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PPM Pulp & Paper Manufacturing
Industry Training Package
Release: 1.0
Contents
Date this document was generated: 2 June 2016
CONTENTS
PPM Pulp & Paper Manufacturing Industry Training Package .......................................11
PPM20116 Certificate II in Pulping Operations ...............................................................12
PPM20216 Certificate II in Papermaking Operations ......................................................18
PPM30116 Certificate III in Pulping Operations ..............................................................24
PPM30216 Certificate III in Papermaking Operations .....................................................31
PPM40116 Certificate IV in Pulping Operations ..............................................................37
PPM40216 Certificate IV in Papermaking Operations .....................................................42
PPM50116 Diploma of Pulp and Paper Process Management ..........................................48
BSBADM405 Organise meetings ......................................................................................51
Assessment Requirements for BSBADM405 Organise meetings .......................................55
BSBADM502 Manage meetings ........................................................................................57
Assessment Requirements for BSBADM502 Manage meetings ........................................61
BSBAUD501 Initiate a quality audit .................................................................................63
Assessment Requirements for BSBAUD501 Initiate a quality audit..................................68
BSBCMM101 Apply basic communication skills ..............................................................70
Assessment Requirements for BSBCMM101 Apply basic communication skills...............74
BSBCMM201 Communicate in the workplace .................................................................76
Assessment Requirements for BSBCMM201 Communicate in the workplace ..................80
BSBCMM401 Make a presentation ..................................................................................82
Assessment Requirements for BSBCMM401 Make a presentation...................................86
BSBFLM305 Support operational plan ............................................................................88
Assessment Requirements for BSBFLM305 Support operational plan .............................92
BSBFLM309 Support continuous improvement systems and processes............................94
Assessment Requirements for BSBFLM309 Support continuous improvement systems and
processes....................................................................................................................98
BSBFLM311 Support a workplace learning environment ..............................................100
Assessment Requirements for BSBFLM311 Support a workplace learning environment104
BSBFLM312 Contribute to team effectiveness ...............................................................106
Assessment Requirements for BSBFLM312 Contribute to team effectiveness ................110
BSBLDR402 Lead effective workplace relationships ......................................................112
Assessment Requirements for BSBLDR402 Lead effective workplace relationships.......116
BSBLDR403 Lead team effectiveness .............................................................................118
Assessment Requirements for BSBLDR403 Lead team effectiveness..............................122
BSBLED501 Develop a workplace learning environment ...............................................124
Assessment Requirements for BSBLED501 Develop a workplace learning environment129
BSBMGT502 Manage people performance ....................................................................131
Assessment Requirements for BSBMGT502 Manage people performance .....................136
BSBMGT507A Manage environmental performance .....................................................138
BSBMGT517 Manage operational plan ..........................................................................149
Assessment Requirements for BSBMGT517 Manage operational plan...........................154
BSBMGT608 Manage innovation and continuous improvement ....................................156
Assessment Requirements for BSBMGT608 Manage innovation and continuous
improvement............................................................................................................161
BSBPMG522 Undertake project work............................................................................163
Assessment Requirements for BSBPMG522 Undertake project work ............................168
BSBREL401 Establish networks.....................................................................................170
Assessment Requirements for BSBREL401 Establish networks .....................................174
BSBRES401 Analyse and present research information .................................................176
Assessment Requirements for BSBRES401 Analyse and present research information..180
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© Commonwealth of Australia, 2016
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Forestworks Learning and Skill Development
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BSBRSK401 Identify risk and apply risk management processes...................................182
Assessment Requirements for BSBRSK401 Identify risk and apply risk management
processes..................................................................................................................186
BSBWHS401 Implement and monitor WHS policies, procedures and programs to meet
legislative requirements ...........................................................................................188
Assessment Requirements for BSBWHS401 Implement and monitor WHS policies,
procedures and programs to meet legislative requirements .....................................193
BSBWHS402 Assist with compliance with WHS laws.....................................................195
Assessment Requirements for BSBWHS402 Assist with compliance with WHS laws .....200
BSBWHS403 Contribute to implementing and maintaining WHS consultation and
participation processes.............................................................................................202
Assessment Requirements for BSBWHS403 Contribute to implementing and maintaining
WHS consultation and participation processes ........................................................206
BSBWHS404 Contribute to WHS hazard identification, risk assessment and risk control208
Assessment Requirements for BSBWHS404 Contribute to WHS hazard identification, risk
assessment and risk control......................................................................................213
BSBWHS405 Contribute to implementing and maintaining WHS management systems215
Assessment Requirements for BSBWHS405 Contribute to implementing and maintaining
WHS management systems ......................................................................................219
BSBWHS409 Assist with workplace monitoring processes .............................................221
Assessment Requirements for BSBWHS409 Assist with workplace monitoring processes226
BSBWHS410 Contribute to work-related health and safety measures and initiatives.....229
Assessment Requirements for BSBWHS410 Contribute to work-related health and safety
measures and initiatives ...........................................................................................234
BSBWHS510 Contribute to implementing emergency procedures .................................236
Assessment Requirements for BSBWHS510 Contribute to implementing emergency
procedures ...............................................................................................................241
BSBWOR501 Manage personal work priorities and professional development ..............244
Assessment Requirements for BSBWOR501 Manage personal work priorities and
professional development.........................................................................................248
BSBWOR502 Lead and manage team effectiveness ........................................................250
Assessment Requirements for BSBWOR502 Lead and manage team effectiveness ........255
BSBWRK402A Empower workers .................................................................................257
BSBWRK403A Communicate with workers...................................................................266
BSBWRK404A Promote equality of opportunity and fair treatment for all workers......273
BSBWRK406A Participate in the bargaining process.....................................................281
BSBWRK407A Provide advice to union members ..........................................................288
BSBWRK408A Undertake negotiations..........................................................................295
BSBWRK409 Prepare for and participate in dispute resolution.....................................303
Assessment Requirements for BSBWRK409 Prepare for and participate in dispute
resolution.................................................................................................................307
BSBWRK506A Coordinate research and analysis ..........................................................309
CPPSEC2011B Control access to and exit from premises ...............................................316
CPPSEC2015A Patrol premises......................................................................................325
CPPSEC3007A Maintain security of environment..........................................................335
FWPCOR6201 Manage sustainability in the workplace .................................................345
Assessment Requirements for FWPCOR6201 Manage sustainability in the workplace ..348
FWPCOT4208 Implement workplace sustainability practices ........................................351
Assessment Requirements for FWPCOT4208 Implement workplace sustainability
practices...................................................................................................................354
FWPCOT5207 Implement sustainability in the workplace .............................................356
Assessment Requirements for FWPCOT5207 Implement sustainability in the workplace359
FWPCOT5208 Build and maintain community relationships .........................................362
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Assessment Requirements for FWPCOT5208 Build and maintain community
relationships ............................................................................................................366
FWPCOT6201 Manage community engagement ............................................................369
Assessment Requirements for FWPCOT6201 Manage community engagement.............374
FWPCOT6205 Prepare an enterprise carbon manage ment report.................................377
Assessment Requirements for FWPCOT6205 Prepare an enterprise carbon management
report.......................................................................................................................380
FWPCOT6208 Manage innovative thinking and practice in the forest and wood products
industry ...................................................................................................................383
Assessment Requirements for FWPCOT6208 Manage innovative thinking and practice in
the forest and wood products industry .....................................................................386
FWPCOT6209 Manage forest and wood products industry research .............................388
Assessment Requirements for FWPCOT6209 Manage forest and wood products industry
research ...................................................................................................................391
FWPCOT8101 Lead forest and wood products industry innovative thinking and practice393
Assessment Requirements for FWPCOT8101 Lead forest and wood products industry
innovative thinking and practice ..............................................................................396
FWPCOT8102 Initiate and lead a forest and wood products industry innovation ..........399
Assessment Requirements for FWPCOT8102 Initiate and lead a forest and wood products
industry innovation..................................................................................................402
HLTAID003 Provide first aid .........................................................................................404
Assessment Requirements for HLTAID003 Provide first aid..........................................407
MEM09002B Interpret technical drawing ......................................................................412
MEM11016B Order materials ........................................................................................419
MEM12023A Perform engineering measurements .........................................................425
MEM12024A Perform computations ..............................................................................433
MEM14005A Plan a complete activity............................................................................441
MEM18001C Use hand tools ..........................................................................................449
MEM18002B Use power tools/hand held operations .......................................................456
MEM18011C Shut down and isolate machines/equipment .............................................463
MEM18055B Dismantle, replace and assemble engineering components........................470
MEM30020A Develop and manage a plan for a simple manufacturing related project ..479
MSACMT270A Use sustainable energy practices ...........................................................486
MSACMT271A Use sustainable environmental practices...............................................493
MSACMT432A Analyse manual handling processes ......................................................501
MSACMT452A Apply statistics to processes in manufacturing ......................................509
MSACMT671A Develop and manage sustainable environmental practices ....................518
MSAENV472B Implement and monitor environmentally sustainable work practices ....527
MSAPMOHS110A Follow emergency response procedures ...........................................537
MSAPMOHS220A Provide initial First Aid response.....................................................544
MSAPMOPS212A Use organisation computers or data systems.....................................552
MSAPMSUP382A Provide coaching/mentoring in the workplace ..................................559
MSAPMSUP400A Develop and monitor quality systems................................................565
MSL904001 Perform standard calibrations ....................................................................571
Assessment Requirements for MSL904001 Perform standard calibrations ....................577
MSL973001 Perform basic tests......................................................................................581
Assessment Requirements for MSL973001 Perform basic tests ......................................587
MSS014003A Optimise sustainability of a process or plant area.....................................589
MSS402020A Apply quick changeover procedures.........................................................599
MSS402030A Apply cost factors to work practices .........................................................607
MSS402040A Apply 5S procedures ................................................................................613
MSS402050A Monitor process capability .......................................................................621
MSS402051A Apply quality standards ...........................................................................628
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MSS402052A Implement continuous improvements based on standardised work practices637
MSS402081A Contribute to the application of a proactive maintenance strategy ...........645
MSS403001A Implement competitive systems and practices ..........................................652
MSS403002A Ensure process improvements are sustained.............................................661
MSS403011A Facilitate implementation of competitive systems and practices ...............670
MSS403032A Analyse manual handling processes..........................................................678
MSS403040A Facilitate and improve implementation of 5S ...........................................686
MSS403051A Mistake proof an operational process .......................................................696
MSS404052A Apply statistics to operational processes ...................................................704
PMAOHS211B Prepare equipment for emergency response ..........................................713
PPMCPP210 Monitor and control coated paper processes .............................................720
Assessment Requirements for PPMCPP210 Monitor and control coated paper processes723
PPMCPP320 Prepare and start up coated paper processes ............................................726
Assessment Requirements for PPMCPP320 Prepare and start up coated paper processes730
PPMCPP330 Co-ordinate the shutdown of coated paper processes ................................733
Assessment Requirements for PPMCPP330 Co-ordinate the shutdown of coated paper
processes..................................................................................................................736
PPMCPP440 Troubleshoot and rectify coated paper processes ......................................739
Assessment Requirements for PPMCPP440 Troubleshoot and rectify coated paper
processes..................................................................................................................742
PPMCPR210 Prepare chemical products .......................................................................745
Assessment Requirements for PPMCPR210 Prepare chemical products ........................748
PPMCSK310 Operate process control equipment ..........................................................751
Assessment Requirements for PPMCSK310 Operate process control equipment ...........754
PPMDEO210 Monitor and control dry end operations...................................................757
Assessment Requirements for PPMDEO210 Monitor and control dry end operations ...760
PPMDEO320 Prepare and start up dry end operations ..................................................763
Assessment Requirements for PPMDEO320 Prepare and start up dry end operations...766
PPMDEO330 Co-ordinate and implement dry end shutdown ........................................769
Assessment Requirements for PPMDEO330 Co-ordinate and implement dry end
shutdown .................................................................................................................772
PPMDEO440 Troubleshoot and rectify dry end systems ................................................775
Assessment Requirements for PPMDEO440 Troubleshoot and rectify dry end systems .778
PPMENV210 Identify and monitor environmental discharges/emissions .......................781
Assessment Requirements for PPMENV210 Identify and monitor environmental
discharges/emissions ................................................................................................784
PPMENV320 Monitor and control environmental hazards ............................................787
Assessment Requirements for PPMENV320 Monitor and control environmental hazards790
PPMEPG210 Monitor and control power generation system..........................................793
Assessment Requirements for PPMEPG210 Monitor and control power generation system796
PPMEPG320 Manage a power generation system startup ..............................................799
Assessment Requireme nts for PPMEPG320 Manage a power generation system startup802
PPMEPG330 Co-ordinate power generation system shutdown ......................................805
Assessment Requirements for PPMEPG330 Co-ordinate power generation system
shutdown .................................................................................................................808
PPMEPG440 Troubleshoot and rectify power generation system...................................811
Assessment Requirements for PPMEPG440 Troubleshoot and rectify power generation
system ......................................................................................................................814
PPMFCO210 Monitor, control and shutdown finishing and converting operations........817
Assessment Requirements for PPMFCO210 Monitor, control and shutdown finishing and
converting operations ..............................................................................................820
PPMFCO320 Prepare and start up finishing and converting operations ........................823
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Assessment Requirements for PPMFCO320 Prepare and start up finishing and converting
operations ................................................................................................................826
PPMFCO340 Troubleshoot and rectify finishing and converting systems ......................829
Assessment Requirements for PPMFCO340 Troubleshoot and rectify finishing and
converting systems ...................................................................................................832
PPMHWP250 Store and dispatch waste paper ...............................................................835
Assessment Requirements for PPMHWP250 Store and dispatch waste paper................838
PPMHWP260 Receive waste paper ................................................................................840
Assessment Requirements for PPMHWP260 Receive waste paper .................................843
PPMHWP270 Unload waste paper .................................................................................846
Assessment Requirements for PPMHWP270 Unload waste paper..................................849
PPMMHV210 Operate overhead crane ..........................................................................852
Assessment Requirements for PPMMHV210 Operate overhead crane ...........................856
PPMNUM210 Estimate and calculate basic data ............................................................858
Assessment Requirements for PPMNUM210 Estimate and calculate basic data.............861
PPMNUM320 Measure and calculate routine workplace data........................................864
Assessment Requirements for PPMNUM320 Measure and calculate routine workplace
data..........................................................................................................................867
PPMNUM430 Calculate and analyse production and financial performance .................870
Assessment Requirements for PPMNUM430 Calculate and analyse production and
financial performance ..............................................................................................873
PPMPLN210 Plan and undertake a routine task ............................................................875
Assessment Requirements for PPMPLN210 Plan and undertake a routine task .............878
PPMPLN420 Plan a complex activity .............................................................................880
Assessment Requirements for PPMPLN420 Plan a complex activity ..............................883
PPMPRM210 Undertake operator level preventative maintenance ................................886
Assessment Requirements for PPMPRM210 Undertake operator level preventative
maintenance.............................................................................................................889
PPMPRM220 Perform lubrication .................................................................................892
Assessment Requirements for PPMPRM220 Perform lubrication ..................................895
PPMPRS210 Identify and rectify problems in the workplace .........................................898
Assessment Requirements for PPMPRS210 Identify and rectify problems in the workplace 901
PPMPRS320 Solve systemic problems in the workplace .................................................903
Assessment Requirements for PPMPRS320 Solve systemic problems in the workplace..907
PPMPRV210 Operate ancillary equipment ....................................................................910
Assessment Requirements for PPMPRV210 Operate ancillary equipment .....................913
PPMPRV320 Co-ordinate and direct clothing changes...................................................916
Assessment Requirements for PPMPRV320 Co-ordinate and direct clothing changes ...919
PPMPUL210 Monitor and control pulping operations ...................................................922
Assessment Requirements for PPMPUL210 Monitor and control pulping operations ....925
PPMPUL250 Store and distribute pulped product .........................................................928
Assessment Requirements for PPMPUL250 Store and distribute pulped product ..........931
PPMPUL320 Prepare and start up pulping system operations .......................................934
Assessment Requirements for PPMPUL320 Prepare and start up pulping system
operations ................................................................................................................937
PPMPUL330 Co-ordinate and implement pulping plant shutdowns...............................940
Assessment Requirements for PPMPUL330 Co-ordinate and implement pulping plant
shutdowns ................................................................................................................943
PPMPUL440 Troubleshoot and rectify pulping processes ..............................................945
Assessment Requirements for PPMPUL440 Troubleshoot and rectify pulping processes948
PPMQAS210 Apply basic quality practices ....................................................................950
Assessment Requirements for PPMQAS210 Apply basic quality practices.....................953
PPMQAS420 Co-ordinate in-process quality assurance .................................................955
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Assessment Requirements for PPMQAS420 Co-ordinate in-process quality assurance ..958
PPMQAS430 Oversee quality assurance process............................................................961
Assessment Requirements for PPMQAS430 Oversee quality assurance process.............964
PPMREC210 Monitor and control chemical recovery operations...................................966
Assessment Requirements for PPMREC210 Monitor and control chemical recovery
operations ................................................................................................................969
PPMREC320 Prepare and start up chemical recovery operations ..................................971
Assessment Requirements for PPMREC320 Prepare and start up chemical recovery
operations ................................................................................................................974
PPMREC330 Co-ordinate and implement chemical recovery shutdowns .......................976
Assessment Requirements for PPMREC330 Co-ordinate and implement chemical
recovery shutdowns .................................................................................................979
PPMREC440 Troubleshoot and rectify chemical recovery operations............................981
Assessment Requirements for PPMREC440 Troubleshoot and rectify chemical recovery
operations ................................................................................................................985
PPMREL210 Contribute to effective working relationships ...........................................987
Assessment Requirements for PPMREL210 Contribute to effective working relationships990
PPMRES210 Prepare and operate the woodchip production system ..............................993
Assessment Requirements for PPMRES210 Prepare and operate the woodchip production
system ......................................................................................................................997
PPMRES250 Distribute woodchips.................................................................................999
Assessment Requirements for PPMRES250 Distribute woodchips ...............................1002
PPMRES260 Receive materials ....................................................................................1004
Assessment Requirements for PPMRES260 Receive materials .....................................1007
PPMRES270 Unload materials .....................................................................................1009
Assessment Requirements for PPMRES270 Unload materials .....................................1012
PPMRES340 Troubleshoot and rectify primary resource operations ...........................1014
Assessment Requirements for PPMRES340 Troubleshoot and rectify primary resource
operations ..............................................................................................................1018
PPMSPR210 Monitor and control stock preparation systems ......................................1021
Assessment Requirements for PPMSPR210 Monitor and control stock preparation
systems...................................................................................................................1025
PPMSPR320 Prepare and start up stock preparation system for production ...............1028
Assessment Requirements for PPMSPR320 Prepare and start up stock preparation system
for production........................................................................................................1031
PPMSPR330 Co-ordinate and implement stock preparation system shutdown ............1034
Assessment Requirements for PPMSPR330 Co-ordinate and implement stock preparation
system shutdown ....................................................................................................1037
PPMSPR440 Troubleshoot and rectify stock preparation systems ...............................1041
Assessment Requirements for PPMSPR440 Troubleshoot and rectify stock preparation
systems...................................................................................................................1044
PPMSTM210 Monitor and control boiler operation .....................................................1047
Assessment Require ments for PPMSTM210 Monitor and control boiler operation......1050
PPMSTM320 Manage steam boiler start up .................................................................1053
Assessment Requirements for PPMSTM320 Manage steam boiler start up..................1056
PPMSTM330 Shut down and bank steam boiler ..........................................................1059
Assessment Requirements for PPMSTM330 Shut down and bank steam boiler ...........1062
PPMSTM440 Troubleshoot and rectify boiler plant systems ........................................1065
Assessment Requirements for PPMSTM440 Troubleshoot and rectify boiler plant systems1068
PPMSUS210 Apply sustainable work practices/policies................................................1071
Assessment Requirements for PPMSUS210 Apply sustainable work practices/policies 1074
PPMSUS510 Develop workplace policy and procedures for sustainability ...................1076
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Assessment Requirements for PPMSUS510 Develop workplace policy and procedures for
sustainability..........................................................................................................1080
PPMWAR250 Store product ........................................................................................1083
Assessment Requirements for PPMWAR250 Store product .........................................1086
PPMWAR255 Prepare and dispatch product ...............................................................1089
Assessment Requirements for PPMWAR255 Prepare and dispatch product................1092
PPMWAR280 Warehouse product packaging ..............................................................1095
Assessment Requirements for PPMWAR280 Warehouse product packaging...............1098
PPMWAS210 Operate water systems ...........................................................................1101
Assessment Requirements for PPMWAS210 Operate water systems............................1104
PPMWAS340 Troubleshoot and rectify water systems .................................................1107
Assessment Requirements for PPMWAS340 Troubleshoot and rectify water systems..1110
PPMWEO210 Monitor and control wet end operations................................................1113
Assessment Requirements for PPMWEO210 Monitor and control wet end operations 1117
PPMWEO320 Prepare and start up wet end operations ...............................................1120
Assessment Requirements for PPMWEO320 Prepare and start up wet end operations1123
PPMWEO330 Co-ordinate and implement wet end shutdown .....................................1126
Assessment Requirements for PPMWEO330 Co-ordinate and implement wet end
shutdown ...............................................................................................................1129
PPMWEO440 Troubleshoot and rectify wet end systems .............................................1132
Assessment Requirements for PPMWEO440 Troubleshoot and rectify wet end systems1137
PPMWHS210 Participate in WHS processes ................................................................1140
Assessment Requirements for PPMWHS210 Participate in WHS processes.................1143
PPMWHS310 Contribute to WHS processes ................................................................1146
Assessment Requirements for PPMWHS310 Contribute to WHS processes.................1150
PPMWHS320 Maintain WHS processes .......................................................................1153
Assessment Requirements for PPMWHS320 Maintain WHS processes........................1157
PPMWHS410 Identify, assess and control WHS risk in own work ...............................1161
Assessment Requirements for PPMWHS410 Identify, assess and control WHS risk in own
work ......................................................................................................................1165
PPMWHS420 Manage WHS processes.........................................................................1168
Assessment Requirements for PPMWHS420 Manage WHS processes .........................1172
PPMWPO210 Monitor and control waste paper operations .........................................1174
Assessment Requirements for PPMWPO210 Monitor and control waste paper operations1177
PPMWPO320 Prepare and start up waste paper operations ........................................1180
Assessment Requirements for PPMWPO320 Prepare and start up waste paper operations1183
PPMWPO330 Co-ordinate and implement waste paper shutdown ...............................1186
Assessment Requirements for PPMWPO330 Co-ordinate and implement waste paper
shutdown ...............................................................................................................1189
PPMWPO440 Troubleshoot and rectify waste paper operations ..................................1192
Assessment Requirements for PPMWPO440 Troubleshoot and rectify waste paper
operations ..............................................................................................................1195
PSPPM402B Manage simple projects ...........................................................................1198
TAEASS301 Contribute to assessment .........................................................................1209
Assessment Requirements for TAEASS301 Contribute to assessment..........................1213
TAEASS401 Plan assessment activities and processes ..................................................1215
Assessment Requirements for TAEASS401 Plan assessment activities and processes ...1219
TAEASS402 Assess competence ...................................................................................1222
Assessment Requirements for TAEASS402 Assess competence ....................................1226
TAEASS403 Participate in assessment validation.........................................................1229
Assessment Requirements for TAEASS403 Participate in assessment validation .........1233
TAEASS502 Design and develop assessment tools ........................................................1236
Assessment Requirements for TAEASS502 Design and develop assessment tools.........1240
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TAEASS505 Lead and coordinate assessment systems and services .............................1242
Assessment Requirements for TAEASS505 Lead and coordinate assessment systems and
services ..................................................................................................................1247
TAEDEL301 Provide work skill instruction .................................................................1249
Assessment Requirements for TAEDEL301 Provide work skill instruction..................1253
TAEDEL401 Plan, organise and deliver group-based learning.....................................1255
Assessment Requirements for TAEDEL401 Plan, organise and deliver group-based
learning..................................................................................................................1259
TAEDEL402 Plan, organise and facilitate learning in the workplace ...........................1262
Assessment Requirements for TAEDEL402 Plan, organise and facilitate learning in the
workplace ..............................................................................................................1267
TAEDEL404 Mentor in the workplace .........................................................................1269
Assessment Requirements for TAEDEL404 Mentor in the workplace..........................1273
TAEDES401 Design and develop learning programs....................................................1275
Assessment Requirements for TAEDES401 Design and develop learning programs ....1279
TAEDES402 Use training packages and accredited courses to meet client needs..........1281
Assessment Requirements for TAEDES402 Use training packages and accredited courses
to meet client needs ................................................................................................1285
TAEDES502 Design and develop learning resources ....................................................1287
Assessment Requirements for TAEDES502 Design and develop learning resources .....1292
TAETAS501 Undertake organisational training needs analysis....................................1294
Assessment Requirements for TAETAS501 Undertake organisational training needs
analysis ..................................................................................................................1298
TLIA2012 Pick and process orders ...............................................................................1300
Assessment Requirements for TLIA2012 Pick and process orders ...............................1303
TLIA2022 Participate in stocktakes..............................................................................1306
Assessment Requirements for TLIA2022 Participate in stocktakes ..............................1309
TLIA3016 Use inventory systems to organise stock control ..........................................1311
Assessment Requirements for TLIA3016 Use inventory systems to organise stock control1314
TLID1001 Shift materials safely using manual handling methods ................................1317
Assessment Requirements for TLID1001 Shift materials safely using manual handling
methods .................................................................................................................1320
TLID1002 Shift a load using manually-operated equipment.........................................1323
Assessment Requirements for TLID1002 Shift a load using manually-operated equipment1327
TLID2003 Handle dangerous goods/hazardous substances...........................................1330
Assessment Requirements for TLID2003 Handle dangerous goods/hazardous substances1333
TLID2004 Load and unload goods/cargo ......................................................................1337
Assessment Requirements for TLID2004 Load and unload goods/cargo ......................1340
TLID2010 Operate a forklift ........................................................................................1343
Assessment Requirements for TLID2010 Operate a forklift .........................................1346
TLID2013 Move materials mechanically using automated equipment ..........................1349
Assessment Requirements for TLID2013 Move materials mechanically using automated
equipment..............................................................................................................1352
TLID2047 Prepare cargo for transfer with slings .........................................................1355
Assessment Requirements for TLID2047 Prepare cargo for transfer with slings..........1358
TLID3011 Conduct specialised forklift operations........................................................1361
Assessment Requirements for TLID3011 Conduct specialised forklift operations ........1364
TLID3024 Use specialised liquid bulk transfer equipment (gravity/pressurised) ..........1367
Assessment Requirements for TLID3024 Use specialised liquid bulk transfer equipment
(gravity/pressurised) ..............................................................................................1371
TLID3031 Rig load .......................................................................................................1374
Assessment Requirements for TLID3031 Rig load........................................................1377
TLID3035 Operate a boom type elevating work platform ............................................1380
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Assessment Requirements for TLID3035 Operate a boom type elevating work platform1385
TLIE4006 Collect, analyse and present workplace data and information .....................1388
Assessment Requirements for TLIE4006 Collect, analyse and present workplace data and
information ............................................................................................................1391
UEPOPS341A Shut down a Steam Turbine ..................................................................1393
UEPOPS411B Run up a steam turbine .........................................................................1407
PPM Pulp & Paper Manufacturing Industry Training Package ...................................1419
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PPM Pulp & Paper Manufacturing Industry Training Package
PPM Pulp & Paper Manufacturing Industry Training Package
Copyright Statement
© <2016> Commonwealth of Australia.
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The details of the relevant licence conditions are available on the Creative Commons
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attributed as the PPM Pulp & Paper Manufacturing Industry Training Package Release 1.0.
Disclaimer
This work is the result of wide consultations with Australian industry participants. It is a collaborative view and does not
necessarily represent the view of Department of Education and Training or any specific body. For the sake of brevity it may
omit factors which could be pertinent in particular cases.
While care has been taken in the preparation of this Training Package, Department of Education and Training and the
original developer do not warrant that any licensing or registration requirements specified here are either complete or
up-to-date for your State or Territory. Department of Education and Training and the original developer do not accept any
liability for any damage or loss (including indirect and consequential loss) incurred by any person as a result of relying on
the information contained in this Training Package.
The Commonwealth, through the Department of Education and Training, does not accept any liability to any person for the
information or advice (or the use of such information or advice) which is provided in this material or incorporated into it by
reference. The information is provided on the basis that all persons accessing this material undertake responsibility for
assessing the relevance and accuracy of its content. No liability is accepted for any information or services which may
appear in any other format. No responsibility is taken for any information or services which may appear on any linked
websites.
Published by:
Release Date:
<May 2016>
Approved
Page 11 of 1419
PPM20116 Certificate II in Pulping Operations
Links
Companion volume - https://vetnet.education.gov.au/Pages/default.aspx
Modification History
Release
Comments
Release 1
This qualification first released with PPM Pulp and Paper Manufacturing
Training Package Release 1.0. It is equivalent to FPP20110 Certificate II
in Pulping Operations.
Qualification Description
This qualification describes the skills and knowledge of individuals who perform production
support roles in a pulping operation. Work activities are mainly routine and involve the
application of fundamental operational skills and knowledge in a defined context and range of
situations. Individuals in these roles generally work under direct supervision. They would be
expected to apply knowledge to solve a limited range of predictable problems by applying
familiar solutions.
Job roles
A key focus of the qualification, and therefore vocational outcomes, is on skills for providing
operations support, mainly through monitoring and controlling pulping and ancillary
equipment and processes, and will reflect the duties of a Production Support employee in one
or more of the following areas:
Hydrapulping; pulping machine operations; machine operations; pulp handling; bale handling;
fibre preparation; stock preparation.
Co-located job roles
Electricity Generation/Turbine Operator; Steam Generation/Boilerhouse Operator; Water
Services Operator; Chemical Recovery Operator; Chemical Preparation worker
No licensing, legislative, regulatory, or certification requirements apply to units in this
qualification at the time of publication.
Entry Requirements
There are no entry requirements for this qualification.
Approved
Page 12 of 1419
Packaging Rules
To be awarded the PPM20116 Certificate II in Pulping Operations, competency must be
achieved in eleven (11) units of competency.


three (3) core units of competency
eight (8) elective units of competency
All units within at least one Industry Specific group must be selected. Remaining electives
may be selected from the Elective Units list and can include up to two (2) units from an
endorsed Training Package or State/Territory accredited course.
CORE UNITS
PPMQAS210 Apply basic quality practices
PPMSUS210 Apply sustainable work practices/policies
PPMWHS210 Participate in WHS processes
INDUSTRY SPECIFIC ELECTIVE UNITS
Chemical recovery operations
PPMREC210 Monitor and control chemical recovery operations
Handling and preparing waste paper for pulp productio n
PPMHWP250 Store and dispatch waste paper
PPMHWP260 Receive waste paper
PPMHWP270 Unload waste paper
Steam generation
PPMSTM210 Monitor and control boiler operation
Electrical power generation
PPMEPG210 Monitor and control power generation system
Primary resource operations
PPMRES210
PPMRES250
PPMRES260
PPMRES270
Prepare and operate the woodchip production system
Distribute woodchips
Receive materials
Unload materials
Pulping operations
PPMPUL210 Monitor and control pulping operations
Stock preparations operations
PPMSPR210 Monitor and control stock preparation systems
Approved
Page 13 of 1419
Waste paper operations
PPMWPO210 Monitor and control waste paper operations
Water services
PPMWAS210 Operate water systems
ELECTIVE UNITS
Some units in this group are either generic and/or considered suitable for both
papermaking and pulping, thereby enhancing job transition and career progression.
Business support
PPMREL210 Contribute to effective working relationships
TLIA2022 Participate in stocktakes
Chemical preparation
PPMCPR210 Prepare chemical products
PPMREC320 Prepare and start up chemical recovery operations
PPMREC330 Co-ordinate and implement chemical recovery shutdowns
Communication
BSBCMM101 Apply basic communication skills
BSBCMM201 Communicate in the workplace
Computer / process control equipment
PPMCSK310 Operate process control equipment
MSAPMOPS212A Use enterprise computers or data systems
Emergency procedures / safety
MSAPMOHS110A Follow emergency response procedures
PMAOHS211B Prepare equipment for emergency response
PPMEPG320 Manage a power generation system startup
PPMEPG330 Co-ordinate power generation system shutdown
Environmental monitoring
PPMENV210 Identify and monitor environmental discharges/emissions
Approved
Page 14 of 1419
First aid
HLTAID003 Provide first aid
MSAPMOHS220A Provide initial first aid response
Laboratory operations
MSL904001 Perform standard calibrations
MSL973001 Perform basic tests
Load shifting
PPMMHV210 Operate overhead crane
TLID2010 Operate a forklift
TLID1001 Shift materials safely using manual handling methods
TLID3011 Conduct specialised forklift operations
TLID2013 Move materials mechanically using automated equipment
TLID1002 Shift a load using manually-operated equipment
TLID3024 Use specialised liquid bulk transfer equipment (gravity/pressurised)
TLID2003 Handle dangerous goods/hazardous substances
TLID3031 Rig load
TLID3035 Operate a boom type elevating work platform
TLID2004 Load and unload goods/cargo
TLID2047 Prepare cargo for transfer with slings
Numeracy
PPMNUM210 Estimate and calculate basic data
MSS402030A Apply cost factors to work practices
Ordering / distribution / storage
PPMPUL250 Store and distribute pulped product
PPMRES260 Receive materials
PPMRES270 Unload materials
MEM11016B Order materials
TLIA2012 Pick and process orders
TLIA3016 Use inventory systems to organise stock control
Planning and organising
PPMPLN210 Plan and undertake a routine task
Preventative maintenance / operator maintainer
PPMPRM210 Undertake operator level preventative maintenance
PPMPRM220 Perform lubrication
MSS402081A Contribute to the application of a proactive maintenance strategy
Approved
Page 15 of 1419
PPMRES340 Troubleshoot and rectify primary resource operations
Production support
PPMPRS210 Identify and rectify problems in the workplace
PPMPRV210 Operate ancillary equipment
MSS402020A Apply quick changeover procedures
MSS402040A Apply 5S procedures
MSS402050A Monitor process capability
Pulping operations
PPMPUL320 Prepare and start up pulping system operations
PPMPUL330 Co-ordinate and implement pulping plant shutdowns
Steam generation
PPMSTM320 Manage steam boiler startup
PPMSTM330 Shut down and bank steam boiler
Security
CPPSEC2011B Control access to and exit from premises
CPPSEC2015A Patrol premises
PPMSPR320 Prepare and start up stock preparation system for production
PPMSPR330 Co-ordinate and implement stock preparation system shutdown
Sustainability
MSACMT270A Use sustainable energy practices
MSACMT271A Use sustainable environmental practices
PPMWPO320 Prepare and start up waste paper operations
PPMWPO330 Co-ordinate and implement waste paper shutdown
WHS
PPMWHS310 Contribute to WHS processes
Training and assessment
TAEASS301 Contribute to assessment
TAEDEL301 Provide work skill instruction
Approved
Page 16 of 1419
Water services
PPMWAS340 Troubleshoot and rectify water systems
Qualification Mapping Information
Code and title
Code and title
Comments
Equivalence status
current version
previous version
PPM20216 Certificate
II in Papermaking
Operations
FPP20210 Certificate II Updated to meet
in Papermaking
Standards for Training
Operations
Packages
Equivalent qualification
Links
Companion Volume Implementation Guide http://www.skillsimpact.com.au/pulp-and-paper/skills-standards-and-qualifications/
Approved
Page 17 of 1419
PPM20216 Ce rtificate II in Papermaking Operations
PPM20216 Certificate II in Papermaking Operations
Release
Comments
Release 1
Training Package Release 1.0
support roles in a papermaking operation. Work activities are mainly routine and involve the
application of fundamental operational skills and knowledge in a defined context and range of
situations. Individuals in these roles generally work under direct supervision. They would be
expected to apply knowledge to solve a limited range of predictable problems by applying
familiar solutions.
Job roles
A key focus of the qualification, and therefore vocational outcomes, is on skills for providing
operations support, mainly through monitoring and controlling papermaking and ancillary
equipment and processes, and will reflect the duties of a Production Support employee in one
or more of the following areas:
Machine operation; fibre preparation; stock preparation; winding operations; dryer operation;
bale handling; folder operation; rewinding operations; wrapping machine operations; plant
support; wet end support; dry end support; paper products machine operations.
Entry Requirements
Approved
Page 18 of 1419
Packaging Rules
To be awarded the PPM20216 Certificate II in Papermaking Operations, competency must be
achieved in eleven (11) units of competency.


three (2) core units of competency
CORE UNITS
PPMSUS210 Apply sustainable work practices/policies
Coated paper processes
PPMCPP210 Monitor and control coated paper processes
Dry end operations
PPMDEO210 Monitor and control dry end operations
Finishing and converting
PPMFCO210 Monitor, control and shut down finishing and converting operations
Steam generation
Wet end operations
PPMWEO210 Monitor and control wet end operations
Water services
Approved
Page 19 of 1419
Warehousing and dispatch
PPMWAR250 Store product
PPMWAR255 Prepare and dispatch product
PPMWAR280 Warehouse product packaging
ELECTIVE UNITS
Business support
TLIA2022 Participate in stocktakes
PPMREC330 Co-ordinate and implement chemical recovery plant shutdowns
PPMCPP320 Prepare and start up coated paper processes
PPMCPP330 Co-ordinate the shutdown of coated paper processes
Communication
MSAPMOPS212A Use enterprise computers or data systems
Dry end operations
PPMDEO320 Prepare and start up dry end operations
PPMDEO330 Co-ordinate and implement dry end shutdown
Approved
Page 20 of 1419
PPMFCO320 Prepare and start up finishing and converting operations
PPMFCO340 Troubleshoot and rectify finishing and converting systems
First aid
MSL904001 Perform standard calibration
Load shifting
TLID1001 Shift materials safely using manual handling methods
TLID1002 Shift a load using manually-operated equipment
TLID3031 Rig load
TLID2004 Load and unload goods/cargo
Numeracy
Ordering / distribution / storage
PPMPUL250 Store and distribute pulped product
TLIA2012 Pick and process orders
TLIA3016 Use inventory systems to organise stock control
Approved
Page 21 of 1419
PPMPLN210 Plan and undertake a routine task
PPMRES260 Receive materials
PPMRES270 Unload materials
Production support
Security
Steam generation
PPMSTM320 Manage steam boiler start up
Sustainability
Water services
Wet end operations
PPMWEO320 Prepare and start up wet end operations
Approved
Page 22 of 1419
PPMWEO330 Co-ordinate and implement wet end shutdown
WHS
Code and title
Code and title
Comments
Equivalence status
current version
previous version
II in Papermaking
Operations
FPP20210 Certificate II Updated to meet
in Papermaking
Operations
Packages
Links
Approved
Page 23 of 1419
PPM30116 Ce rtificate III in Pulping Operations
PPM30116 Certificate III in Pulping Operations
Not applicable.
roles in a pulping operation. Work activities involve the application of technical skills and
knowledge using some discretion and judgement. Individuals in these roles generally
provide technical advice and support to a team and work under general supervision. They
would be expected to apply technical knowledge to rectify a range of predictable and
unforeseen problems relating to start up, operation and shutdown activities.
Job roles
A key focus of the qualification, and therefore vocational outcomes, is on skills for
performing production operations, mainly through start-up & shut down of pulping and
ancillary equipment and processes, and will reflect the duties of a production employee or
technician in one or more of the following areas:
Pulping operations; waste paper recycling; primary resources; stock preparation and handling;
fibre preparation
Entry Requirements
Approved
Page 24 of 1419
Packaging Rules
To be awarded the PPM30116 Certificate III in Pulping Operations, competency must be
achieved in thirteen (13) units of competency.


five (5) core units of competency
CORE UNITS
PPMNUM320 Measure and calculate routine workplace data
MSS402051 Apply quality standards
BSBFLM312 Contribute to team effectiveness
PPMREC330 Co-ordinate and implement chemical recovery shutdowns
Pulping operations
PPMPUL320 Prepare and start up pulping system operations
PPMPUL330 Co-ordinate and implement pulping plant shutdowns
PPMRES340 Troubleshoot and rectify primary resource operations
Steam generation
PPMSPR320 Prepare and start up stock preparation system for production
PPMSPR330 Co-ordinate and implement stock preparation system shutdown
Approved
Page 25 of 1419
PPMWPO320 Prepare and start up waste paper operations
PPMWPO330 Co-ordinate and implement waste paper shutdown
Water services
ELECTIVE UNITS
papermaking and pulping, thereby enhancing job transition and career progression
Business support
BSBFLM305 Support operational plan
BSBFLM309 Support continuous improvement systems and processes
BSBFLM311 Support a workplace learning environment
BSBRES401 Analyse and present research information
BSBRSK401 Identify risk and apply risk management processes
BSBWRK402A Empower workers
BSBWRK403A Communicate with workers
BSBWRK404A Promote equality of opportunity and fair treatment for all workers
BSBWRK406A Participate in the bargaining process
BSBWRK407A Provide advice to union members
BSBWRK408A Undertake negotiations
BSBWRK409
Prepare for and participate in dispute resolution
MSAPMOPS212A Use organisation computers or data systems
PPMREC440 Troubleshoot and rectify chemical recovery operations
Communication
Approved
Page 26 of 1419
BSBWHS405 Contribute to implementing and maintaining WHS management systems
BSBWHS404 Contribute to WHS hazard identification, risk assessment and risk control
legislative requirements
PPMEPG440 Troubleshoot and rectify power generation system
PPMENV320 Monitor and control environmental hazards
First aid
Load shifting
TLID3031 Rig load
MSL904001 Perform standard calibration
Numeracy
MSACMT452A Apply statistics to processes in manufacturing
MEM14005A Plan a complete activity
MEM30020A Develop and manage a plan for a simple manufacturing related project
BSBADM405 Organise meetings
Approved
Page 27 of 1419
MEM09002B Interpret technical drawing
MEM12023A Perform engineering measurements
MEM18001C Use hand tools
MEM18002B Use power tools/hand held operations
MEM18055B Dismantle, replace and assemble engineering components
PPMRES210 Prepare and operate the woodchip production system
Production support
PPMPRS320 Solve systemic problems in the workplace
PPMPRV320 Co-ordinate and direct clothing changes
MEM18011C Shut down and isolate machines/equipment
MSS403002A Ensure process improvements are sustained
MSACMT432A Analyse manual handling processes
MSS403040A Lead 5S in a manufacturing environment
MSS403051A Mistake proof an operational process
Pulping operations
PPMPUL210 Monitor and control pulping operations
PPMPUL440 Troubleshoot and rectify pulping processes
Quality
PPMQAS420 Co-ordinate in-process quality assurance
Security
CPPSEC3007A Maintain security of environment
Steam generation
PPMSTM440 Troubleshoot and rectify boiler plant systems
Approved
Page 28 of 1419
PPMSPR210 Monitor and control stock preparation systems
PPMSPR440 Troubleshoot and rectify stock preparation systems
Sustainability
MSS014003A Optimise sustainability of a process or plant area
MSAENV472B Implement and monitor environmentally sustainable work practices
TAEDEL404 Mentor in the workplace
(The following 3 units count as 1 unit)
TAEASS401 Plan assessment activities and processes
TAEASS402 Assess competence
TAEASS403 Participate in assessment validation
Turbine operations
UEPOPS341A Shut down a steam turbine
UEPOPS411B Run up a steam turbine
PPMWPO210 Monitor and control waste paper operations
PPMWPO440 Troubleshoot and rectify waste paper operations
WHS
PPMWHS320 Maintain WHS processes
Code and title
Code and title
current version
previous version
III in Pulping
Operations
FPP30110 Certificate
III in Pulping
Operations
Approved
Comments
Equivalence status
Updated to meet
Packages
Page 29 of 1419
Links
Approved
Page 30 of 1419
PPM30216 Ce rtificate III in Papermaking Operations
PPM30216 Certificate III in Papermaking Operations
Release
Comments
Release 1
roles in a papermaking operation. Work activities involve the application of technical skills
and knowledge using some discretion and judgement. Individuals in these roles generally
provide technical advice and support to a team and work under general supervision. They
would be expected to apply technical knowledge to rectify a range of predictable and
unforeseen problems relating to start up, operation and shutdown activities.
Job roles
performing production operations, mainly through start-up & shut down of papermaking and
ancillary equipment and processes, and will reflect the duties of a production employee or
technician in one or more of the following areas:
Stock preparation and handling; fibre preparation; wet end operations; dry end operations;
finishing and converting; coating systems operator; winder/reel and roll operations;
packaging/folding; dry end testing
Services Operator; Chemical Recovery Operator
Entry Requirements
Approved
Page 31 of 1419
Packaging Rules
To be awarded the PPM30216 Certificate III in Papermaking Operations, competency must be
achieved in thirteen (13) units of competency.


five (5) core units of competency
CORE UNITS
PPMNUM320 Measure and calculate routine workplace data
MSS402051A Apply quality standards
PPMREC330 Co-ordinate and implement chemical recovery plant shutdowns
Dry end operations
PPMDEO320 Prepare and start up dry end operations
PPMDEO330 Co-ordinate and implement dry end shutdown
PPMFCO320 Prepare and start up finishing and converting operations
Steam generation
Approved
Page 32 of 1419
Water services
Wet end operations
PPMWEO320 Prepare and start up wet end operations
PPMWEO330 Co-ordinate and implement wet end shutdown
ELECTIVE UNITS
Business support
BBSBWRK404A Promote equality of opportunity and fair treatment for all workers
BSBWRK409 Prepare for and participate in dispute resolution
PPMCPP440 Troubleshoot and rectify coated paper processes
Communication
Approved
Page 33 of 1419
Dry end operations
PPMDEO210 Monitor and control dry end operations
PPMDEO440 Troubleshoot and rectify dry end systems
PPMFCO210 Monitor, control and shutdown finishing and converting operations
First aid
Load shifting
TLID3031 Rig load
Approved
Page 34 of 1419
Numeracy
MSS404052A Apply statistics to operational processes
Production support
MSS403032A Analyse manual handling processes
MSS403040A Facilitate and improve implementation of 5S
Quality
Security
Steam generation
Approved
Page 35 of 1419
Sustainability
(The following 3 units count as 1 unit)
Water services
Wet end operations
PPMWEO210 Monitor and control wet end operations
PPMWEO440 Troubleshoot and rectify wet end systems
WHS
Links
Approved
Page 36 of 1419
PPM40116 Ce rtificate IV in Pulping Operations
PPM40116 Certificate IV in Pulping Operations
Release
Comments
Release 1
This qualification describes the skills and knowledge of individuals who perform high level
technical production roles in a pulping operation. Work activities involve the application of
technical skills and detailed knowledge using discretion and judgement. Individuals in these
roles are generally pivotal to the production process, providing complex technical advice and
support to a team. They would be expected to apply detailed technical knowledge to solve a
range of complex problems relating to equipment, process, output and quality. Work would
be carried out independently under general or limited supervision.
Job roles
troubleshooting and rectifying production pulping production processes, and will reflect the
duties of a senior operator/technician or production specialist in one or more of the following
areas:
Pulping operations; waste paper recycling; primary resources operations; stock preparation
and handling; fibre preparation
Electricity Generation/Turbine; Steam Generation/Boilerhouse; Water Services; Chemical
Recovery; Chemical Preparation
Entry Requirements
Approved
Page 37 of 1419
Packaging Rules
To be awarded the PPM40116 Certificate IV in Pulping Operations, competency must be
achieved in ten (10) units of competency.


six (6) core units of competency
four(4) elective units of competency
may be selected from the Elective Units list and can include up to (two) 2 units from an
CORE UNITS
TLIE4006 Collect, analyse and present workplace data and information
MEM12024A Perform computations
Pulping operations
PPMPUL440 Troubleshoot and rectify pulping processes
Steam generation
PPMSPR440 Troubleshoot and rectify stock preparation systems
PPMWPO440 Troubleshoot and rectify waste paper operations
ELECTIVE UNITS
papermaking and pulping, thereby enhancing job transition and career progres sion.
Business support
PPMQAS430 Oversee quality assurance process
Approved
Page 38 of 1419
BSBCMM401 Make a presentation
BSBREL401 Establish networks
BSBLDR402 Lead effective workplace relationships
BSBLDR403 Promote team effectiveness
MSAPMSUP382A Provide coaching/mentoring in the workplace
Computers / process control equipment
PPMWHS410 Identify, assess and control WHS risk in own work
BSBWHS402 Assist with compliance with WHS laws
participation processes
BSBWHS510 Contribute to implementing emergency procedures
BSBWHS409 Assist with workplace monitoring processes
First aid
Approved
Page 39 of 1419
Load shifting
TLID3031 Rig load
Numeracy
PPMNUM430 Calculate and analyse production and financial performance
PPMPLN420 Plan a complex activity
PSPPM402B Manage simple projects
Production support
MSS403011A Facilitate implementation of competitive systems and practices
Quality
MSAPMSUP400A Develop and monitor quality systems
Sustainability
Approved
Page 40 of 1419
TAEASS505
TAEDES502
TAEASS301
TAEASS502
TAEDEL401
TAEDEL402
TAEDEL404
TAEDES401
TAEDES402
TAETAS501
TAEASS401
TAEASS402
TAEASS403
Lead and coordinate assessment systems and services
Design and develop learning resources
Contribute to assessment
Develop assessment tools
Plan, organise and deliver group-based learning
Plan, organise and facilitate learning in the workplace
Mentor in the workplace
Design and develop learning programs
Use training packages and accredited courses to meet client needs
Undertake organisational training needs analysis
Plan assessment activities and processes
Assess competence
Participate in assessment validation
Turbine operations
WHS
PPMWHS420 Manage WHS processes
Code and title
current version
Code and title
previous version
Comments
Equivalence status
IV in Pulping
Operations
IV in Pulping
Operations
Updated to meet
Packages
Links
Approved
Page 41 of 1419
PPM40216 Ce rtificate IV in Papermaking Operations
PPM40216 Certificate IV in Papermaking Operations
Release
Comments
Release 1
This qualification describes the skills and knowledge of individuals who perform high level
technical production roles in a papermaking operation. Work activities involve the application
of technical skills and detailed knowledge using discretion and judgement. Individuals in
these roles are generally pivotal to the production process, providing complex technical
advice and support to a team. They would be expected to apply detailed technical knowledge
to solve a range of complex problems relating to equipment, process, output and quality.
Work would be carried out independently under general or limited supervision.
Job roles
troubleshooting and rectifying production papermaking production processes, and will reflect
the duties of a senior operator/technician or production specialist in one or more of the
following areas:
Fibre/stock preparation and handling; wet end operations; dry end operations; coated paper
treatments; finishing and converting; winding and rewinding; quality testing
Electricity Generation/Turbine; Steam Generation/Boilerhouse; Water Services; Chemical
Recovery; Chemical Preparation
Entry Requirements
Approved
Page 42 of 1419
Packaging Rules
To be awarded the PPM40216 Certificate IV in Papermaking Operations, competency must
be achieved in ten (10) units of competency.


four(4) elective units of competency
CORE UNITS
TLIE4006A Collect, analyse and present workplace data and information
Dry end operations
PPMDEO440 Troubleshoot and rectify dry end systems
Steam generation
Wet end operations
PPMWEO440 Troubleshoot and rectify wet end systems
ELECTIVE UNITS
Approved
Page 43 of 1419
Business support
BSBLDR403 Promote team effectiveness
BSBWRK409
Prepare for and participate in dispute resolution
Computers / process control equipment
PPMWHS410 Identify, assess and control WHS risk in own work
Approved
Page 44 of 1419
First aid
Load shifting
TLID3031 Rig load
Numeracy
MSS404052 Apply statistics to operational processes
PSPPM402B Manage simple projects
Production support
MSS403001A Implement competitive systems and practices
Quality
Approved
Page 45 of 1419
Sustainability
TAEASS505A Lead and coordinate assessment systems and services
TAEDES502 Design and develop learning resources
TAEASS502 Develop assessment tools
TAEDEL401 Plan, organise and deliver group-based learning
TAEDEL402 Plan, organise and facilitate learning in the workplace
TAEDES401 Design and develop learning programs
TAEDES402 Use training packages and accredited courses to meet client needs
TAETAS501 Undertake organisational training needs analysis
TAEASS402B Assess competence
TAEASS403B Participate in assessment validation
Turbine operations
WHS
Code and title
Code and title
current version
previous version
IV in Papermaking
Operations
IV in Papermaking
Operations
Approved
Comments
Equivalence status
Updated to meet
Packages
Page 46 of 1419
Links
Approved
Page 47 of 1419
PPM50116 Diploma of Pulp and Paper Process Management
Release
Comments
Release 1
This qualification describes the skills and knowledge of individuals who manage or oversee
pulping/papermaking operations or perform related complex functional specialisations.
This qualification is typically used to develop and integrate a breadth, depth and complexity
of skills and knowledge for managing highly specialised or technical work.
Work involves the application of a broad range of theory, principles and complex techniques
across a wide and often unpredictable variety of contexts. Accountability and responsibility
for self and others in achieving outcomes is involved.
Job roles
A key focus of the qualification is on skills for line supervision/management of personnel,
management of operations or other senior technical specialisations including:
line supervisor; support operations coordinator; quality assurance specialist; sustainability
coordinator/manager; project coordinator/ manager; training coordinator
Entry Requirements
There are no entry requirements for this qualificatio n.
Approved
Page 48 of 1419
Packaging Rules
To be awarded the PPM50116 Diploma of Pulp and Paper Process Management, competency
must be achieved in twelve (12) units of competency.


six (6) elective units of competency
At least four (4) elective units must be recommended for packaging at AQF5 or higher. These
units may include up to three (3) relevant units recommended for packaging at AQF5 from
another endorsed Training Package or State/Territory accredited course
Elective units must be relevant to the work outcome sought, industry requirements and the
qualification level.
CORE UNITS
BSBWOR501 Manage personal work priorities and professional development
PPMSUS510 Develop workplace policy and procedures for sustainability
ELECTIVE UNITS
BSBADM502 Manage meetings
BSBAUD501 Initiate a quality audit
BSBFIM501 Manage budgets and financial plans
BSBLED501 Develop a workplace learning environment
BSBMGT502 Manage people performance
BSBMGT507A Manage environmental performance
BSBMGT517 Manage operational plan
BSBMGT608 Manage innovation and continuous improvement
BSBPMG522 Undertake project work
BSBWOR502 Ensure team effectiveness
BSBWRK506A Coordinate research and analysis
FWPCOR6201 Manage sustainability in the workplace
FWPCOT4208 Implement workplace sustainability practices
FWPCOT5207 Implement sustainability in the workplace
FWPCOT5208 Build and maintain community relationships
FWPCOT6201 Manage community engagement
FWPCOT6205 Prepare an enterprise carbon management report
FWPCOT6208 Manage innovative thinking and practice in the forest and wood products
industry
FWPCOT6209 Manage forest and wood products industry research
FWPCOT810 Lead forest and wood products industry innovative thinking and practice
FWPCOT8102 Initiate and lead a forest and wood products industry innovation
MSACMT671A Develop and manage sustainable energy practices
TAEASS401 Plan and organise assessment
TAETAS501 Undertake organisational training needs analysis
TLIE4006 Collect, analyse and present workplace data and information
Approved
Page 49 of 1419
Code and title
Code and title
Comments
Equivalence status
current version
previous version
PPM50116 Diploma
of Pulp and Paper
Process Management
FPP50110 Diploma of Updated to meet
Pulp and Paper Process Standards for Training
Management
Packages
Links
Approved
Page 50 of 1419
Release
Comments
Release 1
This version first released with BSB Business Services
Training Package Version 1.0.
Application
This unit describes the skills and knowledge required to organise meetings including making
arrangements, liaising with participants, and developing and distributing meeting related
documentation.
It applies to individuals employed in a range of work environments who are required to
organise a variety of meetings. They may provide administrative support within an enterprise,
or have responsibility for these tasks in the context of a particular team, workgroup or project.
No licensing, legislative or certification requirements apply to this unit at the time of
publication.
Unit Sector
Administration – General Administration
Approved
Page 51 of 1419
Elements and Performance Criteria
ELEMENT
PERFORMANCE CRITERIA
Elements describe the
essential outcomes.
Performance criteria describe the performance needed to
demonstrate achievement of the element.
1 Make meeting
arrangements
1.1 Identify the type of meeting being organised and its purpose
1.2 Identify and comply with any legal or ethical requirements
1.3 Identify requirements of the meeting and its participants
1.4 Make meeting arrangements in accordance with meeting and
participants requirements
1.5 Advise participants of meeting details
2 Prepare and distribute
documentation for
meetings
2.1 Prepare notice of meeting, agenda and meeting papers in
accordance with meeting requirements
2.2 Check documentation for accuracy and correct any errors
2.3 Distribute documentation to participants within designated
timelines
2.4 Prepare spare sets of documents
3 Record and produce
minutes of meeting
3.1 Take notes with the required speed and accuracy to ensure an
accurate record of the meeting
3.2 Produce minutes that reflect a true and accurate account of the
meeting
3.3 Check minutes for accuracy and submit for approval by the
nominated person
3.4 Dispatch copies of minutes within designated timelines
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Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in
the performance criteria that are required for competent performance.
Skill
Performance
Description
Criteria
Reading
1.2,1.4, 2.1, 2.2, 3.3


Writing
1.4, 1.5, 2.1, 2.2,
3.1, 3.2



Oral
1.3-1.5, 3.1
Communication



Identifies and interprets information from instructions,
organisational policies and procedures, or legislation
Compares final output with original notes to check
accuracy
Prepares complex texts from notes using appropriate
structure, accurate spelling, grammar and punctuation
Records notes of meeting proceedings according to
organisational requirements
Edits and corrects own work to ensure accuracy
Listens for specific information during meetings
Conveys specific instructions using vocabulary
appropriate to context, purpose and audience
Asks questions and listens to responses to clarify
understanding
Numeracy
2.3, 3.1, 3.4

Performs calculations required to measure output
against predetermined timeframes
Navigate the
world of work
1.2, 1.4, 2.1

Recognises and responds to both explicit and implicit
organisational procedures and protocols and
legislative/regulatory requirements
Interact with
others
2.3, 3.3, 3.4

Selects the appropriate form, channel and mode of
communication for a specific purpose relevant to own
role
Get the work
done
1.1, 1.3, 1.4, 2.2-2.4,
3.4

Applies formal processes when planning complex
tasks, producing plans with logically sequenced steps,
reflecting an awareness of time constraints
Understands the purposes, specific functions and key
features of common digital systems and tools and
operates them effectively to complete routine tasks

Approved
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Unit Mapping Information
Code and title
Code and title
current version
previous version
BSBADM405
Organise meetings
BSBADM405B
Organise meetings
Comments
Equivalence status
Updated to meet
Standards for
Training Packages
Equivalent unit
Links
Companion volumes available from the IBSA website:
http://www.ibsa.org.au/companion_volumes http://companion_volumes.vetnet.education.gov.au/Pages/TrainingPackage.aspx?pid=13
Approved
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Assessment Requirements for BSBADM405 Organise meetings
Release
Comments
Release 1
This version first released with BSB Business Services Training
Package Version 1.0.
Performance Evidence
Evidence of the ability to:





organise a meeting and advise participants accordingly
prepare and distribute all documentation required for the meeting
take meeting notes which accurately reflect what was discussed during the meeting
produce minutes based on own notes providing an accurate account of the meeting
circulate copies of meeting minutes within predetermined timeframes.
Note: If a specific volume or frequency is not stated, then evidence must be provided at least
once.
Knowledge Evidence
To complete the unit requirements safely and effectively, the individual must:




describe culturally appropriate communication techniques
identify the relevant formats for agendas and minutes
list the key provisions of relevant legislation
outline organisational procedures relevant to the task.
Assessment Conditions
Assessment must be conducted in a safe environment where evidence gathered demonstrates
consistent performance of typical activities experienced in the general administration field of
work and include access to office equipment and resources.
Assessors must satisfy NVR/AQTF assessor requirements.
Approved
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Links
Approved
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Release
Comments
Release 1
Application
This unit describes the skills and knowledge required to manage a range of meetings
including overseeing the meeting preparation processes, chairing meetings, organising the
minutes and reporting meeting outcomes.
It applies to individuals employed in a range of work environments who are required to
organise and manage meetings within their workplace, including conducting or managing
administrative tasks in providing agendas and meeting material. They may work as senior
administrative staff or may be individuals with responsibility for conducting and chairing
meetings in the workplace.
publication.
Unit Sector
Administration – General Administration
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ELEMENT
essential outcomes.
1 Prepare for meetings
1.1 Develop agenda in line with stated meeting purpose
1.2 Ensure style and structure of meeting are appropriate to its
purpose
1.3 Identify meeting participants and notify them in accordance with
organisational procedures
1.4 Confirm meeting arrangements in accordance with requirements
of meeting
1.5 Despatch meeting papers to participants within designated
timelines
2 Conduct meetings
2.1 Chair meetings in accordance with organisational requirements,
agreed conventions for type of meeting and legal and ethical
requirements
2.2 Conduct meetings to ensure they are focused, time efficient and
achieve the required outcomes
2.3 Ensure meeting facilitation enables participation, discussion,
problem-solving and resolution of issues
2.4 Brief minute-taker on method for recording meeting notes in
accordance with organisational requirements and conventions for
type of meeting
3 Follow up meetings
3.1 Check transcribed meeting notes to ensure they reflect a true and
accurate record of the meeting and are formatted in accordance with
organisational procedures and meeting conventions
3.2 Distribute and store minutes and other follow-up documentation
within designated timelines, and according to organisational
requirements
3.3 Report outcomes of meetings as required, within designated
timelines
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Foundation Skills
Skill
Performance
Description
Criteria
Reading
1.1, 1.2, 1.4, 3.1, 3.2


Writing
1.1-1.5, 3.2, 3.3




Oral
2.1-2.4
Communication



Numeracy
1.4, 1.5, 3.2, 3.3

Navigate the
work of work
1.3, 2.1, 2.4, 3.1, 3.2

Interact with
others
1.3, 1.5, 2.3, 3.2


Get the work
done
1.1, 1.3, 1.4, 1.5,
2.1, 2.2, 2.4, 3.1,
3.2, 3.3


Approved
Identifies and interprets information from complex
texts including legislation, organisational policies and
procedures
Compares final output with original notes to check for
accuracy
Addresses the context, purpose and audience when
generating a range of texts
Prepares complex texts from notes using appropriate
structure, and accurate spelling, grammar and
punctuation
Records notes of meeting proceedings according to
Edits and corrects own work to ensure accuracy
Participates in verbal exchanges using appropriate
style, tone and vocabulary for audience, context and
purpose
Listens for specific information during meetings
Asks questions and listens to responses to clarify
understanding
Recognises and interprets numerical information
related to timeframes and budgets
role
Cooperates with others as part of familiar activities,
playing an active role in facilitating group interaction
Applies formal processes when planning complex
tasks, producing plans with logically sequenced steps,
reflecting an awareness of time constraints
Recognises and takes responsibility for addressing
predictable problems in familiar work contexts
Page 59 of 1419
Code and title
Code and title
current version
previous version
BSBADM502
Manage meetings
BSBADM502B
Manage meetings
Comments
Equivalence status
Updated to meet
Standards for
Training Packages
Equivalent unit
Links
Approved
Page 60 of 1419
Assessment Requirements for BSBADM502 Manage meetings
Release
Comments
Release 1




apply conventions and procedures for formal and informal meetings including:

developing and distributing agendas and papers

identifying and inviting meeting participants

organising and confirming meeting arrangements

running the meeting and following up
organise, take part in and chair a meeting
record and store meeting documentation
follow organisational policies and procedures.
once.
Knowledge Evidence




outline meeting terminology, structures, arrangements
outline responsibilities of the chairperson and explain group dynamics in relation to
managing meetings
describe options for meetings including face-to-face, teleconferencing, web-conferencing
and using webcams
identify the relevant organisational procedures and policies regarding meetings, chairing
and minutes including identifying organisational formats for minutes and agendas.
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consistent performance of typical activities experienced in the general administration field of
work and include access to:





reference material in regard to meeting venues and technology, catering and transport
suppliers
organisational policies and procedures for managing meetings
office supplies and equipment
computers and relevant software
case studies and, where possible, real situations.
Links
Approved
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Release
Comments
Release 1
Application
This unit describes the skills and knowledge required to initiate and organise a quality audit
with an auditee. It covers assessing the scope and objectives of a quality audit;
communicating with the auditee regarding the proposed quality audit; identifying resources
required to conduct the audit; and developing and submitting a quality audit plan. The types
of audits may include external or internal systems audits or process or product/service audits.
It applies to individuals with a well-established theoretical knowledge base in quality auditing
who are proficient in using a wide range of specialised, quality auditing and managerial
techniques to plan, carry out and evaluate a quality audit. Individuals also supervise and
monitor the processes and outcomes of others working in a quality audit team.
publication.
Unit Sector
Regulation, Licensing and Risk – Quality Auditing
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ELEMENT
essential outcomes.
1 Assess quality audit
scope and objectives
1.1 Determine and discuss audit objectives with the auditee,
client and all other relevant parties
1.2 Determine and discuss scope of the quality audit with the
auditee, client and all other relevant parties
1.3 Identify relevant standards that impact the environment in
which the audit operates
1.4 Determine scope commensurate with identified risks
2 Communicate with
auditee regarding
proposed quality audit
2.1 Determine audit history, organisational structure and culture
through consultation with the auditee
2.2 Negotiate and ensure agreement with auditee, the proposed
audit methods and techniques to be applied
2.3 Outline audit processes to establish sequence of audit
activities, and the roles of the auditors and auditees in the process
3 Identify resources
required to conduct
quality audit
3.1 Identify resources required to perform the quality audit
efficiently and effectively
3.2 Select audit team members on the basis of relevant expertise
3.3 Confirm availability of resources required to conduct the
audit with auditee
3.4 Assign roles and responsibilities to audit team members
4 Develop and submit
quality audit plan
4.1 Develop quality audit plan according to established scope and
objectives
4.2 Assign timing, schedules and responsibilities for
implementation of the audit plan
4.3 Develop audit priorities and ensure agreement with auditees
and audit team members
4.4 Document and submit audit plan to auditee
5 Prepare audit team
5.1 Inform audit team members of their responsibilities, audit
objectives and scope
5.2 Communicate audit plan and schedules to all audit team
members
5.3 Discuss and clarify audit methods and techniques with audit
team members
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ELEMENT
6 Review auditee
documentation
6.1 Review auditee’s previous audits to establish possible impact
on the conduct of the current audit
6.2 Review and check relevant organisational documents for
accuracy
6.3 Resolve arising problems with auditee and relevant parties
7 Identify and prepare
checklists and audit
related documentation
7.1 Develop checklists to reflect audit scope and objectives
7.2 Develop or obtain documentation required for the audit
7.3 Prepare agenda for entry meeting
7.4 Include value-adding activities in audit related documentation
where required
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Foundation Skills
Skill
Performance
Description
Criteria
Reading
1.3, 4.1, 6.1, 6.2, 7.1

