nvq-level 3 diploma

8/11/2019 NVQ-Level 3 Diploma

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PAA\VQ-SETBrooke House24 Dam StreetLichfield

StaffordshireWS13 6AA

Tel: 01543 254223

www.paa-uk.org

LEVEL 3NVQDIPLOMA INPROCESSING OPERATIONS:HYDROCARBONS (QCF)

Centre Qualification Handbook

Competence-based Qualifications


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Level 3 NVQ Diploma in Processing Operations: Hydrocarbons

Centre QCF Qualification Handbook

PAA\VQ-SET August 2010QP2.24/11/09 QCF Page 2 of 58

CONTENTS PAGE

INTRODUCTION TO THE HANDBOOK .................................................................................... 4

Content of the Centre CD .............................................................................................. 4

THE QUALIFICATIONS AND CREDIT FRAMEWORK (QCF) ............................................................. 5

What are QCF Units?..................................................................................................... 5

Awards, Certificates and Diplomas ................................................................................... 6

LEVEL 3 NVQ DIPLOMA IN PROCESSING OPERATIONS: HYDROCARBONS (QCF) ................................. 7

ASSESSMENT OF QCF UNITS .............................................................................................. 8

ASSESSMENT REQUIREMENTS ............................................................................................ 8

ASSESSMENT STRATEGY ................................................................................................... 8

ASSESSMENT METHODS AND TYPES OF EVIDENCE ................................................................. 11

EXTERNAL EXAMINATION ............................................................................................... 12

CREDIT ACCUMULATION ................................................................................................. 13

RECOGNITION OF PRIOR LEARNING (RPL) ........................................................................... 13

EXEMPTIONS ............................................................................................................... 13

GLOSSARY .................................................................................................................. 14

APPEALS POLICY .......................................................................................................... 17

EQUALITY AND DIVERSITY POLICY .................................................................................... 18

LEVEL 3 NVQ DIPLOMA IN PROCESSING OPERATIONS: HYDROCARBONS (QCF) ............................... 20

CONTENT OF THE QUALIFICATION.......................................................................................... 20

MANDATORY UNITS........................................................................................................ 20

UNIT PO(H)02K

HOW TO MONITOR AND MAINTAIN HEALTH,ENVIRONMENT AND SAFETY SYSTEMS WITHIN A PROCESSINGINDUSTRIES (HYDROCARBONS)ENVIRONMENT....................................................... 20

UNIT PO(H)02C MONITOR AND MAINTAIN HEALTH,ENVIRONMENT AND SAFETY SYSTEMS WITHIN A PROCESSING INDUSTRIES(HYDROCARBONS)ENVIRONMENT................................................................... 24

UNIT PO(H)05K HOW TO CONTROL EMERGENCIES AND CRITICAL SITUATIONS WITHIN A PROCESSING INDUSTRIES(HYDROCARBONS)ENVIRONMENT................................................................... 26

UNIT PO(H)05C CONTROL EMERGENCIES AND CRITICAL SITUATIONS WITHIN A PROCESSING INDUSTRIES (HYDROCARBONS)ENVIRONMENT...................................................................................... 29

UNIT PO(H)07K HOW TO CREATE,MAINTAIN AND ENHANCE PRODUCTIVE WORKING RELATIONSHIPS WITHIN A PROCESSINGINDUSTRIES (HYDROCARBONS)ENVIRONMENT....................................................... 32

UNIT PO(H)07C

CREATE,MAINTAIN AND ENHANCE PRODUCTIVE WORKING RELATIONSHIPS WITHIN A PROCESSINGINDUSTRIES (HYDROCARBONS)ENVIRONMENT....................................................... 34

UNIT PO(H)14K HOW TO PREPARE AND START UP INTEGRATED PROCESS SYSTEMS WITHIN A PROCESSING INDUSTRIES(HYDROCARBONS)ENVIRONMENT................................................................... 37


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UNIT PO(H)14C PREPARE AND START UP INTEGRATED PROCESS SYSTEMS WITHIN A PROCESSING INDUSTRIES(HYDROCARBONS)ENVIRONMENT................................................................... 40

UNIT PO(H)15K HOW TO OPERATE AND MONITOR INTEGRATED PROCESS SYSTEMS WITHIN A PROCESSING INDUSTRIES(HYDROCARBONS)ENVIRONMENT................................................................... 43

UNIT PO(H)15C OPERATE AND MONITOR INTEGRATED PROCESS SYSTEMS WITHIN A PROCESSING INDUSTRIES(HYDROCARBONS)ENVIRONMENT................................................................... 46

UNIT PO(H)16K HOW TO PREPARE AND SHUT DOWN INTEGRATED PROCESS SYSTEMS WITHIN A PROCESSING INDUSTRIES(HYDROCARBONS)ENVIRONMENT................................................................... 49

UNIT PO(H)16C PREPARE AND SHUT DOWN INTEGRATED PROCESS SYSTEMS WITHIN A PROCESSING INDUSTRIES(HYDROCARBONS)ENVIRONMENT................................................................... 52

UNIT PO(H)17K HOW TO ISOLATE AND REINSTATE PROCESS PLANT AND EQUIPMENT WITHIN A PROCESSING INDUSTRIES(HYDROCARBONS)ENVIRONMENT................................................................... 54

UNIT PO(H)17C ISOLATE AND REINSTATE PROCESS PLANT AND EQUIPMENT WITHIN A PROCESSING INDUSTRIES(HYDROCARBONS)ENVIRONMENT................................................................... 57


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INTRODUCTION TO THE HANDBOOK

This Centre Qualification Handbook has been developed to ensure that QCF Recognised Centres understandthe requirements of the Level 3 NVQ Diploma in Processing Operations: Hydrocarbons (QCF). The Handbookcontains the following information:

Content of the Centre CD

Introduction to the QCF

What are QCF Units?

Awards, Certificates and Diplomas

The Structure of the Level 3 NVQ Diploma in Processing Operations: Hydrocarbons (QCF)

Assessment Requirements, including requirements of the Assessment Strategy

Assessment Methods

Credit Accumulation

Recognition of Prior Learning (RPL)

Exemptions

Glossary

Appeals Policy

Equality and Diversity Policy

QCF Units

Content of the Centre CD

The CD contains all the materials and guidance that a QCF Recognised Centre requires to offer the Level 3NVQ Diploma in Processing Operations: Hydrocarbons (QCF). This Centre Qualification Handbook has beendeveloped to provide support in the implementation of the qualification as well as giving information toensure that the assessment and verification is consistent, robust and reliable within each centre andnationally. The handbook also contains details of each unit, i.e. the learning outcomes and assessmentcriteria, included in the Level 3 NVQ Diploma in Processing Operations: Hydrocarbons (QCF).

The contents of the Centre CD are given below:

Registration & Certification/Award of Credit Claim Forms

Assessment Forms it is not mandatory to use these forms. Centres may wish to use their ownassessment documentation these should be approved by the External Verifier prior to use.

