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Manufacturing Learning Australia

Attachments to the

National Training Package

for the

Chemical, hydrocarbons and oil refining industries PMA98

Training Package code: PMA98 August 1998

© Australian National Training Authority December 1997 2

This project was conducted by a consortium headed by: Total Training and Performance Solutions (Sydney)

and supported by Abbinga Ryan and Associates (Melbourne) Training and Assessment Services (Perth).

© Australian National Training Authority (ANTA) 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 organisations 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. The views expressed in this version of the work do not necessarily represent the views of ANTA. ANTA does not give warranty or accept any liability in relation to the content of this work. Published by: Australian Training Products Ltd GPO Box 5347BB MELBOURNE VIC 3001 Telephone: +61 3 9630 9836 or 9630 9837 Facsimile: +61 3 9639 4684 First Published October 1998 STOCKCODE; 6570001STD Printed by Print Synergy Australia Pty Ltd, MELBOURNE AUSTRALIA


Table of contents

Attachment 1 Process Manufacturing ITABs....................................................................... 5

Attachment 2 - Contributing organisations/people .............................................................. 7

Attachment 3 Project Steering Committee.......................................................................... 13

Attachment 4 Methodology................................................................................................... 15

SCOPE ................................................................................................................................... 15

CHEMICAL & OIL REFINING SECTORS - COMPETENCIES & QUALIFICATIONS FRAMEWORK..... 15

HYDROCARBONS - COMPETENCIES AND QUALIFICATIONS FRAMEWORK................................ 18

ASSESSMENT GUIDELINES .................................................................................................... 20

OUTCOMES ........................................................................................................................... 20

INDUSTRY ISSUES.................................................................................................................. 21

Attachment 5 Where is it? .................................................................................................... 25

CHEMICAL AND OIL REFINING COMPETENCIES ...................................................................... 25

HYDROCARBONS COMPETENCIES .......................................................................................... 28

Attachment 6 Chemical and Oil competency/curriculum mapping ................................. 31

INTRODUCTION ..................................................................................................................... 31

CORE .................................................................................................................................... 31

PROCESS ............................................................................................................................... 32

PROCESS SUPPORT ................................................................................................................ 34

Attachment 7 Key Competencies ......................................................................................... 37

WHAT ARE THEY? ................................................................................................................. 37

KEY COMPETENCIES FOR THIS SET OF COMPETENCY UNITS ................................................. 39

Attachment 1: Process manufacturing ITABs The following table lists the executive officers of the ITABs at time of publication of this Training Package. (Some personnel changes have occurred since the project began) and their contact numbers. . Dr Dennis Mather, late of the national ITAB, was the project manager. The State and Territory ITABs acted as a conduit to the local industry for this project, disseminating drafts, organising focus groups and collecting comment. The role of the ITABs in organising industry participation is gratefully acknowledged by Total Training and Performance Solutions who undertook this project. State Executive

officer ITAB Address Phone Fax

National Jeremy Gilling National Process Manufacturing ITAB Suite 302, 368 Sussex St SYDNEY 2000

02 9264 9822 02 9264 9938

NSW Doug Fahey NSW Process Manufacturing ITAB Suite 302, 368 Sussex St SYDNEY 2000

02 9264 9822 02 9264 9938

Northern Territory

Bronte Cooper Automotive, Allied ITB of Northern Territory

PO Box 38426 WINNELLIE 0821 088 941 8840 088 941 8850

Qld Roger Cater Queensland Plastics ITC (trading as Queensland Process Manufacturing ITAB)

PO Box 459 MT GRAVATT 4122 07 3849 7878 07 3849 7876

South Australia

Malcolm McIntosh South Australian Process Manufacturing ITB PO Box 84 BROOKLYN PARK 5032

08 8234 5353 08 8234 5642

Tasmania Judy Speer Tasmanian Minerals and Processing ITB PO Box 1101 ROSNY PARK 7018 03 6265 1492 03 6265 1411 Victoria John Molenaar Victorian Process Manufacturing ITAB Suite 4, 191 Riversdale Rd

HAWTHORN 3122 03 9819 6300 03 9819 6303

Western Australia

Leo Verjans Process Manufacturing Industry Training Council of Western Australia

PO Box 121 SUBIACO 6008 08 9387 9501 03 9387 9507

PMA98 Chemical, Hydrocarbons and Oil Refining Training Package Attachment 2


Attachment 2 - Contributing organisations/people This project had active support from many people in the industry. These people attended industry focus groups, were happy to be interviewed, waded through voluminous drafts of materials and made detailed, constructive and insightful comments. They have made it their Training Package. Russell Agus A.C Hatrick Chemicals Pty Ltd NSW John Craik Ampol NSW Chris Gibson Ampol NSW Richard Olsen AWU NSW Bob Strode Blue Circle NSW Barry Luttrell Boral NSW Peter Garland BTR NSW Phil Dibley Castrol NSW Colin Cook C&C Plastics and Toolmaking NSW Les Pascoe Colour Dispersion Company NSW Dan Pegolo Dow Corning NSW Megan Evans Dow Corning NSW Ken Blee Ecolab NSW Judy Bates EPA NSW Grahame Collier EPA NSW Diane Jaksa ICI Australia NSW Sarah Dalziel ICI Australia NSW Tony Elford Nowra Chemicals NSW John Lamont Nowra Chemicals NSW Joe Franklin Otto Plastics NSW Andre Baillon Pennicook Davidson NSW Craig Lumb Pirelli Cables Australia Ltd NSW Doug Fahey PMITAB NSW NSW Isaac Yeshouroun Prestige Group (Aust) Pty Ltd NSW Fiona Willis Sony Music Entertainment NSW Rolando Guzman Sony Music Entertainment NSW Frank Mandile Southcorp Packaging NSW James Frayne, TAFE NSW Raju Varanasi TAFE NSW John Rock TAFE NSW NSW Kim Peterson TAFE NSW NSW Malcolm Sherlock TAFE NSW NSW Stephen Johnson TAFE NSW NSW Andrew Nolan Terminals Pty Ltd NSW Moira Davidson-Copping Tuta Laboratories (Aust) P/L NSW Jill Gutteridge Worksafe Australia NSW



