLES



Foam generating equipment includes hand-held foam branch pipes and portable inline foam inductors.

Hose reel foam units include water nozzles and foam branch pipes.

Administrative documentation may include Job Card, Customer Recommendation Forms, Service Agreements, Expense Claims, Application for Credit Form, Equipment Recommendation Form, Fleetcard, Corrective Action Report, Petty Cash Voucher, Certificate of Inspection, Product Documentation and Maintenance Record System. NOTE: Australian Standards are frequently revised and users must always check for currency.

EVIDENCE GUIDE






How foam is generated.

The classification of foams.

The purpose of each foam type.

Characteristics of an effective foam.

Meaning of foam percentages.

Environmental considerations of foams.

Purpose of inductors.

Reason for collecting foam samples.

Identification and function of major items of foam generating equipment.

How foam can be used to extinguish a fire.

Difference between portable and fixed foam

Foam sample collection procedures.











storage.










___________________________________________________________________


UNIT: PRMPFES25A Inspect and service a gaseous fire suppression systems This Unit covers the requirements for a Service Technician to inspect and service a

gaseous fire suppression system at a customer’s premises. __________________________________________________________________________________




2. Relevant State/Territory Building codes are understood and applied where appropriate.


2 Inspect and service an installed gaseous fire suppression system.


2. The gaseous fire suppression system is inspected and serviced according to the relevant maintenance schedule specified in the current Australian Standards, the manufacturers specifications and procedures, service manual instructions and service bulletins.


4. All safety procedures have been adhered to during the inspection and servicing procedures.

5. All documentation is completed according to relevant current Australian Standards, organisational procedures and customer requirements.

Note: The Service Technician is not allowed to undertake any maintenance/repair functions


RANGE OF VARIABLES



Maintenance schedule periods may include weekly, monthly, six monthly, yearly.



The amount of extinguishant in each container may be determined by weighing methods or using liquid level detectors. Gaseous extinguishants may vary according to the specific installation. Administrative documentation may include Job Card, Customer Recommendation Forms, Service Agreements, Expense Claims, Application for Credit Form, Equipment Recommendation Form, Fleetcard, Corrective Action Report, Petty Cash Voucher, Certificate of Inspection, Product Documentation and Maintenance Record System. NOTE: Australian Standards are frequently revised and users must always check for currency.

EVIDENCE GUIDE






Why pressures and liquid levels in extinguisher containers vary according to temperature change.

Different types of gaseous extinguishants used.

Interpretation of information given on engineering drawings.

Working principles of a gaseous fire suppression system.

Safety requirements relevant to inspection and servicing procedures.

Purpose and methods of charging requirements.

EPA requirements.









Assessment of competency over the full range of performance criteria should be made through practical demonstrations at a customer’s premises. However, at times this may not be practicable, and in these situations, the conditions normally available to the candidate may be simulated in an environment suitable for assessment. Competency is to be demonstrated through a single, practical demonstration covering the full range of performance criteria. The ability to transfer skills to other situations described in the range of variables is inferred from this assessment. (Oral questioning may be used to provide evidence of this ability). Candidates should also be given the opportunity to practice and undertake self-assessment of performance before requesting formal assessment Oral questioning or a written assessment may be used to assess underpinning knowledge (in assessment situations where the candidate is offered a preference between oral questioning or written assessment, questions are to be identical). Assessment of evidence should establish the candidate’s ability to perform the job to the standard required in the workplace.



Assessment of evidence should establish the candidate’s ability to perform the job to the standard required in the workplace. Supplementary evidence may be obtained from relevant authenticated correspondence or reports from supervisors or team leaders. Other forms of evidence may include audit reports, client/customer survey reports and appraisal reports. Note: The candidate should be encouraged to compile a portfolio of examples of completed









___________________________________________________________________


UNIT: PRMPFES26A Test and maintain an emergency/exit lighting system This Unit covers the requirements for a Service Technician to test and maintain an

installed emergency/exit lighting system at a customer’s premises. __________________________________________________________________________________






2 Inspect and maintain single point systems.


2. Systems are inspected and tested according to the requirements and procedures contained in the relevant current Australian Standard and regulatory requirements.

3. Lamps, tubes and starters are replaced when required as specified in the relevant current Australian Standards.

4. All defects are reported and repaired within the technician’s scope of responsibility.

5. All documentation is completed according to relevant current Australian Standards and customers and organisational requirements.

3 Inspect and maintain central systems.


2. Systems are inspected and tested according to the requirements and procedures contained in the relevant current Australian Standard and regulatory requirements.

3. Batteries are tested and maintained where required according to manufacturer’s specifications and relevant current Australian Standards.




4. Where a measurement gauge is available on central inverters, the readings are recorded and entered into the appropriate record book.

5. System checks are completed according to the requirements of the relevant current Australian Standards and other appropriate State/Territory legislation.

6. All documentation is completed according to customer's and organisational requirements, relevant current Australian Standards and other appropriate State/Territory legislation.

Note: The Service Technician is not allowed to undertake any maintenance/repair functions


RANGE OF VARIABLES



The system will vary from building to building and the Service Technician will need to become familiar with the system layout before any inspection and testing procedures can be carried out.

Documentation may vary from customer to customer.

Administrative documentation may include Job Card, Customer Recommendation Forms, Service Agreements, Expense Claims, Application for Credit Form, Equipment Recommendation Form, Fleetcard, Corrective Action Report, Petty Cash Voucher, Certificate of Inspection, Product Documentation and Maintenance Record System. NOTE: Australian Standards are frequently revised and users must always check for currency.

EVIDENCE GUIDE

Underpinning Knowledge Underpinning Skills The key features of legislation and other requirements relating to the application of building codes. The purpose of the building Codes of Australia. The implications of NOT applying legislative requirements to job functions. Action to take when a breach of health, safety and other policies occurs. The purpose of an emergency and exit lighting system and examples of where they may be installed. Basic theory of AC and DC current. Basic theory of battery construction and operation. Purpose and methods of using a multimeter for checking DC current.

Electrical circuitry testing procedures. Safe use of cleaning solutions. Ability to safely use hand and power tools. Neat, legible and tidy handwriting. Reporting and recording information. Planning and organising work. Dexterity in tool use. Communication with others. Workplace housekeeping. Effective customer service skills.



Underpinning Knowledge Underpinning Skills Safety requirements for testing electrical circuits. Purpose of wiring diagrams Knowledge of relevant cleaning solutions and their usage. Assessment of competency over the full range of performance criteria should be made through practical demonstrations at a customer’s premises. However, at times this may not be practicable, and in these situations, the conditions normally available to the candidate may be simulated in an environment suitable for assessment. Competency is to be demonstrated through a single, practical demonstration covering the full range of performance criteria. The ability to transfer skills to other situations described in the range of variables is inferred from this assessment. (Oral questioning may be used to provide evidence of this ability). Candidates should also be given the opportunity to practice and undertake self-assessment of performance before requesting formal assessment. All safety requirements must be strictly adhered to during all practical activities. Oral questioning or a written assessment may be used to assess underpinning knowledge (in assessment situations where the candidate is offered a preference between oral questioning or written assessment, questions are to be identical). Assessment of evidence should establish the candidate’s ability to perform the job to the standard required in the workplace. Assessment of evidence should establish the candidate’s ability to perform the job to the standard required in the workplace. Supplementary evidence may be obtained from relevant authenticated correspondence or reports from supervisors or team leaders. Other forms of evidence may include audit reports, client/customer survey reports and appraisal reports. Note: The candidate should be encouraged to compile a portfolio of examples of completed









___________________________________________________________________


UNIT: PRMPFES27A Install, inspect and maintain a pre-engineered foam fire suppression system

This Unit covers the requirements for a Service Technician to install, inspect and

maintain a pre-engineered foam fire suppression system installed at a customer’s premises.

