# Australian Vocational Education and Training/UEENEEC024B Participate in instrumentation and control work and competency development activities
## UEENEEC024B - Participate in instrumentation and control work and competency development activities

1) Scope:1.1) DescriptorThis unit covers the application of industry/enterprise policies in actively participating in work activities and in one's own competency development. It complies with established industry/enterprise procedures regarding how work is conducted, understanding responsibilities and obligations under competency development plan, following activities for developing competency, self-monitoring competency development and meeting trainee obligations for periodic reporting of competency development activities. 2)This unit applies to a recognised development program that leads to the acquisition of a formal award at AQF level 3 or higher.

## Objectives
### Elements and Performance Criteria

After studying this unit you will be able to:
* Comply with instrumentation and control industry/enterprise work policies and procedures
** Industry/enterprise policies and procedures for all work activities are identified and obtained.
** Clarification on how particular work is to be carried out and the procedures involved is sought from the immediate supervisor/appropriate person.
** Unexpected situations are dealt with safely and in accordance with industry/enterprise policies and procedures, and with the approval of an authorised person.
* Monitor and respond to a personal competency development plan.
** All aspects of the competency development plan are confirmed in consultation with appropriate persons.
** All components of the competency development plan are followed diligently.
** Opportunities to practise skills and apply knowledge relative to a particular competency are pursued.
** Assistance is sought from appropriate persons to overcome difficulties in developing skills and applying knowledge relevant to a particular competency.
** Progress in competency development is self-monitored against the competency development plan and industry/enterprise policies and procedures.
** Modifications to the personal competency development plan are made in consultation with appropriate persons.
** Obligations are met for periodic and timely reporting of competency development activities.
** Periodic competency development activities report is validated by an appropriate person in accordance with industry/enterprise policies and procedures.

## Readings

Find links to add to this section on the ntisthis.com links page

## Activities

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* Rewrite one of the Elements or Performance Criteria in the Objectives section in plain language. Imagine that it starts with the words: "After studying this subject I will be able to..." For example a performance criteria that reads: "Work area is prepared to support efficient installation of sewage discharge pipes" is full of puff. It could be changed to read: "Set up a work area for installing sewage discharge pipes"
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* For bonus marks, write a challenge and add it to the Challenges section.
Assignments for this subject would address the following areas:

### Required Skills and Knowledge

* 8) This describes the essential skills and knowledge and their level, required for this unit.
* Evidence must show that knowledge has been acquired of safe working practices and participating in development and following a personal competency development plan. All knowledge and skills detailed in this unit should be contextualised to current industry practices and technologies. KS01-EC024A Instrumentation and control work competency development activities Evidence shall show an understanding of instrumentation and control work competency development activities to an extent indicated by the following aspects: T1. Responsibilities under a competency development plan:
* Competency Development (Training) Plans encompassing:
* state/territories requirements (acts/regulations)
* competency development (training) contracts
* competency development (training) period
* purpose of competency development (training) plans
* process in developing competency development (training) plans
* parties involved in the competency development (training) plan
* Qualification Structure encompassing:
* scope of work
* Training Packages - electrotechnology
* competency standard units (CSUs)
* structure of Qualification
* off-Job Requirements
* on-Job Requirements
* Responsibilities of Parties to the contract encompassing:
* employer responsibilities
* learner responsibilities
* RTO responsibilities
* State Training Authorities (STA)
* Electrotechnology Industry Career Opportunities encompassing:
* industry Areas
* qualification levels
* career paths
* Industry customs and practices encompassing:
* industry bodies – employer and employee representatives
* regulatory bodies – including licensing/registration, OHS, IR, training authorities – apprentice/trainee regulation
* vocational and technical education system – Australian Qualification Framework (AQF), credentials, Australian Qualification Training Framework (AQTF)
* Monitoring of Workplace Evidence encompassing:
* workplace exposure and practices and relationship with competency standard units
* methods of collecting workplace evidence
* monitoring period cycle
* requirements of workplace evidence
* actions taken for unsatisfactory progression
* role of state training authority (STA)
* apprentice/learner responsibilities
* employer responsibilities
* RTO Policies encompassing:
* apprentice/Learner Responsibilities
* teachers/Trainers Responsibilities
* absenteeism
* off-Job component assessment specifications
* on-Job component assessment specifications
* qualification completion requirements and award
* advanced standing and/or RPL
* result review procedures
* Apprentice/Learner Discipline Policy encompassing:
* apprentices/Learners rights
* apprentice/Learner responsibilities
* breaches of discipline
* types of penalties Apprentice/Learner Responsibilities
* Attendance at the Vocational and Technical Education Centre encompassing:
* importance of attendance
* record management of attendance
* attendance cards
* advice to employer of absences
* Fire and Emergencies at the Vocational and Technical Education Centre encompassing:
* designated fire and emergency exists
* procedures in the event of a fire
* evacuation procedures
* assembly points importance of attendance
* Occupational Health and Safety at the Vocational and Technical Education Centre encompassing:
* eye protection
* foot protection
* protective clothing
* personal injuries
* mobile phones and personal belonging
* dress regulations
* rotating machinery, designated fire and emergency exists
* Entry Requirements encompassing:
* numeracy requirements
* literacy requirements
* vocational and technical education centre support mechanisms
* testing and appropriate action by learner Eye protection
* Vocational and Technical Education Centre Tour encompassing:
* vocational and technical education centre layout
* building layout
* tour of building and vocational and technical education centre T2. Methods of monitoring and reporting competency development activities encompassing:
* RTOs responsibility to receive and monitor workplace activities of the apprentice/learner
* Industry requirements for monitoring workplace evidence
* Acceptable methods for monitoring and reporting workplace activities
* Apprentice’s/Learner’s responsibility to participate in the reporting of workplace activities
* RTOs requirements in periodically evaluating development of apprentices/learners from the workplace activities information gathered, and providing feedback and advice on areas requiring improvement
* Employers responsibilities to participate in monitoring, reporting and confirming workplace activities, and assisting in overcoming areas requiring development by the apprentice/learner
* Options for appeal or assistance from RTO or State Training Authority (STA) T3. Enterprise work activities policies and procedures encompassing:
* Need for policies and procedures
* Scope for an industry/enterprise to establish work activity policies and procedures - policies and procedure related to safety, effective work outcomes, customer relations, conflict resolution and competency development.
* Following work activities procedures

## Key Terms
### Range Statement

* 10) This relates to the unit as a whole providing the range of contexts and conditions to which the performance criteria apply. It allows for different work environments and situations that will affect performance.
* This unit must be demonstrated following the completion of a range of performance process activities that contribute to assisting in the evaluation of progress towards the development of competency. The unit applies to those engaged in employment-based programs covered by an approved contract of training under a relevant State/Territory training Act seeking to complete the qualification. Incorporated therein is the requirement for deploying an approved competency development (training) plan. The Plan specifies the units which are to be attained to complete the qualification. This unit is a core requirement for the completion of the qualification. It encompasses the processes required to participate in the development of competence by an apprentice/learner in the industry and in particular the activities associated with performance in the workplace and in vocational and technical education. It includes but is not limited to recognising and participating in:
* The competency development plan: >Context of the plan >State/Territory regulatory requirements (Acts/Regulations) >Competency development (training) contracts >Competency development (nominal training) period >Purpose of competency development (training) plans >Process in developing competency development (training) plans >Parties involved in the competency development (training) plan
* Responsibilities of Parties: >RTO responsibilities >Role of State Training Authority (STA) >Employer responsibilities >Employee/Learner responsibilities
* Context of responsible parties: >Industry customs, work practices >Industry bodies – employer and employee representatives >Regulatory bodies, including licensing/registration, OHS, IR, training authorities – apprentice/trainee regulation >Vocational and technical education system – AQF, credentials, AQTF >RTO training practices, requirements, administration, costs, and support services
* Workplace practice and exposure: >Timely reporting of workplace exposures and practice >Supervisor confirmation of workplace exposures and practices in a structured workplace report
* Workplace evidence reporting: >Unit of work >Elements and performance of work >Range of items exposed to and practised on >Level of supervision received >Period of exposure
* Workplace evidence validation: >Currency of evidence >Authenticity of evidence >Sufficiency of evidence
* Workplace evidence reporting review: >Contribution towards progressive development for the qualification >Competency standard unit progressive reporting >Regular review of progress report >Timing of periodic monitoring/evaluation >Procedures for monitoring and analysing progress >Procedures for responding to anomalies in competency development >Procedures for liaison with the workplace supervisor
* Periodic evaluation of competency development (training) progress: >Stages of progress that are to be met in developing competent performance >Evaluation of progress against requisite stages of development towards competent performance >Implementation of remedial measures >Periodic progress report formally confirmed to parties
* Generic terms used throughout this Vocational Standard shall be regarded as part of the Range Statement in which competency is demonstrated. The definition of these and other terms that apply are given in Volume 2, Part 2.1.