Alan Snell Ampol Refineries Queensland Mario Geri Ampol Refineries Queensland Peter Davis Ampol Refineries Queensland Colin Braybrooke BP Refinery Queensland Barry Richards Colgate Palmolive Queensland Ron Hutchins CSR Distilleries Queensland John Meara CSR Sugar Queensland Janine Atkins Custom Chemicals Queensland Colin Gelder, ICI Queensland Lucy Brewer, ICI Queensland Terese Tobin, ICI Queensland Nick Wriede ICI Yarwun Queensland Bevan Burns INCITEC Queensland Carolyn Paul INCITEC Queensland Graeme Clough Mobil Oil Aust Queensland Keith Greatrix QAL Queensland Roger Cater QPM ITAB Queensland Terry Sturman QPM ITAB Queensland Kevin Wolff Recochem Inc Queensland Leon Huinck Rhone Poulenc Queensland Marg Parnell TAFE Queensland Frank Burnett TICOR Queensland Steve Horn TICOR Queensland



Des Brown ACI Glass South Australia Mick Freeborn Adelaide Brighton Cement South Australia Steve Rose BSTG South Australia Ian Dunlop Dominant South Australia Trevor Jack KEMALEX South Australia Rob Wellington Mobil South Australia Kym Dunlop Penrice Soda South Australia Murray Lewis POLYTEC South Australia Ivan Skibinski Santos South Australia Mike Hasler SAPMITAB South Australia Dino Hedley Workcover South Australia Bronte Cooper Automotive, Allied ITB of N T Northern Territory Bob Perkins Tasmanian Minerals and

Processing ITB Tasmania

Judy Speer Tasmanian Light Manufacturing Industry Training Board Inc.

Tasmania



Maggie Callingham ACI Fibreglass Victoria Ann O’Connor ACI Fibreglass Victoria Mary Vanderfeen ACRC Victoria Phil Turpin ACRC Victoria Warren Glover Albright and Wilson Victoria Karlo Terz Army Logistics Training Centre Victoria Tony Ross Army Logistics Training Centre Victoria Greg Quail Australian Power Victoria Kerry Irving Blue Circle Victoria Mark Sammut Boral Plaster Victoria Stan Fisher BTR Nylex Victoria Paul Holland CIBA Victoria Trevor Melksham Fed Brick, Tile, Pottery Union Victoria Richard Gorniakowski Huntsman Victoria Ken Woodhouse ICI Victoria Michael Grout ICI Victoria Michael Dick ICI Valchem Victoria Allan Bolton Intertrain Victoria Bill Walley Kemcor Victoria Anne Peltz Kiwi Brands Victoria Marvyn Brown Kodak Victoria Sally Francis Kodak Victoria Ian Spink MM Cables Victoria Krys Graves MM Cables Victoria Jessica Denehey Mobil Victoria Malcolm McBride Montell Victoria Tim McMahon Montell Victoria Richard Mikolajczyk MTIA Victoria Laurie Ellul NUW Victoria Chris Hartley Pilkington Victoria Luke Murphy Pilkington Victoria Michael Wilhelm Pilkington Victoria Dianne Ploeger Pivot Victoria Peter Richardson Pivot Victoria Peter White RMIT Victoria Daryl Yelland Shell Co Aust Victoria Dick Jeffrey Skilltrain Victoria Gordon Portway TAFE Victoria Graham Hewlett TAFE Victoria John van Cleef TAFE Victoria Max Crimmins TAFE Victoria Peter Furlong TAFE Victoria Tony Goldsworth TAFE Victoria Trevor Rosan TAFE Victoria Dene Milner VPMITB Victoria Felicity Morrow VPMITB Victoria Dina Pratt WR Grace Victoria



Howard Walton ACI Glass Packaging Western Australia Craig Conner AGL Pipelines Western Australia John Flood Aust Mines and Metals Ass Western Australia Charlie Roberts AWU site convenor - BP Western Australia Ray Nojek BHP Petroleum Western Australia Rob Pledger BHP Petroleum Western Australia Garry James Boral Concrete Western Australia Bill Stuberfield Boral Resources Western Australia Michael Jakins BP Western Australia Wayne Murray BP Western Australia Julia Steffanelli ITAB Western Australia Leo Verjans ITAB Western Australia Pat Ligman Millennium Chemicals Western Australia Woody Haley PARTEC Western Australia Bob Walsh Petromin Western Australia Joe Parry Private Consultant Western Australia Peter Jones Private Consultant Western Australia Richard Cade Swan Cement Western Australia Mark Crook WAPET Western Australia Mike Broderick Wesfarmers CSBP Western Australia Dan Hawkins Wesfarmers CSBP Western Australia Chris French Wesfarmers LPG Western Australia Dennis Hull Western Mining Western Australia Mark Crofts Woodside Offshore Petroleum Western Australia Ian Cahill Worsley Alumina Western Australia



Attachment 3: Project steering committee The following people gave a considerable amount of their time and expertise to ensure the project outcomes were a good fit to industry needs. There assistance is gratefully acknowledged. Person Organisation State Representing Ken Blee Ecolab NSW small employer, chemical

Jenny Burrell Training Queensland

Queensland State Training Authorities

Chris French Wesfarmers LPG Western Australia employer - hydrocarbons

David Graham Huntsman Victoria (chair) employer - chemical

Eddie Hardman ANTA ANTA

George Lundy ICI NSW employee - chemical

Steve McIntyre Ampol NSW employee - oil refining

Trevor Smart Santos South Australia employee - hydrocarbons

Raju Varanasi TAFE NSW NSW TAFE

Leo Verjans WA Process Manufacturing ITC

Western Australia ITABs

Bill Walley Kemcor Victoria employer - chemical

Rob Wellington Mobil South Australia employee - oil refining



Attachment 4: Methodology

Scope This project:

• revised the existing National Competency Standards for the Chemical and Oil Industry (March 1995)

• revised the existing National Hydrocarbons Industry Process and Production Operator Competency Standards (March 1995)

• developed new competency units as required • established a qualifications framework for the chemical, hydrocarbons and oil

refining sectors • developed assessment guidelines for the entire process manufacturing

industry. Work commenced in July 1997 for the chemical and oil sector components. In

October 1997 it was agreed to incorporate the hydrocarbons sector into this project.

Chemical & oil refining sectors - competencies and qualifications framework Investigation The chemical and oil refining sector is comprised of several traditional

subsectors. Due to the legacy of active ITAB operation, they now happily work as one sector, the main differences being between large and small. The ‘small’ end are predominantly in the chemical subsector, while the ‘large’ end of the chemical subsector sees much in common with the oil refining sector.