__________________________________________________________________________________






2 Install a pre-engineered foam fire suppression system.


2. The installation site is confirmed as appropriate according to the customer’s requirements and manufacturer’s specifications.

3. All appropriate system components are installed safely and according to the manufacturer’s instructions and specifications.

4. The installation site is left clean and tidy.

5. All documentation is completed according to organisational procedures and customer requirements.

3 Test an installed foam fire suppression system.


2. Pre-testing precautions are completed according to the requirements of the service manual and manufacturers instructions and specifications.

3. All safety procedures are adhered to according to organisational and customer requirements.

4. Testing procedures are completed according to the relevant maintenance schedule.

5. Documentation for recording test results is completed accurately and legibly.




4 Maintain and repair an installed foam fire suppression system.


2. The system is maintained according to the requirements of the relevant maintenance schedule

3. Faulty equipment is reported, repaired or replaced in accordance with the organisational procedures, customer requirements and technical specifications.


5. All documentation relating to maintenance and repairs carried out is completed and distributed according to organisational procedures and customer requirements.

RANGE OF VARIABLES



Types of foam fire suppression systems may include those fitted to heavy specialist vehicles (eg. draglines, earth movers graders) and to fixed plant installations.

Maintenance schedules may include manufacturer’s, customer.

Safety procedures may include organisational, customer.

Personal protection equipment may include safety glasses or goggles, safety boots or shoes, hard hat, earmuffs or plugs.

System tests may include discharge, pressure, leak and visual inspection.

Maintenance items may include recharging.


EVIDENCE GUIDE













Purpose of foam fire suppressions systems.

Methods of activating the system.

Identification and purpose of the major components in a foam fire suppression system.

Limitations of repair functions for the Service Technician.

Implications of not adhering to safety procedures.

Implications of incorrect testing and maintenance functions.





Assessment of competency over the full range of performance criteria should be made through practical demonstrations at a customer’s premises. However, at times this may not be practicable, and in these situations, the conditions normally available to the candidate may be simulated in an environment suitable for assessment. Competency is to be demonstrated through a single, practical demonstration covering the full range of performance criteria. The ability to transfer skills to other situations described in the range of variables is inferred from this assessment. (Oral questioning may be used to provide evidence of this ability). Candidates should also be given the opportunity to practice and undertake self-assessment of performance before requesting formal assessment. All safety requirements must be strictly adhered to during all practical activities. Oral questioning or a written assessment may be used to assess underpinning knowledge (in assessment situations where the candidate is offered a preference between oral questioning or written assessment, questions are to be identical). Assessment of evidence should establish the candidate’s ability to perform the job to the standard required in the workplace. Supplementary evidence may be obtained from relevant authenticated correspondence or reports from supervisors or team leaders. Other forms of evidence may include audit reports, client/customer survey reports and appraisal reports. Other forms of evidence may include audit reports, client/customer survey reports and appraisal reports. Note: The candidate should be encouraged to compile a portfolio of examples of completed









___________________________________________________________________


UNIT: PRMPFES28A Install a passenger vehicle type foam fire suppression system This Unit covers the requirements for a Service Technician to install a foam fire

suppression system into the engine bay of a passenger motor vehicle. __________________________________________________________________________________


1 Apply State/Territory legislative requirements to installation procedures.


2 Install a foam fire suppression system in the engine bay of a passenger motor vehicle.

1 All necessary work permits are obtained prior to entering the customer’s premises.

2 The installation site is confirmed as appropriate according to the customer’s requirements, Federal regulations, relevant governing bodies and manufacturer’s specifications.

3 All appropriate system components are installed safely and according to the manufacturer’s instructions and specifications.

4 System hose lengths are routed appropriately for the vehicle type and securely fixed at specified intervals according to the manufacturer’s installation instructions.

5 The installed system is commissioned according to the manufacturer’s instructions and procedures.

6 The installation site is left in a clean and tidy condition.

7 Components failing the commissioning requirements are reported, replaced or repaired according to organisational procedures.

8 All documentation is completed according to organisational procedures and customer requirements.



RANGE OF VARIABLES



Discharge test for commissioning purposes may involve water or AFFF solution.

Hose material may include flexible or rigid types relevant to the foam suppression system type.

Procedural documentation may include manufacturer’s specifications and instructions, customer requirements and State/Territory requirements (where specified).

EVIDENCE GUIDE


The key features of legislation and other requirements relating to the installation process.

The implications of NOT applying legislative or other requirements to job functions.


Purpose for installing the system into a passenger carrying vehicle.

Methods of flaring metal tubing.

Methods of fitting olives.

Reasons for commissioning after installation.

Identification and function of major components.










Assessment of competency over the full range of performance criteria should be made through practical demonstrations at a customer’s premises. However, at times this may not be practicable, and in these situations, the conditions normally available to the candidate may be simulated in an environment suitable for assessment. Competency is to be demonstrated through a single, practical demonstration covering the full range of performance criteria. The ability to transfer skills to other situations described in the range of variables is inferred from this assessment. (Oral questioning may be used to provide evidence of this ability). Candidates should also be given the opportunity to practice and undertake self-assessment of performance before requesting formal assessment. All safety requirements must be strictly adhered to during all practical activities. Oral questioning or a written assessment may be used to assess underpinning knowledge (in assessment situations where the candidate is offered a preference between oral questioning or written assessment, questions are to be identical) Assessment of evidence should establish the candidate’s ability to perform the job to the standard required in the workplace.



Supplementary evidence may be obtained from relevant authenticated correspondence or reports from supervisors or team leaders. Other forms of evidence may include audit reports, client/customer survey reports and appraisal reports. Note: The candidate should be encouraged to compile a portfolio of examples of completed


Information derived from enterprise policy and practices must be treated as commercial-in-confidence. Resources Required for Assessment • Access to a customer’s premises or simulated work environment. • Assessment documentation.

• All necessary tools, specialist equipment, manuals and relevant documentation. • Training and Assessment Record Book. • Access to a registered provider of assessment services.



___________________________________________________________________


UNIT: PRMPFES29A Install, inspect and maintain a pre-engineered powder fire suppression system

This Unit covers the requirements for a Service Technician to install, test and

maintain a pre-engineered powder type fire suppression system at a customer’s premises.

__________________________________________________________________________________






2 Install a pre-engineered powder type fire suppression system.


2. The installation site is confirmed as appropriate according to the customer’s requirements and manufacturer’s specifications.




3 Test an installed powder type fire suppression system.









4 Maintain and repair an installed powder type fire suppression system.


2. The system is maintained according to the requirements of the relevant maintenance schedule.

3. Faulty equipment is reported, repaired or replaced in accordance in the organisational procedures, customer requirements and technical specifications.



RANGE OF VARIABLES



Types of powder fire suppression systems may include motor vehicles, fixed building installations.



Personal safety equipment may include safety glasses or goggles, safety boots or shoes, hard hat, earmuffs or plugs.

System tests may include discharge, pressure, leak, and visual inspection.



EVIDENCE GUIDE













Awareness of EPA requirements for disposal of extinguishants.

Purpose of powder fire suppression systems.


Identification and purpose of the major components of a powder fire suppression system.


Reasons for using different dry chemical powders.
















___________________________________________________________________


UNIT: PRMPFES30A Install, inspect and maintain a pre-engineered wet chemical fire suppression system

This Unit covers the requirements for a Service Technician to install, test and

maintain a pre-engineered wet chemical fire suppression system. __________________________________________________________________________________






2 Install a pre-engineered wet chemical fire suppression system.


2. The installation site is confirmed as appropriate according to the customer’s specifications.




3 Test an installed wet chemical fire suppression system.



3. All safety procedures are followed to according to organisational and customer requirements.






4 Maintain and repair an installed wet chemical fire suppression system.


2. The system is maintained according to the requirements of the relevant maintenance schedule

3. Faulty equipment is reported, repaired or replaced in accordance in the organisational procedures, customer requirements and technical specifications.