Interprets and analyses information from
organisational documentation
Writing
4.1-4.4, 6.2, 7.1-7.4

Develops a range of documents using structure, tone
and vocabulary appropriate to audience, context and
purpose
Records or amends information and conveys details in
accordance with audit objectives

Oral
1.1, 1.2, 2.1-2.3, 4.3,
Communication 5.1-5.3, 6.3



Uses mathematical calculations for project scheduling
1.3

Monitors adherence to organisational policies and
relevant standards and considers own role in terms of
its contribution to broader goals of the work
environment
1.1, 1.2, 2.1, 2.2,
3.4, 4.4, 5.1, 5.2

role
Recognises the importance of building rapport and
building effective working relationships
Collaborates with others to negotiate acceptable
outcomes, playing an active role in facilitating
effective group interaction
Numeracy
4.2
Navigate the
world of work
Interact with
others


Get the work
done
Participates in spoken exchanges using structure and
language to suit the audience
Uses questioning and listening techniques to clarify
requirements
1.1, 1.2, 1.4, 2.1,
2.3, 3.1, 3.2, 4.1,
4.2, 4.3, 6.1, 6.3



Approved
Organises, plans and sequences own workload and
schedules work activities of others
Uses analytical processes to decide on a course of
action, establishing criteria for deciding between
options and seeking advice from others before taking
action when necessary
Addresses some unfamiliar problems of increasing
complexity within own scope, recognising when to
seek the expertise of others
Page 66 of 1419
Code and title
Code and title
current version
previous version
Comments
Equivalence status
BSBAUD501 Initiate BSBAUD501B
Updated to meet
a quality audit
Initiate a quality audit Standards for
Training Packages
Equivalent unit
Links
Approved
Page 67 of 1419
Assessment Requirements for BSBAUD501 Initiate a quality audit
Release
Comments
Release 1


produce documented audit plans for auditees across a variety of contexts including:

the scope and objectives of the audit

proposed audit methods and techniques to be used

required resources and schedules

allocation of individual audit team member responsibilities for conducting the
proposed audit.
use terminology relating to quality auditing in written or oral communications.
once.
Knowledge Evidence







identify the relevant auditing codes of practice or ethics
describe auditing methods and techniques
outline the requirements of auditing regulations and standards
identify current audit practices
outline quality auditing principles, techniques and systems
describe the requirements of house or other style manual protocols for written
communications
identify software applications relevant to quality auditing activities.
Approved
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consistent performance of typical activities experienced in the regulation, licensing and risk –
quality auditing field of work and include access to:

workplace documentation including previous quality audit reports, checklists, risk
management plans and audit plans.
Links
Approved
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Release
Comments
Release 1
Application
This unit describes the skills and knowledge required to develop basic communication skills
in the workplace in particular gathering, conveying and receiving information together with
completing assigned written information.
It applies to individuals working under direct supervision who are developing basic skills and
knowledge of workplace communication in preparation for working in a broad range of
settings
publication.
Unit Sector
Communication – Interpersonal Communication
Approved
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ELEMENT
essential outcomes.
1 Identify workplace
communication
procedures
1.1 Identify organisational communication requirements and
workplace procedures with assistance from appropriate people
1.2 Identify appropriate lines of communication with supervisors
and colleagues
1.3 Seek advice on the communication method/equipment most
appropriate for the task
2 Communicate in the
workplace
2.1 Use effective questioning, and active listening and speaking
skills to gather and convey information
2.2 Use appropriate non-verbal behaviour at all times
2.3 Encourage, acknowledge and act upon constructive feedback
3 Draft written
information
3.1 Identify relevant procedures and formats for written
information
3.2 Draft and present assigned written information for approval,
ensuring it is written clearly, concisely and within designated
timeframes
3.3 Ensure written information meets required standards of style,
format and detail
3.4 Seek assistance and/or feedback to aid communication skills
development
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Foundation Skills
Skill
Performance
Description
Criteria
Reading
1.1, 1.2, 3.1

Reviews textual information to identify
communication requirements and organisational
procedures
Writing
3.2, 3.3

Drafts simple texts using appropriate grammar,
spelling and punctuation in accordance with
organisational standards
Proofreads own texts for accuracy and compliance
with organisational requirements

Oral
1.1, 1.2, 1.3, 2.1,
Communication 2.2, 2.3, 3.2, 3.4


Navigate the
world of work
1.1, 1.2, 3.1, 3.3, 3.4


Interact with
others
1.1, 1.2, 1.3, 2.1,
2.2, 2.3, 3.4


Get the work
done
1.3, 2.3, 3.1, 3.2, 3.3


Approved
Asks questions and listens to gain information or
confirm understanding
Listens and follows instructions
Follows organisational policies and procedures and
practices relevant to own role
Develops skills required to carry out own role by
seeking and acting on feedback
Follows instructions regarding what and how to
communicate
Seeks to cooperate with others to achieve results in
immediate work context
Follows clearly defined instructions, seeking
assistance when necessary
Uses digital technologies following instructions to
enter and retrieve data
Page 72 of 1419
Code and title
Code and title
current version
previous version
BSBCMM101 Apply BSBCMM101A
basic communication Apply basic
skills
communication skills
Comments
Equivalence status
Updated to meet
Standards for
Training Packages
Equivalent unit
Links
Approved
Page 73 of 1419
Assessment Requirements for BSBCMM101 Apply basic communication skills
Assessment Requirements for BSBCMM101 Apply basic
Release
Comments
Release 1
This version first released with Business Services Training



gather information about procedures, methods and equipment requirements for workplace
communication, with the assistance of others
use appropriate verbal and non-verbal skills to seek and convey information in
face-to-face situations
draft routine written documents within designated timeframes and check that the
documents meet organisational requirements.
once.
Knowledge Evidence


outline organisational policies, plans and procedures related to the organisation’s
standards or protocols for workplace communication
describe different communication styles.
Approved
Page 74 of 1419
Assessment Requirements for BSBCMM101 Apply basic communication skills
consistent performance of typical activities experienced by individuals using interpersonal
communication skills in the workplace and include access to:





office equipment
business resources
workplace policies and procedures relating to communication
case studies and, where possible, real situations
interaction with others.
Links
Approved
Page 75 of 1419
Release
Comments
Release 1
Training Package version 1.0
Application
This unit describes the skills and knowledge required to communicate in the workplace
including gathering, conveying and receiving information and completing routine written
correspondence.
It applies to individuals who perform a range of routine workplace communication tasks using
a limited range of practical skills and fundamental knowledge of effective listening,
questioning and non-verbal communication in a defined context under direct supervision or
with limited individual responsibility.
publication.
Unit Sector
Approved
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ELEMENT
essential outcomes.
1 Gather, convey and
receive information and
ideas
1.1 Collect information to achieve work responsibilities from
appropriate sources
1.2 Use method/s and/or equipment to communicate appropriate
ideas and information to the audience
1.3 Use effective listening and speaking skills in verbal
communication
1.4 Seek input from internal and external sources to develop and
refine new ideas and approaches
1.5 Respond to instructions or enquiries promptly and in accordance
2 Complete workplace
documentation and
correspondence
2.1 Present written information and ideas in clear and concise
language to ensure the intended meaning of correspondence is
understood by the recipient
2.2 Draft and present correspondence within designated time lines
2.3 Ensure presentation of written information meets organisational
standards of style, format and accuracy
2.4 Complete workplace forms and documentation in a clear,
concise and easy to read format
3 Communicate in a way 3.1 Value all individuals and treat them with respect, courtesy and
that responds positively to sensitivity
individual differences
3.2 Take into consideration cultural differences in all verbal and
non-verbal communication
3.3 Use communication to develop and maintain positive
relationships, mutual trust and confidence
3.4 Make efforts to use basic strategies to overcome language
barriers
3.5 Ensure that behaviour is consistent with legislative requirements,
enterprise guidelines and/or social protocols
Approved
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Foundation Skills
Skill
Performance
Description
Criteria
Learning
1.4

Seeks advice from others to implement strategies to
improve knowledge or skills
Reading
1.1, 1.4, 1.5, 2.3, 2.4

Reviews textual information to identify and interpret
communication requirements and organisational
standards
Writing
1.2, 1.5, 2.1, 2.2,
2.3, 2.4

Develops simple written texts using appropriate
grammar, spelling and punctuation in accordance with
organisational formats
Completes workplace forms and texts in accordance
with organisational conventions and legislative
requirements.

Oral
1.1, 1.2, 1.3, 1.4,
Communication 1.5, 3.3, 3.4


Explains ideas and requirements clearly and listens
carefully to verbal instructions and discussions
Asks questions to confirm understanding
Navigate the
world of work
1.5, 2.3, 3.5

Understands responsibilities of role and complies with
legislative, regulatory and organisational
requirements
Interact with
others
1.2, 1.4, 1.5, 3.1,
3.2, 3.3, 3.4

Recognises common cultural and other differences of
people in the work context and makes adjustments to
accommodate the differences
Follows accepted communication practices and
protocols to assist in building and maintaining positive
working relationships

Get the work
done
1.1, 1.2, 1.4,1.5,
2.1-2.4


Approved
Plans and implements routine tasks and workload
making limited decisions on sequencing, timing and
collaboration, seeking assistance in setting priorities
Uses digital technology to find, record or communicate
basic information
Page 78 of 1419
Code and title
Code and title
current version
previous version
BSBCMM201
Communicate in the
workplace
BSBCMM201A
Communicate in the
workplace
Comments
Equivalence status
Updated to meet
Standards for
Training Packages
Equivalent unit
Links
Approved
Page 79 of 1419
Assessment Requirements for BSBCMM201 Communicate in the workplace
Assessment Requirements for BSBCMM201 Communicate in the
workplace
Release
Comments
Release 1
This version first released with Business Services Training





communicate information and ideas verbally and non-verbally, taking cultural differences
and language barriers into consideration
produce written material, used routinely in day to day work, which is clear, concise and
effectively convey the intended meaning to the recipient
complete workplace forms
use style, format and level of accuracy appropriate to the type of written material
provide prompt responses to requests for information in accordance with organisational
requirements.
once.
Knowledge Evidence



identify any organisational policies, plans and procedures which detail organisation’s
standards or protocols for workplace communication
describe different communication styles
outline barriers to communication.
Approved
Page 80 of 1419
Assessment Requirements for BSBCMM201 Communicate in the workplace





office equipment
business resources
workplace policies and procedures relating to communication
Links
Approved
Page 81 of 1419
Release
Comments
Release 1
Training Package Version 1.0
Application
This unit covers the skills and knowledge required to prepare, deliver and review a
presentation to a target audience.
This unit applies to individuals who may be expected to make presentations for a range of
purposes, such as marketing, training and promotions. They contribute well developed
communication skills in presenting a range of concepts and ideas.
publication.
Unit Sector
Approved
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ELEMENT
essential outcomes.
1 Prepare a presentation
1.1 Plan and document presentation approach and intended
outcomes
1.2 Choose presentation strategies, format and delivery methods that
match the characteristics of the target audience, location, resources
and personnel needed
1.3 Select presentation aids, materials and techniques that suit the
format and purpose of the presentation, and will enhance audience
understanding of key concepts and central ideas
1.4 Brief others involved in the presentation on their
roles/responsibilities within the presentation
1.5 Select techniques to evaluate presentation effectiveness
2 Deliver a presentation
2.1 Explain and discuss desired outcomes of the presentation with
the target audience
2.2 Use presentation aids, materials and examples to support target
audience understanding of key concepts and central ideas
2.3 Monitor non-verbal and verbal communication of participants to
promote attainment of presentation outcomes
2.4 Use persuasive communication techniques to secure audience
interest
2.5 Provide opportunities for participants to seek clarification on
central ideas and concepts, and adjust the presentation to meet
participant needs and preferences
2.6 Summarise key concepts and ideas at strategic points to facilitate
participant understanding
3 Review the presentation
3.1 Implement techniques to review the effectiveness of the
presentation
3.2 Seek and discuss reactions to the presentation from participants
or from key personnel involved in the presentation
3.3 Utilise feedback from the audience or from key personnel
involved in the presentation to make changes to central ideas
presented
Approved
Page 83 of 1419
Foundation Skills
Skill
Performance
Description
Criteria
Reading
1.1, 1.2, 1.3, 2.2

Reviews and analyses documents to identify
information relevant to a specific presentation
Writing
1.1, 3.3

Develops material to convey ideas and information to
target audience in an engaging way
Presents information using words and non-verbal
features appropriate to the audience and context
Uses listening and questioning techniques to gather
information required to develop or modify
presentations
Interprets audience reactions and changes words or
non-verbal features accordingly
Oral
1.4, 2.1, 2.2, 2.3,
Communication 2.4, 2.5, 2.6, 3.2



Interact with
others
1.4, 2.1, 2.2, 2.4,
2.5, 2.6, 3.2



Get the work
done
1.1-1.5, 2.2, 2.5,
3.1-3.3



Approved
Selects and uses appropriate conventions and protocols
to encourage interaction or to present information
Demonstrates sophisticated control over oral, visual
and written formats, drawing on a range of
communication practices to achieve goals
Recognises the need to alter personal communication
style in response to the needs or expectations of
others
Takes responsibility for planning, sequencing and
prioritising tasks and own workload to achieve
outcomes
Uses feedback from others, analytical and lateral
thinking to review current practices and develop new
ideas
Uses the main features and functions of digital tools to
complete work tasks
Page 84 of 1419
Code and title
Code and title
current version
previous version
BSBCMM401 Make BSBCMM401A
a presentation
Make a presentation
Comments
Equivalence status
Updated to meet
Standards for
Training Packages
Equivalent unit
Links
Approved
Page 85 of 1419
Assessment Requirements for BSBCMM401 Make a presentation
Release
Comments
Release 1


prepare and deliver presentations related to occupation or area of interest which
demonstrate the use of:

effective presentation strategies and communication principles

aids and materials to support the presentation
select and implement methods to review the effectiveness of own presentation and
document any changes which would improve future presentations.
once.
Knowledge Evidence




identify information collection methods that will support review and feedback of
presentations
identify regulatory and organisational obligations and requirements relevant to
presentations
describe the principles of effective communication
describe the range of presentation aids and materials available to support presentations.
Approved
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


equipment, materials and business software packages for making a presentation
business technology
Links
Approved
Page 87 of 1419
Release
Comments
Release 1
Application
This unit describes the skills and knowledge required to provide support for operational
practices and procedures within the organisation’s productivity and profitability plans. This
includes contributing to the operational plan, assisting in recruiting employees and acquiring
resources, and monitoring and adjusting operational performance.
It applies to individuals who use planning and analytical skills to achieve the measurable,
stated objectives of the team and the organisation. At this level, work will normally be carried
out within known routines, methods and procedures, and may also involve a number of
complex or non-routine activities that require some discretion and judgement.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time
of publication.
Unit Sector
Management and Leadership – Frontline Management
Approved
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ELEMENT
essential outcomes.
1 Contribute to
implementation of
operational plan
1.1 Collect and record details of resource requirements and report
to relevant personnel
1.2 Ensure the operational plan contributes to the achievement of
the organisation’s performance and business plan
1.3 Identify key performance indicators to measure own and work
team’s performance
1.4 Undertake contingency planning as required
1.5 Support the development and presentation of proposals for
resource requirements as necessary
2 Assist in recruiting
employees and acquiring
resources
2.1 Assist with employee recruitment and/or induction as required,
within the organisation’s policies, practices and procedures
3 Support operations
3.1 Identify and utilise performance systems and processes to
assess team progress in achieving plans and targets
2.2 Acquire physical resources and services according to the
organisation’s policies, practices and procedures, and in
consultation with relevant personnel
3.2 Compare actual productivity and performance with identified
short-term budgets, targets and performance results
3.3 Identify and report unsatisfactory performance to relevant
personnel, to enable action to be taken to rectify situation
3.4 Provide coaching to support individuals and teams to use
resources effectively, economically and safely
3.5 Support consultation processes for development and/or
variation of the operational plan as required
3.6 Present recommendations for variation to operational plans to
relevant personnel
3.7 Follow performance systems, procedures and recording
processes in accordance with organisation requirements
Approved
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Foundation Skills
Skill
Performance
Description
Criteria

Learning
3.4
Reading
1.1-1.3, 2.1, 2.2, 3.1,
3.2, 3.7
Writing
1.1, 1.4, 1.5, 3.3, 3.6

Oral
1.1, 2.1, 2.2, 3.3-3.6
Communication



Contributes to ongoing organisational improvement by
training others to uses resources appropriately
Interprets information from a range of familiar texts
Uses appropriate vocabulary and grammatical
structures to achieve precise meaning in a range of
documentation
Articulates information concisely using appropriate
terminology, tone and style
Uses questioning and listening techniques to exchange
and clarify information
Numeracy
1.1, 1.2, 2.2, 3.2, 3.4

Interprets and analyses numerical information to
support resource acquisition and broader business plan
Navigate the
world of work
2.1, 2.2, 3.7

Adheres to organisational policies and procedures and
understands and meets expectations associated with
own role
Interact with
others
1.5, 2.1, 3.4-3.6

when communicating with relevant personnel
Collaborates and cooperates with others to achieve
joint outcomes

Get the work
done
1.1-1.4, 3.1, 3.3



Approved
prioritising tasks and own workload for effective
outcomes
Makes routine decisions and implements standard
procedures for routine tasks
Recognises and responds to predictable routine
problems related to role in the immediate work context
Page 90 of 1419
Code and title
Code and title
current version
previous version
BSBFLM305 Support
operational plan
BSBFLM305C
Support operational
plan
Comments
Equivalence status
Updated to meet
Packages
Equivalent unit
Links
Approved
Page 91 of 1419
Assessment Requirements for BSBFLM305 Support operational plan
Assessment Requirements for BSBFLM305 Support operational
plan
Release
Comments
Release 1



assist in planning resource acquisition and usage including human resources, risk
management and contingency planning
share information and support members of the work team to achieve plans and targets
monitor, analyse and report individual and team performance against identified targets.
once.
Knowledge Evidence








explain the processes used to plan and acquire resources
summarise organisational recruitment and induction processes
explain the relationship between key performance indicators and achievement of the
operational plan
explain the role of contingency planning in supporting the operational plan
identify systems and processes for monitoring and reporting performance
identify alternative approaches to improving resource usage and eliminating resource
inefficiencies and waste
identify relevant legislation, regulations, standards or codes of practice that may affect the
operational plan
identify the organisational policies, practices and procedures relevant to implementation
of the operational plan.
Approved
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Assessment Requirements for BSBFLM305 Support operational plan
consistent performance of typical activities experienced in the management field of work and
include access to:




relevant legislation and regulations
relevant workplace documentation and resources
Links
Approved
Page 93 of 1419
BSBFLM309 Support continuous improvement systems and
processes
Release
Comments
Release 1
Application
This unit describes the skills and knowledge required to support the organisation’s continuous
improvement systems and processes. Particular emphasis is on actively encouraging the team
to participate in the process, monitoring and reporting on specified outcomes and supporting
opportunities for further improvements.
It applies to individuals with roles of responsibility who use initiative, organisational and
communication skills to influence the ongoing development of the organisation.
At this level, work will normally be carried out within known routines, methods and
procedures, and may also involve complex or non-routine activities that require some
discretion and judgement.
publication.
Unit Sector
Approved
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ELEMENT
essential outcomes.
1 Contribute to
continuous improvement
systems and processes
1.1 Actively encourage and support team members to participate in
decision-making processes and to assume responsibility and
exercise initiative
1.2 Communicate the organisation’s continuous improvement
processes to individuals and teams
1.3 Effectively utilise mentoring and coaching to ensure that
individuals/teams are able to support the organisation’s continuous
improvement processes
2 Monitor and report
specified outcomes
2.1 Utilise the organisation’s systems and technology to monitor
team progress and to identify ways in which planning and
operations could be improved
2.2 Apply continuous improvement techniques and processes to
improve customer service
3 Support opportunities
for further improvement
3.1 Communicate agreed recommendations for improvements in
achieving the business plan to team members
3.2 Document and use work performance to identify opportunities
for further improvement
3.3 Maintain records, reports and recommendations for
improvement within the organisation’s systems and processes
Approved
Page 95 of 1419
Foundation Skills
Skill
Performance
Description
Criteria

Contributes to ongoing organisational improvement by
mentoring others to support continuous improvement
processes

Interprets everyday workplace documentation
1.2, 3.1-3.3

Oral
1.1-1.3, 3.1
Communication

Uses appropriate vocabulary and grammatical
structures to achieve precise meaning in a range of
documentation
Articulates information in a positive manner using
appropriate terminology, tone and style appropriate to
context and audience
Uses questioning and listening techniques to exchange
and clarify information
Learning
1.3
Reading
2.1, 3.3
Writing

Navigate the
world of work
1.2, 3.3


Understands the nature and purpose of own role and
associated responsibilities and how own role meshes
with others and contributes to broader work goals
Takes responsibility for adherence to organisational
processes and systems
Interact with
others
1.2, 1.3

Shares information and resources, offers assistance
voluntarily and facilitates effective group interactions
Get the work
done
2.1, 2.2, 3.2, 3.3

Takes responsibility for routine low-impact decisions
within familiar situations
Evaluates effectiveness of decisions in terms of how
well they meet stated goals
Uses a range of digitally based technology and
applications to organise, monitor, manage and
communicate relevant information effectively


Approved
Page 96 of 1419
Code and title
Code and title
current version
previous version
BSBFLM309
Support continuous
improvement
systems and
processes
BSBFLM309C
Support continuous
improvement systems
and processes
Comments
Equivalence status
Updated to meet
Standards for
Training Packages
Equivalent unit
Links
Approved
Page 97 of 1419
Assessment Requirements for BSBFLM309 Support continuous improvement systems and processesDate this document was generated: 2
June 2016
Assessment Requirements for BSBFLM309 Support continuous
improvement systems and processes
Release
Comments
Release 1

perform actions to support continuous improvement including:

using work performance to identify improvement

adjusting plans to reflect changes

communicating effectively with all stakeholders

using technology to monitor operational progress

applying suitable recordkeeping processes.
once.
Knowledge Evidence






explain principles and techniques relating to:

continuous improvement systems and processes

benchmarking

best practice
describe the benefits of continuous improvement
list quality approaches which the organisation may implement
explain methods that can be used in continuous improvement
outline barriers to continuous improvement
explain recording, reporting and recommendation processes to facilitate continuous
improvement applied within the organisation.
Approved
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Assessment Requirements for BSBFLM309 Support continuous improvement systems and processesDate this document was generated: 2
June 2016
include access to:




interaction with others
business technology.
Links
Approved
Page 99 of 1419
Release
Comments
Release 1
Application
This unit describes the skills and knowledge required to effectively encourage and support a
learning environment. Particular emphasis is on participation in processes to facilitate and
promote learning and to monitor and improve learning performance.
It applies to individuals who use initiative and well-developed planning and communication
skills in their role. At this level, work will normally be carried out within known routines,
methods and procedures, and may also involve complex or non-routine activities that require
some discretion and judgement.
publication.
Unit Sector
Approved
Page 100 of 1419
ELEMENT
essential outcomes.
1 Encourage a learning
environment
1.1 Encourage and support workplace learning opportunities
1.2 Implement learning plans as an integral part of individual and
team performance plans
1.3 Implement learning plans to reflect diversity of needs and
learning opportunities
1.4 Encourage individual and team to access and participate in
learning opportunities
1.5 Liaise effectively with training and development specialists to
contribute to learning opportunities which enhance individual,
team and organisational performance
2 Encourage and promote 2.1 Promote a learning culture within the team and organisation
learning for team and
2.2 Support coaching and mentoring for the development of
individuals
workplace knowledge, skills and attitudes
2.3 Encourage team members to assess own competencies, and to
identify own learning and development needs
2.4 Share the benefits of learning with others in the team and
organisation
2.5 Provide recognition and feedback for workplace achievement
in a timely and appropriate manner
3 Identify opportunities
for improvement
3.1 Monitor the performance of individuals and teams to determine
the type and extent of required work-based support
3.2 Gather feedback from individuals and teams to identify
opportunities for improving future learning arrangements
3.3 Negotiate adjustments with training and development
specialists to improve the efficiency and effectiveness of learning
3.4 Document and report learning outcomes in accordance with the
organisation’s systems and procedures
Approved
Page 101 of 1419
Foundation Skills
Skill
Performance
Description
Criteria
Learning
1.1, 1.2, 2.1, 3.2


Plans and implements learning processes
Encourages learning outcomes in a team environment
Interprets information from a range of familiar texts
including everyday workplace documentation
Reading
1.2, 1.3, 3.2, 3.4

Writing
1.2, 1.3, 2.5, 3.4

Uses appropriate vocabulary, grammatical structures
and conventions to communicate information,
matching style to purpose and audience

Presents ideas and seeks feedback from others using
appropriate vocabulary and non-verbal features
Participates in open discussions to elicit the views of
others by asking questions and listening to responses
Oral
1.1, 1.4, 1.5, 2.1-2.5,
Communication 3.2-3.4

Navigate the
world of work
3.4
Interact with
others
1.1, 1.4, 1.5, 2.1-2.5,
3.2, 3.3

Adheres to organisational policies and procedures

Varies content and style of interactions to suit the
needs of various audiences and to achieve a desired
outcomes
Uses effective interpersonal skills to support and
encourage workplace learning and sharing of
knowledge and skills

Get the work
done
1.2, 1.3, 2.5, 3.1, 3.2

Takes personal responsibility for planning and
organising tasks required to achieve required outcomes
Code and title
Code and title
current version
previous version
BSBFLM311
BSBFLM311C
Support a workplace Support a workplace
learning environment learning environment
Approved
Comments
Equivalence status
Updated to meet
Standards for
Training Packages
Equivalent unit
Page 102 of 1419
Links
Approved
Page 103 of 1419
Assessment Requirements for BSBFLM311 Support a workplace learning environment
Assessment Requirements for BSBFLM311 Support a workplace
learning environment
Release
Comments
Release 1



liaise with workplace personnel to develop, implement and support learning in the
workplace
identify learning needs, develop learning plans and arrange learning opportunities
compile and interpret data about learning arrangements and outcomes in accordance with
organisational requirements.
once.
Knowledge Evidence




summarise important considerations in an adult learning environment
explain the differences and similarities between coaching and mentoring
outline workplace learning principles and the organisational policies and procedures for
applying learning systems.
describe different types of learning opportunities that could be provided the workplace.
Approved
Page 104 of 1419
Assessment Requirements for BSBFLM311 Support a workplace learning environment
include access to:



Links
Approved
Page 105 of 1419
Release
Comments
Release 1
Application
This unit describes the skills and knowledge required to contribute to the effectiveness of the
work team. It involves planning with the team to meet expected outcomes, developing team
cohesion, participating in and facilitating the work team, and communicating with the
management of the organisation.
It applies to individuals who play a prominent part in motivating, mentoring, coaching and
developing team cohesion through team leadership and forming the link between the
management of the organisation and the team members. At this level, work will normally be
carried out within known routines, methods and procedures, and may also involve complex or
non-routine activities that require some discretion and judgement.
publication.
Unit Sector
Approved
Page 106 of 1419
ELEMENT
essential outcomes.
1 Contribute to team
outcomes
1.1 Consult team members to identify team purpose, roles,
responsibilities, goals, plans and objectives
1.2 Support team members to meet expected outcomes
2 Support team cohesion
2.1 Encourage team members to participate in the planning,
decision making and operational aspects of the work team to their
level of responsibility
2.2 Encourage team members to take responsibility for their own
work and to assist each other in undertaking required roles and
responsibilities
2.3 Provide feedback to team members to encourage, value and
reward team members’ efforts and contributions
2.4 Identify and address issues, concerns and problems identified
by team members, or refer to relevant persons as required
3 Participate in work
team
3.1 Actively encourage and support team members to participate in
team activities and communication processes and to take
responsibility for their actions
3.2 Support the team to identify and resolve problems which
impede its performance
3.3 Utilise own contribution to work team to serve as a role model
for others and enhance the organisation’s image within the work
team, the organisation and with clients/customers
4 Communicate with
management
4.1 Maintain open communication with line manager/management
at all times
4.2 Communicate information from line manager/management to
the team
4.3 Communicate unresolved issues to line manager/management
and follow up to ensure action is taken in response to these matters
Approved
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Foundation Skills
Skill
Performance
Description
Criteria
Writing
2.3, 2.4, 4.2, 4.3
Oral
1.1, 1.2, 2.1-2.4, 3.1,
Communication 3.2, 4.1-4.3

Uses appropriate vocabulary, grammatical structures
and conventions to communicate information,
matching style to purpose and audience

Presents ideas and seeks feedback from others using
vocabulary and non-verbal features appropriate to the
audience
Participates in open discussions to elicit the views of
others by asking questions and listening to responses

Navigate the
world of work
1.1

Ensures that team members are aware of their rights
and responsibilities in the workplace, including
workplace safety
Interact with
others
1.1, 1.2, 2.1-2.4, 3.1,
3.2, 4.1-4.3

Collaborates, supports and cooperates with others to
achieve work outcomes, and encourages others to do
the same
role
Recognises importance of own interpersonal skills in
projecting a positive image to others in work context
Understands the need to modify own communication
style to accommodate individual differences



Get the work
done
1.1, 2.4, 4.1, 4.3


Approved
Plans and implements tasks required to achieve
required outcomes
Recognises and responds to problems related to role
and seeks assistance when problems are beyond
immediate responsibilities
Page 108 of 1419
Code and title
Code and title
current version
previous version
BSBFLM312
Contribute to team
effectiveness
BSBFLM312C
Contribute to team
effectiveness
Comments
Equivalence status
Updated to meet
Standards for
Training Packages
Equivalent unit
Links
Approved
Page 109 of 1419
Assessment Requirements for BSBFLM312 Contribute to team effectiveness
Assessment Requirements for BSBFLM312 Contribute to team
effectiveness
Release
Comments
Release 1





discuss and clarify goals and responsibilities with a team of people
apply management and communication skills with a range of people that:

provides direction and leadership

assists individuals to achieve goals

motivates and builds team cohesion

fosters contribution of and respect for ideas
apply techniques for resolving problems within organisational and legislative
requirements
communicate effectively with management including escalating problems outside own
area of responsibility
manage communication of information to, and between, the team.
once.
Knowledge Evidence






list organisational goals, objectives and plans that relate to the team
identify legislation, regulations, standards or codes of practice that may impact team
performance and outcomes
describe the organisational structure with reference to the organisational chart
describe options for addressing performance issues in the organisation
explain the principles and techniques of:

group dynamics and processes

motivation

negotiation
explain why considering individual behaviour and differences is important to a manager.
Approved
Page 110 of 1419
Assessment Requirements for BSBFLM312 Contribute to team effectiveness
include access to:




relevant legislation
Links
Approved
Page 111 of 1419
BSBLDR402 Le ad effective workplace relationships
Release
Comments
Release 1
Application
This unit defines skills, knowledge and outcomes required to use leadership to promote team
cohesion. It includes motivating, mentoring, coaching and developing the team and forming
the bridge between the management of the organisation and team members.
This unit applies to team leaders, supervisors and new or emerging managers where
leadership plays a role in developing and maintaining effective workplace relationships. It
applies in any industry or community context.
At this level work will normally be carried out within routine and non-routine methods and
procedures, which require planning and evaluation and leadership and guidance of others.
publication.
Unit Sector
Management and Leadership - Leadership
Approved
Page 112 of 1419
ELEMENT
essential outcomes.
1. Collect, analyse and
communicate information
and ideas
1.1 Collect relevant information from appropriate sources and
analyse and share with the work team to improve work performance
1.2 Communicate ideas and information in a manner which is
appropriate and sensitive to the cultural and social diversity of the
audience and any specific needs
1.3 Lead consultation processes to encourage employees to
contribute to issues related to their work, and promptly relay
feedback to the work team in regard to outcomes
1.4 Seek and value contributions from internal and external sources
in developing and refining new ideas and approaches
1.5 Implement processes to ensure that issues raised are resolved
promptly or referred to relevant personnel as required
2. Develop trust and
confidence as leader
2.1 Treat all internal and external contacts with integrity, respect and
empathy
2.2 Use the organisation's social, ethical and business standards to
develop and maintain effective relationships
2.3 Gain and maintain the trust and confidence of colleagues,
customers and suppliers through competent performance
2.4 Adjust interpersonal styles and methods to meet organisation's
social and cultural environment
2.5 Lead and encourage other members of the work team to follow
examples set according to organisation's policies and procedures
3. Develop and maintain
3.1 Use networks to identify and build relationships
networks and relationships 3.2 Use networks and other work relationships to provide
identifiable benefits for the team and organisation
4. Manage difficulties into 4.1 Identify and analyse difficulties and take action to rectify the
positive outcomes
situation within the requirements of the organisation and relevant
legislation
4.2 Guide and support colleagues to resolve work difficulties
4.3 Regularly review and improve workplace outcomes in
consultation with relevant personnel
4.4 Manage poor work performance within the organisation's
processes
Approved
Page 113 of 1419
ELEMENT
4.5 Manage conflict constructively within the organisation's
processes
Foundation Skills
Skill
Performance
Description
Criteria
1.1

Collects, analyses and evaluates textual information
from a range of resources to inform improvement
strategies
Oral
1.2, 1.3, 2.4, 2.5, 4.2
Communication

Selects or adjusts communication style to maintain
effectiveness of interaction and build and maintain
engagement consistent with organisational
requirements
Navigate the
world of work
2.2, 2.5, 4.1, 4.4, 4.5

Recognises and follows legislative and organisational
requirements relevant to own role
Interact with
others
1.1-1.4, 2.1, 2.3, 2.5,
3.1, 3.2, 4.2, 4.5

when communicating with diverse stakeholders
Adapts personal communication style to build trust and
positive working relationships and to show respect for
the opinions, values and particular needs of others
Plays a lead role in situations requiring effective
collaboration, demonstrating conflict resolution skills
and ability to engage and motivate others
Reading


Get the work
done
1.1, 1.5, 4.1, 4.3


Approved
Plans and implements activities and processes to
manage and review work performance
Systematically gathers and analyses all relevant
information to formulate and evaluate possible
solutions to difficulties
Page 114 of 1419
Code and title
Code and title
current version
previous version
BSBLDR402 Lead
effective workplace
relationships
BSBWOR401A
Establish effective
workplace
relationships
Comments
Equivalence status
Updated to meet
Standards for
Training Packages
Equivalent unit
Title change
Minor edits to clarify
intent of performance
criteria
Links
Approved
Page 115 of 1419
Assessment Requirements for BSBLDR402 Lead effective workplace relationships
Assessment Requirements for BSBLDR402 Lead effective
workplace relationships
Release
Comments
Release 1





access and analyse information to achieve planned outcomes
apply techniques for resolving problems and conflicts and dealing with poor performance
within organisational and legislative requirements
review and improve workplace outcomes in consultation with relevant personnel
adjust interpersonal style and communications to respond to cultural and social diversity
apply relationship management and communication skills with a range of people that:

demonstrate integrity, respect, empathy and cultural sensitivity and promote trust

forge effective relationships with internal and/or external people and help to maintain
these networks

encourage participation and foster contribution of and respect for ideas and feedback

provide support to colleagues to resolve difficulties.
once.
Approved
Page 116 of 1419
Assessment Requirements for BSBLDR402 Lead effective workplace relationships
Knowledge Evidence








give examples of how work relationships, and the cultural and social environment, can
support or hinder achieving planned outcomes
explain techniques for developing positive work relationships and building trust and
confidence in a team including interpersonal styles, communications, consultation,
cultural and social sensitivity, networking
explain the impact of legislation and organisational policies on workplace relationships
describe a range of methods and techniques for communicating information and ideas to a
range of stakeholders
outline problems solving methods
explain methods to resolve workplace conflict
explain methods to manage poor work performance
explain how to monitor, analyse and introduce ways to improve work relationships.
consistent performance of typical activities experienced in the management and leadership
field of work and include access to:




relevant legislation, regulations, standards and codes
Links
Approved
Page 117 of 1419
BSBLDR403 Le ad team effectiveness
BSBLDR403 Lead team effectiveness
Release
Comments
Release 1
Application
This unit defines skills, knowledge and outcomes required to plan and supervise the
performance of the team and develop team cohesion.
It applies team leaders, supervisors and new emerging managers who have an important
leadership role in the development of efficient and effective work teams.
Leaders at this level also provide leadership for the team and bridge the gap between the
management of the organisation and the team members. As such they must 'manage up' as
well as manage their team/s.
publication.
Unit Sector
Management and Leadership - Leadership
Approved
Page 118 of 1419
ELEMENT
essential outcomes.
1. Plan to achieve team
outcomes
1.1 Lead the team to identify, establish and document team purpose,
roles, responsibilities, goals, plans and objectives in consultation
with team members
1.2 Engage team members to incorporate innovation and
productivity measures in work plans
1.3 Lead and support team members in meeting expected outcomes
2. Lead team to develop
cohesion
2.1 Provide opportunities for input of team members into planning,
decision making and operational aspects of work team
2.2 Encourage and support team members to take responsibility for
own work and to assist each other in undertaking required roles and
responsibilities
reward individual and team efforts and contributions
2.4 Recognise and address issues, concerns and problems identified
by team members or refer to relevant persons as required
2.5 Model expected behaviours and approaches
3. Participate in and
facilitate work team
3.1 Actively encourage team members to participate in and take
responsibility for team activities and communication processes
3.2 Give the team support to identify and resolve problems which
impede its performance
3.3 Ensure own contribution to work team serves as a role model for
others and enhances the organisation's image within the work team,
the organisation and with clients/customers
4. Liaise with
management
4.1 Maintain open communication with line manager/management at
all times
4.2 Communicate information from line manager/management to the
team
4.3 Communicate unresolved issues, concerns and problems raised
by the team/team members to line manager/management and ensure
follow-up action is taken
4.4 Communicate unresolved issues, concerns and problems related
to the team/team members raised by line managers/management to
the team and ensure follow-up to action is taken
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Foundation Skills
Skill
Performance
Description
Criteria

Prepares workplace plans that communicate intent and
elicits feedback clearly and effectively
Oral
1.1, 1.3, 2.2, 2.3,
communication 3.1, 3.2, 4.2-4.4

Engages in discussions or provides information using
structure and language appropriate to the audience and
situation
Interact with
others

when communicating with team members
Adapts personal communication style to model
required behaviours, build trust and positive working
relationships and to show respect for the opinions and
values of others
collaboration, demonstrating conflict resolution skills
and ability to engage and motivate others
Writing
1.1, 4.2
1.1-1.3, 2.1-2.5, 3.1,
3.3, 4.1


Get the work
done
1.1-1.3, 3.2


Approved
Develops, implements and monitors plans and
processes to ensure team engagement and effectiveness
Uses formal analytical thinking techniques to identify
issues and generate possible solutions, seeking input
from others as required
Page 120 of 1419
Code and title
Code and title
current version
previous version
BSBLDR403 Lead
team effectiveness
BSBWOR402A
Promote team
effectiveness
Comments
Equivalence status
Updated to meet
Standards for
Training Packages
Equivalent unit
Title change
criteria
Links
Approved
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Assessment Requirements for BSBLDR403 Lead team effectiveness
Assessment Requirements for BSBLDR403 Lead team
effectiveness
Release
Comments
Release 1







apply knowledge of organisational goals, objectives and plans
develop a team work plan including documentation of how it was generated and how it
will be monitored
identify and incorporate innovation and productivity measures into a team work plan
communicate with team members and management to identify and establish the team
purpose, roles, responsibilities, goals plans and objectives and resolve problems
use techniques to consult, encourage, support and provide feedback to team members
model team leadership behaviours and approaches
liaise with management to develop the teamwork plan, resolve issues and ensure
follow-up action is taken.
once.
Knowledge Evidence
To complete the unit requirements safely and effectively, the individual must explain
principles and techniques associated with:











delegation and work allocation
goal setting
group dynamics and processes
individual behaviour and difference
leadership styles
motivation
negotiation
problem solving
planning
workplace innovation
workplace productivity.
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Assessment Requirements for BSBLDR403 Lead team effectiveness




information about the organisation, including organisational structure, goals, objectives
and plans
case studies, and where possible, real situations
workplace equipment and resources
Links
Approved
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BSBLED501 De velop a workplace learning environment
BSBLED501 Develop a workplace learning environment
Release
Comments
Release 1
Application
This unit describes the skills and knowledge required to encourage and support the
development of a learning environment in which work and learning come together. Particular
emphasis is on the development of strategies to facilitate and promote learning and to monitor
and improve learning performance.
It applies to individuals who have a prominent role in encouraging, supporting and facilitating
the development of a learning environment in which work and learning come together.
At this level work will normally be carried out within complex and diverse methods and
procedures, which require the exercise of considerable discretion and judgement, using a
range of problem solving and decision making strategies.
publication.
Unit Sector
Workforce Development – Learning and Development
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ELEMENT
essential outcomes.
1. Create learning
opportunities
1.1 Identify potential formal and informal learning opportunities
1.2 Identify learning needs of individuals in relation to the needs of
the team and/or enterprise and available learning opportunities
1.3 Develop and implement learning plans as an integral part of
individual and team performance plans
1.4 Develop strategies to ensure that learning plans reflect the
diversity of needs
1.5 Ensure organisational procedures maximise individual and team
access to, and participation in, learning opportunities
1.6 Ensure effective liaison occurs with training and development
specialists and contributes to learning opportunities which enhance
individual, team and organisational performance
2. Facilitate and promote
learning
2.1 Develop strategies to ensure that workplace learning
opportunities are used and that team members are encouraged to
share their skills and knowledge to encourage a learning culture
within the team
2.2 Implement organisational procedures to ensure workplace
learning opportunities contribute to the development of appropriate
workplace knowledge, skills and attitudes
2.3 Implement policies and procedures to encourage team members
to assess their own competencies and to identify their own learning
and development needs
2.4 Share the benefits of learning with others in the team and
organisation
2.5 Recognise workplace achievement by timely and appropriate
recognition, feedback and rewards
3. Monitor and improve
learning effectiveness
3.1 Use strategies to ensure that team and individual learning
performance is monitored to determine the type and extent of any
additional work-based support required and any Work Health and
Safety (WHS) issues
3.2 Use feedback from individuals and teams to identify and
introduce improvements in future learning arrangements
3.3 Make adjustments, negotiated with training and development
specialists, for improvements to the efficiency and effectiveness of
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ELEMENT
learning
3.4 Use processes to ensure that records and reports of competency
are documented and maintained within the organisation’s systems
and procedures to inform future planning
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Foundation Skills
Skill
Performance
Description
Criteria
Learning
1.1, 1.2, 1.3, 1.4,
2.1, 2.4, 3.1, 3.2


Develops strategies to develop learning plans of self
and others to meet a diversity of needs within
organisational constraints
Transfers skills and knowledge to a variety of learning
development contexts
Reading
1.1-1.5, 2.1, 2.2, 2.5,
3.1-3.4

Interprets textual information obtained from a range of
sources and determines how content may be applied to
individuals and to organisational requirements
Writing
1.3, 1.4, 2.1, 2.2,
2.3, 2.5, 3.3, 3.4

Uses information from a range of sources to develop
and document plans, strategies and feedback in
accordance with organisational requirements
Maintains records using correct technical and
organisational vocabulary

Oral
1.6, 2.4, 2.5, 3.2, 3.3
Communication


Navigate the
world of work
1.5, 2.2, 2.3, 3.1, 3.4


Interact with
others
1.6, 2.1, 2.3 -2.5,
3.2, 3.3




Get the work
done
1.1, 1.2, 1.3, 1.4,
2.1, 2.5, 3.1, 3.4


Approved
Present information and opinions using language and
features appropriate to the audience and context
Uses questioning and listening techniques to identify
learning needs and obtain feedback
Understands how own role meshes with others and
contributes to broader goals
role
Collaborates with others to achieve joint outcomes,
playing an active role in facilitating effective group
interaction, influencing direction and taking a
leadership role on occasion
Recognises the importance of building rapport to
establish effective working relationships
Applies a range of communication strategies to
encourage others to share their knowledge and skills
and reflect on the effectiveness of the interaction
Uses logical processes to plan, implement and monitor
learning in the workplace
Systematically gathers and analyses relevant
information and evaluates options to make informed
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

decisions
Evaluates outcomes of decisions to identify
opportunities for improvement
Uses digital tools to organise, store, integrate and share
relevant information
Code and title
Code and title
current version
previous version
BSBLED501
BSBLED501A
Develop a workplace Develop a workplace
learning environment learning environment
Comments
Equivalence status
Updated to meet
Standards for
Training Packages
Equivalent unit
Links
Approved
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Assessment Requirements for BSBLED501 Develop a workplace learning environment
Assessment Requirements for BSBLED501 Develop a workplace
learning environment
Release
Comments
Release 1
Package Version 1.0







collaboratively review performance development needs of individuals and teams
plan professional development for individuals and teams that enhances organisational
performance
develop and implement learning plans
liaise with training and development specialists
recognise workplace achievement by giving feedback, recognition and rewards
monitor and improve workplace learning
record and report workplace learning outcomes.
once.
Knowledge Evidence


explain how management of relationships can achieve a learning environment
identify principles and techniques involved in the management and organisation of:

adult learning

coaching and mentoring

consultation and communication

improvement strategies

leadership

learning environment and learning culture

monitoring and reviewing workplace learning

problem identification and resolution

record keeping and management methods

structured learning

work-based learning.
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Assessment Requirements for BSBLED501 De velop a workplace learning environment
consistent performance of typical activities experienced in the workforce learning and
development field of work and include access to:




workplace policies and procedures
case studies and, where available, real situations
Links
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Release
Comments
Release 1
Application
This unit describes the skills and knowledge required to manage the performance of staff who
report to them directly. Development of key result areas and key performance indicators and
standards, coupled with regular and timely coaching and feedback, provide the basis for
performance management.
It applies to individuals who manage people. It covers work allocation and the methods to
review performance, reward excellence and provide feedback where there is a need for
improvement.
The unit makes the link between performance management and performance development,
and reinforces both functions as a key requirement for effective managers.
publication.
Unit Sector
Management and Leadership – Management
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ELEMENT
essential outcomes.
1. Allocate work
1.1 Consult relevant groups and individuals on work to be
allocated and resources available
1.2 Develop work plans in accordance with operational plans
1.3 Allocate work in a way that is efficient, cost effective and
outcome focussed
1.4 Confirm performance standards, Code of Conduct and work
outputs with relevant teams and individuals
1.5 Develop and agree performance indicators with relevant staff
prior to commencement of work
1.6 Conduct risk analysis in accordance with the organisational
risk management plan and legal requirements
2. Assess performance
2.1 Design performance management and review processes to
ensure consistency with organisational objectives and policies
2.2 Train participants in the performance management and review
process
2.3 Conduct performance management in accordance with
organisational protocols and time lines
2.4 Monitor and evaluate performance on a continuous basis
3. Provide feedback
3.1 Provide informal feedback to staff on a regular basis
3.2 Advise relevant people where there is poor performance and
take necessary actions
3.3 Provide on-the-job coaching when necessary to improve
performance and to confirm excellence in performance
3.4 Document performance in accordance with the organisational
performance management system
3.5 Conduct formal structured feedback sessions as necessary and
in accordance with organisational policy
4. Manage follow up
4.1 Write and agree on performance improvement and
development plans in accordance with organisational policies
4.2 Seek assistance from human resources specialists, where
appropriate
4.3 Reinforce excellence in performance through recognition and
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ELEMENT
continuous feedback
4.4 Monitor and coach individuals with poor performance
4.5 Provide support services where necessary
4.6 Counsel individuals who continue to perform below
expectations and implement the disciplinary process if necessary
4.7 Terminate staff in accordance with legal and organisational
requirements where serious misconduct occurs or ongoing
poor-performance continues
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Foundation Skills
Skill
Performance
Criteria
Description
Learning
2.2, 3.3, 4.4

Consolidates and improves own knowledge and skills
by coaching, mentoring or training others
Reading
1.2, 1.6, 2.4

Gathers, interprets and analyses texts in organisational
documents to facilitate performance management
Writing
1.2, 1.4, 1.5, 1.6,
2.1, 2.3, 2.4, 3.4,
3.5, 4.1, 4.7

Plans and prepares documents for allocating work and
managing performance suitable for the target audience
and in accordance with organisational requirements
Oral
1.1, 1.4, 1.5, 2.2,
Communication 2.3, 3.1, 3.2, 3.3,
3.5, 4.2-4.7

Uses language and structure appropriate to context and
audience to explain expected standards of
performance, provide feedback and coach staff
Numeracy
1.3, 1.4, 1.5, 1.6,
2.1, 2.4, 3.4, 4.1

Extracts and evaluates mathematical information
embedded in a range of tasks and text relating to
performance standards and risk analysis
Navigate the
world of work
1.2, 1.6, 2.1, 2.3,
3.4, 3.5, 4.1, 4.7

Appreciates the implications of legal and regulatory
responsibilities related to own work and the
organisation as a whole
Monitors adherence to organisational policies and
procedures

Interact with
others
1.1, 1.3, 1.4, 1.5,
2.2, 3.1, 3.2, 3.3,
4.2-4.6


Get the work
done
1.2, 1.3, 1.5, 1.6,
2.1, 2.4, 4.1, 4.2



Approved
Recognises and applies the protocols governing what
to communicate to whom and how in a range of work
contexts
influencing direction and taking a leadership role on
occasion
Sequences and schedules complex activities, monitors
implementation and manages relevant communication
Seeks advice, feedback and support as required to
assist in the decision-making process
Uses experiences to reflect on the ways in which
variables impact on performance
Page 134 of 1419
Code and title
Code and title
current version
previous version
BSBMGT502 Manage BSBMGT502B
people performance
Manage people
performance
Comments
Equivalence status
Updated to meet
Standards for
Training Packages
Equivalent unit
Links
Approved
Page 135 of 1419
Assessment Requirements for BSBMGT502 Manage people performance
Assessment Requirements for BSBMGT502 Manage people
performance
Release
Comments
Release 1






consult with relevant stakeholders to identify work requirements, performance standards
and agreed performance indicators
develop work plans and allocate work to achieve outcomes efficiently and within
organisational and legal requirements
monitor, evaluate and provide feedback on performance and provide coaching or training,
as needed
reinforce excellence in performance through recognition and continuous feedback
seek assistance from human resources specialists where appropriate
keep records and documentation in accordance with the organisational performance
management system.
once.
Knowledge Evidence





outline relevant legislative and regulatory requirements
outline relevant awards and certified agreements
explain performance measurement systems utilised within the organisation
explain unlawful dismissal rules and due process
describe staff development options and information.
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Assessment Requirements for BSBMGT502 Manage people performance




relevant legislation
workplace documentation and resources
Links
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Not applicable.
Unit Descriptor
This unit covers the development, maintenance and evaluation of the organisation's
environmental policies and procedures in regard to environmental sustainability as an integral
part of business planning.
All those who have a management responsibility would be advised to take this unit. It is also
very useful for small businesses.
This unit is related to BSBMGT505A Ensure a safe workplace, BSBMGT609A Manage risk
and BSBMGT610A Manage environmental management systems.
This unit covers the development, maintenance and evaluation of the organisation's
environmental policies and procedures in regard to environmental sustainability as an integral
part of business planning.
All those who have a management responsibility would be advised to take this unit. It is also
very useful for small businesses.
This unit is related to BSBMGT505A Ensure a safe workplace, BSBMGT609A Manage risk
and BSBMGT610A Manage environmental management systems.
Application of the Unit
Not applicable.
Licensing/Regulatory Information
Not applicable.
Pre-Requisites
Not applicable.
Employability Skills Information
Not applicable.
Elements and Performance Criteria Pre-Content
Not applicable.
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Element
Performance Criteria
1
1.1 A business plan is developed that reflects the
organisation's policies and commitment to
environmental sustainability as an integral part of
business operations
Develop a business plan to
enhance environmental
performance
1.2 Procedures are developed to maximise/enhance
integration of environment, finance, safety and
other areas of impacts and opportunities
1.3 Procedures are developed to maximise
environmental opportunities and minimise
environmental impacts, and expert advice is
obtained as required
1.4 Continuous improvement policies and practices
monitor and report on the environmental
performance of the organisation
1.5 The organisation's activities and products are
designed to minimize life cycle impacts
1.6 Financial and human resources for the operation of
environmental systems are identified, sought and/or
provided as required
1.7 Changing trends and opportunities relevant to the
organisation are identified, analysed and taken into
account at the planning stage
2
Manage environmental
impact and opportunity
2.1 Identification and assessment of existing and
potential environmental impacts and opportunities
is conducted and advice is sought as required
2.2 Procedures for ongoing management of
environmental impacts and opportunities are
developed and integrated with the organisation's
policies and procedures
2.3 Environmental procedures are addressed at the
planning, design and evaluation stages of any
change in the workplace to ensure that ongoing
impacts and opportunities are identified
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2.4 Contingency plans are established to manage
impacts and opportunities when long-term
solutions are not readily available
2.5 Ongoing training program is developed to identify
and fulfil employees' environmental training needs
3
Promote innovation and
opportunity
3.1 Continuous improvement and sustainable
innovation are promoted as an essential part of
doing business
3.2 Procedures are developed to analyse and
communicate the costs and benefits of innovations
and improvements
3.3 New ideas are actively sought and entrepreneurial
behaviour is encouraged in employees, workplace
committees and teams
3.4 Procedures are established to actively seek the
support of the supply chain for implementing
sustainable innovation and continuous
improvement
3.5 Members of the supply chain are encouraged to
meet high standards of environmental performance
4
Manage system to record and 4.1 System is managed to record and report
report environmental impacts
environmental performance as an integral part of
and opportunities
the organisation's record keeping and performance
evaluation system
4.2 Patterns of environmental non-compliance are
identified and addressed and opportunities for
environmental management improvements are
acted upon
5
Evaluate environmental
performance
5.1 Processes are developed to ensure that ongoing
evaluation of environmental performance, is part of
the organisation's procedures
Required Skills and Knowledge
Not applicable.
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Evidence Guide
The Evidence Guide identifies the critical aspects, knowledge and skills to be demonstrated to
confirm competency for this unit. This is an integral part of the assessment of competency and
should be read in conjunction with the Range Statement.
Critical Aspects of Evidence
Evidence will need to be provided of the ability to identify, plan, manage and promote
environmental sustainability within the organisation and to contribute to the development of
environmental management policies that minimise impacts and maximise opportunities within
the organisation
N.B. Particular note must be taken that evidence must be strictly relevant to the particular
management role and is not intended to include detailed technical aspects of environmental
science
Underpinning Knowledge*
* At this level the learner must demonstrate understanding of a broad knowledge base
incorporating theoretical concepts, with substantial depth in some areas.
Relevant legislation from all levels of government that affects business operation, especially
in regard to Occupational Health and Safety and environmental issues, equal opportunity,
industrial relations and anti-discrimination
Required knowledge is to be limited to that which is sufficient to perform the particular
management function and is intended to promote environmental awareness rather than
technical environment competencies
Relevant business planning concepts
Environment sustainability as a "whole-system" approach
Quality assurance procedures
Strategies to maximise opportunities and minimise environment impact
Relevant training and record keeping concepts
Relevant knowledge of environmental issues especially in regard to water catchments, air,
noise, ecosystems, habitat, waste minimisation
Relevant knowledge of ecological systems in regard to business operation
Underpinning Skills
Communication/consultation skills to ensure all relevant groups and individuals are advised of
what is occurring and are provided with an opportunity for input
Conflict management skills to mediate, negotiate and/or attempt to obtain consensus between
parties
Analysis skills to identify potential environmental and ecological impacts and opportunities in
regard to business operation
Problem solving skills to deal effectively with environmental impacts and opportunities as
identified
Ability to relate to people from a range of social, cultural and ethnic backgrounds and
physical and mental abilities
Resource Implications
The learner and trainer should have access to appropriate documentation and resources
normally used in the workplace
Consistency of Performance
In order to achieve consistency of performance, evidence should be collected over a set period
of time which is sufficient to include dealings with an appropriate range and variety of
situations
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Context/s of Assessment
Competency is demonstrated by performance of all stated criteria, including paying particular
attention to the critical aspects and the knowledge and skills elaborated in the Evidence
Guide, and within the scope as defined by the Range Statement
Assessment must take account of the endorsed assessment guidelines in the Business Services
Training Package
Assessment of performance requirements in this unit should be undertaken in an actual
workplace or simulated environment
Assessment should reinforce the integration of the key competencies and the business services
common competencies for the particular AQF level. Refer to the Key Competency Levels at
the end of this unit
Key Competency Levels
Collecting, analysing and organising information (Level 3) - to aid planning
Communicating ideas and information (Level 3) - to promote environmental policies
Planning and organising activities (Level 3) - to develop environmental management
strategies
Working with teams and others (Level 3) - to control impacts, maximise opportunities and
to gain support for management strategies
Using mathematical ideas and techniques (Level 3) - to aid planning
Solving problems (Level 3) - to develop management strategies and operational procedures
Using technology (Level 3) - to access and record information
Please refer to the Assessment Guidelines for advice on how to use the Key Competencies
The Evidence Guide identifies the critical aspects, knowledge and skills to be demonstrated to
confirm competency for this unit. This is an integral part of the assessment of competency and
should be read in conjunction with the Range Statement.
Critical Aspects of Evidence
Evidence will need to be provided of the ability to identify, plan, manage and promote
environmental sustainability within the organisation and to contribute to the development of
environmental management policies that minimise impacts and maximise opportunities within
the organisation
N.B. Particular note must be taken that evidence must be strictly relevant to the particular
management role and is not intended to include detailed technical aspects of environmental
science
Underpinning Knowledge*
* At this level the learner must demonstrate understanding of a broad knowledge base
incorporating theoretical concepts, with substantial depth in some areas.
Relevant legislation from all levels of government that affects business operation, especially
in regard to Occupational Health and Safety and environmental issues, equal opportunity,
Required knowledge is to be limited to that which is sufficient to perform the particular
management function and is intended to promote environmental awareness rather than
technical environment competencies
Relevant business planning concepts
Environment sustainability as a "whole-system" approach
Quality assurance procedures
Strategies to maximise opportunities and minimise environment impact
Relevant training and record keeping concepts
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Relevant knowledge of environmental issues especially in regard to water catchments, air,
noise, ecosystems, habitat, waste minimisation
Relevant knowledge of ecological systems in regard to business operation
Underpinning Skills
Communication/consultation skills to ensure all relevant groups and individuals are advised of
what is occurring and are provided with an opportunity for input
Conflict management skills to mediate, negotiate and/or attempt to obtain consensus between
parties
Analysis skills to identify potential environmental and ecological impacts and opportunities in
regard to business operation
Problem solving skills to deal effectively with environmental impacts and opportunities as
identified
Ability to relate to people from a range of social, cultural and ethnic backgrounds and
physical and mental abilities
Resource Implications
The learner and trainer should have access to appropriate documentation and resources
normally used in the workplace
Consistency of Performance
In order to achieve consistency of performance, evidence should be collected over a set period
of time which is sufficient to include dealings with an appropriate range and variety of
situations
Context/s of Assessment
Competency is demonstrated by performance of all stated criteria, including paying particular
attention to the critical aspects and the knowledge and skills elaborated in the Evidence
Guide, and within the scope as defined by the Range Statement
Assessment must take account of the endorsed assessment guidelines in the Business Services
Training Package
Assessment of performance requirements in this unit should be undertaken in an actual
workplace or simulated environment
Assessment should reinforce the integration of the key competencies and the business services
common competencies for the particular AQF level. Refer to the Key Competency Levels at
the end of this unit
Key Competency Levels
Collecting, analysing and organising information (Level 3) - to aid planning
Communicating ideas and information (Level 3) - to promote environmental policies
Planning and organising activities (Level 3) - to develop environmental management
strategies
Working with teams and others (Level 3) - to control impacts, maximise opportunities and
to gain support for management strategies
Using mathematical ideas and techniques (Level 3) - to aid planning
Solving problems (Level 3) - to develop management strategies and operational procedures
Using technology (Level 3) - to access and record information
Please refer to the Assessment Guidelines for advice on how to use the Key Competencies
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Range Statement
The Range Statement provides advice to interpret the scope and context of this unit of
competency, allowing for differences between enterprises and workplaces. It relates to the
unit as a whole and facilitates holistic assessment. The following variables may be present for
this particular unit:
Legislation, codes and national standards relevant to the workplace which may include :
award and enterprise agreements and relevant industrial instruments
relevant legislation from all levels of government that affects business operation, especially in
regard to Occupational Health and Safety and environmental issues, equal opportunity,
relevant industry codes of practice
Knowledge of legislation, codes, national standards, industry codes of practice and
workplace policies and procedures must:
be strictly relevant to the particular workplace and is not intended to include detailed technical
aspects of environmental science and
details of legislation must be directly relevant to the workplace
be consistent with the concept that people at this level, will be dealing with environmental
concepts as part of an overall management responsibility and not as an environmental
specialist
Environmental performance may be defined as:
a measure of an organisation's impact on the environment and of their ability to manage that
impact
Environmental policies must be
relevant to organisation's operations and must be appropriate to the scope and scale of the
business
Environmental policies may address:
local, national and international innovations, programs and ideas
triple bottom line principles i.e. the integration of environmental, commercial and social
aspects of business operations
concepts of business sustainability
environmental load reduction and waste minimisation
tenders for the provision of goods and services that specify environmentally preferred
selection criteria (eg. use of paper packaging rather than plastic)
protection of land and habitat and ecological considerations
procedures for media releases as a result of incidents
Environmental improvement plans may be established at management level and may
include:
measuring, monitoring and recording environmental performance, and continually setting
targets for measurable improvements
all aspects of environmental performance including energy and other resource use, waste
minimisation, recycling, transport use etc
Environmental sustainability must be relevant to the organisation's operations and may
include:
recognition of natural earth systems and how natural systems work
Environmental sustainability may affected by:
organisational culture and operations
internal or external economic climate
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political climate
market focus/considerations
Business sustainability means:
A sustainable business in this sense is profitable and competitive in the foreseeable future.
Effective management of environmental impacts and opportunities can contribute to business
sustainability by reducing costs, differentiating goods and services and contributing to a better
corporate image.
"Maximise opportunities to improve environmental performance" can provide
opportunities to improve business operations including increases in:
corporate image/citizenship
staff morale
cost reduction
product differentiation/branding
identification of market potential
To "minimise environmental impact", means to minimise the organisations negative
effects on the environment including:
waste minimisation and recycling
emissions/spills
resource efficiency including water, energy
alternative energy sources
reduction in use of non-renewable resources
Expert assistance and/or advice may be sought from:
internal or external sources/specialists
consultants or other experts or specialists
Monitor and report in this context means to maximise and continually seek to improve
business performance by developing procedures which monitor and report on:
variances
deficiencies
improvements
trends
Products may include:
goods, including packaging
services
Life cycle impacts may include:
tendering and purchasing processes to include life cycle criteria
product design and manufacture
packaging policies
product use
product disposal
vehicle policies that include use of cleaner fuels/alternative energy sources and regular
servicing intervals to reduce pollution and improve efficiency
Environmental procedures may include:
procedures that may have an influence on the organisation's environmental performance
Environmental management training program should be:
integrated into the organisation's existing training arrangements
Continuous improvement and innovation means:
consistently reviewing activities in search of a better way and improving the organisation in
all aspects of its operation
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Supply chain may include:
suppliers
contractors
others acting on organisation's behalf
supply should be identified as a key determinate of environmental performance
Recording and reporting systems may include:
internal and external reporting requirements
The Range Statement provides advice to interpret the scope and context of this unit of
competency, allowing for differences between enterprises and workplaces. It relates to the
unit as a whole and facilitates holistic assessment. The following variables may be present for
this particular unit:
Legislation, codes and national standards relevant to the workplace which may include:
award and enterprise agreements and relevant industrial instruments
relevant legislation from all levels of government that affects business operation, especially in
regard to Occupational Health and Safety and environmental issues, equal opportunity,
Knowledge of legislation, codes, national standards, industry codes of practice and
workplace policies and procedures must:
be strictly relevant to the particular workplace and is not intended to include detailed technical
aspects of environmental science and
details of legislation must be directly relevant to the workplace
be consistent with the concept that people at this level, will be dealing with environmental
concepts as part of an overall management responsibility and not as an environmental
specialist
Environmental performance may be defined as:
a measure of an organisation's impact on the environment and of their ability to manage that
impact
Environmental policies must be
relevant to organisation's operations and must be appropriate to the scope and scale of the
business
Environmental policies may address:
local, national and international innovations, programs and ideas
triple bottom line principles i.e. the integration of environmental, commercial and social
aspects of business operations
concepts of business sustainability
environmental load reduction and waste minimisation
tenders for the provision of goods and services that specify environmentally preferred
selection criteria (eg. use of paper packaging rather than plastic)
protection of land and habitat and ecological considerations
procedures for media releases as a result of incidents
Environmental improvement plans may be established at management level and may
include:
measuring, monitoring and recording environmental performance, and continually setting
targets for measurable improvements
all aspects of environmental performance including energy and other resource use, waste
minimisation, recycling, transport use etc
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Environmental sustainability must be relevant to the organisation's operations and may
include:
recognition of natural earth systems and how natural systems work
Environmental sustainability may affected by:
organisational culture and operations
internal or external economic climate
political climate
market focus/considerations
Business sustainability means:
A sustainable business in this sense is profitable and competitive in the foreseeable future.
Effective management of environmental impacts and opportunities can contribute to business
sustainability by reducing costs, differentiating goods and services and contributing to a better
corporate image.
"Maximise opportunities to improve environmental performance " can provide
opportunities to improve business operations including increases in:
corporate image/citizenship
staff morale
cost reduction
product differentiation/branding
identification of market potential
To "minimise environmental impact", means to minimise the organisations negative
effects on the environment including:
waste minimisation and recycling
emissions/spills
resource efficiency including water, energy
alternative energy sources
reduction in use of non-renewable resources
Expert assistance and/or advice may be sought from:
internal or external sources/specialists
consultants or other experts or specialists
Monitor and report in this context means to maximise and continually seek to improve
business performance by developing procedures which monitor and report on:
variances
deficiencies
improvements
trends
Products may include:
goods, including packaging
services
Life cycle impacts may include:
tendering and purchasing processes to include life cycle criteria
product design and manufacture
packaging policies
product use
product disposal
vehicle policies that include use of cleaner fuels/alternative energy sources and regular
servicing intervals to reduce pollution and improve efficiency
Environmental procedures may include:
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procedures that may have an influence on the organisation's environmental performance
Environmental management training program should be:
integrated into the organisation's existing training arrangements
Continuous improvement and innovation means:
consistently reviewing activities in search of a better way and improving the organisation in
all aspects of its operation
Supply chain may include:
suppliers
contractors
others acting on organisation's behalf
supply should be identified as a key determinate of environmental performance
Recording and reporting systems may include:
internal and external reporting requirements
Unit Sector(s)
Not applicable.
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Release
Comments
Release 1
Application
This unit describes the skills and knowledge required to develop and monitor implementation
of the operational plan to provide efficient and effective workplace practices within the
organisation’s productivity and profitability plans.
Management at a strategic level requires systems and procedures to be developed and
implemented to facilitate the organisation’s operational plan.
This unit applies to individuals who manage the work of others and operate within the
parameters of a broader strategic and/or business plan.
publication.
Unit Sector
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ELEMENT
essential outcomes.
1. Develop operational
plan
1.1 Research, analyse and document resource requirements and
develop an operational plan in consultation with relevant
personnel, colleagues and specialist resource managers
1.2 Develop and/or implement consultation processes as an
integral part of the operational planning process
1.3 Ensure the operational plan includes key performance
indicators to measure organisational performance
1.4 Develop and implement contingency plans for the operational
plan
1.5 Ensure the development and presentation of proposals for
resource requirements is supported by a variety of information
sources and seek specialist advice as required
1.6 Obtain approval for the plan from relevant parties and explain
the plan to relevant work teams
2. Plan and manage
resource acquisition
2.1 Develop and implement strategies to ensure that employees are
recruited and/or inducted within the organisation’s human
resources management policies, practices and procedures
2.2 Develop and implement strategies to ensure that physical
resources and services are acquired in accordance with the
organisation’s policies, practices and procedures
2.3 Recognise and incorporate requirements for intellectual
property rights and responsibilities in recruitment and acquisition
of resources and services
3. Monitor and review
operational performance
3.1 Develop, monitor and review performance systems and
processes to assess progress in achieving profit and productivity
plans and targets
3.2 Analyse and interpret budget and actual financial information
to monitor and review profit and productivity performance
3.3 Identify areas of under-performance, recommend solutions and
take prompt action to rectify the situation
3.4 Plan and implement systems to ensure that mentoring and
coaching are provided to support individuals and teams to
effectively, economically and safely use resources
3.5 Negotiate recommendations for variations to operational plans
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ELEMENT
and gain approval from designated persons/groups
3.6 Develop and implement systems to ensure that procedures and
records associated with documenting performance are managed in
accordance with organisational requirements
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Foundation Skills
Skill
Performance
Criteria
Description
Reading
1.1, 1.5, 2.1, 2.2,
3.1, 3.2, 3.3, 3.4, 3.6