An initial round of industry focus groups was undertaken to solicit information from the industry. These were conducted in all mainland States. Details of organisations involved may be found in attachment 2 of the Training Package.

Before this initial round, the consultant team (TaPS) developed a number of

ideas as to how the existing standards might be improved and what might make a reasonable qualifications framework. These ideas were developed both internally using the expertise residing within TaPS and by selected interviews with industry users of the standards and the steering committee. The purpose of these ideas was to stimulate thought and discussion at the focus groups.

Based on this initial work, and the information provided in the original brief, it

was expected that the existing standards would need only minor revision. The first round of consultation revealed, however, that much more radical surgery would be required if the standards were to meet the dual criteria of • being useful to industry



• serving as a basis for assessment and awarding of qualifications.

Competency development Based on this feedback, TaPS devised a new set of ‘process’ competencies to

replace the existing set of ‘Prod’ competencies. This eventually saw some thirty new ‘process’ competencies replace the existing eight ‘Prod’ competencies. This model was tested against • the ‘old’ chemical and oil curriculum • the ‘new’ chemical and oil curriculum • the Voluntary Industry Standards for Chemical Process Workers (USA

competency standards) • the steering committee • the industry and found to be acceptable, provided there was a hierarchy of competencies which correlated with the AQF hierarchy. TaPS examined these process competencies and grouped them according to a natural hierarchy based on the level of skill and knowledge required to operate the process (rather than size and engineering complexity of the equipment itself). This structural model developed by TaPS for the competencies had the support of industry. A range of other competencies was also developed to replace existing ones which had become outdated or otherwise were not meeting the dual criteria adequately. Competencies were also developed to meet needs/gaps identified by the industry. Competencies were developed by TaPS in liaison with people with specific expertise in the competency area. Typically these were senior operators. TaPS (supported by the steering committee and the industry) took a philosophical approach that the units of competency written for this industry by this project should be specific to this industry. Competencies which are common across a range of industries (for example, driving a forklift truck, or performing a range of administrative functions) were therefore sourced from other relevant sets of endorsed competency standards and incorporated by way of overlay documents into this set of standards.

Competency validation As a further check, a one way mapping of proposed competencies against the ‘new’ curriculum was undertaken. This verified the hierarchy and demonstrated that while there were competencies not covered by the curriculum, there was no curriculum for which there was not an appropriate competency. The nominal hours for the curriculum also validated the competency hierarchy developed. This mapping is included in attachment 6 for information only.

This model was developed and taken back to industry in a range of individual



and group consultations. The industry validated the model and the individual competencies. A range of improvements to specific competencies were suggested by the industry, and these were incorporated as appropriate.

Qualifications framework Running parallel to the development of competencies was the development of

the qualifications framework. The initial round of focus groups were not interested in a streamed qualification based on a batch/continuous/supervision streams model. Streaming within the chemical and oil refining sectors was therefore rejected by TaPS.

A model was progressively developed which allowed for the awarding of a

qualification which was differentiated by the competencies gained, but not in the title of the certificate.

To maintain a rigorous requirement for the award of the certificates, and allow for flexibility to suit the widely differing needs of enterprises in the industry, competencies were categorised into: • ‘core’ - needed by operators in all sections of the industry • ‘process’ - related to making product/running the process • ‘process support’ - competencies not directly related to making product,

but necessary for the smooth operation of the plant • ‘business support’ - competencies which add to the value of the

employee and the business but not specific to this industry nor the process.

This approach allowed for the qualifications framework to be specific with

regard to industry specific competencies (core and process) while allowing substitution of process support and business support competencies by any other relevant, endorsed competency. This retained the required ‘rigour’ of an industry based qualification while allowing maximum flexibility in supporting competencies.

This model and the allocation of competencies to categories and qualifications

was supported by the industry.



Hydrocarbons - competencies and qualifications framework

Investigation The hydrocarbons industry has its business centre of gravity in Perth and so this

became the centre of TaPS’s effort for this sector. The hydrocarbons sector is in fact two subsectors: • hydrocarbons extraction, and • hydrocarbons high pressure transmission (also called ‘pipelines’).

Hydrocarbons has operated until now as a separate sector from the rest of

process manufacturing, with the two subsectors operating largely independently of each other.

The focus of investigation therefore was to:

• determine the status of competency development of each subsector • explore the compatibility of the two subsectors with each other • explore the compatibility of the hydrocarbons sector with the chemical

and oil refining sector • develop a qualifications framework which was inclusive of all four

subsectors. It was found that there was significant overlap between the hydrocarbons

extraction and transmission subsectors, and this is reflected in the use of shared competencies. It was also found that there is potential for the oil refining sector to find useful competencies from the hydrocarbons set. At this stage, the hydrocarbons industry wishes to retain an identifiable set of competencies within the integrated training package. It could be expected that the difference will diminish as the four subsectors work together over time.

Competency development The hydrocarbons extraction subsector had been working to revise their

endorsed standards prior to joining this project. TaPS became involved in this process, providing expertise and services to complete their development.

The hydrocarbons transmission subsector had been working independently to

develop their own set of competency standards. They did not have an existing endorsed set. Due to the overlap between the extraction and transmission subsectors, transmission were able to use a significant number of extraction competencies, which were then ‘topped up’ with additional competencies. Due to previously existing contractual arrangements, TaPS was not involved in the development of the transmission competencies, but did provide a service to modify them into a consistent format and incorporate them into the overall Training Package.



The result of this process was the development of an integrated set of

hydrocarbons competencies which complemented the chemical and oil refining competencies. The hydrocarbons subsector had concentrated on process and process support type competencies, and so were able to benefit from the broader units included in the chemical and oil sector. Similarly, the ‘big end’ of the chemical and oil refining subsectors, particularly the oil refineries, are able to benefit from some of the hydrocarbons competencies. The four subsectors do have some overlap in process and materials, and this was made obvious by this outcome.

Competency validation Both hydrocarbons subsectors validated the overall structure of the

competencies, the individual competencies and the complementary use of chemical and oil refining competencies.

Qualifications framework Due to the timing of the hydrocarbons subsectors joining this project, the

qualifications framework was already well developed before hydrocarbons became part of this project. The first step, then, was to discuss the qualifications framework at its current stage of evolution with the hydrocarbons industry. The basic framework was found to be acceptable.