RANGE OF VARIABLES



Types of wet chemical fire suppression systems include kitchen installations, areas within a building containing deep fat fryers.



Personal safety equipment may include safety glasses or goggles, safety boots or shoes, hard hat, earmuffs or plugs.

System tests may include discharge, pressure, leak, and visual inspection.



EVIDENCE GUIDE













Purpose of wet chemical fire suppression systems.


Identification and purpose of the major components of a wet chemical fire suppression system.




Awareness of EPA requirements for disposal of extinguishants.











• All necessary tools, specialist equipment, manuals and relevant documentation. • Training and Assessment Record Book. • Access to a registered provider of assessment services.



___________________________________________________________________


UNIT: PRMPFES31A Inspect and service a self contained water mist fire suppression system

This Unit covers the requirements for a Service Technician to test, maintain and

repair a self contained non mains water supplied water mist fire suppression system at a customer’s premises.

__________________________________________________________________________________






2 Check and test an engineered water mist system.


2. Pre-testing precautions are completed according to the requirements of the customer’s and manufacturers requirements and instructions.

3. All safety procedures are adhered to according to organisational, customer and manufacturer’s requirements.

4. Testing procedures are completed and recorded according to the relevant maintenance schedule.

5. Documentation for recording tests and inspections are completed according to organisational customer and manufacturer’s requirements.

3 Service an installed water mist system.


2. Appropriate persons are consulted with before maintenance and repair procedures are commenced.

3. Faulty equipment is reported, repaired or replaced in accordance with the organisational procedures, manufacturer’s instructions and customer requirements.

4. The system is maintained according to the relevant maintenance schedule.

5. Procedures to ensure the system is returned to ‘ready’ status after manual or automatic actuation are completed according to system instructions.




6. All tools and equipment used for maintenance purposes are handled safely and within the purpose of intent.

7. Documentation is completed according to organisational and customer requirements.

RANGE OF VARIABLES



Frequency of maintenance periods may include six monthly, twelve monthly, five yearly, after system manual actuation, after system automatic actuation.

Visual inspections may include corrosion and damage, fixture security, and fitment for use.

Cylinders to be tested may include water, nitrogen.

System tests may include discharge, hydrostatic, ultrasonic thickness tests, and radiograph.


EVIDENCE GUIDE






Purpose of the systems.

Working principles of the system

Methods of identifying relevant spare parts and tools.

Where spare parts and special tools may be located relevant to the system.

Purpose of manual and automatic actuator valves.

Reason for conducting ultrasonic thickness tests.








Effect of customer service skills.

Assessment of competency over the full range of performance criteria should be made through practical demonstrations at a customer’s premises. However, at times this may not be practicable, and in these situations, the conditions normally available to the candidate may be simulated in an environment suitable for assessment.



Competency is to be demonstrated through a single, practical demonstration covering the full range of performance criteria. The ability to transfer skills to other situations described in the range of variables is inferred from this assessment. (Oral questioning may be used to provide evidence of this ability). Candidates should also be given the opportunity to practice and undertake self-assessment of performance before requesting formal assessment. All Safety requirements must be strictly adhered to during all practical activities. Oral questioning or a written assessment may be used to assess underpinning knowledge. Assessment of evidence should establish the candidate’s ability to perform the job to the standard required in the workplace. Supplementary evidence may be obtained from relevant authenticated correspondence or reports from supervisors or team leaders. Other forms of evidence may include audit reports, client/customer survey reports and appraisal reports. Note: The candidate should be encouraged to compile a portfolio of examples of completed






• Training and Assessment Record Books.




___________________________________________________________________


UNIT: BSZ 401A Plan assessment This Unit covers the requirements for planning an assessment in a specific context.

The unit details the requirements for determining evidence requirements, selecting appropriate assessment methods and developing an assessment tool in a specific context.

__________________________________________________________________________________


1 Establish evidence required for a specific context.

1. The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specified context.

2. Relevant unit(s) of competency is read and interpreted accurately to identify the evidence required.

3. Specified evidence requirements: Assure valid and reliable inferences of competency authenticate the performance of the person being assessed and confirm that competency is current.

4. Sufficient evidence is specified to show consistent achievement of the specified standards.

5. The cost of gathering the required evidence is established.

2 Establish suitable assessment method(s).

1. Assessment methods are selected which are appropriate for gathering the type and amount of evidence required.

2. Opportunities to consolidate evidence gathering activities are identified.

3. Allowable adjustments in the assessment method are proposed to cater for the characteristics of the person(s) being assessed.

3 Develop assessment tools appropriate to a specific assessment context.

1. An assessment tool is developed to gather valid, reliable and sufficient evidence for a specific assessment context.

2. The assessment tool is designed to mirror the language used to demonstrate the competency n a specific context.

3. Clear instructions (spoken or written) are prepared including any adjustments, which may be made to address the characteristics of the person(s) being assessed.

4. The assessment tool is checked to ensure flexible, fair, safe and cost effective assessment to occur.




4 Trial assessment procedure. 1. Assessment methods and tools are trialed with an appropriate sample of people to be assessed.

2. Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administration.

3. Appropriate adjustments are made to improve the assessment method and tools in light of the trial.

4. Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable.

RANGE OF VARIABLES

Assessment system may be developed by:

• The industry through the endorsed component of Training packages Assessment Guidelines the enterprise.

• A Registered Training Organisation.

• A combination of the above.

The assessment system should specify the following:

• The purpose of assessment.

• Competencies required of assessors.

• Record keeping procedures and policies.

• Any allowable adjustments to the assessment method which may be made.

• The appeal/review mechanisms and procedures.

• The review and evaluation of the assessment process.

• The linkages between assessment and training qualifications/awards.

• Employee classification.

• Remuneration.

• Progression.

• Relevant policies.

• Quality assurance mechanisms.

• Apportionment of costs/fees, if applicable.

• Verification arrangements.

• Auspicing arrangements, if applicable.

• Partnership arrangements, if applicable. Specific assessment context may be determined by: • Purpose of the assessment such as:

- To gain a particular qualification or a licence. - To determine employee classification. - To recognise prior learning/current competencies. - To identify training needs or progress.

• Location of the assessment such as: - On the job or off the job.



- Combination of both.

Characteristics of persons being assessed may include: • Language, literacy and numeracy and needs.

• Cultural, language and educational background.

• Gender.

• Physical ability.

• Level of confidence, nervousness or anxiety.

• Age.

• Experience in training and assessment.

• Previous experience with the topic.

Appropriate personnel many include: • Assessors

• Person(s) being assessed

• Employee/union representatives

• Consultative committees

• Users of assessment information such as training providers, employers, human resource departments.

• State/Territory Training/Recognition Authorities

• Training and assessment coordinators

• Relevant managers/supervisors team leaders

• Technical specialists.

Appropriate procedure: • The assessment procedure is developed (and endorsed) by person(s) responsible for the

implementation of the assessment process in: - The Industry - The enterprise - The training organisation - A combination of the above

• The assessment procedure should specify the following: - Recording procedure - Appeal/review mechanism - Assessment methods to be used - Instructions/materials to be provided to the person(s) being assessed - Criteria for making decisions of competent, or not yet competent - Number of assessors - Assessment tools - Evidence required - Location of assessment - Timing of assessment - Assessment group size - Allowable adjustments to the assessment procedure depending on the characteristics of the

person being assessed. - Combination of both.