Writing
1.1-1.5, 2.1, 2.2,
3.1-3.6


Oral
1.1, 1.2, 1.5, 1.6,
Communication 3.4, 3.5



Identifies and extracts relevant information from a
range of complex texts
Gathers, interprets and analyses workplace
documentation to determine requirements for the
operational plan
Develops and documents a range of detailed texts
relating to the management of an operational plan
according to organisational requirements
Ensures the vocabulary, grammatical structures and
conventions are appropriate for the context and target
audience
Presents information to a range of audiences using
appropriate register, vocabulary and paralinguistic
features
Listens and comprehends information from a variety of
spoken exchanges with clients, co-workers and other
stakeholders
Confirms understanding through questioning and
active listening
Numeracy
1.1, 1.3, 1.4, 3.1-3.4

Selects and uses mathematical problem-solving
strategies to organise resource requirements,
performance benchmarks and financial viability of the
operational plan
Navigate the
world of work
2.1, 2.2, 3.4, 3.6

Monitors adherence to organisational policies,
procedures and considers own role in terms of its
contribution to broader goals of the work environment
Appreciates the implications of legal responsibilities
with specific reference to health and safety

Interact with
others
1.1, 1.2, 1.5, 1.6, 3.5


Get the work
done
1.1-1.5, 2.1, 2.2, 3.1,
3.3, 3.4, 3.6
Approved

Identifies and uses appropriate conventions and
protocols when communicating with colleagues and
external stakeholders
Takes responsibility for developing and implementing
systems and processes to achieve organisational
objectives, seeking advice, feedback and support as
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

required to assist in the development and planning
phase
Sequences and schedules complex activities, monitors
implementation, and manages relevant communication
Uses systematic analytical processes to aid decision
making, identify potential problems and generate
contingency plans or solutions
Code and title
Code and title
current version
previous version
BSBMGT517
Manage operational
plan
BSBMGT515A
Manage operational
plan
Comments
Equivalence status
Updated to meet
Standards for
Training Packages.
No equivalent unit
Edits to clarify intent
of Performance
Criteria.
Additional
performance criterion
and evidence for
intellectual property.
Links
Companion volumes are available from the IBSA website:
Approved
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Assessment Requirements for BSBMGT517 Manage operational plan
Assessment Requirements for BSBMGT517 Manage operational
plan
Release
Comments
Release 1



develop and implement an operational plan using a variety of information sources and
consultation (including using specialist advice if required) which includes:

resource requirements

key performance indicators

monitoring processes

contingency plans
communicate effectively with relevant stakeholders to explain the plan and supporting
information, seek approvals, negotiate variations and engage work teams
develop and implement strategies to achieve the operational plan within the organisation’s
policies, practices and procedures including:

recruiting, inducting and developing personnel

acquiring physical resources and services

protecting intellectual property

making variations to the plan

monitoring and documenting performance.
once.
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Assessment Requirements for BSBMGT517 Manage operational plan
Knowledge Evidence






describe models and methods for operational plans
explain the role of an operational plan in achieving the organisation’s objectives
explain budgeting processes
list alternative approaches to developing key performance indicators to meet business
objectives
outline the legislative and regulatory context relevant to the operational plan of the
organisation
outline the organisation’s policies, practices and procedures that directly relate to the
operational plan.




relevant legislation and regulations
workplace documentation and resources
Links
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Release
Comments
Release 1
Application
This unit describes the skills and knowledge required to sustain and develop an environment
in which continuous improvement, innovation and learning are promoted and rewarded.
It applies to people with managerial responsibilities who aim to build a better and more
effective work environment. Continuous improvement and innovation have links with the
model of the learning organisation and people working at this level play an important role in
building the culture, values and attitudes of the organisation.
publication.
Unit Sector
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ELEMENT
essential outcomes.
1. Review programs,
systems and processes
1.1 Establish strategies to monitor and evaluate performance and
sustainability of key systems and processes
1.2 Undertake detailed analyses of supply chains, and operational,
product and service delivery systems
1.3 Identify performance measures, and assessment tools and
techniques, and evaluate their effectiveness
1.4 Analyse performance reports and variance from plans for key
result areas of the organisation
1.5 Identify and analyse changing trends and opportunities relevant
to the organisation
1.6 Seek advice from specialists, where appropriate, to identify
technology and electronic commerce opportunities
2. Develop options for
2.1 Brief groups on performance improvement strategies and
innovation as an essential element of competition
2.2 Foster creative climate and organisational learning by
promoting interaction within and between work groups
2.3 Encourage, test and recognise new ideas and entrepreneurial
behaviour where successful
2.4 Accept failure of an idea during trialling and recognise,
celebrate and embed success into systems
2.5 Undertake risk management and cost-benefit analysis for each
option or idea approved for trial
2.6 Approve innovations through agreed organisational processes
3. Implement innovative
processes
3.1 Promote continuous improvement and sustainability as
essential to doing business
3.2 Address the impact of change and consequences for people and
implement transition plans
3.3 Ensure objectives, timeframes, measures and communication
plans are in place to manage implementation
3.4 Implement contingency plans in the event of non-performance
3.5 Follow up failure by prompt investigation and analysis of
causes and manage emerging challenges and opportunities
effectively
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ELEMENT
3.6 Ensure that learnings from activities are captured and managed
to inform future work
3.7 Regularly evaluate continuous improvement systems and
processes
3.8 Communicate costs and benefits of innovations and
improvements to relevant groups and individuals
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Foundation Skills
Skill
Performance
Criteria
Description
Learning
3.6

Plans and implements strategies to review and improve
own performance
Reading
1.1-1.5, 2.5, 2.6,
3.2-3.5, 3.7

Analyses, evaluates and integrates facts and ideas to
construct meaning from a range of text types
Writing
1.1-1.5, 2.1, 2.5, 3.2,
3.3, 3.5, 3.6, 3.7, 3.8

Integrates information and ideas from a range of
sources, utilising appropriate support materials
Communicates complex relationships between ideas
and information, matching style of writing to purpose
and audience

Oral
1.6, 2.1-2.4, 3.1, 3.5,
Communication 3.8

Participates in a variety of spoken exchanges with
co-workers and stakeholders when developing options
and implementing the continuous improvement plan
Numeracy

Selects and interprets mathematical information to
analyse performance
Performs calculations required to establish timeframes,
cost-benefits and measures for continuous
improvement and innovation processes
1.1-1.5, 2.5, 3.3

Navigate the
world of work
2.6

Adheres to organisational policies and procedures and
considers own role in terms of its contribution to
broader goals of the work environment
Interact with
others
1.6, 2.1-2.4, 3.1, 3.5,
3.8

Recognises the importance of taking audience, purpose
and contextual factors into account when making
decisions about what to communicate, with whom,
why and how
Recognises the importance of building rapport to
establish positive and effective working relationships
playing an active role in encouraging innovation and
facilitating effective group interaction


Get the work
done
1.1, 1.2, 1.3, 1.5,
1.6, 2.3, 2.4, 2.5,
3.1, 3.2, 3.3, 3.4,
3.5, 3.7




Approved
Plans, organises, implements or reviews organisational
strategies, systems and processes
Applies problem-solving processes to identify risks,
evaluate options and determine solutions
Uses lateral and analytical thinking to evaluate options
against needs, resources and constraints before making
decisions
Facilitates a climate in which creativity and innovation
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

are accepted as an integral part of achieving outcomes
Recognises that the current way is only one way of
doing something and explores possibilities that
challenge current approaches
Actively identifies systems, devices and applications
with potential to meet current and or future needs, with
the help of specialists
Code and title
Code and title
current version
previous version
BSBMGT608
Manage innovation
and continuous
improvement
BSBMGT608C
Manage innovation
and continuous
improvement
Comments
Equivalence status
Updated to meet
Packages
Equivalent unit
Links
Approved
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Assessment Requirements for BSBMGT608 Manage innovation and continuous improvement Date this document was generated: 2 June
2016
Assessment Requirements for BSBMGT608 Manage innovation
and continuous improvement
Release
Comments
Release 1






analyse and evaluate systems and performance in key areas of the organisation and
identify opportunities for improvement, seeking advice from experts as appropriate
promote the value of creativity, innovation and sustainability and recognise successes
support the testing and trialling of new ideas and undertake risk management and
cost-benefit analysis for options
plan for and implement improvements using organisation’s processes for approvals,
project management and change management
facilitate effective contributions to and communications about continuous improvement
and innovation
capture insights, experiences and ideas for improvements and incorporate them into the
organisation’s knowledge management systems and future planning.
once.
Knowledge Evidence






outline cost-benefit analysis methods
describe creativity and innovation theories and concepts
list organisational learning principles
identify quality management and continuous improvement theories
describe relevant risk management concepts
outline relevant sustainability practices.
Approved
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Assessment Requirements for BSBMGT608 Manage innovation and continuous improvement Date this document was generated: 2 June
2016



Links
Approved
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Release
Comments
Release 1
Application
This unit describes the skills and knowledge required to undertake a straightforward project or
a section of a larger project. It covers developing a project plan, administering and monitoring
the project, finalising the project and reviewing the project to identify lessons learned for
application to future projects.
This unit applies to individuals who play a significant role in ensuring a project meets
timelines, quality standards, budgetary limits and other requirements set for the project.
The unit does not apply to specialist project managers. For specialist project managers, the
other units of competency in the project management field (BSBPMG) will be applicable.
publication.
Unit Sector
Management and Leadership – Project Management
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ELEMENT
essential outcomes.
1. Define project
1.1 Access project scope and other relevant documentation
1.2 Define project stakeholders
1.3 Seek clarification from delegating authority of issues related to
project and project parameters
1.4 Identify limits of own responsibility and reporting requirements
1.5 Clarify relationship of project to other projects and to the
organisation's objectives
1.6 Determine and access available resources to undertake project
2. Develop project plan
2.1 Develop project plan in line with the project parameters
2.2 Identify and access appropriate project management tools
2.3 Formulate risk management plan for project, including Work
Health and Safety (WHS)
2.4 Develop and approve project budget
2.5 Consult team members and take their views into account in
planning the project
2.6 Finalise project plan and gain necessary approvals to commence
project according to documented plan
3. Administer and monitor 3.1 Take action to ensure project team members are clear about their
project
responsibilities and the project requirements
3.2 Provide support for project team members, especially with
regard to specific needs, to ensure that the quality of the expected
outcomes of the project and documented time lines are met
3.3 Establish and maintain required recordkeeping systems
throughout the project
3.4 Implement and monitor plans for managing project finances,
resources and quality
3.5 Complete and forward project reports as required to stakeholders
3.6 Undertake risk management as required to ensure project
outcomes are met
3.7 Achieve project deliverables
4. Finalise project
Approved
4.1 Complete financial recordkeeping associated with project and
Page 164 of 1419
ELEMENT
check for accuracy
4.2 Ensure transition of staff involved in project to new roles or
reassignment to previous roles
4.3 Complete project documentation and obtain necessary sign-offs
for concluding project
5. Review project
5.1 Review project outcomes and processes against the project scope
and plan
5.2 Involve team members in the project review
5.3 Document lessons learned from the project and report within the
organisation
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Foundation Skills
Skill
Performance
Criteria
Description
Reading
1.1, 3.4, 3.5, 4.1,
4.3, 5.1

Organises, evaluates and critiques ideas and
information from a range of complex texts
Writing
2.1, 2.3, 2.6, 3.3,
3.5, 4.1, 4.3, 5.3

Develops plans, reports and recommendations using
vocabulary, structure and conventions appropriate to
text
Establishes and maintains records according to

Numeracy
1.6, 2.4, 3.4, 4.1
Oral
2.5, 5.2
communication

Uses formal and some informal, oral and written
mathematical language and representation to prepare
and communicate budgetary and financial information

Participates in verbal discussions using clear language
and appropriate features to present or seek information
Using listening and questioning skills to seek
information and confirm understanding

Navigate the
world of work
1.3, 1.4, 2.3, 3.1, 4.3

Recognises and responds to organisational and
Interact with
others
2.5, 3.1, 3.2, 4.2, 5.2

Selects and uses appropriate communication protocols
and practices to ensure shared understanding of project
roles and expectations
Uses collaborative techniques to engage stakeholders in
consultations and negotiations

Get the work
done
1.2, 1.5, 1.6, 2.1,
2.2, 2.3, 2.6, 3.1-3.7,
4.1, 4.2, 4.3, 5.1, 5.3




Approved
Develops and implements plans to manage projects that
involve diverse stakeholders with potentially
competing demands
Systematically gathers and analyses all relevant
information and evaluates options to make informed
decisions
Evaluates outcomes of decisions to identify
opportunities for improvement
Uses digital technologies and applications to access,
organise and share information
Page 166 of 1419
Code and title
Code and title
current version
previous version
BSBPMG522
Undertake project
work
BSBPMG522A
Undertake project
work
Comments
Equivalence status
Updated to meet
Standards for
Training Packages
Equivalent unit
Links
Approved
Page 167 of 1419
Assessment Requirements for BSBPMG522 Undertake project work
Assessment Requirements for BSBPMG522 Undertake project
work
Release
Comments
Release 1






define the parameters of the project including:

project scope

project stakeholders, including own responsibilities

relationship of project to organisational objectives and other projects

reporting requirements

resource requirements
use project management tools to develop and implement a project plan including:

deliverables

work breakdown

budget and allocation of resources

timelines

risk management

recordkeeping and reporting
consult and communicate with relevant stakeholders to generate input and engagement in
planning, implementing and reviewing the project
provide support to team members to enable them to achieve deliverables and to transition
them as appropriate at completion of the project
finalise the project including documentation, sign-offs and reporting
review and document the project outcomes.
once.
Approved
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Assessment Requirements for BSBPMG522 Undertake project work
Knowledge Evidence






give examples of project management tools and how they contribute to a project
outline types of documents and other sources of information commonly used in defining
the parameters of a project
explain processes for identifying and managing risk in a project
outline the organisation's mission, goals, objectives and operations and how the project
relates to them
explain the organisation's procedures and processes that are relevant to managing a project
including:

lines of authority and approvals

quality assurance

human resources

budgets and finance

recordkeeping

reporting
outline the legislative and regulatory context of the organisation in relation to project
work, including work health and safety (WHS) requirements.
consistent performance of typical activities experienced in the management and leadership –
project management field of work and include access to:




Links
Approved
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Release
Comments
Release 1
Application
This unit describes the skills and knowledge required to develop and maintain effective work
relationships and networks through relationship building and negotiation skills required by
workers within an organisation as well as freelance or contract workers.
It applies to individuals with a broad knowledge of networking and negotiation who
contribute well developed skills in creating solutions to unpredictable problems through
analysis and evaluation of information from a variety of sources. They may have
responsibility to provide guidance or to delegate aspects of tasks to others.
of publication.
Unit Sector
Stakeholder Relations – Relationship Management
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ELEMENT
essential outcomes.
business networks
1.1 Use appropriate network strategies to establish and maintain
relationships that promote the development of business
opportunities
1.2 Identify and pursue network opportunities to maximise a range
of contacts
1.3 Communicate information regarding new networks to inform
individuals, colleagues and clients of potential benefits
1.4 Participate in professional networks and associations to obtain
and maintain personal knowledge and skills
2. Establish and maintain
business relationships
2.1 Develop and maintain relationships to promote benefits
consistent with organisational/client requirements
2.2 Gain and maintain trust and confidence of contacts through
demonstration of high standards of business practices
2.3 Use a high level of negotiation skills to encourage positive
outcomes
2.4 Identify difficult situations and negotiate solutions using
collaborative problem-solving techniques
2.5 Seek specialist advice in the development of contacts where
appropriate
3. Promote the
relationship
3.1 Develop strategies to represent and promote the interests and
requirements of the relationship
3.2 Use appropriate presentation skills to communicate the goals
and objectives of the relationship
3.3 Effectively communicate issues, policies and practices of the
relationship to a range of audiences, in writing and verbally
3.4 Obtain feedback to identify and develop ways to improve
promotional activities within available opportunities
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Foundation Skills
Skill
Performance
Description
Criteria
Learning
1.4, 3.4

Seeks opportunities to develop and extend expertise
and identify areas for professional improvement
Reading
2.1

Sources and analyses information to establish
networks that consistently promote business
opportunities
Writing
1.1-1.3, 2.1, 2.2, 2.5
3.1-3.4

Uses appropriate vocabulary, layout and grammatical
structure to convey ideas and information
Oral
1.1-1.4, 2.1-2.5, 3.2,

Utilises persuasive language and appropriate
non-verbal features to achieve mutually acceptable
outcomes
Uses active listening and questioning techniques to
confirm understanding

Navigate the
world of work
2.1

Understands and adheres to organisational policies and
procedures
Interact with
others
1.1-1.4, 2.1-2.5, 3.1,
3.2

Actively identifies the requirements of important
communication exchanges, selecting appropriate
channels, format, tone and content to suit purpose and
audience
Looks for ways of establishing connections and
building genuine understanding with a diverse range of
people
Begins to cultivate relationships with people with the
knowledge, skills and influence to get things done or
provide support


Get the work
done
1.1, 1.2, 2.1, 2.4


Approved
implementing tasks required to build and maintain
networks
Uses analytical processes to identify problems, gather
relevant information, evaluate options and determine
solutions
Page 172 of 1419
Code and title
Code and title
current version
previous version
BSBREL401
Establish networks
BSBREL401A
Establish networks
Comments
Equivalence status
Updated to meet
Standards for
Training Packages
Equivalent unit
Links
Approved
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Assessment Requirements for BSBREL401 Establish networks
Release
Comments
Release 1




identify and use networking opportunities
maintain records of relevant contacts
use written and verbal communication skills to establish, cultivate and promote
professional business relationships
use feedback to improve promotional activities.
once.
Knowledge Evidence





list and describe strategies for establishing and maintaining business relationships
identify relevant networks, organisations, agencies, associations or individuals
describe the principles and techniques needed to negotiate positive outcomes
explain client or organisational policies, plans and procedures relevant to business
relationships
outline methods for obtaining feedback on promotional activities.
consistent performance of typical activities experienced in the stakeholder relations –
relationship management field of work and include access to:



Approved
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Links
Approved
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Release
Comments
Release 1
Application
This unit describes the skills and knowledge required to gather, organise, analyse and present
workplace information using available systems. This includes identifying research
requirements and sources of information, applying information to a set of facts, evaluating the
quality of the information, and preparing and producing reports.
It applies to individuals who are required to apply their broad knowledge of the work
environment to analysis and research tasks, evaluate information from a variety of sources
and apply solutions to a range of unpredictable problems
No licensing, legislation or certification requirements apply to this unit at the time of
publication.
Unit Sector
Knowledge Management – Research
Approved
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ELEMENT
essential outcomes.
1. Gather and organise
information
1.1 Gather and organise information in a format suitable for
analysis, interpretation and dissemination in accordance with
1.2 Access information held by the organisation ensuring accuracy
and relevance in line with established organisational requirements
1.3 Ensure that methods of collecting information are reliable and
make efficient use of resources in accordance with organisational
requirements
1.4 Identify research requirements for combining online research
with non-electronic sources of information
1.5 Use business technology to access, organise and monitor
information in accordance with organisational requirements
1.6 Update, modify, maintain and store information, in accordance
2. Research and analyse
information
2.1 Clearly define objectives of research ensuring consistency with
2.2 Ensure that data and research strategies used are valid and
relevant to the requirements of the research and make efficient use
of available resources
2.3 Identify key words and phrases for use as part of any online
search strategy, including the use of Boolean operators and other
search tools
2.4 Use reliable methods of data analysis that are suitable to
research purposes
2.5 Ensure that assumptions and conclusions used in analyses are
clear, justified, supported by evidence and consistent with research
and business objectives
3. Present information
3.1 Present recommendations and issues in an appropriate format,
style and structure using suitable business technology
3.2 Structure and format reports in a clear manner that conforms to
3.3 Report and distribute research findings in accordance with
3.4 Obtain feedback and comments on suitability and sufficiency
Approved
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ELEMENT
of findings in accordance with organisational requirements
Foundation Skills
Skill
Performance
Description
Criteria
Reading
1.1, 1.2, 1.4, 2.1-2.5,
3.4

Analyses and evaluates textual information to develop
research strategies, integrate facts and ideas and meet
Writing
1.1, 1.5, 1.6, 2.1,
3.1, 3.2, 3.3

Gathers, evaluates and integrates information from a
range of sources
Presents findings, recommendations and issues in
required format using language, structure and style
appropriate to audience.

Oral
3.3, 3.4
Communication

Presents recommendations and issues using language
appropriate to audience and according to
Numeracy
1.1, 1.2, 1.3, 2.2,
2.4, 3.3

Extracts and evaluates meaning from data and
interprets numerical information to apply within the
context of requirements
Navigate the
world of work
1.2, 1.3, 1.5, 1.6,
2.1, 2.5, 3.2, 3.3, 3.4

Recognises and follows organisational policies and
procedures and meets expectations associated with
own role
Interact with
others
3.3, 3.4

Selects and uses appropriate communication practices
when seeking or sharing information
Get the work
done
1.1, 1.4, 1.5, 2.2,
2.3, 2.4, 3.1

Plans, organises and implements tasks to meet
Takes responsibility for the outcomes of routine
decisions related directly to own role
Uses the main features and functions of digital
technologies and tools to complete work tasks
Recognises and takes responsibility for addressing
predictable and some less predictable problems in
familiar work contexts



Approved
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Code and title
Code and title
current version
previous version
BSBRES401
Analyse and present
research information
BSBRES401A
Analyse and present
Comments
Equivalence status
Updated to meet
Standards for
Training Packages
Equivalent unit
Links
Approved
Page 179 of 1419
Assessment Requirements for BSBRES401 Analyse and present research information
Assessment Requirements for BSBRES401 Analyse and present
Release
Comments
Release 1







identify or confirm research requirements and objectives
gather, organise and present workplace information and data
update, modify, maintain and store information
maintain and handle data and documents systematically and securely
prepare and produce reports including:

recommendations based on the analysis of information

clear and justified assumptions and conclusions

use of efficient, valid and reliable methods
use Boolean operators and other search tools
analyse, evaluate and interpret data to support organisational activities.
once.
Knowledge Evidence
To complete the unit requirements safely and effectively, the individ ual must:





explain organisational systems for recordkeeping/filing, including security procedures
identify organisational policies and procedures and legal and ethical obligations relating to
workplace information
explain concepts related to research and analysis including reliability and validity
give examples of techniques for data analysis and how they are applied
explain research processes and strategies to identify new sources (online and print) of
information and to use them most efficiently and effectively.
Approved
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Assessment Requirements for BSBRES401 Analyse and present research information
consistent performance of typical activities experienced in the knowledge management –
research field of work and include access to:



workplace information systems, equipment and resources
case studies and, where possible, real situations.
Links
Approved
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Release
Comments
Release 1
Application
This unit describes the skills and knowledge required to identify risks and to apply established
risk management processes to a defined area of operations that are within the responsibilities
and obligations of the role.
It applies to individuals with a broad knowledge of risk analysis or project management who
contribute well developed skills in creating solutions to unpredictable problems through
analysis and evaluation of information from a variety of sources. They may have
responsibility to provide guidance or to delegate aspects of these tasks to others.
In this unit, risks applicable within own work responsibilities and area of operation, may
include projects being undertaken individually or by a team, or operations within a section of
the organisation.
publication.
Unit Sector
Regulation, Licensing and Risk – Risk Management
Approved
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ELEMENT
essential outcomes.
1. Identify risks
1.1 Identify the context for risk management
1.2 Identify risks using tools, ensuring all reasonable steps have
been taken to identify all risks
1.3 Document identified risks in accordance with relevant policies,
procedures, legislation and standards
2. Analyse and evaluate
risks
2.1 Analyse and document risks in consultation with relevant
stakeholders
2.2 Undertake risk categorisation and determine level of risk
2.3 Document analysis processes and outcomes
3. Treat risks
3.1 Determine appropriate control measures for risks and assess for
strengths and weaknesses
3.2 Identify control measures for all risks
3.3 Refer risks relevant to whole of organisation or having an impact
beyond own work responsibilities and area of operation to others as
per established policies and procedures
3.4 Choose and implement control measures for own area of
operation and/or responsibilities
3.5 Prepare and implement treatment plans
4. Monitor and review
effectiveness of risk
treatment/s
4.1 Regularly review implemented treatment/s against measures of
success
4.2 Use review results to improve the treatment of risks
4.3 Provide assistance to auditing risk in own area of operation
4.4 Monitor and review management of risk in own area of operation
Approved
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Foundation Skills
Skill
Performance
Description
Criteria
Reading
1.2

Comprehends documents and texts of varying
complexity to extract and analyse relevant information
Writing
1.3, 2.1, 2.3, 3.5

Uses specific, industry related terminology and logical
organisational structure in workplace documents that
identify and analyse risk and report management
process outcomes
Oral
2.1
communication

Participates effectively in interactions with
stakeholders by using questioning and listening to elicit
opinions and clarify understanding
Numeracy
1.2, 4.1

Uses numerical tools to assess risk and uses numerical
data to review plans
Navigate the
world of work
1.1, 1.3, 3.3

Complies with organisational and legislative
requirements
Takes responsibility for identification and management
of risk within own work context and refers matters to
others as required

Interact with
others
2.1

Selects appropriate communication protocols and
conventions when conferring with others to establish
risk management requirements
Get the work
done
1.1, 1.2, 2.1, 2.2,
3.1, 3.2, 3.4, 3.5,
4.1, 4.2, 4.3, 4.4

Determines job sequence and works logically and
systematically to undertake defined tasks
Uses analysis and consultative processes to inform
decisions about selection and implementation of risk
control measures
Evaluates effectiveness of plans and results to inform
improvement decisions
Uses familiar digital technologies and systems to
access information, prepare plans and communicate
with others



Approved
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Code and title
Code and title
current version
previous version
BSBRSK401
Identify risk and
apply risk
management
processes
BSBRSK401A
Identify risk and
apply risk
management
processes
Comments
Equivalence status
Updated to meet
Standards for
Training Packages
Equivalent unit
Links
Approved
Page 185 of 1419
Assessment Requirements for BSBRSK401 Identify risk and apply risk management processesDate this document was generated: 2 June
2016
Assessment Requirements for BSBRSK401 Identify risk and
apply risk management processes
Release
Comments
Release 1
Evidence of the ability to apply organisational policies, procedures and processes to:






identify risks
consult with relevant stakeholders to analyse and evaluate risks
identify and evaluate control measures
develop and implement treatment plans for own area or responsibility
refer risks that are beyond own area of responsibility to others
maintain risk management documentation.
once.
Knowledge Evidence






outline techniques for identifying and evaluating risks
outline organisational policies, procedures or processes for risk management
give examples of areas where risks are commonly identified in an organisation
outline the purpose and key elements of current risk management standards
outline the legislative and regulatory context of the organisatio n in relation to risk
management
describe the organisation's auditing requirements relating to risk management.
Approved
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Assessment Requirements for BSBRSK401 Identify risk and apply risk management processesDate this document was generated: 2 June
2016
consistent performance of typical activities experienced in the regulation, licensing and risk risk management field of work and include access to:




Links
Approved
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BSBWHS401 Implement and monitor WHS policies, procedures and programs to meet legislative requirements Date this document was
generated: 2 June 2016
BSBWHS401 Implement and monitor WHS policies, procedures
and programs to meet legislative requirements
Release
Comments
Release 1
Training Package release 1.0
Application
This unit describes the skills and knowledge required to implement and monitor an
organisation’s work health and safety (WHS) policies, procedures and programs in the
relevant work area in order to meet legislative requirements.
It applies to individuals with supervisory responsibilities for implementing and monitoring the
organisation’s WHS policies, procedures and programs in a work area. These individuals have
a broad knowledge of WHS policies and contribute well developed skills in creating solutions
to unpredictable problems through analysis and evaluation of information from a variety of
sources. They provide supervision and guidance to others and have limited responsibility for
the output of others.
NOTE: The terms 'occupational health and safety' (OHS) and 'work health and safety' (WHS)
are equivalent and generally either can be used in the workplace. In jurisdictions where the
Model WHS Legislation has not been implemented RTOs are advised to contextualise the unit
of competency by referring to the existing State/Territory OHS legislative requirements.
publication.
Unit Sector
Regulation, Licensing and Risk – Work Health and Safety
Approved
Page 188 of 1419
ELEMENT
essential outcomes.
1. Provide information to 1.1 Accurately explain to the work team relevant provisions of WHS
the work team about WHS Acts, regulations and codes of practice
policies and procedures
1.2 Provide information about the organisation’s WHS policies,
procedures and programs, and ensure it is readily accessible to, and
understandable by the work team
1.3 Regularly provide and clearly explain to the work team
information about identified hazards and the outcomes of risk
assessment and control
2. Implement and monitor 2.1 Communicate to workplace parties the importance of effective
participation arrangements consultation mechanisms in managing health and safety risks in the
for managing WHS
workplace
2.2 Apply consultation procedures to facilitate participation of the
work team in managing work area hazards
2.3 Promptly deal with issues raised through consultation, according
to organisational consultation procedures and WHS legislative and
regulatory requirements
2.4 Promptly record and communicate to the work team the
outcomes of consultation over WHS issues
3. Implement and monitor
for providing WHS
training
3.1 Identify WHS training needs according to organisational
requirements and WHS legislative and regulatory requirements
3.2 Make arrangements to meet WHS training needs of team
members in consultation with relevant individuals
3.3 Provide workplace learning opportunities and coaching and
mentoring assistance to facilitate team and individual achievement
of identified WHS training needs
3.4 Identify and report to management the costs associated with
providing training for work team, for inclusion in financial and
management plans
and legal requirements for
identifying hazards and
assessing and controlling
risks
Approved
4.1 Identify and report on hazards in work area according to WHS
policies and procedures and WHS legislative and regulatory
requirements
4.2 Promptly action team member hazard reports according to
organisational procedures and WHS legislative and regulatory
requirements
Page 189 of 1419
ELEMENT
4.3 Implement procedures to control risks using the hierarchy of
control, according to organisational and WHS legislative
requirements
4.4 Identify and report inadequacies in existing risk controls
according to hierarchy of control and WHS legislative requirements
4.5 Monitor outcomes of reports on inadequacies, where appropriate,
to ensure a prompt organisational response
for maintaining WHS
records for the team
Approved
5.1 Accurately complete and maintain WHS records of incidents of
occupational injury and disease in work area, according to WHS
policies, procedures and legislative requirements
5.2 Use aggregate information and data from work area records to
identify hazards and monitor risk control procedures in work area
Page 190 of 1419
Foundation Skills
Skill
Performance
Description
Criteria
Reading
1.1-1.3, 5.2

Interprets and analyses complex WHS legislative and
organisational texts
Writing
1.1-1.3, 2.3, 2.4, 3.1,
3.2, 3.4, 4.1, 4.4, 5.1

Documents WHS legislative and organisational
information using structure, layout and language
suitable for audience
Records WHS issues and actions taken according to
reporting requirements
Prepares and maintains required records using
appropriate structure and vocabulary


Oral
1.1-1.3, 2.1, 2.4, 3.2,
communication 3.3, 4.1, 4.4

Provides WHS legislative and organisational
information and advice using structure and language
suitable for audience
Numeracy
3.4, 5.2

Extracts, interprets and comprehends mathematical
information in relation to training costs and risk
management data
Navigate the
world of work
1.1,1.2, 2.3, 3.1,
4.1-4.5, 5.1

Takes responsibility for adherence to legal and
regulatory responsibilities and organisational policies
and procedures in relation to WHS
Keeps up to date on changes to WHS legislation or
regulations and organisational policies and procedures

Interact with
others
2.2, 3.2, 3.3



Get the work
done
2.2, 3.2, 3.3, 4.1-4.5,
5.1




Approved
to facilitate consultation or provide feedback
Initiates and contributes to facilitating consultative
role, responding, explaining, clarifying and expanding
on ideas and information as required
Collaborates with others to achieve individual and team
outcomes
Uses combination of formal, logical planning and
intuitive understanding of context to identify relevant
information and risks, and identify and evaluate
alternative strategies
Uses formal decision-making processes, setting or
clarifying goals, gathering information and identifying
and evaluating choices against a set of criteria
Recognises and takes responsibility for reporting WHS
risk control inadequacies
Uses formal and informal processes to monitor
implementations of WHS solutions and reflect on
Page 191 of 1419
outcomes
Code and title
Code and title
current version
previous version
BSBWHS401
Implement and
monitor WHS
policies, procedures
and programs to meet
legislative
requirements
BSBWHS401A
Implement and
monitor WHS
policies, procedures
and programs to meet
legislative
requirements
Comments
Equivalence status
Updated to meet
Standards for
Training Packages
Equivalent unit
criteria
Links
Approved
Page 192 of 1419
Asse ssment Requirements for BSBWHS401 Implement and monitor WHS policies, procedures and programs to meet legislative
requirements
Assessment Requirements for BSBWHS401 Implement and
monitor WHS policies, procedures and programs to meet
Release
Comments
Release 1



explain clearly and accurately to work team the relevant work health and safety (WHS)
information including:

WHS legislative and organisational requirements

identified hazards and outcomes of risk assessment and control
ensure that the team has access to information about WHS policies, procedures and
programs in appropriate structure and language
implement and monitor procedures according to organisational and legislative WHS
requirements including:

consultation and communications to enable team members to participate in managing
WHS risks and hazards

identifying WHS training needs and providing learning opportunities, coaching and
mentoring as appropriate to needs

identifying, reporting and taking action on WHS hazards and risks

identifying and reporting inadequacies in existing risk controls and monitoring
outcomes to ensure a prompt organisational response

reporting on the cost of WHS training

keeping WHS records

analysing aggregate WHS data to identify hazards and monitor risk control procedures
in work area.
once.
Approved
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Asse ssment Requirements for BSBWHS401 Implement and monitor WHS policies, procedures and programs to meet legislative
requirements
Knowledge Evidence





outline the legal responsibilities and duties of managers, supervisors, persons conducting
businesses or undertakings (PCBUs) and workers in relation to WHS risk management in
the workplace
identify key provisions of relevant WHS Acts, regulations and codes of practice that apply
to the business and outline how they apply in the work area
explain organisational policies and procedures relating to hazard identification, risk
management, fire, emergency and evacuation, incident investigation and reporting
explain the importance of effective consultation mechanisms in managing health and
safety risks in the workplace
explain how the hierarchy of control applies in the work area.
consistent performance of typical activities experienced by individuals carrying out work
health and safety duties in the workplace and include access to:




an actual workplace or simulated environment
examples of documents relating to workplace safety, hazard identification and risk
assessment
Links
Approved
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Release
Comments
Release 1
Application
This unit describes the skills and knowledge required to assist with providing advice about the
legislative duties, rights and obligations of individuals and parties prescribed in work health
and safety (WHS) legislation. It includes identification of WHS legislation, duties, rights and
obligations and the necessary actions to ensure compliance in the workplace.
This unit applies to individuals who assist with providing advice about the legislative duties,
rights and obligations of individuals and parties prescribed in WHS laws as part of a
systematic approach to managing WHS. This unit applies to people who work in a broad
range of WHS roles across all industries.
publication.
Unit Sector
Approved
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ELEMENT
essential outcomes.
1 Assist with determining
the legal framework for
WHS in the workplace
1.1 Access current WHS legislation and related documentation
relevant to the organisation’s operations
1.2 Use knowledge of the relationship between WHS Acts,
regulations, codes of practice, standards and guidance material to
assist with determining legal requirements in the workplace
1.3 Assist with identifying and confirming the duties, rights and
obligations of individuals and parties as specified in legislation
1.4 Assist with seeking advice from legal advisers where necessary
2 Assist with providing
advice on WHS
compliance
2.1 Assist with providing advice to individuals and parties about
their legal duties, rights and obligations, and the location of relevant
information in WHS legislation
2.2 Assist with providing advice to individuals and parties about the
functions and powers of the WHS regulator and how they are
exercised, and the objectives and principles underpinning WHS
3 Assist with WHS
legislation compliance
measures
3.1 Assist with assessing how the workplace complies with relevant
WHS legislation
3.2 Assist with determining the WHS training needs of individuals
and parties, and with providing training to meet legal and other
requirements
3.3 Assist with developing and implementing changes to workplace
policies, procedures, processes and systems that will achieve
compliance
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Foundation Skills
Skill
Performance
Description
Criteria
Reading
1.1, 1.2, 1.3,2.1, 2.2,
3.3

Writing
1.4, 2.1, 3.3

Documents WHS legislative and organisational advice
using structure, layout and language suitable for
audience
Drafts, documents and updates policies, procedures or
processes according to requirements
Uses appropriate vocabulary and register to seek legal
advice
Uses structure and language suitable for audience to
provide, seek and discuss WHS legislative information
Uses questioning and active listening to clarify
understanding


Oral
1.2-1.4, 2.1, 2.2,
communication 3.1-3.3


Navigate the
world of work
1.2, 1.3, 2.1, 2.2


Interact with
others
1.2, 1.3, 1.4, 2.1,
2.2, 3.1, 3.2, 3.3



Get the work
done
3.1-3.3



Approved
and procedures in relation to WHS role and
responsibilities
Keeps up to date on changes to WHS legislation and
regulations, and organisational policies and procedures
Understands what to communicate, with whom and
how, in the context of seeking WHS legal advice
Cooperates with others as part of WHS compliance
activities, and contributes to specific activities
requiring joint responsibility and accountability
outcomes
Uses combination of formal, logical planning and
intuitive understanding of context to identify relevant
information and risks, and identify and evaluate
alternative strategies in relation to WHS compliance
Uses formal decision making processes, setting or
and evaluating choices against a set of criteria in
relation to WHS compliance and training needs
identification
Contributes to the design of new approaches in relation
to WHS compliance
Page 197 of 1419
Range of Conditions
This section specifies different work environments and conditions that may affect
performance. Essential operating conditions that may be present (depending on the work
situation, needs of the candidate, accessibility of the item, and local industry and regional
contexts) are included.
Current WHS legislation and related  current applicable Commonwealth and state or
territory WHS Acts, regulations and codes of practice
documentation must include:

organisational WHS policies, procedures, processes
and systems

standards, guidance publications and alerts issued by
the relevant WHS regulator.
Code and title
Code and title
current version
previous version
Comments
Equivalence status
BSBWHS402 Assist BSBWHS402A Assist Updated to meet
with compliance with with compliance with Standards for
WHS laws
WHS laws
Training Packages
Equivalent unit
Edits to clarify intent
of Performance
Criteria
Strengthened
Assessment
Conditions. Assessors
of this unit of
competency must
hold a WHS
qualification or
equivalent at Diploma
level or higher
Approved
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Links
Approved
Page 199 of 1419
Assessment Requirements for BSBWHS402 Assist with compliance with WHS laws
Assessment Requirements for BSBWHS402 Assist with
compliance with WHS laws
Release
Comments
Release 1
Evidence of the ability to assist with:





determining current work health and safety (WHS) legal requirements for the workplace
providing advice to parties and individuals about current WHS legal requirements for the
workplace, including underpinning principles, legal duties, rights and obligations and
WHS regulator functions and powers
assessing workplace compliance with WHS legislative requirements
determining the training needs of individuals and parties in relation to WHS requirements
developing and implementing workplace changes in order to achieve WHS legal
compliance.
once.
Knowledge Evidence





detail the duties, rights and obligations of individuals and parties as specified in relevant
WHS legislation, and specify the location of relevant information on WHS legislation
describe the functions and powers of the relevant WHS regulator and how they are
exercised
identify internal and external sources of WHS information, and how to access them
outline the objectives and principles underpinning WHS legislation
specify method/s used for:

assessing WHS compliance

determining training needs in relation to WHS compliance

implementing changes to achieve WHS compliance.
Approved
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Assessment Requirements for BSBWHS402 Assist with compliance with WHS laws





relevant Acts, regulations, codes of practice, standards and guidance material
relevant workplace documentation
reports from individuals and parties consulted in ensuring WHS compliance
Assessors must satisfy NVR/AQTF assessor requirements. In addition, assessors for this unit
of competency must hold a WHS qualification or equivalent at Diploma level or higher.
Links
Approved
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BSBWHS403 Contribute to implementing and maintaining WHS consultation and participation processes
Date this document was
BSBWHS403 Contribute to implementing and maintaining WHS
consultation and participation processes
Release
Comments
Release 1
Application
This unit describes the skills and knowledge required to contribute to setting up, running and
improving work health and safety (WHS) consultation and participation processes that are
prescribed in legislation. It also covers contributing to communicating relevant information
identifying and delivering related training and improving the consultation and participation
processes.
This unit applies to individuals whose job role includes contributing to implementing and
maintaining WHS consultation and participation processes in their work area and job role.
This unit applies to people who work in a broad range of WHS roles across all industries.
publication.
Unit Sector
Approved
Page 202 of 1419
ELEMENT
essential outcomes.
1 Identify individuals and
parties involved in WHS
consultation and
1.1 Apply knowledge of relevant parts of WHS Acts, regulations,
codes of practice, policies and procedures to identify individuals and
parties with roles, duties, rights and responsibilities regarding WHS
consultation and participation
1.2 Identify what these roles, duties, rights and responsibilities are
and, in line with own job role and work area, communicate this
information to individuals and parties
1.3 Identify roles, duties, rights and responsibilities as they apply to
own job role and work area
2 Contribute to WHS
consultation and
2.1 Identify workplace WHS consultation and participation
processes
2.2 Contribute to setting up and running these processes as
appropriate to own job role and work area
2.3 Communicate to individuals and parties what these processes are
and promote and support the participation of individuals and parties
as appropriate to own job role and work area
3 Contribute to processes
for communicating and
sharing WHS information
and data
3.1 Identify consultation and participation processes for
communicating and sharing WHS information and data
4 Contribute to identifying
and meeting training
requirements for effective
WHS consultation and
participation
4.1 Identify training requirements for individuals and parties
necessary for effective WHS consultation and participation
5 Contribute to improving
WHS consultation and
5.1 Contribute to the identification and assessment of barriers to the
implementation and effectiveness of WHS consultation and
3.2 Contribute to and participate in these processes, as appropriate to
4.2 Contribute to the delivery of required training as appropriate to
5.2 Contribute to the development, implementation and evaluation
of measures to remove these barriers
Approved
Page 203 of 1419
Foundation Skills
Skill
Performance
Description
Criteria
Reading
1.1, 1.2, 1.3, 2.1,
3.1, 4.1

Writing
1.2, 2.2, 2.3, 4.1,
4.2, 5.1, 5.2

Uses structure, layout and language suitable for
audience to draft and document WHS legislative and
organisational information
Records required WHS information using appropriate
organisational formats

Oral
1.2, 2.2, 2.3
communication


Navigate the
world of work
1.1-1.3


Interact with
others
2.2, 2.3, 3.1, 3.2,
4.2, 5.1, 5.2




Get the work
done
2.1, 2.2, 3.1, 4.1,
5.1, 5.2


Approved
provide WHS legislative and organisational
information
Uses questioning and active listening to identify and
discuss training requirements and barriers to WHS
consultation processes
regulatory responsibilities in relation to WHS role and
responsibilities
regulations
how in context of consultation and participation
processes
Uses a range of strategies to establish a sense of
connection with others
Cooperates with others as part of WHS consultation
and participation processes, and contributes to specific
activities requiring joint responsibility and
accountability
Initiates and contributes to facilitating consultative
process, responding, explaining, clarifying and
expanding on ideas and information as required
Applies formal processes when organising consultation
processes, producing plans with logically sequenced
steps, reflecting some awareness of time and resource
constraints and the needs of others
Implements actions as per plans, making slight
adjustments as necessary and addressing some
unexpected issues
Page 204 of 1419



Uses formal and informal processes to monitor
implementation of measures and reflect on outcomes
Uses familiar digital systems and tools to access,
organise, analyse and present information


Code and title
Code and title
current version
previous version
BSBWHS403
Contribute to
implementing and
maintaining WHS
consultation and
participation
processes
BSBWHS403A
Contribute to
implementing and
maintaining WHS
consultation and
participation
processes
Comments
Equivalence status
Updated to meet
Standards for
Training Packages
Equivalent unit
Links
Approved
Page 205 of 1419
Asse ssment Requirements for BSBWHS403 Contribute to implementing and maintaining WHS consultation and participation processes
Assessment Requirements for BSBWHS403 Contribute to
implementing and maintaining WHS consultation and
Release
Comments
Release 1


explain clearly and accurately to individuals and parties the legal roles, duties, rights and
responsibilities of self and others regarding work health and safety (WHS) consultation
and participation processes
contribute, as appropriate to job role and work area, to:

setting up and running WHS consultation and participation processes to ensure that
relevant individuals and parties understand and can participate in the processes

identifying training needs to support the WHS consultation and participation processes
and providing learning opportunities, coaching and mentoring as appropriate to needs

communicating information and data about WHS consultation and participation
processes

identifying barriers to effective WHS consultation and participation and developing,
implementing and evaluating measures to remove the barriers.
once.
Approved
Page 206 of 1419
Asse ssment Requirements for BSBWHS403 Contribute to implementing and maintaining WHS consultation and participation processes
Knowledge Evidence




describe requirements under WHS legislation and organisational policies and procedures
for consultation and participation processes and the individuals and parties who need to
participate
describe possible barriers to the implementation and effectiveness of WHS consultation
and participation processes and strategies to remove them
identify internal and external sources of WHS information and data and how to access
them
describe training requirements for individuals and parties necessary for effective WHS
consultation and participation processes



office equipment and resources
relevant Acts, regulations, codes of practice, standards and guidelines
workplace documentation and personnel.
Links
Approved
Page 207 of 1419
BSBWHS404 Contribute to WHS hazard identification, risk assessment and risk control Date this document was generated: 2 June 2016
BSBWHS404 Contribute to WHS hazard identification, risk
assessment and risk control
Release
Comments
Release 1
Application
This unit describes the skills and knowledge required to contribute to the processes of
identifying work health and safety (WHS) hazards, assessing WHS risks, and developing,
implementing and evaluating risk controls according to legislative and organisational
requirements.
It applies to individuals who contribute to WHS risk management processes in their work role
in a range of industry and workplace contexts.
of publication.
Unit Sector
Approved
Page 208 of 1419
ELEMENT
essential outcomes.
1 Access information to
identify hazards and
assess and control risks
1.1 Identify sources of information and data
1.2 Obtain information and data to determine the nature and scope of
workplace hazards, the range of harms they may cause and how
these harms are caused
1.3 Obtain information and data to determine the nature and scope of
workplace risks and risk controls
2 Contribute to
2.1 Contribute to identifying and complying with requirements of
compliance and workplace workplace policies, procedures, processes and systems for hazard
requirements
identification, risk assessment and risk control activities
2.2 Contribute to identifying and complying with requirements of
WHS Acts, regulations, codes of practice and guidelines for hazard
identification, risk assessment and risk control activities
2.3 Identify duty holders and their range of duties
3 Contribute to workplace 3.1 Use knowledge of hazards to advise individuals and parties of
hazard identification
workplace hazards, the harms they may cause and how these harms
are caused
3.2 Apply knowledge of hazard identification to contribute to
selecting techniques, tools and processes to identify workplace
hazards
3.3 Contribute to applying selected techniques, tools and processes
3.4 Contribute to documenting hazard identification process and
results
4 Contribute to WHS risk
assessment
4.1 Apply knowledge of risk assessment to contribute to selecting
techniques, tools and processes for risk assessment of hazards
4.2 Contribute to applying techniques, tools and processes to
identified hazards
4.3 Contribute to documenting the results of risk assessments
5 Contribute to the
development,
implementation and
evaluation of risk control
5.1 Apply knowledge of risk control to contribute to developing risk
control options for identified hazards, using the results of risk
assessments
5.2 Contribute to developing and implementing a risk control plan
5.3 Contribute to evaluating implemented risk controls
Approved
Page 209 of 1419
Approved
Page 210 of 1419
BSBWHS404 Contribute to WHS hazard identifi cation, risk assessment and risk control Date this document was generated: 2 June 2016
Foundation Skills
Skill
Performance
Description
Criteria
Reading
1.1, 1.2, 1.3, 2.1,
2.3, 3.2, 3.4, 4.1,
5.1, 5.2

Locates, interprets and analyses complex WHS
legislative and organisational texts
Writing
3.1, 3.4, 4.3, 5.1,
5.2, 5.3

audience to document WHS risk-management
processes
Uses appropriate organisational formats and industry
specific vocabulary to document risk control plans

Oral
2.1, 2.2, 3.1, 3.3, 4.2
communication

communicate information and contribute ideas about
WHS risk-management processes
Navigate the
world of work

and procedures in relation to WHS risk-management
processes
Keeps up to date with WHS legislation or regulations
and related organisational policies and procedures
2.1, 2.2, 2.3

Interact with
others
2.1, 2.2, 3.1, 3.3,
4.1, 4.2, 5.1, 5.2, 5.3


Get the work
done
2.1, 2.2, 3.2, 4.1,

5.2, 5.3



Approved
how in the context of advising on hazards and harms
Cooperates with others as part of WHS
risk-management processes, and contributes to specific
activities requiring joint responsibility and
accountability
outcomes
Applies formal processes to plan, sequence and
prioritise risk control tasks, showing awareness of time
and resource constraints and the needs of others
Uses formal decision-making processes in risk
management processes, setting or clarifying goals,
gathering information and identifying and evaluating
choices against a set of criteria
Applies formal problem-solving processes, identifying
and evaluating several options for action
Uses formal and informal processes to monitor and
reflect on outcomes of decisions
Page 211 of 1419
Code and title
Code and title
current version
previous version
BSBWHS404
Contribute to WHS
hazard identification,
risk assessment and
risk control
BSBWHS404A
Contribute to WHS
hazard
identification, risk
assessment and risk
control
Comments
Equivalence status
Updated to meet
Standards for
Training Packages
Equivalent unit
Links
Approved
Page 212 of 1419
Assessment Requirements for BSBWHS404 Contribute to WHS hazard identification , risk assessment and risk controlDate this document
was generated: 2 June 2016
Assessment Requirements for BSBWHS404 Contribute to WHS
hazard identification, risk assessment and risk control
Release
Comments
Release 1





identify and interpret information and data about work health and safety (WHS)
requirements and apply it to the selection and application of techniques, tools and
processes for hazard identification, risk assessment and risk control and the development
of a risk control plan
contribute to documenting and evaluating risk management processes
communicate about WHS requirements and compliance with a range of people
comply with WHS requirements for hazard identification, risk assessment and risk control
activities
identify WHS duty holders and their duties.
once.
Knowledge Evidence





outline the WHS risk management (hazard identification, risk assessment and risk control)
requirements specified in:

relevant WHS Acts and regulations

organisational WHS policies, procedures, processes and systems
explain the difference between hazards and risks in the work context
outline a range of common workplace hazards, the harms they may cause and how these
harms are caused
explain how risk assessment and controls can eliminate or minimise risks
identify internal and external sources of WHS information and data and how to access
them.
Approved
Page 213 of 1419
Assessment Requirements for BSBWHS404 Contribute to WHS hazard identification , risk assessment and risk controlDate this document





relevant legislation, standards and guidelines
relevant policies, procedures, processes and systems
Links
Approved
Page 214 of 1419
BSBWHS405 Contribute to implementing and maintaining WHS management systems Date this document was generated: 2 June 2016
BSBWHS405 Contribute to implementing and maintaining WHS
management systems
Release Comments
Release
2
This version released with BSB Business Services Training Package Version 2.0
Version created to clarify intent of application
Release
1
This version first released with BSB Business Services Training Package Version
1.0.
Application
This unit describes the skills and knowledge required to contribute to the implementation and
maintenance of a Work Health and Safety management system (WHSMS) as it applies to own
work area and job role.
It applies to individuals with responsibilities for contributing to an organisation's WHSMS as
part of their work health and safety (WHS) responsibilities in a range of industry and
workplace contexts.
publication.
Unit Sector
Approved
Page 215 of 1419
ELEMENT
essential outcomes.
1 Contribute to
1.1 Apply knowledge of the elements of WHS policy to contribute
developing and promoting to the development and promotion of the policy as appropriate to
WHS policy
1.2 Seek the contribution and support of others in the development
and promotion of WHS policy as appropriate to own job role and
work area
1.3 Apply WHS policy to own and others' job roles and work areas,
and communicate and explain this to others
2 Contribute to WHSMS
planning
2.1 Apply knowledge of WHS legislation to identify duty holders
relevant to own job role and work area
2.2 Apply knowledge of the elements of a plan to contribute to
planning as it applies to own job role and work area
2.3 Facilitate integration of return-to-work and injury management
procedures into the WHSMS plan
2.4 Communicate and explain the planning process to others and
facilitate their contributions to the plan
3 Contribute to
implementing the
WHSMS plan
3.1 Implement the plan as it applies to own job role and work area
3.2 Communicate and explain the plan to others in relation to their
roles and responsibilities as specified in the plan
3.3 Facilitate the contribution of others to implementing the plan
4 Contribute to evaluating
WHS performance
4.1 Apply knowledge of elements of WHS performance evaluation
processes and methods to contribute to evaluation as it applies to
4.2 Communicate and explain evaluation of WHS performance to
others and facilitate their contribution
5 Contribute to reviewing
and improving the
WHSMS
5.1 Apply knowledge of elements of processes and methods to
contribute to the review and improvement of WHS performance as it
applies to own job role and work area
5.2 Communicate and explain review and improvement of the
WHSMS to others and facilitate their contribution
Approved
Page 216 of 1419
Foundation Skills
Skill
Performance
Description
Criteria
Reading
1.1, 2.1, 2.3, 4.1

Writing
1.1, 1.2, 1.3, 2.3,
2.4, 3.2, 4.2, 5.2

audience to document development of WHS policy and
WHSMS plan
Develops required documentation using appropriate
organisational formats and industry specific vocabulary

Oral
1.1, 1.2, 1.3, 2.3,
communication 2.4, 3.2, 4.2, 5.2


Navigate the
world of work
1.1-1.3, 2.1


Interact with
others
1.1, 1.2, 1.3, 2.2,
2.4, 3.2, 3.3, 4.2,
5.1, 5.2



Get the work
done
3.1, 4.1, 5.1




Approved
Presents information and advice about WHS policy
using language, structure and register appropriate to
audience
Asks questions and listens closely to gather required
information
and procedures in relation to WHS and WHSMS
Keeps up to date on changes to WHS legislation and
regulations and organisational policies and procedures
how in context of WHS policy and performance and
WHSMS processes
Cooperates with others as part of WHS and WHSMS
processes, and contributes to specific activities
outcomes
Applies formal processes to plan, sequence and
prioritise tasks and workload showing awareness of
time and resource constraints and needs of others
Uses digital systems and programs to assist with
planning, implementing and tracking progress and
communicating
Applies formal problem-solving processes, identifying
and evaluating several options for action
Page 217 of 1419
Code and title
Code and title
current version
previous version
BSBWHS405
Contribute to
implementing and
maintaining WHS
management systems
BSBWHS405
Contribute to
implementing and
maintaining WHS
management systems
Release 2
Release 1
Comments
Equivalence status
Updated application
to clarify intent
Equivalent unit
Links
Approved
Page 218 of 1419
Assessment Requirements for BSBWHS405 Contribute to implementing and maintaining WHS management systemsDate this document
implementing and maintaining WHS management systems
Release Comments
Release
2
This version released with BSB Business Services Training Package Version 2.0
Version created to clarify intent of application
Release
1
This version first released with BSB Business Services Training Package Version
1.0.
Evidence of the ability contribute, as appropriate to own job role and work area, to:






developing work health and safety (WHS) policy
planning the Work Health and Safety management system (WHSMS) to incorporate
return-to-work and injury management procedures and other elements relevant to the work
area
communicating and explaining WHS policy and the WHSMS to others to facilitate their
contribution in developing, implementing and evaluating the systems
implementing the plan
evaluating WHS performance and communicating the outcomes
reviewing and improving the WHSMS.
once.
Approved
Page 219 of 1419
Assessment Requirements for BSBWHS405 Contribute to implementing and maintaining WHS management systemsDate this document
Knowledge Evidence





outline the elements of the organisation's WHSMS with reference to the relevant
commonwealth and state or territory WHS Acts, regulations, codes of practice and
standards.
identify regulatory authority WHSMS tools, standards and guidance material and explain
how they apply to the work area
explain the importance of effective return-to-work and injury management in a WHSMS
identify limitations of a WHSMS, problems with WHSMS implementation and possible
negative effects on WHS
outline organisational WHS policies, procedures, processes and systems and how they
apply to the work area.



relevant Acts, regulations, codes of practice, standards and guidelines
workplace WHS policies and procedures.
Assessors of this unit must satisfy the requirements for assessors in applicable vocational
education and training legislation, frameworks and/or standards.
Links
Approved
Page 220 of 1419
Release
Comments
Release 1
Application
This unit describes the skills and knowledge required to assist with monitoring a range of
physical agents and conditions relevant to work health and safety (WHS).
It applies to individuals working in a broad range of WHS roles across all industries who
assist with using a range of measuring devices to collect, interpret, evaluate and report on
workplace information and data in relation to physical agents and conditions.
It does not extend to hazard identification, risk assessment or developing control measures
based on the outcomes of monitoring, which are covered in BSBWHS404 Contribute to WHS
hazard identification, risk assessment and risk control.
publication.
Unit Sector
Approved
Page 221 of 1419
ELEMENT
essential outcomes.
1 Assist with selecting
measuring devices
1.1 Assist with identifying regulatory requirements and standards
that apply to monitoring
1.2 Identify agent and/or condition to be measured through
consultation with relevant individuals and parties
1.3 Identify characteristics of agent and/or condition
1.4 Determine the area where measurements are to be taken
1.5 Assist with identifying types of appropriate measuring
equipment
1.6 Assist with the selection of measuring equipment according to
the agent and/or condition, the environment, the activities being
carried out and the level of risk to self
1.7 Recognise limits of own expertise and available equipment and
seek expert advice and equipment as required
2 Assist with preparations
to collect workplace
information and data
2.1 Determine a sampling process
2.2 Consult with and advise those involved in workplace activities to
collect information and data about the requirements, nature and
purpose of the monitoring
2.3 Assist with defining a sampling plan after inspecting area and
consulting with workers and affected parties about the nature of the
problem
2.4 Assist with checking the operability of equipment
3 Assist with collecting
workplace information
and data
3.1 Assist with selecting and calibrating monitoring equipment, and
selecting appropriate scale
3.2 Assist with tests
3.3 Assist with correct use and maintenance of equipment to collect
information and data
3.4 Ensure own health and safety while collecting information and
data, and record readings using expert support and advice as
required
3.5 Assist with dismantling and cleaning equipment and parts, or
dispose of appropriately
3.6 Assist with correctly storing equipment or making it ready for
re-use as required
Approved
Page 222 of 1419
ELEMENT
4 Assist with documenting 4.1 Assist with interpreting and evaluating results against a
and evaluating results of recognised standard and documenting results
monitoring
4.2 Assist with preparing reports on the monitoring process,
including any regulatory requirements, and consider purposes of
report and the target audiences
4.3 Assist with presenting required information and data clearly and
logically
4.4 Assist with retaining results and records in a format that enables
them to be readily retrieved according to regulatory requirements
and standards
Approved
Page 223 of 1419
Foundation Skills
Skill
Performance
Description
Criteria
Reading
1.1, 1.3

Interprets and analyses complex legal organisational
and technical texts relevant to monitoring
Writing
1.2, 4.2, 4.3, 4.4