Learner Guide


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THE QUALIFICATIONS AND CREDIT FRAMEWORK (QCF)

This PAA\VQ-SET qualification is accredited through the Qualifications and Credit Framework (QCF) byOfqual. The QCF is a framework for recognising and accrediting qualifications in England, Wales andNorthern Ireland, and is designed to make the vocational qualification system more flexible and relevant to

the needs of employers and learners.

What are QCF Units?

In this qualification QCF Units are presented individually as knowledge units and competence units. Althoughthese are accredited separately it is likely that, to achieve the competence unit, the learner would first needto have completed the knowledge unit. Each unit can be assessed and certificated separately.

Each unit has a Level, Credit Value and Guided Learning Hours:

The Level reflects the complexity of the unit and the learners autonomy and responsibilities in

demonstrating competence and/or understanding. The level structure starts at entry level and goesthrough to level 8.

The Credit Value shows the number of credits a learner achieves through successful completion of aunit; one credit is equal to 10 hours of total learning and assessment. Credits can be transferredbetween qualifications but there are rules that apply, called rules of combination, which outlinethe number of credits required and units appropriate to specific qualifications.

Guided Learning Hours (GLH) represent the time the learner is given specific guidance or tuitiontowards a Learning Outcome (see below).

All units contain Learning Outcomes and Assessment Criteria:

Learning Outcomes set out what a learner is expected to know, understand or be able to do as aresult of a process of learning.

The Assessment Criteria specifies the standard a learner is expected to meet to demonstrate that alearning outcome or set of learning outcomes has been achieved.

An Assessment Context will describe the areas to be covered.

Assessment Guidance and Evidence Requirements given for each unit outline additional assessmentrequirements and should be built into assessment plans and included on assessment records.


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Awards, Certificates and Diplomas

The size of a full qualification is shown by the title given to it Award, Certificate or Diploma. This isdetermined by the credit value of the full qualification as follows:

Award = 1 12 credits

Cer t i f i ca te = 13 36 credits

Diploma = 37 credits +

In the new framework, Awards, Certificates and Diplomas can be taken at all Levels as they represent thesize of the qualification, not how difficult it is (see below).

Taken f rom QCDA websit e


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LEVEL 3NVQDIPLOMA IN PROCESSING OPERATIONS:HYDROCARBONS (QCF)

Qualification Summary

This qualification has been designed for those working in Processing Operations: Hydrocarbons. To achievethe Diploma learners must complete the mandatory units which cover prepare integrated process systems forstart up; operate and monitor integrated process systems; prepare integrated process systems for shutdown;isolate and reinstate process plant and equipment; monitor and maintain health and safety systems; controlemergencies and critical situations; and create, maintain and enhance productive working relationships.

Achieving the Qualification

Learners must achieve 14 Mandatory units totalling 56 Credits (7 knowledge and 7 competence units).

Mandat ory Unit s

Unit No. Unit Name Credit Value

PO(H)

02k

How to Monitor and Maintain Health, Environment and Safety Systems

Within a Processing Industries (Hydrocarbons) Environment5

PO(H)02c

Monitor and Maintain Health, Environment and Safety Systems Within aProcessing Industries (Hydrocarbons) Environment

4

PO(H)05k

How to Control Emergencies and Critical Situations Within a ProcessingIndustries (Hydrocarbons) Environment

5

PO(H)05c

Control Emergencies and Critical Situations Within a Processing Industries(Hydrocarbons) Environment

4

PO(H)07k

How to Create, Maintain and Enhance Productive Working RelationshipsWithin a Processing Industries (Hydrocarbons) Environment

2

PO(H)

07c

Create, Maintain and Enhance Productive Working Relationships Within a

Processing Industries (Hydrocarbons) Environment2

PO(H)14k

How to Prepare and Start Up Integrated Process Systems Within aProcessing Industries (Hydrocarbons) Environment

4

PO(H)14c

Prepare and Start Up Integrated Process Systems Within a ProcessingIndustries (Hydrocarbons) Environment

4

PO(H)15k

How to Operate and Monitor Integrated Process Systems Within aProcessing Industries (Hydrocarbons) Environment

5

PO(H)15c

Operate and Monitor Integrated Process Systems Within a ProcessingIndustries (Hydrocarbons) Environment

5

PO(H)

16k

How to Prepare and Shut Down Integrated Process Systems Within a

Processing Industries (Hydrocarbons) Environment4

PO(H)16c

Prepare and Shut Down Integrated Process Systems Within a ProcessingIndustries (Hydrocarbons) Environment

4

PO(H)17k

How to Isolate and Reinstate Process Plant and Equipment Within aProcessing Industries (Hydrocarbons) Environment

4

PO(H)17c

Isolate and Reinstate Process Plant and Equipment Within a ProcessingIndustries (Hydrocarbons) Environment

4

Progression

This Diploma is part of a suite of qualifications developed from the Processing Operations: HydrocarbonsNational Occupational Standards (NOS) at Levels 1 to 3. Further information can be found on the PAA\VQ-SETwebsite www.paa-uk.org or on the National Database of Accredited Qualifications (NDAQ) websitewww.accreditedqualifications.org.uk


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ASSESSMENT OF QCFUNITS

ASSESSMENT REQUIREMENTS

Through the QCF, credit is awarded to learners through a unit-based approach. Assessors must ensure that,when assessing the skills, knowledge and/or understanding, the evidence produced by learners is:

Valid does evidence meet the requirements described in the assessment criteria?

Authentic has the learner produced the evidence?

Current has the evidence been produced recently and does it demonstrate current competence?

Sufficient is there enough evidence to demonstrate competence?

to enable reliable and consistent judgements to be made about the achievement of all the learning outcomesagainst the stated assessment criteria.

QCF Recognised Centres must ensure that people involved in the assessment process have the appropriateexpertise and are adequately informed and supported to fulfil their responsibilities.

ASSESSMENT STRATEGY

This section is compiled from information taken from the Assessment Strategy for the qualification:

Mandatory use of evidence from workplace performance

Use of Simulation

Occupational competence of assessors and verifiers

Mandat ory use of evidence fr om workpl ace perf ormance

a. Unless the use of simulation is expressly permitted within the qualification or unit specific evidencerequirements, evidence must demonstrate the learners competence in a real or realistic environment.

b. Knowledge and Understandingwill be assessed via (pre-set and/or free form) questions, or by inferencefrom performance, which cover three primary types of knowledge:

Knowledge of facts and procedures Understanding of principles, concepts and underpinning procedures How to apply principles and procedures in specific contexts

All questions must be asked by the assessor at appropriate moments throughout the assessment process,preferably linked to observed activity and/or review of documentary evidence. The questions asked of,and answers provided by, the learner must be recorded.

c. Where the learner is undertaking an NVQ within the context of an Apprenticeship/Foundation ModernApprenticeship for which there is no Technical Certificate Component the knowledge and understandingrequirements must be separately assessed, recorded and evidenced. This must be done through the useof written question and answer evidence which is externally verified by the relevant Awarding Body.Alternative arrangements can be made for those learners with special needs where appropriate.Examples of these Apprenticeships are L2 Apprenticeships/Foundation Modern Apprenticeship inRadiation Protection, Signmaking and Polymer Processing (England and Wales only).


