Terminology:
Specified requirements
Specified requirements include legal and site-specific requirements and are contained in one or more of the following documents:
Legal:
Relevant Acts: e.g. Mine Health & Safety Act and Regulations, 1996 (Act 29/1996), and Minerals Act and Regulations, 1991 (Act 50/1991) Mandatory Codes of Practice.
SANS and other relevant Standards.
Chief Inspector of Mines' Directives/Instructions.
Guidelines issued by the Chief Inspector of Mines.
Site Specific:
Hazard Identification and Risk Assessments (HIRA).
Occupational Health and Safety Risk Management Programme.
Managerial Instructions.
Mine Standard Procedures.
List of Recorded OH&S Risks.
Working Guides.
Equipment and Materials Specifications.
Working guides.
Training manuals.
Education manuals.
Notes to assessors:
Assessors should keep the following 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 assessment at title level is 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, direct, authentic, sufficient, systematic, open and consistent.
Unit standard justification:
Level
Attribute; Level; Justification:
Skills; Level 1; A limited number of simple skills are required and the person uses the same skills repeatedly, e.g. identifying and selecting. There are no varieties of skills.
Skills; Level 2; The skills required have some variety but are still fairly simple, e.g. identifying and selecting. There will probably be an application of sequence simple skills.
Procedure; Level 1; Repetitive and familiar.
Procedure; Level 2; Although the procedure is known and familiar (as level 1) it is not as repetitive.
Context; Level 1; Only occurs in defined contexts with no variety.
Context; Level 2; Although the process could occur in different contexts, the contexts are repeatedly applicable and known to the candidate.
Knowledge; Level 1; Limited knowledge is required, mainly the application of simple skills.
Knowledge; Level 2; The knowledge required is merely related to the operation and no theory needs to be applied. e.g. What happens if acceleration is increased?
Information processing; Level 1; The information required for competency can be recalled without any processing.
Information processing; Level 2; Information is readily available but some processing is required e.g. basic faultfinding when conducting a pre-start check on a defective front-end loader to facilitate effective operation.
Problem solving; Level 1; No problem solving. A range of known responses to familiar problems, based on limited discretion and judgement.
Problem solving; Level 2; The key difference from level two is the application of some "judgement" e.g. "fine-tuning" a drilling and blasting process.
Orientation of activity; Level 1; Closely directed. Closely follows instructions.
Orientation of activity; Level 2; Directed. Follows instructions.
Orientation of scope of responsibility; Level 1; No responsibility for the work or learning of others.
Orientation of scope of responsibility; Level 2; Some responsibility for quantity and quality, and possible responsibility for guiding others.
Application of responsibility; Level 1; The candidate is supervised very closely (In person/camera etc).
Application of responsibility; Level 2; Under general supervision and quality control.
Average level: 13/9 = 1.44.
Actual level assigned = 1.
Credits
Activity; Hours:
Classroom Teaching; 12 Hours.
On-The-Job Training; 24 Hours.
Mentoring required; 0 Hours.
Other (Specify); 0 Hours.
Total; 36 Hours.
Credits achieved: 36/10 = 3.6.
Credits assigned = 4. |
