Electricity Supply Industry Transmission and Distribution ... · throughout Australia and be...

Electricity Supply Industry Transmission and Distribution

Training Package

Volume 1

Parts A, B and C

Transmission & Distribution Industry Training Package EE-Oz Training Standards

2 ©Australian National Training Authority UTT98: V3.00 to be reviewed by 28/02/2003

© Australian National Training Authority (ANTA), 2003 Level 11, AMP Place 10 Eagle Street BRISBANE QLD 4000 Phone: (07) 3246 2300 Fax: (07) 3246 2490 All rights reserved. This work has been produced initially with the assistance of funding provided by the Commonwealth Government through ANTA. This work is copyright, but permission is given to trainers and teachers to make copies by photocopying or other duplicating processes for use within their own training organisation or in a workplace where the training is being conducted. This permission does not extend to the making of copies for use outside the immediate training environment for which they are made, nor the making of copies for hire or resale to third parties. For permission outside of these guidelines, apply in writing to Australian National Training Authority. The views expressed in this version of the work do not necessarily represent the views of ANTA. Australian National Training Authority does not give warranty nor accept any liability in relation to the content of this work. This version prepared by: Australian Training Products Ltd Level 25 / 150 Lonsdale St, Melbourne , 3000 PO Box 12211 A’Beckett St Post Office Melbourne, Victoria 8006, Australia Telephone +61 3 9655 0600 Facsimile +61 3 9639 4684 E-mail: [email protected] First Published October, 1998

STOCKCODE: 9810003S

ISBN: 0 642 79698 X

Transmission & Distribution Training Package - UTT98: v3

Printed for Australian Training Products Ltd by Mercury Printeam, Melbourne, Australia

AESharenet: P Version 3.00 March 2003

EE-Oz Training Standards Transmission & Distribution Industry Training Package

©Australian National Training Authority 3 UTT98: V3.00 to be reviewed by 28/02/2003

Modification History

MODIFICATION HISTORY – ENDORSED MATERIALS Please refer to the National Training Information Service for the latest version of Units of Competency and

Qualification information (http://www.ntis.gov.au). Electricity Supply Industry - Transmission & Distribution

Training Package UTT98 Sheet: 1 of 1

Ver

sion

Dat

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Rel

ease

Au

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isat

ion

:

Comments

1.00

October 1998 NTFC Primary release

2.00

October 2001 NTQC

• Inclusion of new qualifications Certificate III - ESI Cable Jointing, Certificate IV - ESI Transmission (Powerline), Certificate IV - ESI Distribution (Powerline), Certificate IV - ESI Distribution (Substation), Certificate IV - ESI Frontline Management.

• Amended qualification Certificate III - ESI Distribution (Powerline).

• Inclusion of new units NTD322, NTD421, NTD444. • Amended units NTD405, NTD404 which was split into NTD404

and NTD444

3.00

March 2003 NTQC

• Inclusion of CIII in ESI Rail Traction (Powerline) and/or new or amended units 301B, 303B, 304B, 305B, 306B, 308C, 309B, 310B, 312B, 317B, 318B, 321B, 322A, 323A, 324A, 325A, 326A, 327A

Forms control: All endorsed training packages will have a version number displayed on the imprint page of every volume constituting that training package. Every training package will display an up-to-date copy of this modification history form, to be placed immediately after the contents page of the first volume of the training package. Comments on changes will only show sufficient detail to enable a user to identify the nature and location of the change. Changes to training packages will generally be batched at quarterly intervals. This modification history form will be included within any displayed sample of that training package and will constitute all detail available to identify changes.



Important Training Packages are living documents. Changes are periodically made to reflect the latest industry practices.

As a user of the Training Package, and before commencing any form of training or assessment, you must ensure delivery is from the current version.

Ensure you are complying with this requirement by: • checking the version identifier code of the version you currently have

(located on the imprint page, just below the copyright statement) • accessing the Australian Training Products (ATP) website and comparing the version

identifier. This information is displayed in the first few pages of the Training Package.

Where the ATP website shows a different version, the Modification History, again shown on the ATP website in the first few pages of the Training Package, will display the changes made in versions. ATP website for version comparison: http://www.atpl.net.au

The Modification History is also visible on the website of the developer of the Training Package: http://www.ee-oz.com.au

Changes in units of competency and packaging of qualifications are reflected on the National Training Information Service which displays only current information: http://www.ntis.gov.au



TABLE OF CONTENTS TRANSMISSION & DISTRIBUTION TRAINING PACKAGE - UTT98 ............................................... 2

MODIFICATION HISTORY................................................................................................................... 3

IMPORTANT ............................................................................................................................................ 4

PREFACE .................................................................................................................................................. 6

BACKGROUND .......................................................................................................................................... 6 RESPONSIBILITY FOR SYSTEMS MAINTENANCE........................................................................................ 7

PART A - COMPETENCY STANDARDS ........................................................................................... 10

INTRODUCTION TO THE STANDARDS....................................................................................................... 10 RELATIONSHIP BETWEEN UNITS OF COMPETENCY AND KEY COMPETENCIES ......................................... 15 INDEX OF DEVELOPED UNITS ................................................................................................................. 20 GLOSSARY.............................................................................................................................................. 35

PART B - ASSESSMENT GUIDELINES ............................................................................................. 39

INTRODUCTION....................................................................................................................................... 39 1. ASSESSMENT SYSTEM OVERVIEW...................................................................................................... 39 2. ASSESSOR QUALIFICATIONS AND TRAINING ...................................................................................... 48 3. GUIDELINES FOR DESIGNING ASSESSMENT MATERIALS .................................................................... 50 4. GUIDELINES FOR CONDUCTING ASSESSMENTS .................................................................................. 54 5. SOURCES OF INFORMATION ON ASSESSMENT..................................................................................... 57 SAMPLE ASSESSMENT INSTRUMENT TO SUPPORT A PROFILING MODEL ................................................. 61 SAMPLE ASSESSMENT INSTRUMENT TO SUPPORT A SAMPLING MODEL ................................................. 62

PART C - QUALIFICATIONS .............................................................................................................. 70

1. INTRODUCTION .................................................................................................................................. 70 2. VALUATION OF UNITS OF COMPETENCY............................................................................................. 74 3. ISSUANCE OF QUALIFICATIONS AND COMPETENCY RECOGNITION..................................................... 76 4. MAINTENANCE OF QUALIFICATIONS .................................................................................................. 77 5. PATHWAYS INTO INDIVIDUAL QUALIFICATION .................................................................................. 77 6. PREREQUISITE CERTIFICATE III UNITS OF COMPETENCY FOR CERTIFICATE IV............................... 78 7. NATIONAL QUALIFICATIONS FRAMEWORK ELECTRICITY SUPPLY INDUSTRY TRANSMISSION & DISTRIBUTION SECTOR ........................................................................................................................... 82 NATIONAL QUALIFICATIONS FRAMEWORK ............................................................................................ 83 CERTIFICATE II IN ESI DISTRIBUTION (POWERLINE) .............................................................................. 84 CERTIFICATE II IN ESI TRANSMISSION (POWERLINE) ............................................................................. 86 CERTIFICATE III IN ESI DISTRIBUTION (POWERLINE) ............................................................................. 88 CERTIFICATE III IN ESI TRANSMISSION (POWERLINE)............................................................................ 90 CERTIFICATE III IN ESI CABLE JOINTING (POWERLINE) ......................................................................... 92 CERTIFICATE III IN ESI RAIL TRACTION (POWERLINE) .......................................................................... 94 CERTIFICATE IV IN ESI TRANSMISSION (POWERLINE)............................................................................ 96 CERTIFICATE IV IN ESI DISTRIBUTION (POWERLINE)............................................................................. 98 CERTIFICATE IV IN ESI TRANSMISSION AND DISTRIBUTION (SUBSTATION)......................................... 100 CERTIFICATE IV IN ESI FRONTLINE MANAGEMENT ............................................................................. 102



Preface

Background The National Training Package for the Electricity Supply Industry – Transmission & Distribution Sector of the Utilities Industry has been prepared by industry representatives from all States/Territories of Australia.

The endorsable components of the Training Package are comprised of the following three parts:

• Part A - Competency Standards

• Part B - Assessment Guidelines

• Part C - Qualifications The Training Package is to be used by all those involved in the delivery of Transmission and Distribution Sector competencies. This includes:

• State training and recognition authorities who will use the Training Package as (1) being the industry’s advice to government; and (2) the minimum requirements to be satisfied by potential and practising Registered Training Organisations in the delivery of services.

• State/Territory Industry Training bodies who will use the Training Package to underpin their relationship with, and support for, the State training and recognition authorities quality systems.

• Registered Training Organisations who will issue qualifications based on the requirements outlined in the Training Package.

• Individual candidates/trainees who will use the provisions of the Training Package to establish their responsibilities and to protect their prerogatives.



Responsibility for Systems Maintenance The National Training Package for the Transmission and Distribution Sector is to be managed and maintained by the National Transmission and Distribution Training Group (NTDTG).

UTT NTDTG is a standing working group of EE-Oz Training Standards. The Group is to be representative of the Transmission and Distribution Sector throughout Australia and be bipartite. The detailed composition will be determined by EE-Oz Training Standards and membership may be varied by that body.

The initial composition of the NTDTG is included at Attachment 1 to this preface.

The charter of the NTDTG is to monitor, review and maintain the National Transmission and Distribution Sector Training Package. This Charter encompasses the following responsibilities:

• Maintenance of Competency Standards - to initiate and respond to the need to review, vary, delete and add to the Transmission and Distribution Units of competency, as part of the Sector’s standards inventory.

• Maintenance of Competency Delivery Processes - to monitor the effectiveness of the delivery of competency and so initiate and respond to issues which may impact on those processes.

• Maintenance of Assessment Guidelines - to monitor the effectiveness of the Assessment Guidelines and supporting systems; to initiate and respond to issues which impact, or are likely to impact, on the quality of the assessment systems; and to promote quality improvements throughout the system.

• Maintenance of the Qualifications and Recognition Systems - to monitor the effectiveness of the application of the Qualification and Recognition Systems contained in the Training Package; and to review/revise the system as required.

• Effectiveness of the valuation of Units of competency for the purpose of their inclusion in the qualifications framework.

The NTDTG will meet at least twice annually to review and plan their management processes. The majority of the considerations by the Group will require prompt response and, therefore, business and decisions will normally be handled by electronic/mail means. Support for the NTDTG will be provided by the National Utilities and Electrotechnology ITAB, who will act as secretariat.



Attachment 1

Current Membership of the National Transmission/Distribution Training Group (NTDTG)

Name Title Organisation Robert Stops Chairperson

Training Manager - Lineworker

Hydro Electricity Corporation (TAS)

Vince Ball Training Manager ACTEW Corporation (ACT)

John Broadhead Training Manager Integral Energy Project Services (NSW)

Clive Dutton and Alan Bolans

A/Training Manager Western Power (WA)

Ian Graham Chief Electrical Inspector Office of the Chief Electrical Inspector (VIC)

Maurice Graham President/Organiser CEPU (VIC)

Bob Lowe Training Manager SEQEB (QLD)

Sean McCormick Executive Officer EPIC Training (VIC)

Grant Rice Training Consultant ETSA Corporation (SA)

Bob Rigg Training Manager TransGrid (NSW)

Dennis Shaw Manager QUSITAB (QLD)

Graham Toohey Organiser ETU (NSW)

Peter Wundersitz Training Consultant NT Power & Water Authority (NT)



Part A

Competency Standards



Part A - Competency Standards Introduction to the Standards 1. General

National Competency Standards are the benchmarks for the national system of vocational education and training.

Through national standards, the Industry establishes the competencies required for effective performance in employment. Hence, the system is industry led and responsive to its changing skill needs.

A competency comprises the specification of the knowledge and skill, and the application of that knowledge and skill across industries or within an industry, to the standard of performance required in employment.

A competency-based system involves the delivery, assessment and certification of training. It is predicated on the identification and demonstrated attainment of the knowledge, the skills and the application required for effective performance in work. Hence the system is oriented towards outcomes rather than a traditional preoccupation with inputs.

Competency standards, which are developed by industry parties and subsequently, endorsed by the National Training Framework Committee form the keystone of the Australian vocational education and training system. The development, endorsement and on-going review of competency standards provides a vehicle for industry parties to ensure the integrity and continuing relevance of vocational education and training, both on and off-the-job.

2. Development of Competency Standards for the Transmission and Distribution Sector

Competency Standards were initially developed for the function of Linework and Cable-Jointing, and were endorsed in 1993. The revision of these units and the inclusion of units covering work functions related to sub-station operations make up a new set of units covering a broad range of skills for the Transmission and Distribution Sector of the Electricity Supply Industry. The development project satisfied the following characteristics:

• The Transmission & Distribution Working Party and its Focus-groups were appropriately bipartite and representative of the Sector throughout Australia.

• Development and validation included appropriate consultation processes.

• The draft standards were distributed throughout the National ITAB network and feedback from other industries was actively encouraged.

• The competency standards have been subject to further scrutiny during the process of developing the National Training Package.

A list of the Sector’s Competency Standards and the detailed Units of competency are included at Enclosure 2.



3. Industry Coverage

The formal industry coverage is under ANZSIC Code 3610 in which the sector is defined as consisting of units mainly engaged in the generation, transmission or distribution of electricity.

The Sector has been characterised during the last few years by the privatisation of many enterprises and the out-sourcing of many functions and activities.

Notwithstanding these changes, approximately one third of the Electricity Supply Industry’s direct workforce of 47,000 employees will be covered by these Competency Standards. The Standards may also provide coverage for the increasing contractor workforce which is required to support sector activities.

4. Other Industry Standards It is recognised that the National Transmission and Distribution Sector Standards do not cover all the competencies which are likely to be required and applied within our workplaces. Nationally endorsed competency standards from other industries will be used where appropriate and the concept of cross industry standards will be encouraged.

5. Language, Literacy, Numeracy and Key Competencies The Competency Standards have been written to reflect the technical and operational needs of industry and include appropriate language and literacy requirements.

The Key Competencies are embedded within the technical aspects of the industry units. The relationship of Key Competencies to industry competencies is shown in Enclosure 1 to Part A – Competency Standards.

6. Access and Equity The skills required of employees in the Transmission and Distribution sector of the Electricity Supply Industry are comprehensive and therefore many employment opportunities are available. The Competency Standards reflect the range of skills required and are written in a non-exclusive manner so as to increase the participation rates of equity groups and to minimise unintentional bias.

7. Customisation Refer to Part C of this National Training Package.



8. Maintenance of Competency Standards The Transmission and Distribution Competency Standards were developed by, and are therefore owned by, the industry.

The Competency Standards must be maintained so that they reflect the ongoing needs of the Sector and respond in a timely manner to changed technologies and circumstances.