## Challenges

Challenges should be built around the following areas:

### Evidence Guide

9) This provides essential advice for assessment of the unit. It must be read in conjunction with the performance criteria and the range statement of the unit and the Training Package Assessment Guidelines. The Evidence Guide forms an integral part of this unit. It must be used in conjunction with all parts of this unit and performed in accordance with the Assessment Guidelines of this Training Package. :
| Overview of Assessment | 9.1) Longitudinal competency development approaches to assessment, such as Profiling, require data to be reliably gathered in a form that can be consistently interpreted over time. This approach is best utilised in Apprenticeship programs and reduces assessment intervention. It is the industry-preferred model for apprenticeships. However, where summative (or final) assessment is used it is to include the application of the competency in the normal work environment or, at a minimum, the application of the competency in a realistically simulated work environment. It is recognised that, in some circumstances, assessment in part or full can occur outside the workplace. However, it must be in accordance with industry and regulatory policy. Methods chosen for a particular assessment will be influenced by various factors. These include the extent of the assessment, the most effective locations for the assessment activities to take place, access to physical resources, additional safety measures that may be required and the critical nature of the competencies being assessed. The critical safety nature of working with electricity, electrical equipment, gas or any other hazardous substance/material carries risk in deeming a person competent. Sources of evidence need to be 'rich' in nature to minimise error in judgment. Activities associated with normal everyday work have a bearing on the decision as to how much and how detailed the data gathered will contribute to its 'richness'. Some skills are more critical to safety and operational requirements while the same skills may be more or less frequently practised. These points are raised for the assessors to consider when choosing an assessment method and developing assessment instruments. Sample assessment instruments are included for Assessors in the Assessment Guidelines of this Training Package. | 9.1) Longitudinal competency development approaches to assessment, such as Profiling, require data to be reliably gathered in a form that can be consistently interpreted over time. This approach is best utilised in Apprenticeship programs and reduces assessment intervention. It is the industry-preferred model for apprenticeships. However, where summative (or final) assessment is used it is to include the application of the competency in the normal work environment or, at a minimum, the application of the competency in a realistically simulated work environment. It is recognised that, in some circumstances, assessment in part or full can occur outside the workplace. However, it must be in accordance with industry and regulatory policy. Methods chosen for a particular assessment will be influenced by various factors. These include the extent of the assessment, the most effective locations for the assessment activities to take place, access to physical resources, additional safety measures that may be required and the critical nature of the competencies being assessed. The critical safety nature of working with electricity, electrical equipment, gas or any other hazardous substance/material carries risk in deeming a person competent. Sources of evidence need to be 'rich' in nature to minimise error in judgment. Activities associated with normal everyday work have a bearing on the decision as to how much and how detailed the data gathered will contribute to its 'richness'. Some skills are more critical to safety and operational requirements while the same skills may be more or less frequently practised. These points are raised for the assessors to consider when choosing an assessment method and developing assessment instruments. Sample assessment instruments are included for Assessors in the Assessment Guidelines of this Training Package. | 9.1) Longitudinal competency development approaches to assessment, such as Profiling, require data to be reliably gathered in a form that can be consistently interpreted over time. This approach is best utilised in Apprenticeship programs and reduces assessment intervention. It is the industry-preferred model for apprenticeships. However, where summative (or final) assessment is used it is to include the application of the competency in the normal work environment or, at a minimum, the application of the competency in a realistically simulated work environment. It is recognised that, in some circumstances, assessment in part or full can occur outside the workplace. However, it must be in accordance with industry and regulatory policy. Methods chosen for a particular assessment will be influenced by various factors. These include the extent of the assessment, the most effective locations for the assessment activities to take place, access to physical resources, additional safety measures that may be required and the critical nature of the competencies being assessed. The critical safety nature of working with