The existing framework was then expanded to include both the extraction and

transmission subsectors. This was done in a way which allowed each subsector to retain its identity (a requirement of hydrocarbons joining the project), while also allowing individuals to choose competency units from the other sectors if appropriate.

This resulted in the introduction of possible streamed qualifications, but based

on industry subsector rather than process type or job stream. This was supported by all four subsectors.



Assessment guidelines

The assessment guidelines are to apply to all sectors of the process manufacturing industry: • chemical and oil refining • hydrocarbons • iron and steel making • non-metallic mineral products • plastics, rubber and cablemaking.

The industry was consulted by means of focus groups which were either conducted back to back with the chemical and oil consultations or independently as appropriate to the local situation. Hydrocarbons consultations were conducted separately due to the timing of their joining the project.

The initial investigations were aimed at uncovering specific industry requirements. These were then drafted into an outline guideline. At about this time, the first four Training Packages submitted for endorsement (all from outside process manufacturing) were initially rejected based on some features of their assessment guidelines. This led to considerable uncertainty in the development process.

With the eventual clarification of the requirements and endorsement of some assessment guidelines, a set of assessment guidelines which met industry’s needs and was within the NTFC requirements was drafted. This was supported by industry.

To satisfy demands from some of the industry, a clause about the setting up of an industry ‘assess and award qualifications and statements of attainment only’ RTO. was inserted. This organisation would probably be set up by MLA and State ITABs, operate at arms length to Manufacturing Learning Australia and be able to offer assessor registration and inter-enterprise consistency. While many enterprises supported this move, others asked ‘would we have to use them?’ The answer is ‘no’, as this organisation would be set up to provide an alternative mechanism only.

The industry ended up supporting the assessment guidelines as being the optimum consistent with the requirements.

Outcomes This Training Package maximises the ability of the four subsectors to use

relevant competencies from any other subsector while retaining their own identity. With the industry’s support, the next revision of the industry competency standards should see a greater integration of the competency units.

The package allows for the customisation of relevant units and also for the use of relevant units from other endorsed competency sets.



Industry issues Industry knowledge Much time and effort was expended in the first round of consultations

disseminating information and explaining what Training Packages were all about. By the second round, the industry understood the system well. However, based on our discussions and consultations, it is recommended that MLA undertake a series of short, possibly fee paying, seminars for industry on the implementation of the Training Package by enterprises once the package has been endorsed. It is believed that this will increase the uptake rate of the Training Package.

Competencies All issues raised by the industry have been addressed. Most have been addressed

by writing specific competencies, and others by the use of overlay documents for endorsed competencies from another set. It was TaPS’s philosophy that this set of standards should concentrate on what is special, even unique to this industry. Competencies which are required by this industry, but where the specialist expertise resides outside the chemical, hydrocarbons and oil refining sectors, were sourced from those ITABs/sectors with the specialist expertise. This has seen some competencies from the ‘old’ set replaced by overlays using competencies from other endorsed sets.

ITABs concerned were informed of our actions and sent copies of our overlays.

Some industry requests may appear to be not met at first inspection. One was for

a general problem solving competency at AQF 3. It is our belief that this is more than adequately covered by Quality 300, ‘Initiate continuous improvement’, and the various ‘process’ competencies which each include problem solving. There was also one request for a competency dealing with blowers. It is believed that this is covered by Process 100, ‘Apply procedures to equipment operation’. These decisions were all confirmed after discussion with the steering committee.

Process 200, ‘Operate an item of equipment’, and Process 300, ‘Operate a

production unit’, were also written and included in the set. These are general process operation competencies for those enterprises operating unusual processes/equipment which cannot be covered by the more specific competency units. It is recommended that Manufacturing Learning Australia monitor the use of these particular competencies. Any broad pattern of use of these competencies for a particular process/equipment would indicate the need to develop additional, specific competencies.



The industry was concerned that the knowledge part of the competency be explicitly included in the elements and performance criteria, and that this be consistent between organisations. They were also concerned that performance criteria be active voice rather than the more traditional passive voice. While the team made a concerted effort to reduce the number of performance criteria, it has led to a large number of performance criteria and perhaps some repetition.

Competencies were written using the ANTA Best Practice Manual as a guide to

structure and format. This resulted in the incorporation within the range of variables of a number of statements (such as ‘assessment focus’, ‘updating information’ and ‘OH&S’) which varied little between some competencies. This issue was discussed at some length with the steering committee and an alternative model (including less detail in the individual competency) was presented by TaPS. After this discussion, it was decided that it was useful to industry users to have these statements incorporated into each competency unit. It was also felt by the steering committee that the key competency information would be more useful as an integrated table rather than being in each competency unit. Key competencies may be found in attachment 7.

Qualifications framework There were no unresolved issues with the qualifications framework.

Manufacturing Learning Australia should undertake to run industry sessions explaining the operation of the framework and the methods of competency customisation.

The industry was keen to maximise the flexibility of the qualifications without

detracting from the integrity of the qualification. This led to a structure where ‘process’ competencies are required for all qualifications, so maintaining qualification integrity while allowing high levels of flexibility in the other competencies which comprise the qualification.

Assessment guidelines A diversity of views was expressed initially by the industry with regard to the

control and quality assurance of assessment. These views included issues such as the registration of assessors and the necessity of assessors to be competent in technical and assessment competencies. There was also a diversity of views with regard to the desirability of assessment being auspiced through an RTO, with some seeing this as a necessary quality assurance mechanism and others seeing it as an unnecessary layer of bureaucracy.

These diverse views were discussed and argued through at a range of industry

forums. The eventual form of the assessment guidelines to emerge from this discussion was endorsed by the industry.



New Apprenticeships The industry has traditionally not been involved in apprenticeships or

traineeships for the categories of worker relevant to this package. While all qualifications are appropriate for New Apprenticeships, this has been given little emphasis to minimise confusion.

Recognition of prior learning Recognition of prior learning mechanisms were built into assessment procedures

and so receive no specific stand alone mention.



Attachment 5: Where is it? The following table provides a quick guide to the alignment between the competencies endorsed in March 1995 (‘old’) and those endorsed in 1998 (‘new’) for the chemical, hydrocarbons and oil refining sectors of the process manufacturing industries. Individuals should confirm this concordance for their own circumstances.