Responsibility for maintaining the Transmission and Distribution Competency Standards is shared by the parties whom constitute the Electricity Supply Industry - Transmission and Distribution Sector. That is:

Competency Standards maintenance will be coordinated and managed by the National Transmission and Distribution Training Group (NTDTG).

• Suggestions and proposals for changes from all parties are welcome. These should be documented and submitted to the NTDTG through the National Utilities and Electrotechnology ITAB.

9. Assessment Guidelines The National Transmission and Distribution Sector have developed guidelines for the assessment of these standards. The Guidelines are at Part B of this Training Package.

10. National Qualifications The National Transmission and Distribution Sector has identified five qualifications which are linked to these standards. These are:

AQF Level Qualification Title

2 Certificate II - ESI Distribution (Powerline)

Certificate II - ESI Transmission (Powerline)

3 Certificate III - ESI Distribution (Powerline)

Certificate III - ESI Transmission (Powerline)

Certificate III – ESI Cable Jointing (Powerline)

Certificate III – ESI Rail Traction (Powerline)

4 Certificate IV - ESI Transmission (Powerline)

Certificate IV - ESI Distribution (Powerline)

Certificate IV - ESI Transmission and Distribution (Substation)

Certificate IV - ESI Frontline Management

Note: ESI = Electricity Supply Industry



Details of these qualifications, including the framework, rules for structuring and flexibility arrangements, are included at Part C – of this Training Package.

11. Acknowledgments EE-Oz Training Standards wishes to acknowledge the important developmental roles played by enterprises, employee representatives and individuals. Without the level of commitment and support received, this National Training Package would not exist.

EE-Oz Training Standards acknowledges and thanks the following: • The organisations and individuals involved. • The Chair and Members of the National Transmission and Distribution

Training Group (NTDTG). • The Industry Sector for contributing to, and being supportive of, the project.

12. Conclusion The Competency Standards have been developed, reviewed and validated through extensive industry consultation. They reflect the views of the wide cross-section of the sector throughout Australia. They have been used as the basis for the National Transmission and Distribution Sector Training Package and will also be used for subsequent competency systems development.



Enclosure 1 to Part A

ELECTRICITY SUPPLY INDUSTRY

NATIONAL TRANSMISSION AND

DISTRIBUTION SECTOR

ALIGNMENT WITH NATIONAL KEY COMPETENCIES



Relationship between Units of competency and Key Competencies The Key Competencies: A. Collecting, Analysing and Organising Information

The capacity to locate, sift and sort information in order to select what is required and present it in a useful way, and to evaluate both the information itself and the source and methods used to obtain it.

B. Communicating Ideas and Information The capacity to communicate effectively with others using the range of spoken, written, graphic and other non-verbal means of expression.

C. Planning and Organising Activities The capacity to plan and organise one’s own work activities, including making good use of time and resources, sorting out priorities and monitoring one’s own performance.

D. Working with Others and in Teams The capacity to interact effectively with other people both on a one-to-one basis and in groups, including understanding of and responding to, the needs of a client and working effectively as a member of a team to achieve a shared goal.

E. Using Mathematical Ideas and Techniques The capacity to use mathematical ideas, such as number and space, and techniques, such as estimation and approximation, for practical purposes.

F. Solving Problems The capacity to apply problem-solving strategies in purposeful ways, both in situations where the problem and the desired solution are clearly evident; and in situations requiring critical thinking and a creative approach to achieve an outcome.

G. Using Technology The capacity to apply technology, combining the physical and sensory skills needed to operate equipment with the understanding of scientific and technological principles needed to explore and adapt systems.



Key Competencies - Performance Levels: Performance Level 1 describes the competence needed to undertake activities efficiently, and with sufficient self-management, to meet the explicit requirements of the activity; and to make judgments about quality of outcome against established criteria.

Performance Level 2 describes the competence needed to manage activities requiring the selection, application and integration of a number of elements; and to select from established criteria to judge quality of process and outcome.

Performance Level 3 describes the competence needed to evaluate and reshape processes, to establish and use principles in order to determine appropriate ways of approaching activities; and to establish criteria for judging quality of process and outcome.

Matrix Showing the Relationship between the Units and Key Competencies

Note: The numbers (1,2,3) in the columns indicate the performance level.

Unit Unit of competency Title Key Competency Level 2 A B C D E F G

201 Sling, Lift and Transfer Loads 2 2 1 1 2 2 2

202 Operate Support Plant & Equipment 2 2 1 1 2 2 2

203 Provide Stores Support 2 2 1 1 2 2 2

204 Test and Filter Insulating Oil 2 2 1 1 1 1 2

205 Assemble and Disassemble Scaffolding 2 2 1 1 1 1 1

206 Conduct Ground line Inspection and Maintenance of Poles

2 2 1 1 2 2 2

207 Erect and Maintain Poles and Associated Hardware 2 2 1 1 2 2 2

208 Erect Towers and Associated Hardware 2 2 1 2 2 2 2

209 Maintain Towers and Associated Hardware 2 2 1 1 2 2 2

210 Erect, Assemble and Maintain Public Lighting 2 2 2 2 2 2 2

211 String and Maintain Overhead Conductors and Cables

2 2 2 2 2 2 2

212 Lay, Joint and Terminate Underground Cables 2 2 2 2 2 2 2

213 Erect and Maintain Electrical Equipment 2 2 1 1 1 2 2

214 Control Vegetation 2 2 2 1 1 2 2



Unit Unit of competency Title Key Competency Level 3 A B C D E F G

301 Maintain Poles and Associated Hardware 2 2 2 2 2 2 2

302 Maintain Towers and Associated Hardware 2 2 2 2 2 2 2

303 Inspect Overhead Structures and Electrical Apparatus 2 2 2 2 2 2 2

304 Install and Maintain Public Lighting Systems 2 2 2 2 2 2 2

305 Install and Maintain Overhead Conductors and Cables

3 2 3 3 3 3 2

306 Maintain Overhead Energised LV Conductors and Cables

3 3 3 3 1 3 1

307 Install and Maintain Underground Paper-lead Cables 2 2 2 2 2 2 1

308 Install and Maintain Electrical Equipment 3 3 3 3 3 3 3

309 Conduct Low Voltage Switching Operations 2 3 3 3 1 2 1

310 Conduct High Voltage Switching Operations 2 3 3 3 2 3 1

311 Install and Replace Energy Meters and Associated Equipment

2 2 2 1 2 2 1

312 Provide Stores Support 2 1 2 2 1 2 2

313 Install and Maintain Substation Equipment 3 3 3 3 3 3 3

314 Install Substation Panels, Wiring Protection and Instrumentation

3 3 3 3 3 3 3

315 Install and Maintain Substation Auxiliary Systems 3 3 3 3 3 3 3

316 Install and Maintain Substation Structures and Buswork

3 3 3 3 3 3 3

317 Conduct Ground-line Inspection and Maintenance of Poles

2 2 2 2 2 2 2

318 Control Vegetation 1 1 2 2 1 2 1

320 Install and Maintain Underground Polymeric Cables 2 2 2 2 2 2 1

321 Implement Environmental and Sustainable Energy Procedures

1 1 1 1 1 1 1

322 Locate Faults in Power Cables 1 1 1 1 1 1 1

323 Install and Maintain Overhead Traction Wiring 1 1 1 1 1 1 1

324 Install and Maintain Traction Bonding 1 1 1 1 1 1 1

325 Install and Maintain Traction Configurations 1 1 1 1 1 1 1

326 Install and Maintain Overhead Traction Equipment 1 1 1 1 1 1 1

327 Operate Rail Traction Height Access Equipment 1 1 1 1 1 1 1



Unit Unit of competency Title Key Competency

Level 4 A B C D E F G

401 Plan and Coordinate Work Activities 3 2 2 2 2 3 2

402 Plan and Layout an Overhead Distribution System 3 3 3 2 3 3 3

403 Plan and Layout an Underground Distribution System 3 3 3 2 3 3 3

404 Maintain Energised High Voltage Overhead Electrical Apparatus (Distribution)

3 3 3 3 2 3 2

405 Install and Maintain Specialised Underground Cables (33kV and above).

2 2 2 2 2 2 1

406 Coordinate Vegetation Control 2 2 2 2 1 2 1

407 Co-ordinate, Switch and Isolate Substation and Network Equipment

3 3 3 2 2 3 3

408 Analyse, Interpret and Restore Network Protection Systems

3 3 3 2 3 3 3

409 Maintain Communication Equipment in a Substation 3 3 3 2 3 3 3

410 Test and Commission HV Apparatus and Associated System Circuits

3 3 3 2 3 3 3

411 Maintain Network Protection Systems 3 3 3 2 3 3 3

412 Maintain Substation Equipment 3 3 3 3 3 3 3

413 Implement and Monitor the Organisation’s OH&S Policies, Procedures and Programs

2 2 2 2 2 1 1

414 Implement and Monitor Environmental and Sustainable Energy Management Policies and Procedures

2 2 2 2 2 1 1

421 Plan and Layout a Street Lighting System 3 3 3 2 3 3 3

444 Maintain Energised High voltage Overhead Electrical Apparatus (Transmission)

3 3 3 3 2 3 2



Enclosure 2 to Part A



DISTRIBUTION SECTOR

1. INDEX

2. MANAGERIAL UNITS

3. GLOSSARY

4. UNITS OF COMPETENCY



Index of Developed Units

Unit Number

Title Descriptor

Review Date

UTT NTD 201 A

Sling, Lift and Transfer Loads This unit covers the slinging, lifting and transferring of loads. Work is to be under routine supervision with intermittent checking, but may take the form of less direct guidance and some autonomy where working in teams is required.

UTT NTD 202 A

Operate Support Plant and Equipment This unit covers the operation of support plant and equipment. Work is to be under direct supervision with regular checking, but may take the form of less guidance and some autonomy where working in teams is required.

UTT NTD 203 A

Provide Stores Support This unit covers the provision of stores support. Work is to be under direct supervision with intermittent checking, but may take the form of less direct guidance and some autonomy where working in teams is required.

UTT NTD 204 A

Test and Filter Insulating Oil This unit covers the testing and filtering of insulating oil. Work is to be under routine supervision with intermittent checking, but may take the form of less direct guidance and some autonomy where working in teams is required.

UTT NTD 205 A

Assemble and Disassemble Scaffolding This unit covers the assembly and disassembly of scaffolding. Work is to be under routine supervision with intermittent checking, but may take the form of less direct guidance and some autonomy where working in teams is required.

UTT NTD 206 A

Conduct Ground Line Inspection and Maintenance of Poles This unit covers conducting of ground line inspection and maintenance of poles. Ground line refers to inspection and maintenance of the pole in the vicinity of the ground ranging approximately from eye level to below ground. Work is to be under routine supervision with intermittent checking, but may take the form of less direct guidance and some autonomy where working in teams is required.



Unit

Number Title

Descriptor Review Date

UTT NTD 207 A

Erect and Maintain Poles and Associated Hardware This unit covers the erection and maintenance of poles and associated hardware but does not include the diagnosis of faults or commissioning. Work is to be under routine supervision with intermittent checking, but may take the form of less direct guidance and some autonomy where working in teams is required.

UTT NTD 208 A

Erect Towers and Associated Hardware This unit covers the erection of towers and associated hardware. Work is to be under direct supervision with intermittent checking, but may take the form of less direct guidance and some autonomy where working in teams is required.

UTT NTD 209 A

Maintain Towers and Associated Hardware This unit covers the maintenance of towers and associated hardware but it does not include the diagnosis of faults or commissioning. Work is to be under direct supervision with intermittent checking, but may take the form of less direct guidance and some autonomy where working in teams is required.

UTT NTD 210 A

Erect, Assemble and Maintain Public Lighting This unit covers the erection, assembly and maintenance of public lighting but does not include the diagnosis of faults or commissioning. Work is to be under routine supervision with intermittent checking, but may take the form of less direct guidance and some autonomy where working in teams is required.

UTT NTD 211 A

String and Maintain Overhead Conductors and Cables This unit covers the stringing and maintenance of overhead conductors and cables but does not include the diagnosis of faults or commissioning. No electrical connections are made involving live conductors or HVABC. Work is to be under direct supervision with intermittent checking, but may take the form of less direct guidance and some autonomy where working in teams is required.



Unit

Number Title


UTTNTD 212 A

Lay, Joint and Terminate Underground Cables This unit covers the laying, jointing and terminating of underground cables (jointing and terminating is not performed on live cables). Work is to be under direct supervision with intermittent checking, but may take the form of less direct guidance and some autonomy where working in teams is required.

UTT NTD 213 A

Erect and Maintain Electrical Equipment This unit covers the erection and maintenance of electrical equipment. Work is to be under direct supervision with intermittent checking, but may take the form of less direct guidance and some autonomy where working in teams is required.

UTT NTD 214 A

Control Vegetation This unit covers the control of vegetation. Work is to be under direct supervision with intermittent checking, but may take the form of less direct guidance and some autonomy where working in teams is required.

UTT NTD 301 B

Maintain Poles and Associated Hardware This unit covers the maintenance of poles and associated hardware where maintenance may include the diagnosis of faults and commissioning. Work is to be under minimal supervision with responsibility for the work of others involved. Team coordination may be required.

UTT NTD 302 A

Maintain Towers and Associated Hardware This unit covers the maintenance of towers and associated hardware where maintenance may include the diagnosis of faults and commissioning. Work is to be under minimal supervision with responsibility for the work of others involved. Team coordination may be required.

UTT NTD 303 B

Inspect Overhead Structures and Electrical Apparatus This unit covers the inspection of overhead structures and electrical apparatus. Work is to be under minimal supervision with responsibility for the work of others involved. Team coordination may be required.



Unit

Number Title




Unit Number

Title Descriptor

Review Date

UTT NTD 304 B

Install and Maintain Public Lighting Systems This unit covers the installation and maintenance of public lighting systems where maintenance may include the diagnosis of faults and commissioning. Maintenance work may be performed with the system energised, subject to relevant prerequisites and/or co-requisites for work on energised LV overhead or underground systems having been achieved and is in accord with any regulatory or codes of practice requirements. Work is to be under minimal supervision with responsibility for the work of others involved. Team coordination may be required.

UTT NTD 305 B

Install and Maintain Overhead Conductors and Cables This unit covers the installation and maintenance of overhead conductors and cables where maintenance may include the diagnosis of faults and commissioning. Maintenance work may be performed with the conductors energised only if relevant prerequisites and/or co-requisites to work on the relevant energised electrical apparatus are held. However, the removal of foreign objects from energised electrical apparatus, is included. Work is to be under minimal supervision with responsibility for the work of others involved. Team coordination may be required.

UTT NTD 306 B

Maintain Overhead Energised LV Conductors and Cables This unit covers the maintenance of overhead energised low voltage conductors and cables, where maintenance may include the diagnosis of faults and commissioning. Maintenance work may be performed with the LV system energised, subject to the use of correct techniques for live work. Work is to be under minimal supervision with responsibility for the work of others involved. Team coordination may be required.