Uses appropriate structure, layout and language for
reporting and recording information about WHS
monitoring
Oral
1.2, 1.7, 2.2, 2.3, 3.4
communication

present or seek information about monitoring
Numeracy

Selects and flexibly uses a range of tools, hand-held
devices, computers and technological processes to
perform calculations
Collects, represents, summarises and interprets a range
of statistical data appropriately
Uses a range of informal and formal oral and written
mathematical language and symbols to communicate
mathematically
3.1, 3.2, 3.3, 4.1, 4.3


Navigate the
world of work
1.1, 4.1, 4.2


Interact with
others
1.1,1.2, 1.7, 2.2, 2.3,
3.2, 3.3, 3.4, 3.5,
3.6, 4.2, 4.3, 4.4




Get the work
done
1.4, 1.5, 1.6, 1.7,
2.1, 2.3, 2.4, 3.1,
4.1, 4.2, 4.3, 4.4



Approved
regulatory responsibilities in relation to WHS role and
responsibilities
regulations
how in context of WHS monitoring
Cooperates with others as part of WHS monitoring
processes, and contributes to specific activities
outcomes
Offers assistance and shares information and resources
voluntarily
With assistance, determines priorities and sequences
the steps in clearly defined tasks and identifies and
assembles the resources required in relation to planning
for WHS monitoring
Uses formal decision making processes, setting or
Uses familiar digital systems and tools to access,
Page 224 of 1419

organise, analyse and display information relevant to
role
Manages and maintains files securely in appropriate
storage media and formats to enable retrieval according
to regulations and standards
Code and title
Code and title
current version
previous version
Comments
Equivalence status
BSBWHS409 Assist BSBWHS409A Assist Updated to meet
with workplace
with workplace
Standards for
monitoring processes monitoring processes Training Packages
Equivalent unit
Links
Approved
Page 225 of 1419
Assessment Requirements for BSBWHS409 Assist with workplace monitoring processes Date this document was generated: 2 June 2016
Assessment Requirements for BSBWHS409 Assist with workplace
monitoring processes
Release
Comments
Release 1
Approved
Page 226 of 1419
Evidence of the ability to assist with processes for monitoring physical agents and/or
conditions including:









identifying regulatory requirements and standards that apply to monitoring of physical
agents and/or conditions relevant to work health and safety (WHS)
identifying the context of measurements to be undertaken including:

which physical agents and/or conditions will be measured and their characteristics

where the measurements will be taken

area or space available

movements of people and equipment, tasks or activities being undertaken, number of
persons occupying area and other factors that may impact on the sampling or
data-collection processes

physical features of equipment, such as emitting sources
preparing for and collecting workplace WHS data and information including:

selecting and calibrating appropriate equipment and selecting appropriate scale

defining a sampling process and plan

performing tests

correct preparation, use, maintenance, cleaning storage and if required disposal of
equipment
consultation and communication with individuals and parties about the requirements,
purpose and nature of the monitoring
interpreting and evaluating results of monitoring including calculations using appropriate
units of measurement, logarithmic scales, decimals and order of magnitude relevant to
making and interpreting measurements and measurement error
preparing and presenting clear and logical reports that are appropriate to purpose of report
and the target audience
keeping records that meet regulatory requirements
seek expert advice, support and equipment as required.
ensure own safety during monitoring process.
once.
Approved
Page 227 of 1419
Knowledge Evidence






list typical physical agents and/or conditions relevant to WHS including:

biological agents, such as insects, mites and bacteria

electricity

fibres, dusts and particulates

fumes, mists, gases and vapours

heat and humidity

light

noise

radiation, including ionising, non-ionising and laser

vibration
outline aspects of WHS Acts, regulations, codes of practice and standards that are relevant
to measuring physical agents and/or conditions and how they apply to the organisation
explain the mode of action of common physical, biological and chemical agents on the
body and how they produce discomfort or harm
list the characteristics, mode of action and units of measurement for major hazard types
describe environmental conditions that impact on measurements
explain types of measuring and monitoring equipment and techniques for correct and safe
use including limitations on use and output, calibration, adjustment, maintenance and any
in-built alarms.





measuring devices and equipment
relevant Acts, regulations, codes of practice, licensing requirements, standards
Links
Approved
Page 228 of 1419
BSBWHS410 Contribute to work -related health and safety measures and initiatives
BSBWHS410 Contribute to work-related health and safety
measures and initiatives
Release
Comments
Release 1
Application
This unit describes the skills and knowledge required to manage the identification, review,
development, implementation and evaluation of effective participation and consultation
processes as an integral part of managing work health and safety (WHS).
It applies to individuals with responsibility for enabling people to be consulted about, and to
participate in, WHS management and decision making across the organisation. These
individuals will work in a range of WHS roles across all industries and apply a substantial
knowledge base and well developed skills in a wide variety of WHS contexts.
publication.
Unit Sector
Approved
Page 229 of 1419
ELEMENT
essential outcomes.
1 Contribute to scoping
work-related health and
safety measures and
initiatives
1.1 Access sources of information and data on work-related health
and safety measures and initiatives that address specific legislative
requirements and obligations, and those that support non-statutory
health promotion programs
1.2 Differentiate between these two types of measures and initiatives
and communicate findings to individuals and parties
1.3 Identify measures and initiatives that address statutory
obligations and those that support non-statutory programs
1.4. Consult with individuals and parties to assist with identifying
and evaluating factors impacting on work-related health and safety
1.5. Consult with individuals and parties to assist with determining
appropriate measures and initiatives to address impacting factors
1.6 Consult with individuals and parties to assist with designing
measures and initiatives that either meet specific legislative
requirements and obligations or support non-statutory health
promotion programs
2 Contribute to
establishing work-related
health and safety
measures and initiatives
2.1 Contribute to the development and planning of work-related
health and safety measures and initiatives
2.2 Identify resourcing requirements, timelines and responsibilities
to implement work-related health and safety measures and initiatives
2.3 Assist with timetabling, liaison and coordination, administering
resources and communication to implement work-related health and
safety measures and initiatives
3 Contribute to ensuring
safety measures and
initiatives comply with
and obligations
3.1 Apply knowledge of WHS consultation and participation
processes to help ensure effective and appropriate participation of,
and consultation with individuals and parties about all aspects of
work-related health and safety measures and initiatives
3.2 Apply knowledge of WHS legislation and workplace policies
and processes to help ensure work-related health and safety
measures and initiatives are compliant
3.3 Apply knowledge of other legislative requirements and
obligations to help ensure work-related health and safety measures
and initiatives are compliant
4 Contribute to reviewing
and evaluating
Approved
4.1 Contribute to developing effective means to review and evaluate
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ELEMENT
safety measures and
initiatives
4.2 Assist with review and evaluation activities
4.3 Assist with preparing reports on, and communicating review and
evaluation outcomes to individuals and parties
Approved
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Foundation Skills
Skill
Performance
Description
Criteria
Reading
1.1, 1.2, 1.3

Organises, evaluates and critiques ideas and
information from a range of complex information and
data texts when identifying measures and initiatives
Writing
1.2, 4.3

Uses broad vocabulary, correct grammatical structure
and conventions appropriate to audience and context to
present findings or review and evaluate outcomes
Oral
1.2, 1.4, 1.5, 1.6
communication

Chooses appropriate vocabulary to communicate
findings, seek information or evaluate outcomes
Navigate the
world of work

Understands own legal rights and responsibilities and is
extending understanding of general legal principles
applicable across work contexts in relation to health
and safety measures and initiatives
Keeps up to date on changes to legislation or
regulations relevant to own rights and responsibilities
and considers implications of these when negotiating,
planning and undertaking work
1.1, 3.1, 3.2, 3.3

Interact with
others
1.4, 1.5, 1.6, 4.1


Get the work
done
1.5, 1.6, 2.1, 2.2,
2.3, 4.1, 4.2, 4.3





Approved
Recognises and applies the protocols governing what to
communicate, with whom and how in safety measures
and initiatives contexts
Applies formal processes when planning health and
safety measures and initiatives, producing plans with
logically sequenced steps, reflecting some awareness of
time and resource constraints and the needs of others
Implements actions as per plan, making slight
adjustments if necessary, and addressing some
unexpected issues
Uses a formal decision-making process with support,
setting or clarifying goals, gathering information, and
identifying and evaluating several choices against a
limited set of criteria
Contributes to the design of new approaches to safety
measures and initiatives within the immediate work
environment
Uses common digital systems and tools to complete
Page 232 of 1419
record-keeping tasks
Code and title
Code and title
Comments
Equivalence status
current version
previous version
BSBWHS410
Contribute to
work-related health
and safety measures
and initiatives
BSBWHS410A
Updated to meet
Contribute to
Standards for
work-related health and Training Packages
safety measures and
initiatives
Equivalent unit
Links
Approved
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Assessment Requirements for BSBWHS410 Contribute to work-related health and safety measures and initiativesDate this document was
Release
Comments
Release 1



contribute to scoping, establishing, reviewing and evaluating work health and safety
(WHS) measures and initiatives to:

address specific legislative requirements and obligations

support non-statutory health promotion programs
contribute to ensuring work-related health and safety measures and initiatives comply with
legislative requirements and obligations
liaise with relevant people internal and external to the organisation.
once.
Approved
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Assessment Requirements for BSBWHS410 Contribute to work-related health and safety measures and initiativesDate this document was
Knowledge Evidence







explain the application of relevant mandatory health monitoring, including biological
monitoring, to help secure work health and safety
explain the difference between work-related health and safety measures and initiatives
designed to meet specific legislative requirements and obligations, and those designed to
support non-statutory health promotion programs, and give examples of each
list factors that impact on work-related health and safety and their potential effects
identify internal and external sources of WHS information and data, and how to access
them
outline organisational WHS and other relevant policies, procedures, processes and
systems, including human resources
summarise relevant WHS legislation, other legislation (such as privacy and workers’
compensation) and common law rights and duties specific to work-related health and
safety measures and initiatives
describe work-related health and safety measures and initiatives that either address
specific legislative requirements and obligations, or support non-statutory health
prevention programs, including:

the factors impacting on worker health and safety that they address

effectiveness

costs and benefits

criteria for decisions regarding their implementation in a specific workplace

how they should be implemented.






relevant legislation, regulations, standards and guidelines
information and resources about factors impacting on the health and safety of workers,
and work-related health and safety measures and initiatives
relevant WHS documentation and records
Links
Approved
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Release
Comments
Release 1
Application
This unit describes the skills and knowledge required to contribute to the implementation of
planning and response procedures for emergencies. The focus is on implementation of
procedures already developed for short-term emergency responses. It assumes that expert
advice will be available in identifying potential emergencies and in formulating response
plans.
This unit applies to individuals with supervisory responsibilities for managing work health
and safety (WHS) in the workplace who contribute to the implementation of procedures for
responding to emergencies. These people will work in a range of WHS roles across all
industries and who apply a substantial knowledge base and well-developed skills in a wide
variety of WHS contexts.
publication.
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Unit Sector
ELEMENT
essential outcomes.
1 Identify potential
emergencies
1.1 Apply knowledge of WHS hazards and relevant standards to
identify causes of potential emergencies
1.2 Seek input of stakeholders in identifying potential emergencies
1.3 Identify and liaise with appropriate specialist advisors and
emergency agencies to identify causes of potential emergencies
1.4 Develop a risk register to identify potential emergencies and
their causes
2 Identify options for
initial response
2.1 Categorise major types of potential emergencies
2.2 Identify actions required to contain or limit potential
emergencies
2.3 Identify actions required to limit impact on personnel, property
and the environment
2.4 Identify requirements for liaison with emergency agencies
2.5 Prioritise actions to be taken during emergencies
3 Plan initial response
procedures
3.1 Identify resources available and required for immediate response
3.2 Check emergency equipment to ensure serviceability,
accessibility, cleanliness and correct location
3.3 Document actions required for a range of major types of
emergency, taking account of standards, current industry practice,
specialist advice and input by emergency agencies
3.4 Identify training needs and appropriate providers
4 Implement initial
response procedures
4.1 Document and display actions for initial response
4.2 Outline own role in emergency response
4.3 Follow appropriate procedures
5 Contribute to post-event 5.1 Identify and support other personnel involved in the second
activities
response phase
5.2 Make contributions to debriefing processes
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ELEMENT
6 Monitor emergency
response and address
deficiencies
6.1 Monitor responses to emergencies for efficiency and timeliness,
in consultation with stakeholders and, as appropriate, specialist
advisors and agencies
6.2 Document, and promptly and appropriately report, results of
monitoring to appropriate persons
6.3 Identify areas for organisational and personal improvement and
make improvement recommendations based on analysis of response
Approved
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Foundation Skills
Skill
Performance
Description
Criteria
Reading
1.1, 3.3, 2.4, 4.3


Writing
1.4, 3.3, 4.1, 6.2


Oral
1.2, 1.3, 5.1, 5.2
communication


Navigate the
world of work
1.1, 2.4, 4.2, 4.3



Interact with
others
1.2, 1.3, 5.1, 5.2


Get the work
done
2.1, 2.2, 2.3, 2.5,
3.1, 3.2, 3.4, 6.1, 6.3


Approved
Interprets and critically analyses complex texts when
planning emergency response procedures
Applies appropriate strategies to construct meaning
from complex texts to assist in planning emergency
response procedures
Develops risk registers, reports and associated
documentation according to organisational
requirements
Uses vocabulary, grammatical structure and
conventions appropriate to text in developing risk
registers, reports and other documentation
Asks questions and listens to gather information about
potential risk situations
Provides information during or after emergency
response situations using structure and language
appropriate to the audience
Understands how own role meshes with others and
contributes to broader goals in emergency response
contexts
Understands own legal rights and responsibilities and is
extending understanding of general legal principles
applicable across emergency responses contexts
Keeps up to date on changes to legislation or
regulations relevant to own rights and responsibilities
and considers implications of these in emergency
response contexts
interaction
Takes a leadership role on occasion in supporting,
consulting and liaising in emergency response contexts
Formulates plans, monitors actions against stated goals,
adjusting plans and resources to cope with
contingencies
Uses a formal decision-making process, setting or
clarifying goals, gathering information, and identifying
and evaluating several choices to determine appropriate
actions and responses
Page 239 of 1419



Applies formal problem-solving processes when
identifying actions required in emergencies and
associated training needs, breaking complex issues into
manageable parts and identifying and evaluating
options for action
Reflects on outcomes and feedback from others in
order to identify general principles and concepts that
may be applicable in new situations
Recognises the potential of new approaches to enhance
work practices and outcomes
Code and title
Code and title
Comments
Equivalence status
current version
previous version
BSBWHS510
Contribute to
implementing
emergency
procedures
BSBWHS510A
Updated to meet
Contribute to
Standards for
implementing
Training Packages
emergency procedures
Equivalent unit
Links
Approved
Page 240 of 1419
Assessment Requirements for BSBWHS510 Contribute to implementing emergency proceduresDate this document was generated: 2 June
2016
implementing emergency procedures
Release
Comments
Release 1






identify potential emergencies and their causes, with input from others, including
specialist advisers and emergency agencies and document them in a risk register
identify and prioritise options for initial response to contain or limit emergencies and their
impact, and for liaison with emergency services
plan initial response procedures including:

categorising major types of potential emergencies

identifying required resources

checking equipment

documenting required actions for a range of major types of emergency, with input
from others and in keeping with standards and current industry practice

identifying training needs and providers
implement initial response procedures including:

documenting and displaying actions required

outlining own role

following appropriate procedures
contribute to post-event activities including supporting others and contributing to
debriefing
monitor emergency response and address deficiencies including:

consulting

documenting and reporting results

identifying improvements.
once.
Approved
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2016
Knowledge Evidence

















describe basic emergency prevention controls typically installed in a workplace including:

emergency alerting systems

emergency protection systems

smoke alarms, fire alarms and fire extinguishers

required safety wear

security systems
describe the enterprise physical site and work areas
explain enterprise reporting procedures for an emergency
detail the essential actions of self and others in an emergency
describe hazards and precautions to be taken during an emergency
list hazards arising from evacuation
detail the information needs of emergency response personnel during reporting, arrival
and response to an emergency
identify internal and external sources of work health and safety (WHS) information and
data and how to access them
summarise organisational and workplace WHS policies and procedures
describe the organisational structure, roles and responsibilities contributing to the
implementation of emergency procedures
describe the powers of safety representatives and other authorised WHS personnel to
implement an immediate cease work if an immediate danger to WHS exists
summarise the principles and priorities for evacuation, checking and accounting for
people
summarise the principles of fire protection and emergency response
outline relevant Commonwealth and state or territory WHS Acts, regulations, codes of
practice, standards and guidance material and how it applies to the implementation of
emergency procedures
identify roles and responsibilities of WHS personnel
give examples of emergency responses typically used in workplaces
detail the WHS information needs of work unit or work team.





WHS legislation, regulations and codes of practice
Approved
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2016
Links
Approved
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BSBWOR501 Manage personal work priorities and professional
development
Release
Comments
Release 1
Application
This unit describes the skills and knowledge required to create systems and process to
organise information and prioritise tasks.
It applies to individuals working in managerial positions who have excellent organisational
skills. The work ethic of individuals in this role has a significant impact on the work culture
and patterns of behaviour of others as managers at this level are role models in their work
environment.
of publication.
Unit Sector
Industry Capability – Workplace Effectiveness
Approved
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ELEMENT
essential outcomes.
1. Establish personal
work goals
1.1 Serve as a positive role model in the workplace through
personal work planning
1.2 Ensure personal work goals, plans and activities reflect the
organisation’s plans, and own responsibilities and accountabilities
1.3 Measure and maintain personal performance in varying work
conditions, work contexts and when contingencies occur
2. Set and meet own work 2.1 Take initiative to prioritise and facilitate competing demands to
priorities
achieve personal, team and organisational goals and objectives
2.2 Use technology efficiently and effectively to manage work
priorities and commitments
2.3 Maintain appropriate work-life balance, and ensure stress is
effectively managed and health is attended to
professional competence
3.1 Assess personal knowledge and skills against competency
standards to determine development needs, priorities and plans
3.2 Seek feedback from employees, clients and colleagues and use
this feedback to identify and develop ways to improve competence
3.3 Identify, evaluate, select and use development opportunities
suitable to personal learning style/s to develop competence
3.4 Participate in networks to enhance personal knowledge, skills
and work relationships
3.5 Identify and develop new skills to achieve and maintain a
competitive edge
Approved
Page 245 of 1419
Foundation Skills
Skill
Performance
Description
Criteria
Learning
3.1, 3.2, 3.3, 3.4, 3.5

Investigates and uses a range of strategies to develop
personal competence
Reading
1.2, 3.1, 3.2

Analyses and interprets textual information from
organisational policies and practices or feedback to
inform personal development planning
Writing
3.2

Uses feedback to prepare reports that summarise ways
to improve competence
Oral
3.2
Communication

Uses active listening and questioning to seek and
receive feedback
Navigate the
world of work

Understands how own role contributes to broader
organisational goals
Considers organisational protocols when planning own
career development
1.2, 2.1

Interact with
others
1.1, 3.2, 3.4


Get the work
done
1.1, 1.2, 1.3, 2.1,
2.2, 2.3, 3.1


Approved
Uses interpersonal skills to establish and build positive
working relationships with others
Plans and prioritises tasks in order to meet deadlines,
manage role responsibilities and to manage own
personal welfare
Identifies and uses appropriate technology to improve
work efficiency
Page 246 of 1419
Code and title
Code and title
current version
previous version
BSBWOR501 Manage BSBWOR501B
personal work
Manage personal
priorities and
work priorities and
professional
professional
development
development
Comments
Equivalence status
Updated to meet
Standards for
Training Packages
Equivalent unit
Links
Approved
Page 247 of 1419
Assessment Requirements for BSBWOR501 Manage personal work priorities and professional development
Assessment Requirements for BSBWOR501 Manage personal
work priorities and professional development
Release
Comments
Release 1






use business technology to create and use systems and processes to organise and prioritise
tasks and commitments
measure and maintain personal work performance including assessing competency against
competency standards and seeking feedback
maintain an appropriate work-life balance to manage personal health and stress
participate in networks
develop a personal development plan which includes career objectives and an action plan
develop new skills.
Note: if a specific volume or frequency is not stated, then evidence must be provided at least
once.
Knowledge Evidence






explain principles and techniques involved in the management and organisation of:

performance measurement

personal behaviour, self-awareness and personality traits identification

a personal development plan

personal goal setting

time
discuss management development opportunities and options for self
describe methods for achieving a healthy work-life balance
outline organisation’s policies, plans and procedures
explain types of learning style/s and how they relate to the individual
describe types of work methods and practices that can improve personal performance.
Approved
Page 248 of 1419
Assessment Requirements for BSBWOR501 Manage personal work priorities and professional development
consistent performance of typical activities experienced in the industry capability - workplace
effectiveness field of work and include access to:



Links
Approved
Page 249 of 1419
BSBWOR502 Lead and manage team effectiveness
Release
Comments
Release 1
Application
This unit describes the skills and knowledge required to lead teams in the workplace and to
actively engage with the management of the organisation.
It applies to individuals working at a managerial level who facilitate work teams and build a
positive culture within their work teams. At this level, work will normally be carried out using
complex and diverse methods and procedures requiring the exercise of considerable discretion
and judgement, using a range of problem solving and decision making strategies.
of publication.
Unit Sector
Industry Capability – Workplace Effectiveness
Approved
Page 250 of 1419
ELEMENT
essential outcomes.
1. Establish team
performance plan
1.1 Consult team members to establish a common understanding of
team purpose, roles, responsibilities and accountabilities in
accordance with organisational goals, plans and objectives
1.2 Develop performance plans to establish expected outcomes,
outputs, key performance indicators (KPIs) and goals for work
team
1.3 Support team members in meeting expected performance
outcomes
2. Develop and facilitate
team cohesion
2.1 Develop strategies to ensure team members have input into
planning, decision making and operational aspects of work team
2.2 Develop policies and procedures to ensure team members take
responsibility for own work and assist others to undertake required
roles and responsibilities
reward individual and team efforts and contributions
2.4 Develop processes to ensure that issues, concerns and
problems identified by team members are recognised and
addressed
3. Facilitate teamwork
3.1 Encourage team members and individuals to participate in and
to take responsibility for team activities, including communication
processes
3.2 Support the team in identifying and resolving work
performance problems
3.3 Ensure own contribution to work team serves as a role model
for others and enhances the organisation’s image for all
stakeholders
4. Liaise with
stakeholders
4.1 Establish and maintain open communication processes with all
stakeholders
4.2 Communicate information from line manager/management to
the team
4.3 Communicate unresolved issues, concerns and problems raised
by team members and follow-up with line manager/management
and other relevant stakeholders
4.4 Evaluate and take necessary corrective action regarding
Approved
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ELEMENT
unresolved issues, concerns and problems raised by internal or
external stakeholders
Approved
Page 252 of 1419
Foundation Skills
Skill
Performance
Description
Criteria
Reading
1.1, 4.4

Analyses and interprets textual information from the
organisation’s policies, goals and objectives to
establish team goals or to determine corrective action
Writing
1.2, 2.1, 2.2, 2.4,
4.2, 4.3, 4.4

Prepares written reports and workplace documentation
that communicate complex information clearly and
effectively
Oral
1.1, 2.3, 3.1, 4.1,

Engages in discussions or provides information using
appropriate vocabulary and non-verbal features
Uses listening and questioning techniques to confirm
understanding and to engage the audience

Navigate the
world of work
1.1, 2.1, 2.2, 3.3


Interact with
others
1.1, 1.3, 2.2, 2.3,
3.1, 3.2, 4.2, 4.3




Get the work
done
1.2, 2.1, 2.2, 2.4,
3.2, 4.1, 4.3, 4.4



Approved
Understands how own role contributes to broader
organisational goals
Modifies or develops policies and procedures to
achieve organisational goals
Uses interpersonal skills to gain trust and confidence
of team and provides feedback to others in forms that
they can understand and use
Adapts personal communication style to build positive
working relationships and to show respect for the
opinions, values and particular needs of others
collaboration, demonstrating high level conflict
resolution skills and ability to engage and motivate
others
Develops, implements and monitors plans and
processes to ensure team effectiveness
Monitors and actively supports processes and
development activities to ensure the team is focused on
work outcomes
Plans for unexpected outcomes and implements
creative responses to overcome challenges
Page 253 of 1419
Code and title
Code and title
current version
previous version
BSBWOR502 Lead
and manage team
effectiveness
BSBWOR502B
Ensure team
effectiveness
Comments
Equivalence status
Updated to meet
Standards for
Training Packages
Equivalent unit
Title change
Links
Approved
Page 254 of 1419
Assessment Requirements for BSBWOR502 Lead and manage team effectiveness
Assessment Requirements for BSBWOR502 Lead and manage
team effectiveness
Release
Comments
Release 1








use leadership techniques and strategies to facilitate team cohesion and work outcomes
including:

encouraging and fostering shared understanding of purpose, roles and responsibilities

identifying and resolving problems

providing feedback to encourage, value and reward others

modelling desired behaviour and practices
develop policies and procedures to ensure team members take responsibility for own work
and assist others to undertake required roles and responsibilities
establish processes to address issues and resolve performance issues
support team to meet expected performance outcomes including providing formal and
informal learning opportunities as needed
develop performance plans with key performance indicators (KPIs), outputs and goals for
individuals or the team which incorporate input from stakeholders
communicate effectively with a range of stakeholders about team performance plans and
team performance
facilitate two-way flow of information between team and management relevant to team
performance
evaluate and take necessary corrective action regarding unresolved issues, concerns and
problems raised by internal or external stakeholders.
Note: if a specific volume or frequency is not stated, then evidence must be provided at least
once.
Approved
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Assessment Requirements for BSBWOR502 Lead and manage team effectiveness
Knowledge Evidence




explain
outline
explain
explain
how group dynamics can support or hinder team performance
strategies that can support team cohesion, participation and performance
strategies for gaining consensus
issue resolution strategies.
consistent performance of typical activities experienced in the industry capability - workplace
effectiveness field of work and include access to:




workplace documents
Links
Approved
Page 256 of 1419
Not applicable.
Unit Descriptor
Unit descriptor
This unit describes the performance outcomes, skills and
knowledge required to advance the collective interests of
workers and the union in the workplace, and more
generally within the community, through the identification
and development of activists.
No licensing, legislative, regulatory or certification
requirements apply to this unit at the time of endorsement.
Application of the unit
This unit applies to individuals who have knowledge of
unionism and industrial relations, and a commitment to
advancing social justice principles. They provide
leadership and guidance to workers and union members.
The unit sees the development of activists and the creation
of worker networks as an opportunity to empower
members and to provide informal education to develop
collective capacity.
Not applicable.
Pre-Requisites
Prerequisite units
Approved
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Prerequisite units
Employability skills
This unit contains employability skills.
essential outcomes of a
unit of competency.
Approved
demonstrate achievement of the element. Where bold
italicised text is used, further information is detailed in the
required skills and knowledge section and the range
statement. Assessment of performance is to be consistent
with the evidence guide.
Page 258 of 1419
ELEMENT
1. Identify commonality
of issues and needs
1.1. Canvass workplace issues with members and
potential members
1.2. Undertake analysis of issue/s
1.3. Ensure key issues in the workplace are agreed and
conform to union policies and regulations
2. Identify and develop
activists
2.1. Identify potential workplace leaders or activists
2.2. Consult members to identify activities they can
undertake
2.3. Obtain required resources and provide assistance to
support members and activists
2.4. Identify activist development needs
2.5. Ensure appropriate activities are agreed, explained
and reviewed
3. Develop networks
3.1. Identify and document aims of networks
3.2. Ensure networks are developed resourced, supported
and maintained
3.3. Ensure positive relationships are developed and
maintained with network members
3.4. Utilise networks to extend participants'
understanding of union and social justice issues
3.5. Monitor effectiveness of networks and review
against documented aims of network
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REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills


interpersonal and consultation skills to listen effectively and to ask questions
project planning skills.
Required knowledge



national, state/territory legislation and regulations relating to rights and
responsibilities of representatives and union members, and anti-discrimination
legislation especially as it pertains to employment
relevant employment agreements, including:

awards

other industrial instruments

various forms of workplace agreements
union information, such as:

legal right of entry

history (general and workplace, location and industry-specific)

current policies, priorities and activities

recruitment policies and procedures

membership information (benefits, rates and process for applying)

representation processes.
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Evidence Guide
EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and knowledge, range statement and the Assessment
Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and
evidence required to demonstrate
competency in this unit
Evidence of the following is essential:




range of skills and techniques that have led to the
empowerment of groups and individuals to advocate
for social change
demonstrated evidence in developing members and
potential activists to achieve defined aims and, where
appropriate, how networks are built
demonstrated evidence of how workplace issues were
identified including surveys, questionnaires and
interview notes
knowledge of national, state/territory legislation and
regulations relating to rights and responsibilities of
representatives and union members, and
anti-discrimination legislation especially as it
pertains to employment.
Context of and specific resources for Assessment must ensure:
assessment

access to workplace and union documents

examples from work with union members

support from union officials.
Method of assessment
A range of assessment methods should be used to assess
practical skills and knowledge. The following examples
are appropriate for this unit:








Approved
analysis of responses to case studies and scenarios
demonstration of techniques
direct questioning combined with review of
portfolios of evidence and third party workplace
reports of on-the-job performance by the candidate
observation of demonstrated techniques in resourcing
and supporting the empowerment of union members
observation of performance in role plays
observation of presentations
oral or written questioning to assess knowledge of
union information
review of analysis of issues
Page 261 of 1419
EVIDENCE GUIDE


Guidance information for
assessment
Holistic assessment with other units relevant to the
industry sector, workplace and job role is recommended,
for example:

Approved
review of documentation about the aims of networks
evaluation of identified activist development needs.
other workplace relations units.
Page 262 of 1419
Range Statement
RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different
work environments and situations that may affect performance. Bold italicised
wording, if used in the performance criteria, is detailed below. Essential operating
conditions that may be present with training and assessment (depending on the work
situation, needs of the candidate, accessibility of the item, and local industry and
regional contexts) may also be included.
Canvassing views of members and
potential members may include:



Workplace issues may include:






Analysis of issue/s may include:





Development needs might include:




Activities might include:







Aims of networks might include:




Approved
conducting a survey or questionnaire
facilitating a meeting
interviews
action or proposed action taken by
management
development of a collective bargaining claim
individual or collective grievance or dispute
occupational health and safety (OHS) issue/s
proposed legislative change
union issue, e.g. freedom of association or
access to union support
how it affects other workers
whether it is a real issue
whether it is deeply or widely felt
whether it is winnable
whether it will motivate workers
industrial relations processes
information about terms and conditions
public speaking skills
arranging a meeting
attending a meeting
becoming a delegate
collecting and distributing information
member recruitment activities
organising a petition
talking to workers
action on community issues
action on work issues
development and learning
discussion and analysis of work or
industry-specific issues
Page 263 of 1419
RANGE STATEMENT



Networks might include:





Reviews might include:






mentoring, coaching and leadership
development
provision of support to other members,
workers, equity groups and community
organisations
recruitment of members
community groups, peak bodies and other
unions
other individuals
potential union members in own or other
workplaces
union members/activists in own or other
workplaces
workplace organising committee
allocation of next task
analysis of outcomes
debriefings
identified further support requirements
recognition of achievement
workplace organising committee agenda
Unit Sector(s)
Unit sector
Competency field
Competency field
Workforce Development - Workplace Relations
Co-requisite units
Co-requisite units
Approved
Page 264 of 1419
Co-requisite units
Approved
Page 265 of 1419
Not applicable.
Unit Descriptor
Unit descriptor
knowledge required to communicate effectively with
workers on a one to one basis and in groups in order to
move them towards union membership, involvement,
collectivism and activism.
Not applicable.
Pre-Requisites
Prerequisite units
Approved
Page 266 of 1419
unit of competency.
ELEMENT
1. Build relationship
with workers
1.1. Use effective communication techniques to initiate
contact with workers
1.2. Ascertain information about workers and the
workplace
1.3. Encourage workers to communicate between
themselves
1.4. Identify barriers to union membership and activism
1.5. Undertake analyses of issues
2. Motivate workers
2.1. Make responses to workers' objections
2.2. Explain the benefits of acting collectively
2.3. Use motivational techniques
3. Make presentations
3.1. Plan venue and equipment for the presentation
3.2. Publicise presentation to target groups of workers
3.3. Present relevant information clearly, accurately and
appropriately to the needs of the workers
3.4. Utilise appropriate visual aids to enhance the
presentation
3.5. Handle workers' questions and comments
appropriately during the presentation
Approved
Page 267 of 1419
Required skills




work within organising frameworks
culturally appropriate communication skills to relate to people from diverse
backgrounds and people with diverse abilities
group presentation skills
interpersonal skills to listen effectively and to ask questions.
Required knowledge







awards and agreements
contemporary issues for workers
occupational health and safety
union campaigns
union enrolment procedures and costs
union rules, policies, practices and protocols
union services.
Approved
Page 268 of 1419
Evidence Guide
EVIDENCE GUIDE


demonstration of a range of techniques that have led
to increases in union membership or collective action
which advances the members' causes
knowledge of union rules, policies, practices and
protocols.
assessment

access to equipment for making presentations

examples of one-to-one and group communication
with workers










assessment
Approved
observation of demonstrated techniques in
communicating with workers and making
presentations
review of information ascertainedabout workers and
the workplace
evaluation of explanations of the benefits of acting
collectively
review of how presentations were publicised to target
groups of workers.
Page 269 of 1419
EVIDENCE GUIDE
for example:

Approved
Page 270 of 1419
Range Statement
RANGE STATEMENT
Effective communication
techniques may include:




Information may include:





Barriers may include:









Analyses of issues may include:





Responses may include:




Motivational techniques may
include:
Approved


active listening
building rapport
establishing own role and purpose of visit in a
way that interests the worker
initiating contact
attitudes to the union
job roles and responsibilities
number of workers
past work experience
period of employment/average length of
employment
acceptance of status quo
cost
current attitudes to unions
disempowerment
fear
lack of critical awareness
lack of understanding of unions
past experiences
time
how it affects other workers
whether it is a real issue
whether it is deeply or widely felt
whether it will motivate the worker
whether it is winnable
answering the objections
equalising the barriers or objections
exploring the barriers or objections
recognising and acknowledging that the
objection is real for that person
assisting workers to reflect on their issues
coaching and mentoring
Page 271 of 1419
RANGE STATEMENT



Visual aids may include:






exploring options for change
questioning workers about how they feel
responding empathically
computer-based presentations
flip charts and whiteboards
handouts
overhead transparencies
posters
videos
Unit Sector(s)
Unit sector
Competency field
Competency field
Co-requisite units
Co-requisite units
Approved
Page 272 of 1419
BSBWRK404A Promote equality of opportunity and fair
treatment for all workers
Not applicable.
Unit Descriptor
Unit descriptor
knowledge required to work with diversity and to promote
equality within the union and the workplace. It deals with
challenging discrimination on the basis of race, sex, sexual
orientation, disability, age and employment status.
Not applicable.
Pre-Requisites
Prerequisite units
Approved
Page 273 of 1419
unit of competency.
Approved
Page 274 of 1419
ELEMENT
1. Promote involvement
of diverse groups
1.1. Identify barriers to participation in the workplace
and the union for various groups, and develop
strategies to overcome them
1.2. Implement strategies promoting participation in the
workplace and the union
1.3. Acknowledge and respect choices, identity and
beliefs of others
1.4. Identify discriminatory language and behaviour, and
take appropriate action to extinguish them
1.5. Challenge inappropriate or discriminatory behaviour
or communications
2. Promote elimination
of discrimination
2.1. Access up-to-date information on diversity policies
and initiatives
2.2. Identify equal opportunity strategies and/or diversity
initiatives for inclusion in agreements and policies
2.3. Advise workers on how to achieve a fair
non-discriminatory work environment
2.4. Refer workers to appropriate sources of information
and support where there are instances of
discrimination
2.5. Evaluate effectiveness of strategies to foster equality
of opportunity and to make recommendations for
improvements
2.6. Encourage reasonable adjustments to workplaces,
equipment and procedures
3. Access and review
policies to promote
equality and fair
treatment
3.1. Access relevant policies
3.2. Review and update policies to take account of
diversity and to promote equality and fair treatment
3.3. Make recommendations according to union
procedures
Approved
Page 275 of 1419
Required skills



backgrounds and people with diverse abilities
negotiation skills
self-awareness and self management skills.
Required knowledge



composition of the workforce, including:

age

gender

cultural background
relevant legislation, codes of practice and national standards in the areas of sexual
harassment, equal opportunity, industrial relations and disability
role and responsibilities of established bodies that cover discrimination, such as:

human rights and equal opportunity commissions/tribunals

industrial relations commissions/tribunals

disability discrimination agencies

national and international agencies that could provide information, such as legal
advice.
Approved
Page 276 of 1419
Evidence Guide
EVIDENCE GUIDE


demonstrated evidence of actively working to
promote equality of opportunity and representation
within the workplace and the union; including
reviewing policies and developing strategies to
promote equality of opportunity and fair treatment
for all workers
knowledge of relevant legislation, codes of practice
and national standards in the areas of sexual
harassment, equal opportunity, industrial relations
and disability.
assessment












Approved
challenging discrimination
oral or written questioning to assess knowledge of the
roles and responsibilities of established bodies that
cover discrimination
assessment of action taken to extinguish
discriminatory language and behaviour
review of documentation outlining reasonable
adjustments to workplaces, equipment and
Page 277 of 1419
EVIDENCE GUIDE

assessment
for example:

Approved
procedures
review of recommendations made to policies to
promote equality and fair treatment.
Page 278 of 1419
Range Statement
RANGE STATEMENT
Choices, identity and beliefs of
others may include:







Sources of information and
support may include:







Reasonable adjustments are:
Union procedures could include:
a requirement of legislation and government
policy to ensure that all people are treated
equally in their employment and training, as far
as is reasonably possible

committee structures within a union
committee structures within a workplace
informal/formal activist networks
provisions in workplace agreements, policies
and memoranda or deeds
rules and regulations for seeking endorsement
of union policies
workplace custom and practice




community advocacy organisations with
specific expertise related to equity group
members and issues
discrimination and equal opportunity bodies,
and industrial tribunals for handling cases of
discrimination
human rights and equal opportunity
tribunals/commissions
industrial relations commissions/tribunals
legal advisors
senior union officials
union policies


Approved
cultural identity
disabilities of all types
gender
history, issues and culture of Indigenous
peoples
race/ethnicity
religion
sexual orientation
Page 279 of 1419
Unit Sector(s)
Unit sector
Competency field
Competency field
Co-requisite units
Co-requisite units
Approved
Page 280 of 1419
Not applicable.
Unit Descriptor
Unit descriptor
knowledge required to effectively participate in the process
of bargaining to establish collective agreements that
maintain and promote rights and conditions for union
members.
Individuals who perform this task of bargaining will be
generally working with union staff in advocating
members' interests in the development of collective
agreements.
Not applicable.
Pre-Requisites
Prerequisite units
Approved
Page 281 of 1419
Prerequisite units
unit of competency.
Approved
Page 282 of 1419
ELEMENT
1. Develop and promote
a bargaining agenda
and environment
1.1. Implement organising strategies to build
membership, involvement and power in the
workplace
1.2. Explain steps in bargaining an agreement to
members
1.3. Discuss merits and benefits of bargaining
1.4. Consult members in defining a bargaining agenda
1.5. Ensure initial claims or content for a new agreement
are discussed and agreed with members
2. Involve membership
in bargaining
processes
2.1. Plan activities that involve membership in support of
union claims
2.2. Support members in workplace activities
2.3. Advise members of employer's response and provide
members with opportunities to comment and provide
input
2.4. Obtain final approval from union and membership
or recommence negotiations or withdraw from
bargaining process
3. Implement agreement
3.1. Provide members with feedback on final outcomes
and/or access to final copies of the agreement
3.2. Evaluate bargaining campaign and set processes in
place to monitor implementation of the agreement
3.3. Check the workplace for compliance with the
agreement
Approved
Page 283 of 1419
Required skills




communication skills to consult with union members and to ensure agreement and
support for planned actions and strategies
democratic decision making skills
organising skills to prepare for and implement an effective bargaining process
innovation skills to find meaningful ways to deal with a wide range of member
issues.
Required knowledge




bargaining theory and practices
legislative framework for the bargaining process
relevant policies and procedures
relevant precedents and previous decisions.
Approved
Page 284 of 1419
Evidence Guide
EVIDENCE GUIDE



proposed agreement with accompanying
documentation and/or explanation of how union
members were involved in the process, how the
agreement was presented to the employer and what
their response was, and how bargaining was practiced
to achieve endorsement and support for the outcome
critical evaluation of the bargaining process and how
it could be enhanced
knowledge of bargaining theory and practices.
assessment

actual or proposed agreement and accompanying
documents used to plan for the agreement and present
it to the employer

documents developed in the course of the bargaining
process.





assessment
for example:

Approved
review of activities planned to involve membership
in support of union claims
review of feedback provided to members on final
outcomes and/or access provided for members to
final copies of the agreement.
Page 285 of 1419
Range Statement
RANGE STATEMENT

An agreement may include:

Workplace activities may include:




agreements around specific issues such as
hours of work, breaks, rosters, treatment of
workers and access to training
workplace agreements
protected industrial action
surveys and petitions
union newsletters and memos
workplace or other meetings
Unit Sector(s)
Unit sector
Competency field
Competency field
Co-requisite units
Co-requisite units
Approved
Page 286 of 1419
Approved
Page 287 of 1419
Not applicable.
Unit Descriptor
Unit descriptor
knowledge required to effectively provide advice to union
members about their industrial and employment rights.
Not applicable.
Pre-Requisites
Prerequisite units
Approved
Page 288 of 1419
unit of competency.
ELEMENT
1. Identify information
about members'
rights
1.1. Select and utilise appropriate methods for gathering
information from members
1.2. Gather information from members in a sensitive way
1.3. Identify and access sources of information which
impact on a member's rights
1.4. Utilise effective communication techniques
2. Interpret information
about members'
rights
2.1. Interpret information within a legal, industrial and
workplace context
2.2. Take account of relevant precedents, the member's
expectations, and relevant cultural factors such as
gender, ethnicity or the workplace
2.3. Seek union clarification of information if necessary
3. Provide information,
advice and support to
members
3.1. Provide members with accurate information
3.2. Identify options and recommend action in
accordance with union policies and procedures
3.3. Identify opportunities to involve other
members/employees in the issue
3.4. Make referrals to specialist services where
appropriate
Approved
Page 289 of 1419
Required skills


analytical and research skills to gather and utilise information about legislation,
awards, agreements and other relevant industrial instruments
backgrounds and people with diverse abilities.
Required knowledge






common law rights and obligations
decisions and actions of regional, national and international union bodies or other
unions
national, state/territory legislation relating to industrial relations, vocational
education and training, occupational health and safety (OHS), discrimination and
equal employment opportunity
precedents for similar issues/matters
relevant employment agreements, awards and terms, and conditions of employment
union policies and procedures.
Approved
Page 290 of 1419
Evidence Guide
EVIDENCE GUIDE


demonstration of a range of examples where union
members have been provided with accurate
information about the union, relevant legislation,
awards and worker entitlements
knowledge of relevant employment agreements,
awards and terms, and conditions of employment.
assessment











assessment
for example:

Approved
observation of demonstrated techniques in speaking
to workers about union matters
decisions and actions of regional, national and
international union bodies or other unions
review of methods used to gather information from
members
review of information provided to members.
Page 291 of 1419
Approved
Page 292 of 1419
Range Statement
RANGE STATEMENT
Appropriate methods may include:




Sources of information may
include:




techniques refers to:






Opportunities to involve other
members may include:





Specialist services may involve:




documents and other information
interviews in the workplace or elsewhere
surveys
workplace organising committee meetings
awards, agreements, legislation or common
law
grievances or disputes process
union and workplace policies
workplace precedents
active listening
analysing and summarising
body language
interpersonal and language style
plain English
questioning (use of open or closed questions)
attending a meeting
involvement in a workplace election
joining a workplace organising committee
participating in a workplace activity, e.g.
drafting a pamphlet
participating in an OHS or other committee
referral to a counselling or
conciliation/mediation service
referral to a senior union officer
referral to legal counsel
relevant agency or tribunal, e.g. industrial
relations tribunal
Unit Sector(s)
Approved
Page 293 of 1419
Unit sector
Competency field
Competency field
Co-requisite units
Co-requisite units
Approved
Page 294 of 1419
Not applicable.
Unit Descriptor
Unit descriptor
knowledge required to effectively participate in
negotiations either as an individual or as a member of a
negotiating team.
The unit relates to the negotiation of a range of issues for
workers, such as terms and conditions of employment,
awards and agreements, workplace safety and industrial
matters.
Not applicable.
Pre-Requisites
Prerequisite units
Approved
Page 295 of 1419
Prerequisite units
unit of competency.
Approved
Page 296 of 1419
ELEMENT
1. Prepare for
negotiations
1.1. Encourage members to raise issues and matters of
concern
1.2. Analyse the presenting issue and obtain additional
information from members and others, if required
1.3. Identify the purpose and objectives of the
negotiation and verify the claim, including top- and
bottom-line positions, in consultation with members
1.4. Identify and establish priorities for the negotiation
1.5. Undertake research to develop a position which is
assessed for strengths and weaknesses, takes account
of member views and is assessed against relevant
policies
1.6. Identify main arguments, predict opponent's
arguments and consider consequences of not
reaching agreement
1.7. Select a negotiation style and make decisions on
how to present the position
2. Participate in
negotiations
2.1. Assign roles for negotiators, fully brief all
participants and gain support from all relevant
parties for an agreed approach to the negotiations
2.2. Clearly state relevant facts to the issue presented in
the negotiation and explain the strength of the agreed
position
2.3. Identify relevant precedents and supporting
arguments
2.4. Identify all negotiating positions and alternative
offers
2.5. Utilise effective communication techniques and
techniques for dealing with conflict and deadlocks
2.6. Monitor discussions, take notes and fully explore
options consistent with objectives/policies
2.7. Seek adjournments where appropriate and take time
to consult with others where required
2.8. Confirm agreed position or outcome in writing
3. Finalise and monitor
outcomes of
negotiations
3.1. Confirm agreement with the relevant authority,
document the agreement and file appropriately
3.2. Report to members on outcomes of the negotiations
3.3. Put mechanisms in place to ensure agreement is
implemented and implementation is monitored
3.4. Debrief negotiating participants and take follow-up
Approved
Page 297 of 1419
ELEMENT
action if required
3.5. Evaluate effectiveness of negotiation against
objectives and relevant policies
Required skills




analytical and research skills to ensure proper preparation for negotiations
communication skills to negotiate effectively
innovation skills to find meaningful ways to deal with a wide range of member
issues
problem-solving skills to find ways to deal with blocks to negotiation.
Required knowledge






common law rights and obligations
decisions and actions of regional, national and international union organisations
and councils
precedents for similar issues/matters
relevant employment agreements, awards and terms, and conditions of employment
relevant legislation relating to industrial relations, vocational education and
training, occupational health and safety, discrimination and equal employment
opportunity
relevant policies and procedures.
Approved
Page 298 of 1419
Evidence Guide
EVIDENCE GUIDE



demonstration of negotiations on a range of industrial
and other relevant issues, with various stakeholders
preparation of relevant documents to support
effective negotiations
knowledge of precedents for similar issues/matters.
assessment

access to a range of scenarios relevant to the work of
the candidate

suitable environment for re-enacting negotiations.










assessment
for example:

Approved
negotiation
relevant policies and procedures
review of position developed for the negotiation
review of notes taken and options explored during the
negotiation
evaluation of reports to members on outcomes of the
negotiations.
Page 299 of 1419
Approved
Page 300 of 1419
Range Statement
RANGE STATEMENT
Purpose and objectives of the
negotiation may relate to:







Negotiation style may be:




Relevant precedents could
include:




techniques refers to:




Techniques for dealing with
conflict and deadlocks may
include:






roles and responsibilities
settlement of claims
skills and training issues
terms and conditions of a contract
terms and conditions of employment
workplace health and safety issues
assertive
collaborative
competitive
subordinate
industrial or legal decision/s and
interpretations
issues at common law
other workplace/industry disputes and
agreements
statutory and industrial rights and conditions
active listening
body language
interpersonal and language style
questioning (use of open or closed questions)
calling in a third party
clarifying the position of both parties
notifying and undertaking industrial action
preparing a compromise or alternate position
referring back and consulting with members
restating or reframing the position
Unit Sector(s)
Approved
Page 301 of 1419
Unit sector
Competency field
Competency field
Co-requisite units
Co-requisite units
Approved
Page 302 of 1419
Release
Comments
Release 1
Application
This unit describes the skills and knowledge required to prepare for and participate in a
dispute resolution process.
It applies to individuals who work in a support position to assist in dealing with conflicts and
issues.
publication.
Unit Sector
Workforce Development – Workplace Relations
Approved
Page 303 of 1419
ELEMENT
essential outcomes.
1. Prepare for dispute
resolution
1.1 Establish facts and issues surrounding the dispute
1.2 Analyse key strengths and weaknesses of own and opposing
case
1.3 Determine and analyse dispute resolution process to be applied
1.4 Identify evidence that can be used to support own case
1.5 Make an assessment of realistic and achievable outcomes and
agree on objectives for participating in the processes
1.6 Develop an appropriate strategy to deal with the dispute
through agreed or established processes
1.7 File appropriate documentation in accordance with agreed
procedure and/or tribunal requirements
2. Participate in dispute
resolution processes
2.1 Present an outline of position to support own case and respond
to and/or rebut opposing arguments
2.2 Identify common areas of agreement, seek to minimise areas of
disagreement and achieve an outcome that aligns with own
objective/s
3. Reach an outcome to
dispute resolution
3.1 Use communication techniques to put forward options for
dispute resolution
3.2 Seek agreement on identified options consistent with own
objectives
3.3 Consult with appropriate parties over authority to reach
agreement on particular options
3.4 Refer to appropriate tribunal/person in accordance with dispute
resolution process, where agreement cannot be reached
3.5 Clarify agreement or withdraw from dispute resolution process
4 Evaluate and review
outcome against
objectives
4.1 Report back to relevant personnel
4.2 Review outcome with relevant personnel against objectives
4.3 Review dispute resolution processes for effectiveness
Approved
Page 304 of 1419
Foundation Skills
Skill
Performance
Description
Criteria
Reading
1.1-1.5, 2.1, 2.2, 3.5,
4.2, 4.3

Writing
1.1, 1.2, 1.4, 1.5,
1.7, 2.1, 3.1-3.4,
4.1-4.3


Gathers, interprets and analyses relevant information
from a wide range of sources to inform negotiations,
clarify preparation process and review documented
outcomes
Documents outcomes and discussions using industry
relevant terminology
Prepares documentation expressing ideas and
exploring complex issues that is constructed logically,
succinctly and accurately
Oral
1.1, 1.3-1.5, 2.1, 2.2,
Communication 3.1-3.5, 4.1, 4.2

Engages in complex oral interactions using active
listening and questioning techniques
Navigate the
world of work

Takes personal responsibility for following explicit
and implicit policies, procedures and legislative
requirements
Identifies and acts on issues that contravene relevant
policies, procedures or legal requirements
1.6, 1.7, 3.4

Interact with
others
1.1, 1.5, 2.1, 2.2,
3.1-3.3, 4.1-4.3



Get the work
done
1.1-1.7, 2.1, 2.2, 3.2,
3.4, 3.5, 4.2



Approved
when communicating with clients and co-workers in a
range of work contexts
Reflects on conflict resolution process and outcomes to
improve skills and understanding
Recognises behaviours and triggers that contribute to
conflict and implements strategies to moderate conflict
prioritising complex tasks for efficient and effective
outcomes
Recognises and addresses complex problems involving
multiple variables
Makes a range of critical and non-critical decisions in
relatively complex situations.
Page 305 of 1419
Code and title
Code and title
current version
previous version
BSBWRK409
Prepare for and
participate in dispute
resolution
BSBWRK409A
Prepare for and
participate in dispute
resolution
Comments
Equivalence status
Updated to meet
Standards for
Training Packages
Equivalent unit
Links
Approved
Page 306 of 1419
Assessment Requirements for BSBWRK409 Prepare for and participate in dispute resolution Date this document was generated: 2 June
2016
Assessment Requirements for BSBWRK409 Prepare for and
participate in dispute resolution
Release
Comments
Release 1



document at least one case relating to an individual grievance, workplace dispute or
related matter which includes:

supporting evidence of how facts were gathered and analysed

a description of the process that occurred to achieve a resolution

a review of the process
analyse roles of parties involved in at least one dispute, and effectiveness of strategies
used in the dispute resolution
report on outcomes of at least one example of a dispute process.
once.
Knowledge Evidence





outline relevant industrial relations legislation or regulations
describe relevant policies and procedures
identify key entities in the current Australian industrial relations system
explain relevant common law rights and obligations
identify sources of expert advice.
Approved
Page 307 of 1419
Assessment Requirements for BSBWRK409 Prepare for and parti cipate in dispute resolution Date this document was generated: 2 June
2016
consistent performance of typical activities experienced in the workforce development –
workplace relations field of work and include access to:





awards and enterprise bargaining agreements
Links
Approved
Page 308 of 1419
Not applicable.
Unit Descriptor
Unit descriptor
knowledge required to coordinate and undertake major
research projects on behalf of the union. It covers planning
research, coordinating and undertaking the research
process, managing information systems, compiling reports
and evaluating the research process.
This unit applies to individuals with a well established,
sound theoretical knowledge base in unionism and
industrial relations who provide leadership to members
and staff in the union workplace. They carry high levels of
responsibility and work at a senior level in the
organisation.
Not applicable.
Pre-Requisites
Prerequisite units
Approved
Page 309 of 1419
unit of competency.
Approved
Page 310 of 1419
ELEMENT
1. Plan and implement a
project plan to
undertake research
activities
1.1. Define and agree research project objectives and
timeframes
1.2. Plan research process and implement in accordance
with union policies and procedures
1.3. Ensure agreed project phases, approval and review
points are implemented to accommodate all project
management function requirements
1.4. Evaluate research process and report in relation to
established project baselines to provide appropriate
measures of performance
2. Coordinate and
undertake the
research process
2.1. Define information needs based on work objectives
and organisational requirements
2.2. Identify and allocate appropriate resources
2.3. Allocate tasks to identified staff and gain support for
the project
2.4. Develop strategies to acquire required information
2.5. Communicate the methods and aims of the research
clearly
2.6. Research information in a timely and thorough way
and within resource allocation
2.7. Monitor progress of research project and adjust to
respond to internal and external factors
3. Analyse information
and apply the results
of analysis
3.1. Ensure specialist data and information is collected,
consolidated and analysed to recommend outcomes
and to advise trends to senior staff
3.2. Develop appropriate analytical techniques and
processes, and apply to information in order to
achieve defined objectives and meet requirements
3.3. Analyse information to identify facts, issues,
patterns, interrelationships and trends
3.4. Undertake all work in a timely manner and meet
defined standards of the union
4. Manage information
systems
4.1. Maintain information systems so that data and
system integrity is guaranteed
4.2. Maintain a range of standard and complex
information systems and applications in accordance
with organisational standards
4.3. Integrate information in a timely and coherent
manner
Approved
Page 311 of 1419
ELEMENT
5. Compile reports from
information analysis
5.1. Use the findings from the analysis to provide advice
and to develop policies and solutions which meet
5.2. Ensure reporting of results from analysis of
information includes predictions, assumptions and
constraints
5.3. Ensure reporting of results and analysis of
information is logically sequenced, concise and clear
6. Evaluate the research
process
6.1. Identify and communicate criteria for evaluating the
effectiveness of research project and phases
6.2. Implement and monitor key measurements to
evaluate the effectiveness of research processes
6.3. Debrief all staff involved in research project on
progress and outcomes
6.4. Use appropriate strategies to ensure project
outcomes are used effectively
Required skills




high level research and analytical skills
project management skills
technology skills to store data and to manage information
well developed writing skills.
Required knowledge



regional, national and international legislation and regulations relating to industrial
relations, occupational health and safety (OHS), vocational education and training,
equal opportunity and discrimination, trade practices
industry knowledge
union policies and procedures.
Approved
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Evidence Guide
EVIDENCE GUIDE



documented research project plan, with research
objectives, and the outcomes of the research project
which meet the stated objectives
examples of how information and data in the union is
effectively gathered and managed
knowledge of the industry/s involved in the research.
assessment

access to a range of research documentation

access to systems for gathering and storing data and
information.






assessment
for example:

Approved
review of agreedresearch project objectives and
timeframes
union policies and procedures
assessment of written reports
review of strategies developed to acquire required
information
evaluation of how the methods and aims of the
research were communicated.
Page 313 of 1419
Range Statement
RANGE STATEMENT
Research projects could involve:




Strategies could include:





Specialist data and information
could include:






Information systems may involve:
Approved

analysis of industry specific trends, statistics
and issues
comparative national and international
developments
information and analysis needed to develop a
campaign, strategic plan, industry or sector
plan and strategy, or to bargain effectively with
employers
information and analysis to conduct a strategic
comprehensive corporate or community
campaign
commissioned research
computer- or web-based research
establishing expert or pre-eminent opinions
joint/collaborative work with academics,
economists, social researchers, political parties,
international agencies and industry groups
use of focus groups, polls and surveys
information for a specific cultural or gender
perspective
information, research and data in relation to
corporations and inter-related bodies and
connections within an industry and the
economy
labour market, industry and employment
statistics and related research
OHS statistics and related research
political and community polling around
specific policy issues
vocational education and training statistics and
related research
databases and the use of spreadsheets, graphs,
trend and time series, and mathematical
equations
Page 314 of 1419
Unit Sector(s)
Unit sector
Competency field
Competency field
Co-requisite units
Co-requisite units
Approved
Page 315 of 1419
Minor additions resulting in a version upgrade, and changes to reference to units throughout
CPP07.
Unit Descriptor
This unit of competency specifies the outcomes required to monitor and manage the access
and exit of persons and vehicles from premises. It requires the ability to manage people,
inspect baggage and vehicles, and manage vehicular traffic.
This unit may form part of the licensing requirements for persons engaged in security
operations in those states and territories where these are regulated activities.
This unit of competency has wide application in the security industry in those roles involving
operational activities. Competency requires legal and operational knowledge applicable to
relevant sectors of the security industry. The knowledge and skills described in this unit are to
be applied within relevant legislative and organisational guidelines.
Refer to Unit Descriptor
Pre-Requisites
Not applicable.
Elements describe the Performance criteria describe the required performance needed to
essential outcomes of a demonstrate achievement of the element. Where bold italicised text
unit of competency.
is used, further information is detailed in the required skills and
knowledge section and/or the range statement. Assessment of
performance is to be consistent with the evidence guide.
Approved
Page 316 of 1419
1
2
3
Manage people.
Inspect baggage
and vehicles.
Manage vehicular
traffic.
Approved
1.1
Applicable provisions of legislative and organisational
requirements relevant to assignment instructions are
identified and complied with.
1.2
Identification documentation of persons entering
premises is verified in accordance with organisational
procedures.
1.3
Entry validations are issued and collected in accordance
with organisational procedures.
1.4
Incidents are responded to in accordance with
assignment instructions and approved procedures.
1.5
Appropriate interpersonal techniques are used and
personal presentation is maintained in accordance with
2.1
Inspections of baggage and vehicles are carried out in
accordance with assignment instructions and
organisational procedures.
2.2
Refusals to inspection requests are reported immediately
to relevant persons.
2.3
Prohibited and hazardous items are dealt with in
accordance with Occupational Health and Safety
(OHS) guidelines and organisational procedures.
2.4
Items found during inspection procedures are recorded
and reported to relevant persons in accordance with
3.1
Vehicle entry validations are checked, issued and
collected in accordance with assignment instructions.
3.2
Incidents which infringe or breach assignment
instructions are reported to appropriate persons.
3.3
Vehicles carrying dispatched product are checked
against relevant documentation.
3.4
Incoming vehicles are directed to appropriate unloading
or parking areas in accordance with site requirements.
Page 317 of 1419
4
Manage access
control systems.
Approved
4.1
Access control systems are managed and monitored in
accordance with assignment instructions.
4.2
Access control systems are operated in accordance with
manufacturer’s instructions.
4.3
Access control systems are activated and deactivated in
4.4
Indications of unauthorised entry is promptly identified
and responded to in accordance with approved
procedures.
4.5
Relevant documentation is completed and securely
maintained in accordance with organisational
procedures.
Page 318 of 1419
This section describes the skills and knowledge and their level required for this unit.
Required skills












communicate effectively with people from different social, cultural and ethnic
backgrounds and of varying physical and mental abilities
communicate using clear and concise language
conduct an inspection of baggage, vehicles and loads
determine response appropriate to security risk situation
direct vehicular traffic
maintain goodwill and professionalism when dealing with incidents
monitor and control access to premises
present a professional image to members of the public and colleagues
recognise suspicious behaviour
record and report information
select and use equipment appropriate to the security operation
verify identification and authority of vehicles and persons entering premises.
Required knowledge















approved communication terminology and codes and signals
communication channels
confiscation procedures
emergency and evacuation procedures
legal provisions relating to powers of arrest and ‘use of force’ guidelines
limits of own responsibility and authority
operational principles and features of access control systems
operational principles of security and communications equipment
premises layout and access points
premises security procedures
principles of effective communication including interpersonal techniques
procedures for dealing with contingency measures such as incidents involving forced
entry or exit from premises
procedures to handle dangerous goods
reporting and documentation procedures
types of identification and authority required to confirm entry to premises.
Approved
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Evidence Guide
The evidence guide provides advice on assessment and must be read in conjunction with the
Critical aspects for
assessment and
evidence required to
demonstrate
competency in this
unit
A person who demonstrates competency in this unit must be able to
provide evidence of:






completing, processing and maintaining documentation
identifying and complying with legal, procedural and site
access requirements
identifying prohibited and dangerous items and take necessary
response actions
operating a range of access control systems, security and
communications equipment
using effective communication techniques to give clear and
accurate information in a form which is preferred and
understood by the receiver and engages minority groups
verifying and controlling authorised access and exit of persons,
vehicles and dispatched goods to and from premises.
Context of and specific Context of assessment includes:
resources for

a setting in the workplace or environment that simulates the
assessment
conditions of performance described in the elements,
performance criteria and range statement.
Resource implications for assessment include:





access to plain English version of relevant statutes and
procedures
access to a registered provider of assessment services
access to a suitable venue and equipment
assessment instruments including personal planner and
assessment record book
work schedules, organisational policies and duty statements.
Reasonable adjustments must be made to assessment processes
where required for people with disabilities. This could include
access to modified equipment and other physical resources, and the
provision of appropriate assessment support.
Method of assessment This unit of competency could be assessed using the following
methods of assessment:


Guidance information
for assessment
Approved
observation of processes and procedures
questioning of underpinning knowledge and skills.
Assessment processes and techniques must be culturally
appropriate and suitable to the language, literacy and numeracy
Page 320 of 1419
capacity of the candidate and the competency being assessed. In all
cases where practical assessment is used, it should be combined
with targeted questioning to assess the underpinning knowledge.
Oral questioning or written assessment may be used to assess
underpinning knowledge. In assessment situations where the
candidate is offered a choice between oral questioning and 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.
Range Statement
The range statement relates to the unit of competency as a whole. It allows for different work
environments and situations that may affect performance. Bold italicised wording, if used in
the performance criteria, is detailed below. Essential operating conditions that may be present
with training and assessment (depending on the work situation, needs of the candidate,
accessibility of the item, and local industry and regional contexts) may also be included.
Legislative
requirements may relate
to:













Approved
apprehension and powers of arrest
Australian standards and quality assurance requirements
counter-terrorism
crowd control and control of persons under the influence of
intoxicating substances
disability
force continuum, use of force guidelines
general ‘duty of care’ responsibilities
inspection of people and property, and search and seizure of
goods
licensing or certification requirements
privacy and confidentiality
relevant commonwealth, state, and territory legislation, codes
and national standards for:

anti-discrimination

cultural and ethnic diversity

environmental issues


industrial relations

OHS
trespass and the removal of persons.
Page 321 of 1419
Organisational
requirements may relate
to:
















Assignment
instructions may
include:







Identification
documentation may
include:




Persons may include:







Incidents may include:







Approved
access and equity policies, principles and practices
business and performance plans
client service standards
code of conduct, code of ethics
communication and reporting procedures
complaint and dispute resolution procedures
employer and employee rights and responsibilities
OHS policies, procedures and programs
own role, responsibility and authority
personal and professional development
privacy and confidentiality of information
quality assurance and continuous improvement processes and
standards
resource parameters and procedures
roles, functions and responsibilities of security personnel
storage and disposal of information.
assignment objectives and timeframes
instructions from supervisor
personal presentation requirements
reporting and documentation requirements
resource and equipment requirements
specific client requirements
work tasks and procedures.
ID cards or paperwork
letters of authority
temporary passes
work permits.
contractors
delivery persons
demonstrators
employees
repair persons
sales representatives
visitors.
aggressive or abusive behaviour by visitors
complaints
forced entry
mislaid or forgotten pass
non-compliance with entry requirements
refusal to show pass
unauthorised entry or exit of persons
Page 322 of 1419

Interpersonal
techniques may
involve:














Relevant persons may
include:




Occupational Health
and Safety (OHS)
guidelines may relate
to:







Access control systems
may include:








Indications of
unauthorised entry
may include:






Documentation may
Approved

using a pass belonging to someone else.
active listening
being non-judgemental
being respectful and non-discriminatory
constructive feedback
control of tone of voice and body language
culturally aware and sensitive use of language and concepts
demonstrating flexibility and willingness to negotiate
effective verbal and non-verbal communication
maintaining professionalism
providing sufficient time for questions and responses
reflection and summarising
two-way interaction
use of plain English
use of positive, confident and cooperative language.
clients
colleagues
emergency services personnel
supervisor.
controlling and minimising risks
correct manual handling including shifting, lifting and carrying
environmental and conservation requirements
first aid
handling hazardous materials and dangerous goods
identifying and reporting hazards and risks
knowledge of emergency and evacuation procedures.
card entry systems
computerised entry systems
keypads and key tag systems
photo-ID cards
proximity card readers
security turnstiles
swipe cards
traffic barriers eg boom gates.
alarm activation
CCTV monitor
ladders or other climbing aids
signs of forced entry
unusual lights
unusual sounds.
activity reports
Page 323 of 1419
include:




incident reports
vehicle and personnel movements
visitor logs
visitor passes.
Unit Sector(s)
Competency field
Operations
Unit sector
Security
Custom Content Section
Not applicable.
Approved
Page 324 of 1419
Not Applicable
Unit Descriptor
Unit descriptor
This unit of competency specifies the outcomes required to
maintain the security of premises and property. It requires
the ability to conduct security patrols for a range of sites as a
component of a complete zone, and the ability to respond to
alarm activations as well as to conduct risk assessment to
identify abnormal safety or security concerns.
This unit may form part of the licensing requirements for
persons engaged in security operations in those states and
territories where these are regulated activities.
Application of the
unit
This unit of competency has wide application in the security
industry in those roles involving operational activities.
Competency requires legal and operational knowledge
applicable to relevant sectors of the security industry. The
knowledge and skills described in this unit are to be applied
within relevant legislative and organisational guidelines.
Pre-Requisites
Not Applicable
Approved
Page 325 of 1419
Elements describe the Performance criteria describe the required performance
essential outcomes of a needed to demonstrate achievement of the element. Where
unit of competency.
bold italicised text is used, further information is detailed in
the required skills and knowledge section and/or the range
statement. Assessment of performance is to be consistent with
the evidence guide.
Approved
Page 326 of 1419
ELEMENT
1 Prepare for patrol. 1.1 Applicable provisions of legislative and organisational
requirements relevant to patrol operations are identified
and complied with.
1.2 Patrol tasks and other assignment instructions are
obtained and verified with relevant persons.
1.3 Resource and equipment requirements are confirmed and
organised in accordance with organisational procedures.
1.4 Equipment is checked for operational effectiveness and
faults or damage reported in accordance with
1.5 Personal dress and presentation is maintained at all times
to professional standards and assignment requirements.
2 Monitor premises
and property.
2.1 Patrol is conducted in accordance with site patrol
schedules, routes and assignment instructions.
2.2 Systematic personal safety checks are conducted on a
regular basis.
2.3 Security systems are operated and maintained in
2.4 Security status of the premises and property is monitored
and maintained in accordance with assignment
instructions.
2.5 Communication channels and processes are used to
maintain communication with relevant persons through
duration of the assignment.
3 Identify and
respond to
security risk
situation.
3.1 Potential security risks are identified and assessed for
degree of risk to self, others, property and premises.
3.2 Response is formulated and carried out within scope of
own role, competence and authority.
3.3 Requirements for assistance are identified and sought
from relevant persons.
3.4 Changing circumstances are monitored and responses are
adjusted as required to maintain security.
3.5 Relevant documentation is completed and securely
maintained with due regard to confidentiality in
accordance with organisational procedures.
Approved
Page 327 of 1419
Required skills













communicate using appropriate channels and communication codes and signals
identify and comply with applicable legal and procedural requirements including
licensing requirements
identify and comply with security incident response procedures
identify risk factors and assess degree of risk
identify support and assistance requirements
interpret alarm signals and respond accordingly
operate and maintain a vehicle
operate security and communications equipment
record, report and document information
relate to people from a range of social, cultural and ethnic backgrounds and of
varying physical and mental abilities
select and use appropriate equipment appropriate to the security task.
Required knowledge


















applicable legislative provisions relevant to personal safety, traffic regulations and
surveillance activities
applicable licensing requirements for mobile and static patrols
communication channels, codes and signals
difference between procedures for mobile and static patrols
first aid procedures and processes for their application
general emergency and evacuation procedures
indicators or signs of personal stress and strategies to control
legal provisions relating to powers of arrest and 'use of force' guidelines
observation and monitoring techniques
operational principles of basic security and alarm systems, communications and
protective equipment
phonetic alphabet
premises layout and access points appropriate to assignment
procedures and requirements for documenting security incidents
procedures for conducting zoned mobile patrols
procedures for responding to multiple alarm activations
types of security situations which may be encountered during patrol operations and
appropriate responses.
Approved
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Evidence Guide
EVIDENCE GUIDE
assessment and
demonstrate






Context of and specific
resources for
assessment
complying with applicable legislation and procedural
requirements and assignment instructions in the conduct of
mobile and static patrols
conducting a mobile patrol across a complete zone and
responding effectively to numerous alarm activations
observing and monitoring premises and property and
identifying, assessing and responding appropriately to security
risk situations
operating and maintaining basic security and communications
equipment
using effective communication techniques to give clear and
accurate information in a form which is preferred and
understood by the receiver and which engages minority groups
completing security patrol including processing relevant
documentation and monitoring effects of stress on self.
Context of assessment includes:






procedures
Approved
Page 329 of 1419
This unit of competency could be assessed using the following


for assessment
Range Statement
RANGE STATEMENT
Legislative
requirements may
relate to:










Approved
counter-terrorism
crowd control and control of persons under the influence
of intoxicating substances
general 'duty of care' responsibilities
inspection of people and property, and search and seizure
of goods
relevant commonwealth, state and territory legislation,
codes and national standards for:
Page 330 of 1419




Organisational
requirements may
relate to:
















Patrol may be:


Patrol tasks may
include:







Assignment
instructions may
Approved


anti-discrimination





Occupational Health and Safety (OHS)
trespass and the removal of persons
use of restraints and weapons:

batons

firearms

handcuffs

spray.
quality assurance and continuous improvement processes
and standards
on foot
mobile using a vehicle.
alarm responses
external inspections
incident responses
internal and external patrol of premises
observation and monitoring of premises and property
route finding and location identification
site escorts.
assignment purpose and objective
assignment tasks and procedures
Page 331 of 1419
include:










include:






Resources and
equipment may
include:










Security systems may
include:



Communication
channels and
processes may relate
to:





Approved
assignment timeframe
client identification information
incident and security risk response procedures
patrol sites or zone
personal protection equipment
premises location and layout
travel routes and schedules
vehicle, resource and equipment requirements.
clients
colleagues
emergency services personnel and agencies
members of the public
security personnel
supervisor.
communication equipment

earpiece

pager

portable and mounted two-way radio

telephone and mobile phone
data or GPS (Global Positioning System) terminals
locks
maps
patrol call recording equipment
pen and security notebook
security equipment

electronic screening equipment

video cameras and monitors
torch
transport.
card-operated electronic access control systems
electronic keypad operated intruder alarm systems
locks and keys including key security systems and
procedures.
direct line supervision paths
established communication protocols
formal communication pathways
lateral supervision paths
organisational communication networks
Page 332 of 1419
Security risks may
relate to:

verbal and non-verbal communication procedures eg
pro-words, phonetic alphabet, call signs, coded messages,
use of abbreviations, hand signals.

breaches of law eg criminal damage, offences against
people, public order, misuse of drugs and alcohol
emergencies eg fire, scenes of crime, accidents
hazards eg physical, chemical, electrical, psychological,
biological
threats eg bombs, sabotage, assassination.
checking identification
defusing the situation
evacuating the premises
isolating area of potential risk
isolating risk
issuing verbal warnings
notifying relevant emergency services agencies
offering assistance
provision of first aid
request for support and assistance
restraint of person
tactical withdrawal
use of basic defensive techniques
use of negotiation techniques.
activity logs
incident reports
request for assistance forms
security risk and incident details
written and electronic reports.




