Application

This unit of competency covers the skills and knowledge required to operate cable winding equipment and ancillary equipment that is integral to the process. Cable winding equipment is typically used to store cable products or materials on reels ready for production, post-production or despatch.
This unit of competency applies to operators who are required to carry out pre-start checks, check settings and adjustments of preset equipment, monitor and adjust the equipment, and recognise routine and non-routine problems and take appropriate action.
This unit of competency applies to an individual working alone or as part of a team or group and working in liaison with other shift team members, team leader and supervisor, as appropriate.
No licensing, legislative or certification requirements apply to this unit at the time of publication.

What You'll Learn

Assessment Requirements

Performance Evidence

Evidence required to demonstrate competence in this unit must be relevant to and satisfy the requirements of the elements and performance criteria and demonstrate the ability to:
• read and interpret procedures, job specifications, basic machine control panels, material labels and safety data sheets (SDS)
• select and use tools and equipment to meet job specifications
• monitor cable winding and ancillary equipment using measured/indicated data and smell, sight, sound and feel as appropriate
• monitor and interpret key variables, including:
• differences between actual and set conditions
• speed
• temperature
• tension
• product colour, uniformity, surface condition and appearance
• output rate
• product integrity and general conformance to specification
• operate and adjust the equipment to meet product quality and production output specifications
• pause the equipment or shut down equipment in normal and abnormal circumstances
• identify hazards and apply relevant hazard controls
• apply safety procedures
• apply housekeeping procedures
• apply waste management procedures
• recognise early warning signs of equipment/processes needing attention or with potential problems
• recognise routine and non-routine problems
• identify when the operator is able to rectify faults, when assistance is required and who is the appropriate source for assistance
• take action to resolve faults or report faults to appropriate personnel
• distinguish between possible causes of routine faults, including:
• raw material variations
• process abnormalities
• procedural errors
• mechanical abnormalities
• communicate effectively with team/work group and supervisors
• complete workplace records
• read and interpret basic control panels
• do basic arithmetical manipulations, including additions, subtractions, divisions, fractions and percentages.

Knowledge Evidence

Must provide evidence that demonstrates knowledge relevant to their job sufficient to operate under routine only supervision and to solve routine problems, including knowledge of:
• the function of winding equipment, machine components and the materials used
• principles of operation of the equipment
• the impact of winding machine cooling temperatures, tension, wind off speed on product quality and product output
• the effect of unauthorised shutdown of equipment on the winding process
• production workflow sequences and materials demand
• factors which may affect product quality or production output and appropriate remedies
• routine problems, their probable causes and relevant corrective actions
• organisation procedures relevant to the work environment/job role
• hierarchy of control
• hazards that may arise in the job/work environment and:
• their possible causes
• potential consequences
• appropriate risk controls.

Assessment Conditions

• The unit should be assessed holistically and the judgement of competence shall be based on a holistic assessment of the evidence.
• In all plants it may be appropriate to assess this unit concurrently with units such as:
• teamwork
• communication.
• The collection of performance evidence:
• should occur over a range of situations which include typical disruptions to normal, smooth operation of an operating plant
• will typically include a supervisor/third-party report or other evidence, focusing on consistent performance and problem recognition and solving. A supervisor/third-party report must be prepared by someone who has a direct, relevant, current relationship with the person being assessed and who is in a position to form a judgement on workplace performance relevant to the unit of competency
• must include the use of an appropriate industrial item of equipment requiring demonstration of operation, start and stop procedures and responding to problems
• may use industry-based simulation for all or part of the unit particularly where safety, lack of opportunity or significant cost is an issue.
• Assessment should occur in operational workplace situations. Where this is not possible or where personal safety or environmental damage are limiting factors assessment must occur in a sufficiently rigorous simulated environment that reflects realistic operational workplace conditions. This must cover all aspects of workplace performance, including environment, task skills, task management skills, contingency management skills and job role environment skills.
• Assessment in a simulated environment should use evidence collected from demonstration of skills and one or more of:
• walk-throughs
• pilot plant operation
• industry-based case studies/scenarios
• ‘what ifs’.
• Knowledge evidence may be collected concurrently with performance evidence or through an independent process, such as workbooks, written assessments or interviews.
• Assessment processes and techniques must be appropriate to the language, literacy and numeracy requirements of the work being performed and the needs of the candidate.
• Conditions for assessment must include access to all tools, equipment, materials and documentation required, including relevant workplace procedures, product and manufacturing specifications associated with this unit.
• The regulatory framework will be reflected in workplace policies and procedures and is not required to be independently assessed.
• Foundation skills are integral to competent performance of the unit and should not be assessed separately.
• Assessors must satisfy the assessor competency requirements that are in place at the time of the assessment as set by the VET regulator.
• In addition the assessor or anyone acting in subject matter expert role in assessment shall demonstrate both technical competency and currency. If the assessor cannot demonstrate technical competency and currency they shall assess with a subject matter expert who does meet these requirements.
• Technical competence can be demonstrated through one or more of:
• relevant VET or other qualification/Statement of Attainment
• appropriate workplace experience undertaking the type of work being assessed under routine and non-routine conditions
• appropriate workplace experience supervising/evaluating the type of work being assessed under routine and non-routine conditions
• Currency can be demonstrated through one or more of:
• being currently employed undertaking the type of work being assessed
• being employed by the organisation undertaking the type of work being assessed and having maintained currency in accordance with that organisation’s policies and procedures
• having consulted/had contact with an organisation undertaking the type of work being assessed within the last twelve months, the consultation/contact being related to assessment
• conducting on the job training/assessments of the type of work being assessed
• being an active member of a relevant professional body and participating in activities relevant to the assessment of this type of work.

Foundation Skills

• {'skill': 'Foundation Skills', 'description': 'This section describes those required skills (language, literacy and numeracy) that are essential to performance.\nFoundation skills essential to performance are explicit in the performance criteria of this unit of competency.'}

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