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Use of Simulat ion

d. The qualification or unit specific assessment requirements will define where evidence from simulation isacceptable, and in which contexts.

Simulation should be used only where direct evidence of learner performance cannot be obtained. Underthese circumstances simulation may be used for summative assessment. Reasons for the use ofsimulation should be made clear to and agreed by the external verifier and should include the followingdetails:

which competence (and standards) the simulation was designed to assess; the kind of equipment, facilities and physical environment proposed for the simulation of performance. It

is unlikely that the External Verifier will approve a simulation if it does not involve real plant andequipment;

how the simulated activity relates to the learners normal work context in terms of the pressures oftime, access to resources and access to information, and the communication media; and

how the simulation was set up and conducted, preferably supported by physical evidence such asphotographs or inspection of a test rig.

Assessors, internal verifiers and external verifiers should monitor the proportion of evidence generatedvia simulations to ensure that it is not the primary source of a learners claim to competence.

e. Under these circumstances simulations are reserved for aspects of competence illustrated by thefollowing contexts:

where demonstration of emergency shutdown and related safety procedures would be; dangerous and/ordisruptive to plant/environment/individuals; too costly such as total plant shutdown or dealing withspillage of dangerous substances; where issues of confidentiality restrict access to real workopportunities;

demonstrating specific aspects of the operation which rarely or never occur due to effective QA systems; the capacity to integrate disparate knowledge to cope with unforeseen events and to solve problems; or aspects of working relationships and communications for which no opportunity has presented for the use

of naturally occurring workplace evidence of learner performance.

f. Simulation must enable the individual to demonstrate competence in a real or realistic workenvironment. In this context this means in specialist centres which replicate the workplace in terms ofequipment and environment, reflect normal working situations and use relevant industrial or commercialstandards and procedures. Short work placements or non-realistic work environments which do notreplicate the pressures and requirements of normal commercial or industrial activities will not beacceptable. The bulk of the learners evidence should be drawn from their normal working activity andnot consist of artificially contrived opportunities for one-off demonstration of competence. Similarlyequipment must be that used in current commercial and industrial contexts. Procedures and standardsused should be those which are nationally or internationally recognised or devised by specific companiesas standard operating procedure.

g. Simulation must enable the individual to acquire his/her skills and knowledge in a realistic workenvironment. In this context this means in specialist centres which replicate the workplace in terms ofequipment and environment, it reflects normal working situations and uses relevant industrial orcommercial standards and procedures. Where possible providers should attempt to replicate thepressures and requirements of normal commercial or industrial activities. Equipment must be that usedin current commercial and industrial contexts. Procedures and standards used should be those which arenationally or internationally recognised or devised by specific companies as standard operatingprocedure.

h. Circumstances outside of scenarios 1 and 2 above may also be considered suitable for the use ofsimulation with the agreement of the External Verifier, Awarding Body and Sector Skills Council. Underthese circumstances simulation may be used for formative assessment only.


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Occupat ional competence of Assessor and Veri f ier s

i. Assessors:

must be competent in the units they are assessing. This is shown through the assessor havingachieved the award they are assessing OR providing quality evidence to the external verifier thatthey are able to make valid judgements of the competence of learners. This could be donethrough a combination of a) personal interview, b) review of employment histories and/or c)examination of the assessors judgement during assessments.

must have a working knowledge of awards and a full understanding of that part of the award forwhich they have responsibility.

should hold or be working towards suitable qualifications for assessment, as defined by theQualification Regulator(s). Organisations should consult with the relevant awarding organisationregarding approval for exemptions.

j. Internal verifiers:

must be either working in the appropriate sector itself OR they must be able to demonstrate they

possess practical and up-to-date knowledge of current working practices appropriate to the sectorin which they are carrying out verification practices; and must be appointed by an approved centre must have a working knowledge of the awards they are internally verifying should hold or be working towards suitable qualifications for verification, as defined by the

Qualification Regulator(s). Organisations should consult with the relevant awarding organisationregarding approval for exemptions.


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ASSESSMENT METHODS AND TYPES OF EVIDENCE

The following section gives information on the different assessment methods/types of evidence that supportassessment of QCF units. The following assessment methods/types of evidence may be used to demonstratecompetence. It should be noted that the unit based approach of the QCF requires that assessment methodsused enable units to be assessed individually.

Observat ion of Perf ormance

Observation allows the assessor to see learners carrying out their work activities. It will take place primarilyin the workplace but can also be undertaken in a training scheme. Natural discussion should take placewhere possible during observation, allowing the assessor to ask questions relating to what they are observingat the time. Assessors must capture their observations either by a written report and/or other methods (e.g.video, audio recording).

Quest ioni ng

This method of assessment can be used to ensure that the learner has knowledge and understanding tosupport their skills. Questions can be used to check knowledge - these questions can either be verbal duringor at the end of an observation, or they can be set in a written format in formal or informal conditions. Assome QCF units focus entirely on learners knowledge, assessors may encourage a variety of evidence tomeet the assessment criteria use of verbal and/or written questions, learner statements and professionaldiscussion (see below). Verbal questioning or professional discussion should be captured, either by writtennotes or audio recording.

Product s

Work product evidence may be generated as a result of work activities undertaken by learners, and couldinclude reports, letters, or records of work carried out.

Wit ness St at ement or Test imony

A Witness Statement or Testimony is confirmation by others that the learner carried out an activity or seriesof activities relevant to the assessment criteria. It could be written by the learner and signed by the witnessto confirm that it did take place, or the witness may write the statement. Alternatively, the assessor couldspeak to the witness and record the discussion. The statement can then be used as evidence within anassessment.

There may be occasions when an Expert Witness may be required to contribute to the assessment process.PAA\VQ-SETs definition of an Expert Witness is an experienced employee who works in partnership with theassessor, by observing the learner carrying out their duties and recording their observations in line with the

assessment procedures. It should be noted that while the Expert Witness makes a valued contribution to theassessment process, it is the assessor who makes the assessment decision.

Simula t ion

Simulations are a source of performance evidence showing how an activity is carried out. Simulations requirecareful planning to ensure that they reflect as near as possible real life conditions and the requirements ofthe qualification(s). As a result of this the costs to set up a simulation may be considerable. Simulations arelikely to be used in the following situations:

they occur infrequently (e.g. dealing with emergencies)

they involve unusual working conditions (e.g. working in isolation, outside the workplace)

the work is hazardous

it is not cost effective


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Any use of simulation should be discussed and agreed with the PAA\VQ-SET External Verifier using guidancefrom the Assessment Strategy for the qualification being assessed.

Pr of essiona l Discussion

A Professional Discussion gives the learner the opportunity to tell their assessor what they are doing and whythey are doing it in a particular way. The discussion should be supported by appropriate evidence anobservation report, work product or witness testimony. Professional Discussions should be planned to givethe learner the chance to prepare, and should be recorded.