electricity, electrical equipment, gas or any other hazardous substance/material carries risk in deeming a person competent. Sources of evidence need to be 'rich' in nature to minimise error in judgment. Activities associated with normal everyday work have a bearing on the decision as to how much and how detailed the data gathered will contribute to its 'richness'. Some skills are more critical to safety and operational requirements while the same skills may be more or less frequently practised. These points are raised for the assessors to consider when choosing an assessment method and developing assessment instruments. Sample assessment instruments are included for Assessors in the Assessment Guidelines of this Training Package. | 9.1) Longitudinal competency development approaches to assessment, such as Profiling, require data to be reliably gathered in a form that can be consistently interpreted over time. This approach is best utilised in Apprenticeship programs and reduces assessment intervention. It is the industry-preferred model for apprenticeships. However, where summative (or final) assessment is used it is to include the application of the competency in the normal work environment or, at a minimum, the application of the competency in a realistically simulated work environment. It is recognised that, in some circumstances, assessment in part or full can occur outside the workplace. However, it must be in accordance with industry and regulatory policy. Methods chosen for a particular assessment will be influenced by various factors. These include the extent of the assessment, the most effective locations for the assessment activities to take place, access to physical resources, additional safety measures that may be required and the critical nature of the competencies being assessed. The critical safety nature of working with electricity, electrical equipment, gas or any other hazardous substance/material carries risk in deeming a person competent. Sources of evidence need to be 'rich' in nature to minimise error in judgment. Activities associated with normal everyday work have a bearing on the decision as to how much and how detailed the data gathered will contribute to its 'richness'. Some skills are more critical to safety and operational requirements while the same skills may be more or less frequently practised. These points are raised for the assessors to consider when choosing an assessment method and developing assessment instruments. Sample assessment instruments are included for Assessors in the Assessment Guidelines of this Training Package. |
| Critical aspects of evidence required to demonstrate competency in this unit | 9.2) Before the critical aspects of evidence are considered all prerequisites must be met. | 9.2) Before the critical aspects of evidence are considered all prerequisites must be met. | 9.2) Before the critical aspects of evidence are considered all prerequisites must be met. | 9.2) Before the critical aspects of evidence are considered all prerequisites must be met. |
| Evidence for competence in this unit shall be considered holistically. Each Element and associated performance criteria shall be demonstrated on at least two occasions in accordance with the 'Assessment Guidelines - UEE07'. Evidence shall also comprise: A representative body of work performance demonstrated within the timeframes typically expected of the discipline, work function and industrial environment. In particular this shall incorporate evidence that shows a candidate is able to: ||||
| | Implement Occupational Health and Safety workplace procedures and practices, including the use of risk control measures as specified in the performance criteria and range statement Apply sustainable energy principles and practices as specified in the performance criteria and range statement Demonstrate an understanding of the essential knowledge and associated skills as described in this unit. It may be required by some jurisdictions that RTOs provide a percentile graded result for the purpose of regulatory or licensing requirements. Demonstrate an appropriate level of skills enabling employment Conduct work observing the relevant Anti Discrimination legislation, regulations, polices and workplace procedures | Implement Occupational Health and Safety workplace procedures and practices, including the use of risk control measures as specified in the performance criteria and range statement Apply sustainable energy principles and practices as specified in the performance criteria and range statement Demonstrate an understanding of the essential knowledge and associated skills as described in this unit. It may be required by some jurisdictions that RTOs provide a percentile graded result for the purpose of regulatory or licensing requirements. Demonstrate an appropriate level of skills enabling employment Conduct work observing the relevant Anti Discrimination legislation, regulations, polices and workplace procedures | Implement Occupational Health and Safety workplace procedures and practices, including the use of risk control measures as specified in the performance criteria and range statement Apply sustainable energy principles and practices as specified in the performance criteria and range statement Demonstrate an understanding of the essential knowledge and associated skills as described in this unit. It may