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Department of Training and Workforce Development Western Australia RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

First published 2010

ISBN 978-1-74205-419-3 © Department of Training and Workforce Development

All rights reserved. Western Australian Department of Training and Workforce Development materials, regardless of format, are protected by copyright law. Permission, however, is granted to trainers, assessors and registered training organisations to use, reproduce and adapt the material (third party material excluded) for their Recognition of Prior Learning (RPL) assessment activities. This permission is subject to the inclusion of an acknowledgement of the source. Permission does not extend to the making of copies for hire or sale to third parties, and provided it is not used for commercial use or sale. Reproduction for purposes other than those indicated above requires the prior written permission of the Western Australian Department of Training and Workforce Development. Published by and available from WestOne Services

1 Prospect Place WEST PERTH WA 6005 Tel: (08) 9229 5200 Fax: (08) 9227 8393 Email: sales.westone@trainingwa.wa.gov.au Website: www.westone.wa.gov.au This work has been produced with the assistance of funding provided by the Council of Australian Governments (COAG) National Reform Initiative (NRI). This resource contains units of competencies, performance criteria and elements from the RTF03 Amenity Horticulture Training Package – RTF30103 Certificate III in Horticulture © Commonwealth of Australia used under the AEShareNet-FfE licence

Australian Standard ® is a registered trade mark of Standards Australia Limited ACN 087 326 690 Microsoft is a trademark of the Microsoft group of companies. Disclaimer Whilst every effort has been made to ensure the accuracy of the information contained in this RPL Assessment Tool Kit, no guarantee can be given that all errors and omissions have been excluded. No responsibility for loss occasioned to any person acting or refraining from action as a result of the material in this RPL Assessment Tool Kit can be accepted by the Western Australian Department of Training and Workforce Development

RPL Assessment Tool

RTF30103 Certificate III in Horticulture (Nursery)

Contents
New streamlined RPL assessment processes.............................................................................5 Units of competency covered by Skill Sets 1–8...........................................................................7 Information for assessors............................................................................................................. 9 Candidate’s contact information.................................................................................................10 Record of initial interview (to be conducted after candidate has completed self-evaluation)......11 Whole-of-trade skills recognition RPL evidence-gathering matrix..............................................14 Other information that will assist with the assessment process..................................................18 Explanation of assessment tools................................................................................................22 The trade skills recognition process...........................................................................................23 Candidate’s self-evaluation........................................................................................................32 Reporting and recording documents for Skill Set 1 – Plant recognition, culture and advice to customers.................................................................................................................................. 78 Reporting and recording documents for Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders..................................................................................................88 Reporting and recording documents for Skill Set 3 – Irrigation maintenance and operation in the horticultural industry................................................................................................................. 108 Reporting and recording documents for Skill Set 4 – Machinery operation and maintenance. .123 Reporting and recording documents for Skill Set 5 – Coordination and maintenance of nursery facilities.................................................................................................................................... 148 Reporting and recording documents for Skill Set 6 – Provision of training; preparation and maintenance of plants; observation of environmental practices...............................................160 Reporting and recording documents for Skill Set 7 – Propagation of plants; determination of properties of growing media and potting-on plants...................................................................176 Reporting and recording documents for Skill Set 8 – Receipt and dispatch of plants and products; processing customer complaints..............................................................................192 Third-party evidence reports and RPL assessment plans for Skill Sets 1–8............................206 Interview question banks and recording documents for Skill Sets 1–8.....................................300 Mapping documents for Skill Sets 1–8.....................................................................................412

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RPL Assessment Tool

RTF30103 Certificate III in Horticulture (Nursery)

New streamlined RPL assessment processes
To recognise prior learning it is necessary to: • • ensure that candidates know that RPL provides an alternative pathway to course attendance determine in consultation with the candidate, the learning, skills and knowledge that the candidate is able to demonstrate against the learning outcomes or performance criteria of the course or qualification for which the candidate is seeking entry or the award of credit determine whether any further evidence is needed to support the claim of competence and arrange for appropriate additional learning experiences or gap training where appropriate conduct an assessment that confirms competence.

A task-based model for RPL
A process for RPL has been developed that promotes holistic, task-based assessment, and which focuses upon relating assessment activities to actual job tasks. The intention of this model is to streamline and simplify recognition processes for prospective candidates.

Preparation/information provision to candidate
In planning for any assessment, assessors need to provide adequate information prior to, throughout and after a training and assessment experience. They need to be fully aware of the needs of the candidate, any relevant workplace personnel and the requirements of the Training Package unit of competency or qualification. Information is to be provided to the candidate about the assessment process. It will give particular advice regarding how the candidate can demonstrate their competence and any documentary evidence a candidate may wish to gather to support their application. Each industry has unique documents that can provide evidence of experience and competence. However, the focus of the new streamlined holistic assessment process is on demonstrated skills and knowledge and not on documentary evidence as the main source of evidence. Some examples of documentary evidence that can support the process include: • • • • • • • • • • • • • licences brief CV or work history certificates/results of assessment tickets held, eg forklift, crane photographs of work undertaken diaries task sheets/job sheets logbooks site training records pay slips membership of relevant professional associations references/letters/third-party verification reports from previous employers/supervisors industry awards

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RPL Assessment Tool Kit

performance appraisals.

These items may be used to support the candidate’s claim to competency throughout the RPL process. However, they should not be seen as a sole or sufficient determinant of competence, which is more properly and effectively assessed through interaction, dialogue and the practical demonstration of tasks.

The steps
Following this preparatory stage of providing information to the candidate about the assessment process, and determining the job tasks and any clustering of competencies appropriate for the candidate, four steps toward RPL assessment are recommended. • • • • Step 1 – Self-evaluation completed by candidate Step 2 – Interview with assessor Step 3 – Demonstration/observation of tasks Step 4 – Provision of further supporting evidence

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RPL Assessment Tool

RTF30103 Certificate III in Horticulture (Nursery)

Units of competency covered by Skill Sets 1–8
Skill Set 1 – Plant recognition, culture and advice to customers RTC3016A Provide information on plants and their culture RTC2016A Recognise plants RTC2801A Participate in workplace communications Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals Skill Set 3 – Irrigation maintenance and operation in the horticultural industry RTE3612A Implement a maintenance program for an irrigation system RTE2606A Maintain pressurised irrigation systems RTE3611A Operate pressurised irrigation systems RTC2705A Work effectively in the industry Skill Set 4 – Machinery operation and maintenance RTC2307A Operate machinery and equipment RTC3310A Operate specialised machinery and equipment RTE3307A Coordinate machinery and equipment maintenance and repair RTE2308A Operate ride-on vehicles RTE3713A Carry out workplace OHS procedures RTC2701A Follow OHS procedures Skill Set 5 – Coordination and maintenance of nursery facilities RTC3805A Coordinate worksite activities RTC2210A Maintain properties and structures Skill Set 6 – Provision of training; preparation and maintenance of plants; observation of environmental practices RTE3801A Provide on-job training support RTF3021A Maintain nursery plants RTF2024A Tend nursery plants RTF3025A Prepare specialised plants RTC2702A Observe environmental work practices

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Skill Set 7 – Propagation of plants; determination of properties of growing media and potting-on plants RTF3014A Implement a propagation plan RTC2026A Undertake propagation activities RTF2013A Pot-on plants RTF2504A Determine basic properties of soils/growing media Skill Set 8 – Receipt and dispatch of plants and products; processing customer complaints RTF3026A Receive and dispatch plants and other nursery products RTE3819A Process customer complaints

How/where interview was conducted

Interview only Observation/demonstration Theoretical assessment At workplace

q q q
at RTO

q

q

Candidate’s name Assessor’s name Date

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RPL Assessment Tool

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Information for assessors
This document contains the assessment tools for Certificate III in Horticulture from which Certificate II in Horticulture may also be assessed. These tools have been developed to support a ‘whole-of-trade’ assessment to reflect the work undertaken in the industry. This approach focuses on clustering the units of competency from the qualification into the following skill sets. • • • • • • • • Skill Set 1 – Plant recognition, culture and advice to customers Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders Skill Set 3 – Irrigation maintenance and operation in the horticultural industry Skill Set 4 – Machinery operation and maintenance Skill Set 5 – Coordination and maintenance of nursery facilities Skill Set 6 – Provision of training; preparation and maintenance of plants; observation of environmental practices Skill Set 7 – Propagation of plants; determination of properties of growing media and potting-on plants Skill Set 8 – Receipt and dispatch of plants and products; processing customer complaints

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Candidate’s contact information
Candidate’s name Address Phone number Mobile number Fax number Email Candidate’s employer
(if applicable)

Name of candidate’s supervisor
(if applicable)

Qualification and trade details

Qualification RTF30103 Certificate III in Horticulture (Nursery) Trade Horticulture

q

q

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RTF30103 Certificate III in Horticulture (Nursery)

Record of initial interview (to be conducted after candidate has completed self-evaluation)
RTF30103 Certificate lll in Horticulture (Nursery)
Candidate’s name Assessor’s name
Description of candidate’s tasks at work (Assessor to complete this section during the interview with a summary of the candidate’s work history.) What evidence is the candidate able to collect? (Assessor to complete this section during the interview with the evidence the assessor and candidate have agreed could be collected by the candidate.) For example: job cards, job description, training records, references. Candidate to answer questions
• • • • •

Have the purpose and the consequences of the assessment been explained? Have you received copies of the standards that will be assessed? Do you understand what evidence is to be collected? Have your rights and the appeal system been fully explained? Have you discussed any special needs to be considered during assessment?