UTT NTD 307 A

Install and Maintain Underground Paper-lead Cables This unit covers the installation and maintenance of underground Paper-lead cables where maintenance may include the diagnosis of faults and commissioning. Installation and maintenance work is performed only on de-energised HV cables and either de-energised or energised LV cables. Work is to be under minimal supervision with responsibility for the work of others involved. Team coordination may be required.



Unit Number

Title Descriptor

Review Date

UTT NTD 308 C

Install and Maintain Electrical Equipment This unit covers the installation and maintenance of electrical equipment and associated hardware, which is relevant to transmission or distribution network where maintenance may include the identification of faults and return to service. Installation and maintenance work may be performed with the system energised only if relevant prerequisites and/or co-requisites to work on energised overhead or underground systems, or electrical equipment, are held. Work is to be under minimal supervision with responsibility for the work of others involved. Team coordination may be required.

UTT NTD 309 B

Conduct Low Voltage Switching Operations This unit covers the operation of circuit isolation devices associated with energy reticulation systems/networks which is confined to low voltage systems in field situations according to established procedures, and includes paralleling. Work is to be under minimal supervision with responsibility for the work of others involved. Team coordination may be required.

UTT NTD 310 B

Conduct High Voltage Switching Operations This unit covers the operation of circuit isolation devices associated with energy reticulation systems/networks which applies to high voltage systems in field situations according to established procedures. Work is to be under minimal supervision with responsibility for the work of others involved. Team coordination may be required.

UTT NTD 311 B

Install and Replace Energy Meters and Associated Equipment This unit covers the installation and replacement of energy meters and associated equipment, where replacement may include the identification of faults in accordance with established procedures and return to service. The installation and replacement function in respect of meters and associated equipment is to be defined at State/Territory or enterprise level and may be carried out on energised low voltage conductors. Work is to be under minimal supervision with responsibility for the work of others involved. Team coordination may be required.

UTT NTD 312 B

Provide Stores Support This unit covers the provision of stores support. Work is to be under minimal supervision with responsibility for the work of others involved. Team coordination may be required.



Unit Number

Title Descriptor

Review Date

UTT NTD 313 A

Install and Maintain Substation Equipment This unit covers the installation and maintenance of substation equipment where maintenance may include the diagnosis of faults and commissioning. Installation and maintenance work may be performed with the system energised only if prerequisite competencies to work on energised substations or electrical equipment are held. Work is to be under minimal supervision with responsibility for the work of others involved. Team coordination may be required.

UTT NTD 314 A

Install Substation Panels, Wiring Protection and Instrumentation This unit covers the installation of substation panels, wiring protection and instrumentation. Work is to be under minimal supervision with responsibility for the work of others involved. Team coordination may be required.

UTT NTD 315 A

Install and Maintain Substation Auxiliary Systems This unit covers the installation and maintenance of substation auxiliary systems. Work is to be under minimal supervision with responsibility for the work of others involved. Team coordination may be required.

UTT NTD 316 A

Install and Maintain Substation Structures and Buswork This unit covers the installation and maintenance of substation structures and buswork where maintenance may include the diagnosis of faults and commissioning. Work is to be under minimal supervision with responsibility for the work of others involved. Team coordination may be required.

UTT NTD 317 B

Conduct Ground-line Inspection and Maintenance of Poles This unit covers the conduction of ground line inspections and maintenance of poles. This refers to inspection and maintenance of the pole in the vicinity of the ground ranging approximately from eye level to below ground. Work is to be under minimal supervision with responsibility for the work of others involved. Team coordination may be required.

UTT NTD 318 B

Control Vegetation This unit covers the control of vegetation. Tree trimming functions can be carried out near live low voltage conductors. Work is to be under minimal supervision with responsibility for the work of others involved. Team coordination may be required.



Unit Number

Title Descriptor

Review Date

UTT NTD 320 A

Install and Maintain Underground Polymeric Cables This unit covers the installation and maintenance of underground polymeric cables where maintenance may include the diagnosis of faults and commissioning. Installation and maintenance work is performed only on de-energised HV cables and either de-energised or energised LV cables. Work is to be under minimal supervision with responsibility for the work of others involved. Team coordination may be required.

UTT NTD 321 B

Implement Environmental and Sustainable Energy Procedures This unit addresses the compliance with environmental procedures to demonstrate due diligence, and to identify and minimise environmental risks and the impact of works related activities. It includes a commitment to the principles of sustainable energy.

UTT NTD 322 A

Locate Faults in Power Cables This unit covers the location of faults in power cables. Work is to be under minimal supervision with responsibility for the work of others involved. Team co-ordination may be required.

UTT NTD 323 A

Install and Maintain Overhead Traction Wiring This unit covers the installation and maintenance of overhead traction wiring systems to ensure the correct registration of the contact wire with respect to the current collectors where installation and, maintenance may include the diagnose of faults and commissioning of work. Work is to be under minimal supervision with responsibility for the work of others involved. Team coordination may be required.

UTT NTD 324 A

Install and Maintain Traction Bonding This unit covers the installation, maintenance and repair of temporary and permanent traction bonds and bonding cables.

UTT NTD 325 A

Install and Maintain Traction Configurations This unit covers the installation and maintenance of overhead traction configurations, which may include overlaps, cross-overs, turnouts, 900 crossings and train/tram crossing. Work is to be done under minimal supervision with responsibility for the work of others involved. Team co-ordination maybe required.



Unit Number

Title Descriptor

Review Date

UTT NTD 326 A

Install and Maintain Overhead Traction Equipment This unit covers the installation and maintenance of component items of the traction system including ancillary equipment.

UTT NTD 327 A

Operate Rail Traction Height Access Equipment This unit cover the operation and use of road rail traction height access equipment to install and maintain the overhead traction systems.

UTT NTD 401 A

Plan and Coordinate Work Activities This unit covers the planning and coordinating of work activities. Work is to be without supervision with general guidance on progress and outcomes sought. The work of others may be supervised or teams guided and facilitated. Responsibility for, and limited organisation of, the work of others may be involved.

UTT NTD 402 A

Plan and Layout an Overhead Distribution Extension This unit covers the planning and layout of an overhead LV and HV distribution extension. Work is to be without supervision with general guidance on progress and outcomes sought. The work of others may be supervised or teams guided and facilitated. Responsibility for, and limited organisation of, the work of others may be involved.

UTT NTD 403 A

Plan and Layout an Underground Distribution Extension This unit covers the planning and layout of an underground HV and LV distribution extension. Work is to be without supervision with general guidance on progress and outcomes sought. The work of others may be supervised or teams guided and facilitated. Responsibility for, and limited organisation of, the work of others may be involved.



Unit

Number Title


UTT NTD 404 B

Maintain Energised High Voltage Overhead Electrical Apparatus (Distribution) This unit covers the maintenance of energised high voltage distribution overhead electrical apparatus ie live line work. Work is to be without supervision with general guidance on progress and outcomes sought. The work of others may be supervised or teams guided and facilitated. Responsibility for, and limited organisation of, the work of others may be involved.

UTT NTD 405 B

Install and Maintain Specialised Underground Cables This unit covers the installation and maintenance of specialised underground cables where specialised cables may include oil filled, oil and gas pressurised and polymeric cables usually at 33kV and above. Maintenance may include the diagnosis of faults, repair and commissioning. Installation and maintenance work can be performed on unpressurised and pressurised cables. Work is to be without supervision with general guidance on progress and outcomes sought. The work of others may be supervised or teams guided and facilitated. Responsibility for, and limited organisation of, the work of others may be involved.

UTT NTD 406 A

Coordinate Vegetation Control This unit covers the coordination of vegetation control. Work is likely to be without supervision with general guidance on progress and outcomes sought. The work of others may be supervised or teams guided and facilitated. Responsibility for, and limited organisation of, the work of others may be involved.

UTT NTD 407 B

Co-ordinate, Switch and Isolate Substation and Network Equipment This unit covers the coordination, switching, and isolation of substation and network equipment. Switching operations are confined to those performed in switchgear substations, not in system control rooms, and include LV paralleling and electrical load transfer. Work is to be without supervision with general guidance on progress and outcomes sought. The work of others may be supervised or teams guided and facilitated. Responsibility for, and limited organisation of, the work of others may be involved.



Unit

Number Title


UTT NTD 408 A

Analyse, Interpret and Restore Network Protection Systems This unit covers the interpretation and analysis of the operation of high voltage protection systems and their related low voltage protection systems. It also includes restoration of the network protection systems. The interpretation, analysis and restoration tasks could be either planned, routine or corrective and may include inspection, monitoring, testing and adjustment. The interpretation, analysis and restoration tasks are to be performed under minimal supervision and with the responsibility of team coordination and task performance of the team members. Where work is to be undertaken when the apparatus is energised then the prerequisite competencies to work on energised apparatus must be held.

UTT NTD 409 A

Maintain Communication Equipment in a Substation This unit covers the maintenance of communication equipment in a substation. Maintenance could be either planned, routine or corrective and may include inspection, monitoring, testing, adjustment, repair, refurbishment and/or overhaul. The maintenance tasks are to be performed under minimal supervision and with the responsibility of team coordination and task performance of team members. Where work is to be undertaken when the apparatus is energised then the prerequisite competencies to work on energised substations or electrical apparatus must be held.

UTT NTD 410 A

Test and Commission HV Apparatus and Associated System Circuits This unit covers the testing and commissioning of HV apparatus and associated system circuits. Testing and commissioning could include specific policies and procedures of the enterprise as well as the manufacturers instructions and recommendations for each item of apparatus and associated system circuits. This should include contingencies plans, procedures and actions. The testing and commissioning tasks are to be performed under minimal supervision and with the responsibility of team coordination and task performance of the team members. Where work is to be undertaken when the apparatus is energised then the prerequisite competencies to work on energised apparatus must be held.



Unit

Number Title


UTT NTD 411 A

Maintain Network Protection Systems This unit covers the maintenance of Network Protection Systems. Maintenance could be either planned, routine or corrective and may include inspection monitoring, testing, adjustment, repair, refurbishment and/or overhaul. The maintenance tasks are to be performed under minimal supervision and with the responsibility of team coordination and task performance of the team members. Where work is to be undertaken when the apparatus is energised then the prerequisite competencies to work on energised substations or electrical apparatus must be held.

UTT NTD 412 A

Maintain Substation Equipment This unit covers the maintenance of Substation Equipment. Maintenance could be either planned, routine or corrective and may include inspection, monitoring, testing, adjustment, repair, refurbishment and/or overhaul. The maintenance tasks are to be performed under minimal supervision and with the responsibility of team coordination and task performance of the team members. Where work is to be undertaken, when the apparatus is energised then the prerequisite competencies to work on energised substations or electrical apparatus must be held.

UTT NTD 413 A

Implement and Monitor the Organisation’s OH&S Policies, Procedures and Programs This OH&S competency unit is relevant for employees with supervisory responsibilities eg team leaders, leading hands, works coordinators and supervisors. Employees at this level are expected to implement and monitor the organisation's OH&S policies, procedures and programs in the relevant work area to achieve and maintain OH&S standards. This unit has been taken from the National Guidelines for Integrating Occupational Health and Safety Competencies into National Industry Competency Standards [NOH&SC: 7025 (1994] - Worksafe Australia.



Unit

Number Title


UTT NTD 414 A

Implement and Monitor Environmental and Sustainable Energy Management Policies and Procedures This unit addresses the activities associated with the implementation and monitoring of the Transmission and Distribution Authorities policies, plans and procedures relating to sustainable energy and the environment.

UTT NTD 421 A

Plan and Layout a Street Lighting System This unit covers the knowledge and skills for planning and laying out a street lighting system for roads in accordance with the current version of AS/NZS1158 Part 1. It includes the considerations for lighting roads, pedestrian crossings, roundabouts, and pole placement to optimise visibility and minimise traffic hazards. The development of the street lighting system is to be performed under minimal supervision and with the responsibility of team coordination and task performance of team members.

UTT NTD 444 A

Maintain Energised High voltage Overhead Electrical Apparatus (Transmission) This unit covers the maintenance of energised high voltage transmission overhead electrical apparatus ie live line work. Work is to be without supervision with general guidance on progress and outcomes sought. The work of others may be supervised or teams guided and facilitated. Responsibility for, and limited organisation of, the work of others may be involved.



Managerial Units of Competency (current unit numbers from the Frontline Management Competencies)

Unit Number

Title Descriptor

Review Date

BSXFMI 401 A

Manage Personal Work Priorities and Professional Development Frontline management is responsible for managing their own performance and taking responsibility for their professional development within the context of the organisation.

BSXFMI 402 A

Provide Leadership in the Workplace Frontline management has an important leadership role in the development of the organisation. This will be most evident in the manner in which they conduct themselves, the initiative, which they take in influencing others, and the way they manage their responsibilities.

BSXFMI 403 A

Establish and Manage Effective Workplace Relationships Frontline management plays an important role in developing and maintaining positive relationships in internal and external environments so that customers, suppliers and the organisation achieve planned outputs/outcomes.

BSXFMI 404 A

Participate in, Lead and Facilitate Work Teams Frontline management has a key role in leading, participating in, facilitating and empowering work teams/groups within the context of the organisation. They play a prominent part in motivating, mentoring, coaching and developing team members, and in achieving team cohesion.

BSXFMI 405 A

Manage Operations to Achieve Planned Outcomes Frontline management is actively engaged in planning, implementing, monitoring and recording performance to achieve the business plans of the team/organisation. This pivotal role is carried out to create safe, efficient and effective products and services to customer satisfaction within the organisation’s productivity and profitability plans.



Unit

Number Title


BSXFMI 406 A

Manage Workplace Information Frontline management is an important creator and manager of information. Their competency in identifying, acquiring, analysing and using appropriate information plays a significant part in the efficiency and effectiveness of the individual’s/team’s/organisation’s performance.

BSXFMI 407 A

Manage Quality Customer Service Frontline management is involved in ensuring that products and services are delivered and maintained to standards agreed by the organisation and the customer. This will be carried out in the context of the organisation’s policies and practices as well as legislation, conventions and codes of practice.

BSXFMI 408 A

Develop and Maintain a Safe Workplace and Environment Frontline management has a key role in ensuring that the workplace meets safety requirements set down in legislation, standards and the organisation’s policies and practices. While it is recognised that safety is everyone’s responsibility, frontline management has an important leadership role in promoting and monitoring a safe workplace and environment.

BSXFMI 409 A

Implement and Monitor Continuous Improvement Systems/Processes Frontline management has an active role in managing the continuous improvement process in achieving the organisation’s quality objectives. Their position closely associated with the creation and delivery of products and services, means that they play an important part in influencing the on-going development of the organisation.