Lear ner St at ement s

A Learner Statement is an account of an activity that took place, described by the learner. A detailedstatement could demonstrate skill, and also provides evidence of knowledge and understanding. Learnerstatements should be authenticated by an appropriate person.

Phot ographs and use of ot her media

Photographs and use of other media, e.g. video and audio, can provide detail of work activities carried outand questioning. Photographs are more effective when used with supporting statements. Video and audioevidence should be effectively referenced to allow specific activities or questioning to be found easily. It isimportant to note that if photographs and other media are to be used, the learner and assessor should ensurethat permission is gained from all people who may be involved.

External Examination

Learning providers must ensure that learners registered for external examinations are given the opportunity

to access learning related to the unit(s)/qualifications they are undertaking. Prior to examinations takingplace, learners will have the opportunity to complete a sample examination, provided by PAA\VQ-SET.Examinations are overseen by appointed invigilators who ensure the examination room meets requirements,that disturbances are minimised, timings are met, and there are no interruptions once the examination hascommenced. Completed examination papers are marked and moderated by people with appropriatecompetence, appointed by PAA\VQ-SET.


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CREDIT ACCUMULATION

The QCF supports a step by step approach to learning and achievement, and the unit based approach allowslearners to accumulate credit over time and achieve a full qualification in different phases if they wish.

Credit accumulation is the process of putting together a combination of credits to meet the achievementrequirements of a qualification.

Where qualification rules of combination allow, learners will be able to build credit and transfer the creditthey have been awarded for unit achievement between awarding organisations and across qualifications.Exemptions may also be included in this process. This allows learners to build up their units incrementallytowards one or more qualification.

RECOGNITION OF PRIOR LEARNING (RPL)

Recognition of Prior Learning is the process of documenting, assessing, validating and certificating learninggained outside the formal education and training system. Through RPL non-formal or informal learningcounts in the same way as that which has been achieved via a formal route, and allows learners to claimcredit for achievements that have not previously been certificated.

The QCF defines RPL as: A method of assessment [leading to the award of credit] that considers whether alearner can demonstrate that they can meet the assessment requirements for a unit through knowledge,understanding or skills they already possess and do not need to develop through a course of learning.

For individuals with learning or achievements that have not been certificated, it will be possible to assessand validate these through an RPL process. The process will help to recognise the achievements of an

individual by comparing their knowledge, skills and competencies to the requirement of a standard (a QCFunit of assessment). Learners must accompany any evidence of experience with reliable and valid evidenceof the learning that they achieved. It will be possible for learners to be awarded credit when they havesuccessfully demonstrated that they meet the learning outcomes and assessment criteria of a QCF unit.

Further information regarding RPL is outlined in the following document: Claiming credit Guidance on therecognition of prior learning within the Qualifications and Credit Framework (2008).

EXEMPTIONS

In some circumstances exemptions for units may be granted based on the existing achievements of learners.

The QCF defines exemptions as: The facility for a learner to claim exemption from some of the achievementrequirements of a QCF qualification, using evidence of certificated, non-QCF achievement deemed to be ofequivalent value.

Exemptions are certificated achievement of qualifications which are outside of the QCF, which can be usedto exempt learners from specified units. Equivalent QCF units may also be identified as appropriate. In bothcases the Awarding Organisation determines suitable exemptions.

If an exemption is claimed the learner will not be required to provide further evidence for the unit, but itshould be noted that the credit value relating to the unit will not be awarded.


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GLOSSARY

Term Definition

Access Arrangements

Arrangements that are approved in advance of an examination orassessment to allow achievement to be demonstrated by learnerswith a disability, special learning needs (including where thelearners first language is not English, Welsh or Irish) or to avoidunlawful discrimination

AccreditationThe process through which the qualifications regulators confirm thata qualification conforms to the requirements of the QCF regulatoryarrangements

Appeal

The process through which an awarding organisation may bechallenged on the outcome of an enquiry about results or, where

appropriate, other procedural decisions affecting a centre or anindividual learner

AssessmentThe process of making judgements about the extent to which alearners work meets the assessment criteria of a unit, or anyadditional assessment requirements of a qualification

Assessment CriteriaDescriptions of the requirements a learner is expected to meet todemonstrate that a learning outcome has been achieved

Assessor A person who assesses a learners work

Award Of Credits Or Qualifications

A certificate (electronic or paper-based) issued to an individual that

recognises their achievement

Award A qualification with credit value between 1 and 12

Awarding OrganisationA body recognised by the qualifications regulators against therequirements set out in the regulatory arrangements to award creditsand qualifications

CentreAn organisation accountable to an awarding organisation forassessment arrangements leading to the award of credit orqualifications

Centre RecognitionA process through which a centre wishing to offer an award orawards is confirmed as being able to maintain the required qualityand consistency of assessment, and comply with other requirementsof the awarding organisation

Certificate (1) For A Unit OrQualification

A record of attainment of credit or a qualification issued by anawarding organisation

Certificate (2) A qualification with a credit value between 13 and 36

CreditAn award made to a learner in recognition of the achievement of thedesignated learning outcomes of a unit

Credit Accumulation The process of putting together a combination of credits to meet theachievement requirements of a qualification


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Term Definition

Credit TransferThe process of using a credit or credits awarded in the context ofone qualification towards the achievement requirements of anotherqualification

Credit Value The number of credits that may be awarded to a learner for thesuccessful achievement of the learning outcomes of a unit

Diploma A qualification with a credit value of 37 or above

ExemptionThe facility for a learner to claim exemption from some of theachievement requirements of a QCF qualification, using evidence ofcertificated, non-QCF achievement deemed to be of equivalent value

Guided Learning HoursThe number of hours of teacher-supervised or directed study timerequired to teach a qualification or unit of a qualification

Learner RecordAn authoritative record of all credit and qualification achievementsmade by an individual learner in the QCF

Learning OutcomeA statement of what a learner can be expected to know, understandor do as a result of a process of learning

Learning TimeThe amount of time a learner at the level of the unit is expected totake, on average, to complete the learning outcomes of the unit tothe standard determined by the assessment criteria

LevelAn indication of the relative demand, complexity and/or depth ofachievement, and/or the autonomy of the learner in demonstratingthat achievement

Mandatory UnitsUnits in a set of rules of combination that must be achieved for thequalification to be awarded

National Occupational Standards(NOS)

Describe what a person needs to do, know and understand in a job tocarry out the role in a consistent and competent way

Optional UnitA unit named in a set of rules of combination that a learner maychoose to complete to achieve the required number of units/creditsfor award of the qualification

PathwayA route to the achievement of a qualification that requires acombination of credits to be achieved from particular units and isidentified by an endorsement to a qualification title

QualificationAn award made to a learner for the achievement of the specifiedcombination of credits, or credits and exemptions, required for thataward

Qualification LevelAn indication of the relative demand, complexity and/or depth ofachievement, and/or the autonomy of the learner, represented by aqualification

Qualifications RegulatorsGovernment-designated statutory organisations required to establishnational standards for credits and qualifications and secure

consistent compliance with them


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APPEALS POLICY

A Learner has the Right to Appeal if he/she is dissatisfied with an assessment decision or any part of theassessment process.