Yes Yes Yes Yes Yes

q q q q q

No No No No No

q q q q q

If yes, provide details: _________________________________________________________________________________________________________________________

Assessor’s signature

Candidate’s signature

Date

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Whole-of-trade skills recognition RPL evidence-gathering matrix

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RPL Assessment Tool Kit Workplace G1
Observation

RTF30103 Certificate III in Horticulture (Nursery)
Satisfactory/Unsatisfactory

RTO A
Work diary/Portfolio

E1
Skill demonstration

H1
Workplace documentation

B
Employer reports

C
Academic record

D
Theory/Calcs assess

E
Skill demonstration

F
Verbal assessment

G
Observation

H
Project workbook

I
RPL/NR process Assessor’s comments

Certificate III in Horticulture (Nursery)

Assessor’s initials and date

Nat ID
RTC3016A 1 RTC2016A RTC2801A RTC3404A RTC2404A 2 RTC3401A RTC2401A RTC3704A RTC2706A RTC3705A RTE3612A RTE2606A RTE3611A RTC2705A 4 RTC2307A RTC3310A

SIN No S2743 S2725 S2742 S2753 S2736 S2752 S2735 S2755 S2741 S2756 S3511 S3544 S3589 S2740 S2733 S2750

Nom hrs

Unit of competency
Provide information on plants and their culture Recognise plants Participate in workplace communications Control plant pests, diseases and disorders Treat plant pests, diseases and disorders Control weeds Treat weeds Prepare and apply chemicals Apply chemicals under supervision Transport, handle and store chemicals Implement a maintenance program for an irrigation system Maintain pressurised irrigation systems Operate pressurised irrigation systems Work effectively in the industry Operate machinery and equipment Operate specialised machinery and equipment Coordinate machinery and equipment maintenance and repair

30 35 10 35 35 30 35 35 30 10 30 25 30 25 35 45

3

RTE3307A RTE2308A
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S3443 S3590 15

Operate ride-on vehicles
© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery) Workplace G1
Observation

RPL Assessment Tool Kit RTO A
Work diary/Portfolio Satisfactory/Unsatisfactory

E1
Skill demonstration

H1
Workplace documentation

B
Employer reports

C
Academic record

D
Theory/Calcs assess

E
Skill demonstration

F
Verbal assessment

G
Observation

H
Project workbook

I
RPL/NR process Assessor’s comments

Certificate III in Horticulture (Nursery)

Assessor’s initials and date

Nat ID
RTC3016A 1 RTC2016A RTC2801A RTE3713A RTC2701A 5 RTC3805A RTC2210A RTE3801A RTF3021A 6 RTF2024A RTF3025A RTC2702A RTF3014A RTC2026A 7 RTF2013A RTF2504A RTF3026A 8 RTE3819A

SIN No S2743 S2725 S2742 S3432 S2737 S2758 S2729 S3646 S3334 S3374 S3358 S2738 S3321 S2726 S3353 S3306 S3026A S3625

Nom hrs

Unit of competency
Provide information on plants and their culture Recognise plants Participate in workplace communications Carry out workplace OHS procedures Follow OHS procedures Coordinate worksite activities Maintain properties and structures Provide on-job training support Maintain nursery plants Tend nursery plants Prepare specialised plants Observe environment work practices Implement a propagation plan Undertake propagation activities Pot-on plants Determine basic properties of soils/growing media Receive and dispatch plants and other nursery products Process customer complaints

30 35 10

10 40 30 30 30 25 25 30 35 24 25 24 20

Assessor’s signature Candidate’s signature Date
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Other information that will assist with the assessment process
Section 1 – Personal details
What is your first language? _____________ Do you speak English? no Which language do you speak at home? _____________ How well? fluent

q

yes

q

q

basic no no no

q
yes yes yes

Do you need an interpreter to help you with an interview of trade test? Do you have a disability? Will you need special aids to undertake a trade test?

q q q

q q q

Provide details so we can assist you: ______________________________________________________ ____________________________________________________________________________________

Section 2 – Previous applications
Have you previously applied to have your trade skills assessed? no

q (Go to Section 3.)

yes

q (Give details.)
___________________________________________________ ___________________________________________________ no

Name of trade: Date of application: Was your application successful?

Name of authority to which you applied: ___________________________________________________

q

yes

q

Section 3 – Apprenticeship training
Have you ever commenced an apprenticeship in Australia or overseas? no

q (Go to Section 4.)

yes

q (Give details.)
___________________________________________________ ___________________________________________________

Name of trade: Country where you did your trade:

Name and address of college/institution you attended (if any) ___________________________________________________ ___________________________________________________ ___________________________________________________ What was the duration of your apprenticeship training? _____________ years _____________ months Date you completed your apprenticeship training: ____________________________________________

Section 4 – Formal vocational education or trade training
Apart from an apprenticeship, have you ever done any formal vocational training or technical courses relevant to this application? no

q (Go to Section 5.)

yes

q (Give details.)
___________________________________________________

Name of course:

Name and address of college /institution you attended: ___________________________________________________ ___________________________________________________ ___________________________________________________

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Dates you commenced and completed the training: commenced: ____________ completed: __________ Name of qualification obtained: ___________________________________________________

Section 5 – Current employment details
Are you employed? Company/employer: Address: Phone: Email address: Date you commenced: Occupation: no

q (Go to Section 6.)

yes

q

(Give details. If self-employed, provide evidence.)

_____________________________________________________________ _____________________________________________________________ _____________________________________________________________ ________________________________ Fax: _______________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

Current use of trade skills
Where you are currently working, do you use the trade skills you are applying to have recognised? no

q (Go to Section 6.)

yes

q

(In the space below, list the main trade-related duties you perform at work.)

Main duties
____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Attach a reference from your current employer.

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Section 6 – Employment history
Give details of any previous employment relevant to this application (including employment in which you used your trade skills). You may attach a résumé rather than complete this section. If you do not have a résumé, document your work history here. Start with your present or most recent employer. Attach other pages if necessary. Attach copies of references from employers. The references should list the main duties you performed and other relevant information, for example <examples>. Include evidence of any periods of self-employment.
Company/employer name and address Occupation/duties Period of employment From To Is company/ employer reference attached?

I certify that the information contained in this application is a true and accurate record of my employment and training.

Candidate’s signature Date

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Explanation of assessment tools
These assessment tools have been developed to support the assessment of each skill set and include:
• • • • •

a self-evaluation checklist a reporting and recording document for demonstrations/observations/practicals an assessment judgement checklist an interview question bank and recording document a third-party evidence report.

These tools have been mapped to all the units of competency from RTF30103 Certificate III in Horticulture (Nursery).

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RTF30103 Certificate III in Horticulture (Nursery)

The trade skills recognition process
Step 1
The candidate obtains the self-evaluation checklist and works through it to identify what they need to know for the whole of trade. (Assessment tool: Self-evaluation checklist)

Step 2
The candidate meets with an assessor for an interview to discuss their knowledge and skills to identify whether they address the required knowledge and skills for the whole of trade. The candidate may also present documentary evidence at this interview. If they do not present any documentary evidence, the assessor and the candidate are to discuss what documentary evidence could be obtained. (Assessment tool: Interview question bank and recording document) The assessor will advise the candidate if it seems that they are likely to be successful with an RPL application. If this is the case, the candidate will move to Step 3. If the skills gap is significant, the candidate is advised of other options, for example fast-track apprenticeship.

Step 3
The candidate undertakes a workplace assessment, either in the workplace* or in a simulated environment. (Assessment tool: Reporting and recording document for demonstrations/observations/practicals) *The workplace is preferable if the candidate is currently employed, as this would enable the assessor to complete Step 4 at the same time.

Step 4
Reference checking – Third-party evidence The assessor discusses the candidate with the employer/supervisor/peers – to be agreed between the assessor and the candidate.