Chemical and oil refining competencies

‘Old’ competency unit ‘New’ competency unit

OH&S 1 Follow defined OH&S policies and procedures

OH&S 100 Follow OH&S policies and procedures

OH&S 2 Implement and monitor OH&S policies and programs

OH&S 200 Implement and monitor OH&S policies and procedures

OH&S 3 Establish, maintain and evaluate the organisation's OH&S system

OH&S 400 Establish, maintain and evaluate an OH&S system

HAZ 1 Prepare equipment for emergency response

Hazard 201 Prepare equipment for emergency response

HAZ 2 Respond to an emergency situation Hazard 200 Respond to an emergency situation

ENVIRO 1 Identify environmental hazards Environment 100 Identify and minimise environmental hazards

ENVIRO 2 Monitor and control environmental hazards

Environment 200 Monitor and control environmental hazards

COM 1 Relay and respond to information Communication 100 Relay and respond to information.

COM 2 Access information systems This has been absorbed; there is no direct equivalent.

COM 3 Contribute to the development of information systems

COM 4 Undertake research and prepare information

Features of these have been combined into Communication 300: Contribute to the development of plant documentation.

COM 5 Develop customer relationships COM 6 Develop and apply industry and

enterprise knowledge

Features of these have been combined into Quality 100: Contribute to quality processes.

TEAM 1 Contribute to the planning, allocation and monitoring of material resources

Team competencies have been replaced. There are new Team competencies with no direct correlation..

TEAM 2 Contribute to the planning, allocation and monitoring of human resources

Team competencies have been replaced. There are new Team competencies with no direct correlation.

TEAM 3 Facilitate team functions Team competencies have been replaced. There are new Team competencies with no direct correlation.




TRAIN 1 Prepare for training TRAIN 2 Deliver training TRAIN 3 Review training

These have been combined into Train 200: Workplace Trainer - category 1

TRAIN 4 Provide structured on the job instruction Train 400 Workplace Trainer - category 2

TRAIN 5 Assess trainees Assess 200 Workplace Assessor - category 1

MEAS 1 Make measurements Process 101 Make measurements

MEAS 2 Conduct measurement procedures There is no direct equivalent.

MEAS 3 Develop measurement procedures There is no direct equivalent.

QUAL 1 Apply quality procedures Process 100 Apply procedures to equipment operation

QUAL 2 Sample and test material Test 2001 Collect and prepare standard samples Test 201 Perform qualitative and quantitative

tests

QUAL 3 Perform laboratory tests and analyse results

Test 202 Operate laboratory equipment and instruments

QUAL 4 Develop laboratory testing procedures There is no direct equivalent.

QUAL 5 Contribute to quality audits QUAL 6 Interpret and follow quality systems

The key features have been incorporated into: Quality 400 Develop and monitor quality systems

PLAN 1 Determine own work plan Plan 100 Follow established work plan

PLAN 2 Participate in operational planning There is no direct equivalent, but see Team 402 Manage operations to achieve planned

outcomes

PLAN 3 Schedule production Plan 300 Schedule production

PREP 1 Select and assemble materials Process 103 Select and assemble materials

PREP 2 Prepare materials for production Process 104 Prepare materials for production

1 These are the laboratory competencies.




PROD 1 Undertake housekeeping operations Process 102 Undertake housekeeping operations

PROD 2 Operate production equipment Prod 2 + Prod 5 may be equivalent to Process 200 Operate an item of equipment (see also other Process 200 series units for specific alternatives)

PROD 3 Operate a production unit Prod 3 + Prod 6 may be equivalent to Process 300 Operate a production unit (see also other Process 300 units for specific alternatives)

PROD 4 Operate a production area Prod 4 + Prod 7 may partially satisfy: Process 400 Optimise operating systems, which has a different focus.

PROD 5 Diagnose production faults from equipment operation

Prod 2 + Prod 5 may be equivalent to Process 200 Operate an item of equipment (see also other Process 200 series units for specific alternatives)

PROD 6 Diagnose production faults from unit operations

Prod 3 + Prod 6 may be equivalent to Process 300 Operate a production unit (see also other Process 300 units for specific alternatives)

PROD 7 Diagnose production faults from area operations

Prod 4 + Prod 7 may partially satisfy: Process 400 Optimise operating systems, which has a different focus.

PROD 8 Package product/materials Process 213 Package product/materials

MAIN 1 Undertake minor maintenance Maintenance 200 Undertake minor maintenance

MAIN 2 Commission/recommission equipment/unit

Maintenance 400 Commission/recommission plant

MAIN 3 Decommission equipment/unit Maintenance 401 Decommission plant

PERMIT 1 Issue work permits Permit 300 Issue work permits

PERMIT 2 Monitor and control work permits Permit 301 Monitor and control work permits

HAND 1 Manually move materials Process 105 Shift materials safely

HAND 2 Operate regulated load shifting equipment

Process 214 Operate a forklift Hydrocarbons 237 Undertake crane, dogging and

load transfer operations (neither are identical)

HAND 3 Transfer materials by pipeline Process 307 Undertake tank farming operations (partially - see also hydrocarbons transmission competencies)

HAND 4 Store bulk materials Process 307 Undertake tank farming operations



Hydrocarbons competencies

‘Old’ competency unit (‘blue book’) ‘New’ competency unit

1 Conduct artificial lift Hydrocarbons 300 Conduct artificial lift

2 Undertake wellhead management Hydrocarbons 301 Undertake well management

3 Monitor treatment facilities, operations and stations

Hydrocarbons 400 Monitor treatment facilities, operations and stations

4 Field operations Hydrocarbons 200 Operate and monitor production process equipment

5 Communicate control operations Hydrocarbons 302 Monitor and operate fire and gas detection systems

(The communication element has been replaced by a general communication unit.)