The Appeals Procedure has three steps and each step must be fully explored before the next can be taken. Ifthe learner has not used their QCF Recognised Centres Appeals Process and appeals directly to PAA\VQ-SETthen a fee will be chargeable by PAA\VQ-SET, full details can be obtained from our Lichfield Office.

STEP 1 - Directly to the Assessor concerned

- In writing stating clearly the reasons for the disagreement with the decision

- Highlighting the evidence which meets the claim for competence for the unit/qualification

STEP 2 - If dissatisfied with Step 1, the learner should approach the Internal Verifier

- In writing, enclosing the documents from the Step 1 appeal

STEP 3 - If all internal procedures of the Centre, via Step 1 and 2 have been exhausted, the learnercan then appeal directly to PAA\VQ-SET

- All appeals must be in writing to the Chief Executive with copies of all the documents ofthe assessment process. PAA\VQ-SET will confirm receipt of the appeal and within 15 daysnotify the QCF Recognised Centre and learner of the expected steps and target dates forthe appeal process.

- An investigation will be undertaken by the External Verifier on behalf of PAA\VQ-SET and areport will be presented to the Appeals Committee. Charges do not apply for this.

Further Appeal

If a learner or QCF Recognised Centre are still dissatisfied a further appeal in respect of the above can bemade to PAA\VQ-SET for which a fee is payable. Full details of the fee can be obtained from PAA\VQ-SET.The appeal will be heard by representatives from the Standards Quality Council and one independentmember, who has not been at any time during the past seven years a member of PAA\VQ-SETs board orcommittees, or an employee or examiner of PAA\VQ-SET.


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EQUALITY AND DIVERSITY POLICY

PAA\VQ-SET recognises that the diversity of our community of learners, colleges employer centres, trainingproviders, External Verifiers, other specialist teams and our staff is a huge asset and therefore will nottolerate the less favourable treatment of anyone on the grounds of their gender, age, race, colour,nationality, ethnic or national origin, disability, marital status, sexual orientation, responsibility for

dependents, trade union or political activities, religious or other beliefs, or any other reason which cannot beshown to be justified.

In driving forward this policy we will: -

1. Seek to ensure that our Learners, Staff, External Verifiers and Development Teams reflect thediverse Communities where we offer qualifications and that every person we deploy to deliverservices on our behalf is treated fairly during the whole of the time spent working with us.

2. Take action to eradicate discrimination and inequality when developing and deliveringqualifications.

3. Fulfil our obligations by adopting legal, national and local guidelines that seek to ensure equality of

opportunity, eradicate discrimination and promote good relations between all the Stakeholdersthat are involved in our Qualifications.

4. Evaluate the impact of our policies, services and functions on learners, training providers, collegesand employers then make changes to them where they impact unfairly or adversely on any group orindividual.

5. Make equalities a part of everyday working practice and in an appropriate manner and level; trainour employees and every person we deploy to carry out this policy.

6. Make any necessary changes to our working practices, our publicly available information anddocuments so that PAA\VQ-SETs information and services are accessible.

7. Work with others to prevent and remove any harassment and intimidation, particularly withvulnerable individuals.

8. Use our influence to assist others to make equality a reality for all and to rid of prejudice,discrimination and disadvantage.

9. Consult with people from all the diverse communities involved with PAA\VQ-SET to help shape thequalifications we deliver and our policies and practices.

10. Consider the needs of all Stakeholders in the methods we use for communicating with Learners,Colleges, Employers Centres, Training Providers, External Verifiers, other Development teams andour Staff.

Corporate Responsibility

The ultimate responsibility for this policy rests with the Chief Executive, who will ensure compliance andthat there are systems in place to put this policy into practice on a day-to-day basis then review theoutcomes as part of the Management Review Process.

PAA\VQ-SET requires that no learner is subjected to unfair discrimination on any grounds in relation to accessto assessment and fairness of the assessment process. This policy will complement PAA\VQ-SETs policies for:

Children and Vulnerable Adults

Data Protection

Reasonable Adjustments and Special Considerations

Malpractice

This policy will be available in the Centre Portfolio, Learner Guide, Guide for Centres Achieving QCF CentreRecognition, Centre Qualification Handbook; on the PAA\VQ-SET Website and will be made available to allinterested parties on request.


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Specifically in ensuring Equality and Diversity PAA\VQ-SET will encourage all the organisations we work withto operate similar policies and practices on equality and diversity.

PAA\VQ-SET will provide all information and assessment materials in plain English.

From time to time, Approved Policies will be supplemented with codes of practice or guidelines on behaviour

and these will be disseminated as appropriate.

Qualifications

PAA\VQ-SET will ensure that its qualifications are appropriate for learners of all abilities as far as possible sothat it does not knowingly discriminate on grounds of race, disability or gender. This will be achieved byconsulting with learners and user groups through its Centre Network to access Learners, Employers,Assessment Specialists and External Verifiers during the development process and this is embeddedthroughout its procedures to support this.

PAA\VQ-SET will work in partnership with other Sector Representatives such as Sector Skills Councils throughresearch projects and forums to ensure that its qualifications meet the needs of and provide access tolearners without unnecessary barriers; should any occur PAA\VQ-SET will identify these to learners.

Assessment

Development of assessment methodologies will take account of learners requirements so that the designprovides fair access to all learner groups via consultation with learners and user groups; this will be donethrough PAA\VQ-SETs Centre Network to access Learners, Employers, Assessment Specialists and ExternalVerifiers. PAA\VQ-SET will continue to review advancements in technology to assist in evolving developmentof its assessment practices.

PAA\VQ-SET will also provide opportunities to learners via Special Consideration and Reasonable Adjustmentguidance which is agreed prior to the assessment process.

Monitoring

PAA\VQ-SET will monitor and evaluate this Policy and compliance with equalities legislation and regulatorycriteria. This will be achieved by collecting data via:

External Verification Visit Reports

The use of Reasonable Adjustments and Special Considerations by Centres

Statistical analysis of achievement rates via race, disability and gender

Relevant data from related organisations (SSCs, Colleges of FE etc.)

This data will be evaluated at the Management Review Meetings and be included in the Self AssessmentProcess to ensure that PAA\VQ-SET continually improves its qualification provision and fair access to learners.We will produce an Equality and Diversity Action Plan to show how we will be implementing this policy andcarrying out the work necessary to reach each level of the Equality Standard. The Equality and DiversityAction Plan will be updated each year as part of our Self Assessment to reflect changes in the actionsplanned.

The Chief Executive will lead an Action on Diversity Group which will be responsible for developing anddelivering this policy and the equality and diversity objectives on an ongoing basis. The Action on DiversityGroup will meet quarterly, and comprises of:-

The Chief Execut i ve, Company Secret ary , Administ r at ion Manager and an Ext ernal Ver i f i er

Complaints

Any complaint will be taken seriously and dealt with in a timely and sensitive manner, in accordance withthe appropriate appeals procedure.


