CURRICULUM, TRAINING AND ASSESSMENT GUIDE Part B

Transcription

1 CURRICULUM, TRAINING AND ASSESSMENT GUIDE Part B Competency Framework : Marine Terminal (Ship/Shore Interface) Operations for Oil, Chemical and Gas Competency Category : Prepare for Transfer Operations Competency Unit : 4.2 Determine condition and quality of ballast water Competency Level : 1 Version Number : 1.0 Effective Date : 1 September 2011 Developer : WSH Council (Logistics & Transport) Ship/Shore Interface Sub-committee Custodian : WSH Council / Ministry of Manpower

2 Version History Version Effective Date Changes Author Sep 2011 N.A. (First issue) developer Copyright Workplace Safety and Health Council, Ministry of Manpower, Singapore All rights reserved. This document is provided for explicit use and guidance of Training Providers as information resource for curriculum development and assessment purposes. Any other use of this document or parts thereof, including reproduction, publication, distribution, transmission, retransmission or public showing, or storage in a retrieval system in any form, electronic or otherwise, for purposes other than that expressly stated in this document without the expressed permission of MOM is strictly prohibited.

3 Contents 1 Competency Unit Introduction Purpose and Focus of Competency Unit Brief Description of Competency Unit Relation to the Marine Terminal (Ship/Shore Interface) Operations for Oil, Chemical and Gas Framework Target Audience Assumed Skills and Knowledge Recommended Duration Summary of Competency Unit and Elements Covered Curriculum and Delivery Advice Underlying Content Areas Sequence of Coverage Delivery Strategies and Methods Assessment Advice Suggested Assessment Strategies Certifying and Grading Performance Assessment Instruments and Tools Trainer Requirements Assessor Requirements Facilities, Equipment, and Tools Information Resource Information Suggested References Annex A Performance Criteria Checklist Annex B Evidence Sources Checklist Annex C Evidence Checklist Annex D Verbal Assessment Checklist Annex E Suggested Format for Recording and Reporting Assessment i

4 The Curriculum Training and Assessment Guides (CTAGs) for the Marine Terminal (Ship/Shore Interface) Operations for Oil, Chemical and Gas have been developed in two parts: Part A - General principles of Competency Unit delivery, assessment and advice on how to develop an assessment plan. Part B Specific advice and recommendations on how to develop deliver strategies, assessment strategies and develop an assessment plan for each particular Competency Unit. Part A and Part B of this CTAG should be read together, with reference to the corresponding competency standards. ii

5 1 Competency Unit Introduction 1.1 Purpose and Focus of Competency Unit This Competency Unit enables an individual to acquire the skills and knowledge to determine condition and quality of ballast water in the oil, chemical and gas industry Marine Terminal. 1.2 Brief Description of Competency Unit This Competency Unit specifies the skills and knowledge required by people to operate in the trade pertaining to determining condition and quality of ballast water in the oil, chemical and gas industry Marine Terminal in a Level 1 operation. This Competency Unit includes the following elements: 1. Visually inspect and/or take samples of ballast water and send for analysis. 1.3 Relation to the Marine Terminal (Ship/Shore Interface) Operations for Oil, Chemical and Gas Framework This Level 1 Competency Unit is a specialised unit and candidate will attain a Certificate of Completion in determine condition and quality of ballast water in oil, chemical and gas industry for Marine Terminal (Ship/Shore Interface) Operations for Oil, Chemical and Gas after successfully completing the course. 1.4 Target Audience This course aims to provide people already working or wishing to enter the oil, chemical and gas industry with the skills and knowledge required to determine condition and quality of ballast water. The Competency Unit would be appropriate for people with job titles such as Loading/Discharging Operator. 1.5 Assumed Skills and Knowledge Learners are assumed to: be able to listen, read, speak and write English at a proficiency level equivalent to the Employability Skills System (ESS) Workplace Literacy Level 4 be able to manipulate numbers at a proficiency level equivalent to Employability Skills System (ESS) Workplace Numeracy Level 4 have completed the Oil/Petrochemical Safety Orientation Course for Workers. 1.6 Recommended Duration 4 hours 3

6 1.7 Summary of Competency Unit and Elements Covered This Competency Unit covers the competency elements listed below: 1. Visually inspect and/or take samples of ballast water and send for analysis. 2 Curriculum and Delivery Advice 2.1 Underlying Content Areas The unit covers the following content areas which should be taught: Coverage 1: Competency Unit Introduction Introduction to Determine condition and quality of ballast water Unit purpose Unit learning outcomes Unit training delivery and assessment Coverage 2: Visually inspect and/or take samples of ballast water and send for analysis Sampling equipment and procedures for ballast water Correct use of Personal Protective Equipment (PPE) Understanding of ship s ballast management, distribution of tanks and accurate identification of sampling points International and local regulations relating to ballast Chemical and Occupational Health properties of ballast Hazards and safety precautions associated with sampling Factors affecting the risks involved in sampling and samples becoming contaminated Safety measures to note for ship and Terminal representative during ballasting operation Procedures for valve operations. 4