Assessment methods may include: • Direct observation of performance, products, practical tasks, projects and simulation exercises.



• Review of log books and/or portfolios of evidence

• Considerations of third party reports and authenticated prior achievements.

• Written, oral or computer managed questioning.

• These methods may be used in combination in order to provide sufficient evidence to make a judgement.

Assessment tools may include: • Specific instructions to be given relating to the performance of practical tasks or processes or

simulation exercises.

• Specific instructions to be given in relation to the production of projects and exercises.

• Sets of verbal/written/computer based questions to be asked.

• Performance checklists.

• Log books.

• Descriptions of competent performance.

A number of these tools may be used in combination in order to provide enough evidence to make judgements.

Assessment environment and resources to be considered include: • Time

• Location

• Personnel

• Finances/costs

• Equipment

• Materials

• OH&S requirements

• Enterprise/industry standard operating procedures

Allowable adjustments may include: • Provision of personal support services (eg. Asian interpreter, reader, interpreter, attendant

carer, scribes).

• Use of adaptive technology or special equipment (eg. word processor or lifting gear).

• Design of shorter assessment sessions to allow for fatigue or medication.

• Use of large print version of any papers.

EVIDENCE GUIDE Critical Aspects of Evidence Assessment requires evidence of the following products to be collected: • Documentation in relation to:

- Specific assessment context, including the purpose of assessment - Features of the assessment system - Characteristics of the person being assessed - Evidence of competency required - Plan of opportunities for gathering the evidence required - Assessment methods selected including any allowable adjustments to meet characteristics

of person(s) being assessed.



• An assessment tool for the specific assessment context which ensures valid, reliable, flexible and fair assessment including any allowable adjustments.

• An assessment procedure for the specific context. Assessment requires evidence of the following products to be provided: • How the context of assessment was specified

• How the characteristics of the person(s) being assessed were identified

• Why a particular assessment method was selected

• How the assessment was planned to ensure that language, literacy and numeracy issues were taken into consideration.

• How evidence was evaluated in terms of validity, authenticity, sufficiency, currency and consistent achievement of the specified standard.

• How the assessment tool was developed for the specified context.

• How the assessment tool was validated and ratified by appropriate personnel. Interdependent Assessment of Units This unit of competency may be assessed in conjunction with other units that form part of a job role. Required Knowledge and Skills • Knowledge of standards of performance including industry or enterprise competency standards

and assessment guidelines.

• Knowledge of legal and ethical responsibilities including occupational health and safety regulations and procedures, equal employment and anti-discrimination requirements relevant to the specified context.

• Understanding of the assessment principles of reliability, validity, fairness, flexibility, authenticity, sufficiency and consistency.

• Knowledge of the Assessment Guidelines of the Training Package Assessment and Workplace Training.

• Skills in the application of various assessment methods, relevant to workplace context.

• Planning of own work including predicting consequences and identifying improvements.

• Language, literacy and numeracy skills required to: - Read and interpret relevant information to plan assessment - Give clear and precise information/instructions in spoken or written form - Adjust spoken and written language to suit target audience - Write assessment tools using language, which mirrors the language, used to demonstrate

the competency in the specific context. - Prepare required documentation using clear and comprehensible language and layout . - Calculate and estimate costs.

• Communication skills appropriate to the culture of the workplace and the individual(s).

Resource Implications • Access to relevant competencies, sources of information on assessment methods, assessment

tools and assessment procedures.

• Access to person(s) wishing to be assessed, any relevant workplace equipment, information and appropriate personnel.

Consistency in Performance • Competency in this unit needs to be assessed over a period of time, in a range of contexts and

on multiple occasions, involving a combination of direct, indirect and supplementary forms of evidence.



Context for Assessment • Assessment should occur on the job or in a simulated workplace. The candidate assessor

should use competencies relevant to their area of technical expertise. ___________________________________________________________________


UNIT: BSZ 402A Conduct Assessment This Unit covers the requirements for conducting an assessment in accordance

with an assessment procedure in a specific context. __________________________________________________________________________________


1 Identify and explain the context of assessment.

1. The context and purpose of assessment are discussed and confirmed with the person(s) being assessed.

2. The relevant performance standards to be used in the assessment (eg. current endorsed competency standards for the specific industry) are clearly explained to the person being assessed.

3. The assessment procedure is clarified and expectations of assessor and candidate are agreed.

4. Any legal and ethical responsibilities associated with the assessment are explained to the person(s) being assessed.

5. The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure.

6. Information is conveyed using language and interactive strategies and techniques to communicate effectively with the person(s) being assessed.

2 Plan evidence gathering opportunities.

1. Opportunities to gather evidence of competency, which occurs as part of workplace or training activities, are identified covering the dimensions of competency.

2. The need to gather additional evidence which may not occur as part of the workplace or training activities are identified.

3. Evidence gathering activities are planned to provide sufficient, reliable, valid and fair evidence of competency in accordance with the assessment procedure.




3 Organise assessment. 1. The resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment..

2. Appropriate personnel are informed of the assessment..

3. Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all person(s) being assessed and appropriate personnel.

4 Gather evidence. 1. Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence.

2. The evidence specified in the assessment procedure is gathered, using the assessment methods and tools.

3. Evidence is gathered in accordance with specified allowable adjustments where applicable.

4. The evidence gathered is documented in accordance with the assessment procedure.

5 Make the assessment decision.

1. The evidence is evaluated in terms of: • Validity • Authenticity • Sufficiency • Currency • Consistent achievement of the specified standard

2. The evidence is evaluated according to the dimensions of competency: • Task skills • Task management skills • Contingency management skills • Job/role environment skills • Transfer and application of knowledge and skills

to new contexts

3. Guidance is sought, when in doubt, from a more experience assessor(s).

4. The assessment decision is made in accordance with the criteria specified in the assessment procedure.

6 Record assessment results. 1. Assessment results are recorded accurately n accordance with the specified record keeping requirements.

2. Confidentiality of assessment outcome is maintained and access to the assessment records is provided only to authorised personnel.




7 Provide feedback to persons being assessed.

1. Clear and constructive feedback in relation to performance is given to the person(s) being assessed using language and strategies to suit the person(s) including guidance on further goals/training opportunities is provided to the person(s) being assessed.

2. Opportunities for overcoming any gaps in competency, as revealed by the assessment, are explored with the person9s) being assessed.

3. The person9s) being assessed is advised of available reassessment opportunities and/or review appeal mechanisms where the assessment decision is challenged.

8 Report on the conduct of the assessment.

1. Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure.

2. Any assessment decision disputed by the person(s) being assessed is recorded and reported promptly to those responsible for the assessment procedure.

3. Suggestions for improving any aspect of the assessment process are made to appropriate personnel.

RANGE OF VARIABLES

Assessment system may be developed by: • The industry.

• The enterprise.


The assessment system should specify the following: • The purpose of assessment.












• Partnership arrangements, if applicable.

Specific assessment context may be determined by:



• Purpose of the assessment such as: - To gain a particular qualification or a licence. - To determine employee classification. - To recognise prior learning/current competencies. - To identify training needs or progress.

• Location of the assessment such as: - On the job or off the job. - Combination of both.

• Assessment Guidelines of the relevant Training package or other assessment requirements.

• Features of assessment system.



• Gender.



• Age.












Appropriate procedure: • The assessment procedure is developed (and endorsed) by person(s) responsible for the

implementation of the assessment process in: - The Industry - The enterprise - The training organisation - A combination of the above

• The assessment procedure should specify the following: - Recording procedure - Appeal/review mechanism - Assessment methods to be used - Instructions/materials to be provided to the person(s) being assessed - Criteria for making decisions of competent, or not yet competent - Number of assessors



- Assessment tools - Evidence required - Location of assessment - Timing of assessment - Assessment group size - Allowable adjustments to the assessment procedure depending on the characteristics of the

person being assessed. - Combination of both.