be required by some jurisdictions that RTOs provide a percentile graded result for the purpose of regulatory or licensing requirements. Demonstrate an appropriate level of skills enabling employment Conduct work observing the relevant Anti Discrimination legislation, regulations, polices and workplace procedures | Implement Occupational Health and Safety workplace procedures and practices, including the use of risk control measures as specified in the performance criteria and range statement Apply sustainable energy principles and practices as specified in the performance criteria and range statement Demonstrate an understanding of the essential knowledge and associated skills as described in this unit. It may be required by some jurisdictions that RTOs provide a percentile graded result for the purpose of regulatory or licensing requirements. Demonstrate an appropriate level of skills enabling employment Conduct work observing the relevant Anti Discrimination legislation, regulations, polices and workplace procedures |
| | Demonstrated consistent performance across a representative range of contexts from the prescribed items below: | Demonstrated consistent performance across a representative range of contexts from the prescribed items below: | Demonstrated consistent performance across a representative range of contexts from the prescribed items below: | Demonstrated consistent performance across a representative range of contexts from the prescribed items below: |
| | Participate in instrumentation and control work and competency development activities as detailed in 8) including: | Participate in instrumentation and control work and competency development activities as detailed in 8) including: | Participate in instrumentation and control work and competency development activities as detailed in 8) including: | Participate in instrumentation and control work and competency development activities as detailed in 8) including: |
| | | A | Identifying and confirming the context, requirements and responsibilities of the competency development (training) plan to be met | Identifying and confirming the context, requirements and responsibilities of the competency development (training) plan to be met |
| | | B | Identifying and confirming the critical industry, enterprise and regulatory policies, procedures and context applicable to all work activities | Identifying and confirming the critical industry, enterprise and regulatory policies, procedures and context applicable to all work activities |
| | | C | Identifying and confirming the applicable training practices, requirements, administration, costs and support service policies and procedures provided by the RTO to all vocational and technical education activities | Identifying and confirming the applicable training practices, requirements, administration, costs and support service policies and procedures provided by the RTO to all vocational and technical education activities |
| | | D | Seeking clarification of how particular work is to be carried out and the procedures involved | Seeking clarification of how particular work is to be carried out and the procedures involved |
| | | E | Dealing with unexpected situations in accordance with industry/enterprise policies and procedures, and with the approval of an authorised person | Dealing with unexpected situations in accordance with industry/enterprise policies and procedures, and with the approval of an authorised person |
| | | F | Reporting periodically the competency development activities in accordance with requirements | Reporting periodically the competency development activities in accordance with requirements |
| | | G | Periodically reviewing progress of the competency development activities in accordance with requirements | Periodically reviewing progress of the competency development activities in accordance with requirements |
| | | H | Pursuing strategies to develop opportunities for gaining the range of workplace experiences and exposure | Pursuing strategies to develop opportunities for gaining the range of workplace experiences and exposure |
| | | I | Progressing successfully against periodic or staged evaluative performance events according to requirements | Progressing successfully against periodic or staged evaluative performance events according to requirements |
| | | G | Seeking assistance to overcome difficulties in developing competency | Seeking assistance to overcome difficulties in developing competency |
| | | K | Dealing with unplanned events by drawing on essential knowledge and skills to provide appropriate solutions incorporated in a holistic assessment with the above listed items | Dealing with unplanned events by drawing on essential knowledge and skills to provide appropriate solutions incorporated in a holistic assessment with the above listed items |