Step 5
Assessment judgement

Step 6
Recognition and certification

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Trade skills recognition
Notice of assessment outcome
Stage 1 – Interview
Candidate’s name: Trade: Date of interview: Assessor’s name: Assessment outcome 1. RPL recommended ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

q

Stage 2: Observation assessment scheduled for: _____________________ (date) or 2. Skills gap significant

q
Yes

Refer to Apprenticeship & Traineeship Support Network? Yes or No

q q

If yes, TPO attached?

q ______ pages

No

q

If no, give reason. _________________________________________________________ _________________________________________________________

Assessor’s comments Based on your observation of the candidate during the interview: 1. Did the information session provide the candidate with sufficient information about the skills recognition process? Yes

q

No

q

Comment: 2.

_________________________________________________________ _________________________________________________________

Did the self-evaluation checklist provide the candidate with sufficient information about the trade in which they are seeking recognition? Yes

q

No

q

Comment:

________________________________________________________ ________________________________________________________

3.

Approximately how long did the interview with the candidate take? __________________

Assessor’s signature Date

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Assessor’s signature Manager’s signature Date

Notice of assessment outcome
Stage 2 – Observation assessment and reference checking
Candidate’s name: Trade: Date of interview: Assessor’s name: Assessment 1. Observation assessment undertaken: on-the-job at training facility other _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________

q q q q q
________________

How much time did you spend on this assessment? _______________________________ 2. Reference checking undertaken: Yes No

How much time did you spend checking references? ______________________________ Assessment outcome 1. The candidate is competent against Certificate III qualification so no gap training required. or 2. The candidate is not yet competent against Certificate III qualification and gap training is required.
If you select 2 above, please attach a summary of the gap training required (including hours of training required), and how you have negotiated for this to be undertaken between the RTO and the candidate).

q q

3.

Have you requested that Certificate III be issued?

Yes

q

No

q

Assessor’s signature Date

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Assessor’s signature Manager’s signature Date

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Record of trade skills recognition assessment
This is to certify that ____________________________ [candidate’s name] was assessed at ________________________________________ <insert name of RTO> on _______________ [date] for the trade of ________________________ [trade name], based on an assessment against the units of competency from the ________________________________________________ [AQF qualification]. The assessment involved an interview with the candidate and a review of any documentary evidence that the candidate was able to provide. Based on this assessment, it has been determined that the candidate currently has a significant skills gap, and accordingly the trade skills recognition pathway is not recommended at this stage. Training options have been explained to the candidate. It is the view of the assessor that _________________________ [candidate’s name] is suitable for a ‘Fast-Track Apprenticeship’. For further information on this assessment, please contact _________________________________________ [assessor’s name and contact details].

Unit code

Unit name

Competent

Not yet Competent

Comments

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Unit code

Unit name

Competent

Not yet Competent

Comments

Assessor’s signature
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Unit code

Unit name

Competent

Not yet Competent

Comments

Date

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Letter for trade skills recognition candidates with a significant skills gap

Dear Trade skills recognition assessment This letter is to provide you with the details from the interview you attended with __________________ [assessor] on ___________ [date] as part of a trade skills recognition assessment, and advice on further training options available to you. The assessor has identified through the assessment process that you currently have a significant skills gap. Based on this assessment you are unable to continue through to Stage 2 of the trade skills recognition assessment at this time. A summary of the trade qualification is attached, identifying the areas where you were assessed as currently having the required knowledge and skills, and those areas in which further training is required to reach the standard of a tradesperson in __________________ [trade]. To discuss your next options, please contact the _________________________ <insert contact details of RTO>. Kind regards

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Candidate’s self-evaluation
Skill Set 1 – Plant recognition, culture and advice to customers RTC3016A Provide information on plants and their culture RTC2016A Recognise plants RTC2801A Participate in workplace communications Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals Skill Set 3 – Irrigation maintenance and operation in the horticultural industry RTE3612A Implement a maintenance program for an irrigation system RTE2606A Maintain pressurised irrigation systems RTE3611A Operate pressurised irrigation systems RTC2705A Work effectively in the industry Skill Set 4 – Machinery operation and maintenance RTC2307A Operate machinery and equipment RTC3310A Operate specialised machinery and equipment RTE3307A Coordinate machinery and equipment maintenance and repair RTE2308A Operate ride-on vehicles RTE3713A Carry out workplace OHS procedures RTC2701A Follow OHS procedures Skill Set 5 – Coordination and maintenance of nursery facilities RTC3805A Coordinate worksite activities RTC2210A Maintain properties and structures Skill Set 6 – Provision of training; preparation and maintenance of plants; observation of environmental practices RTE3801A Provide on-job training support RTF3021A Maintain nursery plants RTF2024A Tend nursery plants RTF3025A Prepare specialised plants RTC2702A Observe environmental work practices

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Skill Set 7 – Propagation of plants; determination of properties of growing media and potting-on plants RTF3014A Implement a propagation plan RTC2026A Undertake propagation activities RTF2013A Pot-on plants RTF2504A Determine basic properties of soils/growing media Skill Set 8 – Receipt and dispatch of plants and products; processing customer complaints RTF3026A Receive and dispatch plants and other nursery products RTE3819A Process customer complaints

How/where interview was conducted

Interview only Observation/demonstration Theoretical assessment At workplace

q q q
at RTO

q

q

Candidate’s name Assessor’s name Date

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Self-evaluation checklist for Skill Set 1 – Plant recognition, culture and advice to customers
The purpose of this self-evaluation is to enable candidates who consider that they already have the competencies required for Certificate III in Horticulture (Nursery) to match their skills and knowledge against the qualification requirements. To complete the self-evaluation, answer all the questions by placing a tick () in the column (Yes or No) which best reflects your current level of skills and knowledge. As you answer each question, make a note of any evidence you have that could be used to verify your skills. For example, if you claim to be able to prepare and apply chemicals, you need to be able to provide evidence of this. Some examples of different types of evidence that you could provide include:
• • • • • • • • • • • • • • • • • •

nursery maintenance records a résumé or summary of work history describing where you have worked logbooks, diaries, records of work meetings indentures/trade papers results/statements of attendance/certificates/training courses statements of attendance from workshops, seminars, symposiums, etc tickets held, for example, forklift, quick saw, traffic management, etc site training records First Aid courses undertaken drawings of jobs completed references/letters from previous employers/supervisors testimonials from peers, people you have supervised, clients pay slips/job descriptions photographs, samples of work records of formal or informal training you may have done on the job discussion of work you have carried out and where with an assessor demonstration of the task to an assessor, either at your workplace or at an RTO any documentation that may demonstrate industry experience.

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Skill Set 1 – Plant recognition, culture and advice to customers
Yes Questions 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Can you identify and select a range of plants suitable for various horticultural situations? Are you able to select a range of plants for colour grouping, foliage and flower? Can you recommend plants for different height situations? Can you demonstrate the underpinning knowledge and skills required to identify a broad range of plants? Do you use botanical names and common names when you are recommending plants? Are you familiar with a broad range of pesticides for controlling various pest problems? Can you recommend soil treatments for plants which show deficiencies? Are you able to diagnose a plant problem by asking questions and listening to the customer? Can you differentiate between a weed and a plant? Can you use basic maths for conducting routine calculations? Can you read and interpret workplace instructions? No What evidence can you provide?

q q q q q q q q q q q q q q q q q q q q q q
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Skill Set 1 – Plant recognition, culture and advice to customers
Yes Questions 12. 13. 14. 15. 16. 17. 18. Are you courteous, clear and concise in your interactions with others? Do you attend team meetings? Do you use PPE (personal protective equipment) when necessary? Are you able to estimate, calculate and record routine workplace measures? Do you follow any codes of practice within your workplace? Do you complete work within the time allocated? Do you carry out your responsibilities and duties in a positive manner? No What evidence can you provide?

