|Names & functions of:
Types of pipe hangers and supports.
Tools and equipment used in the installation process.
Attributes, descriptions, characteristics & properties:
Typical faults and defects of pipe hangers and supports.
End users of pipe hangers and supports.
Pipe hangers and supports equipment and components.
Characteristics of different types of pipe hangers and supports.
Sensory cues (what I see, hear, smell, feel) utilised for identifying pipe hangers and supports related defects and non-conformances and the causes thereof.
Preparing site and equipment for installation process.
Maintaining pipe hangers and supports.
Quality checks and procedures.
Identification of wear patterns on components.
Sealing and/or locking on completion.
Processes, events, causes and effects, implications:
Implications of non-conformance.
Causes of and implications of not applying the correct hanger and/or support.
Causes and responses to common problems.
Installation sequence and process.
Implications and consequences of situations such as, e.g., using poor quality, damaged or faulty equipment in the installation process, delaying reports about problems in work area.
Procedures and techniques:
Ensuring system is safe.
Identifying component defects.
Maintaining pipe hangers and supports components.
Preparing consumables, replacement components/parts for installation.
Quality checks and procedures.
Regulations, legislation, agreements, policies, standards:
Applicable safety, health and environmental protection legislation and standards.
Applicable company policies and procedures.
Theory: rules, principles, laws:
Applicable mechanical theory relating to the installation of pipe hangers and supports, e.g. torque, pressure.
Applicable mathematical concepts.
The relationship of pipe hangers and supports and correct installation, to the production process.
|Notes to Assessors:
Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessments at title level are unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, directness, authenticity, sufficiency, openness and consistency.
Recognition of Prior Learning:
Credits may be obtained by applying to an accredited/approved training provider/institution in order to have prior learning recognised in lieu of past work experience. Past experiences must relate to the specific outcomes contained within this unit standard. The ensuing assessment of candidates seeking recognition of prior learning should not be so onerous as to deter them from doing so.
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