Response may
involve:














Documentation may
include:





Unit Sector(s)
Unit sector
Security
Competency field
Competency field
Approved
Operations
Page 333 of 1419
Approved
Page 334 of 1419
Not Applicable
Unit Descriptor
Unit descriptor
This unit of competency specifies the outcomes required to
maintain the safety and security of premises. It requires the
ability to communicate effectively, maintain operational
safety and respond appropriately to security risk situations.
This unit may form part of the licensing requirements for
persons engaged in security operations in those states and
territories where these are regulated activities.
Application of the
unit
This unit of competency has wide application in the security
industry in those roles involving operational activities.
Competency requires legal and operational knowledge
applicable to relevant sectors of the security industry. The
knowledge and skills described in this unit are to be applied
within relevant legislative and organisational guidelines.
Pre-Requisites
Not Applicable
Approved
Page 335 of 1419
Elements describe the Performance criteria describe the required performance
essential outcomes of a needed to demonstrate achievement of the element. Where
unit of competency.
bold italicised text is used, further information is detailed in
the required skills and knowledge section and/or the range
statement. Assessment of performance is to be consistent with
the evidence guide.
Approved
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ELEMENT
1 Maintain effective 1.1 Applicable provisions of legislative and organisational
relations.
requirements relevant to assignment instructions are
identified and complied with.
1.2 Effective interpersonal techniques are used to develop,
support and promote confidence with relevant persons.
1.3 Communication is courteous, professional and sensitive to
individual social and cultural differences.
1.4 Personal presentation is maintained in accordance with
2 Maintain
2.1 Environmental factors are continually monitored,
operational safety.
assessed and reviewed to identify distinctive features and
any change in characteristics that might indicate unusual
or suspicious behaviour.
2.2 Personal safety checks are made on a systematic and
routine basis in accordance with organisational
procedures.
2.3 Communication is maintained continually throughout
security operations using appropriate communication
channels and processes.
2.4 Resources and equipment are maintained and used
appropriate to the security operation.
2.5 Security risk situations are accurately identified and
assessed for degree of risk to self, others, property and
premises.
3 Respond to
security risks.
3.1 Response is formulated and carried out within scope of
own role, competence and authority.
3.2 Changing circumstances are monitored and responses are
adjusted as required to maintain security.
3.3 Response initiative maximises the safety and security of
self, others, property and premises.
3.4 Requirements for specialist assistance or advice is
identified and promptly sought in accordance with
3.5 Relevant documentation is completed and securely
maintained with due regard to confidentiality in
accordance with organisational procedures.
Approved
Page 337 of 1419
Required skills














communicate effectively with people from different social, cultural and ethnic
backgrounds and of varying physical and mental abilities
communicate using appropriate channels and communication codes and signals
facilitate commonsense solutions within operating parameters
identify and comply with applicable legal and procedural requirements including
licensing requirements
identify and comply with security incident response procedures
identify security risk factors and conduct risk assessment
minimise hazards and risks to the health and safety of self and others
operate security and communications equipment
read, analyse and interpret information
recognise support and assistance requirements
record and report information
select and use equipment appropriate to the security operation.
Required knowledge















applicable legislative provisions relevant to 'use of force' guidelines and licensing
requirements
bomb threat and counter-terrorism procedures
communication channels, codes and signals
documentation procedures and processes
emergency and evacuation procedures and instructions
first aid principles and procedures
methods of restraint and associated effects (eg, restraint related injury or death)
observation and monitoring techniques
operational principles of security, communication and protective equipment
premises layout and access points
reporting structure and processes
structure and responsibilities of the emergency services agencies
types of security situations which may be encountered during guarding operations
and appropriate responses.
Approved
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Evidence Guide
EVIDENCE GUIDE
assessment and
demonstrate






Context of and specific
resources for
assessment
identifying and assessing all factors which might impact on the
safety and security of persons and property
formulating and implementing appropriate responses or
contingency measures to maintain security
systematically monitoring security activities and varying
operational plans as required to meet changing circumstances
maximising the safety and protection of people involved in
incidents while carrying out response activities
communicating effectively on a one-to-one and group basis
with people from a range of diverse backgrounds and of varying
abilities
providing accurate and constructive operational observations
and completing documentation in an appropriate style and
format.
Context of assessment includes:






procedures
This unit of competency could be assessed using the following

Approved
Page 339 of 1419

for assessment
Range Statement
RANGE STATEMENT
Legislative
requirements may
relate to:










Approved
counter-terrorism
crowd control and control of persons under the influence
of intoxicating substances
general 'duty of care' responsibilities
inspection of people and property, and search and seizure
of goods
relevant commonwealth, state and territory legislation,
codes and national standards for:

anti-discrimination



Page 340 of 1419





Organisational
requirements may
relate to:
















Assignment
instructions may
include:











Interpersonal
techniques may
involve:
Approved




Occupational Health and Safety (OHS)
telecommunications
trespass and the removal of persons
use of restraints and weapons:

batons

firearms

handcuffs

spray.
quality assurance and continuous improvement processes
and standards
assignment purpose and objective
assignment tasks and procedures
assignment timeframe
client identification information
incident and security risk response procedures
monitoring objectives
premises location and layout
resource and equipment requirements.
active listening
being non-judgemental
being respectful and non-discriminatory
Page 341 of 1419











include:





Social and cultural
differences may relate
to:







Environmental factors
may relate to:







Communication
channels and
processes may relate
to:






Resources and
equipment may
include:
Approved



constructive feedback
control of tone of voice and body language
culturally aware and sensitive use of language and
concepts
demonstrating flexibility and willingness to negotiate
effective verbal and non-verbal communication
maintaining professionalism
providing sufficient time for questions and responses
reflection and summarising
two-way interaction
use of plain English
use of positive, confident and cooperative language.
clients
colleagues
emergency services personnel
members of the public
supervisor.
dress and personal presentation
food
language
religion
social conventions
traditional practices
values and beliefs.
access to assistance and resources
availability of exits and opportunities for escape
crowds
different degrees of light including low light and darkness
presence of several sources of threat
time of day
weather.
direct line supervision paths
established communication protocols
formal communication pathways
lateral supervision paths
organisational communication networks
verbal and non-verbal communication procedures eg
pro-words, phonetic alphabet, call signs, coded messages,
use of abbreviations, hand signals.
access to emergency services and specialist personnel
back-up personnel
business equipment eg computers and computer
Page 342 of 1419






Security risks may
relate to:




Response may
involve:














Documentation may
include:







applications
communication equipment eg two-way radio, pager,
mobile telephone
defensive equipment eg batons, firearm, and the relevant
licenses, permits and storage facilities
fire fighting equipment
first aid kit
security equipment eg electronic screening equipment,
video cameras and monitors, alarms and signals.
breaches of law eg criminal damage, offences against
people, public order, misuse of drugs and alcohol
emergencies eg fire, scenes of crime, accidents
hazards eg physical, chemical, electrical, psychological,
biological
threats eg bombs, sabotage, assassination.
checking identification
defusing the situation
evacuating the premises
isolating area of potential risk
isolating risk
issuing verbal warnings
notifying relevant emergency services agencies
offering assistance
provision of first aid
request for support and assistance
restraint of person
tactical withdrawal
use of basic defensive techniques
use of negotiation techniques.
activity logs
incident reports
records of conversation
request for assistance forms
running sheets
written and electronic reports.
Unit Sector(s)
Approved
Page 343 of 1419
Unit sector
Security
Competency field
Competency field
Approved
Operations
Page 344 of 1419
Release Comment
1
Replaces equivalent unit FPICOR6201A Manage sustainability in the workplace
which was first released with FPI11 Forest and Forest Products Training Package
Version 2.2
Application
This unit of competency describes the outcomes required to design and manage approaches to
sustainability, including the development and implementation of sustainability policies across
a range of forest and wood products industry workplaces and operations of all sizes.
The unit applies to job roles including Forest/Timber Harvester, Forest Planner, Forest
Sustainability Manager, Forestry Manager, General Manager, Plantation Manager,
Sustainability Manager, Technical Forester and Technical Services Manager.
No licensing, legislative, regulatory, or certification requirements apply to this unit at the time
of publication.
Pre-requisite Unit
Nil.
Unit Sector
Core.
Approved
Page 345 of 1419
ELEMENTS
essential outcomes.
demonstrate achievement of the element. Where bold italicised text
is used, further information is detailed in the range of conditions.
1. Evaluate workplace
sustainability
requirements
1.1 Assess existing organisational policies and procedures for
sustainability.
1.2 Conduct research to define scope of organisational
sustainability requirements.
1.3 Consult stakeholders as a key component of the research
process.
1.4 Document recommendations based on research outcomes and
provide feedback to appropriate personnel and stakeholders.
2. Design policy
2.1 Design policy that reflects organisational commitment to
sustainability as an integral part of business planning.
2.2 Develop and circulate draft policy to stakeholders and
appropriate personnel for feedback.
2.3 Review and revise policy, based on feedback.
2.4 Agree, document and communicate appropriate strategies for
implementation to stakeholders
3. Manage policy
implementation
3.1 Establish timelines and budget for implementation.
3.2 Allocate resources to the implementation process, in line with
timelines and budget.
3.3 Assign implementation responsibilities to appropriate personnel
and advise expected outcomes.
3.4 Establish targets and indicators to maximise policy outcomes.
3.5 Establish processes to facilitate policy implementation.
4. Review policy
4.1 Evaluate changing trends and consider opportunities for
improved workplace sustainability policy.
4.2 Monitor reports for feedback that supports continuous
improvement of sustainability practices.
4.3 Regularly evaluate policy and modify to enhance sustainability
practices.
Approved
Page 346 of 1419
Foundation Skills
This section describes those core and employment skills that are essential to performance and
are not explicit in the performance criteria.
Numeracy skills to:

Interpret and calculate complex numerical data to establish and
manage budgets.
Oral communication
skills to:

Hold high-level consultative discussions to generate ideas for and
negotiate content of sustainability policies.
Reading skills to:

Interpret complex information in a range of internal and external
source documents to plan organisational sustainability policy.
Writing skills to:

Develop and document comprehensive sustainability policies in a
style and format easily understood by the full scope of
organisational employees.
Planning and
organising skills to:

Source, collect and organise a range of data to inform
sustainability policies.
Plan and manage own timing and productivity to complete initial
and amended policies, budgets and implementation plans.

Technology skills to:

Use a computer, keyboard and software to prepare policies,
budgets and plans.
FPICOR6201A Manage sustainability in the workplace
Links
Companion volumes available from the ForestWorks website http://www.forestworks.com.au/skills-standards/skills-standards-and-qualifications/companio
n-volumes
Approved
Page 347 of 1419
Assessment Requirements for FWPCOR6201 Manage sustainability in the workplace
Assessment Requirements for FWPCOR6201 Manage
sustainability in the workplace
Release Comment
1
Replaces equivalent unit FPICOR6201A Manage sustainability in the workplace
Version 2.2.
Assessment requirements now specify the performance and knowledge evidence, as
well as assessment conditions for this unit of competency. These sections simplify
and replace components used in the previous unit format, including ‘Required Skills
and Knowledge, Evidence Guide and Range Statement’.
A person demonstrating competency in this unit must satisfy all of the elements, performance
criteria and foundation skills of this unit, and must be able to provide evidence that they can:



Manage the policy development and implementation process for one of the following
types of sustainability policies:

economic

social

environmental.
Produce a detailed written policy.
Determine, document and communicate key targets and performance indicators for the
success of the sustainability policy.
Approved
Page 348 of 1419
Knowledge Evidence
A person competent in this unit must be able to demonstrate knowledge of:








Purpose and key content of environmental or sustainability laws applicable to the forest
and wood products industry and organisation.
Key content of current government and industry sustainability initiatives, codes of
practice and guidelines.
Features, at an in-depth level of understanding, of different aspects of sustainability,
including:

economic

social

environmental
Impacts of forest and wood products industry production process on the environment and
environmental protection practices, at an in-depth level of understanding, for:

reducing water and energy use

cleaning of plant, tools and equipment

disposing of, recycling and reusing timber and other waste

reducing use of toxic materials and hazardous chemicals

minimising resource use through changes in process, facility design and management.
Processes and practices for managing sustainability in the workplace, including:

internal and external consultation

gathering and responding to feedback

policy development

policy implementation

evaluating and modifying policy.
Format, content and use of policy documents.
Targets and performance indicators for effectiveness of sustainability practices and
methods of communicating these to team members.
Methods to monitor and respond to organisational performance in managing
sustainability.
Approved
Page 349 of 1419
The following resources must be made available:



Computers, keyboards, printers and software used to prepare budgets, document policies
and implementation plans.
Comprehensive information about the operation of a real or simulated business to
determine sustainability management requirements.
Documents and proformas commonly used in the management of sustainability, such as:

worksheets

record and data collection sheets

sustainability policies.
Competency is to be assessed in the workplace or a simulated environment that accurately
reflects performance in a real workplace setting.
Assessor requirements
Assessors must:



Hold the appropriate assessor competency standards as outlined in regulations; and
be able to demonstrate vocational competencies at least to the level being assessed; and
be able to demonstrate how they are continuing to develop their VET knowledge and
skills as well as maintaining their industry currency and assessor competence.

Links
n-volumes
Approved
Page 350 of 1419
FWPCO T4208 Implement workplace sustainability practices
FWPCOT4208 Implement workplace sustainability practices
Release Comment
1
New unit. This is the first release of this unit in the new standards format.
Application
This unit of competency describes the outcomes required to implement and monitor
sustainability practices and activities in the workplace. It can apply to the full scope of forest
and wood products industry workplaces and to operations of all sizes.
The unit applies to job roles including Community Liaison Officer, Environmental Planner
and Manager, Forest/Timber Harvester, Forest Planner, Forest Sustainability Manager,
Forestry Manager, General Manager, Plantation Manager, Sustainability Manager, Technical
Forester, Technical Services Officer, Technical Services Manager and Value Recovery
Officer in a forest environment setting.
of publication.
Pre-requisite Unit
Nil.
Unit Sector
Common Technical
Approved
Page 351 of 1419
ELEMENTS
essential outcomes.
demonstrate achievement of the element. Where bold italicised
text is used, further information is detailed in the range of
conditions.
1. Prepare for
implementation of
workplace sustainability
practices
1.1 Review sustainability policy and provide recommendations
for integrating new sustainability practices into changed or new
operational processes and procedures
1.2 Confirm resource requirements and timelines for
implementation of changes in consultation with appropriate
personnel.
1.3 Confirm changed or new procedures, processes and plans to
facilitate implementation.
2. Implement workplace
sustainability practices
2.1 Communicate changed or new operational processes and
procedures resulting from changed approach to sustainability.
2.2 Monitor staff implementation of processes and procedures
that incorporate new approaches to sustainability and assist as
required.
2.3 Make recommendations to update procedures and
processes.
3. Report on effectiveness of 3.1 Measure operational performance against targets and
workplace sustainability
indicators on an ongoing basis.
practices
3.2 Report performance against targets and indicators and
recommend operational improvements.
Approved
Page 352 of 1419
Foundation Skills
Oral communication
skills to:
Reading skills to:
Writing skills to:

Provide clear unambiguous instructions on changed operational
practices to staff members.

Interpret complex and unfamiliar sustainability policy.

Complete basic reports of performance of sustainability
practices against targets.
Use a computer, keyboard and software to prepare reports.

No equivalent unit
Links
n-volumes
Approved
Page 353 of 1419
Assessment Requirements for FWPCO T4208 Implement workplace sustainability practicesDate this document was generated: 2 June 2016
Assessment Requirements for FWPCOT4208 Implement
workplace sustainability practices
Release Comment
1
and Knowledge, Evidence Guide and Range Statement’




Interpret the contents of an organisation’s sustainability policy to identify at least two
changed or new operational processes and/or procedures for their work area of
responsibility.
Communicate the relevant operational processes and procedures and related sustainability
targets to staff members and monitor implementation.
Measure operational performance from the identified changes against related
sustainability targets.
Complete a basic written report on performance against sustainability targets and
indicators and recommended further operational improvements.
Approved
Page 354 of 1419
Assessment Requirements for FWPCO T4208 Implement workplace sustainability practicesDate this document was generated: 2 June 2016
Knowledge Evidence







Workplace practices that incorporate economic, social and environmental sustainability
approaches.
Impacts of forest and wood products industry production processes on the environment
and environmental protection practices including the following:




reducing use of toxic materials and hazardous chemicals

minimising resource use through changes in process, facility design and management.
Content of the sustainability policy for the work area of responsibility.
Operational processes and procedures for the work area of responsibility.
Change management principles and methods for implementing sustainability practices.
Types of targets and performance indicators for effectiveness of sustainability practices
and methods to monitor performance against targets.
Organisational procedures for recording and reporting performance against targets.



Computers, keyboards, printers, software and other resources used to prepare and
maintain reports.
Worksheets and proformas commonly used to record targets and performance indicators
and related data
Organisational sustainability policy and other related policies and procedures
Assessors must:




Links
n-volumes
Approved
Page 355 of 1419
FWPCO T5207 Implement sustainability in the workplace
FWPCOT5207 Implement sustainability in the workplace
Release Comment
1
Replace equivalent unit FPICOT5207A Implement sustainability in the workplace
Version 2.2
Application
This unit of competency describes the outcomes required to manage the implementation of
sustainability policy and practice. It can apply to the full scope of forest and wood products
industry workplaces and to operations of all sizes.
The unit applies to job roles including Community Liaison Officer, Designer (Manufacturing
and Engineered Wood Products), Environmental Planner and Manager, Forest/Timber
Harvester, Forest Auditor or Forest Planner, Forest Sustainability Manager, Forestry
Manager, General Manager, Plantation Manager, Sustainability Manager, Technical Forester,
Technical Services Officer, Technical Services Manager and Value Recovery Officer.
of publication.
Pre-requisite Unit
Nil.
Unit Sector
Common Technical
Approved
Page 356 of 1419
ELEMENTS
essential outcomes.
conditions.
1. Participate in the review
of sustainability practices
1.1 Review existing policies and workplace processes and
procedures for incorporation of workplace sustainability
practices.
1.2 Provide information to assist in defining scope of workplace
sustainability requirements.
1.3 Document recommendations and provide feedback for
changes to policies, processes and procedures.
1.4 Provide feedback on draft policy and strategies to effectively
integrate sustainability within operational area/s.
2. Prepare for
implementation
2.1 Assess sustainability policy and implementation
requirements in consultation with appropriate personnel.
2.2 Determine appropriate targets and indicators in consultation
with appropriate personnel.
2.3 Determine resource requirements and implementation
timelines.
2.4 Identify processes and develop action plans to facilitate
policy implementation.
3. Manage the
implementation process
3.1 Communicate sustainability policy, changes to processes
and procedures, targets and indicators resulting from new
sustainability policy.
3.2 Provide support to staff to meet sustainability
responsibilities.
3.3 Monitor achievements against action plans and update plans
as required.
3.4 Develop processes to continually review effectiveness of
sustainability policy and practices.
4. Evaluate implementation
of sustainability policy and
practice
4.1 Evaluate targets and indicators and assess performance on an
ongoing basis.
4.2 Seek feedback from staff on ability to meet targets.
4.3 Evaluate changing trends and consider opportunities for
improved sustainability policy and practice.
Approved
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ELEMENTS
4.4 Develop reports on evaluation recommending
improvements.
Foundation Skills
Oral communication
skills to:

Reading skills to:

Writing skills to:

Develop and document comprehensive action plans and
evaluation reports including rationale for recommended changes
to policy.
Planning and

Source, collect and organise a range of data about performance
against targets.
Efficiently and logically manage logistics for implementing
sustainability policy and practice.


Provide clear unambiguous instructions on sustainability policy
content, processes, procedures, targets and indicators to
operational staff members.
Interpret complex and unfamiliar sustainability policy,
implementation plans and targets and indicators.
Use a computer, keyboard and software to prepare and maintain
records and reports.
FPICOT5207A Implement sustainability in the workplace
Links
n-volumes
Approved
Page 358 of 1419
Assessment Requirements for FWPCO T5207 Implement sustainability in the workplace Date this document was generated: 2 June 2016
Assessment Requirements for FWPCOT5207 Implement
sustainability in the workplace
Release Comment
1
Replaces equivalent unit FPICOT5207A Implement sustainability in the workplace
Version 2.2



Assess the contents of a sustainability policy to:

document an implementation plan

communicate changes to operational processes and procedures to staff members

communicate targets and indicators to staff members
Monitor workplace achievements against action plan and targets.
Complete a comprehensive written report evaluating effectiveness of policy and
recommended improvements.
Approved
Page 359 of 1419
Knowledge Evidence










Features, at an in-depth level of understanding, of different aspects of sustainability:

economic

social

environmental.
Workplace practices that incorporate economic, social and environmental sustainability
approaches.
Impacts of forest and wood products industry production process on the environment and
environmental protection practices, at an in-depth level of understanding, for the
following:




reducing use of toxic materials and hazardous chemicals.

minimising resource use through changes in process, facility design and management
Content of the sustainability policy
Operational processes and procedures
Change management principles and methods for implementing sustainability policy and
practices.
Types of targets and performance indicators for effectiveness of sustainability practices
and methods of communicating these to team members.
Methods to monitor performance against targets.
Format, content and use of:

implementation action plans

evaluation reports.
Organisational procedures for recording and reporting evaluation outcomes.
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


Computers, keyboards, printers and software used to prepare and maintain records and
reports.
Documents and proformas commonly used to implement and evaluate action plans.
Organisational sustainability policy.
Assessors must:




Links
n-volumes
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FWPCO T5208 Build and maintain community relationships
FWPCOT5208 Build and maintain community relationships
Release Comment
1
Replaces equivalent unit FPICOT5208B Build and maintain community
relationships unit which was first released with FPI11 Forest and Forest Products
Application
This unit of competency describes the outcomes required to build and maintain community
relationships. It includes setting parameters for relationships and partnerships, providing
information about community engagement and building the community engagement capacity
within the organisation. It can apply to the full scope of forest and wood products industry
workplaces and to operations of all sizes.
The unit applies to job roles including Community Liaison Officers, Designer (Manufacturing
and Engineered Wood Products), Environmental Planners and Managers, Forest/Timber
Harvester, Forest Auditor or Forest Planner, Forest Sustainability Manager, Forestry
Manager, General Manager, Plantation Manager, Sustainability Manager, Technical Forester,
Technical Services Officer, Technical Services Manager and Value Recovery Officer.
of publication.
Pre-requisite Unit
Nil.
Unit Sector
Common Technical
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ELEMENTS
essential outcomes.
conditions.
1. Set parameters for
1.1 Utilise a community engagement framework to assist in
community relationships or analysing and setting parameters for community relationships or
partnerships
partnerships.
1.2 Establish purpose and parameters for various community
relationships or partnerships in consultation with relevant
community stakeholders.
1.3 Use a range of strategies and opportunities appropriate to
both individual and community needs.
2. Provide information
relating to community
engagement
2.1 Assess current community understandings of the
organisation.
2.2 Communicate information about rights and responsibilities
of individuals and communities to relevant personnel.
2.3 Communicate opportunities for community involvement in
organisational processes and decision making, by using methods
appropriate for the diverse needs of the community.
3. Build community
engagement capacity
3.1 Tap into informal and formal community networks to
strengthen local capital and to ensure ongoing capacity.
3.2 Manage dynamics within and across relationships or
partnerships.
3.3 Allocate resources to manage partnerships and community
relationships.
3.4 Identify barriers to community engagement and formulate
and implement solutions in line with the community context.
3.5 Implement mechanisms for communities to raise their own
issues with the organisation, in line with the community context.
3.6 Promote and resource strategies to build community
capacity.
4. Document and report on 4.1 Report outcomes of community relationships or partnerships
community relationships or to relevant stakeholders.
partnerships
4.2 Provide feedback to participants on how the outcomes have
informed planning or decision making.
4.3 Review extent of community engagement capacity in light of
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ELEMENTS
outcomes.
Foundation Skills
Learning skills to:

Continually update knowledge of individual and community
perceptions and concerns with the organisation’s practices.
Oral communication
skills to:

Interact appropriately with a variety of community partners to
explain complex and formal policies.
Establish and foster transparent, trusting relationships or
partnerships with individuals and communities.
Work with diverse communities using a range of communication
styles to suit different audiences and purposes.
Write recommendations and prepare community engagement
reports requiring complex language structures and precision of
expression.
Prepare community engagement information requiring the
presentation of complex information, using simple language
structures and precision of expression.


Writing skills to:


Planning and


Problem-solving skills
to:



Coordinate community engagement, including relationship
building, networking, negotiation, conflict management and risk
management.
Maintain multiple and potentially conflicting relationships or
partnerships.
Mediate, negotiate and attempt to obtain consensus between
parties.
Use lateral thinking to provide solutions and overcome barriers to
community engagement.
Use a computer, keyboard and software to prepare
correspondence with community stakeholders and to prepare
organisational reports.
FPICOT5208B Build and maintain community relationships
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Links
n-volumes
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Assessment Requirements for FWPCO T5208 Build and maintain community relationshipsDate this document was generated: 2 June 2016
Assessment Requirements for FWPCOT5208 Build and maintain
community relationships
Release Comment
1
Replaces equivalent unit FPICOT5208B Build and maintain community
relationships unit which was first released with FPI11 Forest and Forest Products

Document a strategy to engage with two different and diverse community groups. The
strategy must work within a community engagement framework and cover:

characteristics and demographics of the local community

organisational opportunities for involvement of a local community

constraints and barriers to community engagement.

purpose and parameters for the relationship or partnership

benefits and constraints for both parties

rights and responsibilities of the community groups to engage in organisational
decision making processes

how consultation and communication will occur between both parties

mechanisms for the community groups to raise their own issues with the organisation

how the organisation will build the capacity of the community groups to engage in
with the organisation.
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Knowledge Evidence












Community engagement theory and principles.
Strategies, practices and techniques for community engagement.
Relationship and partnership building principles and techniques.
Communication styles appropriate for establishing and fostering transparent, trusting
relationships or partnerships with individuals and communities.
Leadership principles and the management of community engagement expectations.
Strategies and processes for consultation with the community.
Processes of individual advocacy and group advocacy.
Organisational opportunities for community involvement.
Constraints and barriers to community engagement.
Demographic features of the local community, including:

socio-economic diversity

gender diversity

cultural mix

household structures

education levels

political orientations

religious beliefs

industry and business structures.
Characteristics of local communities and factors affecting community engagement, such
as:

dynamics of community

community power structures

big politics versus community politics (big 'P' v little 'p')

collaborations

formal and informal community networks, partnerships and lobby groups

strength and views publicised by business community and local media organisations.
Organisational requirements, policies and procedures for the following:

building and maintaining community relationships

communication and media engagement.
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



Computers, keyboards, printers and software used to prepare correspondence with
community stakeholders and to prepare organisational reports.
Access to sources of local community data
Current journals, Australian and international case studies on community engagement.
Organisational policies and procedures for building and maintaining community
relationships.
Assessors must:




Links
n-volumes
Approved
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FWPCO T6201 Manage community engagement
FWPCOT6201 Manage community engagement
Release Comment
1
Replaces equivalent unit FPICOT6201B Manage community engagement which was
first released with FPI11 Forest and Forest Products Training Package Version 2.2
Application
This unit of competency describes the outcomes required to develop and implement plans for
community engagement to achieve sustainable environmental, economic and community
benefit.
This unit applies to job roles at a senior management level across the full scope of forest and
wood products industry workplaces and to operations of all sizes.
of publication.
Pre-requisite Unit
Nil.
Unit Sector
Common Technical
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ELEMENTS
Elements describe the Performance criteria describe the performance needed to demonstrate
essential outcomes.
achievement of the element. Where bold italicised text is used, further
information is detailed in the range of conditions.
1. Scope need for
community
engagement
1.1 Develop a community engagement framework to assist in
analysing and responding to issues that require community
engagement.
1.2 Identify organisational issues requiring community engagement
and evaluate benefits of engaging community in consultation
processes.
1.3 Define target community groups in line with identified issues and
purpose of engagement.
1.4 Evaluate a range of community engagement strategies in line with
identified issues and characteristics of target groups.
2. Develop
community
engagement plan
2.1 Establish purpose and objectives of community engagement in
consultation with key stakeholders.
2.2 Design community engagement strategies that are relevant,
achievable, measurable and flexible to allow for emergence of new
ideas and options.
2.3 Identify barriers to community involvement, recognising
community diversity, and develop strategies to address them.
2.4 Embed processes for communication, monitoring, reporting,
feedback and evaluation in the plan.
2.5 Obtain relevant organisational commitment to and approval of
community engagement plan.
3. Implement
community
engagement plan
3.1 Determine resource requirements and implementation timelines.
3.2 Communicate objectives and constraints of engagement to
appropriate personnel and allocate resources, roles and
responsibilities.
3.3 Identify and manage expectations of participants, provide
information throughout engagement process and maintain community
engagement.
3.4 Provide opportunities for individuals and communities to develop
their capacity to engage with the organisation.
3.5 Implement mechanisms for communities to raise their own issues
with the organisation.
3.6 Identify barriers to community engagement and formulate and
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ELEMENTS
implement solutions in line with the community context.
3.7 Implement feedback methods in line with plan and respond to
maximise community participation.
4. Evaluate
community
engagement plan
4.1 Analyse feedback on quality and effectiveness of engagement
strategies from appropriate personnel and community stakeholders.
4.2 Evaluate engagement outcomes against purpose and objectives.
4.3 Document and share outcomes with community stakeholders and
key organisational personnel.
4.4 Provide feedback to participants on how the outcomes have
informed organisational planning or decision making.
4.5 Prepare recommendations for future programs based on
consultation and analysis.
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Foundation Skills
Learning skills to:

Continually update knowledge of individual and community
perceptions and concerns with the organisation’s practices.
Oral communication
skills to:

Interact appropriately with a variety of community groups to
explain complex and formal policies.
Establish and foster transparent, trusting relationships or
partnerships with individuals and communities.
Work with diverse communities using a range of communication
styles to suit different audiences and purposes.


Writing skills to:



Planning and


Numeracy skills to:



Problem-solving skills
to:



Develop and document comprehensive plans requiring complex
language structures and precision of expression.
Prepare community engagement information requiring the
presentation of complex information, using simple language
structures and precision of expression.
Develop comprehensive reports on engagement outcomes
including recommendations and rationale for future
improvements.
Coordinate community engagement, including relationship
building, networking, negotiation and conflict management.
Maintain multiple and potentially conflicting relationships.
Measure performance against engagement principles and
indicators.
Analyse feedback on quality and effectiveness of engagement
strategies.
Identify and interpret local community characteristics and
demographics
Mediate, negotiate and attempt to obtain consensus between
parties.
Use lateral thinking to provide solutions and overcome barriers to
community engagement.
Use a computer, keyboard and software to prepare
correspondence with community stakeholders and to prepare
organisational plans and reports.
FPICOT6201B Manage community engagement
Approved
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Links
n-volumes
Approved
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Assessment Requirements for FWPCO T6201 Manage community engagement
Assessment Requirements for FWPCOT6201 Manage community
engagement
Release Comment
1
Replaces equivalent unit FPICOT6201B Manage community engagement which was
first released with FPI11 Forest and Forest Products Training Package Version 2.2.




Determine and report on:

local community characteristics and demographics

key community perceptions and concerns with organisational practice

organisational issues requiring community engagement

range of benefits of engaging community in consultation processes

organisational opportunities for community engagement

constraints and barriers to community engagement.
Develop a community engagement framework to assist in analysing and responding to
community engagement issues
Document two community engagement plans for two different and diverse community
groups containing the following information:

purpose, objectives and parameters for the community engagement

resource requirements and roles and responsibilities of organisational personnel

benefits and constraints for both parties

community engagement strategies

mechanisms for the community groups to raise their own issues with the organisation

how the organisation will build the capacity of the community groups to engage with
the organisation

mechanisms for community feedback and methods of response.
Implement and evaluate one of the above community engagement plans for the
community group or participant sample.
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Knowledge Evidence















Community engagement frameworks, including

core principles and indicators

standards

performance rating measures

types, methods and levels of engagement

communication modes

decision making mechanisms
Key community perceptions and concerns with forest and wood products industry
practice.
Common forest and wood products industry issues requiring community engagement and
range of benefits of engaging community in consultation processes.
Community engagement theory and principles
Strategies and techniques for community engagement
Relationship and partnership building principles and techniques.
Communication styles appropriate for establishing and fostering transparent relationships
or partnerships with individuals and communities.
Leadership principles and expectations management.
Features, benefits and processes for a range of community engagement and consultation
strategies.
Organisational opportunities for community involvement.
Constraints and barriers to community engagement.
Processes of individual and group advocacy.
Demographic features of the local community, including:

socio-economic diversity

gender diversity

cultural mix

household structures

education levels

political orientations

religious beliefs

industry and business structures.
Characteristics of local communities and factors affecting community engagement,
including:

dynamics of community

community power structures

big politics versus community politics (big 'P' v little 'p')

collaborations

formal and informal community networks, partnerships and lobby groups

strength and views publicised by business community and local media organisations.
Organisational requirements, policies and procedures for:

community engagement

communication and media engagement.
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



Computers, keyboards, printers and software used to prepare correspondence with
community stakeholders and to prepare organisational plans and reports.
Information on local community.
Current journals, Australian and international case studies on community engagement.
Organisational policies and procedures for community engagement.
Assessors must:



Links
n-volumes
Approved
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FWPCO T6205 Prepare an enterprise carbon management report
FWPCOT6205 Prepare an enterprise carbon management report
Release Comment
1
Replaces equivalent unit FPICOT6205A Prepare an enterprise carbon management
report which was first released with FPI11 Forest and Forest Products Training
Package Version 2.2
Application
This unit of competency describes the outcomes required to write a carbon management
report for an organisation for dissemination to internal personnel and or external authorities.
It applies to job roles, including senior managers and can apply to the full scope of forest and
wood products industry workplaces and to operations of all sizes.
of publication.
Pre-requisite Unit
Nil.
Unit Sector
Common Technical
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FWPCO T6205 Prepare an enterprise carbon management report
ELEMENTS
essential outcomes.
1. Prepare to write
report
1.1 Establish and maintain information management system to manage
data over the reporting period.
1.2 Review carbon reporting procedures outlined in regulatory or
voluntary standards for carbon management.
1.3 Determine scope of carbon reporting and relevant audience.
1.4 Establish structure and specific objectives for each report heading
in line with carbon reporting procedures content mandated by
standards or regulatory bodies.
1.5 Develop report format and style in line with organisational formats
and style guides.
1.6 Assess carbon inventory data for completeness, relevance and
accuracy.
2. Compile draft
report
2.1 Develop report content in line with report format and objectives.
2.2 Gather evidence to generate specific findings and
recommendations relevant to carbon management principles.
2.3 Use appropriate language and ensure content covers the full scope
of reporting requirements.
3. Complete final
report
3.1 Present draft report to appropriate personnel, seek feedback and
amend as required.
3.2 Prepare final draft for executive sign-off and distribute to
stakeholders.
3.3 Name and store documents in line with organisational information
management system requirements.
Approved
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FWPCO T6205 Prepare an enterprise carbon management re port
Foundation Skills
Numeracy skills to:


Interpret a range of complex abstract numerical carbon inventory
data
Accurately transcribe carbon accounting data into reports.
Reading skills to:

Interpret highly technical, complex and unfamiliar information
within carbon accounting records and international and Australian
protocol and convention documents.
Writing skills to:

Develop and document reports requiring the presentation of precise
complex information, using simple language structures for use by
wide audiences.
Planning and

Source, collect and organise a range of data to inform reporting
requirements and report contents.
Plan and organise collection of all required information and manage
own timing and productivity to complete reports.

Technology skills
to:

Use a computer, keyboard and spreadsheet software to prepare and
maintain reports.
FPICOT6205A Prepare an enterprise carbon management report
Links
n-volumes
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Assessment Requirements for FWPCO T6205 Prepare an enterprise carbon management reportDate this document was generated: 2 June
2016
Assessment Requirements for FWPCOT6205 Prepare an
enterprise carbon management report
Release Comment
1
Replaces equivalent unit FPICOT6205A Prepare an enterprise carbon management
report which was first released with FPI11 Forest and Forest Products Training

For a given forest and wood products industry organisation within any sector:

identify mandatory and voluntary obligations for reporting on carbon management

identify content mandated by standards or regulatory bodies

develop one report for one specified reporting time period using organisational styles
and formats

include the following information in the report:

content mandated by standards or regulatory bodies

organisational drivers for carbon accounting and reporting

diagram of organisational and operational boundaries for the carbon inventory

organisational emissions sources, offsets and their scope

summary carbon inventory table

whether or not the organisation's total carbon emissions breach any reporting
thresholds

financial implications and risks for the organisation of various carbon price signals

setting of carbon reduction targets and objectives for the organisation

options for the introduction of new carbon management principles

recommended actions for reducing organisational greenhouse gas emissions

recommended actions for improving carbon accounting and reporting

barriers experienced when developing the inventory and report.
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2016
Knowledge Evidence









Methods to access, locate and select applicable objectives and key content in relevant
international and national conventions, protocols, standards and guidance frameworks,
including the following key references:

Kyoto Protocol

ISO 14000 essentials:

ISO 14064-1 2006 Greenhouse gases -- Part 1: Specification with guidance at the
organization level for quantification and reporting of greenhouse gas emissions and
removals

Greenhouse Gas Protocol Corporate Standard

Copenhagen Agreement
Voluntary and mandatory requirements for reporting on carbon management to meet
requirements of standards and regulation and required content.
Key drivers for carbon accounting and reporting.
Basic theory of the greenhouse effect and its impacts
Basic principles of the carbon cycle and influences.
Carbon accounting terminology, frameworks and methods used to report calculations for
carbon emissions and offsets.
Types of emissions and offset sources included in common calculations and reports,
including:

direct GHG emissions

indirect GHG emissions

on-site and off-site emissions (geographical)

upstream emissions

downstream emissions

full cycle accounting

non-CO2 emissions; soil disturbance, fertilisation, biomass combustion
Organisational and operational boundaries for the carbon inventory.
The full range of organisational emission sources and methods used to select key emission
factors for calculations and reports.
In forest applications a person must also be able to demonstrate knowledge of the following as
they apply to preparing an enterprise carbon management report:




above ground biomass
below ground biomass
dead organic matter - wood, litter
soil organic matter
Approved
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2016







Computer, keyboard and software to prepare and maintain reports.
Access to International and national conventions, protocols and standards:
Kyoto Protocol
ISO 14000 essentials:

ISO 14064-1 2006 Greenhouse gases -- Part 1: Specification with guidance at the
organization level for quantification and reporting of greenhouse gas emissions and
removals

Greenhouse Gas Protocol Corporate Standard.
Copenhagen Agreement
Carbon inventory data for the organisation.
Organisational formats and style guides for the presentation of reports.
Assessors must:




Links
n-volumes
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FWPCO T6208 Manage innovative thinking and practice in the forest and wood products industry Date this document was generated: 2
June 2016
FWPCOT6208 Manage innovative thinking and practice in the
forest and wood products industry
Release Comment
1
Application
This unit of competency describes the outcomes required to implement and continuously
improve innovative thinking and practice in any forestry industry context and to operations of
all sizes.
It applies to job roles including managers who oversee business areas, processes or teams and
they may use innovative thinking and practice to advance business processes.
of publication.
Pre-requisite Unit
Nil.
Unit Sector
Common Technical
Approved
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June 2016
ELEMENTS
essential outcomes.
conditions.
1. Identify opportunities to
stimulate innovative
thinking and creativity
1.1 Integrate and apply current innovative practice and
organisational trends to the development of experiences for
innovative thinking and creativity in an organisation.
1.2 Analyse operational issues and conditions as a stimulus for
innovative thinking and creativity.
1.3 Identify opportunities to initiate and manage individual and
collective innovative thinking and creativity activities based on
operational analysis.
1.4 Apply workplace methods and tools for generating new
ideas and innovative thinking.
2. Manage innovative
practices
2.1 Review, challenge and refine own management style and
practice to model and support innovation.
2.2 Determine operational requirements needed to promote
sustainable innovative practices.
2.3 Identify and allocate appropriate resources for implementing
innovation.
2.4 Provide opportunities for innovative change and knowledge
transfer.
2.5 Identify and address barriers to individual and collective
innovative thinking and creativity.
2.6 Manage risks associated with encouraging innovative
practice.
3. Develop and support a
culture of innovation
3.1 Provide written and oral information about innovative
practices, processes and products.
3.2 Provide opportunities to encourage creative thinking
techniques that foster personal and team innovation.
3.3 Capture and share innovative ideas and practices.
3.4 Foster consultation, communication and team development
approaches that support innovative thinking.
3.5 Implement management strategies that support a workplace
culture of innovation.
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June 2016
Foundation Skills
Learning skills to:




Oral communication
skills to:



Reading skills to:



Identify current innovative practice and organisational trends
Identify and manage innovative thinking and creativity activities
Challenge and develop own management style and innovative
practices.
Encourage and foster innovative thinking and creativity in others
Hold consultative discussions with operational personnel to explore
issues, generate ideas for innovative organisational practice.
Use appropriate language and communication skills to facilitate
discussions
Provide information about innovative practices, processes and
products
Identify current innovative practice and organisational trends
Compare and contrast information relating to innovative thinking
and practice
Analyse a range of complex organisational documents to identify
operational issues and conditions relevant to innovative workplace
practice.
Numeracy skills to:

Extract and interpret varied operational data from a range of
documents
Written skills to:

Provide information about innovative practices, processes and
products
No equivalent unit.
Links
n-volumes
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Assessment Requirements for FWPCO T6208 Manage innovative thinking and practice in the forest and wood products industryDate this
document was generated: 2 June 2016
Assessment Requirements for FWPCOT6208 Manage innovative
thinking and practice in the forest and wood products industry
Release Comment
1


For a given individual business area with a forestry industry organisation (within any
sector), complete a research project to investigate:

key concepts and theories relating to business innovation and creativity

a range of workplace methods and tools for generating new ideas and innovative
thinking

organisational trends shaping current and future approach to innovative practice

operational issues that impact on innovative practices

operational opportunities for individual and collective innovative thinking and
creativity

a range of risks associated with encouraging operational personnel to participate in
innovative practice

how the individual business area’s core business and size will impact on ability to use
innovative practices
Based on research findings, develop and document development approaches and
strategies, tailored to the individual business area, to implement innovative practices for
the business unit.
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Assessment Requirements for FWPCO T6208 Manage innovative thinking and practice in the forest and wood products industryDate this
document was generated: 2 June 2016
Knowledge Evidence












Objectives and key content of commonwealth, state or territory laws for copyright,
trademarks and intellectual property.
Key concepts and theories relating to innovative thinking, practice and creativity.
Relationship between theory on innovation and creativity, and applied practice.
Theories, processes and practice of business unit transformation and change management.
Typical operational challenges and barriers to innovation within individual business areas
and methods to overcome.
How the individual business area’s core business and size will impact on ability to use
innovative practices.
Processes for promoting innovative thinking and practice within an individual business
area.
Common risks associated with encouraging operational personnel to participate in
innovative practice.
Technological developments affecting operational innovation.
The way that different management styles impact on innovation in organisations.
Specific management approaches that foster innovation.
Workplace methods and tools for generating new ideas and innovative thinking.


Research material, reports, journals on organisational innovative practice.
Workplace tools for generating new ideas and innovative thinking.
Assessors must:



Links
n-volumes
Approved
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FWPCO T6209 Manage forest and wood products industry research
FWPCOT6209 Manage forest and wood products industry
research
Release Comment
1
Application
This unit of competency describes the outcomes required to use applied research to improve
individual, team and organisational performance in the forest and wood products industry. It
involves managing research activities and using techniques that provide quality information as
a basis for organisational decision making.
The unit applies to senior managers across a range of forest and wood products industry
of publication.
Pre-requisite Unit
Nil.
Unit Sector
Common Technical
Approved
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ELEMENTS
essential outcomes.
1. Construct an
applied research
strategy
1.1 Clarify and confirm applied research purpose and needs of target
group or subject.
1.2 Analyse and make allowance for factors affecting data reliability
and validity.
1.3 Select suitable technology and services to support data collection
and analysis.
1.4 Develop applied research strategy and hypothesis in line with
available tools and resources.
1.5 Incorporate relevant research ethics and codes of conduct into
strategy
2. Implement
research strategies
2.1 Implement applied research strategy in line with research
requirements and organisational policies and procedures
2.2 Collect and maintain data in a systematic manner.
2.3 Access appropriate sources of information relevant to research.
2.4 Optimise relevance of research by collecting relevant data and
using analysis tools as appropriate.
3. Assess findings
3.1 Review data and research findings for validity and reliability.
3.2 Examine relevance of findings against original research strategy.
3.3 Evaluate how research findings can contribute to organisational
decision making.
3.4 Present research findings to support organisational decision
making in a style and format appropriate to audience needs.
3.5 Evaluate need for further research.
Foundation Skills
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are not explicit in the performance

Interpret criteria.
complex and unfamiliar information from a range of
Reading skills to:
sources.

Develop research reports requiring the presentation of precise
Writing skills to:
wide audiences.
Planning and

Manage own timing and productivity to plan and implement a
research strategy

Use a computer, keyboard and software to collect and file research
data and prepare research reports.
No equivalent unit
Links
n-volumes
Approved
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Assessment Requirements for FWPCO T6209 Manage forest and wood products industry research Date this document was generated: 2
June 2016
Assessment Requirements for FWPCOT6209 Manage forest and
wood products industry research
Release Comment
1
criteria and foundation skills of this unit. They must be able to provide evidence that they
can, for a given organisation, develop, implement and assess at least one research strategy that
provides quality information as a basis for organisational decision making to improve
individual, team or organisational performance.
The research focus may be self-identifed or provided as an existing applied research need.


Document a research strategy, including the following information:

purpose of the research

specific research questions or hypotheses

valid population or sample size

description of the geographical, cultural, social or institutional context within which
the research will be carried out

data collection methods

factors affecting data reliability and validity

analysis of the limitations to research.
On completion of the data collection and analysis, write a report including the following:

purpose of the research

specific research questions or hypotheses

population or sample size

data collection methods

research findings

utility and relevance of research results

recommendations arising from research results.
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Assessment Requirements for FWPCO T6209 Manage forest and wood products industry research Date this document was generated: 2
June 2016
Knowledge Evidence
A person competent in this unit must be able to demonstra knowledge of:








Purpose and key content of applicable commonwealth, state or territory privacy laws as
they relate to handling and storing data and publicising information.
Purpose and key content of research codes of conduct.
Ethical considerations for analysing data and presenting findings based on evidence.
A range of data collection methods for conducting primary and secondary research.
Applied research techniques, tools and data storage methods.
Organisational processes for disseminating information on operation of research to
optimise input.
Organisational policies and procedures for conducting applied research.
Organisation styles and formats for presenting reports.



Computers, keyboards, printers and software used to collect and file research data and
prepare research reports.
Organisational formats and style guides for the presentation of reports.
Organisational policies and procedures for conducting applied research.
Assessors must:



Links
n-volumes
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FWPCO T8101 Lead forest and wood products industry innovative thinking and practiceDate this document was generated: 2 June 2016
FWPCOT8101 Lead forest and wood products industry
innovative thinking and practice
Release Comment
1
Application
This unit of competency describes the outcomes required to initiate and lead innovation in any
forest and wood products industry context. Each organisation's thinking and practice will be
different depending on its core business, purpose, size and complexity.
This unit applies to job roles including senior managers who may use innovative thinking and
practice to advance business processes and contributions to organisational strategies, business
plans and goals.
of publication.
Pre-requisite Unit
Nil.
Unit Sector
Common Technical
Approved
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ELEMENTS
essential outcomes.
demonstrate achievement of the element. Where bold italicised text is
used, further information is detailed in the range of conditions.
1. Generate innovative
thinking and creativity
1.1 Research trends and conditions shaping organisation's current
and future thinking and practice.
1.2 Evaluate drivers, enablers and issues that impact on individual
and collective innovative thinking and creativity.
1.3 Introduce techniques and tools that foster and promote creative
thinking, new ideas and innovative knowledge transfer.
1.4 Establish an environment conducive to innovative thinking and
creativity
2. Lead innovative
practices
2.1 Develop and refine a transformational leadership style to set new
direction and sell the adoption of innovative practices.
2.2 Initiate and promote innovative practices, processes and products
appropriate to organisational mission and business philosophy.
2.3 Identify, evaluate and manage risks associated with encouraging
innovation across the organisation.
2.4 Establish conditions necessary for others to implement and
manage innovative practices.
3. Generate and
support a culture of
innovation
3.1 Inspire and motivate others to strive for innovative achievement
3.2 Establish the conditions necessary to empower others and effect
change
3.3 Encourage, develop and shape cultural beliefs, norms and
behaviours that support open sharing of innovative ideas and
practices
3.4 Devise and execute organisational strategies that foster a
workplace philosophy of innovation.
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Foundation Skills
Learning skills to:





Oral communication
skills to:





Reading skills to:


Writing skills to:


Numeracy skills to


Critically evaluate own leadership style and innovative practices.
Monitor and refine leadership style
Access and evaluate complex information from a range of sources
and using a range of methods
Identify organisational issues and conditions
Facilitate creative problem solving
Hold high-level consultative discussions to generate ideas for
innovative organisational practice.
Influence and persuade others
Inspire and motivate others
Promote innovation and transformational change
Articulate vision and convey leadership attributes
Analyse a range of complex research to evaluate and extract
information on trends in innovative workplace practice.
Research techniques and tools for innovation
Communicate vision and promote innovative practices, processes
and products
Structure communications to address purpose and audience
through clear and persuasive messages
Investigate and analyse trends and data related to innovation
Evaluate organisational data
No equivalent unit
Links
n-volumes
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Assessment Requirements for FWPCO T8101 Lead forest and wood products industry innovative thinking and practiceDate this document
Assessment Requirements for FWPCOT8101 Lead forest and
wood products industry innovative thinking and practice
Release Comment
1








Critically evaluate and develop own transformational leadership style
Research and evaluate trends, conditions and issues relating to innovation
Evaluate organisational factors and risks associated with the adoption of innovative
practices and development of a culture of innovation
Introduce techniques, tools and conditions that innovative thinking and creativity
Initiate and promote innovative practices, processes and products
Facilitate others to implement and manage innovative practices.
Inspire, motivate and empower others through leadership behaviours
Implement strategies that develop and shape a culture of innovation
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Knowledge Evidence















Objectives and key content of commonwealth, state or territory laws for copyright,
trademarks and intellectual property.
Current and past theories relating to organisational innovation and creativity.
Relationship between theory on innovation and creativity, and applied practice.
Factors that impact on creativity and innovation
Features and characteristics of a creative and innovative environment
Theories, processes and practice of organisational transformation and change
management.
Fundamentals of organisational culture and strategies for fostering a workplace culture of
innovation
Leadership styles and the ways they impact on innovation in organisations
Specific leadership styles that foster innovation including theories and practice of
transformation leadership
Typical strategic challenges, barriers and risks associated with innovation within
organisations and methods to establish conditions for innovation.
How an organisation’s core business, size and mission statement will impact on ability to
use innovative practices.
Motivation theory and practice in relation to leading innovation.
Processes, techniques and tools for promoting innovative organisational thinking and
practice.
Common risks associated with operating an organisation that encourages innovation for
the full scope of employees.
Developments affecting organisational innovation, including:

social

political

economic

technological.