q q q q q q q q q q q q q q

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RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 1 – Plant recognition, culture and advice to customers
Is there anything else that you have done that has not been identified here? If yes, provide details. ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ What type of evaluation methods would you be able to use to confirm that you have the required skills and knowledge? (Tick at least two boxes.) no

q

yes

q

q Written test q Case study q Submission of report

q Simulated/workplace demonstration q Evidence portfolio/Document review q Face-to-face interview

q Workplace project q Unit assessments q Third-party report

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RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Self-evaluation checklist for Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders
The purpose of this self-evaluation tool is to enable candidates who consider that they already have the competencies required for Certificate III in Horticulture (Nursery) to match their skills and knowledge against the qualification requirements. To complete the self-evaluation, answer all the questions by placing a tick () in the column (Yes or No) which best reflects your current level of skills and knowledge. As you answer each question, make a note of any evidence you have that could be used to verify your skills. For example, if you claim to be able to prepare and apply chemicals, you need to be able to provide evidence of this. Some examples of different types of evidence that you could provide include:
• • • • • • • • • • • • • • • • • •

spray application records a résumé or summary of work history describing where you have worked logbooks, diaries, records of work meetings indentures/trade papers results/statements of attendance/certificates/training courses statements of attendance from workshops, seminars, symposiums, etc tickets held, for example, forklift, quick saw, traffic management, etc site training records First Aid courses undertaken drawings of jobs completed references/letters from previous employers/supervisors testimonials from peers, people you have supervised, clients pay slips/job descriptions photographs, samples of work records of formal or informal training you may have done on the job discussion of work you have carried out and where with an assessor demonstration of the task to an assessor, either at your workplace or at an RTO any documentation that may demonstrate industry experience.
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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders
Yes Questions 1. 2. 3. 4. 5. 6. Are you able to identify weed characteristics which will affect the method of control selected? Can you determine whether or not a weed is an annual or a perennial? Are you able to demonstrate that you can identify the major weeds in your workplace by common name? Do you consider and apply the most environmentally sound method when you are implementing weed control? Can you demonstrate adequate underpinning knowledge in relation to safe chemical application? Can you demonstrate the safe and effective use of a range of mechanical tools, plant and equipment generally used in the application of chemicals and weed control? For example: using a knapsack sprayer, boom sprayer, wick wiper or CDA sprayer. The calibration of spraying equipment is extremely important in correct chemical control. Are you able to complete the calibration of a knapsack sprayer? When you read the signal heading on a chemical container, what do you understand about the toxicity schedule? Are you able to recognise the signs and symptoms of pest and disease damage to plants? No What evidence can you provide?

q q q q q q q q q q q q q q q q q q
© Department of Training and Workforce Development 2010 Version 1, June 2010

7.

8. 9.

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Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders
Yes Questions 10. 11. Can you demonstrate an understanding of sound integrated pest management (IPM) strategies? Can you identify, fit and maintain the correct PPE (personal protective equipment) for the application of hazardous chemicals? Are you able to demonstrate adequate record-keeping procedures in relation to the application of chemicals? Can you demonstrate knowledge of the correct storage procedures for hazardous chemicals? Do you understand the steps to be taken to protect the public from the harmful effects of the application of chemicals? Can you describe the different modes of action of chemicals? Do you understand how pests and diseases become resistant to chemical control? Are you able to demonstrate the correct procedures for cleaning equipment, disposing of residues and what to do in the event of a chemical spill? Do you understand how the life cycles of pests and diseases will affect the application of control methods? Can you identify the major pest and disease problems in your workplace by common name? No What evidence can you provide?

q q q q q q q q q q q q q q q q q q q q

12. 13. 14. 15. 16. 17.

18. 19.

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RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders
Yes Questions 20. Do you think that you have had sufficient experience in using control methods for weeds, insects and diseases in either your current workplace or in other places you have previously worked? No What evidence can you provide?

q q
no

Is there anything else that you have done that has not been identified here? If yes, provide details.

q

yes

q

____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __
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RPL Assessment Tool Kit

What type of evaluation methods would you be able to use to confirm that you have the required skills and knowledge? (Tick at least two boxes.)

q Written test q Case study q Submission of report

q Simulated/workplace demonstration q Evidence portfolio/Document review q Face-to-face interview

q Workplace project q Unit assessments q Third-party report

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Self-evaluation checklist for Skill Set 3 – Irrigation maintenance and operation in the horticultural industry
The purpose of this self-evaluation tool is to enable candidates who consider that they already have the competencies required for Certificate III in Horticulture (Nursery) to match their skills and knowledge against the qualification requirements. To complete the self-evaluation, answer all the questions by placing a tick () in the column (Yes or No) which best reflects your current level of skills and knowledge. As you answer each question, make a note of any evidence you have that could be used to verify your skills. For example, if you claim to be able to prepare and apply chemicals, you need to be able to provide evidence of this. Some examples of different types of evidence that you could provide include:
• • • • • • • • • • • • • • • • • •

irrigation maintenance records a résumé or summary of work history describing where you have worked logbooks, diaries, records of work meetings indentures/trade papers results/statements of attendance/certificates/training courses statements of attendance from workshops, seminars, symposiums, etc tickets held, for example, forklift, quick saw, traffic management, etc site training records First Aid courses undertaken drawings of jobs completed references/letters from previous employers/supervisors testimonials from peers, people you have supervised, clients pay slips/job descriptions photographs, samples of work records of formal or informal training you may have done on the job discussion of work you have carried out and where with an assessor demonstration of the task to an assessor, either at your workplace or at an RTO any documentation that may demonstrate industry experience.

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RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 3 – Irrigation maintenance and operation in the horticultural industry
Yes Questions 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Are you able to identify a range of irrigation fittings and describe their uses? Are you able to program a controller? Have you performed different types of irrigation component repairs? Can you demonstrate safe repair techniques for irrigation systems? Can you explain the difference between drip irrigation, spray irrigation and micro-irrigation? Can you explain or demonstrate how centrifugal pump systems work? Can you demonstrate how to change a nozzle on a range of sprinklers? Can you demonstrate how to maintain/repair an electric solenoid valve? Do you know of the different types of valves used in irrigation and can you explain their uses? Can you describe the different uses for PVC pipe, low-density poly pipe and high-density poly pipe? No What evidence can you provide?

q q q q q q q q q q q q q q q q q q q q

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RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 3 – Irrigation maintenance and operation in the horticultural industry
Yes Questions 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. Can you name several parts of an irrigation system that require maintenance and the type of maintenance required? Can you explain how a submersible bore pump is set up? Can you demonstrate the correct and safe techniques for joining PVC pipe and fittings? Are you aware of, and can you demonstrate an understanding of, the methods other than solvent cement for joining PVC? Can you describe or demonstrate how to adjust part-circle gear drive sprinklers? Can you give details of more than two (2) types of sprinklers (operating type)? Can you explain what checks are required on sprinkler operation? Do you know how to conduct a catch cup test? Can you work out station run times based on millimetres of application? Can you explain the relationship between soil types and irrigation? Can you explain the different types of irrigation systems you have operated and maintained? No What evidence can you provide?

q q q q q q q q q q q q q q q q q q q q q q
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Skill Set 3 – Irrigation maintenance and operation in the horticultural industry
Yes Questions 22. 23. 24. 25. Do your dress and personal requirements comply with your workplace standards? Do you understand the principles of equal employment opportunity? Are you able to complete work within an allocated timeframe? Do you carry out your responsibilities and duties in a positive manner? No What evidence can you provide?

q q q q q q q q
no

Is there anything else that you have done that has not been identified here? If yes, provide details.

q

yes

q

____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ What type of evaluation methods would you be able to use to confirm that you have the required skills and knowledge? (Tick at least two boxes.)

q Written test q Case study q Submission of report

q Simulated/workplace demonstration q Evidence portfolio/Document review q Face-to-face interview

q Workplace project q Unit assessments q Third-party report
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RTF30103 Certificate III in Horticulture (Nursery)

Self-evaluation checklist for Skill Set 4 – Machinery operation and maintenance
The purpose of this self-evaluation tool is to enable candidates who consider that they already have the competencies required for Certificate III in Horticulture (Nursery) to match their skills and knowledge against the qualification requirements. To complete the self-evaluation, answer all the questions by placing a tick () in the column (Yes or No) which best reflects your current level of skills and knowledge. As you answer each question, make a note of any evidence you have that could be used to verify your skills. For example, if you claim to be able to prepare and apply chemicals, you need to be able to provide evidence of this. Some examples of different types of evidence that you could provide include:
• • • • • • • • • • • • • • • • • • •

machinery operation/maintenance/repair records OHS records (including incident/accident reports) employer’s letter stating OHS experience and performance enterprise’s OHS policy and procedures a résumé or summary of work history describing where you have worked logbooks, diaries, records of work meetings indentures/trade papers results/statements of attendance/certificates/training courses statements of attendance from workshops, seminars, symposiums, etc tickets held, for example, forklift, quick saw, traffic management, etc site training records First Aid courses undertaken photographs/samples of work references/letters from previous employers/supervisors testimonials from peers, people you have supervised, clients records of formal or informal training you may have done on the job discussion of work you have carried out and where with an assessor demonstration of the task to an assessor, either at your workplace or at an RTO any documentation that may demonstrate industry experience.
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Skill Set 4 – Machinery operation and maintenance
Yes Questions 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Are you able to describe generally the relevance of the OHS Act? Do you meet your obligations under this Act? Do you understand the hierarchy of risk control? Are you able to discuss various codes of practice relevant to the nursery industry? Are you familiar with the relevant PPE required in the industry and its maintenance requirements? From your own experience, are you able to identify the hazards typically found in the industry? Are you familiar with the emergency procedures in your workplace? Are you able to describe procedures for checking the safety of machinery/equipment in your workplace? Can you provide evidence of OHS workplace documentation such as MSDS and relevant reports? Are you able to discuss workplace procedures related to any OHS issue? No What evidence can you provide?

q q q q q q q q q q q q q q q q q q q q

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RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 4 – Machinery operation and maintenance
Yes Questions 11. 12. 13. Do you take an active part in workplace consultation and communication regarding OHS matters? Are there diagrams detailing evacuation procedures positioned prominently throughout your workplace? Are you able to demonstrate safe and effective working practices with a wide range of horticultural machinery/equipment and ride-on vehicles? Are you able to demonstrate routine pre-start checks and maintenance for horticultural equipment, machinery and ride-on vehicles? Are you aware of the risks to the operator, others and the environment when machinery/equipment is being used? Are you aware of strategies to minimise environmental hazards which may arise from the operation and maintenance of machinery/equipment? Can you identify the specialised machinery in your industry? Are you able to detect faults, malfunctions and poor performance in machinery/equipment and ride-on vehicles? Are you able to demonstrate the scheduling of maintenance and the coordination of repair activities? Are you able to demonstrate the purchase, delivery and storage of the necessary material resources for maintenance and repair activities? No What evidence can you provide?

q q q q q q q q q q q q q q q q q q q q
© Department of Training and Workforce Development 2010 Version 1, June 2010

14.