7 2.2 Sequence of Coverage The following sequence of coverage is suggested for delivery: Coverage 1 Competency Unit Introduction Coverage 2 Visually inspect and/or take samples of ballast water and send for analysis 2.3 Delivery Strategies and Methods The Competency Unit may be delivered on-the-job and/or off-the-job. On-thejob delivery can be done at the workplace by a certified on-the-job training instructor who maybe the manager or senior executive. On-the job training should be delivered through a structured approach using documented and approved training blueprints. Off-the-job delivery can be face to face in the classroom in a training organization, or at a workplace venue. Classroom delivery should emphasise interaction and student centred learning and use a flexible range of learning and delivery methods. If preparations by learners are required prior to commencement of the course, they should be provided with learning materials such as handouts (selfdirected learning) or compact disc (e-learning) upon registration of the course. They should also be notified by training organization on what they need to prepare before coming for the course. Every effort must be made to emphasise the direct relationship between the acquisition and application of the skills, knowledge and attitudes to their workplace. Suggestions for delivery of this Competency Unit are given below: a) Lecture presentation For lecture presentation, the trainer will explain the following competency elements with the following coverage: 5

8 Visually inspect and/or take samples of ballast water and send for analysis o Sampling equipment and procedures for ballast water Correct use of PPE o Understanding of ship s ballast management, distribution of tanks and accurate identification of sampling points o International and local regulations relating to ballast o Chemical and Occupational Health properties of ballast o Hazards and safety precautions associated with sampling o Factors affecting the risks involved in sampling and samples becoming contaminated o Safety measures to note for ship and Terminal representative during ballasting operation o Procedures for valve operations. b) Demonstration The trainer will explain and demonstrate how to perform the following activities or tasks: Visually determine the condition of ballast water, taking the necessary precautions and using the correct PPE Safely take samples of ballast water from each tank as required Clearly mark and identify each container Convey the samples in a safe condition to the laboratory for analysis. These delivery methods should be adjusted according to the different levels of the class group. To enhance the transfer of learning, an andragogical or adult-oriented approach to learning is encouraged in the development and delivery of the Competency Unit. Andragogical instructional techniques are designed with these factors in mind: adults are self-directed adults have acquired a large amount of knowledge and experience that can be utilised as a resource for learning adults have acquired a large amount of knowledge and experience through workplace learning adults show a greater readiness to learn tasks that are relevant to the roles they have in life adults are motivated to learn in order to solve problems or address needs and they expect to immediately apply what they learn to these problems and needs adults need to be challenged with varied strategies that maintain interest. Varied delivery strategies should be utilised to optimise learning. For example: lecture presentation role play group discussion 6

9 case studies demonstration practice observation and feedback sharing of best practices computer aided instructions. 3 Assessment Advice 3.1 Suggested Assessment Strategies Assessment strategy 1 Work Observation Real work situations or simulations Candidates are to be observed at approved assessment centre and the observation should cover participants ability to determine condition and quality of ballast water. Where real work situation is used for the assessment and where all evidence cannot be gathered in a one time assessment, they can be gathered over a reasonable period of time (maybe within a week) as determined and agreed by the candidate s manager, assessor and assessment manager. The assessment duration in this case will not apply. However, candidate should complete the assessment within the time frame stipulated in the job sheet or work instruction. Where it is not possible to assess the learner using real work situations, simulation will be used as an alternative method. Assessor is advised to study the candidate s work situation very carefully to determine the most appropriate method(s) to use for assessment. Simulation may also be used to gather all or part of the evidence. Where simulation is used to gather all the evidence, the assessment duration specified in the Assessment Plan will apply. Where simulation is used to gather part of the evidence, the assessor will need to determine the assessment duration and inform the candidate accordingly. Where evidence cannot be gathered during the practical performance, supplementary questions will be asked to ascertain candidate s competency. Assessment strategy 2 Questioning Written and/or oral questioning is used to assess knowledge and performance criteria that are not observable during practical performance. Written test could be done through electronic means or question paper. Where candidates are unable to express a response during oral questioning, other means of response could be used, such as writing, drawing or demonstrating. 7