Research, reports, trade journals and other material on organisational innovative practice.
Assessors must:



Approved
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Links
n-volumes
Approved
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FWPCO T8102 Initiate and lead a forest and wood products industry innovation
FWPCOT8102 Initiate and lead a forest and wood products
industry innovation
Release Comment
1
Application
This unit of competency describes the outcomes required to develop, validate and implement
an innovation project to improve individual, team and/or organisational performance in the
forest and wood products industry.
The unit applies to senior managers across a range of forest and wood products industry
of publication.
Pre-requisite Unit
Nil.
Unit Sector
Common Technical
Approved
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ELEMENTS
essential outcomes.
1. Develop the
innovation concept
1.1 Clarify and confirm the need for innovation and needs of users.
1.2 Design the innovation to meet user needs.
1.3 Determine organisational policies and procedures for the
innovation.
2. Plan the innovation 2.1 Prepare a project plan documenting project stages, tasks,
milestones and resources required to develop and implement the
innovation.
2.2 Evaluate project barriers and develop a risk management strategy.
2.3 Establish criteria for evaluating project outcomes and deliverables.
3. Validate the
innovation
3.1 Establish conditions and requirements for innovation trial.
3.2 Provide innovation specifications and implementation support.
3.3 Coordinate the innovation trial.
3.4 Analyse and report feedback to appropriate personnel.
3.5 Analyse validation feedback and coordinate required changes.
4. Implement the
innovation
4.1 Determine logistics for implementing the innovation.
4.2 Implement innovation and monitor progress.
4.3 Recommend changes as required to achieve quality standards.
4.4 Manage and review the implementation process and provide
reports to appropriate personnel.
Foundation Skills
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are not explicit in the performance

Developcriteria.
project plans requiring the presentation of precise
Writing skills to:
wide audiences.
Planning and

Manage own timing and productivity to manage a project to
introduce an innovation.
Numeracy skills to:

Schedule dates and milestones, calculate resource quantities and
costs, present mathematical information in graphs and tables,
evaluate and record data
Communication skills
to:

Explore innovation issues and problem solve in a range of
contexts
Present information about the innovation in a persuasive manner
Influences and negotiates with a range of internal and external
stakeholders in the implementation and adoption of the innovation
Demonstrate an understanding of the different stakeholder
perspectives



No equivalent unit
Links
n-volumes
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Assessment Requirements for FWPCO T8102 Initiate and lead a forest and wood products industry innovation Date this document was
Assessment Requirements for FWPCOT8102 Initiate and lead a
forest and wood products industry innovation
Comment
Release
1


For a given forest and wood products industry organisation within any sector, manage one
project to develop, plan, validate and implement an innovation for the improvement of
individual, team and/or organisational performance. The innovation “need” may be
supplied to the candidate or self-identified.
For that project, develop a comprehensive project plan.
Knowledge Evidence



Innovation requirements, including:

objectives

design deliverables

quality standards.
Methods used to trial innovations, including any of the following:

focus group

pilot project

feasibility assessment
Key components of project management, including:

planning

risk management strategies

implementation and monitoring

review of outcomes.
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Assessment Requirements for FWPCO T8102 Initiate and lead a forest and wood products industry innovation Date this document was


Computers, keyboards, printers, software and other resources used to prepare budgets,
document and record policies and project plans
Documents, spreadsheets and proformas commonly used to develop, plan, validate and
implement an innovation, such as:

worksheets

recording and data collection sheets

policies and procedures.
Assessors must:



Links
n-volumes
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Release
Comments
Release 6
Updated:




assessor requirements statement
foundation skills lead in statement
licensing statement
modification history to reflect 2012 standards
Equivalent outcome.
Release 5
Updated mapping information. Changes to assessment requirements.
Equivalent outcome.
Release 4
Updated mapping information. Equivalent outcome.
Release 3
Updated mapping information.
Release 2
Minor corrections to formatting to improve readability. Equivalent
competency outcome.
Release 1
This version was released in HLT Health Training Package release 1.0
and meets the requirements of the 2012 Standards for Training
Packages.
Significant changes to elements and performance criteria, changes to
scope of unit. New evidence requirements for assessment.
Removal of prerequisite unit.
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Application
This unit describes the skills and knowledge required to provide a first aid response to a
casualty. The unit applies to all workers who may be required to provide a first aid response
in a range of situations, including community and workplace settings.
Specific licensing /regulatory requirements relating to this competency, including
requirements for refresher training should be obtained from the relevant
national/state/territory Work Health and Safety Regulatory Authorities.
ELEMENT
Elements define the essential
outcomes.
Performance criteria specify the level of performance
needed to demonstrate achievement of the element.
1. Respond to an emergency
situation
1.1 Recognise an emergency situation
1.2 Identify, assess and manage immediate hazards to
health and safety of self and others
1.3 Assess the casualty and recognise the need for first
aid response
1.4 Assess the situation and seek assistance from
emergency response services
2. Apply appropriate first aid
procedures
2.1 Perform cardiopulmonary resuscitation (CPR) in
accordance with Australian Resuscitation Council (ARC)
guidelines
2.2 Provide first aid in accordance with established first
aid principles
2.3 Display respectful behaviour towards casualty
2.4 Obtain consent from casualty where possible
2.5 Use available resources and equipment to make the
casualty as comfortable as possible
2.6 Operate first aid equipment according to
manufacturer’s instructions
2.7 Monitor the casualty’s condition and respond in
accordance with first aid principles
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ELEMENT
Elements define the essential
outcomes.
Performance criteria specify the level of performance
needed to demonstrate achievement of the element.
3. Communicate details of the
incident
3.1 Accurately convey incident details to emergency
response services
3.2 Report details of incident to workplace supervisor as
appropriate
3.3 Maintain confidentiality of records and information
in line with statutory and/or organisational policies
4. Evaluate the incident and
own performance
4.1 Recognise the possible psychological impacts on self
and other rescuers involved in critical incidents
4.2 Participate in debriefing to address individual needs
Foundation Skills
The Foundation Skills describe those required skills (language, literacy, numeracy and
employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this
unit of competency.
No equivalent unit.
Links
www.cshisc.com.au http://companion_volumes.vetnet.education.gov.au/Pages/TrainingPackage.aspx?pid=8
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Assessment Requirements for HLTAID003 Provide first aid
Release
Comments
Release 6
Updated:




assessor requirements statement
foundation skills lead in statement
licensing statement
modification history to reflect 2012 standards
Equivalent outcome.
Release 5
Updated mapping information. Changes to assessment requirements.
Equivalent outcome.
Release 4
Updated mapping information. Equivalent outcome.
Release 3
Updated mapping information.
Release 2
Minor corrections to formatting to improve readability. Equivalent
competency outcome.
Release 1
This version was released in HLT Health Training Package release 1.0
and meets the requirements of the 2012 Standards for Training
Packages.
Significant changes to elements and performance criteria, changes to
scope of unit. New evidence requirements for assessment.
Removal of prerequisite unit.
Approved
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e candidate must show evidence of the ability to complete tasks outlined in elements and
performance criteria of this unit, manage tasks and manage contingencies in the context of the
job role.
There must be evidence that the candidate has completed the following tasks in line with
state/territory regulations, first aid codes of practice, Australian Resuscitation Council (ARC)
guidelines and workplace procedures:



Followed DRSABCD in line with ARC guidelines, including:

performed at least 2 minutes of uninterrupted single rescuer cardiopulmonary
resuscitation (CPR) (5 cycles of both compressions and ventilations) on an adult
resuscitation manikin placed on the floor

performed at least 2 minutes of uninterrupted single rescuer CPR (5 cycles both
compressions and ventilations) on an infant resuscitation manikin placed on a firm
surface

responded appropriately in the event of regurgitation or vomiting

managed the unconscious breathing casualty

followed single rescue procedure, including the demonstration of a rotation of
operators with minimal interruptions to compressions

followed the prompts of an Automated External Defibrillator (AED)
Responded to at least two simulated first aid scenarios contextualised to the candidate’s
workplace/community setting, including:

conducted a visual and verbal assessment of the casualty

demonstrated safe manual handling techniques

post-incident debrief and evaluation

provided an accurate verbal or written report of the incident
Applied first aid procedures for the following:

allergic reaction

anaphylaxis

bleeding control

choking and airway obstruction

envenomation, using pressure immobilisation

fractures, sprains and strains, using arm slings, roller bandages or other appropriate
immobilisation techniques

respiratory distress, including asthma

shock
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Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to effectively
complete tasks outlined in elements and performance criteria of this unit, manage tasks and
manage contingencies in the context of the work role. This includes knowledge of:




State/Territory regulations, first aid codes of practice and workplace procedures including:

ARC Guidelines relevant to provision of CPR and first aid

safe work practices to minimise risks and potential hazards

infection control principles and procedures, including use of standard precautions

requirements for currency of skill and knowledge
legal, workplace and community considerations including:

awareness of potential need for stress-management techniques and available support
following an emergency situation

duty of care requirements

respectful behaviour towards a casualty

own skills and limitations

consent

privacy and confidentiality requirements

importance of debriefing
considerations when providing first aid including:

airway obstruction due to body position

appropriate duration and cessation of CPR

appropriate use of an AED

chain of survival

standard precautions

how to conduct a visual and verbal assessment of the casualty
principles and procedures for first aid management of the following scenarios:

abdominal injuries

allergic reaction

anaphylaxis

basic care of a wound

bleeding control

burns

cardiac conditions, including chest pain

choking and airway obstruction

crush injuries

diabetes

dislocations

drowning

envenomation

environmental impact, including hypothermia, hyperthermia, dehydration and heat
stroke

eye and ear injuries

fractures

febrile convulsions

head, neck and spinal injuries
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

minor skin injuries

needle stick injuries

poisoning and toxic substances

respiratory distress, including asthma

seizures, including epilepsy

shock

soft tissue injuries, including strains and, sprains

stroke

unconsciousness
basic anatomy and physiology relating to:

how to recognise a person is not breathing normally

chest

response/consciousness

upper airway and effect of positional change

considerations in provision of first aid for specified conditions
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Skills must be demonstrated working individually in an environment that provides realistic
in-depth, industry-validated scenarios and simulations to assess candidates’ skills and
knowledge.
Assessment resources must include:









adult and infant resuscitation manikins in line with ARC Guidelines for the purpose of
assessment of CPR procedures
adrenaline auto-injector training device
AED training device
placebo bronchodilator and spacer device
roller bandages
triangular bandages
workplace First Aid kit
workplace injury, trauma and/or illness record, or other appropriate workplace incident
report form for written reports
wound dressings
Simulated assessment environments must simulate the real-life working environment where
these skills and knowledge would be performed, with all the relevant equipment and resources
of that working environment.
Assessors must satisfy the Standards for Registered Training Organisations (RTOs)
2015/AQTF mandatory competency requirements for assessors.
Links
Companion volumes from the CS&HISC website http://companion_volumes.vetnet.education.gov.au/Pages/TrainingPackage.aspx?pid=8
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Not Applicable
Unit Descriptor
Unit descriptor
This unit covers interpreting technical drawing applying to
any of the full range of engineering disciplines.
Technical drawings may utilise perspective, exploded
views or hidden view techniques. Drawings are provided
to Australian Standard 1100 and/or Australian Standard
1102 and their equivalents from the full range of
engineering disciplines.
Standard symbols to Australian Standard 1100 and/or
Australian Standard 1102 or equivalent are recognised in
field of employment. Technical drawings may include
symbol glossaries.
Where any drawing, sketch, chart, diagram is only used as
the technique for communication, then this unit does not
apply: see Unit MEM12023A (perform engineering
measurements) or Unit MEM16006A (Organise and
communicate information).
Band: A
Unit Weight: 4
Not Applicable
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Pre-Requisites
Prerequisite units
unit of competency.
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ELEMENT
1. Select correct
technical drawing
1.1. Drawing is checked and validated against job
requirements or equipment.
1.2. Drawing version is checked and validated.
2. Interpret technical
drawing
2.1. Components, assemblies or objects are recognised as
required.
2.2. Dimensions are identified as appropriate to field of
employment.
2.3. Instructions are identified and followed as required.
2.4. Material requirements are identified as required.
2.5. Symbols are recognised in the drawing as
appropriate.
Required skills
Look for evidence that confirms skills in:






checking the drawing against job requirements/related equipment in accordance
with standard operating procedures
confirming the drawing version as being current in accordance with standard
operating procedures
where appropriate, obtaining the current version of the drawing in accordance with
standard operating procedures
reading, interpreting information on the drawing, written job instructions,
specifications, standard operating procedures, charts, lists and other applicable
reference documents
checking and clarifying task related information
undertaking numerical operations, geometry and calculations/formulae within the
scope of this unit
Required knowledge
Look for evidence that confirms knowledge of:


application of AS1100.101 in accordance with standard operating procedures
relationship between the views contained in the drawing
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








objects represented in the drawing
units of measurement used in the preparation of the drawing
dimensions of the key features of the objects depicted in the drawing
understanding of the instructions contained in the drawing
the actions to be undertaken in response to those instructions
the materials from which the object(s) are made
any symbols used in the drawing as described in range statement
hazard and control measures associated with interpreting technical drawings,
including housekeeping
safe work practices and procedures
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Evidence Guide
EVIDENCE GUIDE
A person who demonstrates competency in this unit must
be able to interpret technical drawings as described.
Assessors must be satisfied that the candidate can
competently and consistently perform all elements of the
unit as specified by the criteria, including required
knowledge, and be capable of applying the competency
in new and different situations and contexts.
Context of and specific resources for This unit may be assessed on the job, off the job or a
assessment
combination of both on and off the job. Where
assessment occurs off the job, that is the candidate is not
in productive work, then an appropriate simulation must
be used where the range of conditions reflects realistic
workplace situations. The competencies covered by this
unit would be demonstrated by an individual working
alone or as part of a team. The assessment environment
should not disadvantage the candidate.
This unit could be assessed in conjunction with any other
units addressing the safety, quality, communication,
materials handling, recording and reporting associated
with interpreting technical drawings or other units
requiring the exercise of the skills and knowledge
covered by this unit.
Assessors should gather a range of evidence that is valid,
sufficient, current and authentic. Evidence can be
gathered through a variety of ways including direct
observation, supervisor's reports, project work, samples
and questioning. Questioning should not require
language, literacy and numeracy skills beyond those
required in this unit. The candidate must have access to
all tools, equipment, materials and documentation
required. The candidate must be permitted to refer to any
relevant workplace procedures, product and
manufacturing specifications, codes, standards, manuals
and reference materials.
assessment
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Range Statement
RANGE STATEMENT
Interpret technical drawing
AS1100.101 is an extensive work and the
candidate is not required to have complete
familiarity with all its contents, the application of
AS1100 would usually be in line with standard
operating procedures; interpretation may require
guidance particularly in respect to any geometric
tolerancing
Unit Sector(s)
Unit sector
Co-requisite units
Co-requisite units
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Competency field
Competency field
Approved
Drawing, drafting and design
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Not Applicable
Unit Descriptor
Unit descriptor
This unit covers preparing a purchase/order list and placing
the order.
This unit applies to purchasing activities carried out by a
person other than the purchasing officer, such as
maintenance, service, stores and warehouse personnel.
Approval to order limits and delegations will be included
in the standard operating procedures or purchasing policy
Band: A
Unit Weight: 2
Not Applicable
Pre-Requisites
Prerequisite units
Approved
Page 419 of 1419
unit of competency.
Approved
Page 420 of 1419
ELEMENT
1. Prepare purchase
order/list
1.1. Purchase order/list is prepared to standard operating
procedures.
1.2. Material specifications, price limitations, quantities
and delivery requirements are determined from
instructions, requisitions etc.
2. Purchase order
2.1. Supplier/vendor is informed of requirements and
specifications according to standard operating
procedures.
2.2. Supplier/vendor is followed up to achieve delivery as
required.
2.3. Where appropriate, goods are directly received and
checked for damage.
2.4. Records/files are completed accurately according to
standard operating procedures.
Required skills
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reading, interpreting and following information on instructions, specifications,
standard operating procedures, requisitions, lists, records, files and other applicable
reference documents
preparing an order/list
checking and clarifying order information
entering information onto manual and electronic proformas and standard workplace
forms
accessing manual and electronic order information
communicating with suppliers, manufacturers and other personnel
checking for conformance to specifications
following verbal instructions
orally reporting routine information
record keeping
Approved
Page 421 of 1419
Required knowledge
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ordering policy (delegations, preferred suppliers etc.)
ordering procedures
hazards and control measures associated with ordering materials
Approved
Page 422 of 1419
Evidence Guide
EVIDENCE GUIDE
be able to order materials.
assessment
with ordering materials or other units requiring the
exercise of the skills and knowledge covered by this unit.
and questioning. Questioning techniques should not
require language, literacy and numeracy skills beyond
those required in this unit of competency. The candidate
must have access to all tools, equipment, materials and
documentation required. The candidate must be
permitted to refer to any relevant workplace procedures,
product and manufacturing specifications, codes,
standards, manuals and reference materials.
assessment
Approved
Page 423 of 1419
Range Statement
RANGE STATEMENT
Material specifications
Material specifications can be gained from
manufacturers' catalogues, from the item, from a
drawing
Supplier/vendor
Local, national, international, preferred supplier
Unit Sector(s)
Unit sector
Co-requisite units
Co-requisite units
Competency field
Competency field
Approved
Materials handling
Page 424 of 1419
Not Applicable
Approved
Page 425 of 1419
Unit Descriptor
Unit descriptor
This unit covers performing measurement skills requiring
straightforward use of mechanical measuring devices and
associated calculations.
This unit covers straightforward measurement using
devices which incorporate visual indications representing
units of measurement.
It applies to the use of measuring devices in a range of
manufacturing, engineering and related environments. It
includes, where required, adjustment of measuring devices
through simple means and typically includes zeroing or
scale adjustment.
Measurements may be expressed in metric or imperial
units. All measurements are undertaken to standard
operating procedures. Electrical/electronic devices used
are those not requiring the connection or disconnection of
circuitry.
Work is undertaken autonomously or part of team
environment, in the field, work station or workshops.
For straightforward use of comparison or pre-set
measuring devices, Unit MEM12001B (Use comparison
and basic measuring devices) should be accessed.
Band: A
Unit Weight: 5
Not Applicable
Approved
Page 426 of 1419
Pre-Requisites
Prerequisite units
unit of competency.
Approved
Page 427 of 1419
ELEMENT
1. Select appropriate
device or equipment
1.1. Measurement requirements are determined from
specifications.
1.2. Appropriate device or equipment is selected
according to standard operating procedures, to
achieve required outcome.
2. Obtain measurements
using a range of
measuring devices
2.1. Correct and appropriate measuring technique is
used.
2.2. Measurements are accurately obtained .
2.3. Dimensions are determined or verified using basic
calculations, where required.
3. Maintain measuring
devices
3.1. Routine care and storage of devices is undertaken to
manufacturers' specifications or standard operating
procedures.
3.2. Routine adjustments to devices are made and
checked.
4. Communicate
measurements as
required
4.1. Measurements are accurately recorded, where
required.
4.2. Freehand sketch which depicts required information
is prepared, as required.
Required skills
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selecting the appropriate measuring device for given measuring tasks
using appropriate measuring technique
reading all measurements taken accurately to the finest graduation of the selected
measuring device
handling and storing measuring devices in accordance with manufacturers'
specifications or standard operating procedures
verifying all measuring devices before use
making, where appropriate, routine adjustments to measuring devices
reading, interpreting and following information on written job instructions,
Approved
Page 428 of 1419
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specifications, standard operating procedures, charts, lists, drawings and other
applicable reference documents
planning and sequencing operations
undertaking numerical operations involving addition, subtraction, multiplication,
division, fractions and decimals within the scope of this unit
preparing drawings as required
Required knowledge
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correct application of a range of measuring devices
correct and appropriate measuring technique for a range of measuring devices
addition, subtraction, multiplication, division, fractions, decimals to the scope
required by this unit
procedures for handling and storing a range of measuring devices
procedures for adjusting and zeroing a range of measuring devices
methods of communicating measurements by drawings, as required
Approved
Page 429 of 1419
Evidence Guide
EVIDENCE GUIDE
be able to perform engineering measurements.
assessment
with performing engineering measurements or other units
requiring the exercise of the skills and knowledge
assessment
Approved
Page 430 of 1419
Range Statement
RANGE STATEMENT
Specifications
Drawings, sketches, job instructions, schematics,
diagrams, technical manuals
Range of measuring devices
Protractors, combination squares, set squares, dial
indicators, thermometers, tapes, rules,
micrometers, vernier-scaled measuring equipment
Basic calculations
Calculations needed to assist in determining
measurements where a reading of the graduated
device is not sufficient, for example subtracting
one measurement from another to give a third
measurement. Examples of calculations needed
are addition, subtraction, multiplication, division,
fractions and decimals. Calculations may be made
using a calculator
Routine adjustments
Validating the device using simple zeroing or
scale adjustment
Measurements
Measuring length, squareness, flatness, angle,
roundness, clearances or any other measurements
that can be read off analog, digital or other
measuring device
Information
Dimensions, instructions, base line or datum
points
Unit Sector(s)
Unit sector
Approved
Page 431 of 1419
Co-requisite units
Co-requisite units
Competency field
Competency field
Approved
Measurement
Page 432 of 1419
Not Applicable
Unit Descriptor
Unit descriptor
This unit covers estimating approximate answers to
arithmetical problems, carrying out basic calculations
involving percentages and proportions, and determining
simple ratios and averages. The unit includes producing
and interpreting simple charts and graphs.
This unit applies in manufacturing, engineering or related
environments. It includes the application of the four rules
of algebraic expressions, extracting information from
drawings, diagrams, graphs and charts and producing
simple charts and graphs.
Data may be derived from readings taken or may be
computer generated. Applications can include
computations associated with pressure, volume,
temperature, heat, speed, power, elasticity, density, mass,
force etc.
Calculations may be performed using pen and paper or on
a calculator.
Band: A
Unit Weight: 3
Not Applicable
Approved
Page 433 of 1419
Pre-Requisites
Prerequisite units
unit of competency.
Approved
Page 434 of 1419
ELEMENT
1. Determine work
requirement
1.1. Required outcomes are established from job
instructions.
1.2. Data is obtained from relevant sources and
interpreted correctly.
1.3. Required calculation method is determined to suit
the application, including selection of relevant
arithmetic operations and/or formulae.
1.4. Expected results are estimated, including rounding
off, as appropriate.
2. Perform calculations
2.1. Calculation method is applied correctly.
2.2. Correct answer is obtained.
2.3. Answer is checked against estimation.
3. Produce charts and
graphs from given
information
3.1. Data is transposed accurately to produce charts or
graphs.
3.2. Charts or graphs accurately reflect data on which
they are based.
Required skills
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performing calculations involving whole numbers using all four basic rules
performing calculations involving length, perimeter, area and volume
checking calculated answers for accuracy
rounding off estimated answers
expressing information presented in fractional or decimal format as a percentage
selecting appropriate formulae for the given application
substituting the correct values for each term in the relevant formulae
using appropriate mathematical operations
performing calculations involving ratios or proportions
determining required information from appropriate charts or graphs
producing simple charts or graphs from given information or observations made
Approved
Page 435 of 1419
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selecting appropriate scales and using them in the production of charts and graphs
marking appropriate limits clearly on the graph or chart
specifications, standard operating procedures, charts, lists, drawings and other
applicable reference documents
undertaking numerical operations, geometry and calculations/formulae within the
scope of this unit
Required knowledge

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formula applicable to the determination of perimeter, area and volume of simple
geometric shapes
techniques for estimating approximate answers
reasons for using dimensions with the same units when calculating length,
perimeter, area and volume
concepts of perimeter, area and volume
procedures for rounding off figures when estimating approximate answers
mixed numbers, decimals, fractions and whole numbers
concept of percentage
procedures to be followed in converting a decimal to a percentage
procedures for carrying out calculations involving fractions and using each of the
four basic rules
procedures to be followed on converting a fraction to a percentage
sources of appropriate formulae
reasons for ensuring that the units of each term are consistent with the formulae
selected
procedures for converting given units to those required for use in formulae
concepts of ratio and proportion
given ratios and proportions can be expressed in terms of whole numbers, fractions
and decimal fractions
scales applicable to the axes of the graphs or charts
three types of charts and/or graphs used in the individual's field of work
where appropriate, upper and lower limits of acceptability applicable to data
entered on a graph or chart
where appropriate, the trends indicated by the slope or gradient of a graph
where appropriate, the action to be taken when given trends occur or set limits are
approached on graphs or charts
procedures for drawing 'lines of best fit'
Approved
Page 436 of 1419
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the trends indicated by the graphs or charts drawn
hazards and control measures associated with performing computations, including
housekeeping
Approved
Page 437 of 1419
Evidence Guide
EVIDENCE GUIDE
be able to perform computations.
assessment
with performing computations or other units requiring
the exercise of the skills and knowledge covered by this
unit.
assessment
Approved
Page 438 of 1419
Range Statement
RANGE STATEMENT
Relevant sources
Charts, graphs, diagrams, measurement data,
reference manuals and specifications
Application
Applications can include computations associated
with pressure, volume, temperature, heat, speed,
power, elasticity, density, mass, force etc.
Arithmetic operations

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
Charts and graphs
Application of subtraction, addition,
multiplication and division
Manipulation of decimals, fractions and mixed
numbers and whole numbers
Determining of percentages
Performing of algebraic expressions
Calculation of proportions and ratios
Simple histograms, control charts, pie charts etc.
Unit Sector(s)
Unit sector
Co-requisite units
Co-requisite units
Approved
Page 439 of 1419
Co-requisite units
Competency field
Competency field
Approved
Measurement
Page 440 of 1419
Not Applicable
Approved
Page 441 of 1419
Unit Descriptor
Unit descriptor
This unit covers planning activities which, whilst following
established procedures, may require a response and
modification of procedures or choice of different
procedures to deal with unforeseen developments.
The unit covers the development of plans for individual
complete activities and may include the use of planning
techniques and tools.
The activity may require prioritising of the individual plan
components to facilitate the meeting of the objectives.
Examples of activities to be planned may include: fault
diagnosis and repair of an item of equipment, a
modification of an established sequence of assembly tasks.
However the activities may require a response and
modification of procedures or a choice of different
procedures to deal with unforeseen developments.
Activities are normally performed by the individual
undertaking the planned activity, and associated reports
are completed as required. Planning will be related to
familiar work tasks and environments and be performed to
Where more extensive reporting requiring research and
forming conclusions is required, refer to Unit 16.14
(Report technical information).
Band: A
Unit Weight: 4
Not Applicable
Approved
Page 442 of 1419
Pre-Requisites
Prerequisite units
unit of competency.
Approved
Page 443 of 1419
ELEMENT
1. Identify activity
requirements
1.1. Activity outcomes and objectives are identified and
clarified with appropriate persons.
1.2. Activity requirements, including resources, overall
timeframe, quality requirements and criteria for
acceptable completion are identified and clarified.
1.3. Relevant specifications and procedures are obtained
and clarified.
2. Plan process to
complete activity
2.1. The individual components of the activity are
identified and prioritised.
2.2. Planning tools and techniques are selected and used
according to the needs of the activity.
2.3. The plan is checked for accuracy and conformance
to instructions and requirements.
3. Modify plan
3.1. The plan is referred to and modified as necessary to
overcome unforeseen difficulties or developments
that occur as work progresses.
3.2. The results of the activity are reviewed against the
plan, and possible future improvements to plan are
identified.
Required skills
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obtaining, reading, interpreting and following information on written job
instructions, specifications, standard operating procedures, charts, lists, drawing
and other applicable reference documents
preparing a plan including sequential steps that will enable the activity to be
completed
modifying the plan where appropriate, to take account of difficulties or
developments that occur while following the prepared plan
planning and sequencing activities
checking and clarifying task-related information
Approved
Page 444 of 1419
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
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using numerical operations, geometry and calculations/formulae within the scope
of this unit
using planning techniques such as scheduling, time management, brainstorming,
setting of goals and defined outcomes, prioritising, review and evaluation strategies
Required knowledge
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tasks to be performed
person/s who can clarify the objectives, requirements and specifications
specifications relevant to the tasks to be performed
outcomes to be achieved
timeframe for activity completion
quality requirements of the product or service
priority of each step in the plan
reasons for the relative priority of each step
modifications to the plan to overcome a range of unforeseen situations
hazards and control measures associated with planning the complete activity,
including housekeeping
Approved
Page 445 of 1419
Evidence Guide
EVIDENCE GUIDE
be able to plan a complete activity.
assessment
with planning a complete activity or other units requiring
the exercise of the skills and knowledge covered by this
unit.
assessment
Approved
Page 446 of 1419
Range Statement
RANGE STATEMENT
Requirements
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
Specifications
Technical task related information conveyed
verbally or as found in:
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Planning techniques and tools
Approved
Formal or informal information about the task
required, such as:

timeframe

quality requirements

outcome and performance requirements

job history

checks and tests

special reporting requirements

tools and equipment

materials and parts

reference documents
Requirements and instructions are supplied
verbally or in written form such as on job
sheets. Instructions are carried out in
accordance with established procedures
task lists
instructions
manufacturer manuals
diagrams and schematics
technical drawings and sketches
parts lists
computer records
Scheduling, time management, brainstorming,
setting goals and defined outcomes, prioritising,
review and evaluation strategies
Page 447 of 1419
Unit Sector(s)
Unit sector
Co-requisite units
Co-requisite units
Competency field
Competency field
Approved
Planning
Page 448 of 1419
Not Applicable
Unit Descriptor
Unit descriptor
This unit covers using a range of hand tools for a variety of
general engineering applications.
Applications may include hand tools used for adjusting,
dismantling, assembling and finishing of items or
components, and the finishing, cutting, scraping of
metallic and non-metallic material to size and shape. This
includes simple tapping and threading and routine
maintenance of hand tools.
This unit should not be selected if the hand tool is
dedicated to a single operation or machine and if only a
machine specific/customised tool is used.
When using hand held power tools or power tools used for
hand held operations, refer to Unit MEM18002B (Use
power tools/hand held operations).
Band: A
Unit Weight: 2
Not Applicable
Approved
Page 449 of 1419
Pre-Requisites
Prerequisite units
unit of competency.
Approved
Page 450 of 1419
ELEMENT
1. Use hand tools
1.1. Hand tools are selected appropriate to the task
requirements.
1.2. Hand tools are used to produce desired outcomes to
job specifications which may include finish, tension,
size or shape.
1.3. All safety requirements are adhered to before, during
and after use.
1.4. Unsafe or faulty tools are identified and marked for
repair according to designated procedures before,
during and after use.
1.5. Routine maintenance of tools, including hand
sharpening is undertaken according to standard
operational procedures, principles and techniques.
1.6. Hand tools are stored safely in appropriate location
according to standard operational procedures and
manufacturers' recommendations.
Required skills
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reading and following information on standard operating procedures
selecting hand tools appropriate to the task
using hand tools safely
identifying hand tool defects and marking for repair
maintaining/sharpening hand tools using appropriate techniques
storing hand tools in accordance with manufacturers'/standard operating procedures
Required knowledge

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applications of different hand tools in a general engineering context
common faults and/or defects in hand tools
Approved
Page 451 of 1419
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procedures for marking unsafe or faulty tools for repair
routine maintenance requirements for a range of hand tools
storage location and procedures for a range of hand tools
hazards and control measures associated with using hand tools
use and application of personal protective equipment
Approved
Page 452 of 1419
Evidence Guide
EVIDENCE GUIDE
be able to use hand tools for a range of general
engineering applications.
assessment
with using hand tools or other units requiring the
assessment
Approved
Page 453 of 1419
Range Statement
RANGE STATEMENT
Hand tools
Hacksaws, hammers, punches, screwdrivers,
sockets, wrenches, scrapers, chisels, gouges,
wood planes and files of all cross-sectional shapes
and types
Job specifications
Finish, tension, size or shape etc.
Routine maintenance
Cleaning, lubricating, tightening, simple tool
repairs, hand sharpening and adjustments using
engineering principles, tools, equipment and
procedures
Unit Sector(s)
Unit sector
Co-requisite units
Co-requisite units
Approved
Page 454 of 1419
Competency field
Competency field
Approved
Maintenance and diagnostics
Page 455 of 1419
Not Applicable
Unit Descriptor
Unit descriptor
This unit covers using a range of hand held power tools
and fixed power tools for hand held operations for a variety
of general engineering applications.
This unit applies to loosening and fastening items or
components and shaping, finishing, cutting, grinding
metallic and non-metallic materials and/or tool bits to size
and shape.
This unit should not be selected if the power tools used are
dedicated to an operation or machine, e.g. nut-runner, air
drill, power driver, etc.
For using hand tools, see Unit MEM18001C (Use hand
tools).
Band: A
Unit Weight: 2
Not Applicable
Pre-Requisites
Prerequisite units
Approved
Page 456 of 1419
Prerequisite units
unit of competency.
Approved
Page 457 of 1419
ELEMENT
1. Use power tools
1.1. Power tools are selected appropriate to the task
requirements.
1.2. Power tools are used for a determined sequence of
operations - which may include clamping, alignment
and adjustment to produce desired outcomes - to job
specifications which may include finish, size or
shape.
1.3. All safety requirements are adhered to before, during
and after use.
1.4. Unsafe or faulty tools are identified and marked for
repair before, during and after use according to
designated procedures.
1.5. Operational maintenance of tools, including hand
sharpening, is undertaken according to standard
workplace procedures, principles and techniques.
1.6. Power tools are stored safely in appropriate location
according to standard workshop procedures and
manufacturers' recommendations.
Required skills

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reading and following information on standard operating procedures
selecting power tools appropriate to the task
using power tools safely
using clamping/securing devices
identifying power tool defects
maintaining power tools using appropriate techniques
sharpening tools/tool bits within the scope of this unit
storing power tools according to manufacturers'/ standard operating procedures.
Required knowledge
Approved
Page 458 of 1419
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application of different power tools
clamping/securing methods
adjustments/alignments to a range of power tools
common faults and/or defects in power tools
procedures for marking unsafe or faulty power tools for repair
routine maintenance requirements of a range of power tools
tool sharpening techniques for a range of power tools
storage location and procedures of a range of power tools
hazards/control measures associated with power tools
Approved
Page 459 of 1419
Evidence Guide
EVIDENCE GUIDE
be able to use power tools/hand held operations.
assessment
with using power tools/hand held operations or other
units requiring the exercise of the skills and knowledge
and questioning. Questioning should not require
language, literacy and numeracy skills beyond those
required in this unit. The candidate must have access to
all tools, equipment, materials and documentation
required. The candidate must be permitted to refer to any
relevant workplace procedures, product and
manufacturing specifications, codes, standards, manuals
and reference materials.
assessment
Approved
Page 460 of 1419
Range Statement
RANGE STATEMENT
Power tools
Electric or pneumatic/hydraulic drills, grinders,
jigsaws, nibblers, cutting saws, sanders, planers,
routers, pedestal drills and pedestal grinders
Clamping
Multigrips, vices, jigs and fixtures, clamps etc.
Job specifications
Finish, size or shape etc.
Operational maintenance
Hand sharpening, cleaning, lubricating, tightening
Simple tool repairs and adjustments using
engineering principles, tools, equipment and
procedures to statutory and regulatory
requirements
Unit Sector(s)
Unit sector
Co-requisite units
Co-requisite units
Approved
Page 461 of 1419
Competency field
Competency field
Approved
Page 462 of 1419
Single band identifier removed to clarify dual status.
Unit Descriptor
Unit descriptor
This unit covers isolating and shutting down machines and
equipment.
This unit applies to situations that require extensive
system knowledge that exclude the straightforward
starting/stopping of machinery/equipment through the use
of simple switching, including use of emergency switches.
Shut-down/isolation is undertaken autonomously or as
part of teamwork.
Band:
This unit has dual status and is to be regarded as both a
specialisation band A unit and Specialisation band B unit
for progression to C7 (AQF level IV).
Unit Weight: 2
Not Applicable
Pre-Requisites
Prerequisite units
Approved
Page 463 of 1419
unit of competency.
Approved
Page 464 of 1419
ELEMENT
1. Shut down
machine/equipment
1.1. Machine/equipment operational function is
determined and understood.
1.2. Shut-down sequence is undertaken safely and to
1.3. Machine/equipment is
depressurised/emptied/de-energised/bled to standard
operating procedures.
1.4. Safe shut-down of machine/equipment is verified.
1.5. Safety/security lock-off devices and signage are
installed to standard operating procedures.
1.6. Machine/equipment is left in clean and safe state.
2. Isolate
machine/equipment
2.1. Machine/equipment operational function is
determined and understood.
2.2. Isolation methods and points are recognised and
identified.
2.3. Isolation is undertaken safely and to standard
2.4. Safe isolation of machine/equipment is verified.
2.5. Safety/security lock-off devices and signage are
installed to standard operating procedure.
2.6. Machine/equipment is left in clean and safe state.
Required skills

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
specifications and other applicable reference documents
entering information onto proformas and standard workplace forms
shutting down machine/equipment
purging/de-energising equipment
installing safety/security lock-off devices and signage\
Approved
Page 465 of 1419
Required knowledge

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
the operational function of the machine/equipment
the shut-down sequence
the procedures for shutting down and isolating the machine/equipment
safety precautions for shutting down and isolating the machine/equipment
procedures for purging/de-energising the machine/equipment and reasons for doing
so
procedures for verifying machine/equipment shut-down and isolation and reasons
for verifying
the safety/security lock-off devices and signage to be installed
the reasons and procedures for installing lock-off devices and signage
the reasons for ensuring the machine/equipment is left in a clean, safe state
hazards and control measures
Approved
Page 466 of 1419
Evidence Guide
EVIDENCE GUIDE
be able to shut down and isolate machines/equipment.
assessment
with shutting down and isolating machines/equipment or
other units requiring the exercise of the skills and
knowledge covered by this unit.
assessment
Approved
Page 467 of 1419
Range Statement
RANGE STATEMENT
Shut down/isolate
Shut down/isolation means and includes isolation
of mechanical, electrical drives, pipework
(pressure) rotating equipment etc. utilising
electrical lock-off isolators, mechanical and
power driven valves etc. in accordance with
standard operating instructions. Relevant
regulations, Australian standards and legislative
requirements governing isolation and shut-down
must be complied with
Machine/equipment
Manual, semi automatic and automatic machines
of a stand-alone, continuous production or
process nature.
Unit Sector(s)
Unit sector
Co-requisite units
Co-requisite units
Approved
Page 468 of 1419
Competency field
Competency field
Approved
Page 469 of 1419
MEM18055B Dismantle, replace and assemble engineering
components
Not Applicable
Approved
Page 470 of 1419
Unit Descriptor
Unit descriptor
This unit covers dismantling and identifying faulty
components, selecting replacements, and assembling
engineering components into assemblies or sub-assemblies
in accordance with standard operating procedures.
This unit involves dismantling, checking, replacing and
assembling engineering components in accordance with
All specifications are interpreted from manufacturers'
manuals, engineering drawings, detailed/technical
sketches and associated data sheets. Tasks are undertaken
utilising engineering principles, designated procedures,
appropriate tools, equipment and safe workshop practices.
Work is undertaken autonomously or in a team
environment using predetermined standards of quality,
safety and workshop procedures.
Where fitting techniques and principles are required to
assess component condition, and/or modify components to
achieve precision fits, unit MEM18006C (Repair and fit
engineering components) should also be selected.
Where precision mechanical measurement is required,
then Unit MEM12003B (Perform precision mechanical
measurement) should also be selected.
Band: A
Unit Weight: 3
Not Applicable
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Pre-Requisites
Prerequisite units
Path 1
MEM09002B
Interpret technical drawing
MEM12023A
Perform engineering measurements
MEM18001C
Use hand tools
MEM18002B
Use power tools/hand held
operations
unit of competency.
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ELEMENT
1. Dismantle
engineering
components
1.1. Engineering components are inspected and task
requirements are analysed.
1.2. Appropriate tools and equipment are selected and
component/s are prepared for dismantling.
1.3. Component is dismantled using standard operating
procedures, tools and equipment.
1.4. Engineering components are clearly marked to aid
reassembly.
2. Identify faulty
components
2.1. Specifications for components are obtained from
appropriate source and are interpreted and
understood.
2.2. Damaged or faulty components are assessed against
specifications according to standard operating
procedures.
2.3. Faulty components are identified for repair,
replacement or adjustment according to standard
3. Select replacement
components
3.1. Where applicable, replacement and/or repaired parts
are selected for reassembly according to standard
4. Assemble
engineering
components into
assemblies or
sub-assemblies
4.1. Appropriate techniques are applied in the
preparation, assembly and adjustment of components
using fastening equipment and methods which ensure
conformance to specifications, operational
performance, quality and safety of the completed
assembly according to standard operating procedures.
4.2. Correct lubrication, packing, sealing materials are
selected and applied correctly in conformance to job
specifications.
4.3. Final component assembly is inspected, tested and
adjusted as necessary for compliance with
operational specifications and returned to use
according to standard operating procedures.
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Required skills













obtaining and interpreting all relevant instructions, standard operating procedures,
drawings and specifications
preparing component for dismantling
dismantling components using appropriate techniques, tools and equipment
marking component parts appropriately for identification purposes
checking components visually and dimensionally for conformance to specification
where appropriate, marking faulty parts for repair, replacement or adjustment
selecting and confirming replacement parts to specifications
obtaining and using all relevant supplier catalogues
preparing and assembling components using appropriate techniques in accordance
with standard operating procedures
where appropriate, applying lubricants correctly to the assembly in accordance
with specifications and standard operating procedures
where appropriate, applying packing and/or sealing materials in accordance with
specifications and standard operating procedures
inspecting and checking the final assembly for conformance to specification
where appropriate, returning the final assembly to use
Required knowledge














tasks to be performed in accordance with standard operating procedures
procedures for dismantling the assembly
tools and equipment to be used to dismantle the components
procedures and required equipment for checking components for conformance to
specification
specifications of the components to be replaced
features and/or dimensions upon which replacement parts are to be selected
process of identifying replacement parts from "third party" suppliers' catalogues
procedures for assembling components
requirements of the assembly in terms of specifications, operational performance,
quality and safety
procedures for lubricating the assembly
materials
checks to be undertaken during inspection of the final assembly
procedures for returning components/assemblies into use
hazards and control measures associated with dismantling, replacing and
Approved
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
assembling engineering components, including housekeeping
Approved
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Evidence Guide
EVIDENCE GUIDE
be able to dismantle, replace and assemble engineering
components. Competency in this unit cannot be claimed
until all prerequisites have been satisfied.
assessment
with dismantling, replacing and assembling engineering
components or other units requiring the exercise of the
skills and knowledge covered by this unit.
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EVIDENCE GUIDE
assessment
Range Statement
RANGE STATEMENT
Engineering components
Includes a range of component parts found in
equipment or product assemblies, sub-assemblies,
e.g. couplings, universal joints, pumps etc.
employing shafts, pre-manufactured bearings and
seals, lubricants, fasteners, gaskets etc.
Appropriate tools and
equipment
Includes a range of hand and power tools, bearing
pullers, special purpose dismantling and assembly
tools etc.
Selected
Replacement parts are selected from
manufacturers' catalogues, etc.
Appropriate techniques
Are in accordance with standard operating
procedures and may include the straightforward
removal and replacement of pre-manufactured
bearings and seals
Unit Sector(s)
Unit sector
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Co-requisite units
Co-requisite units
Competency field
Competency field
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MEM30020A Develop and manage a plan for a simple
manufacturing related project
Not Applicable
Unit Descriptor
Unit descriptor
This unit covers developing and managing low risk
manufacturing related projects that may be small scale and
managed by one person and are carried out under guidance.
This unit applies to technical work in all environments.
Work is carried out under supervision.
If skills in development of production schedule are
required, then Unit MEM30021A (Prepare a simple
production schedule) should be selected.
Band: 0
Unit Weight: 0
Not Applicable
Pre-Requisites
Prerequisite units
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unit of competency.
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ELEMENT
1. Select appropriate
project management
tools and develop
project plan
1.1. A working knowledge of project management tools
is used to develop a plan for a simple manufacturing
related project and schedule of activities to meet
project outcomes.
1.2. The plan is referred to a supervisor for approval in
accordance with policy and procedures.
2. Implement planned
activities
2.1. Plan is implemented according to schedule.
2.2. All affected personnel are communicated with
regarding project implementation.
2.3. Supply and/or allocation of required resources
including materials and equipment is organised.
2.4. Project progress is regularly reported in relation to
agreed milestones to provide a measure of
performance throughout the life of the plan.
2.5. Progress is discussed in consultation with other staff
and contractors to ensure effective outcomes.
3. Review project plan
and schedule
3.1. Project outcomes, performance standards and project
objectives are monitored and analysed against
specifications and the results are reported in
accordance with procedures.
3.2. Variations in keeping to plan are discussed with
supervisors and are resolved in accordance with
enterprise policy and procedures.
Required skills





using computing skills
using interpersonal communication skills
negotiating
report writing
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

specifications, standard operating procedures and other applicable reference
documents
Required knowledge











understanding of applicable regulations and standards
appropriate software
Gantt charts
critical path method (CPM)
bar charts
work breakdown structures
program evaluation and review technique (PERT)
basic quality assurance techniques
knowledge of availability of resources
a basic knowledge of:

the project life cycle and the relationship between project phases

planning and control procedures, resource management and risk management
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Evidence Guide
EVIDENCE GUIDE
be able to develop and manage a plan for a simple
manufacturing related project.
assessment
combination of both. Where assessment occurs off the
job, i.e. the candidate is not in productive work, an
appropriate simulation must be used where the range of
conditions reflects realistic workplace situations. The
competencies covered by this unit would be
demonstrated by an individual working alone or as part
of a team. The assessment environment should not
disadvantage the candidate.
with developing and manage a plan for a simple
manufacturing related project or other units requiring the
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EVIDENCE GUIDE
assessment
Range Statement
RANGE STATEMENT
Project management tools
May include critical path method (CPM), bar and
Gantt charts, work breakdown structures, Program
Evaluation and Review Technique (PERT),
project management software packages, recording
systems - electronic and manual
Plan
May include project implementation plans, quality
assurance targets, milestones, any planning that
relates to time, cost or quality and requires that
progress is communicated to others
Simple manufacturing related
project
Projects that are small scale, low risk, managed by
one person, carried out under guidance, related to
manufacturing processes and products
Unit Sector(s)
Unit sector
Co-requisite units
Co-requisite units
Approved
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Co-requisite units
Competency field
Competency field
Approved
Engineering technician
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MSACMT 270A Use sustainable energy practices
Not applicable.
Unit Descriptor
Unit descriptor
This unit covers the skills needed to use and make
improvements in sustainable energy practices in
production, maintenance and logistics.
In a typical scenario, a team member will be aware of
energy use. Some of this energy use is necessary but
typically a large part of energy use is unnecessary waste
and so should be eliminated. The team member will
observe energy use and ensure it is according to the
organisation's plans and will also engage in continuous
improvement for energy use.
This unit requires the application of skills associated
with interpreting workplace information on energy use
and using procedures and technology to minimise
energy use and waste.
Not applicable.
Pre-Requisites
Prerequisite units
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essential outcomes of a unit
of competency.
Performance Criteria describe the performance needed
to demonstrate achievement of the Element. Where bold
italicised text is used, further information is detailed in
the required skills and knowledge section and the Range
Statement. Assessment of performance is to be
consistent with the Evidence Guide.
ELEMENT
1. Identify energy use
1.1. Identify energy consuming processes in relation
to own work
1.2. Recognise the type/source of energy consumed
2. Follow energy
conservation plans
2.1. Check energy use in accordance with
conservation plans
2.2. Identify most efficient or appropriate equipment
or procedures to comply with conservation plans
2.3. Identify any uses which do not comply with
conservation plans
2.4. Take action in accordance with procedures to
bring energy use back in line with conservation
plans
3. Improve energy use
3.1. Note any waste of energy use
3.2. Recommend improvements to energy use
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Required skills




analysis
basic mathematics
communication
problem solving
Required knowledge



types and sources of energy relevant to the process
basic principles of energy efficiency
process needs for energy
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Evidence Guide
EVIDENCE GUIDE
performance criteria, required skills and knowledge, the range statement and the assessment
guidelines for this training package.
requirements
The team member will be able to identify the energy use of
any/all parts of the process and recommend better ways of
using it.
What are the specific
resource requirements for
this unit?
Access to an organisation seeking to improve its energy usage.
What critical aspects of
Evidence of conformance to energy usage plans and
evidence are required to
suggestions for improvement should be available.
demonstrate competency in
this unit?
In what context should
assessment occur?
Assessment needs to be conducted in an organisation where
energy is a significant cost component or by use of a project,
simulation or case study.
Are there any other units
This unit is related to:
which could or should be

MSACMT271A Use sustainable environmental practices assessed with this unit or
which covers general environmental practices, and
which relate directly to this

MSACMT670A Develop and manage sustainable energy
unit?
practices - which covers higher level aspects.
What method of assessment Assessors must be satisfied that the person can consistently
should apply?
perform the unit as a whole, as defined by the Elements,
Performance Criteria, skills and knowledge. A holistic
approach should be taken to the assessment.
Assessors should gather sufficient, fair, valid, reliable,
authentic and current evidence from a range of sources.
Sources of evidence may include direct observation, reports
from supervisors, peers and colleagues, project work, samples,
organisation records and questioning. Assessment should not
require language, literacy or numeracy skills beyond those
required for the unit.
The assessee will have access to all techniques, procedures,
information, resources and aids which would normally be
available in the workplace.
The method of assessment should be discussed and agreed
with the assessee prior to the commencement of the
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EVIDENCE GUIDE
assessment.
What evidence is required
for demonstration of
consistent performance?
Approved
Evidence should be available from the daily routine of the job
to show that there is consistent performance.
Page 490 of 1419
Range Statement
RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for
different work environments and situations that may affect performance. Bold
italicised wording, if used in the performance criteria, is detailed below. Essential
operating conditions that may be present with training and assessment (depending on
the work situation, needs of the candidate, accessibility of the item, and local industry
and regional contexts) may also be included.
Waste
Waste (also known as muda in the Toyota Production
System and its derivatives) is any activity which does
not contribute to customer benefit/features in the
product. Within manufacturing, categories of waste
include:







excess production and early production
delays
movement and transport
poor process design
inventory
inefficient performance of a process
making defective items.
Waste for this unit may include activities which do not
yield any benefit to the organisation or any benefit to the
organisations customers.
Energy
Energy is used to mean all sources of energy used by the
process be it electricity, gas or mobile transport fuel.
The uses of the energy will also be potentially wide and
include heating and cooling, lighting, moving materials
(including pumps and conveyors), modifying materials
(including cutting, forming, weaving, knitting, reacting,
moulding, extruding, mixing), generating
pressure/vacuum or providing motive power for
equipment and transport.
Unit Sector(s)
Unit Sector
Approved
CM Tools
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Co-requisite units
Co-requisite units
Functional area
Functional Area
Approved
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MSACMT 271A Use sustainable environmental practices
Not applicable.
Unit Descriptor
Unit descriptor
This unit covers the knowledge and skills needed to use
and make improvements in sustainable environmental
practices in production, maintenance and logistics.
In a typical scenario, a team member will be aware of
environmental resource use. Some of this is necessary
but typically a large part of environmental resource use
may be unnecessary waste and so should be eliminated
or at least minimised. The team member will observe
resource use and ensure it is according to the
organisations plans and will also engage in continuous
improvements for resource use.
This unit requires the application of skills associated
with applying workplace information on use of
resources and managing own application of technology
and workplace practices to minimise use and waste of
resources.
Not applicable.
Pre-Requisites
Prerequisite units
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of competency.
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ELEMENT
1. Identify resource use
1.1. Identify resources used by processes in area of
responsibility
1.2. Recognise the type/source of resource used
1.3. Identify sources of information to expand
knowledge and understanding of resources used
2. Comply with
environmental
obligations
2.1. Follow procedures to ensure there is no breach
of environmental regulations/licence conditions
2.2. Identify situations related to job which may lead
to a breach of regulations/licence conditions
3. Follow resource
conservation plans
3.1. Identify resource conservation plan/section of
plan relevant to area of responsibility
3.2. Identify most efficient or appropriate equipment
or processes to comply with conservation plans
3.3. Check resource use is in accordance with plan
3.4. Sort/recycle waste according to procedures
3.5. Note any uses which do not comply with plan
3.6. Take appropriate action specified in plan to bring
resource use back in line with plans
3.7. Apply energy conservation plans to the use of
equipment and tools
4. Improve resource use
4.1. Identify waste of resource use
4.2. Recommend improvements to resource use
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Required skills




analysis
basic mathematics
communication
problem solving
Required knowledge





the '3 Rs' - reduce, re-use, recycle
regulatory/licensing requirements relevant to the process/plant
types and sources of resource
basic principles of resource efficiency
process needs for resource
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Evidence Guide
EVIDENCE GUIDE
requirements
The competent team member will be able to identify the
resource use of any/all part/s of the process and recommend
better ways of using it.
this unit?
Access to an organisation seeking to improve its resource
usage.
What critical aspects of
Evidence of conformance to resource usage plans and
evidence are required to
suggestions for improvement should be available.
demonstrate competency in
this unit?
assessment occur?
resource is a significant cost component or by project,
simulation or case study.

MSACMT270A Use sustainable energy practices - which
assessed with this unit or
covers energy specifically, and

MSACMT671A Develop and manage sustainable
unit?
environmental practices - which covers the higher skill
levels.
should apply?
perform the unit as a whole, as defined by the elements,
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EVIDENCE GUIDE
assessment.
Approved
Evidence should be available from the daily routine of the job
to show that there is consistent performance.
Page 498 of 1419
Range Statement
RANGE STATEMENT
Waste
product.
Within manufacturing, categories of waste include:







delays
poor process design
inventory
Necessary waste
Necessary waste is any activity or cost which does not
contribute directly to customer benefit/feature in the
product, and which cannot be avoided (for example
regulatory compliance and fixed costs). Necessary waste
cannot be eliminated but should be managed.
Unnecessary waste
Unnecessary waste is any activity or cost which does not
contribute directly to customer benefit/features in the
product and can be avoided. Unnecessary waste should
be eliminated as quickly as practical.
Resource
Resource is used to mean resources used by the process
be it raw materials, components, process water, cooling
water, cleaning water and so on.
Recognise
Recognition of type of resource is at an appropriate level
for the person and the area and includes things like
recognising steam/electric heating, cooling
water/refrigerated cooling, raw materials waste
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RANGE STATEMENT
materials.
Unit Sector(s)
Unit Sector
CM Tools
Co-requisite units
Co-requisite units
Functional area
Functional Area
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MSACMT 432A Analyse manual handling processes
MSACMT432A Analyse manual handling processes
Not applicable.
Unit Descriptor
Unit descriptor
This unit covers the knowledge and skills to analyse
manual handling in terms of its efficiency and safety.
In a typical scenario a team leader or team member
examines the manual handling component of a job and
improves it in terms of safety, effort required and
efficiency. This may be conducted for a job performed
by others in the team, or it may be for the person's own
job.
This unit primarily requires the application of skills
associated with problem solving and initiative and
enterprise to identify safe and efficient manual handling
and planning and organisation to ensure processes are
implemented. This unit also requires communication
with and involvement of team members to ensure they
understand the approach and to facilitate training.
Not applicable.
Pre-Requisites
Prerequisite units
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This unit contains employability skills
of competency.
Approved
the required skills and knowledge section and the range
statement. Assessment of performance is to be
consistent with the evidence guide.
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ELEMENT
1. Assess manual handling
risks
1.1. Identify manual handling hazards in work area
1.2. Assess risks arising from those hazards
2. Analyse physical effort
requirements of job
2.1. Determine basic manual handling requirements
of job
2.2. Analyse requirements in terms of components
such as lift, move, place, hold
2.3. Analyse items to be handled in terms such as
weight, size, shape or other hazards
3. Determine time/effort
components of physical
effort
3.1. Break required movement pattern down into
movement components
3.2. Determine time and effort requirements for
movements
3.3. Develop alternative movement patterns
3.4. Determine time and effort requirements for
alternative movements
3.5. Determine handling aids required to assist
movement
3.6. Determine preferred movement pattern/s
4. Analyse the ergonomics
of physical effort
4.1. Analyse the ergonomics of the preferred
movement pattern
4.2. Develop substitute movements for any
movement which is not ergonomically sound
4.3. Determine handling aids required to improve
ergonomics of required movements
5. Optimise application of
physical effort
5.1. Select movement patterns which are
ergonomically sound and time and effort efficient
5.2. Train all relevant people to use these methods
5.3. Ensure procedures and practices reflect the
optimum methods
5.4. Communicate with team members and involve
them in development of alternatives to ensure
awareness and facilitate learning
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Required skills:





communication
analysis
teamwork
basic mathematics
problem solving.
Required knowledge:





relevant OHS acts and regulations as applied to manual handling
principles of efficient movement
principles of efficient job and work method design
principles of work analysis
principles of ergonomics/safe movement.
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Evidence Guide
EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in
conjunction with the Performance Criteria, required skills and knowledge,
the Range Statement and the Assessment Guidelines for this Training
Package.
Overview of assessment requirements

The person will be able to examine a job for its
physical components and then determine a better
way of doing it. As a side benefit they will
become more aware of poor manual handling
practice and raise an alert to it.
What critical aspects of evidence are
required to demonstrate competency
in this unit?

Evidence should be available of the analysis and
improvements of the physical/manual handling
aspects of jobs in the workplace.
In what context should assessment
occur?

Assessment should use evidence from the
analysis of real jobs or an appropriate
simulation.
Are there any other units which
could or should be assessed with this
unit or which relate directly to this
unit?

There are no related units. Concurrent
assessment may be undertaken with appropriate
units.
What method of assessment should
apply?

Assessors must be satisfied that the person can
consistently perform the unit as a whole, as
defined by the elements, performance criteria,
skills and knowledge. A holistic approach
should be taken to the assessment.
Assessors should gather sufficient, fair, valid,
reliable, authentic and current evidence from a
range of sources. Sources of evidence may
include direct observation, reports from
supervisors, peers and colleagues, project work,
samples, organisation records and questioning.
Assessment should not require language, literacy
or numeracy skills beyond those required for the
unit.
The assessee will have access to all techniques,
procedures, information, resources and aids
which would normally be available in the
workplace.
The method of assessment should be discussed
and agreed with the assessee prior to the
commencement of the assessment.



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EVIDENCE GUIDE
What evidence is required for
demonstration of consistent
performance?

Where evidence is from continuous
improvement activities, then a range of such
improvements needs to be considered to provide
sufficient evidence. Where evidence is coming
from one, complex improvement activity then it
may provide sufficient evidence.
What are the specific resource
requirements for this unit?

Access to a workplace which will allow the
improvement of physical actions.
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Range Statement
RANGE STATEMENT
The Range Statement relates to the unit of competency as a whole. It allows for
italicised wording in the Performance Criteria is detailed below. Add any essential
operating conditions that may be present with training and assessment depending on
and regional contexts.
Procedures
Procedures include all work instructions, standard
operating procedures, formulas/recipes, batch sheets,
temporary instructions and similar instructions provided
for the smooth running of the plant. They may be
written, verbal, computer based or in some other form.
For the purposes of this Training Package, 'procedures'
also includes good operating practice as may be defined
by industry codes of practice (e.g. Good Manufacturing
Practice (GMP), Responsible Care) and government
regulations.
Manual handling hazards
Manual handling hazards include all requirements as
defined by the relevant occupational health and safety
(OHS) acts and regulations, industry standards and best
practice.
Unit Sector(s)
Unit Sector
CM Tools
corequisite units
Corequisite units
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Functional area
Functional Area
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MSACMT 452A Apply statistics to processes in manufacturing
MSACMT452A Apply statistics to processes in manufacturing
Not applicable.
Unit Descriptor
Unit descriptor
This unit covers the knowledge and skills required to
apply statistical theory and principles to the analysis and
control of processes in manufacturing.
In a typical scenario, statistical process control is being
used on a process in a manufacturing organisation.
Usually this will be to monitor the process and
determine when action needs to be taken. The
appropriate action will then be taken in accordance with
standard procedures.
To do this the person will apply their knowledge of
frequency distribution and variation to the data/chart to
distinguish between random and non-random variation
and their understanding of the process and/or equipment
to help interpret those results.
This unit primarily requires the application of skills
associated with gathering and analysing data and
communicating statistical information to others. This
unit also has a strong emphasis on problem solving,
initiative and enterprise, planning and organising, and
self management to solve problems and manage
processes.
Not applicable.
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Pre-Requisites
Prerequisite units
of competency.
Approved
the required skills and knowledge section and the range
statement. Assessment of performance is to be
consistent with the evidence guide.
Page 510 of 1419
ELEMENT
1. Collect process data.
1.1. Interpret sampling scheme
1.2. Obtain measurements in accordance with
standard procedures
1.3. Handle data as required.
2. Interpret data
2.1. Plot data on appropriate control chart
2.2. Distinguish between random and non-random
patterns of results
2.3. Identify results outside the control limits
2.4. Recognise situations requiring action
2.5. Take appropriate action in accordance with
standard procedures
2.6. Determine cost of non-conformance
3. Calculate control limits.
3.1. Consult relevant stakeholders to determine
appropriate limits
3.2. Use relevant methods to calculate/revise control
limits
3.3. Plot limits on control chart
3.4. Explain impact of limit to relevant stakeholders
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Required skills:






analysis
problem solving
communication
documenting
calculations
use of statistics
Required knowledge:
















sampling techniques
purpose of sampling and measurement
random, systematic, stratified sampling
relevance, reliability and representativeness of samples/data collected
purpose of replication of data for statistical control
samples, populations, finite and infinite populations and the differences
methods of calculating means, standard deviations and the like and their purpose in
statistical control
the causes of variation in a process
the meaning of broad/ narrow frequency distributions/ range/standard deviations
and skewed distributions in process terms
types of control charts and their applications to different types of process/product
and for different purposes
process causes of variation and typical cause types of non-random variation
non-process (eg measurement) causes of variation
recognition of stable and unstable processes
causes of stability/instability in the process
calculation of control limits/process capability and the applications of different
control limits
the standard distribution curve and confidence limits.
Approved
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Evidence Guide
EVIDENCE GUIDE
The Evidence Guide describes the underpinning knowledge and skills that
must be demonstrated to prove competence. It is essential for assessment and
must be read conjunction with the performance criteria, the range statement
and the assessment guidelines of the relevant Training Package
Overview of assessment requirements
The competent person will be able to apply
statistical theory to a process to interpret and
reduce its variation.
What critical aspects of evidence is
required to demonstrate competency in
this unit?
Evidence of the application of statistical theory
to a process should be available
In what context should assessment occur? Assessment will need to occur in an
organisation implementing statistical process
control or by project.
Are there any other units which could or This unit could be assessed concurrently with
should be assessed with this unit or which other units dealing with process capability
relate directly to this unit?
and/or change management.
What method of assessment should
apply?
Assessors must be satisfied that the person can
consistently perform the unit as a whole, as
defined by the elements, performance criteria,
skills and knowledge. A holistic approach
should be taken to the assessment.
Assessors should gather sufficient, fair, valid,
reliable, authentic and current evidence from a
range of sources. Sources of evidence may
include direct observation, reports from
supervisors, peers and colleagues, project work,
samples, organisation records and questioning.
Assessment should not require language,
literacy or numeracy skills beyond those
The assessee will have access to all techniques,
procedures, information, resources and aids
which would normally be available in the
workplace.
The method of assessment should be discussed
and agreed with the assessee prior to the
commencement of
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EVIDENCE GUIDE
What evidence is required for
demonstration of consistent
performance?
Generally the application of statistics over a
period of time would be required to generate
sufficient evidence
What are the specific resource
requirements for this unit?
Access to an organisation using statistical
control.
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Range Statement
RANGE STATEMENT
Sampling scheme
Sampling scheme may include:










Procedures
sampling for attributes or sampling for variables
batch, continuous or custom made products
number of items/samples
size of sample
timing of sampling
location of sampling points
type of sample
number/type of measurements to be done on each
sample
sampling equipment
measurement/testing equipment/methods
Procedures includes all work instructions, standard
operating procedures, formulas/ recipes, batch sheets,
temporary instructions and similar instructions provided
for the smooth running of the plant. They may be
written, verbal, computer based or in some other form.
For the purposes of this Training Package, ' procedures'
also includes good operating practice as may be defined
by industry codes of practice (eg Good Manufacturing
Practice (GMP), Responsible Care) and government
regulations.
Handle data
Handle data may include:




Control chart
Control charts may include:


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calculating means, ranges, mean of means, standard
deviation (using appropriate calculation aids)
entering data into a software package
recording data either in writing or electronically
other required manipulations of the data.
run
tally
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RANGE STATEMENT



mean/range
attributes
other relevant charts
Random
Random variation is the term used in statistical control
to refer to those variations for which no cause can be
found.
Non-random
Non-random, also called identifiable cause, or
assignable cause or special cause are those variations for
which a cause can be found and so the cause of the
variation eliminated. Non-random variation may also be
used to predict possible breaches of the control limits.
Control limits
Control limits, also referred to as process capability are
those limits within which the process will operate if it is
'under control'.
Cost of non-conformance
Cost of non-conformance includes:












Appropriate limits
reprocessing/rework
expediting
unplanned service
excess inventory
complaint handline
downtime
returns
scrap
labour costs
material costs
infrastructure costs/overhead
utility costs
Appropriate limits may include:




1 sigma
2 sigma
3 sigma
6 sigma
warning limits
warning limits
control limits
limits
Unit Sector(s)
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Unit Sector
CM Tools
corequisite units
Corequisite units
Functional area
Functional Area
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MSACMT 671A Develop and manage sustainable environmental practices
MSACMT671A Develop and manage sustainable environmental
practices
Not applicable.
Unit Descriptor
Unit descriptor
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This unit covers the knowledge and skills needed to
identify opportunities for and make improvements in
sustainable environmental practices in production,
maintenance and logistics. Areas covered include
efficient use of raw materials, management of waste,
electricity conservation, heat conservation and
management, water management, environment
protection and environment obligations of enterprises.
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This is the highest level sustainable environmental
practices unit in the CM. In a typical scenario, there is a
need to reduce waste in the value chain. Part of this is
the cost of environmental resources to the process.
Some of this is necessary waste but a large part of
environmental resource use may be unnecessary waste
and so should be totally eliminated. In order to make
these savings, there is a need to analyse environmental
resource use and cost in all its forms and then develop
and implement plans for the more efficient use of
energy.
This unit primarily requires the application of
communication and problem solving skills associated
with collecting and analysing information. An ability to
analyse resource use of technology or processes will be
applied. Initiative and enterprise, and planning and
organising are also required to develop plans for
efficient resource use. This unit also requires aspects of
self management and learning to ensure feedback and
new learning is integrated into the development of
processes.
Not applicable.
Pre-Requisites
Prerequisite units
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of competency.
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ELEMENT
1. Analyse resource use
1.1. Identify all resource consuming processes
1.2. Determine quantity and nature of resource
consumed
1.3. Analyse resource flow through different parts of
the process
2. Develop resource
conservation plans
2.1. Determine the efficiency of use/conversion of
resources
2.2. Determine causes of low efficiency of use
2.3. Develop plans for increasing the efficiency of
resource use
2.4. Check resource use plans comply with
regulations/licensing requirements
2.5. Determine benefit/cost of plans
3. Investigate alternative
sources of resource
3.1. Determine the function of the resource used
3.2. Develop a specification for function
3.3. Identify a range of sources for meeting that
function
3.4. Determine benefit/cost for alternative resource
sources
4. Develop plans for more
efficient resource use
4.1. Compare benefit/costs for different alternatives
developed
4.2. Rank proposals based on benefit/cost compare to
limited resources
4.3. Check proposals meet regulatory requirements
4.4. Recommend proposals for improving resource
efficiency
5. Implement selected plans
5.1. Liaise with relevant people to implement
resource efficiency plans
5.2. Follow through to ensure implementation occurs
5.3. Monitor implementation and make adjustments
as required
5.4. Check new resource usage to ensure
improvements have occurred
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Required skills






analysis
mathematics
communication
problem solving
data gathering.
planning and organising
Required knowledge








the '3Rs' - reduce, re-use, recycle
regulatory/licensing requirements
types and sources of resources
methods of analysing resource efficiency for different resources
alternative resources/alternative ways of achieving the same function
principles of resource efficiency
relevant regulatory/legislative requirements
process needs for resources
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Evidence Guide
EVIDENCE GUIDE
requirements
The person will be able to analyse the resource use of any/all
part/s of the process and determine if there are more
efficient/cheaper ways of achieving the same result.
this unit?
Access to an organisation seeking to improve its resource
usage.
assessment occur?
resource use is a significant cost component.