15. 16.

17. 18. 19. 20.

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Skill Set 4 – Machinery operation and maintenance
Yes Questions 21. 22. 23. To what extent have you required specialist mechanical personnel to perform maintenance/repairs? Provide details. Provide examples of how you would prioritise machinery maintenance activities and repairs in your workplaces. Provide evidence of maintenance and repair records including identifying personnel, activities completed, time allocated and resources required. Give examples of contingency situations that have arisen regarding machinery. How did you handle each situation? Have you been required to provide your employer with a record of the maintenance and repair activities you have completed? No What evidence can you provide?

q q q q q q q q q q
no

24. 25.

Is there anything else that you have done that has not been identified here? If yes, provide details.

q

yes

q

____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __

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RTF30103 Certificate III in Horticulture (Nursery)

What type of evaluation methods would you be able to use to confirm that you have the required skills and knowledge? (Tick at least two boxes.)

q Written test q Case study q Submission of report

q Simulated/workplace demonstration q Evidence portfolio/Document review q Face-to-face interview

q Workplace project q Unit assessments q Third-party report

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Self-evaluation checklist for Skill Set 5 – Coordination and maintenance of nursery facilities
The purpose of this self-evaluation tool is to enable candidates who consider that they already have the competencies required for Certificate III in Horticulture (Nursery) to match their skills and knowledge against the qualification requirements. To complete the self-evaluation, answer all the questions by placing a tick () in the column (Yes or No) which best reflects your current level of skills and knowledge. As you answer each question, make a note of any evidence you have that could be used to verify your skills. For example, if you claim to be able to prepare and apply chemicals, you need to be able to provide evidence of this. Some examples of different types of evidence that you could provide include:
• • • • • • • • • • • • • • • • •

a résumé or summary of work history describing where you have worked logbooks, diaries, records of work meetings indentures/trade papers results/statements of attendance/certificates/training courses statements of attendance from workshops, seminars, symposiums, etc tickets held, for example, forklift, quick saw, traffic management, etc site training records First Aid courses drawings of jobs completed references/letters from previous employers/supervisors testimonials from peers, people you have supervised, clients pay slips/job descriptions photographs, samples of work records of formal or informal training you may have done on the job discussion of work you have carried out and where with an assessor demonstration of the task to an assessor, either at your workplace or at an RTO any documentation that may demonstrate industry experience.

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RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 5 – Coordination and maintenance of nursery facilities
Yes Questions 1. 2. 3. Do you have experience in identifying routine maintenance of nursery structures and property infrastructures? Do you have a plan or schedule to refer to for maintaining the infrastructure of the nursery? Are you responsible or have you ever been responsible for identifying the resources, tools/equipment and personnel requirements as instructed by a supervisor? Should you check the serviceability of tools and equipment before you use them? Do you have a workplace procedure for dealing with faulty or unsafe tools and equipment? Does your maintenance program include the need to identify existing and potential OHS hazards and their assessment and control? Are you aware of all the possible environmental implications of any maintenance and/or repair activities in your workplace? Do you recognise the specific personal protective equipment (PPE) required for performing individual maintenance and/or repair activities? Have you had experience in purchasing material resources for maintenance activities? No What evidence can you provide?

q q q q q q q q q q q q q q q q q q
© Department of Training and Workforce Development 2010 Version 1, June 2010

4. 5. 6.

7. 8.

9.

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Skill Set 5 – Coordination and maintenance of nursery facilities
Yes Questions 10. Have you had experience in locating and purchasing/hiring equipment/machinery for maintenance activities as authorised by the supervisor? Have you been directly involved with and/or coordinated a wide range of routine maintenance and minor repairs to nursery structures, surrounds and infrastructures? Have you had to gain permission, permits, licences or authorisation for any activity related to the maintenance/repair jobs in which you have been involved? Have you had to advise neighbours of works being undertaken which may result in excessive noise, dust or chemical hazard? Have you had the responsibility of organising the delivery of materials, equipment/machinery to the site and ensuring the correct timing of work activities? Have you coordinated and monitored the personnel, resources and timeframe for a project and kept the necessary documentation? Have you had to put in place contingency plans when an emergency situation has presented itself? Have you taken responsibility for returning the worksite to operation – cleaning and storing tools/equipment and storing material resources? No What evidence can you provide?

q q q q q q q q q q q q q q q q

11.

12.

13. 14.

15.

16. 17.

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RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 5 – Coordination and maintenance of nursery facilities
Yes Questions 18. Have you been responsible for removing, treating or recycling waste materials from maintenance activities according to OHS and environmental requirements? Have you been required to report to management on the progress/completion of worksite activities? Do you think that you are competent at communicating with supervisors, subcontractors, employees, service providers and product providers when coordinating worksite projects? Are you able to use basic maths for routine calculations? Can you read and interpret plans, manufacturers’ specifications and MSDS? Are you able to estimate, calculate and record information? No What evidence can you provide?

q q q q q q q q q q q q

19. 20.

21. 22. 23.

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RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 5 – Coordination and maintenance of nursery facilities
Is there anything else that you have done that has not been identified here? If yes, provide details. ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __
© Department of Training and Workforce Development 2010 Version 1, June 2010 Page 56 of 529

no

q

yes

q

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

What type of evaluation methods would you be able to use to confirm that you have the required skills and knowledge? (Tick at least two boxes.)

q Written test q Case study q Submission of report

q Simulated/workplace demonstration q Evidence portfolio/Document review q Face-to-face interview

q Workplace project q Unit assessments q Third-party report

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Self-evaluation checklist for Skill Set 6 – Provision of training; preparation and maintenance of plants; observation of environmental practices
The purpose of this self-evaluation tool is to enable candidates who consider that they already have the competencies required for Certificate III in Horticulture (Nursery) to match their skills and knowledge against the qualification requirements. To complete the self-evaluation, answer all the questions by placing a tick () in the column (Yes or No) which best reflects your current level of skills and knowledge. As you answer each question, make a note of any evidence you have that could be used to verify your skills. For example, if you claim to be able to prepare and apply chemicals, you need to be able to provide evidence of this. Some examples of different types of evidence that you could provide include:
• • • • • • • • • • • • • • • • • • •

evidence of the provision of training relating to the use of chemicals, fertilisers and water, and waste management and other relevant activities a résumé or summary of work history describing where you have worked logbooks, diaries, records of work meetings indentures/trade papers results/statements of attendance/certificates/training courses statements of attendance from workshops, seminars, symposiums, etc tickets held, for example, forklift, quick saw, traffic management, etc site training records First Aid courses undertaken drawings of jobs completed photographs/samples of work references/letters from previous employers/supervisors testimonials from peers, people you have supervised, clients pay slips/job descriptions photographs, samples of work records of formal or informal training you may have done on the job discussion of work you have carried out and where with an assessor demonstration of the task to an assessor, either at your workplace or at an RTO any documentation that may demonstrate industry experience.

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RTF30103 Certificate III in Horticulture (Nursery)

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Skill Set 6 – Provision of training; preparation and maintenance of plants; observation of environmental practices
Yes Questions 1. 2. 3. 4. 5. 6. 7. 8. 9. Have you been involved in the provision of on-job training support? Can you readily identify training needs in the workplace? Do you understand a range of possible methods for the provision of on-job training? Do you understand the importance of providing training in accordance with OHS procedures and codes of practice? Can you deliver a training session and provide opportunities for practice? Can you give examples of any constructive feedback you have given in the past? Can you identify different environmental parameters for different nursery crops? Are you able to discuss a number of market variations in relation to different plants? Give some examples. Do you understand the concepts of determining the water requirements of plants and determining the amount of water actually applied? From your experience, are you able to list the criteria for assessing the health of nursery plants? No What evidence can you provide?

q q q q q q q q q q q q q q q q q q q q
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10.