| Context of and specific resources for assessment | 9.3) This unit should be assessed as it relates to normal work practice using procedures, information and resources typical of a workplace. This should include: OHS policy and work procedures and instructions. Suitable work environment, facilities, equipment and materials to undertake actual work as prescribed in this unit. These should be used in the formal learning/assessment environment. Note: Where simulation is considered a suitable strategy for assessment it must ensure that the conditions for assessment are authentic and as far as possible reproduce and replicate the workplace and is consistent with the approved industry simulation policy. | 9.3) This unit should be assessed as it relates to normal work practice using procedures, information and resources typical of a workplace. This should include: OHS policy and work procedures and instructions. Suitable work environment, facilities, equipment and materials to undertake actual work as prescribed in this unit. These should be used in the formal learning/assessment environment. Note: Where simulation is considered a suitable strategy for assessment it must ensure that the conditions for assessment are authentic and as far as possible reproduce and replicate the workplace and is consistent with the approved industry simulation policy. | 9.3) This unit should be assessed as it relates to normal work practice using procedures, information and resources typical of a workplace. This should include: OHS policy and work procedures and instructions. Suitable work environment, facilities, equipment and materials to undertake actual work as prescribed in this unit. These should be used in the formal learning/assessment environment. Note: Where simulation is considered a suitable strategy for assessment it must ensure that the conditions for assessment are authentic and as far as possible reproduce and replicate the workplace and is consistent with the approved industry simulation policy. | 9.3) This unit should be assessed as it relates to normal work practice using procedures, information and resources typical of a workplace. This should include: OHS policy and work procedures and instructions. Suitable work environment, facilities, equipment and materials to undertake actual work as prescribed in this unit. These should be used in the formal learning/assessment environment. Note: Where simulation is considered a suitable strategy for assessment it must ensure that the conditions for assessment are authentic and as far as possible reproduce and replicate the workplace and is consistent with the approved industry simulation policy. |
| | The resources used for assessment should reflect current industry practices in relation to participating in development and following a personal competency development plan. | The resources used for assessment should reflect current industry practices in relation to participating in development and following a personal competency development plan. | The resources used for assessment should reflect current industry practices in relation to participating in development and following a personal competency development plan. | The resources used for assessment should reflect current industry practices in relation to participating in development and following a personal competency development plan. |
| Method of assessment | 9.4) This unit shall be assessed by methods given in Volume 1, Part 3 'Assessment Guidelines'. Note: Competent performance with inherent safe working practices is expected in the Industry to which this unit applies. This requires that the specified essential knowledge and associated skills are assessed in a structured environment which is primarily intended for learning/assessment and incorporates all necessary equipment and facilities for learners to develop and demonstrate the essential knowledge and skills described in this unit. | 9.4) This unit shall be assessed by methods given in Volume 1, Part 3 'Assessment Guidelines'. Note: Competent performance with inherent safe working practices is expected in the Industry to which this unit applies. This requires that the specified essential knowledge and associated skills are assessed in a structured environment which is primarily intended for learning/assessment and incorporates all necessary equipment and facilities for learners to develop and demonstrate the essential knowledge and skills described in this unit. | 9.4) This unit shall be assessed by methods given in Volume 1, Part 3 'Assessment Guidelines'. Note: Competent performance with inherent safe working practices is expected in the Industry to which this unit applies. This requires that the specified essential knowledge and associated skills are assessed in a structured environment which is primarily intended for learning/assessment and incorporates all necessary equipment and facilities for learners to develop and demonstrate the essential knowledge and skills described in this unit. | 9.4) This unit shall be assessed by methods given in Volume 1, Part 3 'Assessment Guidelines'. Note: Competent performance with inherent safe working practices is expected in the Industry to which this unit applies. This requires that the specified essential knowledge and associated skills are assessed in a structured environment which is primarily intended for learning/assessment and incorporates all necessary equipment and facilities for learners to develop and demonstrate the essential knowledge and skills described in this unit. |
| Concurrent assessment and relationship with other units | 9.5) | 9.5) | 9.5) | 9.5) |
| This unit shall be assessed concurrently with other units in a qualification. ||||
| Concurrent assessment and relationship with other units | UEENEEI012B | UEENEEI012B | UEENEEI012B | Verify compliance and functionality of process control installations |