BSXFMI 410 A

Facilitate and Capitalise on Change and Innovation Frontline management has an active role in fostering change and acting as a catalyst in the implementation of change and innovation. They have a creative role in ensuring that individuals, the team and the organisation gain from change; and that the customer benefits through improved products and services.

BSXFMI 411 A

Contribute to the Development of a Workplace Learning Environment Frontline management plays a prominent role in encouraging and supporting the development of a learning organisation. Promoting a learning environment in which work and learning are integrated is an important goal to be achieved.



Glossary The following terms are used in these standards. Terminology differs to some degree between the states and territories, but agreement has been reached on a national basis on some definitions of terms. Within this document, the following definitions have been used.

Appropriate personnel -

Individuals with responsibilities for co-ordination, design, installation, maintenance, production or servicing activities. This can include:

- site managers - project managers - engineers and technicians - technical experts - line managers/supervisors - regulatory personnel - team leaders - other personnel designated by an organisation or enterprise

Assemble -

The selection, visual inspection, placement and securing of hardware to form a structure or scaffold. (See Structure)

Electrical apparatus -

Any electrical equipment, component, conductor or cable which is capable of being energised or is energised. (Electrical equipment is covered by the definition of electrical apparatus and can be defined within the range of variables of the appropriate units).

Enterprise -

A corporate entity or business unit within the electricity supply industry.

Environment -

The area surrounding the work site which can be directly or indirectly affected by occurrences at the work site. It includes the atmosphere, soils, drains, underground water tables and the ecosystem. Protection of the environment would require the proper disposal of waste materials, restriction of burning off, the correct handling of toxic substances, the containment of CFCs and the like.

The protection of the environment would also include the minimisation of those factors that contribute, directly or indirectly, to the production of greenhouse gases.

These contributing factors might include the minimisation of waste materials, the correct use of enterprise vehicles and machinery, the re-use or recycling of trade materials where possible and the overall reduction of energy usage through general awareness and the use of appropriate technologies.



Erect -

The actions of preparing foundations, the erection and stabilisation of structures and the placement of electrical equipment.

Established procedures -

Formal arrangements of an organisation, enterprise or statutory authority of how work is to be done. These may include, for example:

- quality assurance systems incorporating, for example: − specifications, requirements and procedures − work orders / instructions − reporting procedures − improvement mechanisms − compliance requirements − safety management

- work clearance systems incorporating, for example: − work permits − monitoring and clearance procedures − isolation procedures − OH&S practices − procedures for operating safety systems, operating plant and equipment

and reporting work activities − maintenance, modification or supply of relevant schematic drawings and

technical data − arrangements for dealing with emergency situations

Greenhouse gases -

Gaseous components of the atmosphere contributing to the greenhouse effect. These gases are produced, for example, when fossil fuels are burned to produce electricity and in other industrial processes.

The greenhouse effect leads to global warming with its ecological and environmental problems.

The minimisation of the use of energy in the workplace, derived from burning fossil fuels, reduces the production of greenhouse gases.

See also environment

Hardware -

Material or non-operable parts of systems including insulators. It does not include electrical apparatus.

Install -

The selection, inspection, placement and technical integration, including connection, testing and commissioning of a system and its components.



Lay -

To place underground cables in position including tensioning.

Maintain -

The inspection, diagnosis of condition and faults, replacement and repair action to render operable a system including electrical apparatus, hardware and structures.

Notification (notified) -

Can include verbal, written, electronic or recorded information at completion of work which may be required to be completed in accordance with established procedures.

Plant and machinery -

Devices or machines (not considered to be hand tools or hand held power tools) used to facilitate construction, installation or maintenance and are removed after the completion of the work. Examples include chain blocks, winches, compressors, ladders, elevated work platforms, explosive power tools, hand operated battery mobile lift and transfer equipment, accessories and attachments and the like.

Requirements -

That to which equipment and procedures and their outcomes must conform and includes statutory obligations and regulations and standards called-up by legislation or regulations. Requirements may also include: • statutory regulations • codes of practice • job specifications • transport documentation • standards called-up in specifications be they Australian/New Zealand or

International • procedures and work instructions • quality assurance systems • manufacturers’ specifications • maintenance manuals, schedules and specifications/standards • circuit/cable schedules • design specifications • customer/client requirements and specifications • specified underpinning knowledge (specified in units’ Evidence Guides) • National and State guidelines , policies and imperatives relating to the

environment

Structure -

A pole or tower with associated hardware that supports electrical apparatus.



Part B

Assessment Guidelines



Part B - Assessment Guidelines

Introduction The purpose of assessment is to confirm that an individual can perform to those standards expected in the workplace as expressed in the relevant endorsed competency standards.

These Guidelines contain five sections:

1. Assessment System Overview

2. Assessor Qualifications and Training

3. Guidelines for Designing Assessment Materials

4. Guidelines for Conducting Assessments

5. Sources of Information on Assessment The Guidelines outlined in this document are intended to underpin assessments which lead to recognition of the achievement of National Transmission and Distribution Industry Competency Standards AQF levels 2-3 and the issuing of credentials under the Australian Qualifications Framework (AQF).

The Guidelines are to be used by all those involved in the Assessment of Electricity Transmission and Distribution Industry competencies. This includes:

• State training and recognition authorities who will use the Guidelines as (1) the industry’s advice to government: and (2) the minimum requirements to be satisfied by Registered Training Organisations.

• State/Territory Industry Training bodies who will use the Guidelines to underpin their relationship with, and support for, the State training and recognition authorities’ quality systems.

• Registered Training Organisations who will issue qualifications based on the requirements outlined in the Training Package.

• Individual candidates/trainees who will use the provisions of the Guidelines to establish their responsibilities and to protect their prerogatives.

1. Assessment System Overview 1.1 Benchmarks for Assessment Within the Electricity Supply (Transmission and Distribution) Industry, the benchmark for all competency-based assessment is the Unit of competency. By way of supporting and reinforcing both the concept of competency and the Unit of competency, as the benchmark for the vocational education and training system, the Electricity Supply (Transmission and Distribution) Industry embraces the following tenets:

• Wherever practicable, summative (or final) assessment is to include the application of the competency in the normal work environment or, at a minimum, the application of the competency in a realistically simulated



work environment. It is recognised that, in some circumstances, assessment in part or full can occur outside the workplace.

• All persons may claim formal recognition for an assessment of an individual Unit of competency, or a group of units.

• All persons have the right to have relevant competencies recognised through the most expeditious assessment system and method.

The Units of competency which form the benchmarks within the Electricity Transmission and Distribution Industry are the:

• Electricity Supply Industry (Transmission and Distribution) National Competency Standards - May 1997 - Version 1, Edition 1.

• These competency standards are a revision of the Electricity Supply Industry Line Work and Cable Jointing National Competency Standards - September 1993.

• Imported national Units of Competency which have been valued by the National Transmission & Distribution Training Group (UTT NTDTG) for credit towards the Qualifications Framework.

An index of developed units and the detailed units are contained in Part A of this National Training Package.

1.1.1 Assessment Systems and Strategies Within the Electricity Supply (Transmission and Distribution) Industry there are three main assessment systems.

• Sampling. This is an approach in which evidence of competency is derived from a limited sample of performance. Technical/application skills are normally assessed by practical measures and knowledge is assessed by conventional written or oral questioning.

• Profiling. This requires the progressive collection, documentation and judgement of evidence, often over an extended period of time. In a competency system, the focus for the evidence is to be set against the critical aspects detailed in the competency unit, and the collection process staged against known and pre-planned workplace occurrences. Profiling requires a series of audit assessments and/or a final holistic assessment event.

• Portfolio. This requires the progressive collection or build up of indirect evidence as to the individual’s competency. It may include certificates of attainment from elsewhere, suitably focused references and testimonials, formal project appraisals, work records and any other evidence which is current and relevant to the competencies sought.

These Assessment Systems are not mutually exclusive and a combination approach may be followed. The selection of an approach or system will be acceptable to the industry if the outcome is valid, the requirements of the competency are satisfied, the approach supports industry-wide consistency and the costs are acceptable to the industry.



All systems and strategies may be used to gather evidence and assess performance. The assessment processes and practices must satisfy the principles of assessment which are:

• Validity. The assessment instruments and items must be designed and administered in a manner which ensures they measure the intended performance requirement.

• Reliability. Assessment practices will undergo constant monitoring and review to ensure consistency in the application of process and interpretation of evidence.

• Flexibility. A range of assessment instruments and items should be made available and, where appropriate, the time and place of assessment should be determined to suit the availability of resources, assessors and learners.

• Fairness. Assessment methods and practices shall be equitable to all individuals and procedures and criteria applied to the judgement process will be made clear.

Additionally, assessment processes must satisfy the requirement for currency in relation to evidence of competency. Currency has two dimensions:

1 Currency in terms of technology and/or processes; and

2 Currency in terms of recency of application. Clearly if there has been a recent and quantum change in technology, then evidence of actions before the change is unlikely to reflect the required currency. Similarly, if the individual claiming competency has not performed/applied that competency for extensive periods of time then documentary evidence would not suffice as a basis of assessment.

1.2 Role of a Registered Training Organisation (RTO) A Registered Training Organisation (RTO) is one which has been formally recognised by State/Territory training and recognition authorities as being capable of providing quality outcomes for a specified area and range of services. The role of RTOs will vary depending on the outcomes being pursued and the services offered. For the Transmission and Distribution Sector, these services are divided into 3 possible roles:

The RTO is to be responsible for all aspects of assessment. The assessment must cover the critical aspects of evidence (assessment) detailed in each Unit of Competency. In addressing these critical aspects, and ensuring reasonable consistency, the assessment is to ensure that:

• the individual satisfies the requirements in terms of underpinning knowledge and skills so that their ability to transfer the competency to differing circumstances may reasonably be inferred; and

• the individual is competent to safely perform the practical applications required.



The RTO is also responsible for the issuing of formal recognition in the form of National Qualifications or Statements of Attainment, and where applicable individual entries into the Industry Skills Passport. The RTO will therefore:

• issue the National Qualification based on individuals having been assessed as competent in all the Units of Competency which constitute the qualification. (See Part C of the Training Package); or

• issue formal recognition (Statements of Attainment) in respect of individual Units of Competency for which candidates have been assessed and found competent.

A RTO may engage external appropriately qualified organisations and individuals to undertake aspects of the training and/or assessment process on their behalf. External organisations need not be Registered Training Organisations (RTOs) in their own right. However, they need to meet the quality assurance measures as defined by the RTO issuing the qualification or recognition. In this way the RTO maintains, in accordance with any requirements determined by State Training Authorities, the overall responsibility for the quality assurance arrangements.

Consistent with the criteria established by State Training Authorities, RTOs are responsible for the implementation of the quality assurance arrangements included in these guidelines.



1.3 Assessment Pathways There are three Assessment Pathways that have been identified by industry which provide recognition of individual Units of competency or groups of Units that make up Qualifications or Statements of Attainment. From an Industry perspective, assessment is to lead to formal recognition of the industry’s benchmark competencies or formal recognition of competencies from other industries. Formal recognition may be for individual competencies or for groups of competencies which combine to satisfy a National Qualification.

The Assessment Pathways are therefore threefold:

Pathway 1: New Entrant Competency Development.

Pathway 2: Recognition of Current Competencies or Prior Learning and workplace experience.

Pathway 3: Recognition of other currently held Competencies (Other Industry Standards).

Pathway 1: New Entrant Competency Development This pathway is for individuals who are undertaking an industry endorsed Model Training Program. The users of this pathway may be contracted employment based employees who are generally new apprentices or who undertake a training program in an institutional environment to achieve the same outcome.

The judgement about competence with respect to Units of competency forming a qualification needs to ensure sufficient evidence is gathered in a timely and accurate manner from several sources, such as work place and educational experiences in which individuals are involved.



Pathway 2: Recognition of Prior Learning/Current Competencies (RPL/RCC) This pathway is for those who may have acquired skills and knowledge in relevant Units of competency outside formally recognised processes. The users of this pathway will include applicants from overseas, applicants who have developed skills in allied industries but who have no formal recognition in respect of industry standards or qualifications.

An existing national mechanism for the assessment and recognition of competencies is through the Tradesmens’ Rights Regulation Act which is administered by Trades Recognition Australia (TRA), which is part of the Commonwealth Department of Industrial Relations. TRA’s activities as the “relevant Australian authority” for trade skills assessment under regulations to the Migration Act, are consistent with and accommodated by this pathway.

The Trades Recognition Australia process mainly operates to provide formal recognition of the competencies of migrants, competencies which have been developed by structured training and or work experience in overseas countries. However, it is also an important mechanism for the assessment and recognition of the competencies of unemployed people who do not have access to the profiling pathway.

Evidence of Competence In this pathway many types of evidence are able to be used to determine competency for the issuance of qualifications or Statements of Attainment. The evidence may come from such things as records of previous relevant work experience. This type of evidence will need endorsement by a supervisor/mentor skilled in the units for which recognition is sought. Evidence may consist of portfolios which include projects or products completed for other purposes or from non registered training programs or ad hoc prior experience.



Industry would expect that this evidence will be assessed by the Registered Training Organisation (or their nominee – a qualified industry assessor) and a judgement made. The result will be either that the applicant is deemed competent for the unit/s of competence or gaps are identified and noted. The applicant can either accept the judgement, pursue gap training or elect to appeal the decision.

Evidence used in the judgement process may come from a variety of sources including such things as a personal portfolio, curriculum vitae, interview, comments by peers or employers and challenge tests.

The recognition of a subset of the units of competency forming a Statement of Attainment within a Qualification would generally require individuals to complete the additional units or part thereof in order to attain full qualification. An appropriate pathway that provides credit may be developed by the Registered Training Organisation in consultation with respective stakeholders.



Pathway 3: Recognition of other Industry/Enterprise Standards This pathway is for individuals who have developed skills based on other nationally recognised industry or enterprise Competency Standards and who have received formal recognition in Unit(s) of Competence from these areas.

Recognition of Units of competency between industries is through an agreed mapping process that ensures equivalence of outcomes. The mutual recognition of Units, as part of any mapping arrangements, is the responsibility of the parties who have the responsibility for maintaining the competency standards. In this instance EE-Oz Training Standards and any other party.

Registered Training Organisations should EE-Oz Training Standards regarding mutual recognition agreements.

Evidence of competence In this pathway evidence will be based on the mapping of unit(s) of competence in other Industry Competency Standards against the unit(s) in the Transmission and Distribution Industry Standards, for which formal recognition is sought. The applicant would be required to supply details of the unit(s) held and the unit(s) sought, including any assessment reports to the Registered Training Organisation, or their appointed nominee, for a determination.

This evidence will be assessed by the Registered Training Organisation (or their nominee) and a judgement made. The result will be either that the applicant is deemed competent for the Unit(s) or gaps are identified, advised and noted. The applicant can consider the judgement, pursue gap training or appeal the decision.