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RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 6 – Provision of training; preparation and maintenance of plants; observation of environmental practices
Yes Questions 11. There are many different cultural activities necessary in the production of plants. Are you able to identify and discuss or demonstrate the range of activities? Can you explain why the many different cultural activities in plant production are necessary? Are you able to explain what the benefits of maintaining records of cultural activities in a nursery are? Have you kept cultural records in the past? Can you provide examples of the specialised plants you have cultivated? Are you able to describe in detail the tools, equipment, materials and techniques you have used to develop and cultivate two (2) different specialised plants? Can you discuss any preventative or remedial treatments that may be necessary to maintain the aesthetic appearance of specialised plants? Are you aware of the possible impacts of nursery activities on the environment? To what extent? Have you been involved in making changes in the workplace to develop practices that have less impact on the environment? Are you aware of any legislation and/or codes of industry standards that relate to environmental practices? No What evidence can you provide?

q q q q q q q q q q q q q q q q q q q q
© Department of Training and Workforce Development 2010 Version 1, June 2010

12. 13. 14. 15. 16.

17.

18. 19. 20.

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Skill Set 6 – Provision of training; preparation and maintenance of plants; observation of environmental practices
Yes Questions 21. 22. Have you kept any workplace records related to any environmentally sensitive activities? Have you had reason to report any potential environmental threats within a nursery? No What evidence can you provide?

q q q q

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Skill Set 6 – Provision of training; preparation and maintenance of plants; observation of environmental practices
Is there anything else that you have done that has not been identified here? If yes, provide details. ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __
Page 63 of 529 © Department of Training and Workforce Development 2010 Version 1, June 2010

no

q

yes

q

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ What type of evaluation methods would you be able to use to confirm that you have the required skills and knowledge? (Tick at least two boxes.)

q Written test q Case study q Submission of report

q Simulated/workplace demonstration q Evidence portfolio/Document review q Face-to-face interview

q Workplace project q Unit assessments q Third-party report

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RPL Assessment Tool Kit

Self-evaluation checklist for Skill Set 7 – Propagation of plants; determination of properties of growing media and potting-on plants
The purpose of this self-evaluation tool is to enable candidates who consider that they already have the competencies required for Certificate III in Horticulture (Nursery) to match their skills and knowledge against the qualification requirements. To complete the self-evaluation, answer all the questions by placing a tick () in the column (Yes or No) which best reflects your current level of skills and knowledge. As you answer each question, make a note of any evidence you have that could be used to verify your skills. For example, if you claim to be able to prepare and apply chemicals, you need to be able to provide evidence of this. Some examples of different types of evidence that you could provide include:
• • • • • • • • • • • • • • • •

propagation/potting and/or media testing records a résumé or summary of work history describing where you have worked logbooks, diaries, records of work meetings indentures/trade papers results/statements of attendance/certificates/training courses statements of attendance from workshops, seminars, symposiums, etc tickets held, for example, forklift, quick saw, traffic management, etc site training records First Aid courses undertaken photographs/samples of work references/letters from previous employers/supervisors testimonials from peers, people you have supervised, clients records of formal or informal training you may have done on the job discussion of work you have carried out and where with an assessor demonstration of the task to an assessor, either at your workplace or at an RTO any documentation that may demonstrate industry experience.

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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 7 – Propagation of plants; determination of properties of growing media and potting-on plants
Yes Questions 1. 2. 3. 4. 5. 6. 7. 8. Are you familiar with a range of techniques used to produce plants vegetatively? Are you familiar with the different techniques used to produce stem cuttings? Are you able to identify suitable plant material for propagating a wide range of plant species vegetatively? Can you demonstrate nursery hygiene practices to best practice standards? Do you practise and demonstrate adequate underpinning knowledge of OHS issues in relation to propagation activities? Can you identify the correct environmental conditions required for different propagation examples? Can you recognise the timing to shift propagation material from one environment to another? Are you familiar with the techniques, equipment and tools required to collect, condition and store vegetative propagation material? Are you familiar with the storage requirements of seeds? Do you maintain propagation records in relation to all activities performed in propagation activities? No What evidence can you provide?

q q q q q q q q q q q q q q q q q q q q
© Department of Training and Workforce Development 2010 Version 1, June 2010

9. 10.

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RTF30103 Certificate III in Horticulture (Nursery)

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Skill Set 7 – Propagation of plants; determination of properties of growing media and potting-on plants
Yes Questions 11. Are you able to discuss the techniques for minimising waste and handling waste products in regard to propagation activities? Are you able to discuss a range of appropriate pre-treatments of plant material? Are you familiar with the OHS hazards of handling potting media ingredients? Can you demonstrate the appropriate PPE for handling potting media? What do you understand about the level of toxicity when you read the signal words on a chemical container? Are you able to test potting media for either physical and/or chemical specifications? Can you demonstrate the use of tools and equipment appropriately in regard to potting-on and post-potting handling procedures? Can you demonstrate the correct techniques for collecting samples of potting media for testing in both pots and stockpiles? Can you accurately label samples collected for off-site testing? Are you familiar with the appropriate Australian Standards® in relation to potting media? No What evidence can you provide?

q q q q q q q q q q q q q q q q q q q q
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12. 13. 14. 15. 16. 17.

18.

19. 20.

© Department of Training and Workforce Development 2010 Version 1, June 2010

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 7 – Propagation of plants; determination of properties of growing media and potting-on plants
Yes Questions 21. 22. Are you able to develop and/or interpret workplace information in order to complete daily work routines? Can you provide examples of how you would prioritise machinery maintenance activities and repairs in your workplaces? Are you able to provide evidence of maintenance and repair records including identifying personnel, activities completed, time allocated and resources required? Can you give examples of contingency situations that have arisen regarding machinery? How did you handle each situation? Have you been required to provide your employer with a record of the maintenance and repair activities you have completed? No What evidence can you provide?

q q q q q q q q q q

23.

24.

25.

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 7 – Propagation of plants; determination of properties of growing media and potting-on plants
Is there anything else that you have done that has not been identified here? If yes, provide details. ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ What type of evaluation methods would you be able to no

q

yes

q

q Written test

q Simulated/workplace demonstration

q Workplace project
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© Department of Training and Workforce Development 2010 Version 1, June 2010

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

use to confirm that you have the required skills and knowledge? (Tick at least two boxes.)

q Case study q Submission of report

q Evidence portfolio/Document review q Face-to-face interview

q Unit assessments q Third-party report

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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Self-evaluation checklist for Skill Set 8 – Receipt and dispatch of plants and products; processing customer complaints
The purpose of this self-evaluation tool is to enable candidates who consider that they already have the competencies required for Certificate III in Horticulture (Nursery) to match their skills and knowledge against the qualification requirements. To complete the self-evaluation, answer all the questions by placing a tick () in the column (Yes or No) which best reflects your current level of skills and knowledge. As you answer each question, make a note of any evidence you have that could be used to verify your skills. For example, if you claim to be able to prepare and apply chemicals, you need to be able to provide evidence of this. Some examples of different types of evidence that you could provide include:
• • • • • • • • • • • • • • • •

workplace documentation, for example, handling procedures, orders, invoices, customer complaint records a résumé or summary of work history describing where you have worked logbooks, diaries, records of work meetings indentures/trade papers results/statements of attendance/certificates/training courses statements of attendance from workshops, seminars, symposiums, etc tickets held, for example forklift, quick saw, traffic management, etc site training records First Aid courses undertaken photographs/samples of work references/letters from previous employers/supervisors testimonials from peers, people you have supervised, clients records of formal or informal training you may have done on the job discussion of work you have carried out and where with an assessor demonstration of the task to an assessor, either at your workplace or at an RTO any documentation that may demonstrate industry experience.

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 8 – Receipt and dispatch of plants and products; processing customer complaints
Yes Questions 1. 2. 3. Have you been involved in coordinating, receiving and dispatching plants/products from a nursery? Are you familiar with a range of materials and equipment necessary for receiving and dispatching plants? Are you aware of the OHS hazards you could encounter when you are receiving, handling and dispatching plants and products? Are you familiar with the procedures for selecting and preparing stock for dispatch? Do you understand what represents an acceptable standard of plant quality for both plants received and plants dispatched? Can you describe the hygiene requirements appropriate for plant dispatch areas and transport? Are you familiar with environmental conditions for the transport of plants as they may vary seasonally? Are you familiar with any internal nursery quarantine-type procedures when you are receiving stock? Are you familiar with the range of checks that should be undertaken when you are receiving stock? Are you familiar with any procedures to monitor product levels within a nursery? No What evidence can you provide?

q q q q q q q q q q q q q q q q q q q q
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4. 5. 6. 7. 8. 9. 10.