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LEVEL 3NVQDIPLOMA IN PROCESSING OPERATIONS:HYDROCARBONS (QCF)

CONTENT OF THE QUALIFICATION

MANDATORY UNITS

UNIT PO(H)02K HOW TO MONITOR AND MAINTAIN HEALTH,ENVIRONMENT AND SAFETY SYSTEMS WITHIN APROCESSING INDUSTRIES (HYDROCARBONS)ENVIRONMENT

LEVEL 3

CREDIT VALUE 5

GUIDED LEARNING HOURS 44

Unit Overview

This unit addresses the knowledge required to monitor and maintain health, environment and safety systemswithin a processing industries (hydrocarbons) environment.

Assessment Guidance and Evidence Requirements

The learner should provide evidence to meet all the required knowledge and understanding within this unit.This could be provided through different types of evidence and assessment methods, for example learnerstatements, questioning and professional discussion which should be recorded for verification.

This unit is subject to the requirements set out in the Cogent Assessment Strategy.

The assumption is made that the learner undertaking this unit is likely to be an experienced operatorwho is seeking progression.

Information on use of Assessment Context

During this work, the learner must take account of the relevant worksite operational requirements,procedures and safe working practices, as they apply to the learner.

The learner should prove knowledge of the following items as appropriate to the workplace:

individual operation

team operation

maintaining communication

reacting to on-site emergencies

Safe Systems of Work must include processes or systems that incorporate:

Hazard Identification

Risk Assessment

Permit to Work

Any other associated systems

Flare/vent systems should include capacity and radiation.

Personal Protective Equipment (PPE) should include:

sight/hearing protection

coveralls

gloves footwear

hard hats

respirators


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Relevant legislation may include:

health

environment

hygiene and safety legislation

industry specific legislation

approved codes of practice

organisational policies

practices and procedures

environmental legislation

Legal requirements cover things such as:

industry specific legislation

employment requirements

approved codes of practice

customer requirements

Operational requirements may include:

policies

procedures instructions

codes of practice

standards

schedules

Communication should include:

oral

written

computer based

visual/pictorial

Information should include: work activity

briefing provided to others

clarification of operational instructions

work activity recording and delegation to others

handovers

Relevant personnel should include:

line managers

staff representatives

colleagues

customers

suppliers those for whom the learner has responsibility

Statutory requirements relate to documents such as Health and Safety at Work Act 1974 (HASAWA) andControl of Substances Hazardous to Health (COSHH).

Properties of hydrocarbon feedstock and products to include:

toxicity

flammability

specific gravity (SG)

temperature


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Learning Outcome and Assessment Criteria

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Know the factors that affect safe systems 1.1. Describe the factors that affect safe systems

1.2. Describe the effects of H2S (hydrogen sulphide) andother toxic substances

1.3. Describe the properties of purging media

1.4. Describe the composition and properties ofhydrocarbon feedstock and products

1.5. Identify all relevant sources of energy to primemovers

1.6. Describe the functioning of instrumentation andprocess logic control

2. Know the conditions that maintain a safe

working environment

2.1. Identify the safe working practices appropriate to the

location

2.2. Identify normal plant conditions and the toleranceswithin which they operate

2.3. Explain how to interpret and maintain conditionsrelating to the work environment, equipment,materials, procedures, special needs

2.4. Describe the plant layout and its connection withother systems

3. Know the systems and methods formaintaining a safe environment

3.1. Explain how to use Safe Systems of Work processesto:

identify hazards mitigate or reduce risks to as low as reasonably

practicable (ALARP)

3.2. Describe the consequences of emissions to theenvironment

3.3. Explain the methods of depressurisation and/orpressurisation (to include blowdown andtemperature)

3.4. Explain blowdown and relief systems and identifytheir limitations

3.5. Describe the drain systems associated with the plant

and their limitations3.6. Describe the flare/vent systems associated with the

plant and their limitations

4. Know the emergency procedures and theeffects of these procedures

4.1. Explain the emergency procedures for plant in ahydrocarbons environment

4.2. Explain the effects of:

emergency shutdown control system

fire and gas control system

loss of any utility and its reinstatement

5. Know how to liaise with others tomaintain a safe working environment

5.1. Describe how to access and interface with therelevant personnel

5.2. Explain the handover and reporting procedures

5.3. Explain how to deal with differing types ofcommunication


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6. Know how to use information to maintaina safe working environment

6.1. Identify what sources of information are available

6.2. Explain how to interpret plant drawings and manuals

6.3. Explain how to deal with different types ofinformation

7. Know how to work to organisational and

operational requirements

7.1. Explain how to select, use and care for Personal

Protective Equipment (PPE)

7.2. Explain how to interpret and implement:

organisational policy, practices and procedures

relevant legislation and other legal requirements

7.3. Explain how to interpret operational requirements

7.4. Describe the implications of statutory andorganisational requirements

7.5. Identify the procedure for entry into confined spaces


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UNIT PO(H)02C MONITOR AND MAINTAIN HEALTH,ENVIRONMENT AND SAFETY SYSTEMS WITHIN A PROCESSINGINDUSTRIES (HYDROCARBONS)ENVIRONMENT

LEVEL 3

CREDIT VALUE 4


Unit Overview

This unit addresses the skills required to monitor and maintain health, environment and safety systems in aprocessing industries (hydrocarbons) environment.


Evidence Requirements

The learner should on a minimum of 3 separate occasions covering health, environment and safety systems:

Demonstrate the ability to identify and to react to operational problems, record (electronic andpaper based) and communicate appropriate recommendations to relevant personnel

Demonstrate analysis of information and communication skills (written and oral) in order to maintaina safe working environment. This includes maintaining all relevant maintenance and health,environment and safety procedures, ensuring the working condition and resources to be used meetcurrent legislation

Demonstrate the confidence to verify information received (e.g. Permit To Work) and to seek / giveappropriate advice from / to relevant personnel based on the work activities

Demonstrate how to identify and take action on potential or actual breaches of requirements anddeal effectively with accidents and incidents

Assessment Guidance

The use of simulation is acceptable in the assessment of this unit.


This unit should not be taken prior to taking Unit PO (H) 02k How to Monitor and Maintain Health,Environment and Safety Systems Within a Processing Industries (Hydrocarbons) Environment.

The assumption is made that the learner undertaking this unit is likely to be an experienced operator

who is seeking progression.

Where the learner does not have the opportunity to cover all aspects of the unit in the workplace, theirevidence may be supplemented by a realistic simulation and questioning. This will allow the Assessor to infercompetence.