Evidence used in the judgement process is based on individuals’ records of achievement relative to the Units of competency for which recognition is sought.

The recognition of a subset of the Units of competency forming a Statement of Attainment within a Qualification would generally require individuals to complete the additional Units or part thereof in order to attain the full qualification. An appropriate Pathway that provides credit may be developed by the RTO in consultation with respective stakeholders.



1.4 Recording Assessment Outcomes Registered Training Organisations are to provide all relevant assessment information to regulatory authorities, or their agents, pertaining to National, State or Territory licensing or certification requirements.

1.5 New Apprenticeship Opportunities New apprenticeship initiatives can be arranged by Registered Training Organisations (RTOs) by designing relevant training programs or utilising the industry endorsed Model Training Program which will lead to the Qualifications detailed in Part C of this Training Package.



2. Assessor Qualifications and Training The integrity of the National Transmission & Distribution Sector assessment processes is centred on the need for all assessment to be conducted under the direction or the authority of formally qualified assessors who may function with or within registered training organisations (RTOs).

Within an assessment process, responsibility for some activities may be delegated and it is therefore not necessary that every aspect of assessment must be personally and directly attended to by a qualified assessor. For example, in a long term profiling process the qualified assessor will establish the system and identify the evidence required, they may cause the evidence to be gathered by others after which they will examine the evidence and make judgements.

The partnership between assessors and other competent persons is essential if the system is to function. However, technical assessment responsibility and systems accountability may only be exercised by a qualified assessor.

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

The assessment for competence Assessors are to be competent in the competencies which they are to assess or are to be assisted by an appropriate subject matter expert who is currently competent in the unit being assessed (This may also include such things as language literacy and numeracy (LLN), environmental, occupational health & safety (OHS), equity, etc).

Assessors (and their subject matter expert) are to know current industry practices for the job or the role against which the performance is being assessed, and practice the necessary interpersonal skills required in the assessment process.

All persons required to plan, carry out or review assessment related matters are to be currently competent against the competency standard contained within the Assessment and Workplace Training National Training Package:

Development of assessment instruments Competency against the required National Standards is to be attained through approved processes which ensure that:

• the candidate satisfies the theory underpinning the Unit(s).

• the candidate satisfies the practical application required of the Unit(s).

• the approved provider is satisfied that the candidate will be capable of competently conducting assessments in the intended environment.



2.2 Using qualified assessors In keeping with the above policies, assessment is to be under the authority of a formally qualified assessor. Within this constraint, the Registered Training Organisation may adopt any or all of the following processes:

• using a workplace assessor who is competent against the assessor competency standards contained within the Assessment and Workplace Training National Training Package and the relevant industry vocational competencies.

• using a workplace assessor who is competent against the assessor competency standards contained within the Assessment and Workplace Training National Training Package and who has ready access to another person who is competent in, and can advise the assessor on, the relevant vocational competencies to at least the level being assessed.

• using an assessment panel which includes at least one person who is competent against the assessor competency standards contained within the Assessment and Workplace Training National Training Package as well as at least one person who is competent in the relevant vocational competencies to at least the level being assessed.

• using an external assessor who is competent against the assessor standards contained within the Assessment and Workplace Training National Training Package but with the assessment evidence being collected, utilising industry endorsed assessment procedures, by a workplace supervisor who has the relevant vocational competencies to at least the level being assessed.

• using a workplace supervisor, with the relevant vocational competencies to at least the level being assessed, who utilises industry endorsed assessment procedures with the outcome being validated by an externally qualified assessor who is competent against the assessor standards contained within the Assessment and Workplace Training National Training Package.

Notwithstanding, the industry would expect that in all instances the Registered Training Organisation will retain the responsibility of managing the Training Program, the ultimate attributing of competence against Unit(s) of Competence using qualified assessors and the Issuance of Qualifications and/or Statements of attainment. The process should be undertaken in accordance with the recognition processes defined by relevant training authorities.



3. Guidelines for Designing Assessment Materials Assessment Materials are developed, designed and implemented by appropriately authorised and competent Electricity Supply (Transmission and Distribution) Industry assessors. The materials may range from relatively straight forward questions/answers and task tests to quite elaborate simulations for assessing concepts and values. The assessment materials need to facilitate the process by:

• detailing the personnel and material preparations required to support the assessment process

• establishing and/or confirming the circumstances under which the assessment is to take place

• detailing the evidence to be collected and the method(s) to be used to do this

• providing for the systematic review/analysis of the evidence and for the making of logical and supportable judgements

• providing the means for the recording of the process and the judgements

• providing a basis for post-assessment

• providing counselling and guidance for the candidate.

3.1 Assessment Material Design Process



Determine Assessment Requirements Establish assessment requirements - in development of tools and methods the assessor will need to determine the range of methods appropriate to the assessment context and the characteristics of the person being assessed. The assessor may use the following questions when designing the assessment method:

• Is the data gathering process sufficient, timely, valid and reliable to ensure the decision about competence relates to the overall requirements of the Unit?

• Do you always need to assess real work?

• How is the critical evidence specified?

• How many assessment tasks are required to collect the critical evidence of competency?

• Which assessment tasks will provide broad coverage of the range of variables?

• Are there any skills that the candidate should have before they are assessed for the Unit?

Identify and select assessment tools/methods - the assessor will be required to identify and select the assessment methods consistent with Electricity Supply (Transmission and Distribution) Industry assessment guidelines and procedures.

Develop Assessment Tools/Methods Design or modify assessment tools - the assessor will be required to design or modify existing assessment tools so that their format, language, literacy and numeracy requirements are appropriate to the characteristics of the assessment context and the person being assessed.

Verify tools - the assessor will need to verify the assessment tools which maintain validity but are easy to administer, and allow sufficient flexibility to meet the range of possible assessment contexts.

Prepare accompanying instructions - the assessment system/process must be comprehensively and clearly documented so that the stages of assessment and their constituent parts may be observed and evaluated.

The assessment materials must relate directly to the Unit of competency and address the totality of the competency in a realistic and effective way.

Trial and Review Assessment Tools Trial assessment methods - the assessor will be required to trial the assessment methods with a representative group of people similar to those who will ultimately be assessed.

Evaluate assessment methods - the assessor will evaluate the assessment methods and tools for clarity, reliability, validity, fairness and cost-effectiveness.

Once trials are conducted the assessor will need to seek responses from all parties and compile and analyse these responses.



Make improvements - the assessor will modify the assessment tools based on the responses to the trials.

Ratify procedures - the assessor ratifies, with relevant people in the Electricity Supply (Transmission and Distribution) Industry, procedures of the evidence requirements, assessment methods and assessment tools and the processes used in developing them.

3.2 Assessment Material Requirements Essential requirements to be met by assessment materials include the following:

• Assessment of Competency Standards - assessment must directly address the Unit of competency and, within this, satisfy the critical aspects of assessment including the related performance criteria, range of variables and underpinning knowledge and skills.

• Learning Outcomes or other curricula documents are not to be the focus of summative assessment unless their direct relationship to the Unit of competency is formally proven and recorded.

• Assessment of Practical Applications - summative assessment of practical applications should, whenever possible and practicable, be conducted in a real work environment or in a realistically simulated work environment. Removal of the summative assessment from the real work environment should occur only to the extent necessitated by circumstances such as safety, noise, and access to the required work.

• Assessment of Underpinning Theory - summative assessment of the theory (knowledge) underpinning competency is to be sufficiently rigorous and searching to ensure that individuals comprehend why they are doing something, the options they may use to achieve the required goal, and the fact that they can recall and/or locate and interpret this information if it is needed at some other time.

• Assessment of trainees with low Language/Literacy/Numeracy Skills - assessment systems need to be capable of being applied in cases of low language/literacy/numeracy skills. Strategies to address assessment of those with low language, literacy and numeracy skills should include in any Assessment Materials used by Registered Training Organisations, and be consistent with the quality assurance requirements of State Training Authorities for registration.



3.3 Range of Assessment Methods and their Uses Types of Assessment

• Direct Observation - observe the learner carrying out their usual practical tasks in the workplace. This may be accompanied by questions. Direct observation is probably the easiest and most convenient method of assessment.

• Third Party Reports - information provided from immediate supervisory or other appropriate persons. An external assessor may not have the opportunity to make multiple observations of a candidate over a period of time, unlike an internal (in-house) assessor. The external assessor may obtain third party reports to supplement an assessment.

• Demonstration and Questioning - candidate gives a demonstration of a practical task. If there is no opportunity to observe this competency in the standard work environment, the assessor may ask the candidate to provide a practical demonstration. The assessor can see both the process and the finished product.

• Pen and Paper Tests and Essays - these are used to measure the extent of knowledge or may test problem solving capability. They can complement practical demonstration.

• Oral Tests - these can be an adjunct to practical demonstration.

• Projects - these tend to be unsupervised. The assessor uses the final product on which to base a judgement.

• Simulation - this may involve an off-site practical test. The actual tasks and conditions are similar to real life situations.

• Portfolios - these are used for assessing skills achieved in the past. They can include work samples.

Assessment methods must be appropriate to the situation. Learners can be encouraged to use these methods for self assessment. Combinations of these methods will be required for most situations (eg. observations and oral questioning).

The recommended assessment methods outlined above, to collect the various kinds of evidence required to determine the candidate’s competency, are:

A - oral questioning

B - structured observation of work

C - indirect supporting evidence (supervisor’s reports)



Not all the methods need to be used. For example, during the assessment period the assessor may find that they don’t need all three methods to collect sufficient evidence. The assessor may also plan to use other, equally valid, combinations of assessment methods.

It is recommended that assessors use open questions in conjunction with direct observations to assess the candidate’s ability to:

• apply relevant knowledge to the particular task;

• perform the required tasks safely and efficiently;

• handle unforeseen circumstances; and

• recognise and solve problems associated with the task (which may not necessarily occur during the assessment).

It is recommended that supervisor’s reports or verified calculations are used to confirm that workplace tasks have been completed on time and meet the required specifications. This is particularly relevant when the assessor may not be present for the total duration of the workplace task and/or the candidate works as part of a team.

3.4 Assessment Instruments Templates of Electricity Supply (Transmission and Distribution) Industry model assessment instruments are provided at Attachment 1 to this part.

4. Guidelines for Conducting Assessments The flow chart below provides an overview for assessment within the Electricity Supply (Transmission and Distribution) Industry. The flow chart outlines the process involved in conducting assessment in both the institutional and workplace context, and consists of three major components that each assessor will need to do:



4.1 Prepare for Assessment Establish Context of Assessment

• Discuss and confirm the purpose of assessment with the candidate.

• Identify the competency standards appropriate to the assessment including the relevant performance measures applying to assessment.

• Discuss the Electricity Supply (Transmission and Distribution) Industry/enterprise assessment policy with the candidate. (They need to understand how the competencies to be assessed will fit in with the Industry Training Framework or enterprise arrangements for training. The assessor should also understand what the candidate has done to acquire the knowledge and skills).

• Explain and obtain agreement to the assessment procedure.

Plan Evidence Gathering Opportunities

• Identify opportunities to gather evidence of competence which occurs as part of the workplace activities.

• Explain to the candidate what evidence will be looked at to constitute competency.

• Choose the techniques that will be used to assess the candidate’s knowledge and skill.

• Identify the need to gather additional evidence which may not occur as part of workplace activities.

• Ensure the planned approach to gathering evidence will provide sufficient, reliable, valid and fair evidence of competence.

Organise Assessment

• Obtain the appropriate resources. Practical assessment should preferably be conducted on site. However, if on-site practical assessment is not possible then off-site assessment at a mutually agreeable site could be appropriate. It can be part of the current work (i.e. observation of current tasks) or a demonstration (i.e. a simulated task).

• Check the assessment environment permits fair, valid and reliable assessment and that it is safe and accessible.

• Discuss the context and purpose of assessment arrangements and requirements with the person being assessed, and confirm that it is agreed and understood.

• Inform the relevant people of assessment plans.



4.2 Conduct Assessment Gather Evidence

• Evidence is gathered in accordance with agreed competency standards and in accordance with Electricity Supply (Transmission and Distribution) Industry assessment procedures using specified assessment methods and tools.

• Document the evidence gathered in accordance with the assessment procedure.

• Ensure evidence gathered is valid, reliable and consistent.

Make Assessment Decision

• Evaluate the evidence gathered in terms of its validity, authenticity, sufficiency, currency, consistent achievement of the specified standard.

• Make the assessment decision in accordance with the criteria specified in the assessment procedure.

• If in doubt, seek guidance from a more experienced assessor nominated in the assessment procedure.

Provide Feedback During Assessment

• Candidate is put at ease throughout assessment and given clear and constructive feedback where appropriate.

• Progress is discussed (if it is appropriate to the form of assessment being used).

• Discussion is held with candidate on methods of overcoming any gaps of competency revealed by the assessment.

• If appropriate, give guidance on training opportunities that could overcome any gaps revealed in the assessment.

• Where appropriate, confirm with the person being assessed opportunities for reassessment and/or the Electricity Supply (Transmission and Distribution) Industry appeal procedure available.

4.3 Record and Review Assessment Record Assessment Result

• Assessment results are properly recorded on the Electricity Supply (Transmission and Distribution) Industry Assessment Instrument and in accordance with specified assessment procedure.

• The assessment result is recorded in line with the Instrument’s required details and record-keeping requirements.

• Assessment records are stored by the assessor in a secure place to ensure both access to authorised people only and the confidentiality of assessment outcomes.



Report on Conduct of Assessment

• Any disputed assessment decisions are recorded and reported promptly to those nominated by the RTO in the assessment procedure.

• Where appropriate, report positive and negative features experienced in conducting assessments to the RTO.

• Where appropriate, make suggestions for improving the process to the RTO.

Review the Procedure This needs to be done in cooperation with the candidates who have been assessed, but not necessarily as part of an individual assessment procedure. This will involve:

• Reviewing the operations of the assessment procedure at the site.

• Recording and reporting promptly any assessment decision disputed by the person being assessed to the RTO.

• Making suggestions for improving any aspect of the assessment process to the RTO.

5. Sources of Information on Assessment Information on assessment falls into four categories:

• Industrial Policy • State/Territory Policy • National Policy and Guidelines • Process Information Industrial Policy. The National and State/Territory ITABs are custodians of industry policy. They have responsibility for the definition and implementation of this National Training Package in conjunction and cooperation with the State/Territory recognition authority.

State/Territory Policy. The State/Territory training and recognition authorities have constitutional responsibility for vocational education and training. They will, from time to time, issue policies and guidance on training and assessment issues.