© Department of Training and Workforce Development 2010 Version 1, June 2010

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 8 – Receipt and dispatch of plants and products; processing customer complaints
Yes Questions 11. 12. 13. 14. 15. Does your workplace currently have policies and procedures for the handling of customer complaints? Have you been actively involved in the handling of customer complaints? Does your workplace keep records of customer complaints? Do you understand when, how and to whom customer complaints should be referred? Does your workplace put their policies and procedures into action to ensure a prompt and satisfactory resolution for the customer? No What evidence can you provide?

q q q q q q q q q q
no

Is there anything else that you have done that has not been identified here? If yes, provide details.

q

yes

q

____________________________________________________________________________________________________________________ __ ____________________________________________________________________________________________________________________ __ What type of evaluation methods would you be able to use to confirm that you have the required skills and knowledge? (Tick at least two boxes.)
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q Written test q Case study q Submission of report

q Simulated/workplace demonstration q Evidence portfolio/Document review q Face-to-face interview

q Workplace project q Unit assessments q Third-party report

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

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RPL Assessment Tool Kit

Reporting and recording documents for Skill Set 1 – Plant recognition, culture and advice to customers

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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Reporting and recording document for Skill Set 1 – Activity 1
Demonstration/observation/practical
Identification of plants

Workplace observation checklist
Candidate’s name Assessor’s name Activity 1 Units of competency
Identify plants. Skill Set 1 – Plant recognition, culture and advice to customers RTC3016A Provide information on plants and their culture RTC2016A Recognise plants RTC2801A Participate in workplace communications

Workplace or simulated environment
Instructions The candidate is to competently supply information on a range of plants suitable for different locations. Plants can be selected from the workplace. The candidate is required to: • • • • • recognise a minimum of sixty different plants using botanical names and common names describe growth habit including height and width describe the plant’s attributes and main purpose in landscape present a collection of plants dispose of all plant debris correctly.

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

During the demonstration or observation of skills, did the candidate: • observe safety procedures and requirements, for example, appropriate PPE and procedures for handling chemicals and potting media? select methods and techniques appropriate to the circumstances? use appropriate tools and equipment to perform the task? perform the task in a logical sequence? adequately describe processes and demonstrate application of underpinning knowledge? perform tasks to industry standards? demonstrate appropriate communication and interpersonal skills where required? perform defined work tasks without supervision and follow instructions including working to deadlines? demonstrate the required underpinning knowledge to support performance of task skills? present the completed information to the client in a clear and understandable manner? Dimensions of competency During the demonstration or observation of skills, did the candidate: Task skills • perform the task to the required standard as described in the unit of competency?

Yes

No

Sometimes

q q q q q q q q q q
Yes

q q q q q q q q q q
No

q q q q q q q q q q
Sometimes

• •

• •

• • • • •

q q q q

q q q q

q q q q

Task management skills • manage a number of different tasks within the job?

Contingency management skills • respond to problems, breakdowns and changes in routine?

Job/role environment skills • fulfil responsibilities and expectations?

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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Transfer skills • apply skills to different contexts? Yes

q q
No

q q

q

The candidate’s overall performance met the standard.

Comments/observations

Assessor’s signature Candidate’s signature Date of assessment

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RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Reporting and recording document for Skill Set 1 – Activity 2
Demonstration/observation/practical
Provision of information to clients on plants

Workplace observation checklist
Candidate’s name Assessor’s name Activity 2 Units of competency
Provide information to clients on plants. Skill Set 1 – Plant recognition, culture and advice to customers RTC3016A Provide information on plants and their culture RTC2016A Recognise plants RTC2801A Participate in workplace communications

Workplace or simulated environment
Instructions The candidate is to competently supply information on a range of plants suitable for different locations. The assessor may present five different plant-related issues. The candidate is required to: • • • identify and clarify five (5) issues using attentive listening and questioning techniques decide on a preferred solution by evaluating and using problem-solving techniques based on sound cultural principles provide the preferred solution and recommend methods of application.

© Department of Training and Workforce Development 2010 Version 1, June 2010

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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

During the demonstration or observation of skills, did the candidate: • observe safety procedures and requirements, for example, wear appropriate safety apparel, read labels, correctly open, measure and reseal containers? select methods and techniques appropriate to the circumstances? use appropriate tools and equipment to perform the task? perform the task in a logical sequence? adequately describe processes and demonstrate application of underpinning knowledge? perform tasks to industry standards? complete relevant records for task correctly? perform defined work tasks without supervision and follow instructions including working to deadlines? demonstrate the required underpinning knowledge to support performance of task skills? describe what to do in the event of a chemical spill? Dimensions of competency During the demonstration or observation of skills, did the candidate: Task skills • perform the task to the required standard as described in the unit of competency?

Yes

No

Sometimes

q q q q q q q q q q
Yes

q q q q q q q q q q
No

q q q q q q q q q q
Sometimes

• •

• •

• • • •

q q q q

q q q q

q q q q

Task management skills • manage a number of different tasks within the job?

Contingency management skills • respond to problems, breakdowns and changes in routine?

Job/role environment skills • fulfil responsibilities and expectations?

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Transfer skills • apply skills to different contexts? Yes

q q
No

q q

q

The candidate’s overall performance met the standard.

Comments/observations

Assessor’s signature

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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Candidate’s signature Date of assessment

Reporting and recording document for Skill Set 1 – Activity 3
Demonstration/observation/practical
Participating in workplace communications

Workplace observation checklist
Candidate’s name Assessor’s name Activity 3 Units of competency
Workplace communications Skill Set 1 – Plant recognition, culture and advice to customers RTC3016A Provide information on plants and their culture RTC2016A Recognise plants RTC2801A Participate in workplace communications

Workplace or simulated environment
Instructions The candidate is to competently show how to communicate ideas within the workplace. The candidate is to: • • • • • show documentation of minutes of meetings show a list of participants define the purpose of the meeting outline established protocols, for example, timekeeper, agenda, minutes’ recorder, chairperson provide evidence of own contribution to the meeting.

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

During the demonstration or observation of skills, did the candidate: • • • observe safety procedures and requirements? select methods and techniques appropriate to the circumstances? use appropriate tools and equipment in the performance of the task? perform the task in a logical sequence? adequately describe processes and demonstrate application of underpinning knowledge? perform tasks to industry standards? complete relevant records for task correctly? perform defined work tasks without supervision and follow instructions including working to deadlines? demonstrate the required underpinning knowledge to support performance of task skills? Dimensions of competency During the demonstration or observation of skills, did the candidate: Task skills • perform the task to the required standard as described in the unit of competency?

Yes

No

Sometimes

q q q q q q q q q
Yes

q q q q q q q q q
No

q q q q q q q q q
Sometimes

• •

• • • •

q q q q q

q q q q q

q q q q q

Task management skills • manage a number of different tasks within the job?

Contingency management skills • respond to problems, breakdowns and changes in routine?

Job/role environment skills • fulfil responsibilities and expectations?

Transfer skills • apply skills to different contexts?

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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

The candidate’s overall performance met the standard.

Yes

q

No

q

Comments/observations

Assessor’s signature Candidate’s signature

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Date of assessment

Reporting and recording documents for Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders

© Department of Training and Workforce Development 2010 Version 1, June 2010

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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Reporting and recording document for Skill Set 2 – Activity 1
Demonstration/observation/practical
Calibration of chemical application equipment

Workplace observation checklist
Candidate’s name Assessor’s name Activity 1 Units of competency
Calibrate two different types of application equipment. Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals

Workplace or simulated environment
Instructions The candidate is to adequately perform a calibration exercise on two different types of chemical applicators, for example, motorised sprayer/pneumatic knapsack or other. At least one of the applications must be a sprayer. The candidate is to: • • • • measure outputs of equipment calculate output of application treatment equipment in litres or kilograms per hectare use written formulas as a guide demonstrate competency in understanding and application of formulas.

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

During the demonstration or observation of skills, did the candidate: • • • observe safety procedures and requirements? select methods and techniques appropriate to the circumstances? use appropriate tools and equipment to perform the task? perform the task in a logical sequence? adequately describe processes and demonstrate application of underpinning knowledge? perform tasks to industry standards? demonstrate appropriate communication and interpersonal skills where required? perform defined work tasks without supervision and follow instructions including working to deadlines? demonstrate the required underpinning knowledge to support performance of task skills? present the completed information to the client in a clear and understandable manner? Dimensions of competency During the demonstration or observation of skills, did the candidate: Task skills • perform the task to the required standard as described in the unit of competency?

Yes

No

Sometimes

q q q q q q q q q q
Yes

q q q q q q q q q q
No

q q q q q q q q q q
Sometimes

• •

• • • • •

q q q q

q q q q

q q q q

Task management skills • manage a number of different tasks within the job?