MSACMT271A Use sustainable environmental practices assessed with this unit or
which covers the individual application level, and

MSACMT670A Develop and manage sustainable energy
unit?
practices - which covers energy specific aspects.
should apply?
perform the unit as a whole, as defined by the Elements,
assessment.
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If evidence is from a major project to improve resource
efficiency, then it may provide sufficient evidence. If evidence
is from a number of minor improvements to resource use then
a range of such improvements will be needed to provide
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EVIDENCE GUIDE
sufficient evidence.
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Range Statement
RANGE STATEMENT
Resources
Resources includes all raw materials and components as
well as cooling water, process water, cleaning water,
fuels, lubricants and other materials used in/required by
the process.
Waste
product.
Within manufacturing, categories of waste include:







delays
poor process design
inventory
Necessary waste
Necessary waste is any activity or cost which does not
contribute directly to customer benefit/feature in the
product, and which cannot be avoided (e.g. regulatory
compliance and fixed costs). Necessary waste cannot be
eliminated but should be managed.
Unnecessary waste
Unnecessary waste is any activity or cost which does not
contribute directly to customer benefit/features in the
product and can be avoided. Unnecessary waste should
be eliminated as quickly as practical.
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Unit Sector(s)
Unit Sector
CM Tools
Co-requisite units
Co-requisite units
Functional area
Functional Area
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MSAENV472B Implement and monitor environmentally
sustainable work practices
Not applicable.
Unit Descriptor
Unit descriptor
This competency covers the outcomes required to
effectively analyse the workplace in relation to
environmentally sustainable work practices and to
implement improvements and monitor their effectiveness.
This unit is based on the sustainability guideline standard
GCSSUS02A Implement and monitor environmentally
sustainable work practices.
This competency applies to those who have responsibility
for a specific area of work or who lead a work group or
team. It addresses the knowledge, processes and
techniques necessary to implement and monitor
environmentally sustainable work practices, including the
development of processes and tools.
It includes:



Identifying areas for improvement
Developing plans to make improvements
Implementing and monitoring improvements in
environmental performance.
This competency applies to all sectors of the
manufacturing industry and members of its value chain. It
may also be applied to all sections of an organisation,
including office, warehouse etc. This unit will need to be
appropriately contextualised as it is applied across an
organisation and across different industry sectors.
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Not applicable.
Pre-Requisites
Prerequisite units
This unit has no prerequisites
unit of competency.
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ELEMENT
1. Investigate current
practices in relation
to resource usage.
1.1 Identify environmental regulations applying to the
enterprise.
1.2 Assess procedures for assessing compliance with
environmental regulations.
1.3 Collect information on environmental and resource
efficiency systems and procedures, and provide to the
work group where appropriate.
1.4 Measure and record current resource usage by members
of the work group.
1.5 Analyse and record current purchasing strategies.
1.6 Analyse current work processes to access information
and data and assist in identifying areas for improvement.
2. Set targets for
improvements.
2.1 Seek input from stakeholders, key personnel and
specialists.
2.2 Access external sources of information and data as
required.
2.3 Evaluate alternative solutions to workplace
environmental issues.
2.4 Set efficiency targets.
3. Implement
performance
improvement
strategies.
3.1 Source techniques/tools to assist in achieving targets.
3.2 Apply continuous improvement strategies to own work
area of responsibility and communicate ideas and
possible solutions to the work group and management.
3.3 Integrate environmental and resource efficiency
improvement plans for own work group with other
operational activities and implement them.
3.4 Seek suggestions and ideas about environmental and
resource efficiency management from stakeholders and
act upon them where appropriate.
3.5 Implement costing strategies to fully value
environmental assets.
4. Monitor performance. 4.1 Document outcomes and communicate reports on
targets to key personnel and stakeholders.
4.2 Evaluate strategies.
4.3 Set new targets and investigate and apply new tools and
strategies.
4.4 Promote successful strategies and reward participants
where possible.
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Required skills
Required skills include:





using relevant environmental and resource efficiency systems, tools and procedures
applying quality assurance systems relevant to own work area
applying relevant supply chain procedures
measurement and calculation techniques
communication/consultation skills to ensure information is supplied to the work
group
Reading and writing is required to comprehend documentation and interpret
environmental and energy efficiency requirements and to document and maintain
records
Numeracy is required to interpret numeric workplace information, readings and
measurements, handle data as required and complete numeric components of
workplace forms/reports.
Required knowledge
Required knowledge includes:





how to access and use relevant environmental and resource efficiency systems,
tools and procedures
understanding of best practice approaches relevant to own area of responsibility
strategies to maximise opportunities and minimise impacts relevant to own work
area
relevant environmental and resource efficiency issues specific to industry practices
methods for measuring and calculating resource usage
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Evidence Guide
EVIDENCE GUIDE
A person who demonstrates competence in this unit must
be able to provide evidence of the ability to implement
and monitor integrated environmental and resource
efficiency management policies and procedures within an
organisation.
It is essential that competence is demonstrated in the
knowledge and skills defined in this unit. These may
include the ability to:



monitor and investigate current resource usage
develop plans to improve sustainability
implement environmental improvements.
Consistent performance should be demonstrated. For
example, look to see that:


environmental performance is routinely monitored
and investigated
areas for improvements are followed through and the
implemented changes are in turn monitored and
investigated.
Context of and specific resources for This section should be read in conjunction with the range
assessment
of variables for this unit of competency. Assessors must
be satisfied that the person can consistently perform the
unit as a whole, as defined by the Elements, Performance
Criteria and skills and knowledge.
Resources required include suitable access to an
operating plant or equipment that allows for appropriate
and realistic simulation.
A bank of case studies/scenarios and questions will also
be required to the extent that they form part of the
assessment method. Questioning may take place either in
the workplace, or in an adjacent, quiet facility such as an
office or lunchroom. No other special resources are
required.
Access must be provided to appropriate learning and/or
assessment support when required. Where applicable,
physical resources should include equipment modified
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EVIDENCE GUIDE
for people with disabilities.
A holistic approach should be taken to the assessment.
Competence in this unit may be assessed:





by demonstration in the workplace
using targeted questioning for appropriate portions
through use of specific project(s)
by use of a suitable simulation and/or a range of case
studies/scenarios
by a combination of these techniques.
In all cases it is expected that practical assessment will
be combined with targeted questioning to assess the
underpinning knowledge and theoretical assessment will
be combined with appropriate practical/simulation or
similar assessment.
assessment
Assessors need to be aware of any cultural issues that
may affect responses to questions.
appropriate and appropriate to the oracy, language and
literacy capacity of the assessee and the work being
performed.
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Range Statement
RANGE STATEMENT
Procedures
All operations are performed in accordance with
procedures.
Procedures include all relevant workplace
procedures, work instructions, temporary
instructions and relevant industry and government
codes and standards.
Where reference is made to industry codes of
practice, and/or Australian/international standards,
the latest version must be used.
Environmental and resource
efficiency issues
Environmental and resource efficiency issues
include:





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addressing environmental and resource
sustainability initiatives such as Environmental
Management Systems, action plans, surveys
and audits
reference to standards, guidelines and
approaches such as:

ISO 14001 Environmental Management
Systems

Life Cycle Analyses

Cradle to cradle

Global Reporting Initiative

Ecological footprinting

Triple Bottom Line reporting

Product Stewardship
determining enterprise's most appropriate waste
treatment including waste to landfill, recycling,
re-use and wastewater treatment
applying the waste management hierarchy in
the workplace
initiating and/or maintaining appropriate
enterprise procedures for operational energy
consumption, including stationary energy and
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RANGE STATEMENT



Measure
Measuring techniques include:







Techniques and tools
non stationary (transport)
efficient use of water
minimising greenhouse gas emissions
use of controls to minimise the risk of
environmental damage from hazardous
substances
material fed to/consumed by plant/equipment
plant meters and gauges
job cards including kanbans
examination of invoices from suppliers
measurements made under different conditions
examination of relevant information and data
others as appropriate to the specific industry
contexts.
Techniques and tools may includeÂ :





visual workplace concepts
measurement, display and/or recording devices
changed work practices/procedures
competence development and awareness
training
process and equipment items
Compliance
Compliance includes meeting relevant federal,
state and local government laws, by-laws,
regulations and codes of practice.
Incidents
Incidents include:


Purchasing strategies
breaches or potential breaches of regulations
occurrences outside of standard procedure
which may lead to lower environmental
performance
Purchasing strategies include:


influencing suppliers to take up environmental
sustainability
selecting materials/components with a lower
environmental profile.
Stakeholders, key personnel and Stakeholders, key personnel and specialists include
specialists
individuals and groups both inside and outside the
organisation that have some direct interest in the
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RANGE STATEMENT
enterprise's conduct, actions, products and services,
including:





Suggestions
employees at all levels of the organisation
customers
suppliers
other organisations
key personnel within the organisation, and
specialists outside it who may have particular
technical expertise
Suggestions includes ideas that help to:








prevent and minimise environmental risks and
maximise opportunities
reduce emissions of greenhouse gases
reduce use of non-renewable resources
make more efficient use of energy, water and
other resources
maximise opportunities to re use and recycle
materials
identify strategies to offset or mitigate
environmental impacts. e.g. purchasing of
carbon credits
express purchasing power through the selection
of suppliers with improved environmental
performance. e.g. purchasing renewable energy
and materials with lower embedded carbon
eliminate the use of hazardous and toxic
materials increasing the
reusability/recyclability of wastes/products.
Unit Sector(s)
Unit sector
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Competency field
Competency field
Competitive manufacturing tools
Co-requisite units
Co-requisite units
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Not applicable.
Unit Descriptor
Unit descriptor
This unit relates to the appropriate response to emergency situations for any new workers at
the workplace, possibly delivered as part of an induction program.
Application of this unit
This competency applies to operators who are required to know the signals when an
emergency situation takes place as well as the proper procedures to follow in order to save
oneself from possible injury and/or death.
Not applicable.
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Pre-Requisites
Prerequisites
This unit has no prerequisites.
Employability Skills
ELEMENT
of competency
Performance Criteria describe the required performance
needed to demonstrate achievement of the Element.
Assessment of performance is to be consistent with the
Evidence Guide.
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ELEMENT
ELEMENT
Evidence Guide.
1. Know when emergency
happens.
1.1 Locate emergency signals and controls on machines
and/or at the worksite.
1.2 Interpret the signals to take appropriate action.
1.3 Identify emergency where there is no mechanical/
electronic signal.
2. Follow emergency
procedures.
2.1 Report emergency according to procedures.
2.2 Identify emergency leader.
2.3 Follow workplace procedures and work instructions
for dealing with a range of emergencies, under direct
supervision of emergency leader.
2.4 Describe the potential consequences of failing to
follow these procedures and instructions.
2.5 Describe what to do if the emergency leader cannot
be located when emergency occurs.
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This describes the essential skills and knowledge and their level required for this unit.
Knowledge and understanding of the emergency response procedures sufficient to recognise
emergency situations and then determine the appropriate action.
Knowledge of the relevant OHS and environmental requirements, and organisation standard
operating procedures, is required along with an ability to implement them in a manner that is
relevant to emergency response practices.
Competence includes the ability to:





identify location of emergency signals on machines and/or at the worksite
identify emergency situations in which there is no mechanical/electronic signal
report identified emergency signals/situations to the designated person
identify the emergency leader
follow emergency procedures.
Evidence of knowledge of all relevant workplace procedures will include:







emergency, fire and accident procedures
chemical spill procedures
procedures for the use of personal protective clothing and equipment
organisation standard operating procedures (SOPs)
hazard policies and procedures
safety procedures
personal protective clothing relevant to the required response to the emergency situation.
Language, literacy and numeracy requirements
This unit requires the ability to recognise and respond to emergency signals or other
communication of an emergency.
Evidence Guide
Performance Criteria, required skills and knowledge, the Range Statement and the
Assessment Guidelines for this Training Package.
The unit will be assessed in as holistic a manner as is practical and may be integrated with the
assessment of other relevant units of competency.
Assessment will occur over a range of situations that will include disruptions to normal,
smooth operation.
Critical aspects for assessment and evidence required to demonstrate competency in this
unit
It is essential that competence is demonstrated in the knowledge and skills defined in this unit.
These may include the ability to:

recognise potential emergency situations
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
take the appropriate action.
Emphasis should be on the ability to follow proper procedures in order to save oneself from
possible injury and/or death.
Consistent performance should be demonstrated. For example, look to see that:


emergency situations are recognised and communicated promptly
emergency procedures are understood and followed.
These aspects may be best assessed using a range of scenarios/case studies/what ifs as the
stimulus with a walk through forming part of the response. These assessment activities should
include a range of problems that may have been generated from the past incident history of
the workplace and incidents on similar operations around the world.
Assessment method and context
Assessment for this unit will be on a processing plant or in a manufacturing environment.
Simulation may be required to allow for timely assessment of parts of this unit of
competency. Simulation should be based on the actual work environment and will include
walk throughs of the relevant competency components. Simulations may also include the use
of case studies/scenarios and role plays. Emergency drills are a common and appropriate
simulation.
This unit of competency requires a body of knowledge which will be assessed through
questioning and the use of 'what if' scenarios both in the workplace (during demonstration of
normal operations and walk throughs of abnormal operations) and off the job.
Assessors need to be aware of any cultural issues that may affect responses to questions.
Assessment processes and techniques must be culturally appropriate and appropriate to the
oracy, language and literacy capacity of the assessee and the work being performed.
It is expected that this competency may be applicable in combination with other industry,
occupation or workplace-specific competencies. In all cases it may be appropriate to assess
this unit concurrently with relevant teamwork and communication units.
Specific resources for assessment
Assessment will require access to an operating plant or work environment over an extended
period of time, or a suitable method of gathering evidence of operating ability over a range of
situations. A bank of scenarios, case studies and 'what ifs' will be required as will a bank of
questions that will be used to probe the reasoning behind the observable actions.
Range Statement
RANGE STATEMENT
The Range Statement relates to the unit of competency as a whole. It allows for different work
environments and situations that may affect performance. Add any essential operating
conditions that may be present with training and assessment depending on the work situation,
needs of the candidate, accessibility of the item, and local industry and regional contexts.
Where reference is made to industry codes of practice, and/or Australian/international
standards, the latest version must be used.
Context
This unit of competency describes emergency situation requirements applicable to all
workers. It involves the use of workplace policies and procedures to maintain a safe work
environment for oneself and others.
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All operations to which this unit applies are subject to stringent health, safety and
environment requirements, which may be imposed through State or federal legislation, and
these must not be compromised at any time. Where there is an apparent conflict between
performance criteria and HSE requirements, the HSE requirements take precedence.
Procedures
All operations are performed in accordance with procedures.
Procedures include all relevant workplace procedures, work instructions, temporary
instructions and relevant industry and government codes and standards.
Tools and equipment
This unit of competency includes use of equipment and tools such as PPE required for
emergency response.
Hazards
Typical hazards include:







handling chemicals and hazardous materials
chemical and or hazardous materials spillage
gases and liquids under pressure
moving machinery
materials handling
working at heights, in restricted or confined spaces, or environments subjected to heat,
noise, dusts or vapours
fire and explosion.
Personnel
Appropriate personnel for reporting of emergency may include:




employer
supervisor
employees elected as emergency team leader
other personnel with emergency team leader responsibilities.
Emergency issues
Emergency issues that may need to be raised by workers with designated personnel/
responded to may include:







observation of injury or incident in the workplace
fires
chemical or oil spills
gas leak or vapour emission
utilities failure
bomb scares
failure or malfunction of plant/machinery.
Emergency signals
Emergency signals include:


visual - flashing lights
auditory - alarms.

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Unit Sector(s)
Not applicable.
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MSAPMOHS220A Provide initial First Aid response
MSAPMOHS220A Provide initial First Aid response
Not applicable.
Unit Descriptor
Unit descriptor
This unit deals with the provision of essential First Aid in recognising and responding to an
emergency using basic life support measures.
This competency applies to operators who have a First Aid role as part of their job. The 'first
aider' is not expected to deal with complex casualties or incidents, but to provide an initial
response where First Aid is required. In this unit it is assumed the 'first aider' works under
supervision, either individually or as part of a team, and/or according to established workplace
First Aid procedures and policies.
Not applicable.
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Pre-Requisites
Prerequisites
ELEMENT
of competency
Evidence Guide.
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ELEMENT
ELEMENT
Evidence Guide.
1. Assess the situation.
1.1 Identify physical hazards to own and others' health
and safety.
1.2 Minimise immediate risk of hazard to self and
casualty's health and safety in accordance with OHS
requirements.
1.3 Assess the casualty's vital signs and physical
condition in accordance with workplace procedures.
2. Apply basic First Aid
techniques.
2.1 Provide First Aid management in accordance with
established First Aid procedures.
2.2 Reassure and make casualty comfortable in a caring
and calm manner using available resources.
2.3 Seek First Aid assistance from others in a timely
manner and as appropriate.
2.4 Monitor and respond to casualty's condition in
accordance with effective First Aid principles and
workplace procedures.
2.5 Accurately record details of casualty's physical
condition, changes in conditions, management and
response to management in line with organisational
procedures.
2.6 Finalise casualty management details according to
casualty's needs and First Aid principles.
3. Communicate details of 3.1 Request medical assistance using relevant
the incident.
communication media and equipment.
3.2 Accurately convey details of casualty's condition and
management activities to emergency
services/relieving personnel.
3.3 Prepare reports to supervisors in a timely manner,
presenting all relevant facts according to established
company procedures.
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Knowledge and understanding of basic life support measures sufficient to provide an initial
response where First Aid is required within the scope of their responsibilities and
competencies.
Knowledge and application of the Australian Resuscitation Council (ARC) guidelines.
The following knowledge should be demonstrated in assessment:
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basic anatomy and physiology
company standard operating procedures (SOPs)
legal responsibilities and duty of care
dealing with confidentiality
knowledge of the first aiders' skills and limitations
Occupational Health and Safety legislation and regulations and requirements
how to gain access to and interpret materials safety data sheets (MSDSs)
First Aid management
State and Territory workplace health and safety requirements
allergies the casualty may have
location and nature of the workplace
the environmental conditions, eg electricity, biological risks, weather, motor vehicle
accidents
location of emergency service personnel
the use and availability of First Aid equipment and resources
infection control
established First Aid principles, including:
- checking the site for danger to self, casualty and others and minimising the
danger
- checking and maintaining the casualty's airway, breathing and circulation.
Evidence should demonstrate the following skills:
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resuscitation
demonstration of First Aid casualty management principles - assessing and minimising
danger, maintaining the casualty's airway, breathing and circulation
safe manual handling of casualty
consideration of the welfare of the casualty
report preparation
ability to interpret and use listed documents.
Underpinning knowledge and skills:
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basic anatomy and physiology
duty of care
resuscitation
bleeding control
care of unconscious
infection control
airway management
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State/Territory regulatory requirements relating to currency of skills and knowledge
decision-making
legal requirements
assertiveness skills
communication skills.
This unit requires the ability to communicate both verbally and in writing with relevant
people regarding the casualty's condition and treatments initiated.
Writing is required to the level of completing required workplace forms and reports.
Numeracy is required to read, interpret and report numeric data relevant to the casualty and
the treatments.
Evidence Guide
Assessors must be satisfied that the person can consistently perform the unit as a whole, as
defined by the Elements, Performance Criteria and skills and knowledge.
Assessment will occur using industrial treatment scenarios and will be undertaken in a
work-like environment.
unit

work individually, under supervision or as part of a First Aid team.
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by using appropriate, industrial scenarios
in a situation allowing the generation of evidence of the ability to respond to problems
by using a suitable simulation and/or a range of case studies/scenarios
through a combination of these techniques.
In all cases it is expected that practical assessment will be combined with targeted questioning
to assess the underpinning knowledge and theoretical assessment will be combined with
appropriate practical/simulation or similar assessment. Assessors need to be aware of any
cultural issues that may affect responses to questions.
In a major hazard facility, it may be appropriate to assess this unit concurrently with:


PMPOHS200 Work safely
PMASUP220 Monitor and control environmental hazards.
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This section should be read in conjunction with the Range Statement for this unit of
competency. Resources required include suitable access to an operating plant or equipment
that allows for appropriate and realistic simulation. A bank of case studies/scenarios and
questions will also be required to the extent they form part of the assessment method.
Questioning may take place either in the workplace, or in an adjacent, quiet facility such as an
office or lunchroom. No other special resources are required.
Access must be provided to appropriate learning and/or assessment support when required.
Where applicable, physical resources should include equipment modified for people with
disabilities.
Range Statement
RANGE STATEMENT
Context
This competency applies to people with a First Aid role.
Procedures
Tools and equipment
This competency includes use of equipment and tools such as:
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defibrillation units
pressure bandages
thermometers
First Aid kits
eyewash
thermal blankets
pocket face masks
rubber gloves
dressing
spacer device
cervical collars
mobile phones
satellite phones
HF/VHF radio
flags
flares
two way radio
email
electronic equipment
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
medication which includes aerosol bronchodilators for asthma; casualty's own (or from
First Aid kit) in accordance with State/Territory legislation, adrenaline for severe allergic
reactions; subject to casualty's own regime.
Hazards
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workplace hazards
environmental hazards
proximity of other people
hazards associated with the casualty management process.
Problems
'Respond to routine problems' means 'apply known solutions to a limited range of predictable
problems'.
Variables
Key variables to be monitored include:

vital signs, including breathing, circulation, consciousness.
Variables indicating the casualty's condition, including:
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abdominal injuries
allergic reactions
bleeding
burns - thermal, chemical, friction, electrical
cardiac conditions
chemical contamination
cold injuries
crush injuries
dislocations
drowning
envenomation - snake, spider, insect and marine bites
environmental conditions such as hypothermia, dehydration, heat stroke
epilepsy, diabetes, asthma and other medical conditions
eye injuries
fractures
head injuries
minor skin injuries
neck and spinal injuries
needle stick injuries
poisoning and toxic substances
respiratory management of asthma and/or choking
shock
smoke inhalation
soft tissue injuries, including sprains, strains, dislocations
substance abuse, including drugs
unconsciousness, including not breathing and no pulse.
Risks
Risks may include:

worksite equipment, machinery and substances
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environmental risks
bodily fluids
risk of further injury to the casualty
risks associated with the proximity of other workers and bystanders.

Unit Sector(s)
Not applicable.
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Not applicable.
Unit Descriptor
Unit descriptor
This competency covers the use of organisation computers or data systems in order to work
effectively. The operator is familiar with the system, can locate and use the appropriate data
and is able to accurately record data into the system as required. This competency covers the
use of computer equipment and company software programs, including selecting the correct
programs for use and identifying minor faults in equipment or software.
This competency is typically performed by operators working either independently or as part
of a work team.
This competency applies to operators who are required to store and retrieve data, and produce
documents, spreadsheets relevant to operational or administrative functions within the
organisation. It includes:
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inputting data to the systems as required
locating and accessing data as required for production support/problem solving
using data to support business objectives
producing construction documents, reports and spreadsheets
running system checks and virus scans manually if automated systems fail
producing required documentation within the security limits imposed by the company.

Not applicable.
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Pre-Requisites
Prerequisites
ELEMENT
of competency
Evidence Guide.
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ELEMENT
ELEMENT
Evidence Guide.
1. Identify applications of 1.1 Identify data and information available from the
computer or data system
system and its application to work role.
for work role.
1.2 Identify data from work role which needs to be
entered in the system.
2. Use the computer/data
system.
2.1 Adjust work station equipment to meet ergonomic
requirements and use appropriate posture.
2.2 Log-on according to procedures.
2.3 Navigate system as required.
2.4 Input data or make changes as required.
2.5 Check entered or edited data is correct.
2.6 Access required data/information.
2.7 Output data as required.
2.8 Use 'Help' as needed.
3. Save file and exit
system.
3.1 Save and store data in appropriate directory or folder.
3.2 Close file and exit applications programs without
loss of data.
3.3 Back-up data if required in accordance with
procedures.
4. Respond to routine
problems with the
system
4.1 Recognise known faults that occur during the
operation.
4.2 Identify and take action on causes of routine faults.
4.3 Log problems as required.
4.4 Identify non-routine process and quality problems
and take appropriate action.
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Knowledge of organisation procedures and relevant regulatory requirements along with the
ability to implement them within appropriate time constraints and work standards.
Competence includes an understanding of the organisation data system to the level needed to
use the system and recognise and resolve problems. In particular it includes the ability to:
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demonstrate the operation of and access to data from the system
describe the scope and range of data required from the system, in order to support the
solution of problems
describe the nature of the scope and range of available data
describe the causes and remedies of common problems such as those selected in the
Range Statement
describe principles of operation of the equipment and software, hazard policies and
procedures, job procedures and work instructions
explain the application of software in relation to work role.
Competence also includes the ability to isolate the causes of problems to a component of the
organisation data system and to distinguish between causes of problems such as:
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incorrect or misleading data
system software faults
system equipment faults.
This unit requires the ability to read and interpret typical product specifications, job sheets
and material labels as provided to operators.
Writing is required to the level of completing workplace forms
Numeracy is also required to the extent of requiring competence in essential mathematical
functions including + - x and ÷.
Evidence Guide
unit
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It is essential that competence is demonstrated in the ability to recognise and analyse potential
situations requiring action and then in implementing appropriate corrective action. The
reasoning process behind the problem analysis and determining the required actions should be
assessed.
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in-plant computer programs are correctly utilised
software problems are recognised and solved effectively and efficiently
documents are completed to the standard required
the operation and access to data from the system can be demonstrated
data can be input and output from the system as required
obvious problems in related to operation of the system are recognised and an appropriate
contribution made to their solution.
Assessment will occur using industrial equipment and will be undertaken in a work-like
environment.
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on a processing plant allowing for operation under all normal and a range of abnormal
conditions
questions will also be required to the extent that they form part of the assessment method.
disabilities.
Range Statement
RANGE STATEMENT
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Context
This unit of competency includes organisation computer and data systems. This may include
systems which cover (select relevant items):
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Word and Excel documents
safety, safety data and injury reporting
orders, purchasing, stock levels and scheduling
stock control, stores, warehousing and logistics
materials hazards, labelling, materials identification, materials safety data sheets (MSDSs)
batch data, schedules, production planning and operations planning
product quality, statistical control, production trends and quality control
maintenance, maintenance planning, procedures and spare parts.
The organisation systems will usually be computerised, but may include data sheets, paper or
hard copy records, manuals and instructions.
Procedures
Tools and equipment
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computers - stand alone and/or networked
mobile terminals and hand held devices
printers
mouse, keyboard
facsimile equipment
onboard terminals
scanners
bar coders.
Software applications may include:
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CC mail and email
Internet or intranet
word processing, database and spreadsheet programs
company/process specific software
word processing, database and spreadsheet programs.
Documents may include:
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work orders
work instructions/standard operating procedures
email or CC mail
faxes
memos
tables
standard letters
standard reports.
Hazards
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repetition strain injuries
glare from monitor screens
damages cables or connections
strains or injuries moving computer equipment.
Problems
'Respond to routine problems' means 'apply known solutions to a limited range of predictable
problems'. Typical process and product problems may include:
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software problems, such as unable to access file, find correct page or send CC mail, input
data.
loose or disconnected cables
'frozen' screens
faulty monitors
key board problems.
Variables
Key variables to be monitored include:
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types of hardware systems
access and log on procedures
types of software packages
Internet/intranet systems
types of data to be stored and retrieved.
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Unit Sector(s)
Not applicable.
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Not applicable.
Unit Descriptor
Unit descriptor
This competency covers the skills and knowledge required to act as a mentor/coach to other
individuals in the workplace. Coaching and mentoring are undertaken within the
coach/mentor's area of expertise on a one on one basis.
The mentoring/coaching process applies to any area of the business or professional
endeavours such as acquisition of specific business competencies, progress with overall
business development, individual and personal development.
This competency is typically performed by senior operators or team leaders who have
significant workplace experience. At all times they would be liaising with relevant personnel
when undertaking the coaching/mentoring role.
The coach/mentor would:
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facilitate the exploration of needs, motivations and thought processes to assist the
individual in identifying areas for development
observe, listen and ask questions to identify the employee's situation
use questioning techniques to identify solutions and actions rather than take a directive
approach
support the employee in setting appropriate goals and methods of assessing progress in
relation to goals
provide encouragement, support and constructive feedback
apply tools and techniques which may include one on one training, facilitating,
counselling and networking
evaluate outcomes of process to ensure the employee is achieving goals.

Not applicable.
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Pre-Requisites
Prerequisites
Individual enterprises may choose to add prerequisites and co-requisites relevant to their
processes.
ELEMENT
of competency
Evidence Guide.
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ELEMENT
ELEMENT
Evidence Guide.
1. Establish coaching/
mentoring relationship.
1.1 Identify areas for development in line with
organisational and individual's requirements.
1.2 Use effective communication styles to develop trust,
confidence and rapport.
1.3 Make agreements on how the relationship will be
conducted, including:

the amount of time involved for both parties
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confidentiality of information

identification of development opportunities

development plan towards achieving goals.
1.4 Discuss and clarify expectations and goals.
1.5 Seek input from other relevant personnel if required.
2. Provide coaching/
mentoring support.
2.1 Assist the individual to identify and evaluate
opportunities to achieve agreed goals/development
activities.
2.2 Share personal experiences and knowledge with the
individual to assist in progress to agreed
goals/development.
2.3 Provide a supportive environment to allow the
individual to develop towards the achievement of
goals.
2.4 Encourage the individual to make decisions and take
responsibility for the courses of actions or solutions
under consideration.
2.5 Provide assistance and guidance in a manner which
allows the individual to retain responsibility for
achievement in their goals.
3. Evaluate effectiveness of 3.1 Recognise and openly discuss changes in the
coaching/mentoring.
coaching/mentoring relationship.
3.2 Make adjustments to the relationship to take account
of the needs of both the mentor/coach and the
individual.
3.3 Seek feedback from individual and other relevant
personnel to identify and implement improvements.
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Knowledge of the principles of coaching and mentoring for development of competence.
Knowledge of organization standard procedures and work instructions and relevant regulatory
requirements along with the ability to apply them to the coaching/mentoring process.
Competence also includes the ability to:
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work effectively with individuals who have diverse work styles, aspirations, cultures and
perspectives
use effective methods of coaching/mentoring
apply organisation policies, procedures and plans
apply methods and techniques for eliciting and interpreting feedback
explain relevant career paths and competency standards in the organisation
apply methods for identifying development opportunities
use effective planning skills to organise activities
give, receive and analyse feedback effectively
This unit requires the ability to read and interpret organisation requireme nts which may be
included in:
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quality assurances and/or procedures manuals
goals, objectives, plants, systems and processes
legal and organisational policy/guidelines and requirements
confidentiality and security requirements
anti-discrimination and related policy
access and equity principles and practice
ethical standards
quality and continuous improvement processes and standards.
Writing is required to the level of completing records and reports.
Numeracy is required to the extent required by work instructions and procedures.
Evidence Guide
unit
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It is essential that an understanding of mentoring/coaching and its role and benefits is
understood. Competence must be demonstrated in communication skills in relation to
listening, questioning, providing constructive feedback and non-verbal communication.
Consistent performance should be demonstrated, in particular:
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an understanding in the role and benefits of mentoring/coaching in the business
use of significant workplace knowledge and experience to assist another individual to
achieve their goals/development needs
application of effective communication styles
effectively creating a learning environment that allows for open discussion, feedback,
tolerance of mistakes during learning, within a safe environment, and affirmation of the
individual's worthiness.
Assessment will occur on-the-job or in a simulated workplace.

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by observation or questioning to indicate understanding
in a situation allowing the generation of evidence of the ability to respond to problems
disabilities.
Range Statement
RANGE STATEMENT
Context
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This competency applies to all work environments in the process manufacturing industries.
Procedures
Tools and equipment

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relevant process equipment, components and auxiliary equipment
PPE.
Hazards
Typical workplace hazards include:
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chemicals and hazardous materials
gases and liquids under pressure
moving machinery
materials handling
working at heights, in confined spaces, or in environments subjected to heat, noise, dusts
or vapours.
Problems
Anticipate and solve problems means resolve a wide range of routine and non-routine
problems, using product and process knowledge to develop solutions to problems which do
not have a known solution/a solution recorded in the procedures.
Typical problems may include:
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lack of materials and resources
conflicting work priorities
time constraints.
lack of cooperation
lack of willingness to receive feedback
Appropriate action for non-routine problems may include reporting to designated
person or other action specified in the procedures.
Unit Sector(s)
Not applicable.
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Not applicable.
Unit Descriptor
Unit descriptor
This competency covers the establishment, maintenance and evaluation of quality systems for
a complete production area and/or plant.
This competency is typically performed by an experienced technician, leading hand or
supervisor. It includes:

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developing and implementing quality systems
identifying and maintaining documentation for the quality systems
implementing training programs
evaluating the quality system and making improvements where necessary.

Not applicable.
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Pre-Requisites
Prerequisites
ELEMENT
of competency
Evidence Guide.
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ELEMENT
ELEMENT
Evidence Guide.
framework for
successful quality
system.
1.1 Develop relevant policies which demonstrate the
commitment of the enterprise to quality and a culture
of improvement.
1.2 Define and allocate responsibilities in quality system.
1.3 Consult with key personnel to define role of
procedures in the quality system.
1.4 Seek and provide financial and human resources to
allow thorough implementation of quality system.
1.5 Develop system for communicating quality message
and culture in the organisation.
quality documentation
system.
2.1 Identify quality documentation required, including
records of improvement plans and initiatives.
2.2 Prepare and maintain quality documentation and
keep data records.
2.3 Maintain document control system.
3. Implement structured
training program in
accordance with quality
system requirements.
3.1 Analyse roles and duties of relevant personnel.
3.2 Identify training needs in relation to quality.
3.3 Identify training programs to meet these needs.
3.4 Implement the training program.
3.5 Develop and maintain training records.
4. Evaluate the quality
system.
4.1 Undertake regular audits of the quality system, its
policies and procedures.
4.2 Develop new procedures/work instructions as
required.
4.3 Implement improvements in the quality system.
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Knowledge and understanding of organisation quality systems and appropriate national and
international quality standards and protocols.
Knowledge of the relevant OHS and environmental requirements and detailed knowledge of
enterprise standard operating procedures is required.
An appreciation of business goals and key performance indicators is required as a basis for
decision making and action.
Competence to include the ability to apply and explain the principles of:

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process improvement
policy and procedure development
data management and documentation.
This unit requires the ability to read and interpret quality procedures and work instructions,
quality manuals, equipment manuals as is applicable to developing quality systems and
procedures.
Writing is required to the level of developing quality documentation.
Numeracy is also required, eg to analyse quality data or charts.
Evidence Guide
unit
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effectively maintain and evaluate quality systems carried out
implement relevant staff training programs
produce adequate quality documentation including policies and procedures.

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the development, implementation and evaluation of the quality system runs smoothly
all safety procedures are always followed.
Assessment will occur in a work-like environment.
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in a situation allowing the generation of evidence of the ability to recognise, anticipate and
solve problems
disabilities.
Range Statement
RANGE STATEMENT
Context
This competency applies to a wide range of processes and equipment in all work
environments and sectors in the process manufacturing industries.
Procedures
Tools and equipment
This competency includes use of workplace documentation such as:



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
organisational policies
quality manuals
standard operating procedures and work instructions
company business objectives
key performance indicators).
Quality audits and evaluations may be undertaken as an individual or as part of a team.
Hazards
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Typical hazards include leaks, spillages and equipment hazards that can occur during the
walk-through of an operating plant or factory.
Problems
Typical problems may include:

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
lost documentation
maintaining updated documents
staff not following procedures
poor communication.

Unit Sector(s)
Not applicable.
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Release 1. Supersedes and is equivalent to MSL904001A Perform standard calibrations
Application
This unit of competency covers the ability to calibrate test and measurement equipment in
accordance with standard calibration procedures and documented test methods. These
procedures/methods specify all associated reference standards, materials, equipment and
methods to be used and the required parameters or quantities and ranges to be tested,
including the criteria for rejection or approval.
This unit of competency is applicable to laboratory and calibration technicians who carry out
tests and/or calibrations using standard calibration methods in first, second and third party
laboratories, and laboratories where testing and/or calibration forms part of inspection or
product certification. Personnel are not permitted to deviate from explicit instructions in any
manner, modify the procedure, nor substitute alternative equipment. They work under limited
supervision and results of their work are interpreted and checked by the laboratory supervisor,
quality inspector or designated signatory.
While no specific licensing or certification requirements apply to this unit at the time of
publication, laboratory operations are governed by relevant legislation, regulations and/or
external accreditation requirements. Local requirements should be checked.
Pre-requisite Unit
Nil
Competency Field
Calibration
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Unit Sector
essential outcomes.
1
2
Prepare items for 1.1
calibration
Perform
calibration
Approved
Select the authorised calibration procedure in
accordance with workplace procedures
1.2
Identify hazards and use appropriate personal protective
equipment (PPE), safety equipment and procedures
1.3
Confirm all measuring equipment meets the laboratory's
specification requirements and complies fully with the
calibration procedure
1.4
Assemble and set up specified reference standards and
associated equipment prior to testing
1.5
Verify performance of reference standards and
measuring equipment prior to use and adjust or calibrate
as necessary
1.6
Identify and minimise potential sources of measurement
error
2.1
Perform individual tests without variance according to
the documented procedure to ensure repeatability of
measurement
2.2
Confirm readings are the result of a valid measurement
and record data as required (as-found or before
adjustment)
2.3
Adjust device under test to bring readings within
specification and record data (as-left or after adjustment)
where required
2.4
Analyse resulting test data to detect trends or
inconsistencies that would significantly affect the
accuracy or validity of test results
2.5
Seek appropriate advice when interpretation of results is
outside authorised scope of approval
Page 572 of 1419
3
4
Document results 3.1
Finalise
calibration
Estimate and document uncertainty of measurement in
accordance with workplace procedures, where required
3.2
Document compliance/non-compliance with test
requirements and/or specifications
3.3
Record the results of each test/calibration accurately,
unambiguously and objectively
3.4
Ensure confidentiality of workplace information
4.1
Prepare and issue a final report on the job/item detailing
testing carried out, traceability, statement of compliance
and relevant information as required
4.2
Report any non-compliance and verify next course of
action with supervisor
4.3
Attach calibration labels, equipment stickers, quality
control tags and tamper resistant seals as required in
workplace procedures
4.4
Store test equipment/measurement standards and results
in accordance with workplace procedures
Foundation Skills
This section describes those language, literacy, numeracy and employment skills that are
essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit
of competency.
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Range of Conditions
This field allows for different work environments and conditions that may affect performance.
Essential operating conditions that may be present (depending on the work situation, needs of
the candidate, accessibility of the item, and local industry and regional contexts) are included.
Standards, codes,
procedures and/or
workplace
requirements
Standards, codes, procedures and/or workplace procedures include
the current version of one or more of:









Standard
calibrations
Australian and international standards and codes covering:

general requirements for the competence of testing and
calibration laboratories, laboratory safety, quality and
environmental management

accuracy of measurement methods and results, expression of
uncertainty (GUM), quantifying uncertainty in analytical
measurement, quality assurance of measurement equipment
national work health and safety (WHS) standards and codes of
practice
registration/licensing and/or National Association of Testing
Authorities (NATA) accreditation requirements
safety requirements for equipment, materials or products; material
safety data sheets (MSDS); and incident and accident/injury
reports
standard operating procedures (SOPs), recording and reporting
procedures
quality manuals, equipment and operating/technical manuals
test methods and calibration procedures (validated and
authorised)
test methods and calibration procedures published by
international, national or regional standards, reputable technical
organisations, scientific texts or journals and equipment
manufacturers
laboratory layout, work flows and schedules
Standard calibrations include, but are not limited to, testing and/or
calibrating the following equipment and reference materials using
standard methods and procedures:


Approved
test equipment, such as anemometers, balances, barometers,
callipers, environmental chambers, hygrometers, manometers,
masses, micrometers, pressure equipment, spectrophotometers,
tape measures, rules, temperature (digital) indicating systems,
thermometers, thermocouples, timing devices, vibration analysis
equipment and weighing instruments
electrical reference standards, such as air-lines, analogue meters,
attenuators, bridges-manual balance, capacitors, DC voltage
Page 574 of 1419

Hazards


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
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

ensuring access to service shut-off points
use of PPE, such as hearing protection, gloves, safety glasses and
coveralls
handling and storing hazardous materials and equipment in
accordance with labels, MSDS, manufacturer's instructions, and
workplace procedures and regulations
regular cleaning of equipment and work areas
Reference materials include, but are not limited to, one or more of:



WHS and
environmental
management
electric shock
disturbance or interruption of services
manual handling of heavy equipment boxes
sources of electromagnetic radiation (lasers and RF
generators/transmitters)
fluids under pressure
heat sources, such as ovens
Safety procedures include, but are not limited, to one or more of:

Reference materials
references, digital instruments (calibrators, DMMs, electronic
transfer standards), inductors, instrument and ratio transformers,
instrument transformer test sets, potentiometers, resistors, radio
frequency (RF) power meters, RF thermistor mounts and thermal
converters, shunts, time interval and frequency standards, transfer
standards AC-DC, voltage dividers, volt ratio boxes and
watt-hour references
working standards, instruments and testing equipment, such as
electromagnetic compatibility (EMC) test equipment, field
strength meters, flammability test equipment, gauges/test
fingers/test pins, hipot testers, impact hammers, impulse testers,
instrument calibrators, network analysers, signal generators and
spectrum and harmonic analysers
Hazards include, but are not limited to, one or more of:

Safety procedures
colour standards
graded granular materials
hardness blocks
WHS and environmental management requirements include:

complying with WHS and environmental management
requirements at all times, which may be imposed through
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requirements
state/territory or federal legislation. These requirements must not be
compromised at any time

applying standard precautions relating to the potentially
hazardous nature of samples

accessing and applying current industry understanding of
infection control issued by the National Health and Medical
Research Council (NHMRC) and State and Territory Departments
of Health, where relevant
Links
MSA Training Package Implementation Guides - http://mskills.org.au/training-packages/info/
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Assessment Requirements for MSL904001 Perform standard calibrations
Assessment Requirements for MSL904001 Perform standard
calibrations
Evidence of competence in this unit must satisfy all of the requirements of the elements and
performance criteria, and include demonstration of:










selecting and applying appropriate test methods and calibration procedures
safely calibrating test and measurement equipment in accordance with standard calibration
procedures and documented test methods on at least two (2) occasions
maintaining close attention to all relevant procedures, regulatory requirements and the
accuracy and precision of measurement to ensure the quality and integrity of
test/calibration results
critically examining each calibration step to ensure repeatability and validity of data
using calibration and correction charts
performing calculations to give results in appropriate accuracy, precision and units
using statistical analysis (means, ranges and standard deviations) and estimation of
uncertainty of measurement, where required (can use software)
preparing test/calibration documentation that is accurate and complies with requirements
recognising problems or departures in systems and documentation and initiating actions to
prevent or minimise them
recognising and reporting opportunities for improvements.
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Knowledge Evidence
Must provide evidence that demonstrates knowledge of:










purpose of metrology and calibration, including common terminology, concepts,
principles, procedures and applications
National Association of Testing Authority's (NATA) and National Measurement
Institute's (NMI) role in the measurement and testing system in Australia
traceability, including legal requirements for traceability
requirements for the competence of testing and calibration laboratories (e.g. AS ISO/IEC
17025) as they affect job role and responsibilities
hierarchy and appropriate selection of reference materials and instruments
non-conformance/non-compliance procedures and protocols associated with equipment,
reference material and calibration procedures
troubleshooting procedures for equipment and test methods
reporting procedures and legislative requirements
handling, transport, storage and operation of reference and working standards
work health and safety (WHS) and laboratory environmental control requirements.
Additional knowledge requirements relevant to the workplace context that apply for different
calibration fields must be assessed, including testing and calibration conducted in the
following fields:










acoustic and vibration measurement
chemical testing
construction materials testing
electrical testing
heat and temperature measurement
mechanical testing
metrology
non-destructive testing
optics and radiometry
pressure measurement.
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



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




Judgement of competence must be based on holistic assessment of the evidence.
Assessment methods must confirm consistency of performance over time, rather than a
single assessment event.
This unit of competency is to be assessed in the workplace or a simulated workplace
environment. A simulated workplace environment must reflect realistic operational
workplace conditions that cover all aspects of workplace performance, including the
environment, task skills, task management skills, contingency management skills and job
role environment skills.
Foundation skills are integral to competent performance of the unit and should not be
assessed separately.
Assessment processes and techniques must be appropriate to the language, literacy and
numeracy requirements of the work being performed and the needs of the candidate.
Knowledge evidence may be collected concurrently with performance evidence (provided
a record is kept) or through an independent process, such as workbooks, written
assessments or interviews (provided a record is kept).
This unit of competency may be assessed with:

MSL924001 Process and interpret data

relevant MSL974000 series unit/s of competency

relevant MSL975000 series unit/s of competency
Holistic assessment methods include:

review of calibration results, uncertainty calculations and workplace documentation
completed by the candidate

feedback from supervisors and/or customers regarding quality of calibration services
provided by the candidate

observation of the candidate performing standard calibrations

oral or written questioning to check required knowledge of standard calibration
procedures.
Access is required to instruments, equipment, materials, workplace documentation,
procedures and specifications associated with this unit, including, but not limited to:

specialised calibration/test equipment, reference standards and laboratory facilities

calibration methods, procedures and equipment specifications

workplace quality manual and procedures.
Assessors must satisfy the assessor competency requirements that are in place at the time
of the assessment as set by the VET regulator.
The assessor must demonstrate both technical competence and currency.
Technical competence can be demonstrated through:

relevant VET or other qualification/Statement of Attainment AND/OR

relevant workplace experience
Currency can be demonstrated through:

performing the competency being assessed as part of current employment OR

having consulted with a laboratory about performing the competency being assessed
within the last twelve months.
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Links
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MSL973001 Pe rform basic tests
Release 1. Supersedes and is equivalent to MSL973001A Perform basic tests
Application
This unit of competency covers the ability to prepare samples and perform tests and
measurements using standard methods with access to readily available advice from
supervisors.
This unit of competency is applicable to laboratory/field assistants working in all industry
sectors. In general, they do not calibrate equipment and make only limited adjustments to the
controls. They do not interpret or analyse results or troubleshoot equipment problems.
While no specific licensing or certification requirements apply to this unit at the time of
publication, laboratory operations are governed by relevant legislation, regulations and/or
external accreditation requirements. Local requirements should be checked.
Pre-requisite Unit
Nil
Competency Field
Testing
Unit Sector
essential outcomes.
1
1.1
Review test request to identify samples to be tested, test
method and equipment involved
1.2
Identify hazards and workplace controls associated with
the sample, preparation methods, reagents and/or
equipment
Interpret test
requirements
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2
3
4
5
Prepare sample
2.1
Record sample description, compare with specification,
record and report discrepancies
2.2
Prepare sample in accordance with appropriate standard
methods
Check equipment 3.1
before use
3.2
Perform tests on
samples
Maintain a safe
work
environment
Approved
Set up test equipment in accordance with test method
Perform pre-use and safety checks in accordance with
workplace procedures and manufacturer instructions
3.3
Identify faulty or unsafe equipment and report to
appropriate personnel
3.4
Check calibration status of equipment and report any
out-of-calibration items to appropriate personnel
4.1
Identify, prepare and weigh or measure sample and
standards to be tested
4.2
Conduct tests in accordance with workplace procedures
4.3
Record data in accordance with workplace procedures
4.4
Perform calculations on data as required
4.5
Identify and report out of specification or atypical results
promptly to appropriate personnel
4.6
Shut down equipment in accordance with operating
procedures
5.1
Use established safe work practices and personal
protective equipment (PPE) to ensure personal safety
and that of other laboratory personnel
5.2
Minimise the generation of wastes and environmental
impacts
5.3
Ensure safe disposal of laboratory and hazardous wastes
5.4
Clean, care for and store equipment and reagents as
required
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Foundation Skills
This section describes those language, literacy, numeracy and employment skills that are
essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit
of competency.
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Range of Conditions
This field allows for different work environments and conditions that may affect performance.
Essential operating conditions that may be present (depending on the work situation, needs of
the candidate, accessibility of the item, and local industry and regional contexts) are included.
Standards, codes,
procedures and/or
workplace
requirements
Standards, codes, procedures and/or workplace requirements include
the latest version of one or more of:




Sample preparation
Sample preparation processes include one or more of:




Typical basic tests
carried out by
laboratory/field
assistants
Australian and international standards covering the requirements
for the competence of testing and calibration laboratories,
laboratory safety and quality management
national work health and safety (WHS) standards and codes of
practice, and national measurement regulations and guidelines
standard methods for basic tests
workplace documents, such as standard operating procedures
(SOPs); quality and equipment manuals; calibration and
maintenance schedules; material safety data sheets (MSDS) and
safety procedures; material, production and product
specifications; production and laboratory schedules, workplace
recording and reporting procedures; and waste minimisation and
safe disposal procedures
sub-sampling or splitting using procedures, such as riffling,
coning and quartering, manual and mechanical splitters
diluting samples
physical treatments, such as ashing, dissolving, filtration, sieving,
centrifugation and comminution
moulding, casting or cutting specimens
Typical basic tests carried out by laboratory/field assistants include,
but are not limited to, one or more of:



Approved
visual/optical tests of appearance, such as colour, texture,
identity, turbidity and refractive index (alcohol content and
Baume/Brix)
physical tests, such as:

density, specific gravity and compacted density

moisture content and water activity

particle size, particle shape and size distribution
chemical tests, such as:

gravimetric, colorimetric, electrical conductivity (EC) and pH

specific ions using dipsticks and kits
Page 584 of 1419




Measurements
Measurements include, but are not limited to, one or more of:





WHS and
environmental
management
requirements
nutrients (e.g. nitrates and orthophosphates) using kits

ashes, including sulphated ashes
biological/environmental tests, such as:

pH, oxygen reduction potential (ORP), dissolved oxygen
(DO) and EC

E coli using test kits, and surface hygiene/presence of
microbes
packaging tests, such as:

tearing resistance, bursting strength and impact resistance

permeability and/or leakage
mechanical tests, such as:

Emerson class

concrete slump
simple ground surveys
meteorological parameters, such as wind direction/strength,
rainfall, maximum/minimum temperature, humidity and solar
radiation
simple background radiation survey
production/process parameters, such as temperature, flow and
pressure
gas levels in a confined space
WHS and environmental management requirements include:

complying with WHS and environmental management
requirements at all times, which may be imposed through
state/territory or federal legislation. These requirements must not be
compromised at any time

applying standard precautions relating to the potentially
hazardous nature of samples

Approved
accessing and applying current industry understanding of
infection control issued by the National Health and Medical
Research Council (NHMRC) and State and Territory
Departments of Health, where relevant
Page 585 of 1419
Links
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Assessment Requirements for MSL973001 Perform basic tests
Evidence of competence in this unit must satisfy all of the requirements of the elements and
performance criteria, and include demonstration of:










accurately interpreting workplace procedures and standard methods
preparing samples using at least three (3) different processes
performing at least five (5) basic tests or measurements using standard methods and
procedures
checking test equipment before use
completing all tests within the required timeline without sacrificing safety, accuracy or
quality
demonstrating close attention to the accuracy and precision of measurements and the data
obtained
calculating simple quantities using appropriate equations, units, uncertainties and
precision
recording and presenting results accurately and legibly
maintaining the security, integrity and traceability of all samples, data/results and
documentation
following procedures for working safely and minimising environmental impacts.
Knowledge Evidence
Must provide evidence that demonstrates knowledge of:









concepts of metrology, including:

all measurements are estimates

measurements belong to a population of measurements of the measured parameters

precision, accuracy and significant figures

sources of error, uncertainty and repeatability

traceability
international system of units (SI)
purpose of tests performed as part of job role and principles of the standard
methods/specifications used
function of key components of the test equipment, pre-use equipment and safety checks
sources of uncertainty in measurement and methods for control
workplace and/or legal traceability requirements
interpretation and recording of test result, including simple calculations
procedures for recognising and reporting of unexpected or unusual results
relevant hazards, work health safety (WHS) and environment requirements.
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












Judgement of competence must be based on holistic assessment of the evidence.
Assessment methods must confirm consistency of performance over time, rather than a
single assessment event.
This unit of competency is to be assessed in the workplace or a simulated workplace
environment. A simulated workplace environment must reflect realistic operational
workplace conditions that cover all aspects of workplace performance, including the
environment, task skills, task management skills, contingency management skills and job
role environment skills.
Foundation skills are integral to competent performance of the unit and should not be
assessed separately.
Assessment processes and techniques must be appropriate to the language, literacy and
numeracy requirements of the work being performed and the needs of the candidate.
Knowledge evidence may be collected concurrently with performance evidence or
through an independent process, such as workbooks, written assessments or interviews
(provided a record is kept in each case).
This unit of competency may be assessed with:

MSL922001 Record and present data
Holistic assessment methods include:

review of the quality of test data/results achieved by the candidate over time

inspection of records and workplace documentation completed by the candidate

observation of the candidate performing a range of basic tests

feedback from peers and supervisors

oral or written questioning to check required knowledge of basic test procedures.
Access is required to instruments, equipment, materials, workplace documentation,
procedures and specifications associated with this unit, including, but not limited to:
a standard laboratory equipped with basic test equipment, common measuring
instruments, materials, standard methods, workplace procedures, MSDS and equipment
manuals.
Assessors must satisfy the assessor competency requirements that are in place at the time
of the assessment as set by the VET regulator.
The assessor must demonstrate both technical competence and currency.
Technical competence can be demonstrated through:

relevant VET or other qualification/Statement of Attainment AND/OR

relevant workplace experience.
Currency can be demonstrated through:

performing the competency being assessed as part of current employment OR

having consulted with a laboratory about performing the competency being assessed
within the last twelve months.
Links
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MSS014003A O ptimise sustainability of a process or plant area
Not applicable.
Unit Descriptor
This unit of competency covers optimising the sustainability performance of a complete work
area in a plant or part of the manufacturing value chain. It includes ensuring that production
systems comply with sustainability and other environmental requirements and that optimal
process, plant and equipment utilisation is planned and carried out. It also covers problem
solving to fully meet sustainability needs and to ensure that production of finished goods
meets customer requirements.
This unit applies inside organisations and their value chains. The unit has been developed
with manufacturing operations as a focus especially work areas that process materials or
components to manufacture products. However, because of the range of organisations in a
typical manufacturing value chain it may also be applied to other types of organisations.
The unit scope includes products made, services offered, and use of sites by an organisation or
manufacturing value chain member (e.g. supplier of goods or services or a customer).
This unit describes the work conducted by senior operators, technicians, team leaders or
frontline managers and other support staff who optimise process systems as part of their work
function. The unit includes all items of equipment and unit operations which form part of the
process of a complete area and assumes that the required production, technical, science or
other operational skills and knowledge necessary to work in the process or work area have
already been gained.
All operations are performed in accordance with organisational procedures, licensing
requirements, legislative requirements and industrial awards and agreements.
Environmental sensitivities referred to in this unit are at the issue level. The technical
measurement of operational performance or measurement of emissions or other
environmental impact is not covered by this unit.
Not applicable.
Pre-Requisites
Not applicable.
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Not applicable.
1 Analyse and evaluate current
sustainability performance of
process or work area
1.1 Identify sustainability goals of the enterprise as they
relate to work area
1.2 Compare actual with possible performance
1.3 Identify abnormal or sub-optimal sustainability
performance
1.4 Identify hazards associated with process, plant and
equipment relevant to work area
1.5 Collect and evaluate relevant records to determine
possible causes for sub-optimal sustainability
performance
1.6 Use appropriate techniques to rank possible causes
from most to least probable cause
2 Develop plan to optimise
sustainable performance of
process or work area
2.1 Analyse causes to determine appropriate action
2.2 Predict the impact of a change in one unit or area on
other value chain components
2.3 Predict the impact of a change on sustainability
performance
2.4 Develop measurable objectives and evaluate
alternatives
2.5 Identify requirements to implement change
2.6 Consult with stakeholders regarding planned
changes and impacts
2.7 Develop optimisation plan taking account of hazards
identified and sustainability implications and
communicate to appropriate personnel
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2.8 Evaluate optimisation action to determine measures
of effectiveness
3 Coordinate sustainability
optimisation action plan
3.1 Coordinate all appropriate process steps and
operations in order to rectify causes in process, plant
and equipment performance
3.2 Initiate and/or implement all required optimisation
actions
3.3 Communicate optimisation outcomes to all relevant
personnel
3.4 Implement procedures and systems to eliminate
possible future causes
3.5 Record all relevant information
4 Develop continuous
4.1 Review sources of information to identify possible
factors causing sub-optimal performance
4.2 Identify options for removing or controlling the risk
of sub-optimal performance
4.3 Assess the adequacy of existing control and quality
methods and systems
4.4 Identify opportunities to continuously improve
performance
4.5 Develop recommendations for continual
improvement of process, plant and equipment
effectiveness
4.6 Consult with appropriate personnel and implement
continuous improvement strategies
Document implementation of continuous
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












principles and theory of the process, equipment and systems used in the work area
sufficient to:

identify sustainability issues and impacts

identify other hazards associated with the process

recognise opportunities to improve and/or enhance the sustainability performance of
the plant

understand changes or transformations to materials or components occurring during
processing
support functions needed for effective functioning of the process or work area, such as
logistics, order processing, warehousing and storage, maintenance and administration
organisational standard procedures and work instructions
relevant regulatory requirements, including those related to sustainability and
occupational health and safety (OHS) risk control, as appropriate to process/plant area
optimisation
starting quantity and quality of materials
efficiency maximisation processes relevant to work area
throughput maximisation processes relevant to work area
energy efficiency concepts relevant to work area
potential ecological impacts of work area processes or products
use of utilities
labour utilisation concepts relevant to work area, including:

overall cost

efficient use of equipment

reducing downtime
minimisation of waste and rework
potential of improved workplace layout and workflow








identifying sustainability goals of the enterprise and identifying implications for work area
analysing process or work area plant and equipment to determine optimal related
conditions or performance against enterprise sustainability goals
interpreting information and making appropriate process control decisions
distinguishing optimum and marginal performance of the work area process, plant or
equipment
distinguishing effective and marginal sustainability related performance corrections and
actions
identifying and controlling hazards by applying the hierarchy of control as part of the
optimisation process
communicating with team members and specialists on process and sustainability issues
finding, analysing and using information
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

reading and interpreting technical information
analysing product/process performance data
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Evidence Guide
be able to analyse current sustainability performance of a
process or plant area and prepare proposals for
measurable improvement in sustainability.
competently and consistently apply the skills covered in
this unit of competency in new and different situations
and contexts. Critical aspects of assessment and evidence
include:



Context of and specific resources for
assessment







analysing and evaluating current production
performance, and developing and implementing plans
to optimise process systems
determining sustainability impacts of current
processes and products in work area
developing proposals for improvement to processes
that are measurable and positively impact on
sustainability.
This unit of competency is to be assessed in the
workplace or a simulated workplace environment.
Assessment should emphasise a workplace context
and procedures found in the candidate’s workplace.
This unit of competency may be assessed with other
relevant units addressing sustainability at the
enterprise level or other units requiring the exercise
of the skills and knowledge covered by this unit.
The competencies covered by this unit would be
demonstrated by an individual working alone or as
part of a team.
In all cases, practical assessment should be supported
by questions to assess underpinning knowledge and
those aspects of competency which are difficult to
assess directly.
Where applicable, reasonable adjustment must be
made to work environments and training situations to
accommodate ethnicity, age, gender, demographics
and disability.
The language, literacy and numeracy demands of
assessment should not be greater than those required
to undertake the unit of competency in a work-like
environment.
Guidance information for assessment
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Range Statement
Sustainability
Sustainability is used to mean the entire sustainable
performance of either the organisation/plant or the
process or work area depending on the context of the
relevant sentence. It includes:

meeting all regulatory requirements

conforming to all relevant industry covenants,
protocols and best practice guides

minimising ecological footprint of process, plant,
product or work area

maximising economic benefit of process plant and
product to the organisation and the community

minimising the negative OHS impact on employees,
community and customer (e.g. OHS impacts of
process, product and wastes)
Value chain components
Value chain components include:

all components from source through use to reuse and
disposal if necessary
Interactions with the environment
Interactions with the environment may include:

drawing physical resources from the environment

releasing materials to the environment (e.g.
emissions)

drawing energy from/releasing energy to the
environment
Procedures
Procedures include:

all work instructions, standard operating procedures,
formulas/recipes, batch sheets, temporary instructions
and similar instructions provided for the smooth
running of the plant

good operating practice as may be defined by
industry codes of practice (e.g. good manufacturing
practice (GMP) and responsible care) and
government regulations
Procedures may be:

written, verbal, computer-based or in some other
form
Typical problems
Typical problems will require the application of detailed
operational and process knowledge over the entire
production/manufacturing area, including the principles
of operation of the equipment. For manufacturing areas it
may include the science of the changes to materials
occurring within that area and the sustainability impacts
of those changes
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Environmental sensitivities
Environmental sensitivities may include:

fragile areas, and rare or threatened species

heritage or cultural sensitivity issues

hazardous emissions

real or perceived overuse of scarce resources

noise

regulated emissions or other regulatory issues

community perceptions or other issues
Performance
Performance covers the process, plant and equipment
performance.
Possible performance includes that performance
indicated by:

historical data and records

design performance
It may also include process/takt time requirements
Sustainability issues
Sustainability issues (as relevant to the work/process
area) may include:

need to reduce the carbon footprint of product and
process through reduction in use of:

energy

water

raw materials

emissions

embedded carbon in transport, storage, rework
and errors, inefficient processes and design
Sustainability related issues may also exist irrespective
of the carbon equivalence aspects of the issue. This may
include:

current and future availability of raw materials

current and future availability of energy

extent and type of waste generation and disposal

efficiency of process in terms of consumption of
materials and energy regarded as in short supply or
which are regarded as environmentally sensitive

the extent to which the production process, product
and waste affects the environment, including effects
on:

climate

quality of local air and water

ecology

noise

relationship with the local and broader community,
Approved
Page 597 of 1419

(e.g. effect of operations on aesthetic appearance,
preservation of heritage, and proximity to schools
and religious facilities)
extent of regulatory oversight and extent and cost of
compliance
Hazards
Hazards is used to include:

sustainability hazards

environmental hazards

health hazards

safety hazards
Data and records
Historical data and records may include:

orders, project briefs or customer specifications

hazard logs

incident reports

maintenance records

errors and non-conformance reports

production records
Unit Sector(s)
Sustainability
Not applicable.
Approved
Page 598 of 1419
New unit, superseding MSACMT220A Apply quick changeover procedures - Equivalent
Unit Descriptor
This unit of competency covers the skills and knowledge required to apply quick changeover
procedures in an organisation implementing competitive systems and practices.
This unit applies to individuals in an organisation which is implementing competitive systems
and practices and is pursuing quick changeover as one of its competitive operations tools. The
unit can apply to quick changeovers of equipment, processes, batches or product type.
This unit covers the carrying out of these quick changeovers and also recommending
improvements within the scope and authority of the individual’s job.
Particular technical skills may also be required in some operations sectors and for some jobs.
These skills should be gained from the Training Package relevant to the individual’s industry
and occupation.
This unit requires the application of skills associated with applying quick changeover
procedures, including the planning and organising of own work, identifying problems and
making suggestions for improvement of procedures.
This unit may not be applicable to a totally continuous operation producing only the one
product, or simultaneous range of products. The unit is also not applicable to a
maintenance/PVI shutdown as experienced by the continuous process manufacturers.
However, where there is continuous operation on a campaign basis, it may be applied to the
changeover between campaigns or similar changeovers.
Not applicable.
Pre-Requisites
Not applicable.
Approved
Page 599 of 1419
unit of competency.
text is used, further information is detailed in the required skills
and knowledge section and the range statement. Assessment of
1
2
3
Prepare for
changeover
Make quick
changeover
Improve
occupational
health and safety
(OHS)
Approved
1.1
Determine when changeover will be required
1.2
Review plans and instructions for quick changeover
1.3
Identify role of others in quick changeover
1.4
Obtain all required tools/parts/materials for changeover
1.5
Organise process and tools/parts/materials ready for
changeover
2.1
Plan changeover according to quick changeover
principles
2.2
Liaise and work with relevant people in quick
changeover
2.3
Complete changeover according to procedures
2.4
Check output meets specification
2.5
Debrief with all relevant stakeholders
2.6
Note any steps which cause a problem
2.7
Recommend changes to problematic steps
3.1
Identify hazards to self or others in all steps/actions
3.2
Determine risks from each hazard
3.3
Identify actions which may be performed in a more
ergonomic manner
Page 600 of 1419
3.4
Approved
Recommend changes to improve OHS
Page 601 of 1419
Required skills







determining/predicting when a changeover will occur through knowledge of products and
processes in own work area
communicating with others to clarify scope and procedures for quick changeover and
contributing suggestions for improvement
planning own tasks in quick changeover
identifying and working to target changeover time
working as part of a team
setting up quick changeover using appropriate tools, process skills and procedures
following OHS procedures and regulatory requirements and notifying risks
Required knowledge








principles of quick changeover, including:

setting of target time for changeover

conversion of internal set-up time to external set-up time, where appropriate

simplification of changeover steps

monitoring and continuous improvement of changeovers
relevant operational procedures
target time for changeover
relevant OHS regulations and requirements
purposes/requirements of changeover
methods of recommending changes
quality requirements for products and processes
minimisation of changeover waste (e.g. scrap and energy )
Evidence Guide
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Page 602 of 1419
be able to provide evidence of the ability to:






assessment
identify the scope and equipment to be used in a
quick changeover implemented in their work area
identify the target time
understand the difference between internal and
external changeover steps
identify own tasks and responsibilities in a quick
changeover
identify problems in quick changeovers
contribute suggestions for improvement.
Assessment of performance must be undertaken in a
workplace using or implementing one or more
competitive systems and practices.
Access may be required to:





workplace procedures and plans relevant to work area
specifications and documentation relating to planned,
currently being implemented, or implemented
changes to work processes and procedures relevant to
the assessee
documentation and information in relation to
production, waste, overheads and hazard
control/management
reports from supervisors/managers
case studies and scenarios to assess response to
contingencies.
Competence in this unit may be assessed by using a
combination of the following to generate evidence:







demonstration in the workplace
workplace projects
suitable simulation
case studies/scenarios (particularly for assessment of
contingencies, improvement scenarios, and so on)
targeted questioning
reports from supervisors, peers and colleagues
(third-party reports)
portfolio of evidence.
be combined with targeted questioning to assess
Approved
Page 603 of 1419
underpinning knowledge.
Where applicable, reasonable adjustment must be made
to work environments and training situations to
accommodate ethnicity, age, gender, demographics and
disability.
literacy capacity of the candidate and the work being
performed.
Range Statement
environments and situations that may affect performance. Bold italicised wording, if used in the
performance criteria, is detailed below. Essential operating conditions that may be present with
training and assessment (depending on the work situation, needs of the candidate, accessibility of
the item, and local industry and regional contexts) may also be included.
Competitive systems and practices
Competitive systems and practices may include, but are
not limited to:














Approved
lean operations
agile operations
preventative and predictive maintenance approaches
monitoring and data gathering systems, such as
Systems Control and Data Acquisition (SCADA)
software, Enterprise Resource Planning (ERP)
systems, Materials Resource Planning (MRP) and
proprietary systems
statistical process control systems, including six
sigma and three sigma
Just in Time (JIT), kanban and other pull-related
operations control systems
supply, value, and demand chain monitoring and
analysis
5S
continuous improvement (kaizen)
breakthrough improvement (kaizen blitz)
cause/effect diagrams
overall equipment effectiveness (OEE)
takt time
process mapping
Page 604 of 1419




problem solving
run charts
standard procedures
current reality tree
Competitive systems and practices should be interpreted
so as to take into account:



Changeover
the stage of implementation of competitive systems
and practices
the size of the enterprise
the work organisation, culture, regulatory
environment and the industry sector
Changeover may refer to:


an exchange of equipment (often dies or tools
(traditional))
a change between products/batches or between
campaigns or processes. It may be any quantum
change to produce a different product or undertake a
different process
In competitive systems and practices equipment-based
quick changeover techniques in manufacturing can often
be referred to under different names, for example:



Set-up
single minute exchange of die (SMED) – The term
originated with die changeovers but now often refers
to the ability to perform any set-up activity in a
minute or less of machine or process downtime
single-digit set-up – performing a set-up activity in a
single-digit number of minutes (i.e. fewer than ten)
one touch exchange of die (OTED) – literally,
changing a die with one physical motion, such as
pushing a button; broadly, an extremely simple
procedure for performing a set-up activity
Set-up can be divided into two types:


internal set-up (work that can be done only when the
machine or process is not actively engaged in
production)
external set-up (work that can be done concurrently
with the machine or process performing production
duties)
The same distinction can be applied to non-production
equipment-based work areas where changeovers of
processes or operations can be:

Approved
internal (requires work to stop, be reset, computers
Page 605 of 1419

Set-up time
restarted, and so on)
external (where work can continue during the
changeover)
Set-up time includes:

Procedures
the work time required to change over a machine or
process from one item or operation to the next item
or operation
Procedures may include:






work instructions
formulas/recipes
batch sheets
temporary instructions and similar instructions
provided for the smooth running of operations,
processes, plant and equipment
Procedures may be:

format
Unit Sector(s)
Unit sector
Not applicable.
Approved
Page 606 of 1419
New unit, superseding MSACMT230A Apply cost factors to work practices - Equivalent
Unit Descriptor
This unit of competency covers the skills and knowledge required by an individual to identify
cost components in their work and to be able to determine, in general terms, the cost impacts
of alternative actions.
This unit applies to an individual who is required to contribute to, and be involved in, the
assessment of cost factors in their work. This may be done individually or in a team
environment.
The unit covers the skills to be able to assess the relative costs of the alternatives and use this
as one of the key factors in making decisions. Decisions are made within the scope of the
employee's authority and according to procedures. Typical decisions include those that
contribute to the efficient organisation of own work and the improvement of production time
and cycle times.
This unit requires the application of skills associated with problem solving to identify cost
factors and cost implications of own work and self-management to apply cost-effective
practices.
Not applicable.
Pre-Requisites
Not applicable.
Approved
Page 607 of 1419
unit of competency.
1
2
3
Identify the major
cost components
of product or
process in own
work area
1.1
Identify cost components in the product or process in
own work area
1.2
Recognise the impact of current or alternative actions on
costs
Identify
constraints to
cost-efficiency
2.1
Identify required production/process rate and major
costs
2.2
Identify costs factors under individual or team control
2.3
Relate identified costs factors to impact on overall cost
of production/process
2.4
Identify cost factors that are a constraint to
cost-efficiency in own work area
Apply
3.1
cost-efficient work
practices
Approved
Identify and explain to relevant people the implications
of possible actions/changes to improve cost-efficiency in
simple financial terms
3.2
Identify non-financial implications of proposed changes
in discussion with relevant people
3.3
Select actions which minimise overall costs
3.4
Monitor actions to ensure cost-efficiency in own work
area is maintained
Page 608 of 1419
Required skills




communicating with others to clarify cost factors and contribute suggestions for
improvement
visualising normal operational procedures in terms of flow
distinguishing between fixed and variable costs
identifying fixed and variable cost components relevant to own work, including where
applicable:

power/energy

materials, plant and equipment

production or process time, including impact on salary and wages

office expenses

government taxes and charges
Required knowledge





cost components of products made
costs concepts, such as expense and income
major cost contributors to product (e.g. energy)
the difference between internally and externally controlled costs
difference between overhead, labour and consumables
Evidence Guide
Approved

identify the scope of their own and their teams work
Page 609 of 1419



assessment
and relate it to the overall flow of work in the
organisation
express cost factors in specific terms (e.g. cost per
item, process and task) and not just in a general
manner
identify and express costs factors in simple financial
terms
use cost factors to select lower cost alternatives when
making decisions.





the assessee
control/management
case studies and scenarios to assess responses to
contingencies.







workplace projects
suitable simulation
Approved
Page 610 of 1419
disability.
performed.
Range Statement
not limited to:


















Approved
lean operations
agile operations
proprietary systems
analysis
5S
takt time
process mapping
problem solving
run charts
standard procedures
Page 611 of 1419



Cost components
and practices
Cost components include:



Process
fixed and variable costs, such as power/energy,
materials, plant and equipment, production or process
time, including impact on salary and wages
office expenses, such as telephone
government taxes and charges
Process may include:

Overall cost
a production, maintenance, logistics, office or other
support process in an organisation
Overall cost may include:


the assessment of negative and positive financial
implications
negative long-term issues, such as occupational
health and safety (OHS), environmental and
regulatory issues
Unit Sector(s)
Unit sector
Not applicable.
Approved
Page 612 of 1419
New unit, superseding MSACMT240A Apply 5S procedures in a manufacturing environment
- Equivalent
Unit Descriptor
This unit of competency covers the skills and knowledge required by an employee to apply 5S
procedures to their own job and work area. The unit assumes the employee has a particular
job and an allocated work area and that processes in the work area are known by the
individual.
This unit applies to an individual in an organisation who works in an operational position as
part of production, maintenance, logistics, and so on. The unit can also apply to individuals in
other organisations who have a discrete role and responsibility for individually managed
processes. For employees in an office, the specific office-related unit MSS402041A Apply 5S
in an office should be selected.
This unit applies where an organisation has decided to embark on a competitive systems and
practices strategy and as part of this has adopted the philosophy of 5S as one of the tools to
improve performance. The employee needs to apply 5S to their job and work area and
maintain the housekeeping and other standards set by 5S.
This unit requires the application of skills associated with planning and organising, problem
solving and self-management, in order to identify and implement 5S housekeeping practices.
Not applicable.
Pre-Requisites
Not applicable.
Approved
Page 613 of 1419
unit of competency.
1
2
3
Sort needed items
from unneeded
Set the workplace
in order
Shine the work
area
Approved
1.1
Identify all items in the work area
1.2
Sort items to achieve deliverables and value expected by
downstream and final customers
1.3
Sort items required for regulatory or other required
purposes
1.4
Place any non-essential item in a appropriate place other
than the workplace
1.5
Regularly check that only essential items are in the work
area
2.1
Identify the best location for each essential item
2.2
Place each essential item in its assigned location
2.3
After use immediately return each essential item to its
assigned location
2.4
Regularly check that each essential item is in its
assigned location
3.1
Keep the work area clean and tidy at all times
3.2
Conduct regular housekeeping activities during shift
3.3
Ensure the work area is neat, clean and tidy at both
beginning and end of shift
Page 614 of 1419
4
5
Standardise
activities
Sustain the 5S
system
Approved
4.1
Follow procedures
4.2
Follow checklists for activities, where available
4.3
Keep the work area to specified standard
5.1
Clean up after completion of job and before
commencing next job or end of shift
5.2
Identify situations where compliance to standards is
unlikely and take actions specified in procedures
5.3
Inspect work area regularly for compliance to specified
standard
5.4
Recommend improvements to lift the level of
compliance in the workplace
Page 615 of 1419
Required skills










communicating with others to clarify issues during 5S implementation, communicate results
and contribute suggestions for improvement
visualising operations in terms of flow and contribution to customer outcomes
planning own tasks in implementation of 5S
implementing 5S in own work area according to instructions
identifying waste (muda)
prioritising activities and items
reading and interpreting documents describing procedures
recording activities and results against templates and other prescribed formats
working with others
solving problems
Required knowledge





operations and processes relevant to own job
meaning and application of 5S steps to own job and work area
principles of efficient workplace organisation
purposes of 5S
methods of making/recommending improvements
Evidence Guide
Critical aspects for assessment and A person who demonstrates competency in this unit must

identify own tasks and responsibilities and relate
them to organisation and customer requirements
Approved
Page 616 of 1419



Context of and specific resources
for assessment
identify and explain the stages of 5S
implement 5S in own work area
identify waste (muda) in the work area.





the assessee
control/management
contingencies.







workplace projects
suitable simulation
disability.
assessment
Approved
performed.
Page 617 of 1419
Range Statement
not limited to:


















lean operations
agile operations
proprietary systems
analysis
5S
takt time
process mapping
problem solving
run charts
standard procedures



Approved
and practices
Page 618 of 1419
5S
5S is a system of work organisation originally developed
in Japan based around housekeeping principles. A close
translation of the five stages in the housekeeping
approach is:





Sort
sort
set in order
shine
standardise
sustain
Sort involves keeping only what is absolutely necessary
for the processes in the work area. Sort includes:

clearing the work area of all non-essential equipment
and materials
Non-essential items are those not required to either
produce product, conduct process or operations, or make
required adjustments to equipment during process or
operations
Set in order
Set in order includes:

Shine
Shine includes:

Standardise



activities that help maintain the order and the
housekeeping standards
using procedures and checklists developed from a
procedure
Sustain includes:

Approved
keeping the work area clean at all times. This should
be carried out to a regular daily schedule against
allowed time and, on most occasions, at the end of a
job
Standardising includes:

Sustain
assigning required equipment and materials
appropriate locations in the work area
making sure that daily activities are completed every
day regardless of circumstance
cleaning up after a job
undertaking inspections, including:

informal inspections carried out often, at least
weekly

formal inspections carried out at least monthly
Page 619 of 1419


Items in work area
generating continuous improvement actions from
daily activities
following up specific actions to generate continuous
improvement
Items in work area may include:








Procedures
tools
jigs/fixtures
materials/components
plant and equipment
manuals
personal items (e.g. bags, lunch boxes and posters)
safety equipment and personal protective equipment
other items which happen to be in the work area






work instructions
formulas/recipes
batch sheets
provided for the operation of the plant
Procedures may be:

written, verbal, computer based or in some other
format
Unit Sector(s)
Unit sector
Not applicable.
Approved
Page 620 of 1419
New unit, MSACMT250A Monitor process capability - Equivalent
Unit Descriptor
This unit of competency covers the skills and knowledge required for gathering of data and
the interpretation of simple information to determine the compliance of the process and the
taking of action as defined by the procedures where the information reveals the process is out
of control parameters.
This unit applies to an individual in an organisation adopting specific competitive systems and
practices, usually either six sigma or statistical process control/three sigma, as a means of
determining and improving the capability of their process to customer requirements. The
individual is involved in collecting specified data and performing specified manipulations to
the data (typically by plotting on a chart or by entering into a nominated computer program).
The information is typically presented to team members in terms of graphs/charts which they
are expected to interpret at a basic level and then take action in accordance with procedures to
restore the process to being under control parameters.
This unit requires the application of skills associated with entering and monitoring operational
data and information and requires initiative, enterprise and problem solving in identifying
production variations and making improvement recommendations.
Not applicable.
Pre-Requisites
Not applicable.
Approved
Page 621 of 1419
1
2
3
Collect and
process data
Identify variations
that are not
random and take
action
Assist in process
improvement
1.1
Take specified measurements/readings, as required
1.2
Enter data in log, computer or other record
1.3
Manipulate and/or chart data as required by procedures
2.1
Examine chart and/or reliability information
2.2
Distinguish between random variations and those with
an identifiable cause
2.3
Take action specified in procedures when a variation
with an identifiable cause occurs
3.1
Collect data for process capability improvement trials
3.2
Make recommendations for improvement
3.3
Implement revised capability monitoring procedures
unit of competency.
Approved
Page 622 of 1419
Required skills




reading and interpreting electronic and hard copy operating instructions and documents,
including where used:

work instructions


formulas/recipes

production and batch sheets

temporary instructions

other provided operating instructions
monitoring performance data against specifications and control parameters
examining equipment procedures, products and processes for possible causes of variations
identifying when corrective action is required by reference to procedures
Required knowledge






data collection methods for operations in work area
data processing techniques required
basic variability and normal distribution
recognition of identifiable causes in accordance with procedures
causes of different types of identifiable causes as defined by procedures
actions to be taken for the different causes
Evidence Guide
Critical aspects for assessment and Evidence should be available of data collected and
processed. There may also be evidence of assignable
causes recognised and action taken. There should not be
evidence of assignable causes being ignored.
Approved
Page 623 of 1419






for assessment
identify the scope of operations, including required
performance parameters in their work area
collect, enter and process data, including normal
performance and variations
read and interpret data, including identifying
variation to set parameters
determine where assignable causes can be allocated
to variations and take appropriate action
participate in data collection, when required, for
process capability trials
contribute suggestions for improvement.
competitive systems and practices





the assessee
control/management
contingencies.







workplace projects
suitable simulation
portfolio of evidence
Approved
Page 624 of 1419
disability.
assessment
performed.
Range Statement
not limited to:















Approved
lean operations
agile operations
proprietary systems.
analysis
5S
takt time
process mapping
problem solving
Page 625 of 1419



run charts
standard procedures



Six sigma
and practices
Six sigma is a process improvement methodology based
on statistical process control with six sigma limits which
equates to 3.4 defects per million opportunities for each
product or service transaction
Six sigma is also often used as a general term covering a
competitive systems and practices approach. Six sigma
training typically covers several units of competency in
this Training Package
Three sigma
Three sigma includes:

Procedures
statistical process control with three sigma limits
which equates to 3 defects per thousand opportunities
for each product or service transaction







work instructions
formulas/recipes
batch sheets
provided for the smooth running of the plant
practice (GMP) and responsible care)
Procedures may be:

form
Random variation
Random variation is the term used in statistical control to
refer to those variations for which no cause can be found
Identifiable cause
Identifiable cause (also referred to as assignable cause or
special cause) refers to:
Approved
Page 626 of 1419

Process capability
those variations for which a cause can be found and
so the cause of the variation eliminated
Process capability means the capability of the process to
deliver to customer defined requirements. Process
capability includes process stability against standardised
practices and documentation to eliminate variation
against customer requirements
Unit Sector(s)
Unit sector
Not applicable.
Approved
Page 627 of 1419
New unit, superseding MSACMT251A Apply quality standards - Equivalent
Unit Descriptor
This unit of competency covers the skills and knowledge required to apply quality standards
to work operations in an organisation. The unit is designed to complement competitive
systems and practices units.
This unit applies to an individual who is expected to take responsibility for the quality of their
own work, and to take actions specified in the procedures and within the scope of their job
and authority to ensure that quality standards are met.
This unit requires the application of skills associated with interpreting and applying
workplace standards and identifying and addressing problems that interfere with quality
outcomes. The unit requires initiative, enterprise and self-management to ensure quality
standards are achieved.
Not applicable.
Pre-Requisites
Not applicable.
unit of competency.
Approved
Page 628 of 1419
1
2
Assess own work
1.1
Continuously check completed work against workplace
standards relevant to the operation being undertaken
1.2
Demonstrate an understanding of how the work
activities and completed work relate to the next
production process or processes and to the final products
or services concerned
1.3
Identify and isolate faulty components, products or
processes
1.4
Record and/or report faults and any identified causes to
the supervisor concerned, where required, in accordance
with workplace procedures
Assess quality of 2.1
received
components, parts
or materials
2.2
Continuously check received components, parts,
materials, information, service or final products against
workplace standards and specifications for conformance
Approved
Demonstrate an understanding of how the received
components, parts or materials, information or service
relate to the current operation and how they contribute to
the final quality of the product or service
2.3
Identify and isolate faulty components, parts, materials
or information that relate to the operator's work
2.4
Record and/or report faults and any identified causes in
accordance with workplace procedures
2.5
Identify causes of any identified faults and take
corrective action as specified in workplace procedures
Page 629 of 1419
3
Measure
components, parts
or materials
3.1
Measure materials, component parts, information,
service or products, as required, using the appropriate
measuring instruments in accordance with workplace
procedures
4
Record
information on
production
indicator
4.1
Record basic information on quality and other indicators
of process performance in accordance with workplace
procedures
5
Investigate causes
of quality
deviations
5.1
Investigate and report causes of deviations from
specified quality standards for components
5.2
Recommend suitable preventative action based on
workplace quality standards and the identified causes of
deviations from specified quality standards of materials
Approved
Page 630 of 1419
Required skills








interpreting work instructions, specifications, standards and patterns appropriate to own work
carrying out relevant visual inspections of materials, component parts and final products
carrying out relevant physical/chemical measurements or tests
maintaining accurate work records in accordance with procedures
carrying out work in accordance with occupational health and safety (OHS) policies and
procedures
meeting work specifications
communicating effectively within defined workplace procedures
interpreting and applying defined procedures
Required knowledge







relevant quality standards, policies and procedures
relevant production processes, materials and products
basic characteristics of materials used in the relevant production processes
safety and environmental aspects of relevant production processes
relevant measurement techniques and quality checking procedures
reporting procedures
Evidence Guide

interpret, relevant work instructions, standards and
specifications appropriate to own work
Approved
Page 631 of 1419




for assessment
check and measure relevant quality parameters
interpret results of quality checks in terms of
specifications, patterns and work standards
take required action where standards of materials,
component parts, final product or work processes are
found to be unacceptable
maintain accurate records.





the assessee
control/management
contingencies.







workplace projects
suitable simulation
disability.
Approved
Page 632 of 1419
assessment
performed.
Range Statement
not limited to:


















lean operations
agile operations
proprietary systems
analysis
5S
takt time
process mapping
problem solving
run charts
standard procedures
Approved
Page 633 of 1419



Quality parameters
Quality parameters may include:









Quality checks











those measurements which may be taken by the
employee in the workplace/at their work station

Approved
physical raw materials
orders, forms and other documentation
services required for undertaking an operation (e.g.
power, water, compressed air and fuel)
Measure includes:

Procedures
visual inspection
physical measurements
chemical tests
checks against patterns, templates and guides
processing time
Materials may include:

Measure
finish
size
durability
product or process variations
materials
alignment
colour
damage and imperfections
time
Quality checks are against set parameters for the process
or product. Examples include:

Materials
and practices
work instructions
formulas/recipes
batch sheets
Page 634 of 1419

Procedures may be:

Indicators of production
performance
Indicators of production performance may include:



Data entry/recording


keyboard
written (including ticks or signs)
verbal
Sources of information/documents may include:






Investigate and report
number of items/production rate
delays and causes of delays (where known)
other information as specified in the procedures
Data entry/recording may include:

Sources of information/ documents
format
quality and Australian standards and procedures
work instructions, patterns, designs and recipes
organisation work procedures
manufacturer instructions for materials and
equipment
organisational or external personnel
customer requirements
Investigate and report includes:

following set procedures defined for such
investigations
Set procedures may include:



Workplace context
Workplace context includes:


Approved
verbal instructions
documented procedures
other quality procedures as implemented within an
organisation or work environment
work organisation procedures and practices relating
to the manufacture and quality outcomes for products
conditions of service, legislation and industrial
agreements, including:

workplace agreements and awards

federal or state/territory legislation

standard work practice
Page 635 of 1419
Reporting/communication
Reporting/communication may include:


Being responsible for the
maintenance of own work quality
Being responsible for the maintenance of own work
quality may include:


Applicable regulations and
legislation
verbal and written communication in accordance with
organisational policies and procedures
oral, written or visual communication and may
include simple data
contributing to the quality improvement of team or
section output, where necessary, in accordance with
following safety, environmental, housekeeping and
quality procedures as specified by
materials/machine/equipment manufacturers,
regulatory authorities and the organisation
Applicable regulations and legislation may include:


OHS legislation relevant to workplace activities
workers compensation legislation
Unit Sector(s)
Unit sector
Not applicable.
Approved
Page 636 of 1419
MSS402052A Implement continuous improvements based on standardised work practices Date this document was generated: 2 June 2016
MSS402052A Implement continuous improvements based on
standardised work practices
New unit
Unit Descriptor
This unit of competency covers the basic skills and knowledge required to apply standardised
work practices as part of implementing continuous improvement in an organisation.
This unit applies to individuals who are applying standardised work practices as part of a
broader strategy of implementing continuous improvement. The implementation of
standardised work may apply in a manufacturing, office, logistics or other service
environment along any part of the value stream. It applies to the person’s own job at whatever
organisational level they are employed. The standard work procedures may apply to every
step of the job or it may apply to procedures which allow discretion in the application.
The person will typically be working closely with others, as part of a formal team, an ad hoc
team or otherwise, They will liaise and communicate with these others as required by the job
and standard procedures.
Not applicable.
Pre-Requisites
Not applicable.
Approved
Page 637 of 1419
unit of competency.
1
2
Identify
1.1
standardised
1.2
procedures
applicable to work
Follow
standardised
practices
Approved
Identify current operation and tasks in own work
Check each operation and task to ensure it is required to
meet customer need
1.3
Select relevant procedures applicable to operations and
tasks to meet customer, regulatory and other required
needs
1.4
Obtain takt time required for each selected operational
step and task and compare with available time
1.5
Incorporate takt time and selected operational step and
task in daily work plan, as appropriate
1.6
Take appropriate action when time to complete
operational steps and tasks exceeds takt time
1.7
Liaise with relevant people regarding need to undertake
any operations and tasks not directly related to customer
benefit
2.1
Complete own required operations following
standardised procedures and practices
2.2
Note factors preventing the full application of
standardised procedures and practices
2.3
Identify variability in actual processes and products
2.4
Identify waste which arises from following standard
procedures and practices
Page 638 of 1419
3
Make
improvements
Approved
3.1
Suggest possible improvements for identified problems
in accordance with continuous improvement procedures
3.2
Check suggested improvement in accordance with
continuous improvement procedures
3.3
Examine outcome of checking process and standardise
improvement, if appropriate
Page 639 of 1419
MSS402052A Implement continuous im provements based on standardised work practices Date this document was generated: 2 June 2016
Required skills







planning own work
identifying downstream and final customer requirements and relating requirements to own
work
communicating with people relevant to job
identifying variability through monitoring against performance indicators
contributing to identification and evaluation of standard procedures and practices
following standard procedures and practices
participating in organisational continuous improvement strategies
Required knowledge






range of procedures available and their application to different jobs
requirements of the job and the procedures for achieving them
applicability of takt time and waste (muda) to own work, including different forms of takt
time for different types of tasks
identification and possible causes of variability in job
continuous improvement process for organisation
sources of assistance within organisation
Evidence Guide

identify standardised procedures applicable to work

relate takt time to work required

identify areas for improvement in standardised
Approved
Page 640 of 1419

for assessment
procedures and operational steps and tasks
make and standardise improvements in accordance
with continuous improvement procedures.





the assessee
control/management
contingencies.







workplace projects
suitable simulation
targeted questioning for appropriate portions
disability.
assessment
Approved
performed.
Page 641 of 1419
Range Statement
not limited to:


















lean operations
agile operations
proprietary systems
analysis
5S
takt time
process mapping
problem solving
run charts
standard procedures



Approved
and practices
Page 642 of 1419
Customer
Customer may include:

Procedures
internal or external customers, and includes the final
customer









work instructions
work manuals
operating protocols
formulas/recipes
batch sheet
provided for the smooth running of the operation or
process
and government regulations
Procedures may be:

Takt time
Takt time is the time required to complete one job cycle
if the customer’s time and volume expectations are to be
met (i.e. the available time divided by the number of
units required), and so may include, but is not limited to:





Appropriate action


time per piece where applied to piece work
time per tonne or litre when applied to bulk product
time per work item when applied to an office or
service environment
deadlines required to meet delivery dates when
applied to project work
target cycle time for sporadic processes or processes
not linked to a customer requirement (e.g. a
regulatory requirement)
Appropriate action to be taken when time to complete
operational steps and tasks exceeds takt time may
include, but is not limited to:

Approved
format
reporting to appropriate person
prioritising work according to standardised
procedures
acquiring/allocating additional resources according to
Page 643 of 1419
standardised procedures
Time to complete operational steps Causes of time to complete operational steps and tasks
and tasks exceeds takt time
exceeding takt time may include, but are not limited to:




Variability
cycle time (mean time taken to actually do the job) is
longer than takt time
multiple jobs required in the same timeframe (i.e.
priority conflict)
takt time cannot be met with resources available
takt time is longer than available time
Variability means any change which occurs in the job
and may include (but is not limited to):




different times taken to do the same thing
different effort taken to do the same thing
different results from applying the same effort (i.e.
variation in quality)
amount of rework required
Waste in this unit is used in the sense of ‘muda’ which is
waste that does not contribute to value as defined by the
customer. Waste may include, but is not limited to:
Waste








overproduction
waiting
transporting
inappropriate processing
unnecessary inventory
excess motion
defects
underutilised employees
Unit Sector(s)
Unit sector
Not applicable.
Approved
Page 644 of 1419
MSS402081A Contribute to the application of a proactive
maintenance strategy
New unit, superseding MSACMT281A Contribute to the application of a proactive
maintenance strategy - Equivalent
Unit Descriptor
This unit of competency covers the skills and knowledge required to make a positive
contribution to proactive maintenance strategies, including actions that contribute to
equipment uptime and overall equipment effectiveness (OEE).
This unit applies to an individual in an organisation which is following a predictive,
preventative or reliability-centred maintenance strategy and which requires commitment from
all employees. The employee should 'own' their equipment/plant and take an active part in the
implementation of the strategy within the scope of their authority.
This unit requires the application of skills associated with accessing and maintaining
equipment/plant documentation, It also requires problem solving, initiative and enterprise to
continually monitor and maintain operational performance of equipment/plant used in work
role.
Not applicable.
Pre-Requisites
Not applicable.
Approved
Page 645 of 1419
unit of competency.
1
2
3
Maintain
equipment/plant
1.1
Keep equipment/plant within area of responsibility clean
1.2
Ensure equipment/plant is serviced and adjusted, as
required, in accordance with procedures and own level
of responsibility
1.3
Access manufacturer manuals and specifications, where
required, to expand knowledge on the maintenance of
equipment/plant
1.4
Access and update documentation on equipment/plant
operation and maintenance as appropriate to workplace
procedures
Monitor operation 2.1
of equipment/plant
Regularly check key conditions of the equipment/plant
as defined in workplace procedures
Identify deviations
and patterns
Approved
2.2
Regularly check equipment/plant OEE
2.3
Note any deviation from conditions specified in
procedures
2.4
Identify any previous occurrences of this deviation
3.1
Identify any previous occurrences of a deviation
3.2
Identify any related deviations which have occurred
3.3
Identify any unusual occurrence which may be related to
a deviation
Page 646 of 1419
4
Take action
appropriate to
competency and
authority on
deviation
Approved
4.1
Liaise with relevant people regarding the deviation and
the solution
4.2
Implement solution and/or assist with the
implementation of the solution, as appropriate
Page 647 of 1419
Required skills




reading and interpreting electronic and hard copy plant, equipment, and process instructions
and documents, including where used:

work instructions


workshop manuals and instructions from equipment manufacturers in regards to plant or
equipment operation, regular maintenance, troubleshooting, and record of use or
production

production and batch sheets

temporary instructions

other provided operating instructions
examining equipment procedures, products and processes for possible causes of deviations
from patterns of normal use
interpreting OEE rates
servicing and maintaining plant and equipment consistent with area of responsibility and
own technical skills
Required knowledge





normal behaviour of the equipment/plant
indicators of abnormal performance
principles of operation of plant and equipment sufficient to recognise problems and propose
solutions
appropriate cleaning and adjusting for the equipment/plant/area as required by procedures
concept of OEE as: availability x performance x quality rate
where:



availability takes into account losses due to breakdown, set up and adjustments
performance takes into account losses due to minor stoppages, reduced speed and idling
quality rate takes into account t losses due to rejects, re-works and start-up waste
Approved
Page 648 of 1419
Evidence Guide

recognise deviations from normal performance
patterns and deal with them appropriately

undertake operational service and maintenance on
plant and equipment according to instructions.
for assessment





the assessee
control/management
contingencies.







workplace projects
suitable simulation
Approved
Page 649 of 1419
disability.
assessment
performed.
Range Statement
not limited to:















Approved
lean operations
agile operations
proprietary systems
analysis
5S
OEE
takt time
process mapping
problem solving
Page 650 of 1419
MSS402081A Contribute to the application of a proactive m aintenance strategy



run charts
standard procedures



Uptime
and practices
Uptime refers to:

Procedures
the overall availability of the plant – it is the inverse
of downtime or the unavailability of the plant. Ideal
uptime is 100%







work instructions
formulas/recipes
batch sheets
Procedures may be:

format
Unit Sector(s)
Unit sector
Not applicable.
Approved
Page 651 of 1419
New unit, superseding MSACMS400A Implement a competitive manufacturing system Equivalent
Unit Descriptor
This unit of competency covers the skills and knowledge required to implement and review
competitive systems and practices in a person’s own work within a team or work area,
including the consideration of the impact on the work of others. The unit focuses on the
holistic application of competitive systems and practices to achieve improved performance in
own work and in activities with others in the team or work area that contribute to improving
customer benefit.
This unit applies to individuals who are applying competitive systems and practices to their
own work in a way that integrates with others in the team or work area who are also
implementing competitive systems and practices. Depending on the operations or processes in
the team or work area the unit may also include interaction with other teams and work areas.
The unit is suitable for individuals who have formal responsibility for the work of others, such
as team leaders. It is also suitable for individuals, such as technicians and tradespeople, who
must integrate the application of their technical skills with the implementation of competitive
systems and practices in an organisation.
The unit applies to the areas of cost, quality, delivery, safety/environment, and employee
capability including continuous reviewing of performance against these five areas in liaison
with other relevant people. Improvement initiatives in these five areas are usually developed
and implemented with the support of technical support staff. Whereas other units may
emphasise the competence to use one or more competitive practices, this unit emphasises the
ability to advance on all five key areas over a moderate time period.
This unit requires the application of skills associated with problem solving and initiative and
enterprise in order to identify opportunities to make improvements and maximise
performance. Communication, the ability to work in a team and planning and organising skills
are required to implement improvements and address any conflicts that arise. This unit also
requires an ability to identify appropriate technology, and to consider and integrate feedback
on how personal performance can be improved.
Not applicable.
Approved
Page 652 of 1419
Pre-Requisites
Not applicable.
unit of competency.
1
Contribute to the
improvement of
the operations
system in team or
work area
Approved
1.1
Identify key performance indicators for area of
operations
1.2
Implement and review competitive systems and
practices to improve health, safety and environment
(HSE) performance of self and others
1.3
practices to maximise quality consistency
1.4
practices and identify any skill and training issues that
need to be addressed to improve capability of self and
others
1.5
practices to maximise customer benefit/cost ratio
1.6
practices to reduce lead time to delivery within the scope
of authority and responsibility
1.7
Work with relevant stakeholders to resolve conflicts
which arise from implementation of competitive systems
and practices
Page 653 of 1419
2
Implement
improvements
Approved
1.8
Select improvements which will deliver the greatest
overall benefit for the resources required/available
without reducing current performance on individual
factors
2.1
Implement the chosen improvement/s
2.2
Check the selected improvements improve the system as
a whole and do not result in unintended consequences
2.3
Monitor implementation and make adjustments, as
required
Page 654 of 1419
Required skills







communicating with others to clarify scope of implementation of competitive systems and
practices, including:

value stream mapping

5S

Just in Time (JIT)

mistake proofing

process mapping

establishing customer pull

kaizen and kaizen blitz

setting of key performance indicators/metrics

identification and elimination of waste (muda)
monitoring performance in key areas, including:

HSE performance

quality consistency

capability and performance by team members

customer benefit/cost ratio

reduce lead time to delivery
contributing suggestions for improvement
analysing operational procedures in terms of flow and contribution to customer outcomes
planning tasks to support competitive systems and practices implementation
identifying and implementing appropriate data gathering and analysis techniques within area
of responsibility to identify change over time in indicators relating to:

cost

quality

delivery

safety/environment

employee capability and support for competitive systems and practices
solving problems to root causes
Required knowledge
Approved
Page 655 of 1419












customers and the value they derive from products and processes of the organisation or area
cost components and their relationship to customer benefits/features
suppliers and their capabilities
waste (muda)
factors causing variability in a product and how to control them
factors that promote standardisation
relevant competitive systems and practices tools for area and how to apply them
factors impacting on the product, process and waste, particularly those wholly or partially
under own and other immediate area employees control (and how to control them)
good HSE practice and factors impacting on HSE performance
own capability and how to improve it
optimisation techniques appropriate to the organisation and the job
application of quality standards and processes
Evidence Guide
be able to provide evidence of their ability to:

identify key performance indicators appropriate to
their own work area

implement and review competitive systems and
practices in own work, including interaction with
others in the work area in the areas of:

HSE performance

quality consistency

capability and performance by team members

customer benefit/cost ratio

reduce lead time to delivery

select improvements that deliver the greatest overall
benefit

monitor the implementation of improvements and
make appropriate adjustments.
for assessment
Approved
Page 656 of 1419





the assessee
control/management
contingencies.







workplace projects
suitable simulation
targeted questioning for appropriate portions
disability.
assessment
performed.
Range Statement
Approved
Page 657 of 1419
not limited to:


















lean operations
agile operations
proprietary systems
JIT, kanban and other pull-related operations control
systems
analysis
5S
takt time
process mapping
problem solving
run charts
standard procedures



tools
Competitive systems and practices tools include:




Approved
and practices
5S
6 sigma
cause effect diagrams
Page 658 of 1419
Customer
Competitive systems and practices organisations
encompass the entire production system, beginning with
the customer, and includes:





the product sales outlet
the final assembler
product design
raw material mining and processing
all tiers of the value stream (sometimes called the
supply chain)
Customer may include:

internal or external customers, and should also
include the final customer as the basis for the
identification of waste
The unit does not require interfacing directly with the
external customer, but there should be sufficient
information to identify customer benefits and features
Supplier
Supplier may include:


an internal supplier
an external supplier
The unit does not require interfacing directly with
external suppliers, but there should be sufficient
information to enable identification of supplier abilities
Waste
System and its derivatives) is any activity which does not
contribute to customer benefit/features in the product.
Categories of waste include:








Operations
Operations indicate:

Approved
delays
poor process design
inventory
making defective items
other activities which do not yield any benefit to the
organisation or any benefit to the organisations
customers
the holistic combination of the process, plant and
equipment, procedures and practices, including the
skills and work organisation of the workforce, which
Page 659 of 1419
make up the productive organisation
Implement improvements
Implementation of improvements may be undertaken:


within own job role
as part of processes and operations in the work area
or team
Unit Sector(s)
Unit sector
Not applicable.
Approved
Page 660 of 1419
New unit, superseding MSACMS401A Ensure process improvements are sustained - Not
equivalent
Unit Descriptor
This unit of competency covers the skills and knowledge required to ensure that the gains
which have been made by using improved methods, processes and equipment are sustained as
the new baseline/standard for an area of work and so prevent regression to former practices,
or digression to less efficient practices.
This unit applies to individuals working in a team or work area who have already
implemented competitive systems and practices related improvements in their own work and
who must work effectively with others implementing competitive systems and practices to
ensure that performance improvement gains are sustained.
The unit is also suitable for individuals who have formal or informal responsibility for the
work of others, such as team leaders; individuals, such as senior operators, who must mentor
others; or individuals, such as technicians and tradespeople, who must integrate the
application of their technical skills with the implementation of competitive systems and
practices in an organisation.
The unit can be applied to all areas of an organisation, including production, maintenance,
logistics and office functions.
The unit covers the implementation of practices to ensure that process improvements are
sustained and opportunities taken to suggest further improvements. If mistake proofing is used
as one of the methods for ensuring that process improvements are sustained, the unit
MSS403051A Mistake proof a production process should be selected.
Improvement initiatives can be made by any of any number of methods and by teams or
individuals. The unit assumes that desired levels of performance or quality are known.
This unit requires the application of skills associated with problem solving, initiative and
enterprise, and planning and organising in order to check and monitor the impacts of change.
It also requires communication and the ability to work with others to assess the impact of
change in own work and on other’s work, as well as self-management and learning to adapt
improvements according to new information and feedback.
Not applicable.
Approved
Page 661 of 1419
Pre-Requisites
Not applicable.
unit of competency.
1
2
Examine previous
improvements
Ensure corrective
actions are
implemented
Approved
1.1
Identify impact of previous process improvements to
systems, equipment, operations or products in work area
1.2
Identify improvements that have not met objectives
2.1
Identify corrective actions that can be taken on process
improvements that have not met objectives
2.2
Liaise with relevant people associated with the
anticipated corrective action
2.3
Obtain any required approvals
2.4
Ensure the supply of resources
2.5
Check impacts of corrective action on occupational
health and safety (OHS), quality and environmental
systems in work area and take action in accordance with
procedures, if required
2.6
Check that self and others in team or work area have
required skills for corrective actions
2.7
Monitor implementation of corrective action
Page 662 of 1419
3
4
Verify systems
support
improvement
Audit the change
Approved
2.8
Make required adjustments
3.1
Ensure procedures reflect improvements
3.2
Check that training and assessment activities in team or
work area reflect improvements
3.3
Liaise with relevant people to ensure their support of the
new or modified system/s
4.1
Determine an appropriate audit period/cycle
4.2
Agree relevant measures/indicators for the improvement
4.3
Measure performance at agreed times using agreed
measures
4.4
Investigate causes of under-performance
4.5
Take appropriate corrective action to improve
performance
4.6
Re-audit the improvement on an agreed basis
Page 663 of 1419
Required skills






communicating with others to clarify scope and stage of implementation of competitive
systems and practices and contribute suggestions for further improvements in
implementation
examining normal operational procedures in terms of flow and contribution to customer
benefit
planning own tasks, including the impact on others to support competitive systems and
practices implementation
implementing competitive systems and practices in own work area according to instructions
monitoring competitive systems and practices performance indicators for own work and
work area
Required knowledge



overall procedures for and process of operations relative to improvements being made
appropriate measures of performance
business performance goals sufficient to determine best measures of improved performance
Evidence Guide

identify process and operational changes as a result
of implementation of competitive systems and
practices

identify and assess impact of performance
improvements in a work area against objectives

identify actions and resources required for further
improvements

communicate and negotiate with others on
Approved
Page 664 of 1419


for assessment
improvements
apply procedures for seeking approvals and reporting
non-conformances
determine appropriate period and procedures for
monitoring implemented changes.





the assessee
control/management
contingencies.
Competence in this unit may be assessed by using some







workplace projects
suitable simulation
disability.
assessment
Approved
Page 665 of 1419
performed.
Range Statement
not limited to:


















lean operations
agile operations
proprietary systems
analysis
5S
takt time
process mapping
problem solving
run charts
standard procedures

Approved
and practices
Page 666 of 1419


Improvement
Improvement may be any change aimed at reducing
waste (muda). This unit is not about making the
improvements, but ensuring beneficial changes remain in
place
Customers
Customers may include:

internal or external customers, including final
customers, as these should be used as the basis for
the identification of value and waste
The individual does not need to interface directly with
the external customer, but should be able to sufficiently
identify customer benefit and customer features in
processes and operations of their team and their work
area
Suppliers
Suppliers may be:

internal or external suppliers and should be
sufficiently close to the individual’s work as to be
easily identifiable
The operator does not need to interface directly with
external suppliers, but should be provided with sufficient
information to enable them to identify supplier
contribution to their own work and to customer benefit
Systems
Systems are used to mean any/all of the equipment,
processes, procedures and work practices that are used to
produce the product. A term often used in this context
includes:

Resources
Resources for corrective actions may include:





Procedures
Approved
kaizen - the philosophy of continual improvement
that every process can and should be continually
evaluated and improved in terms of time required,
resources used, resultant quality and other aspects
relevant to the process
equipment
modifications
consumables
people
suitable work area
Page 667 of 1419






work instructions
formulas/recipes
batch sheets
provided for the smooth running of the organisation
Procedures may be:

Improvements
format
Improvements include:


techniques for preventing mistakes by designing the
operations process, equipment and tools so that an
operation literally cannot be performed incorrectly
(e.g. baka-yoke)
techniques that generate warning signals were a
mistake is about to be performed (poka-yoke)
Improvements may be sustained by:


Measuring performance
use of technology so that it is impossible to do the
job any other way
changes to process or procedures or other changes to
the operations system which, if followed, will sustain
the change and this unit may be applied to all these
situations
Measuring improvements may include:


personally taking measurements
arranging for measurements to be taken/made by
appropriate personnel
Unit Sector(s)
Unit sector
Approved
Page 668 of 1419
Not applicable.
Approved
Page 669 of 1419
MSS403011A Facilitate implementation of competitive systems
and practices
New unit, superseding MSACMC411A Lead a competitive manufacturing
equivalent
team - Not
Unit Descriptor
This unit of competency covers the skills and knowledge required by individuals who
facilitate, lead or mentor others in competitive systems and practices implementation in a
work area.
This unit applies to people responsible for facilitating others in implementing competitive
systems and practices in their work. It may apply to formally designated team leaders or
people given special roles in the implementation process that go beyond their own work and
which involve guiding, facilitating or mentoring others. The unit applies to competitive
systems and practices implementation activities at the work area or section level.
The unit requires an individual to integrate a range of competitive systems and practices
knowledge and skills as part of their role. The unit covers assisting others to understand and
apply a holistic view of their job and their role within an organisation, including the
objectives that must be met as part of competitive systems and practices used by the
organisation.
This unit requires the application of skills associated with communication, teamwork,
problem solving, initiative and enterprise, planning and organising, and self-management.
This unit has a strong emphasis on planning and implementation, and also requires an ability
to learn from experience and feed new information back into strategies to improve own
performance and that of others.
For implementation of competitive systems and practices techniques in an office, the
specialist unit MSS403006A Facilitate implementation of competitive systems and practices in
an office, should be selected instead of this unit.
Not applicable.
Pre-Requisites
Not applicable.
Approved
Page 670 of 1419
unit of competency.
1
2
Facilitate the
development of
process and
competitive
systems and
practices
knowledge
Facilitate
commitment to
efficiency
improvements
Approved
1.1
Ensure necessary technical documentation and
information about the process and competitive systems
and practices is available
1.2
Assist and mentor others in accessing information
1.3
Identify work activities which may inhibit the ongoing
development of competitive systems and practices skills
and knowledge of others
1.4
Arrange for the provision of workforce development and
training for self and others, as appropriate
1.5
Encourage others to apply technical knowledge to the
improvement process
2.1
Ensure budgets, operating procedures and other related
documentation is available
2.2
Assist others to apply this information to their work
responsibilities
2.3
Encourage the identification of waste
2.4
Encourage an environment where efficiency
improvements are recommended by fellow employees
Page 671 of 1419
3
4
Encourage a
3.1
competitive
systems and
practices approach
3.2
to work
Encourage and, where necessary, develop
communications between specialists and work group
members
Lead development of strategies to monitor and deal with
identified waste issues
3.3
Resource and encourage other employees to identify and
take appropriate action on potential problems
3.4
Arrange for workforce development and training for self
and others, as required, in relevant competitive systems
and practice procedures and techniques
3.5
Guide others in relating identified problems to the
maintenance strategy, and developing any required
changes, to ensure awareness, learning and commitment
Implement process 4.1
and organisation
improvements
4.2
Plan the implementation of work group suggestions and
externally suggested improvements
Approved
Facilitate commitment to, and involvement in, the
implementation planning of improvements and to follow
improvements to their conclusion
4.3
Encourage the application of the 'plan, do, measure,
improve, control' approach to the job
4.4
Arrange for workforce development and training, as
required, to facilitate continued involvement by others in
improvement processes
4.5
Involve work group and other key personnel in
identification of skill needs and means of skills
acquisition to fill any identified gaps
Page 672 of 1419
Required skills









facilitating goals, activities, communications and access to resources, including process
mapping
solving problems
data gathering and analysis
explaining and leading others in implementation at the work group level of:


5S

Just in Time (JIT)

mistake proofing

process mapping



setting of key performance indicators (KPIs)/metrics

communicating effectively to conduct informal and formal meetings, and to relate to
personnel at all levels
providing effective feedback
effectively encouraging team spirit and morale
transferring knowledge and skills through informal one-on-one mentoring
Required knowledge


information technology systems used in the organisation
principles of competitive systems and practices and their application to the organisation,
including:


5S

JIT

mistake proofing
Approved
Page 673 of 1419





process mapping



setting of KPIs/metrics

monitoring and data gathering systems, such as Systems Control and Data Acquisition
(SCADA)software, Enterprise Resource Planning (ERP) systems, Materials Resource
Planning (MRP), and proprietary systems, which may be used within the organisation
methods of gathering data against KPIs, such as:

waste walk

document tagging

tracking/log sheets

spaghetti diagrams

existing information technology and enterprise resource systems (e.g. SCADA, ERP and
MRP)
facilitation techniques to encourage team development and improvement
organisational policies, plans and procedures
Evidence Guide

identify processes and products of their organisation
and work area

analyse current and future skill development needs of
team

act as an effective communication link between team
and internal and external competitive systems and
practices specialists and managers

lead team in identifying efficiency improvements and
elimination of waste.
for assessment

Approved
Page 674 of 1419




the assessee
control/management
contingencies.







workplace projects
suitable simulation
disability.
assessment
performed.
Range Statement
Approved
Page 675 of 1419
not limited to:


















lean operations
agile operations
SCADA software, ERP systems, MRP and
proprietary systems
JIT, kanban and other pull-related operations control
systems
analysis
5S
takt time
process mapping
problem solving
run charts
standard procedures



Budgets
Budgets include:




Waste
Approved
and practices
financial
time
materials/products
other business plans which are relevant to the team
and the work area
System and its derivatives) is any activity which does not
Page 676 of 1419
contribute to customer benefit/features in the product.
Categories of waste include:








Key reliability issues
delays
poor process design
inventory
making defective items
activities which do not yield any benefit to the
organisation or any benefit to the organisations
customers
Key reliability issues include those which are most likely
to lead to failure, such as:




cleanliness
poor lubrication
incorrect adjustment
poor training and instructions for employees
Unit Sector(s)
Unit sector
Not applicable.
Approved
Page 677 of 1419
New unit, superseding MSACMT432A Analyse manual handling processes - Equivalent
Unit Descriptor
This unit of competency covers the skills and knowledge required to analyse manual handling
in terms of its efficiency and safety.
This unit applies to an individual who is required to examine the manual handling component
of a job and improve it in terms of safety, effort required and efficiency. This may be
conducted for a job performed by others or it may be for the person's own job.
This unit primarily requires the application of skills associated with problem solving,
initiative and enterprise to identify safe and efficient manual handling, and planning and
organising to ensure processes are implemented. This unit also requires communication with,
and involvement of, others to ensure they understand the approach and to facilitate training.
Not applicable.
Pre-Requisites
Not applicable.
Approved
Page 678 of 1419
unit of competency.
1
2
3
Assess manual
handling risks
Analyse physical
effort
requirements of
job
Determine
time/effort
components of
physical effort
Approved
1.1
Identify manual handling hazards in work area
1.2
Assess risks arising from manual handling hazards
2.1
Determine basic manual handling requirements of job
2.2
Analyse requirements in terms of components, such as
lift, move, place and hold
2.3
Analyse items to be handled in terms such as weight,
size, shape or other hazards
3.1
Break required movement pattern down into movement
components
3.2
Determine time and effort requirements for movements
3.3
Develop alternative movement patterns
3.4
Determine time and effort requirements for alternative
movements
3.5
Determine handling aids required to assist movement
3.6
Determine preferred movement pattern
Page 679 of 1419
4
5
Analyse the
ergonomics of
physical effort
Optimise
application of
physical effort
Approved
4.1
Analyse the ergonomics of the preferred movement
pattern
4.2
Develop substitute movements for any movement which
is not ergonomically sound
4.3
Determine handling aids required to improve
ergonomics of required movements
5.1
Select movement patterns which are ergonomically
sound and time and effort efficient
5.2
Ensure all relevant people are trained to use these
methods
5.3
Ensure procedures and practices reflect the optimum
methods
5.4
Communicate with team members and involve them in
development of alternatives to ensure awareness and
facilitate learning
Page 680 of 1419
Required skills







communicating with others about work processes and jobs
identifying ergonomically sound and unsound movements both at a general level and related
to individual capability
analysing manual handling processes
working cooperatively with others
demonstrating or arranging to have demonstrated ergonomically correct movements
applying basic mathematics
solving problems
Required knowledge





relevant occupational health and safety (OHS) Acts and regulations as applied to manual
handling
principles of job and work method design as applied to efficient and safe movement
principles of work analysis
principles of ergonomics/safe movement
aids than can assist with or substitute for manual handling
Evidence Guide
be able to provide evidence of their ability to:

analyse manual handling requirements and risks in
jobs

distinguish between ergonomically sound and
unsound movement
Approved
Page 681 of 1419


for assessment
analyse manual handling movements and risks for an
individual
relate manual handling requirements to job
efficiency.





the assessee
control/management
contingencies.
Competence in this unit may be assessed by using some







workplace projects
suitable simulation
disability.
assessment
Approved
Page 682 of 1419
performed.
Range Statement
not limited to:


















lean operations
agile operations
proprietary systems
analysis
5S
takt time
process mapping
problem solving
run charts
standard procedures

Approved
and practices
Page 683 of 1419


Procedures







work instructions
formulas/recipes
batch sheets
practice (GMP) and Responsible Care)
Procedures may be:

Manual handling hazards
format
Manual handling hazards may include:



loads that pose a risk of injury
ergonomically unsound movements
hazard requirements as defined by relevant OHS Acts
and regulations, industry standards and best practice
Ergonomically unsound movements Ergonomically unsound movements may include:



awkward and repetitive movements
carrying, pushing, pulling or lifting of heavy loads
carrying or movement against hard, sharp, slippery or
other difficult to grasp loads
Ergonomically unsound movements should be assessed
against the capabilities of individual workers as what is a
sound movement for one worker may be unsound for
others depending on physique and individual condition
Ergonomically sound movements
Ergonomically sound movements are movements which
decrease the risk of injury. Sound movements will vary
according to the load and individual. Examples include:



Approved
keeping loads close to the body and near the person's
centre of gravity
using diagonal foot positions for lifting
moving loads at waist height rather than directly from
the floor
Page 684 of 1419
Unit Sector(s)
Unit sector
Not applicable.
Approved
Page 685 of 1419
New unit, superseding MSACMT440A Lead 5S in a manufacturing environment - Not
equivalent
Unit Descriptor
This unit of competency covers the skills and knowledge required to facilitate the
implementation and improvement of the 5S by self and others in a team or work area.
This unit applies to individuals who facilitate 5S in a team or work area, including
implementation, monitoring and improvement. The facilitation may be undertaken by
formally designated supervisory staff, such as team leaders or other individuals in a
competitive systems and practices implementation role, who need to provide support and
encouragement to others to facilitate the achievement of 5S outcomes in the workplace.
This unit requires the application of skills associated with communication, teamwork,
problem solving, initiative and enterprise, planning and organising, and self-management in
order to provide leadership in a 5S environment. This unit has a strong emphasis on planning
and change management, but also requires an ability to learn from experience and feed new
information back into strategies to improve performance.
For planning, implementing and leading the application of 5S in an office environment see
unit MSS403039A Facilitate and improve 5S in an office.
Not applicable.
Pre-Requisites
Not applicable.
Approved
Page 686 of 1419
unit of competency.
1
2
Facilitate the
set-up of 5S
1.1
Assist others to determine what are necessary and
unnecessary items in the work area
1.2
Assist others to determine optimum assigned location for
all necessary items
1.3
Liaise with relevant production and occupational health
and safety (OHS) personnel in determining optimum
locations
1.4
Assist others to determine optimum location for
unnecessary items
1.5
Assist others to determine 5S schedule
1.6
Ensure procedures reflect 5S practices
1.7
Assist others to achieve the required level of skill
Facilitate the
2.1
implementation of
2.2
5S
2.3
Approved
Ensure procedures reflect 5S practices
Assess skill base of team or work group members in 5S
and arrange for any required training
Ensure that any damage and/or safety risks reported by
the team or work group are addressed through correct
mechanisms
Page 687 of 1419
3
4
Monitor 5S
Improve 5S
Approved
3.1
Check work area for 5S implementation as part of
normal routine
3.2
Identify non-conformances
3.3
Negotiate solutions to non-conformances
4.1
Work with others to find areas for improvement
4.2
Assist others to develop improvement solutions
4.3
Facilitate the availability of resources required for the
improvement solution
4.4
Facilitate the implementation of the improvement
solution
Page 688 of 1419
Required skills








communicating with other employees and managers to engender commitment to achieving
5S outcomes, conduct formal and informal meetings and to explain 5S and related concepts
facilitating team or work area goals, activities and communications and accessing resources
visualising normal operational procedures in terms of flow and contribution to customer
outcomes
planning and prioritising activities
problem solving to determine potential improvements to the 5S system
reading and interpreting the application of operating procedures for jobs within team or
target work area
analysing work practices, procedures and 5S principles to facilitate setting up the 5S system
and to identify improvements
identifying gaps in skills and/or knowledge and options to address them
Required knowledge








principles and purpose of 5S
methods of identifying waste in the work area, such as:

waste walk

document tagging

tracking/log sheets

spaghetti diagrams

existing information technology and enterprise resource systems (e.g. Systems Control
and Data Acquisition (SCADA) software, Enterprise Resource Planning (ERP) systems,
Materials Resource Planning (MRP) and proprietary systems
organisational policies, plans and procedures
processes for identifying and addressing skill gaps
ways of encouraging team members to find and suggest areas for improvement
methods of identifying and evaluating options and making/recommending improvements
methods of accessing required resources
OHS requirements relevant to team and work area
Approved
Page 689 of 1419
Evidence Guide

identify the scope of the services and/or functions
supplied to and by the team or work area and the
deliverables expected by customers, including the
ultimate customer

facilitate a systematic approach to implementing 5S

lead and motivate others in achieving 5S outcomes
and making improvements to the 5S systems

set up systems for monitoring and improving 5S
implementation

manage non-conformances in implementation of 5S.
for assessment





the assessee
control/management
contingencies.




Approved
workplace projects
suitable simulation
Page 690 of 1419



disability.
assessment
performed.
Range Statement
not limited to:










Approved
lean operations
agile operations
SCADA software, ERP systems MRP and
proprietary systems
analysis
5S
Page 691 of 1419








takt time
process mapping
problem solving
run charts
standard procedures



Procedures
and practices







work instructions
formulas/recipes
batch sheets
practice (GMP) and Responsible Care)
Procedures may be:

5S
5S is a system of work organisation originally developed
in Japan based around a close translation of the five
stages in the housekeeping approach is:





Sort
Approved
format
sort
set in order
shine
standardise
sustain
Sort involves keeping only what is absolutely necessary
for the work processes that comprise the job and
includes:
Page 692 of 1419

clearing the work area of all non-essential items
Non-essential items are items not required to either
produce product, conduct process or operations or make
required adjustments to equipment during process or
operations
Set in order
Set in order includes:

Shine
assigning required equipment and materials
appropriate locations in the work area
Shine includes:

keeping the work area clean at all times. This should
be carried out to a regular daily schedule against
allowed time, usually at the end of the day or of a
particular process
Cleaning includes:

Standardise
Standardising includes:


Sustain









making sure that daily activities are completed every
day regardless of circumstance
undertaking inspections, including:

informal inspections that should be carried often,
at least weekly
generating continuous improvement actions from
daily activities
formal inspections that should be carried out at least
monthly
Items in work area may include:

Approved
activities that help maintain the order and the
housekeeping standards
using procedures and checklists developed from a
procedure
Sustain includes:

Items in work area
noting any signs of wear, damage, leakage, safety
risks or other issues that require immediate attention
tools
jigs/fixtures
materials/components
plant and equipment
manuals
personal items (e.g. bags, lunch boxes and posters)
safety equipment and personal protective equipment
Page 693 of 1419

other items which happen to be in the work area
Team
The term team is used to apply to all individuals in the
target work area who are involved in the implementation
of 5S. The team may or may not be a formally designated
team working to a team leader
Work area
The work area includes:

Target work area
The target work area may be identified as a physical
and/or virtual work space:




Appropriate place
used by a person, a team or a cross-functional group
common to part/s of a process or value stream
(already defined)
shared by people who undertake a defined procedure
or set of procedures
needed to support a particular function
Appropriate places may include areas designated for:





Optimum assigned location
recycling
rubbish removal
staff room/lunch room/kitchen
storage
holding area until status is confirmed
The optimum assigned location may include:

Non-conformance
all areas where aspects of the job are performed and
that are under the direct control of the employee. In a
team environment 5S should be applied to all work
areas under the control of the team
making changes to the layout of furniture, equipment
and personnel in order to facilitate the smooth and
continuous flow of work through process steps taking
into account OHS considerations
Non-conformance includes:

incorrect or incomplete application of 5S procedures,
including any daily tasks, scheduled inspections and
continuous improvement procedures
Unit Sector(s)
Unit sector
Approved
Page 694 of 1419
Not applicable.
Approved
Page 695 of 1419
New unit, superseding MSACMT451A Mistake proof a production process - Equivalent
Unit Descriptor
This unit of competency covers the skills and knowledge required to make changes to own
and others work in a work area which prevents errors and/or backsliding to a
pre-improvement level of practice.
This unit applies to a person who needs to analyse a process that a team is responsible for and
determine methods of mistake proofing it (e.g. ensuring it only produces product within an
acceptable range or error-free transport and storage of goods). The person will typically be a
technical expert, team leader or be in a role where they have sufficient technical
understanding of processes in their own work and that of others to be able to mistake proof
the production process in their area. After improvement activities have been undertaken these
improvements need to be sustained.
This unit requires the application of skills associated information gathering and analysis.
Initiative, enterprise and problem solving are also required to identify mistakes and determine
strategies for eliminating them. This unit also requires communication and teamwork skills to
ensure mistake proofing strategies are implemented and self-management and learning skills
to continually reflect on and integrate feedback about the effectiveness of strategies.
Not applicable.
Pre-Requisites
Not applicable.
Approved
Page 696 of 1419
unit of competency.
1
2
3
4
Analyse process
1.1
Identify sources of variability/non-conformance in the
process
1.2
Identify critical control points in process
1.3
Analyse causes of variability/non-conformance
Develop
preventative
techniques/system
s
2.1
Liaise with team members and other people to develop
mistake proof options for performing operation
2.2
Test and validate mistake proofing options
Implement
permanent fix
3.1
Liaise with relevant people to have systems/procedures
changed to implement solution
3.2
Liaise with relevant people to implement the solution
3.3
Liaise with relevant people to ensure self and others in
the team or work area have an appropriate skills set
3.4
Follow through to ensure implementation occurs
4.1
Critically observe the implementation
4.2
Compare the results of the implementation against the
expected outcomes
Monitor
implementation
Approved
Page 697 of 1419
5
Seek
improvements
Approved
4.3
Modify solution to improve outcomes
4.4
Ensure procedures reflect change
4.5
Ensure training/assessment reflects change
4.6
Audit change at agreed period/cycle
4.7
Take action on any observed deviation
5.1
Observe changes
5.2
Analyse process again, if required, to ensure
improvements are sustained
Page 698 of 1419
Required skills








communicating with team or work group members, technical support personnel and other
relevant staff
explaining mistake proofing and related concepts
facilitating input of others and encouraging acceptance of changes
analysing and visualising operations in terms of flow and contribution to customer outcomes
solving problems to determine root cause of errors and possible solutions
analysing and interpreting information about errors and mistake proofing options in terms of
cost, feasibility, regulations and value to the customer
suggesting design changes to operations and products that eliminate the potential for errors
suggesting mechanisms or procedures that warn of errors where operations cannot be
designed to eliminate errors,
Required knowledge





mistake proofing concepts, including, in priority order:

eliminate the possibility of the error via changes to the process

prevent the error from occurring via physical or virtual barriers

reduce likelihood of the error by encouraging correct action

mitigate the impact of the error if it does occur
understanding of processes undertaken by team
factors in the processes which may cause variability
methods of controlling the variability in the process
mistake proofing methods relevant to the process/product
Evidence Guide
Approved
Page 699 of 1419

analyse variability and non-conformances

identify, analyse and evaluate information from a
variety of sources to identify errors and options for
mistake proofing

facilitate implementation of mistake proofing
activities that reduce waste

facilitate sustaining the mistake proofing activities.
for assessment





the assessee
control/management
contingencies.







workplace projects
suitable simulation
Approved
Page 700 of 1419
disability.
assessment
performed.
Range Statement
not limited to:


















Approved
lean operations
agile operations
proprietary systems
analysis
5S
takt time
process mapping
problem solving
run charts
standard procedures
Page 701 of 1419



Mistake proofing
and practices
Mistake proofing is based on the concept of zero defects.
The first priority is to eliminate the possibility of an error
occurring. However, where this is not feasible mistake
proofing can be used to reduce the occurrence of errors
and/or to minimise their impact.
Mistake proofing should target an error in the following
priority order:




eliminate the possibility of the error via changes to
the process
prevent the error from occurring via physical or
virtual barriers,
reduce likelihood of the error by encouraging correct
action (e.g. through warning systems)
mitigate the impact of the error if it does occur
Mistake proofing is also called error proofing or
baka-yoke or poka-yoke
Options for mistake proofing
Factors to consider when prioritising options for mistake
proofing will vary according to the process and may
include:





Procedures






Approved
success rate in eliminating errors
feasibility
skills required by employees
cost
capacity to reduce waste
all work instructions
formulas/recipes
batch sheet
Page 702 of 1419

Procedures may be:

format
Unit Sector(s)
Unit sector
Not applicable.
Approved
Page 703 of 1419
New unit, superseding MSACMT452A Apply statistics to processes in manufacturing Equivalent
Unit Descriptor
This unit of competency covers the skills and knowledge required to apply statistical theory
and principles to the analysis and control of processes and operations.
This unit applies to a person working in an organisation applying statistical process control on
processes or operations. The statistical process control will usually be used to monitor the
processes or operations and determine when action needs to be taken. The appropriate action
will then be taken in accordance with standard procedures.
The unit includes applying knowledge of frequency distribution and variation to the data/chart
to distinguish between random and non-random variation and assumes understanding of the
process and/or equipment to help interpret those results.
This unit primarily requires the application of skills associated with gathering and analysing
data and communicating statistical information to others. This unit also has a strong emphasis
on problem solving, initiative and enterprise, planning and organising, and self-management
to solve problems and manage processes.
Not applicable.
Pre-Requisites
Not applicable.
Approved
Page 704 of 1419
unit of competency.
1
2
3
Collect process
data
Interpret data
Calculate control
limits
Approved
1.1
Interpret sampling scheme
1.2
Obtain measurements in accordance with standard
procedures
1.3
Handle data, as required
2.1
Plot data on appropriate control chart
2.2
Distinguish between random and non-random patterns of
results
2.3
Identify results outside the control limits
2.4
Recognise situations requiring action
2.5
Take appropriate action in accordance with standard
procedures
2.6
Determine cost of non-conformance
3.1
Consult relevant stakeholders to determine appropriate
limits
3.2
Use relevant methods to calculate/revise control limits
3.3
Plot limits on control chart
Page 705 of 1419
3.4
Approved
Explain impact of limit to relevant stakeholders
Page 706 of 1419
Required skills







applying a range of sampling procedures
analysing samples and data for variation, relevance, reliability and representativeness
problem solving the causes of variation in a process
communicating with other employees to obtain samples/data and to explain results and limits
plotting or documenting results
undertaking calculations, including:

basic arithmetic functions

mean, range, mean of means, standard deviation (using appropriate calculation aids)
using statistics to support process and operations control
Required knowledge












sampling techniques
purpose of sampling and measurement
random, systematic and stratified sampling
purpose of replication of data for statistical control
samples, populations, finite and infinite populations and the differences
methods of calculating means, standard deviations and the like and their purpose in statistical
control
the meaning of broad/narrow frequency distributions/range/standard deviations and skewed
distributions in process terms
concept of limits, including:

1 sigma warning limits

2 sigma warning limits

3 sigma control limits

6 sigma limits
types of control charts and their applications to different types of process/product and for
different purposes
process causes of variation and typical cause types of non-random variation
non-process (e.g. measurement) causes of variation
recognition of stable and unstable processes
Approved
Page 707 of 1419



causes of stability/instability in the process
calculation of control limits/process capability and the applications of different control limits
the standard distribution curve and confidence limits
Evidence Guide

follow sampling procedures

apply basic statistical processes

analyse data to identify variations and
non-conformances

plot or document results.
for assessment





the assessee
control/management
contingencies.




Approved
workplace projects
suitable simulation
Page 708 of 1419



disability.
assessment
performed.
Range Statement
not limited to:








Approved
lean operations
agile operations
proprietary systems
analysis
5S
Page 709 of 1419










takt time
process mapping
problem solving
run charts
standard procedures



Sampling scheme
Sampling scheme may include:










Procedures






s

Training package in PDF format

Transcription

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