6 Conduct control operations Hydrocarbons 303 Operate process control systems

7 Correct product deviations Hydrocarbons 304 Correct product deviations

8 Power generation Hydrocarbons 305 Generate electrical power

9 Manage plant shutdown Hydrocarbons 401 Manage plant shutdown and restart

10 Produce product (1) - gas absorption Hydrocarbons 306 Produce product - gas absorption

11 Produce product (2) - dehydration Hydrocarbons 307 Produce product - dehydration

12 Produce product (3) - distillation Hydrocarbons 308 Produce product - distillation

13 Produce product (4) - liquid extraction Hydrocarbons 309 Produce product - liquid extraction

14 Undertake storage, loading and transfer of product

Hydrocarbons 311 Undertake storage, loading and transfer of product

15 Undertake jetty loading operations Hydrocarbons 312 Undertake ship loading/unloading operations

16 Store and transfer bulk product Hydrocarbons 313 Store and transfer bulk product

17 Operate and monitor prime movers Hydrocarbons 201 Operate and monitor prime movers

18 Operate and monitor pumping systems and equipment

Hydrocarbons 202 Operate and monitor pumping systems and equipment

19 Operate and monitor compressor systems and equipment

Hydrocarbons 314 Operate & monitor compressor systems and equipment



‘Old’ competency unit (‘blue book’) ‘New’ competency unit

20 Operate and monitor valve systems Hydrocarbons 203 Operate and monitor valve systems

21 Operate and monitor process support systems

Hydrocarbons 204 Operate and monitor process support systems

22 Undertake vessel and column inspection and maintenance

Hydrocarbons 205 Enter confined space

23 Monitor water and fire water systems Hydrocarbons 206 Monitor water and fire water systems

24 Provide on the job training Train 200 Workplace trainer - category 1

25 Conduct workplace assessment Assess 200 Workplace trainer - category 1

26 Environmental management Refer to Environment 100 and Environment 200. See also Environment 300.

27 Respond to fire incidents Hydrocarbons 207 Undertake first response to fire incidents

(see also other emergency response units)

28 Monitor the permit to work Hydrocarbons 209 Monitor the permit to work



Attachment 6: Chemical and oil competency/curriculum mapping

Introduction A one way mapping between the chemical and oil competency units and the ‘new’ chemical and oil curriculum was undertaken to:

• check no competency areas had been missed • provide a basis for checking the knowledge component of each competency

unit • provide a service for those who may wish to use the curriculum as a basis for

attaining competence. The ‘new’ curriculum was developed during 1996-1997 and was regarded as the most recent statement of industry training requirements before the development of the Training Package. It is included here as a matter of opinion with no warranties given or implied.

Core Abbreviation Unit title

Module title Hours

nominalCommunication 100 Relay and respond to

information

Part of Workplace communications

20

Environment 100 Identify and minimise environmental hazards

Environmental monitoring 1

20

OH&S 100 Follow defined OH&S policies and procedures

Workplace safety Chemical handling

40 20

Plan 100 Follow established work plan

Quality 100 Contribute to quality processes Industry orientation (part completion - 40%) Quality concepts for the chemical industry

20

20

Communication 200 Process and record information Workplace communications - needs to include handover, etc

20

Hazard 200 Respond to an emergency situation

Emergency response 20

Quality 300

Initiate continuous improvement Workplace learning (part only) Trouble shooting

40 20



Process Abbreviation Unit title

Module title Hours

nominal

Process 100 Apply procedures to equipment operation

Process 101 Make measurements Process monitoring

20

Process 102 Undertake housekeeping operations

Chemical packaging and storage 20

Process 103

Select and assemble materials

Process 104

Prepare materials for production

Process 105

Shift materials safely

Process 200 Operate an item of equipment

Process 201 Operate fluid flow equipment Fluid flow 1 Fluid flow 2

20 20

Process 202

Operate fluid mixing equipment Liquid mixing 20

Process 203 Handle goods Chemical warehouse stock control

40

Process 204

Use utilities and services Utilities and services 40

Process 205 Operate heat exchangers Heating and cooling 1 Heating and cooling 2

20 20

Process 206

Operate separation equipment Separation techniques A 20

Process 207 Operate powered separation equipment

Process 208 Operate chemical separation equipment

Separation techniques B 20

Process 210 Operate particulates handling equipment

Particulates processing 20

Process 211 Operate manufacturing extruders



Abbreviation Unit title Module title Hours

nominal Process 212 Use infotechnology devices in

the workplace

Process 213

Package product/material Chemical packaging and storage

20

Process 214

Operate a forklift

Process 215

Manufacture paints

Process 216 Operate and monitor boiler steam / water cycle

Process 217

Manage, operate and monitor turbine

Process 300

Operate a production unit

Process 301 Operate distillation units Distillation 1 Fractionation

20 20

Process 302 Operate reactors and reaction equipment

Reactors 1 Reactors 2

20 20

Process 303 Operate furnaces Furnace operations 1 Furnace operations 2

20 20

Process 304

Operate compressors

Process 305 Operate process control systems

Process control 1 Process control 2

20 20

Process 306 Organise work operations

Process 307 Undertake tank farming operations

Bulk fluid management 20

Process 400 Optimise operating systems Fluid flow 3 Distillation 2 Reaction control Process control 3 Production optimisation Workplace project (The problem solving aspects of these modules are relevant.)

20 20 20 20 40 80

Process 401 Trial new process/product



Process support Abbreviation Unit title Module title Hours

nominal Environment 200

Monitor and control environmental hazards

Environmental monitoring 2 Environmental control

20 20

Hazard 201 Prepare equipment for emergency response

Maintenance 200

Undertake minor maintenance Maintenance 20

OH&S 200

Implement and monitor OH&S policies and programs

Permit 200 Work in accordance with an issued permit

Quality 200 Apply quality processes

Test 200

Collect and prepare standard samples

Test 201

Perform qualitative and quantitative tests

Material sampling and testing 20

Test 202 Operate laboratory equipment and instruments

Communication 300 Contribute to the development of plant documentation

Environment 300 Minimise environmental impact of process

Permit 300 Issue work permits

Preparation for maintenance 20

Permit 301 Monitor and control work permits

Plan 300

Schedule production Production scheduling 20

Maintenance 400 Commission/recommission plant Commissioning, decommissioning and recommissioning

20

Maintenance 401 Decommission plant Commissioning, decommissioning and recommissioning

20



Abbreviation Unit title Module title Hours

nominal OH&S 400 Establish, maintain and evaluate

the organisation’s OH&S system

Quality 400 Develop and monitor quality systems

The following modules do not have a direct competency unit, but are incorporated as relevant in process competency units. Over all process units, these modules should be totally covered:

• Chemical properties and behaviours • Process fundamentals 1 • Process fundamentals 2 • Process science • Workplace learning 1, 2, 3



Attachment 7: Key competencies

What are they?2 Key competencies were defined by the Mayer Committee as:

competencies essential for effective participation in the emerging patterns of work and work organisation. They focus on the capacity to apply knowledge and skills in an integrated way in work situations. Key Competencies are generic in that they apply to work generally rather than being specific to work in particular occupations or industries. This characteristic means that the Key Competencies are not only essential for effective participation in work but are essential for effective participation in further education and in adult life more generally.