National Policy and Guidelines. National Policy and Guidelines are established under the auspices of the Australian National Training Authority and the relevant Commonwealth Department. This information includes:

• Competency Standards for Assessment (September 1995)

• Guide to Competency Standards for Assessment, ANTA, 1997

• Standards Best Practice Manual, ANTA, 1997

• Guidelines for Training Packages Development, ANTA, 1997 Process Information. Process information covers all parts of the competency assessment process. It is published in books, periodicals, computer packages and increasingly on electronic information services.



5.1 Competency Standards and Evidence Guides Format and Definitions:

• Standards Best Practice Manual (1997). Australian National Training Authority, ACTRAC Products Ltd.

• National Training Board (1992). Policy and Guidelines. (Second Edition), National Training Board: Canberra.

Sources:

Metal & Engineering Industry Competency Standards, May 1994

National Manufacturing, Engineering & Related Services Industry Training Advisory Body (MERS ITAB)

National Clerical Administrative Competency Standards - Second Edition 1996

Administration Training Company GPO Box 1469, N. MELBOURNE VIC 3001

Frontline Management Competency Standards

Australian National Training Authority (ANTA) AMP Place, 10 Eagle Street BRISBANE, QLD 4001 (07) 3246 2300

Road Transport Industry Competency Standards

Transport & Distribution Industry Training Advisory Body c/- National Union of Workers 552 Victoria Street NORTH MELBOURNE , VIC 3051

Electrical Contracting Industry Award Standards (ECIA)

NEEITC Ltd

PO Box Q284, QVB

Sydney NSW 1230

(02) 929002533

National Building and Construction Industry Competency Standards

Construction Training Australia PO Box 650 CARLTON SOUTH, VIC 3053 (03) 96638066

5.2 Assessment Instrument Design • Guidelines for Training Package Development (1997). Australian National

Training Authority.

• Hagar, P., Athanasou, J. & Gonzi, A. (1994). Assessment Technical Manual Australian Government Publishing Service: Canberra.

• Toop, L., Gibb, J. & Worsnop, P. (1994). Assessment System Design Australian Government Publishing Service: Canberra.



5.3 Assessor Training • Competency Standards for Assessment (1995). Australian National Training

Authority

• Guidelines for Training Package Development (1997). Australian National Training Authority

• Standards Best Practice Manual. (1997). Australian National Training Authority, ACTRAC Products Ltd.

5.4 Conducting Assessments • Foyster, J. (1990) Getting to Grips with Competency-based Training and

Assessment. TAFE National Centre for Research and Development Ltd: Adelaide

• Hager, P. (1993) Principles of Competency-Based Assessment. In Testing Times conference papers. National Centre for Vocational Education Research Ltd: Leabrook, South Australia

• Competency Standards for Assessment (1995). Australian National Training Authority

• Rumsey, D. (1994) Assessment Practical Guide Australian Government Publishing Service: Canberra

• Guidelines for Training Package Development (1997). Australian National Training Authority

• NSW Department of Training and Education Coordination & Commonwealth Department of Employment, Education, Training and Youth Affairs (1996). Teaching and Learning Key Competencies. A resource kit.

5.5 Evidence Gathering Methods • Competency Standards for Assessment (1995). Australian National Training

Authority.

• Guidelines for Training Package Development (1997). Australian National Training Authority.

• NSW Department of Training and Education Coordination & Commonwealth Department of Employment, Education, Training and Youth Affairs (1996). Teaching and Learning Key Competencies. A resource kit.

5.6 Assessment System Design and Management • Competency Standards for Assessment (1995). Australian National Training

Authority.

• Guidelines for Training Package Development (1997). Australian National Training Authority.



Enclosure 1 to Part B



DISTRIBUTION SECTOR

SAMPLE ASSESSMENT INSTRUMENTS



Sample Assessment Instrument to Support a Profiling Model

Longitudinal approaches to assessment require extensive data that is reliably gathered and is in a form that can be consistently interpreted.

A machine readable data scan card, operating in conjunction with computer software, achieves this result. The fields printed on the card reflect the details outlined in the competency standards and the combinations available for learners to select from provide the means for identifying work experience.

Data gathered in this way encourages self assessment, eliminates bias and minimises the effects of low levels of literacy.

Employee No Date Situation

Trans Lines

Dist Lines

U/G Cables

Sub Station

Employee Name

Employees role

Observe a qualified worker

Assist a qualified person

Carry out tasks with limited supervision

Carry out complete jobsinvolving a numberof tasks with limited supervision

Requiring

Planning

Installation

Maintenance

Fault finding

Repairs

Inspection

Reportig

Testing

Workng on

Wiring

Lighting

Metering

Equipment

EarthngPoles

Vegetation controlTowers

Verified by

Name

Signature

Work Experiece Card and Data for Inclusion in Profile System for Assessment(Sample Only - details of fields to be determied by industry to accommodate enterprise requirements)



Sample Assessment Instrument to Support a Sampling Model

This instrument can be used by itself or to audit the data gathered as part of a profiling model.

Unit:

Name of Candidate:

Work Area/Contact Number:

Name of Workplace Supervisor:

Name of Assessor:

Date of Assessment:

Part A Questions to assess underpinning knowledge of the Unit

Page

Part B Observation check-lists to assess practical skills

Page

Part C Supporting Evidence (including supervisor’s report)

Page

Part D Assessor’s outcome for the Unit

Page



Notes for this Assessment Instrument use

Designing the Instrument:

• The questions and observation check-lists to be inserted in this example should be designed by analysing the performance criteria for the Unit and the accompanying evidence guide.

• Practical assessment for the Unit may require the assessor to undertake additional tasks if the assessment of this cannot be fitted into the candidate’s normal work cycle.

• Part C “Supporting Evidence” may be required when the assessor is:

− unable to identify certain aspects of the work outcome

− uncertain of the assessment decisions and requires additional evidence to back up their own judgement

− not actually present to assess all critical aspects of the job.

Conducting the assessment:

• The assessor should check whether the candidate has any literacy or numeracy problems before the assessment is conducted. For example, the assessor could ask the candidate to fill in the details on the cover sheet for the unit assessment instruments (i.e. names, dates).

• To make sure that the candidate is ready for assessment, the assessor will need to ask questions that test underpinning knowledge before conducting the practical demonstrations. However, in some cases it may be more appropriate to ask particular questions during the actual performance of the workplace tasks.

Recording the assessment result:

• The assessor will need to explain the outcome of the assessment to the candidate. The assessor and the candidate will need to complete, sign and date the result sheet.



Part A: Questions to assess underpinning knowledge The candidate is to answer all questions.

Ask the candidate each question using the words listed below. You may clarify the question with the candidate but you must not provide assistance with the answers.

Some suggested questions Satisfactory Response

Yes No

Feedback to Candidate: ....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................



Part B: Observation check-lists to assess practical skills

You should stop the assessment immediately if the candidate’s work practices are unsafe.

Element 1

Practical skills Competent Not Yet Competent

Feedback to Candidate: .................................................................................................................................................................................................................................................................................................................................................................................................................................

Element 2


Feedback to Candidate: .................................................................................................................................................................................................................................................................................................................................................................................................................................



Element 3


Feedback to Candidate: ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... ...........................................................................................................................................

Element 4


Feedback to Candidate: ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... ...........................................................................................................................................



Part C: Supporting Evidence (including supervisor’s report) When relevant components of other Units are assessed concurrently with this unit, record the outcomes using the assessment instruments listed separately for those units.

Element Source of Evidence Valid?

Y / N

Y / N

Y / N

Y / N

Y / N

Y / N

Y / N

Y / N

Y / N

Supervisor Report: ..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................



Part D: Assessor’s outcome for the Unit

Competency Assessment Result

Unit:

Name of candidate:

The candidate was assessed as:

Competent

Not Yet Competent

Feedback to candidate: .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ..........................................................................................................................................

Signatures

The candidate has been informed of the assessment result and the reasons for the decision.

................................................................... Signature of Assessor Date: ........................................................

I have been informed of the assessment result and the reasons for the decision.

................................................................... Signature of Candidate Date: ........................................................



Part C

Qualifications



Part C - Qualifications

1. Introduction The purpose of Part C is to describe what Transmission and Distribution Qualifications are, how they are structured and the constraints to be understood and observed by those wishing to use the Qualification System.

The information on the Transmission and Distribution Sector Qualifications is presented as follows:

• This overview which covers the principles, the components and composition of qualifications, and

− Competency Valuation processes and rules − Issuance of qualifications and competency recognition

• The National Transmission and Distribution Qualification Framework (Enclosure 1)

1.1 Underlying Principles The National Transmission and Distribution Sector Qualifications Framework was developed to adhere to the following principles:

• Qualifications are to be competency based and are made up by clustering or grouping individual Units of competency.

• Qualifications should be relevant, in terms of both level and scope, to the realistic needs of the industry and to facilitate real career pathways. Qualification structures are not intended to be misused for other purposes.

• Qualifications should reflect work requirement and not be influenced by the variety of existing qualifications which may have been used in the past for career progression.

• Qualifications should be constructed so as to enhance the prospects for consistency, transferability and portability within and across industries.

1.2 Flexibility and Customisation 1.2.1 Flexibility The approach adopted in the National Transmission and Distribution Sector Qualifications Framework is aimed at providing the maximum flexibility for all parties using the qualifications.

Qualifications have been structured to meet the needs of all employers and their employees. The qualifications contain a broad range of electives; sufficiently broad to reflect and respond to diverse approaches to work requirements.



1.2.2 Customisation Customisation can be dealt with in the following contexts:

• Individual Units of competency provide for enterprise operational procedures and work orders to apply within the regulatory requirement of the State and Territory electricity authorities.

• Industry or enterprise developed Unit(s) of Competence may be added to the elective group of units within the Qualification Framework, provided the additional unit(s): - is relevant and complementary to the Core Units of competency, - its inclusion is in accordance with section 2 - Valuation of Units of

competency, and - it does not change the intended outcome of the overall qualification.

• There are single Units of competency that can be considered for inclusion with other industry developed Units of competency to form a ‘customised qualification’. However, many of the single Units of competency in the Transmission and Distribution National Training Package would be inappropriate for inclusion without other related units because of safety, regulatory and risk related occupational issues.

In all cases consultation with the National Utilities and Electrotechnology Industry Training Advisory Body Ltd, and other relevant authorities, is strongly recommended and is dealt with in accordance with other sections within Part C – Qualifications, of this National Training Package.

1.3 Electricity Transmission and Distribution National Qualifications

Electricity Transmission and Distribution National Qualifications are detailed at Enclosure 1 and summarised as follows:












Note: ESI = Electricity Supply Industry



1.4 Key Features of the Qualifications Structure The qualifications framework has been developed to satisfy the requirements for flexibility, quality and consistency whilst achieving valid alignment with the Australian Qualifications Framework (AQF). To achieve this, the design processes have had to:

• Permit flexibility by maximising the range of options available within the structures;

• Satisfy quality requirements by ensuring the integrity of the AQF in terms of relative competency levels; and

• Achieve consistency by ensuring the value of the Units of competency and the total value of qualifications were realistic reflections of their actual worth.

These design needs resulted in the identification of rules and definitions that are explained in the following paragraphs.

1.5 Composition of Qualifications For employment based contracted training, the composition of qualifications must be agreed between the parties.

General principles regarding the composition of qualifications are as follows:

(1) Units of competency making up a qualification must be appropriate to the work being performed or to be performed by the person seeking the qualification.

(2) Units of competency making up a qualification must be appropriate to the level and integrity of the qualification sought, and be consistent with the packaging rules.

(3) Unless specifically stated otherwise, the major component of the Units of competency making up a qualification should be Common Core and, when included, Stream Core Units.

(4) Endorsed National industry/enterprise developed and/or customised units may be included as part of a qualification when based on the provision outlined in section 2.4 – Valuing Imported Units, below.



1.6 Structuring of Qualifications Qualifications are constructed by the clustering, that is, packaging Units of competency into Common Core, Stream Core or Elective groups, together with a valuation weighting system for electives:

Common Core Common Core Units are compulsory units within the overall group that make up the structure of the qualification. They must be attained but don ot attract any weighting value for the purpose of the qualification package.

Stream Core Stream Core Units provide an industry agreed group of units that can be selected as a pathway in forming a core part of the qualification. Stream Core Units generally reflect a particular set of specialist skills and are complementary to the Core Units. Stream Core Units have been included, where appropriate, as part of a qualification requirement. Where units are detailed within the stream the respective units attract no weighting value for the purpose of the qualification package.

Electives Elective Units, which are detailed within the respective Qualification, are generally those units that provide the flexibility related to particular enterprise work requirement. Elective Units are treated as single entities that complement Core Units, and where appropriate Stream Core units within the outcome of the qualification. Common Core Units cannot be replicated in the elective group. Stream Core Units may be replicated in the elective group when the skill outcome of the units permits a high degree of multi-skilling within the qualification.

It should be noted that each Qualification stands alone from the other related Qualifications and should be treated as such when determining the group of Units relative to the Qualifications. Additional Units of competency, not included in the Qualifications Framework, have been included within the Index and bank of units of competency, Part A - Competency Standards. Training in these particular units may be undertaken concurrently to the completion of the respective Qualification, provided however, that they are additional to the Qualification selected and that parties, and where appropriate their representatives, to the training arrangement have reached agreement on their use.



2. Valuation of Units of competency

2.1 General Equity between qualifications has been achieved by applying guidelines that effectively balance flexibility with consistency. These guidelines are based on a Unit of competency weighting system, for the electives forming a qualification and the principles of 1.6 – Structures of Qualifications.

Common Core and Stream Core Units are not assigned a weighting value within a qualification structure. Each Elective Unit is assigned a weighting value that reflects its level of content, complexity, autonomy and context of application relative to the Common Core and Stream Core Units, and the Qualification sought.

The weighting value of elective units is included as part of the National Qualification Framework (Enclosure 1), as detailed in paragraph 2.5.

The elective units selected for the issuance of the qualification are based on the sum of several units, whose total weighting is relevant to each qualification and is specified in the National Qualification Framework (see Enclosure 1). Combinations making up the total number of weighting points, requirements may be negotiated.

2.2 Unit Value To assist with the structuring of Qualifications Transmission and Distribution Elective Units of Competency have been valued relative to the Core and where appropriate the Stream Core. The process used is unique to the Transmission and Distribution Sector. Values applied in this sector cannot readily be used as a comparative evaluation tool with Units in other sectors or industries. Any units imported into the Transmission and Distribution Qualifications as Electives must be individually valued using the rules and processes established for the Transmission & Distribution Training Package and detailed in this guide.

2.3 Applying the Unit Values The unit valuation process will never provide an absolute solution for all situations. However, in relation to the Transmission and Distribution Sector the weighting assigned to Elective units has been determined by the industry, in accordance with Section 2.1 General. To ensure equity across qualifications in the sector and to maintain integrity of the Core/Stream Core within the Qualification, a base weighting system for Electives of 5 points has been used.