Assessment methods may include: • Work samples and/or simulations.

• Direct observation of performance, products, practical tasks, projects and simulation exercises.

• Review of log books and portfolios

• Questioning



These methods may be used in combination in order to provide sufficient evidence to make a judgement.




• Sets of oral/written/computer based questions to be asked.


• Log books.




carer, scribes).





• Location

• Personnel

• Finances/costs

• Equipment

• Materials

• OHS requirements




Recording procedures may include: • Forms designed for the specific assessment result (paper or electronic)

• Checklists for recording observations/process used (paper or electronic)

• Combination of the above.

Assessment reporting: • Final assessments will record the unit(s) of competency in terms of code, title and endorsement

date.

• Summative assessment reports, where issued, will indicate units of competency where additional learning is required.

NB: Statutory and legislative requirements for maintaining records may vary in States/Territories.

EVIDENCE GUIDE

Critical Aspects of Evidence Assessment requires evidence of the following products to be collected: • Description of the assessment context, including the purpose of assessment.

• The relevant competency of other performance standard and assessment procedure used.

• Description of how evidence gathered is valid, authentic, sufficient, fair and reliable to ensure competency.

• Conduct of assessment in accordance with competency requirements.

• Recording of the assessment results in accordance with the specified assessment procedure and record keeping requirements.

• Report on the conduct of the assessment, including positive and negative features and suggestions for improving any aspect of the assessment process.

Assessment requires evidence of the following products to be provided: • How agreement was sought with the person(s) being assessed on the conduct of the

assessment.

• How opportunities to gather evidence were identified as part of workplace or training activities.

• How evidence was gathered in accordance with the assessment procedure.

• How evidence gathering activity covered the dimensions of competency.

• How resources were arranged according to the assessment procedure.

• How appropriate personnel were consulted.

• How evidence was gathered in accordance with allowable adjustments to the assessment method where applicable.

• How evidence was evaluated in terms of validity, authenticity, sufficiency, currency and consistent achievement of the specified standard.

• How the assessment was conducted to ensure that: - All arrangements and activities were understood by all parties. - The person was put at ease and the supportive assessment environment was created. - Language, literacy and numeracy issues were taken into consideration.

• How constructive feedback was provided to the person(s) being assessed including instances of not yet competent.

• How guidance was provided to person(s) being assessed on how to overcome gaps in competency revealed.



Interdependent Assessment of Units This unit of competency may be assessed in conjunction with other units that form part of a job role. Required Knowledge and Skills • Knowledge of workplace application of relevant standards of performance including industry or

enterprise competency standards and assessment guidelines.


• Understanding of policies and procedures of the workplace and/or job role together with any related legislation or regulatory requirements.




• Language, literacy and numeracy skills required to: - Give clear and precise information/instructions in spoken or written form - Seek confirmation of understanding from the person(s) being assessed. - Adjust spoken and written language to suit target audience - Ask probing questions and listen strategically to understand responses of the person being

assessed. - Seek additional information for clarification purposes. - Use verbal and non-verbal language to promote a supportive assessment environment - Use language of negotiation and conflict resolution to minimise conflict.





Consistency in Performance Competency in this unit needs to be assessed over a period of time, in a range of contexts and on multiple occasions, involving a combination of direct, indirect and supplementary forms of evidence.

Context for Assessment Assessment should occur on the job or in a simulated workplace. The candidate assessor should use competencies relevant to their area of technical expertise.



___________________________________________________________________


UNIT: BSZ 403A Review Assessment This Unit covers the requirements to review assessment procedures in a specific

context. __________________________________________________________________________________


1 Review the assessment procedure(s).

1. Appropriate personnel are given the opportunity to review the assessment outcomes and procedure using agreed evaluation criteria.

2. The review process established by the enterprise, industry or registered training organisation is followed.

3. The assessment procedure(s) is reviewed at a specified site in cooperation with person(s) being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under legislation.

4. Review activities are documented, findings are substantiated and the review approach evaluated.

2 Check consistency of assessment decision.

1. Evidence from a range of assessments is checked for consistency across the dimensions of competency.

2. Evidence is checked against the key competencies.

3. Consistency of assessment decisions with defined performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon.

3 Report review findings. 1. Recommendations are made to appropriate personnel for modifications to the assessment procedure(s) in light of the review outcomes.

2. Records are evaluated to determine whether the needs of appropriate personnel have been met.

3. Effective contributions are made to system-wide reviews of the assessment process and feedback procedures and are reviewed.

RANGE OF VARIABLES

Assessment system may be developed by: • The industry.

• The enterprise.




Review Assessment The assessment system should specify the following:

• The purpose of assessment.












• Partnership arrangements, if applicable.

Specific assessment context may be determined by: • Purpose of the assessment such as:

- To gain a particular qualification or a licence. - To determine employee classification. - To recognise prior learning/current competencies. - To identify training needs or progress.

• Location of the assessment such as: - On the job or off the job. - Combination of both.

• Assessment Guidelines of the relevant Training package or other assessment requirements.

• Features of assessment system.

Evaluation criteria in review process should include: • Number of persons being assessed.

• Duration of the assessment procedure.

• Organisational constraints within which assessors must operate.

• Occupational health and safety factors.

• Relationship of the assessor to other appropriate personnel in the assessment process.

• Frequency of assessment procedure.

• Budgetary restraints.

• Information needs of government and other regulatory bodies.

• Support needs and professional development needs of assessors.

• Characteristics of persons being assessed.

• Human resource management implications.

• Consistency of assessment decisions.

• Levels of flexibility in the assessment procedure.

• Fairness of the assessment procedure.



• Efficiency and effectiveness of the assessment procedure.

• Competencies achieved by the person(s) being assessed.

• Difficulties encountered during the planning and conduct of the assessment.

• Motivation of the person(s) being assessed.

• Location and resource suitability.

• Reliability, validity, fairness and flexibility of the assessment tool(s).

• Relevance of assessment to specified context.

• Grievances/challenges to the assessment decision by the person(s) being assessed or their supervisor/manager/employer.

• Ease of administration.

• Access and equity considerations.

• Practicability.



• Gender.

• Age





• Work organisation or roster.










Appropriate Procedure • The assessment procedure is developed (and endorsed) by person(s) responsible for the

implementation of the assessment process in: - The Industry - The enterprise - The training organisation



- A combination of the above

• The assessment procedure should specify the following: - Recording procedure - Appeal/review mechanism - Assessment methods to be used - Instructions/materials to be provided to the person(s) being assessed - Criteria for making decisions of competent, or not yet competent - Number of assessors - Assessment tools - Evidence required - Location of assessment - Timing of assessment - Assessment group size - Allowable adjustments to the assessment procedure depending on the characteristics of the

person being assessed.

Assessment methods may include: • Work samples and/or simulations.

• Direct observation of performance, products, practical tasks, projects and simulation exercises.

• Review of log books and portfolios

• Questioning



These methods may be used in combination in order to provide sufficient evidence to make a judgement.




• Sets of oral/written/computer based questions to be asked.


• Log books.




carer, scribes).





• Location



• Personnel

• Finances/costs

• Equipment

• Materials

• OHS requirements


EVIDENCE GUIDE Critical Aspects of Evidence Assessment requires evidence of the following products to be collected: • Documented process for the review of the assessment procedure(s)

• A report on the review of the operations and outcomes of the assessment procedure(s) including substantiation of findings and any recommendations for modifications.

Assessment requires evidence of the following products to be provided: • How the review process for evaluating the assessments in the enterprise, industry or

organisation was implemented.