10 Questions will be phrased simply and clearly to aid candidate s understanding of questions. Candidates will be assessed based on their correct answers to the questions asked and assessment results are recorded accordingly. 3.2 Certifying and Grading Performance Not applicable as this unit is un-graded. 3.3 Assessment Instruments and Tools Assessment evidence gathering templates are located in the annexes at the end of this guide. A Performance Criteria Checklist is provided in Annex A. This provides a reporting mechanism for several performance criteria that may be achieved by satisfactory completion of each selected assessment strategy. An Evidence Sources Checklist is provided in Annex B. This provides a reporting snapshot of the types of evidence gathering that may be used. An Evidence Checklist is provided in Annex C. This provides a reporting instrument to record a plan of expected evidence materials. A Verbal Assessment Checklist is provided in Annex D. This provides an instrument for the recording of answers to questions concerning the underpinning knowledge. 4 Trainer Requirements A trainer of this Competency unit must have the following relevant qualifications / experience and work knowledge: Qualifications / Experience: 1a) He should hold a Certificate of Competency Class 2 (Deck) or higher and have sailed onboard a tanker for a minimum of 2 years in a senior position; OR 1b) Have obtained an Advanced Certificate in this Competency Standard and have 5 years of relevant experience in Oil/Gas/Chemical Terminal Operations with direct dealing with tankers and shipping/marine cargo matters in a Supervisor position; AND 2) Be experienced in preparation, delivery and evaluation of training sessions and preferably certified in a national trainer competency standards certification (E.g. Advanced Certificate in Training and Assessment). 8

11 Work Knowledge: Trainers should preferably be able to demonstrate familiarity with currency in knowledge of, relevant International Regulations, Codes and Conventions and Industry Guidelines, Procedures and Standards appropriate to the type of tankers engaged. 5 Assessor Requirements An assessor of this Competency unit must have the following relevant qualifications / experience and work knowledge: Qualifications / Experience: 1a) He should hold a Certificate of Competency Class 2 (Deck) or higher and have sailed onboard a tanker for a minimum of 2 years in a senior position; OR 1b) Have obtained an Advanced Certificate in this Competency Standard and have 5 years of relevant experience in Oil/Gas/Chemical Terminal Operations with direct dealing with tankers and shipping/marine cargo matters in a Supervisor position; AND 2) Be experienced in preparation, delivery and evaluation of training sessions and preferably certified in a national trainer competency standards certification (E.g. Advanced Certificate in Training and Assessment). Work Knowledge: Assessors should preferably be able to demonstrate familiarity with currency in knowledge of relevant International Regulations, Codes and Conventions and Industry Guidelines, Procedures and Standards appropriate to the type of tankers engaged. 6 Facilities, Equipment, and Tools Information Facilities, equipment and tools required may include: Ballast water samples Whiteboard, overhead projector, PowerPoint software, etc. Rooms which have adequate lighting, adequate ventilation and shielding from external noise. 9

12 7 Resource Information 7.1 Suggested References OCIMF Marine Terminal Training and Competence Assessment Guidelines for Oil and Petroleum Product Terminals ISGOTT 5th Edition Section

13 Annex A Performance Criteria Checklist Assessment strategy Performance criteria assessment Competent? Yes Not yet 1. Oral Questioning 2. Practical Performance 11

14 Annex B Evidence Sources Checklist Summary of evidence sources for the Competency Unit Elements and Performance Criteria Work Observ Written activities / Interview / tests Work-place Documents Training Records Case Studies Personal Statement/ Journal/ Diary Testimonials ation reports Resume Element Element Element Element Element

15 Annex C Evidence Checklist Evidence checklist Name of candidate Unit(s) Training Organisation Sources of evidence Research Project Work Observation Written Activities / Reports Personal Statement/Resume Workplace Documents (verified) Training Records Case Studies Projects Journal/Diary Testimonials Skills development activities Expected evidence Received Arrangements Agreement Evidence to be submitted by: Interview date: I agree to the evidence plan: Candidate (name) (signature) Supervisor (name) (signature) Assessor (name) (signature) 13

16 Annex D Verbal Assessment Checklist Record of interview questions Name of candidate Unit(s) Registered Training Organisation or workplace Name of assessor Questions Satisfactory response Yes No Q1. Q2. Q3. Q4. Q5. Q6. Q7. Q8. Q9. Q10. The candidate s underpinning knowledge and understanding was: Satisfactory Not satisfactory Signed by the assessor: Date: Feedback to candidate: 14

17 Annex E Suggested Format for Recording and Reporting Assessment Competency Unit: Participant: Group: Assessment criteria Competent Not Yet Competent Element 1 Element 2 Element 3 Element 4 Underpinning knowledge Feedback to participant: Assessor s Signature: Date: Re-assessment information Date of re-assessment Item(s) re-assessed Competent Not Yet Competent Assessor s Signature: Date: 15