There are seven key competencies currently recognised nationally: 1. collecting, analysing and organising information 2. communicating ideas and information 3. planning and organising activities 4. working with others and in teams 5. using mathematical ideas and techniques 6. solving problems 7. using technology. Key competencies do not have elements, performance criteria, range of variables or evidence guides defined. Key competencies do have three performance levels which were recommended by the Mayer Committee. These levels are defined as: 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 judgements about quality of outcomes against established criteria.

In summary, level 1: • carries out established processes • makes judgements of quality using given criteria.

Level 2 Describes the competencies 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.

In summary, level 2: • manages processes • selects criteria for the evaluation process.

2 ANTA Standards Best Practice Manual Section 6



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.

In summary, level 3 • establishes principles and processes • evaluates and reshapes process • establishes criteria for evaluation of process.

It should be realised that: • the performance levels for the key competencies are different from the AQF levels at

which groups of industry competencies may be aligned and at which qualifications are awarded

• not necessarily all competencies will have all key competencies included • not all key competencies contained in a unit of competency will necessarily be at the

same performance level.



Key Competencies for this Set of Competency Units ‘X’ indicates that this key competency is not represented in this competency unit.

Endorsed competency unit Key competency and level Abbreviation Unit title 1

information 2

communicate 3

plan 4

teams 5

maths 6

problems 7

technology Process 100 Apply procedures to equipment operation 1 1 1 1 1 1 Process 101 Make measurements 1 1 1 1 1 1 1 Process 102 Undertake housekeeping operations 1 1 1 1 1 1 1 Process 103 Select and assemble materials 1 1 X 1 1 X 1 Process 104 Prepare materials for production 1 1 X 1 1 X 1 Process 105 Shift materials safely 1 1 1 1 1 1 1 Process 200 Operate an item of equipment 1 1 1 1 1 1 1 Process 201 Operate fluid flow equipment 1 1 1 1 1 1 1 Process 202 Operate fluid mixing equipment 1 1 1 1 1 1 1 Process 203 Handle goods 2 1 1 1 1 1 1 Process 204 Use utilities and services 1 1 1 1 1 1 1 Process 205 Operate heat exchangers 1 1 1 1 1 1 1 Process 206 Operate separation equipment 1 1 1 1 1 1 1 Process 207 Operate powered separation equipment 1 1 1 1 1 1 1 Process 208 Operate chemical separation equipment 1 1 1 1 1 1 1 Process 210 Operate particulates handling equipment 1 1 1 1 1 1 1 Process 211 Operate manufacturing extruders 2 1 1 2 1 2 2 Process 212 Use infotechnology devices in the

workplace 2 2 1 2 2 2 2

Process 213 Package product/materials 1 1 1 1 1 1 2 Process 214 Operate a forklift 1 2 1 1 1 1 1 Process 215 Manufacture paints 1 1 1 1 1 1 2 Process 216 Operate and monitor boiler steam/water

cycle 1 1 1 1 1 1 1

Process 217 Manage, operate and monitor turbine 1 1 1 1 1 1 2



Endorsed competency unit Key competency and level

Abbreviation Unit title 1 information

2 communicate

3 plan

4 teams

5 maths

6 problems

7 technology

Process 300 Operate a production unit 2 1 1 2 1 2 2 Process 301 Operate distillation units 2 1 1 2 1 2 2 Process 302 Operate reactors and reaction equipment 2 1 1 2 1 2 2 Process 303 Operate furnaces 2 1 1 2 1 2 2 Process 304 Operate compressors 2 1 1 2 1 2 2 Process 305 Operate process control systems 3 2 2 3 1 3 2 Process 306 Organise work operations 3 2 2 2 2 2 2 Process 307 Undertake tank farming operations 2 1 2 2 2 2 2 Process 400 Optimise operating systems 3 3 3 2 2 3 2 Process 401 Trial new process/product 3 3 3 3 2 3 3 Hydrocarbons 200 Operate and monitor production process

equipment 2 1 1 2 1 2 2

Hydrocarbons 201 Operate and monitor prime movers 2 1 1 2 1 2 2 Hydrocarbons 202 Operate and monitor pumping systems &

equipment 2 1 1 2 1 2 2

Hydrocarbons 203 Operate and monitor valve systems 2 1 1 2 1 2 2 Hydrocarbons 204 Operate and monitor process support

systems 2 1 1 2 1 2 2

Hydrocarbons 205 Enter confined space 2 1 2 2 1 2 2 Hydrocarbons 206 Monitor water and fire water systems 2 1 1 2 1 2 2 Hydrocarbons 207 Undertake first response to fire incidents 2 1 1 2 1 2 2 Hydrocarbons 208 Undertake fire control and emergency

rescue

Hydrocarbons 209 Monitor the permit to work 2 1 1 2 1 2 2 Hydrocarbons 210 Undertake helicopter safety and escape 1 1 1 1 X 2 1 Hydrocarbons 211 Apply sea survival techniques 1 1 1 2 X 2 1

PMA Chemical, Hydrocarbons and Oil Refining Training Package Attachment 7



information 2

communicate 3

plan 4

teams 5

maths 6

problems 7

technology Hydrocarbons 230 Operate, monitor and maintain pipeline

facilities and equipment 2 2 1 1 1 2 2

Hydrocarbons 231 Control gas odorisation 2 1 1 1 1 2 2 Hydrocarbons 232 Maintain pipeline easements 2 2 2 2 2 2 2 Hydrocarbons 233 Monitor pipeline civil works 2 2 2 2 2 2 2 Hydrocarbons 234 Install cathodic protection systems and

equipment 2 2 2 1 2 2 2

Hydrocarbons 235 Coat pipelines 2 2 2 2 2 2 2 Hydrocarbons 236 Operate vehicles in the field 2 1 1 1 X 2 1 Hydrocarbons 237 Undertake crane, dogging and load transfer

operations 1 2 2 2 X 1 1

Hydrocarbons 238 Undertake first response to pipeline incidents

Hydrocarbons 300 Conduct artificial lift 2 2 2 2 1 2 2 Hydrocarbons 301 Undertake well management 2 2 2 2 2 2 2 Hydrocarbons 302 Monitor and operate fire and gas detection

systems 2 2 2 2 1 2 1

Hydrocarbons 303 Operate process control systems 2 2 1 2 1 2 2 Hydrocarbons 304 Correct product deviations 2 2 1 2 1 2 2 Hydrocarbons 305 Generate electrical power 2 1 1 2 1 2 2 Hydrocarbons 306 Produce product - gas absorption 2 1 1 2 1 2 2 Hydrocarbons 307 Produce product - dehydration 2 1 1 2 1 2 2 Hydrocarbons 308 Produce product - distillation 2 1 1 2 1 2 2 Hydrocarbons 309 Produce product - liquid extraction 2 1 1 2 1 2 2 Hydrocarbons 310 Produce product - filtration 2 1 1 2 1 2 2