The learner should prove competence across the following items as appropriate to the workplace:

individual operation team operation

consideration of H2S (hydrogen sulphide) and other toxic substances



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Risk Assessment

Permit to Work



Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Be able to monitor operational factorsand react to them as necessary

1.1. Identify, note and react to factors likely to affectoperations

1.2. Identify and make appropriate recommendations torelevant personnel on improving conditions

2. Be able to liaise with others to maintaina safe working environment

2.1. Verify information received and give appropriateadvice based on that information

2.2. Disseminate requirements relating to work activitiesto relevant personnel

2.3. Consult and seek advice on permit to workrequirements from relevant personnel

2.4. Use effective communication techniques with allrelevant personnel

3. Be able to record and maintain health,environment and safety information

3.1. Record all relevant operations and servicesinformation

3.2. Maintain appropriate and clear records both writtenand computer based

3.3. Maintain all relevant maintenance and health,environment and safety procedures

4. Be able to work within current health,environment and safety legislation

4.1. Determine if the working conditions and the use ofresources satisfy current legislation

4.2. Identify and take appropriate action on potential oractual breaches of requirements

5. Be able to work to organisational andoperational procedures

5.1. Deal effectively with accidents and incidents

5.2. Work safely in accordance with operationalrequirements and associated Safe Systems of Work


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extreme weather

equipment failure

leaks

fires

critical situations


The composition and properties of produced fluids and gases should include:

toxicity

flammability

specific gravity (SG)

temperature


policies

procedures

instructions

codes of practice standards

schedules

The status of equipment and systems should include:

detection

protection

communications

evacuation

Reacting appropriately to an emergency situation should include:

make safe

isolate shutdown

evacuate the work area

informing connecting installations and others

do nothing

activate internal emergency response teams

inform duty personnel

inform adjacent facilities

activate emergency shutdown (EDS)

account for people


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Know the plant layout 1.1. Describe the plant layout and its integration withother processes and systems

2. Know the emergency procedures and theeffect of these procedures 2.1. Explain the emergency procedures for the installation2.2. Explain how to react appropriately in an emergency

situation


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2.3. Explain the operation of and potential implicationsof:

the emergency shutdown control systems

the fire and gas control systems

2.4. Identify those who must be contacted and how tocontact them

2.5. Explain the effect and potential implications of lossof any system and its reinstatement

3. Know how raw materials react and theproperties of the products that areproduced

3.1. Identify the reactions taking place and the effect ofchanges to the physical and chemical properties ofthe reactants and products

3.2. Identify the composition and properties of the fluidsand gases that are produced

4. Know how the equipment and systemsaffect the safe production ofhydrocarbons

4.1. Describe the equipment and its function andoperation

4.2. Explain how to access and interpret the status of the

appropriate equipment and systems

5. Know the conditions and parameters thatmaintain a safe working environment

5.1. Identify the normal operating parameters and theirtolerances

5.2. Explain the functioning of remote process controlincluding instrumentation and process logiccontrollers

5.3. Explain the effects of changes in ambient conditionson plant operation

5.4. Identify the methods and consequences of isolation,depressurisation and draining

6. Know how to access and use informationfrom different sources

6.1. Explain how to access and interpret plant drawingsand manuals

6.2. Explain how to access and interpret information onweather conditions

6.3. Explain how to access key emergency responsepersonnel

7. Know the systems and methods formaintaining a safe environment

7.1. Explain the consequences of emissions to theenvironment

7.2. Explain how to use Safe Systems of Work processesto:

identify hazards

mitigate or reduce risks to as low as reasonablypracticable (ALARP)

8. Know how to work to organisational andoperational requirements

8.1. Explain how to select, use and care for PersonalProtective Equipment (PPE)

8.2. Explain how to interpret operational requirements

8.3. Explain the implications of statutory andorganisational requirements


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UNIT PO(H)05C CONTROL EMERGENCIES AND CRITICAL SITUATIONS WITHIN A PROCESSING INDUSTRIES(HYDROCARBONS)ENVIRONMENT

LEVEL 3

CREDIT VALUE 4


Unit Overview

This unit addresses the skills required to control emergencies and critical situations within a processingindustries (hydrocarbons) environment.



The learner should for a minimum of 2 separate emergency and critical situations:

Demonstrate how to access current emergency procedures, validate their content through drills andexercises and identify conditions that may impair the responses

Demonstrate the actions to be taken for a variety of situations identified, including activatingalarms, operating fire and emergency shutdown systems while taking into account the potentialimplications to make the plant safe

Be able to correctly communicate an emergency / critical situation, monitor and record its progressand risk level to people and plant. Maintain relevant communication channels, clarify and act uponinformation received and transmit all safety critical information to coordinate the response

Assessment Guidance

The use of simulation is acceptable in the assessment of this unit.


This unit should not be taken prior to taking Unit PO (H) 05k How to Control Emergencies andCritical Situations Within a Processing Industries (Hydrocarbons) Environment.


Where the learner does not have the opportunity to cover all aspects of the unit in the workplace, theirevidence may be supplemented by a realistic simulation and questioning. This will allow the Assessor to infercompetence.





team operation

consideration of H2S (hydrogen sulphide) and other toxic substances maintaining communication



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Risk Assessment

Permit to Work


Emergencies could be those relating to:

people

plant

environment

Emergency situations should include:

operational difficulties

extreme weather

equipment failure

leaks

fires

critical situations

Types of alarms should include: audible

oral warnings

installation specific fixed system

Appropriate information should include:

oral

telephone

public address system

radio

Reacting appropriately to an emergency situation should include:

make safe isolate

shutdown

evacuate the work area

informing connecting installations and others

do nothing

activate internal emergency response teams

inform duty personnel

inform adjacent facilities

activate emergency shutdown (EDS)

account for people


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Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Be able to maintain a state of readinessin case of an emergency 1.1. Access current emergency procedures and report allanomalies

1.2. Take part in drills and exercises

1.3. Identify all conditions which may affect theemergency response

2. Be able to identify and respond toemergency situations

2.1. Identify developing and existing emergency situations

2.2. Activate relevant alarms and take actions appropriateto the situation

2.3. Identify and take the actions required to make thesituation safe

3. Be able to monitor the situation tominimise risk

3.1. Monitor the situation and inform personnel so thatrisks to process, plant and equipment are minimised

4. Be able to maintain all relevantcommunication channels to control anemergency situation

4.1. Report the emergency situation correctly

4.2. Communicate all relevant information andinstructions

4.3. Clarify and act upon information received

4.4. Record information accurately

4.5. Hand over all safety critical information




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UNIT PO(H)07K HOW TO CREATE,MAINTAIN AND ENHANCE PRODUCTIVE WORKING RELATIONSHIPS WITHIN APROCESSING INDUSTRIES (HYDROCARBONS)ENVIRONMENT

LEVEL 3

CREDIT VALUE 2


Unit Overview

This unit addresses the knowledge required to create, maintain and enhance productive workingrelationships within a processing industries (hydrocarbons) environment.









team operation






Risk Assessment

Permit to Work



Situations where communication is used must include, as appropriate:

informal meetings

formal meetings

one to ones

normal work situations

team briefings

contingency situations

handovers


policies

procedures


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UNIT PO(H)07C CREATE,MAINTAIN AND ENHANCE PRODUCTIVE WORKING RELATIONSHIPS WITHIN A PROCESSINGINDUSTRIES (HYDROCARBONS)ENVIRONMENT

LEVEL 3

CREDIT VALUE 2


Unit Overview

This unit addresses the skills required to create, maintain and enhance productive working relationshipswithin a processing industries (hydrocarbons) environment.