• Why particular review/evaluation methodologies were chosen..

• How cooperation and input from the person(s) assessed and appropriate personnel was sought as part of the review.

Interdependent Assessment of Units This unit of competency may be assessed in conjunction with other units that form part of a job role. Required Knowledge and Skills • Knowledge of workplace application of relevant standards of performance including industry or

enterprise competency standards and assessment guidelines.


• Understanding of policies and procedures of the workplace and/or job role together with any related legislation or regulatory requirements.




• Language, literacy and numeracy skills required to: - Give clear and precise information/instructions in spoken or written form - Seek confirmation of understanding from the person(s) being assessed. - Adjust spoken and written language to suit target audience - Ask probing questions and listen strategically to understand responses of the person being

assessed. - Seek additional information for clarification purposes. - Use verbal and non-verbal language to promote a supportive assessment environment - Use language of negotiation and conflict resolution to minimise conflict.











___________________________________________________________________


UNIT: BSZ 404A Train Small Groups This Unit covers the requirements for planning, delivering and reviewing training

provided for the purposes of developing competency on a on-to-one or small group basis.

__________________________________________________________________________________


1 Prepare for training. 1. Specific needs for training are identified and confirmed through consultation with appropriate personnel.

2. Training objectives are matched to identified competency development needs.

3. Training approaches are planned and documented.

4. Review activities are documented, findings are substantiated and the review approach evaluated.

2 Deliver training. 1. Training is conducted in a safe and accessible environment.

2. Training delivery methods are selected appropriate to training participant(s) needs, trainer availability, location and resources..

3. Strategies and techniques are employed which facilitate the learning process.

4. Objectives of the training, sequence of activities and assessment processes are discussed with training participant(s).

5. A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participant(s).

3 Provide opportunities for practices.

1. Practice opportunities are provided to ensure that the participant achieves the components of competency.

2. Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants.




4 Review training. 1. Participants are encouraged to self evaluate performance and identify areas for improvement.

2. Participants’ readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance.

3. Training is evaluated in the context of self-assessment, participant feedback, supervisor comments and measurements against objectives.

4. Training details are recorded according to enterprise and legislative requirements.

5. Results of evaluation are used to guide further training.

RANGE OF VARIABLES

Relevant information to identify training needs includes: • Industry/enterprise or other performance competency standards.

• Endorsed components of relevant industry training package.

• Industry/workplace training practices.

• Results of training needs analyses.

• Business plans of the organisation which identify skill development requirements.

• Standard operating and/or other workplace procedures.

Appropriate personnel may include:

• Team leaders/supervisors/technical experts

• Managers/employers


• Training participants

• Representative government regulatory bodies

• Union/employee representatives


• Assessors.

Training delivery methods and opportunities for practice may include: • Presentations

• Demonstrations

• Explanations

• Problem solving

• Mentoring

• Experiential learning

• Group work

• On the job coaching

• Job rotation



• A combination of the above Components of competency include: • Tasks skills

• Task management skills

• Contingency management skills

• Job/role environment skills

• Transfer and application of skills and knowledge of new contents.



• Gender.

• Age





• Work organisation or roster.

Training sessions may include: • One to one demonstration

• Small group demonstration (2 to 5 persons).

Resources may include: • Time

• Location

• Personnel

• Materials and equipment

• OHS and other workplace requirements


• Finances/costs.

Strategies and techniques may include: • Active listening.

• Targeted questioning

• Points of clarification

• Group discussions.



EVIDENCE GUIDE

Critical Aspects of Evidence Assessment requires evidence of the following products to be collected: • Description of the specific training need and required competency outcomes.

• Outline of the training approach and steps to be followed.

• Description of training participant(s) and delivery method(s) to be used.

• Specific resources required.

• Outline of the evidence to be collected for monitoring training participant progress

• Trainer’s self assessment of training delivery.

• Participant evaluation of training delivery.

• Evaluation of review comments against plan of training

• Records/documentation for monitoring progress of training participant(s)

Evidence may be collected using proformas or template.

Assessment requires evidence of the following products to be provided: • How the specific training need was determined.

• How the sequence of the training was determined.

• How appropriate personnel were identified.

• Why particular delivery method(s) were selected.

• How the characteristics of training participant(s) as identified.

• How the resource requirements were established.

• How participant progress was monitored.

• Why and how the training resources were selected.

• How appropriate personnel confirmed training arrangements.

• How participant(s) were informed of: - Intended training outcomes - Competencies to be achieved - On/and/or off the job practice opportunities - Benefits of practices - Learning activities and tasks - Assessment tasks and requirements

• How constructive feedback was provided to training participant about progress toward competency to be acquired.

Evidence may be provided verbally or in written form.

Interdependent Assessment of Units This unit of competency may be assessed in conjunction with other units that form part of a job role.

Required Knowledge and Skills • Competency in the units being taught.

• Workplace application of the relevant competencies.

• Identification of evidence of competency.

• Planning of own work including predicting consequences and identifying improvements.



• Application of relevant workplace policies (eg. OH&S and EEO) and any relevant legislative or regulatory requirements.

• Correct use of equipment and any other processes and procedures appropriate for the training.

• Ethical handling of performance issues.


• Language, literacy and numeracy skills required to: - Conduct discussions and ask probing questions to review the training. - Gather information (in spoken or written form) for review purposes. - Make verbal recommendations for delivery of future training. - Adjust language to suit target audience (training participant/appropriate personnel) - Complete records on training - Provide verbal feedback & report on training outcomes. - Follow and model examples of written texts. - Promote training in verbal or written form


Resource Implications Access to records system for training, information and training participants and supervisory staff (where appropriate).





APPENDIX A

Principles underpinning National Recognition Arrangements



Appendix A Principles underpinning National Recognition Arrangements 1. Endorsed industry and enterprise standards form the basis of qualifications in the

vocational education and training sector, where they exist 2. Endorsed industry/enterprise standards are the benchmarks for assessment 3. Assessment conducted for the purposes of national recognition should lead to a part or

full qualification under the AQF 4. Assessment should be undertaken or auspiced through a Registered provider 5. Assessment for national recognition purposes shall be conducted within a quality

assurance framework 6. Responsibility for assessment resides with the body that issues the qualification under

the AQF 7. Assessment shall be valid, reliable and fair 8. Assessment systems must incorporate mechanisms for recording, storing and

accessing outcomes 9. Reporting systems should indicate the units of competency that the individual has

attained 10. Assessment systems should incorporate ongoing monitoring and review processes Assessment processes shall provide for the recognition of current competency regardless of where and how it was developed



APPENDIX B

Key Competencies in the Standards

154 PRM98A Asset Maintenance Training Package Review Date: 30-11-2001: ver2.00 © Australian National Training Authority (ANTA) 2000

Appendix B

Key Competencies within the Standards

INFORMATION COMMUNICATION PLANNING TEAMS MATHEMATICS PROBLEM SOLVING TECHNOLOGY

PRMPFES01A Ensure health and safety in the work environment 2 2 1 1 1 2 1 PRMPFES02A Work effectively with others 1 2 2 2 1 2 1 PRMPFES03A Safely move materials and loads in the workplace 1 2 2 1 1 2 2 PRMPFES04A Identify portable fire fighting equipment 2 1 2 1 1 1 2 PRMPFES05A Use portable fire fighting equipment 2 2 2 2 1 2 2 PRMPFES06A Prepare for installation and maintenance operations 2 1 2 1 1 2 2 PRMPFES07A Maintain the quality of work output and resources 2 1 2 1 1 2 1 PRMPFES08A Contribute to the establishment and maintenance of

customer relationships 2 2 2 2 1 2 1

PRMPFES09A Service portable fire extinguishers and fire blankets in the field

2 2 2 1 1 2 2

PRMPFES10A Inspect, test and replace fire hose reels in the field 2 2 2 1 1 2 2 PRMPFES11A Install portable fire extinguishers, fire blankets and battery

powered smoke alarms. 2 2 2 1 1 2 2

PRMPFES12A Maintain customer service and operations to meet quality and safety standards.