Values for each of the elective unit(s) have been attributed dependent on their breadth and complexity relative to the Core/Stream Core. Multiples of 5 have been used to value each Elective unit dependent on its breadth and complexity relative to the base weight. The greater the breadth and complexity the higher the value.



2.4 Valuing Imported Units Imported units are:

• those from other industries, which have been nationally endorsed by the National Training Framework Committee (NTFC), and which have no pre-existing mapping arrangements with the Transmission and Distribution Sector.

• those developed at the enterprise level who wish to have the Unit(s) recognised as part of the Transmission and Distribution Competency Standards set.

Imported units are to be valued against the same criteria as applied to Transmission and Distribution Standards. They are not to simply attract their current AQF level as this may be quite different to the Transmission and Distribution value set.

Imported units are to be valued in accordance with the criteria applied to Transmission and Distribution Standards herein, Part C – Qualifications. The valuation of imported units is to be referred to and carried out by the National Transmission and Distribution Training Group (NTDTG) – detailed in the Preface of this Training Package, if the outcomes are to have official status. This action is to be coordinated by EE-Oz Training Standards. Enterprises or Registered Training Organisations (RTOs) may wish to have such other external or internal Unit(s) of Competency added or valued by the NTDTG in accordance with the above for the elective aspects of the Qualification.

2.5 Valuing of Qualifications Qualifications have been structured to provide a flexible and appropriate mix of Units of Competency as follows:

AQF Level

Qualification Title Elective Points

Required Certificate Total

Certificate II - ESI Distribution (Powerline) 20 II

Certificate II - ESI Transmission (Powerline) 20 Certificate Total

Certificate III - ESI Distribution (Powerline) 60 Certificate III - ESI Transmission (Powerline) 60 Certificate III – ESI Cable Jointing (Powerline) 60

III

Certificate III – ESI Rail Traction (Powerline) 60 Certificate Total

Certificate IV - ESI Transmission (Powerline) 50 Certificate IV - ESI Distribution (Powerline) 50 Certificate IV - ESI Transmission and Distribution (Substation) 50

IV




3. Issuance of Qualifications and Competency Recognition

Formal recognition of competency achievement may be in the form of:

• A full qualification in accordance with the criteria established under the Transmission and Distribution Qualifications Framework (at Enclosure 1). Where the title of the qualification within the framework requires further clarity to satisfy State/Territory and/or enterprise requirements, then an additional occupational identifier to the title in the National Transmission and Distribution Qualifications Framework shall be provided.

• A Statement of Attainment, and, where appropriate, an authorised entry in an individual’s Industry Skills Passport, which recognises the attainment of a subset group of individual Units of competency within a full qualification.

Formal recognition of both types is to be issued by a Registered Training Organisation (RTO). The recognition is to be recorded on formats established by relevant State Training Authorities and include additional items which have been agreed by industry via EE-Oz Training Standards or its nominated representatives. Industry would expect formal recognition to include:

• The name of the recipient.

• The title of the qualification or Statement of Attainment.

• The title and logo of the RTO.

• The logos of the relevant State/Territory Training and Recognition Authorities, the Nationally Recognised Training (ANTA) logo and, preferably, the logo of EE-Oz Training Standards.

• An attached transcript of information that is meaningful for maximum recognition and skills transfer. Generally this would be the individual Unit of competency titles and any endorsement thereof, as well as detailed statements about the achievement of knowledge and skills. Where Nationally and Industry endorsed training materials eg. modules, programs or other exist and these are used to provide the underpinning knowledge and skills identified in the Units of competency, then the relevant Titles of the subjects within the training programs as above, shall form part of the transcript attached to the qualification.



4. Maintenance of Qualifications The Transmission and Distribution Qualifications structure was developed by, and is therefore owned by, the industry.

The Qualifications structure must be maintained so that it reflects the ongoing needs of the Sector and responds in a timely manner to changed technologies and circumstances.

Responsibility for maintaining of the Qualifications structure is shared by the parties who constitute the Sector:

• Qualification maintenance will be coordinated and managed by the National Transmission and Distribution Training Group (NTDTG).

• Suggestions and proposals for changes from all parties are welcome. These should be documented and submitted to the NTDTG through EE-Oz Training Standards.

5. Pathways into Individual Qualification There are four identified pathways into individual qualifications at Certificate II and Certificate III levels:

• Entry level contracted employment, as a New Apprenticeship.

• Employee whose occupation is Line Work or Cable Jointing and needs to upgrade to a new ESI - Transmission and Distribution Qualification (including individuals who are trained outside Australia).

• Electrician wishing to multi-skill by seeking to obtain an ESI - Transmission and Distribution Qualification (including individuals who are trained outside Australia).

• Employee of a telecommunication company with limited line-work skills seeking to obtain an ESI - Transmission and Distribution Qualification (including individuals who are trained outside Australia).

In general these pathways will include a combination of on and off job training leading to the achievement and demonstration of competence. That is, the pathways identify how competence is developed and how evidence is gathered for the assessment of competence.



Industry acknowledges that competence may be developed entirely in an institutional setting or entirely on the job. However the combination of Units of competency which will result for instance, in an AQF3 outcome will require a substantial period of training and practice for new entrants (New Apprenticeships) to achieve competence. Whilst these are nominal hours and whilst it may be the case that some reduction in this time could be achieved in an institutional setting, due to reducing any peripheral activity that naturally occurs in an actual workplace, the burden on an institute, individual or employer in relation to costs, would be considerable and possibly prohibitive. A combination of off and on the job pathway is clearly more cost effective than an institutional only pathway or all on the job approach where developing competency is underpinned by a rich knowledge base. However, all pathways are recognised as possible and are only limited by costs.

The decision as to where the training is provided and the evidence gathered is a matter for the Registered Training Organisation (RTO). The RTO would be expected to carry out such activity in accordance with the criteria established by the relevant State or Territory Training Authority and as outlined in the respective parts A, B and C of this Training Package. The institutional pathway is clearly much more expensive than a combination or all on the job approach to developing competence.

The industry is of the view that what is critical is that all evidence must be present. This should ensure that best practice in assessment and the judgement process about attributing competence, remains valid and reliable.

6. Prerequisite Certificate III Units of Competency for Certificate IV

The prerequisite units have been included in the Evidence Guide for each Certificate IV unit where required.

Certificate IV Units of Competency Prerequisite Certificate III Units of Competency

Unit No. UTT NTD

Title Unit No. UTT NTD

Title

402 A Plan and Layout an Overhead Distribution System

Nil Nil

403 A Plan and Layout an Underground Distribution System

Nil Nil

301 A Maintain Poles and Associated Hardware

308 C Install and Maintain Electrical Equipment

404 B Maintain Energised High Voltage Overhead Electrical Apparatus (Distribution)

305 A Install and Maintain Overhead Conductors and Cables



Certificate IV Units of Competency Prerequisite Certificate III Units of Competency

Unit No. UTT NTD

Title Unit No. UTT NTD

Title

302 A Maintain Towers and Associated Hardware.

444 A Maintain Energised High voltage Overhead Electrical Apparatus (Transmission) 305 A Install and Maintain Overhead

Conductors and Cables. 307 A Install and Maintain Underground

Cables. 405 B Install and Maintain Specialised

Underground Cables (33kV and above) 320 A Install and Maintain Underground

Polymeric Cables 309 B Conduct LV Switching

Operations 407 A Co-ordinate, Switch and Isolate

Substation and Network Equipment 310 A Conduct HV Switching

Operations 313 A Install and Maintain Substation

Equipment 314 A Install Substation Panels, Wiring

Protection and Instrumentation.

408 A Analyse, Interpret and Restore Network Protection Systems

315 A Install and Maintain Substation Auxiliary System.

409 A Maintain Communication Equipment in a Substation


313 A Install and Maintain Substation Equipment

314 A Install Substation Panels, Wiring Protection and Instrumentation.

410 A Test and Commission HV Apparatus and Associated System Circuits


411 A Maintain Network Protection Systems

314 A Install Substation Panels, Wiring Protection and Instrumentation.

412 A Maintain Substation Equipment 316 A Install and Maintain Substation Structures and Buswork

413 A Implement and Monitor the Organisation’s OH&S Policies, Procedures and Programs

Nil Nil

414 A Implement and Monitor Environmental and Sustainable Energy Management Policies and Procedures

Nil Nil

421 A Plan and Layout a Street Lighting System

Nil Nil



Schematic of Prerequisite Unit Arrangement

UTT NTD 421 A Plan and Layout a Street Lighting System

UTT NTD 407 A Co-ordinate, Switch and Isolate Substation and Network Equipment

UTT NTD 404 B Maintain Energised High Voltage Overhead Electrical Apparatus (Distribution)

UTT NTD 403 A Plan and Layout an Underground Distribution System

UTT NTD 402 A Plan and Layout an Overhead Distribution System

UTT NTD 301 A Maintain Poles and Associated Hardware UTT NTD 308 A Install and Maintain Electrical Equipment UTT NTD 305 A Install and Maintain Overhead Conductors and Cables

UTT NTD 302 A Maintain Towers and Associated Hardware. UTT NTD 305 A Install and Maintain Overhead Conductors and Cables.

UTT NTD 309 A Conduct LV Switching Operations UTT NTD 310 A Conduct HV Switching Operations

UTT NTD 444 A Maintain Energised High voltage Overhead Electrical Apparatus (Transmission)

UTT NTD 405 B Install and Maintain Specialised Underground Cables (33kV and above)

UTT NTD 307 A Install and Maintain Underground Cables UTT NTD 320 A Install and Maintain Underground Polymeric Cables



UTT NTD 414 A Implement and Monitor Environmental and Sustainable Energy Management Policies and Procedures

UTT NTD 413 A Implement and Monitor the Organisation’s OH&S Policies, Procedures and Programs

UTT NTD 408 A Analyse, Interpret and Restore Network Protection Systems

UTT NTD 313 A Install and Maintain Substation Equipment UTT NTD 314 A Install Substation Panels, Wiring Protection and Instrumentation UTT NTD 315 A Install and Maintain Substation Auxiliary System

UTT NTD 409 A Maintain Communication Equipment in a Substation

UTT NTD 315 A Install and Maintain Substation Auxiliary System

UTT NTD 410 A Test and Commission HV Apparatus and Associated System Circuits

UTT NTD 313 A Install and Maintain Substation Equipment UTT NTD 314 A Install Substation Panels, Wiring Protection and Instrumentation UTT NTD 315 A Install and Maintain Substation Auxiliary System

UTT NTD 411 A Maintain Network Protection System UTT NTD 314 A

Install Substation Panels, Wiring Protection and Instrumentation

UTT NTD 412 A Maintain Substation Equipment UTT NTD 313 A

Install and Maintain Substation Equipment UTT NTD 316 A Install and Maintain Substation Structures and Buswork



7. National Qualifications Framework Electricity Supply Industry Transmission & Distribution Sector

Note: The appropriate prerequisite units of competency available at Certificate III level will have to be identified and be attained for any units chosen in the Certificate IV which prescribe such. Refer Section 6 – Prerequisite Certificate III Units of Competency for Certificate IV.

CIV – ESI Frontline Management

CIII ESI – Transmission or Distribution (Powerline)

CIII ESI – Distribution (Powerline) CIII ESI – Cable Jointing (Powerline) CIII ESI – Rail Traction (Powerline)

CIII ESI – Transmission (Powerline)

CIII ESI – Transmission or Distribution (Powerline)

Electrical Licence and

T&D Training Package – Units 313, 314, 315 and 316

CIV – ESI Transmission and Distribution (Substation)

CIV – ESI Transmission (Powerline)

CIV – ESI Distribution (Powerline)

+

CIII Electrotechnology Systems Electrician –

Energy Supply Specialisation

FMI Stream

Technical Stream



Enclosure 1 to Part C



DISTRIBUTION SECTOR

National Qualifications Framework














Certificate II in ESI Distribution (Powerline)

National Qualification No UTT 2 01 98

Common Core Units - All to be completed

UTT NTD 201 Sling, Lift and Transfer Loads

UTT NTD 202 Operate Support Plant and Equipment

Stream Core Units - Complete all Group A or complete all Group B

Group A Group B

UTT NTD 207 Erect and Maintain Poles and Associated Hardware

UTT NTD 210 Erect, Assemble and Maintain Public Lighting

UTT NTD 211 String and Maintain Overhead Conductors and Cables

UTT NTD 212 Lay, Joint and Terminate Underground Cables

Electives - Complete any combination having a total sum of 20 weighting points

UTT NTD 203 Provide Stores Support

UTT NTD 204 Test and Filter Insulating Oil

UTT NTD 205 Assemble and Disassemble Scaffolding

UTT NTD 206 Conduct Ground line Inspection and Maintenance of Poles

UTT NTD 208 Erect Towers and Associated Hardware

UTT NTD 213 Erect and Maintain Electrical Equipment

UTT NTD 214 Control Vegetation

Continued next page



Qualification Pathways

The requirements for granting this qualification will be met when competency is demonstrated in:

Common Core Units

and

Stream Core Units - Group A - or - Stream Core Units - Group B

and

Elective Units

Selecting Units

1. Competency must be demonstrated in all the Common Core Units and be obtained in conjunction with all the Stream Core Units in either Group A OR Group B and the selection of a number of Elective Units based on the Unit weighting requirements outlined below.

2. Either combination of Common Core and Stream Core Units contribute equally towards the issuing of the qualification. Hence, Common Core Units and Stream Core Units are deemed to have no weighting value for the purpose of this Qualification. Individual Units can only be selected once within the Qualification Framework.

3. The minimum number of Elective Units required is based on any combination where the sum of the weighting values equals 20. Individual weighting values are:

UTT NTD 203 = 5

UTT NTD 204 = 5

UTT NTD 205 = 10

UTT NTD 206 = 10

UTT NTD 208 = 10

UTT NTD 213 = 10

UTT NTD 214 = 5

End



Certificate II in ESI Transmission (Powerline)



UTT NTD 201 Sling, Lift and Transfer Loads

UTT NTD 202 Operate Support Plant and Equipment

UTT NTD 209 Maintain Towers and Associated Hardware

UTT NTD 211 String and Maintain Overhead Conductors and Cables



UTT NTD 204 Test and Filter Insulating Oil

UTT NTD 205 Assemble and Disassemble Scaffolding


UTT NTD 208 Erect Towers and Associated Hardware

UTT NTD 213 Erect and Maintain Electrical Equipment


Continued next page





Common Core Units

and

Elective Units

Selecting Units

1. Competency must be demonstrated in all the Common Core Units and the selection of a number of Elective Units based on the Unit weighting requirements outlined below.