Endorsed competency unit Key competency and level




2 communicate

3 plan

4 teams

5 maths

6 problems

7 technology

Hydrocarbons 311 Undertake storage, loading and transfer of product

2 1 1 2 1 2 2

Hydrocarbons 312 Undertake ship loading/unloading operations

2 1 1 2 1 2 2

Hydrocarbons 313 Store and transfer bulk product 2 1 1 2 1 2 2 Hydrocarbons 314 Operate and monitor compressor systems

and equipment 2 1 1 2 1 2 2

Hydrocarbons 315 Lead fire emergency teams 3 3 3 3 1 3 2 Hydrocarbons 316 Command the operation of survival craft 2 3 3 3 X 2 2 Hydrocarbons 330 Communicate pipeline control centre

operations 2 2 2 2 2 2 2

Hydrocarbons 331 Conduct pipeline pigging 2 2 2 2 2 2 2 Hydrocarbons 332 Monitor and maintain instrument and control

systems 2 1 1 1 2 2 2

Hydrocarbons 333 Monitor and maintain electrical systems 2 1 1 1 2 2 2 Hydrocarbons 334 Monitor and maintain pipeline cathodic

protection systems 2 1 1 1 2 2 2

Hydrocarbons 335 Weld and cut operational pipeline 1 1 2 1 X 2 2 Hydrocarbons 336 Undertake pipeline repairs & modifications 2 1 2 1 X 2 2 Hydrocarbons 337 Apply health, safety and environmental rules

and regulations in the workplace 1 1 1 1 1 1 1

Hydrocarbons 400 Monitor treatment facilities, operations and stations

2 1 1 2 1 2 2

Hydrocarbons 401 Manage plant shutdown and restart 2 1 1 2 1 2 2 Hydrocarbons 402 Undertake incident control 3 3 3 3 1 3 2 Hydrocarbons 431 Manage pipeline emergencies 3 3 3 3 1 3 2 Hydrocarbons 432 Coordinate pipeline projects 3 3 3 3 2 3 2 Hydrocarbons 433 Commission / decommission pipelines 3 3 3 3 2 3 3

PMA Chemical, Hydrocarbons and Oil Refining Training Package Attachment 7


Endorsed competency unit Key Competency and Level


2 communicate

3 plan

4 teams

5 maths

6 problems

7 technology

Quality 100 Contribute to quality processes 1 1 1 1 1 1 X Quality 200 Apply quality processes 2 2 1 2 1 1 1 Quality 300 Initiate continuous improvement 2 2 2 2 2 2 2 Quality 400 Develop and monitor quality systems 3 3 3 3 2 3 2 Environment 100 Identify and minimise environmental

hazards 1 1 X 1 X 1 1

Environment 200 Monitor and control environmental hazards 1 1 1 1 X 1 1 Environment 300 Minimise environmental impact of process 2 2 2 1 1 3 2 OH&S 100 Follow OH&S policies and procedures 1 1 1 1 1 1 1 OH&S 200 Implement and monitor OH&S policies and

procedures 2 2 2 2 1 2 1

OH&S 400 Establish, maintain and evaluate the organisation’s OH&S system

3 3 3 3 2 2 2

Hazard 200 Respond to an emergency situation 2 2 2 2 1 2 1 Hazard 201 Prepare equipment for emergency response 1 1 1 1 1 1 1 Permit 200 Work in accordance with an issued permit 1 1 1 1 X 1 1 Permit 300 Issue work permits 2 2 2 2 X 2 2 Permit 301 Monitor and control work permits 2 2 2 2 X 2 1 Maintenance 200 Undertake minor maintenance 1 1 1 1 1 1 1 Maintenance 400 Commission/recommission plant 3 3 3 3 2 3 3 Maintenance 401 Decommission plant 3 3 3 3 2 3 3 Communication 100 Relay and respond to information 1 1 1 1 1 1 1 Communication 200 Process and record information 1 1 1 1 1 1 1 Communication 300 Contribute to the development of plant

documentation 2 2 1 1 1 1 1

Plan 100 Follow established work plan 1 1 1 1 1 1 1 Plan 300 Schedule production 2 2 2 1 2 2 1




information 2

communicate 3

plan 4

teams 5

maths 6

problems 7

technology Test 200 Collect and prepare standard samples 1 1 2 1 1 2 2 Test 201 Perform qualitative and quantitative tests 2 1 2 1 2 2 2 Test 202 Operate laboratory equipment and

instruments 2 1 2 1 2 2 2

Assess 200 Conduct assessment in accord with an established assessment procedure Plan and review assessment

2 2 2 2 X 2 X

Train 200 Prepare for training - category 1 Deliver training - category 1 Review training - category 1

2 2 2 2 X 1 X

Train 300 Workplace trainer - category 2 2 3 2 3 1 2 1 Team 100 Participate in a team to achieve designated

tasks 1 2 1 2 X 1 X

Team 200 Participate in the allocation and completion of team tasks

1 2 1 2 X 1 X

Team 300 Negotiate with team members to allocate & complete team tasks to achieve group goals

2 3 2 3 X 2 X

Team 400 Establish and manage effective workplace relationships

2 3 2 3 X 2 1

Team 401 Participate in, lead and facilitate work teams 2 3 2 3 X 2 1 Team 402 Manage operations to achieve planned

outcomes 3 3 3 3 1 2 1

Team 403 Facilitate and capitalise on change and innovation

3 3 2 3 1 2 1

Team 404 Contribute to the development of a workplace learning environment

3 3 2 3 X 1 1

First Aid 200 Provide first aid 2 2 2 2 1 2 1

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