2 2 2 2 1 2 1

PRMPFES13A Establish and maintain professional relationships with individuals, customers and organisations.

2 2 2 2 1 2 1

PRMPFES14A Service portable fire extinguishers in the workshop 2 1 1 1 1 2 2 PRMPFES15A Service delivery lay flat fire hoses in the workshop 2 1 1 1 1 2 2 PRMPFES16A Inspect and service delivery lay flat fire hoses and nozzles in

the field 2 2 2 2 1 2 1

PRMPFES17A Contribute to the training and assessment needs of the team 2 2 2 2 1 1 1 PRMPFES18A Hydrostatic test portable and wheeled CO2 fire extinguishers 2 1 2 1 1 2 2 PRMPFES19A Install and service portable foam liquid proportioning 2 2 2 2 1 2 1

PRM98A Asset Maintenance Training Package 155 © Australian National Training Authority (ANTA) 2000 Review Date: 30-11-2001: ver2.00

INFORMATION COMMUNICATION PLANNING TEAMS MATHEMATICS PROBLEM SOLVING TECHNOLOGY

equipment PRMPFES20A Service wheeled fire extinguishers in the field 2 2 2 2 1 2 1 PRMPFES21A Service wheeled fire extinguishers in the workshop 2 1 1 1 1 2 2 PRMPFES22A Oversee operations to meet safety and quality standards 2 3 3 2 1 3 1 PRMPFES23A Inspect and maintain fire hydrants and portable fire monitors 2 2 2 1 2 3 2 PRMPFES24A Inspect and maintain portable foam generating equipment 2 2 2 1 2 3 2 PRMPFES25A Inspect and service a gaseous fire suppression systems 2 2 2 1 2 3 2 PRMPFES26A Test and maintain an emergency/exit lighting system 3 2 2 1 2 2 2 PRMPFES27A Install, inspect and maintain a pre-engineered foam fire

suppression system 3 2 3 2 3 3 3

PRMPFES28A Install a passenger vehicle type foam fire suppression system

3 2 3 2 3 3 3

PRMPFES29A Install, inspect and maintain a pre-engineered powder fire suppression system.

3 2 3 2 3 3 3

PRMPFES30A Install, inspect and maintain a pre-engineered wet chemical fire suppression system.

3 2 3 2 3 3 3

PRMPFES31A Inspect and service a self contained water mist fire suppression system

3 2 3 2 3 3 3

BSZ 401A Plan assessment 3 3 3 3 3 2 2 BSZ 402A Conduct Assessment 3 2 2 2 2 2 3 BSZ 403A Review Assessment 3 2 3 3 3 3 3 BSZ 404A Train Small Groups 3 2 2 2 2 2 2


APPENDIX C

AQF Level Descriptors


Appendix C AQF Level Descriptors Senior Secondary Certificate of Education

Studies ranging from traditional academic disciplines taken to prepare students for university entry to more vocational and semi-vocational courses taken to prepare students to enter the workforce directly or to enter formal training programs.

A mix of directed classroom studies, extensive written assessments, formal examinations

and/or common assessment tasks. Other studies may require application of skills, understandings, performance and project work, group work and field-work activities. The balance between breadth as against depth of knowledge and skills, and between academic disciplines and applied and work related courses may vary depending on the needs of the student.

Certificate I Breadth, depth and complexity of knowledge and skills would prepare a person to perform a

defined range of activities most of which may be routine and predictable. Applications may include a variety of employment-related skills including preparatory access

and participation skills, broad based induction skills and/or specific workplace skills. They may also include participation in a team or work group.

Certificate II Breadth, depth and complexity of knowledge and skills would prepare a person to perform in a

range of varied activities or knowledge application where there is a clearly defined range of contexts in which the choice of actions required is usually clear and there is limited complexity in the range of options to be applied.

Performance of a prescribed range of functions involving known routines and procedures and

some accountability for the quality of outcomes. Applications may include some complex or non-routine activities involving individual

responsibility or autonomy and/or collaboration with others through members of a group or team.

Certificate III Breadth, depth and complexity of knowledge and competencies would cover selecting,

adapting and transferring skills and knowledge to new environments and providing technical advice and some leadership in resolution of specific problems. This would be applied across a range of roles in a variety of contexts with some complexity in the extent and choice of options available. Performance of a defined range of skilled operations, usually within a range of broader related activities involving known routines, methods and procedures, where some discretion and judgement is required in the selection of equipment, services or contingency measures and within known time constraints.

Applications may involve some responsibility for others. Participation in teams including group

or team coordination may be involved. Certificate IV Breadth, depth and complexity of knowledge and competencies would cover a broad range of

varied activities or application in a wider variety of contexts most of which are complex and non-routine. Leadership and guidance are involved when organising activities of self and others as well as contributing to technical solutions of a non-routine or contingency nature. Performance of a broad range of skilled applications including requirements to evaluate and analyse current practices, develop new criteria and procedures for performing current practices and provision of some leadership and guidance to others in the application and planning of the skills. Applications involve responsibility for, and limited organisations of, others.

Diploma Breadth, depth and complexity covering planning and initiation of alternative approaches to

skills or knowledge applications across a broad range of technical and/or management requirements, evaluation and coordination.

The self-directed application of knowledge and skills, with substantial depth in some areas

where judgement is required in planning and selecting appropriate equipment, services and techniques for self and others.


Applications involve participation in development of strategic initiatives, as well as personal

responsibility and autonomy in performing complex technical operations or organising others. It may include participation in teams including teams concerned with planning and evaluation functions. Group or team coordination may be involved.

The degree of emphasis on breadth as against depth of knowledge and skills may vary

between qualifications granted at this level. Advanced Diploma Breadth, depth and complexity involving analysis, diagnosis, design, planning, execution and

evaluation across a broad range of technical and/or management functions including development of new criteria or applications or knowledge or procedures.

The application of a significant range of fundamental principles and complex techniques

across a wide and often unpredictable variety of contexts in relation to either varied or highly specific functions. Contribution to the development of a broad plan, budget or strategy is involved and accountability and responsibility for self and others in achieving the outcomes is involved.

Applications involve significant judgement in planning, design, technical or leadership

guidance functions related to products, services, operations or procedures. The degree of emphasis on breadth as against depth of knowledge and skills may vary

between qualifications granted at this level. Bachelor Degree The acquisition of a systematic and coherent body of knowledge, the underlying principles and

concepts, and the associated problem-solving techniques.

Development of the academic skills and attitudes necessary to comprehend and evaluate new information, concepts and evidence from a range of sources.

Development of the ability to review, consolidate, extend and apply the knowledge and

techniques learnt. A course leading to this qualification also usually involves major studies in which significant

literature available. Course content is taken to a significant depth and progressively developed to a high level which provides a basis for postgraduates study.

Graduate Certificate The qualification may involve broadening skills of individuals already gained in an

undergraduate program, or developing vocational knowledge and skills in a new professional area.

Graduate Diploma Broadening skills of individuals either already gained in an undergraduate program, or

developing vocational knowledge and skills in a new professional area and/or further specialisation within a systematic and coherent body of knowledge.

Masters Degree The enhancement of specific professional or vocational skills which may be undertaken by

directed coursework and/or research, and the acquisition of indepth understanding in a specific area of knowledge which is usually undertaken through research.