The learner should for a minimum of 2 separate situations:

Demonstrate the ability to engage others in decision making for work related issues and offer supportin personal matters if appropriate or refer them to others in order to maintain a positive workingrelationship

Be able to clearly communicate and record operational information to all levels of the organisationas required ensuring its accuracy and completeness

Engage others in contributing to improvements in the workplace, present analysed proposals toimmediate manager and feedback in a positive manner management decisions in order to maintain aprofessional working relationship across all levels of the business

Assessment Guidance

The use of simulation is not acceptable in the assessment of this unit.

Workplace performance evidence is mandatory.


This unit should not be taken prior to taking Unit PO (H) 07k How to Create, Maintain and EnhanceProductive Working Relationships Within a Processing Industries (Hydrocarbons) Environment.






team operation



reacting to on-site emergenciesSafe Systems of Work must include processes or systems that incorporate:



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Risk Assessment

Permit to Work


Situations where communication is used must include, as appropriate:

informal meetings

formal meetings

one to ones

normal work situations

team briefings

contingency situations

handovers


policies

procedures

instructions

codes of practice

standards

schedules


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Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Be able to adopt a professional approachto ensuring effective workingrelationships

1.1. Make clear efforts to establish and maintainproductive working relationships

1.2. Include others in the decision making process, wherethis is applicable

2. Be able to offer support to colleagues,within the limits of own responsibility

2.1. Provide opportunities to discuss work-related matterswith relevant people

2.2. Provide opportunities to discuss personal problems

2.3. Refer individuals to others where appropriate

3. Be able to pass on and receiveinformation necessary for effectiveoperations

3.1. Record all relevant information

3.2. Ensure that information given and received on current

operational status is accurate and complete

4. Be able to use communication techniquesto ensure effective operations

4.1. Communicate clearly:

changes in operational requirements

all relevant operating instructions

4.2. Communicate all relevant information on activities,progress, results and achievements to immediatemanager

5. Be able to involve others in the decisionmaking process

5.1. Encourage individuals to offer ideas and views andprovide them with appropriate feedback

5.2. Provide clear reasons to individuals where ideas andviews are not progressed

6. Be able to contribute to improvements inthe workplace

6.1. Present clear proposals

6.2. Analyse proposals and, where appropriate, putforward alternatives

7. Be able to enhance productive workingrelationships with immediate manager

7.1. Seek ways of improving the relationship withimmediate manager, if this is necessary

7.2. Maintain the relationship with immediate managerwhere disagreements occur

7.3. Seek information and advice from immediatemanager when appropriate



8.2. Leave the work area clean and hazard free


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UNIT PO(H)14K HOW TO PREPARE AND START UP INTEGRATED PROCESS SYSTEMS WITHIN A PROCESSING INDUSTRIES(HYDROCARBONS)ENVIRONMENT

LEVEL 3

CREDIT VALUE 4


Unit Overview

This unit addresses the knowledge required to prepare and start up integrated process systems within aprocessing industries (hydrocarbons) environment.






There is a degree of overall autonomy and judgement required in this environment. Integrated processsystems are complex pieces of equipment that have the potential to impact on other areas of the plant.

An integrated process system could be a continuous or a batch process with a number of unit operations thatare interdependent.



wells

oil storage/discharge process

gas process

oil/gas process and export

water injection

metering

utilities



Risk Assessment

Permit to Work



policies

procedures

instructions codes of practice

standards

schedules


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coveralls

gloves

footwear

hard hats

respirators


Dealing with other people should include:

co-workers

supervisors

managers

workers of other disciplines

Faults should include:

damage wear

malfunction

process deviations

service defects

Hazards should include:

spillages

uncontrolled emissions

H2S (hydrogen sulphide) and other toxic substances

extreme weather conditions


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UNIT PO(H)14C PREPARE AND START UP INTEGRATED PROCESS SYSTEMS WITHIN A PROCESSING INDUSTRIES(HYDROCARBONS)ENVIRONMENT

LEVEL 3

CREDIT VALUE 4


Unit Overview

This unit addresses the skills required to prepare and start up integrated process systems within a processingindustries (hydrocarbons) environment.



The learner should for a minimum of two separate start ups:

Demonstrate appropriate permission and correct information has been obtained

Demonstrate the ability to prepare plant and utilities through inspection for start up and carryoutthe relevant actions (valve and equipment setting and adjusting) in accordance with the operationalrequirements and procedures

Show the ability to take responsibility to organise own work and brief others where appropriate ontheir work requirements in order to facilitate and record the work activity, the optimum processingand correct operating conditions

Be able to identify any potential difficulties with the actions required including any relevant parts of

the safe system of work and report to the appropriate person to seek clarification

Assessment Guidance

The use of simulation is not acceptable in the assessment of this unit.

Workplace performance evidence is mandatory.


This unit should not be taken prior to taking Unit PO (H) 14k How to Prepare and Start UpIntegrated Process Systems Within a Processing Industries (Hydrocarbons) Environment.

The assumption is made that the learner undertaking this unit is likely to be an experienced operator

who is seeking progression.




During this work, the learner must take account of the relevant worksite operational requirements,

procedures and safe working practices, as they apply to the learner.


wells


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gas process


water injection

metering

utilities



Risk Assessment

Permit to Work



policies

procedures

instructions

codes of practice

standards

schedules

Dealing with other people should include:

co-workers

supervisors

managers

workers of other disciplines

Faults should include:

damage

wear

malfunction

process deviations service defects

Hazards should include:

spillages

uncontrolled emissions

H2S (hydrogen sulphide) and other toxic substances

extreme weather conditions


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Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Be able to prepare to start up integratedprocess systems 1.1. Obtain correct operational instructions1.2. Ensure that all information supplied and recorded is

accurate and complete

1.3. Prepare plant and utilities

2. Be able to take responsibility for others 2.1. Organise own and others work where appropriate

2.2. Brief relevant personnel

3. Be able to maintain the correct plantconditions

3.1. Facilitate optimum processing and the correctoperating conditions

4. Be able to deal with problems 4.1. Identify faults accurately and take appropriate action

4.2. Identify difficulties with relevant parts of the SafeSystems of Work system and take appropriate action



5.2. Maintain the work area to be clean and hazard free


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UNIT PO(H)15K HOW TO OPERATE AND MONITOR INTEGRATED PROCESS SYSTEMS WITHIN A PROCESSING INDUSTRIES(HYDROCARBONS)ENVIRONMENT

LEVEL 3

CREDIT VALUE 5


Unit Overview

This unit addresses the knowledge required to operate and monitor integrated process systems within aprocessing industries (hydrocarbons) environment.










wells


gas process


water injection

metering

utilities



Risk Assessment

Permit to Work



policies

procedures

instructions codes of practice

standards

schedules


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coveralls

gloves

footwear

hard hats

respirators


Reactions and changes should include chemical and physical properties.

Composition and properties of hydrocarbon feedstock and products should include:

toxi

nvq-level 3 diploma

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