2. Common Core Units are deemed to have no weighting value for the purpose of this Qualification. Individual Units can only be selected once within the Qualification Framework


UTT NTD 203 = 5

UTT NTD 204 = 5

UTT NTD 205 = 10

UTT NTD 206 = 10

UTT NTD 208 = 10

UTT NTD 213 = 10

UTT NTD 214 = 5

End



Certificate III in ESI Distribution (Powerline)


Common Core Units - All to be completed UTT NTD 301 Maintain Poles and Associated Hardware

UTT NTD 308 Install and Maintain Electrical Equipment

UTT NTD 309 Conduct Low Voltage Switching Operations

UTT NTD 321 Implement Environmental and Sustainable Energy Procedures

Stream Core Units - Complete all Group A or complete all Group B

Group A Group B

UTT NTD 305 Install and Maintain Overhead Conductors and Cables

UTT NTD 306 Maintain Overhead Energised Low Voltage Conductors and Cables

UTT NTD 307 Install and Maintain Underground Paper-lead Cables

UTT NTD 320 Install and Maintain Underground Polymeric Cables

Electives - Complete any combination having a total sum of 60 weighting points UTT NTD 302 A Maintain Towers and Associated Hardware UTT NTD 303 A Inspect Overhead Structures and Electrical Apparatus UTT NTD 304 A Install and Maintain Public Lighting Systems UTT NTD 305 A Install and Maintain Overhead Conductors and Cables UTT NTD 306 A Maintain Overhead Energised LV Conductors and Cables UTT NTD 307 A Install and Maintain Underground Paper-lead Cables UTT NTD 320 A Install and Maintain Underground Polymeric Cables UTT NTD 310 A Conduct High Voltage Switching Operations UTT NTD 311 A Install and Replace Energy Meters and Associated Equipment UTT NTD 312 A Provide Stores Support UTT NTD 317 A Conduct Ground line Inspection and Maintenance of Poles UTT NTD 318 A Control Vegetation UTT NTD 322 A Locate Faults in Power Cables ICTTC 065 B Splice Optical Cable (CAN) ICTTC 066 B Joint and Terminate Coaxial Cable (CAN) ICTTC 068 B Install Communication Service to a Building (CAN) ICTTC 134 B Fix Aerial Cables (CAN)

Continued next page





Common Core Units

and Stream Core Units - Group A - or - Stream Core Units - Group B

and Elective Units

Selecting Units 1. Competency must be demonstrated in all the Common Core Units and be obtained in

conjunction with all the Stream Core Units in either Group A OR Group B and the selection of a number of Elective Units based on the Unit weighting requirements outlined below.

2. Either combination of Common Core and Stream Core Units contribute equally towards the issuing of the qualification. Hence, Common Core Units and Stream Core Units are deemed to have no weighting value for the purpose of this Qualification. Individual Units can only be selected once within the Qualification Framework

3. The minimum number of Elective Units required is based on any combination where the sum of the weighting values equals 60. Individual weighting values are: UTT NTD 302 A = 15 UTT NTD 303 A = 10 UTT NTD 304 A = 5 UTT NTD 305 A = 15 UTT NTD 306 A = 10 UTT NTD 307 A = 15 UTT NTD 310 A = 15 UTT NTD 311 A = 25 UTT NTD 312 A = 5 UTT NTD 317 A = 10 UTT NTD 318 A = 5 UTT NTD 320 A = 15 UTT NTD 322 A = 10 ICTTC 065 B = 10 ICTTC 066 B = 10 ICTTC 068 B = 15 ICTTC 134 B = 15

End



Certificate III in ESI Transmission (Powerline)



UTT NTD 301 Maintain Poles and Associated Hardware

UTT NTD 302 Maintain Towers and Associated Hardware

UTT NTD 305 Install and Maintain Overhead Conductors and Cables

UTT NTD 321 Implement Environmental and Sustainable Energy Procedures


UTT NTD 303 Inspect Overhead Structures and Electrical Apparatus

UTT NTD 306 Maintain Overhead Energised LV Conductors and Cables

UTT NTD 307 Install and Maintain Underground Paper-lead Cables

UTT NTD 308 Install and Maintain Electrical Equipment

UTT NTD 309 Conduct Low Voltage Switching Operations

UTT NTD 310 Conduct High Voltage Switching Operations

UTT NTD 311 Install and Replace Energy Meters and Associated Equipment




UTT NTD 320 Install and Maintain Underground Polymeric Cables

Continued next page



Qualification Pathways The requirements for granting this qualification will be met when competency is demonstrated in:

Common Core Units

AND

Elective Units

Selecting Units 1. Competency must be demonstrated in all the Common Core Units and the

selection of a number of Elective Units based on the Unit weighting requirements outlined below.



UTT NTD 303 = 10

UTT NTD 306 = 10

UTT NTD 307 = 15

UTT NTD 308 = 10

UTT NTD 309 = 5

UTT NTD 310 = 15

UTT NTD 311 = 25

UTT NTD 312 = 5

UTT NTD 317 = 10

UTT NTD 318 = 5

UTT NTD 320 = 15 End



Certificate III in ESI Cable Jointing (Powerline)


Common Core Units - All to be completed UTT NTD 320 A Install and Maintain Underground Polymeric Cables

UTT NTD 308 C Install and Maintain Electrical Equipment

UTT NTD 309 B Conduct Low Voltage Switching Operations

UTT NTD 322 A Locate Faults in Power Cables

UTT NTD 321 A Implement Environmental and Sustainable Energy Procedures


UTT NTD 303 A Inspect Overhead Structures and Electrical Apparatus

UTT NTD 304 A Install and Maintain Public Lighting Systems

UTT NTD 307 A Install and Maintain Underground Paper-lead Cables

UTT NTD 310 A Conduct High Voltage Switching Operations

UTT NTD 311 A Install and Replace Energy Meters and Associated Equipment

UTT NTD 312 A Provide Stores Support

UTT NTD 317 A Conduct Ground line Inspection and Maintenance of Poles

UTT NTD 318 A Control Vegetation

ICTTC 013 B Perform an Accurate Cable Test (CAN)

ICTTC 065 B Splice Optical Cable (CAN)

ICTTC 066 B Joint and Terminate Coaxial Cable (CAN)

ICTTC 068 B Install Telecommunications Service to a Building (CAN)

ICTTC 069 B Install Cable Network Equipment (CAN)

ICTTC 104 B Maintain Electronic System (CAN)

ICTTC 127 B Supervise Work Site Activities (CAN)

ICTTC 064 B Haul Underground Cables (CAN)

ICTTC 130 B Prepare Site for Support Installation (CAN)

ICTTC 131 B Install Above Ground Equipment Enclosure (CAN)

ICTTC 133 B Install an Underground Enclosure (CAN)

ICTTC 135 B Joint Metallic Cables (CAN)

Continued next page



Qualification Pathways The requirements for granting this qualification will be met when competency is demonstrated in:

Common Core Units

AND

Elective Units

Selecting Units 4. Competency must be demonstrated in all the Common Core Units and the

selection of a number of Elective Units based on the Unit weighting requirements outlined below.


6. The minimum number of Elective Units required is based on any combination where the sum of the weighting values equals 60. Individual weighting values are: UTT NTD 303 A = 10 UTT NTD 304 A = 5 UTT NTD 306 A = 10 UTT NTD 307 A = 15 UTT NTD 310 A = 15 UTT NTD 311 A = 25 UTT NTD 312 A = 5 UTT NTD 317 A = 10 UTT NTD 318 A = 5 ICTTC 013 B = 5 ICTTC 065 B = 10 ICTTC 066 B = 10 ICTTC 068 B = 15 ICTTC 069 B = 5 ICTTC 104 B = 5 ICTTC 127 B = 5 ICTTC 064 B = 10 ICTTC 130 B = 15 ICTTC 131 B = 5 ICTTC 133 B = 15 ICTTC 135 B = 15

End



Certificate III in ESI Rail Traction (Powerline)



UTT NTD 301 B Install and Maintain Poles and Associated Hardware

UTT NTD 305 B Install and Maintain Overhead Conductors and Cables

UTT NTD 321 B Comply with Environmental and Sustainable Energy Procedures

UTT NTD 323 A Install and Maintain Overhead Traction Systems.

UTT NTD 326 A Install and Maintain Overhead Traction Equipment.


UTT NTD 302 A

UTT NTD 303 B

UTT NTD 304 B

UTT NTD 306 B

UTT NTD 308 C

UTT NTD 309 B

UTT NTD 310 B

UTT NTD 312 B

UTT NTD 317 B

UTT NTD 318 B

UTT NTD 322 A

UTT NTD 324 A

UTT NTD 325 A

UTT NTD 327 A

Maintain Towers and Associated Hardware

Inspect Overhead Structures and Electrical Apparatus.

Install and Maintain Public Lighting Systems.

Maintain Overhead Energised LV Conductors and Cables.

Install and Maintain Electrical Equipment.

Conduct Low Voltage Switching Operations.

Conduct High Voltage Switching Operations.

Provide Stores Support.

Conduct Ground line Inspection and Maintenance of Poles.

Control Vegetation.

Locate Faults in Power Cables.

Install and Maintain Traction Bonds.

Install and Maintain Traction Configurations.

Operate Road Rail Traction Height Access Equipment.

Continued next page





Common Core Units and

Elective Units

Selecting Units 1. Competency must be demonstrated in all the Common Core Units and the selection of a

number of Elective Units based on the Unit weighting requirements outlined below.

2. The Common Core Units are deemed to have no weighting value for the purpose of this Qualification. Individual Units can only be selected once within the Qualification Framework


UTT NTD 302 A = 15

UTT NTD 303 B = 10

UTT NTD 304 B = 5

UTT NTD 306 B = 10

UTT NTD 308 C = 10

UTT NTD 309 B = 5

UTT NTD 310 B = 15

UTT NTD 312 B = 5

UTT NTD 317 B = 10

UTT NTD 318 B = 5

UTT NTD 322 A = 10

UTT NTD 324 A = 10

UTT NTD 325 A = 10

UTT NTD 327 A = 10



Certificate IV in ESI Transmission (Powerline)


Entry requirements for this Certificate IV is the Certificate III - ESI Transmission (Powerline) or a Certificate III in an allied area.

Complete any combination having a total sum of 50 weighting points with a maximum of three units of competency from the FMI Units

Points

UTT NTD 405 B Install & Maintain Specialised Underground Cables (33kV & above)

20


20


10


5

UTT NTD 444 A Maintain Energised High voltage Overhead Electrical Apparatus (Transmission)

20

Elective FMI Units A maximum of any three units of competency for the purpose of the qualification can be selected from the Frontline Management Initiative competencies. BSXFMI 401 A Manage Personal Work Priorities and Professional

Development 5

BSXFMI 402 A Provide Leadership in the Workplace 5

BSXFMI 403 A Establish and Manage Effective Workplace Relationships 5

BSXFMI 404 A Participate in, Lead and Facilitate Work Teams 5

BSXFMI 405 A Manage Operations to Achieve Planned Outcomes 5

BSXFMI 406 A Manage Workplace Information 5

BSXFMI 407 A Manage Quality Customer Service 5

BSXFMI 408 A Develop and Maintain a Safe Workplace and Environment 5

BSXFMI 409 A Implement and Monitor Continuous Improvement Systems/Processes

5

BSXFMI 410 A Facilitate and Capitalise on Change and Innovation 5

BSXFMI 411 A Contribute to the Development of a Workplace Learning Environment

5

Continued next page



Note: Some competencies in this qualification will require the completion of prerequisite Certificate III competencies or units of competency. Refer to section 6.0 Prerequisite Certificate III Units of Competency for Certificate IV to identify the appropriate prerequisite units which are required to be held prior to completion of respective units in this qualification.

End



Certificate IV in ESI Distribution (Powerline)


Entry requirements for this Certificate IV is the Certificate III - ESI Distribution (Powerline) or a Certificate III in an allied area.


Points

UTT NTD 402 A Plan and Layout an Overhead Distribution System 15

UTT NTD 403 A Plan and Layout an Underground Distribution System 15

UTT NTD 404 B Maintain Energised High Voltage Overhead Electrical Apparatus (Distribution)

20

UTT NTD 405 B Install & Maintain Specialised Underground Cables (33kV & above)

20


20


10


5

UTT NTD 421 A Plan and Layout a Street Lighting System 10

Elective FMI Units A maximum of any three units of competency for the purpose of the qualification can be selected from the Frontline Management Initiative competencies. BSXFMI 401 A Manage Personal Work Priorities and Professional Development 5









5



5

Continued next page




End



Certificate IV in ESI Transmission and Distribution (Substation)


The entry requirement into this Certificate IV is:

The possession of a current “A” Grade Electrical License or equivalent issued by the relevant State or Territory Electrical Licensing Authority,

And either one of the following two: 1. Certificate III – Electrotechnology Systems Electrician from the National

Electrotechnology Training Package with Specialisation in Energy Supply together with attainment of competencies in UTT NTD 313 A, UTT NTD 314 A, UTT NTD 315 A and UTT NTD 316 A from the ESI - Transmission and Distribution Sector Training Package

or 2. Certificate III ESI Powerline (Distribution or Transmission) together with attainment

of competencies in UTT NTD 313 A, UTT NTD 314 A, UTT NTD 315 A and UTT NTD 316 A from the ESI – Transmission and Distribution Sector Training Package


Points

UTT NTD 405 B Install and Maintain Specialised Underground Cables (33kV and above).

20


20

UTT NTD 408 A Analyse, Interpret and Restore Network Protection Systems

15

UTT NTD 409 A Maintain Communication Equipment in a Substation 15

UTT NTD 410 A Test and Commission HV Apparatus and Associated System Circuits

20

UTT NTD 411 A Maintain Network Protection Systems 20

UTT NTD 412 A Maintain Substation Equipment 15


10


5

Continued next page



Elective FMI Units A maximum of one unit of competency for the purpose of the qualification can be selected from the Frontline Management Initiative competencies. BSXFMI 401 A Manage Personal Work Priorities and Professional

Development 5









5



5


End



Certificate IV in ESI Frontline Management


Entry requirements for this Certificate IV is the Certificate III - ESI Distribution or Transmission (Powerline) or a Certificate III in an allied Electrotechnology area.

Core Stream Units – All to be completed



BSXFMI 401 A Manage Personal Work Priorities and Professional Development

BSXFMI 402 A Provide Leadership in the Workplace

BSXFMI 404 A Participate in, Lead and Facilitate Teams

BSXFMI 405 A Manage Operations to Achieve Planned Outcomes

BSXFMI 408 A Develop and Maintain a Safe Workplace and Environment

Stream Core Units – Select and complete any four of the following:

BSXFMI 403 A Establish and Manage Effective Workplace Relationships

BSXFMI 406 A Manage Workplace Information

BSXFMI 407 A Manage Quality Customer Service


BSXFMI 410 A Facilitate and Capitalise on Change and Innovation


Note: The numbering system has not been included here as the core and elective

requirements are the same as those listed for a Certificate IV for Frontline Management.

End

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