Doctoral Degree A searching review of the literature, experimentation or other systematic approach to the

relevant body of knowledge. The undertaking of an original research project resulting in a significant contribution to

knowledge and understanding and/or the application of knowledge within a discipline or field of study.

The preparation of a substantial and well ordered thesis, demonstrating the relationship of the

research to the broader framework of the discipline or field of study. Application of knowledge within a field of study.


APPENDIX D

Asset Maintenance (Portable Fire Equipment Servicing Sector):

Unit Summary


APPENDIX D Asset Maintenance: Unit Summary

Asset Maintenance Asset Maintenance Asset Maintenance

PFES PORTABLE FIRE EQUIPMENT SERVICES



UNIT: PRMPFES01A – Ensure health and safety in the work environment.

UNIT: PRMPFES02A – Work effectively with others.

UNIT: PRMPFES03A – Safely move materials and loads in the workplace.

1. Adhere to required OH&S practices.

2. Identify and control relevant workplace hazards.

3. Apply basic first aid procedures in the workplace.

4. Adhere to required emergency evacuation procedures in the workplace.

1. Contribute as a team member.

2. Respond to changes in workplace legislative and administrative requirements.

1. Use manual handling techniques to move material and loads.

2. Use mechanical handling aids to move material and loads.

3. Adhere to requirements of Federal and State/Territory regulations for moving dangerous material.

UNIT: PRMPFES04A – Identify portable fire fighting equipment.

UNIT: PRMPFES05A – Use portable fire fighting equipment.

UNIT: PRMPFES06A – Prepare for installation and maintenance operations

1. Identify a range of portable and wheeled fire extinguishers.

2. Identify the different types of hose reels.

3. Identify the different types of delivery lay flat fire hoses.

4. Identify fire hydrants.

5. Identify fire blankets and containers.

6. Identify battery operated smoke alarms

1. Use portable fire extinguishers to extinguish a simulated fire.

2. Demonstrate a method of using a fire hose reel.

3. Demonstrate a method of using a fire blanket.

1. Use hand and power tools to attach related fire fighting equipment to a range of wall surfaces..

2. Use Australian Standards to access information in relation to maintenance and installation procedures for portable fire fighting equipment.

UNIT: PRMPFES07A – Maintain the quality of work output and resources

UNIT: PRMPFES08A – Contribute to the establishment and maintenance of customer relationships

UNIT: PRMPFES09A – Service portable fire extinguishers and fire blankets in the field

1. Incorporate quality measures into the use of resources.

2. Use resources according to procedures and specifications.

3. Complete administrative documentation for the use of resources.

1. Communicate effectively to a range of customers.

2. Maintain an acceptable image of the Company to customers.

3. Establish a working relationship with customers


2. Service portable fire extinguishers.






UNIT: PRMPFES10A – Inspect, test and replace fire hose reels in the field

UNIT: PRMPFES11A – Install portable fire extinguishers, fire blankets and battery powered smoke alarms

UNIT: PRMPFES12A – Maintain customer service and operations to meet quality and safety standards


2. Inspect and test fire hose reels.

3. Install replacement fire hose reels.


2. Install portable fire extinguishers.

3. Install portable fire extinguisher and fire cabinet combinations.

1. Provide effective customer service in the field.

2. Maintain services and operations.

UNIT: PRMPFES13A – Establish and maintain professional relationships with individuals, customers and organisations

UNIT: PRMPFES14A – Service portable fire extinguishers in the workshop

UNIT: PRMPFES15A – Service delivery lay flat fire hoses in the workshop

1. Establish and maintain links with organisations.

2. Work effectively and safely with individuals.


2. Service portable fire extinguishers in the workshop.




4. Clean and store delivery lay flat fire hose.

UNIT: PRMPFES16A – Inspect and service delivery lay flat fire hoses and nozzles in the field

UNIT: PRMPFES17A – Contribute to the training and assessment needs of the team

UNIT: PRMPFES18A – Hydrostatic test portable and wheeled CO2 fire extinguishers




4. Inspect and maintain delivery lay flat fire hose nozzles.

1. Contribute to planning for the training and development of self, individuals and teams.

2. Contribute to the training and development activities for self and other team members.

3. Contribute to the assessment of team members according to training objectives and competency standards.

1. Hydrostatic test portable and wheeled CO2 fire extinguishers.






UNIT: PRMPFES19A – Install and service portable foam liquid proportioning equipment

UNIT: PRMPFES20A – Service wheeled fire extinguishers in the field

UNIT: PRMPFES21A – Service wheeled fire extinguishers in the workshop


2. Inspect an installed portable foam liquid proportioner system.

3. Carry out testing procedures for an installed portable foam liquid proportioner system.

4. Install portable foam liquid proportioning equipment.





UNIT: PRMPFES22A – Oversee operations to meet safety and quality standards

UNIT: PRMPFES23A – Inspect and maintain fire hydrants and portable fire monitors

UNIT: PRMPFES24A – Inspect and maintain portable foam generating equipment

1. Oversee services and operations.

2. Oversee conditions required for a safe and effective working environment.

3. Oversee services and operation against quality and legislative requirements.


2. Inspect and maintain fire hydrants.

3. Inspect and maintain fire monitors.


2. Inspect and maintain hose reel foam units.

3. Inspect and maintain portable foam generating equipment.

UNIT: PRMPFES25A – Inspect and service a gaseous fire suppression systems

UNIT: PRMPFES26A – Test and maintain an emergency/exit lighting system

UNIT: PRMPFES27A – Install, inspect and maintain a pre-engineered foam fire suppression system


2. Inspect and service an installed gaseous fire suppression system.


2. Inspect and maintain single point systems.

3. Inspect and maintain central systems.


2. Install a pre-engineered foam fire suppression system.

3. Test an installed foam fire suppression system.

4. Maintain and repair an installed foam fire suppression system.






UNIT: PRMPFES28A – Install a passenger vehicle type foam fire suppression system

UNIT: PRMPFES29A – Install, inspect and maintain a pre-engineered powder fire suppression system

UNIT: PRMPFES30A – Install, inspect and maintain a pre-engineered wet chemical fire suppression system

1. Apply State/Territory legislative requirements to installation procedures.

2. Install a foam fire suppression system in the engine bay of a passenger motor vehicle.


2. Install a pre-engineered powder type fire suppression system.

3. Test an installed powder type fire suppression system.

4. Maintain and repair an installed powder type fire suppression system


2. Install a pre-engineered wet chemical fire suppression system.

3. Test an installed wet chemical fire suppression system.

4. Maintain and repair an installed wet chemical fire suppression system.

UNIT: PRMPFES31A – inspect and service a self contained water mist fire suppression system

UNIT: BSZ401A – Plan assessment

UNIT: BSZ402A – Conduct assessment


2. Check and test an engineered water mist system.

3. Service an installed water mist system.

1. Establish evidence required for a specific context.

2. Establish suitable assessment method(s).

3. Develop assessment tools appropriate to a specific assessment context.

4. Trial assessment procedure.

1. Identify and explain the context of assessment.

2. Plan evidence gathering opportunities.

3. Organise assessment.

4. Gather evidence.

5. Make the assessment decision.

6. Record assessment results.

7. Provide feedback to persons being assessed.

8. Report on the conduct of the assessment.

UNIT: BSZ403A – Review assessment

UNIT: BSZ404A – Train small groups

1. Review the assessment procedure(s)

2. Check consistency of assessment decision.

3. Report review findings.

1. Prepare for training.

2. Delivery training.

3. Provide opportunities for practices.

4. Review training.

Documents

Portable Fire Equipment Service Operations Sector...4. Assessment pathways 7 6. Guidelines for designing assessment resources 11 7. Guidelines for conducting assessments 13 8. Sources