Contingency management skills • respond to problems, breakdowns and changes in routine?

Job/role environment skills • fulfil responsibilities and expectations?

© Department of Training and Workforce Development 2010 Version 1, June 2010

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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Transfer skills • apply skills to different contexts? Yes

q q
No

q q

q

The candidate’s overall performance met the standard.

Comments/observations

Assessor’s signature

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Candidate’s signature Date of assessment

Reporting and recording document for Skill Set 2 – Activity 2
Demonstration/observation/practical
Preparation and application of chemical control measure

Workplace observation checklist
Candidate’s name Assessor’s name Activity 2 Units of competency
Prepare and apply chemical pest control. Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals

Workplace or simulated environment
Instructions The candidate is to prepare and apply a designated chemical control method. The chemical will be provided by the assessor or, if carried out in the workplace, may be an application as directed by the site supervisor. An area to be controlled will be given. The candidate is to: • • • select appropriate equipment for the task mix and apply chemical at the recommended rate as per label wash down and store equipment.

© Department of Training and Workforce Development 2010 Version 1, June 2010

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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

During the demonstration or observation of skills, did the candidate: • observe safety procedures and requirements, for example, wear appropriate safety apparel, read labels, and correctly open, measure and reseal container? select methods and techniques, appropriate to the circumstances? use appropriate tools and equipment to perform the task? perform the task in a logical sequence? adequately describe processes and demonstrate application of underpinning knowledge? perform tasks to industry standards? complete relevant records for task correctly? perform defined work tasks without supervision and follow instructions including working to deadlines? demonstrate the required underpinning knowledge to support performance of task skills? describe what to do in the event of a chemical spill? Dimensions of competency During the demonstration or observation of skills, did the candidate: Task skills • perform the task to the required standard as described in the unit of competency?

Yes

No

Sometimes

q q q q q q q q q q
Yes

q q q q q q q q q q
No

q q q q q q q q q q
Sometimes

• •

• •

• • •

• •

q q q

q q q

q q q

Task management skills • manage a number of different tasks within the job?

Contingency management skills • respond to problems, breakdowns and changes in routine?

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Job/role environment skills • fulfil responsibilities and expectations?

q q
Yes

q q
No

q q

Transfer skills • apply skills to different contexts?

The candidate’s overall performance met the standard.

q

q

Comments/observations

Assessor’s signature

© Department of Training and Workforce Development 2010 Version 1, June 2010

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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Candidate’s signature Date of assessment

Reporting and recording document for Skill Set 2 – Activity 3
Demonstration/observation/practical
Assessment of site for weeds, pests or diseases

Workplace observation checklist
Candidate’s name Assessor’s name Activity 3 Units of competency
Conduct a site assessment for weeds, pests and diseases. Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals

Workplace or simulated environment
Instructions The candidate is to conduct a site assessment in relation to weeds, pests and diseases. The candidate is to: • • • • identify a variety of common weeds, insects and diseases (on site if present or, if not available, from photographs or pressings) explain what to look for in the assessment discuss what control methods could be used with particular emphasis on IPM discuss the type of chemical applications they would recommend and the timing of any suggested controls.

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

During the demonstration or observation of skills, did the candidate: • • • observe safety procedures and requirements? select methods and techniques appropriate to the circumstances? use appropriate tools and equipment to perform the task? perform the task in a logical sequence? adequately describe processes and demonstrate application of underpinning knowledge? perform tasks to industry standards? complete relevant records for the task correctly? perform defined work tasks without supervision and follow instructions including working to deadlines? demonstrate the required underpinning knowledge to support performance of task skills?

Yes

No

Sometimes

q q q q q q q q q
Yes

q q q q q q q q q
No

q q q q q q q q q
Sometimes

• •

• • •

Dimensions of competency During the demonstration or observation of skills, did the candidate: Task skills • perform the task to the required standard as described in the unit of competency?

q q q q q

q q q q q

q q q q q

Task management skills • manage a number of different tasks within the job?

Contingency management skills • respond to problems, breakdowns and changes in routine?

Job/role environment skills • fulfil responsibilities and expectations?

Transfer skills • apply skills to different contexts?

© Department of Training and Workforce Development 2010 Version 1, June 2010

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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

The candidate’s overall performance met the standard.

Yes

q

No

q

Comments/observations

Assessor’s signature

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Candidate’s signature Date of assessment

Reporting and recording document for Skill Set 2 – Activity 4
Demonstration/observation/practical
Monitoring control method

Workplace observation checklist
Candidate’s name Assessor’s name Activity 4 Units of competency
Monitor pest control method over a period of four weeks. Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals

Workplace or simulated environment
Instructions The candidate is to monitor the results of a chemical application they have made. Monitoring will include the efficacy of the application on the pest, non-target damage and level of damage, effect on growth of plant and any residual damage. Monitoring should be recorded weekly and submitted to the assessor on completion of the monitoring period.

© Department of Training and Workforce Development 2010 Version 1, June 2010

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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

During the demonstration or observation of skills, did the candidate: • • • present the information in an acceptable format? select appropriate features of plant or growth to monitor effectively? use appropriate tools and equipment to perform the task? perform the task in a logical sequence? adequately describe processes and demonstrate application of underpinning knowledge? perform tasks to industry standards? complete relevant records for the task correctly? perform defined work tasks without supervision and follow instructions including working to deadlines? demonstrate the required underpinning knowledge to support performance of task skills?

Yes

No

Sometimes

q q q q q q q q q
Yes

q q q q q q q q q
No

q q q q q q q q q
Sometimes

• •

• • •

Dimensions of competency During the demonstration or observation of skills, did the candidate: Task skills • perform the task to the required standard as described in the unit of competency?

q q q q q
Yes

q q q q q
No

q q q q q

Task management skills • manage a number of different tasks within the job?

Contingency management skills • respond to problems, breakdowns and changes in routine?

Job/role environment skills • fulfil responsibilities and expectations?

Transfer skills • apply skills to different contexts?

The candidate’s overall performance met the standard.

q

q

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Comments/observations

Assessor’s signature Candidate’s signature Date of assessment

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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Reporting and recording document for Skill Set 2 – Activity 5
Demonstration/observation/practical
Spill control procedures

Workplace observation checklist
Candidate’s name Assessor’s name Activity 5 Units of competency
Demonstrate the procedures required in the event of a chemical spill. Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals

Workplace or simulated environment
Instructions The candidate is to complete a demonstration that shows an understanding of correct procedures in the event of a chemical spill. There is no need to use an actual chemical for this demonstration. The assessor is to create a situation using water in a leaking container. The candidate is then to conduct a spill containment procedure as if it were a real chemical spill.

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

During the demonstration or observation of skills, did the candidate: • • • observe safety procedures and requirements? select methods and techniques appropriate to the circumstances? use appropriate tools and equipment in the performance of the task? perform the task in a logical sequence? adequately describe processes and demonstrate application of underpinning knowledge? perform tasks to industry standards? complete relevant records for the task correctly? perform defined work tasks without supervision and follow instructions including working to deadlines? demonstrate the required underpinning knowledge to support performance of task skills?

Yes

No

Sometimes

q q q q q q q q q
Yes

q q q q q q q q q
No

q q q q q q q q q
Sometimes

• •

• • •

Dimensions of competency During the demonstration or observation of skills, did the candidate: Task skills • perform the task to the required standard as described in the unit of competency?

q q q q q

q q q q q

q q q q q

Task management skills • manage a number of different tasks within the job?

Contingency management skills • respond to problems, breakdowns and changes in routine?

Job/role environment skills • fulfil responsibilities and expectations?

Transfer skills • apply skills to different contexts?

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 102 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

The candidate’s overall performance met the standard.

Yes

q

No

q

Comments/observations

Assessor’s signature Candidate’s signature

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Date of assessment

Reporting and recording document for Skill Set 2 – Practical
Chemical labels and material safety data sheets (MSDS)

Practical
Candidate’s name Assessor’s name Date Units of competency
Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals Instructions for the candidate You are to find out the information requested from the chemical label and MSDS. This will demonstrate your ability to understand correctly the terminology used on the labels and MSDS, and your ability to apply chemicals safely. Worksheet You will be assessed on: • • • • your ability to read the label accurately your understanding of the safety requirements listed on the label and in the MSDS your ability to communicate the information effectively to a third party your ability to calculate chemical rates for tank mix.

Your assessor will provide you with a sheet detailing the information you are required to obtain from the label. Write the information on the next few pages.

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Label
____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

Material safety data sheet
____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
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Communication of information
____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

Calculations
____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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Reporting and recording documents for Skill Set 3 – Irrigation maintenance and operation in the horticultural industry

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Reporting and recording document for Skill Set 3 – Activity 1
Demonstration/observation/practical
Conducting a catch cup test

Workplace observation checklist
Candidate’s name Assessor’s name Activity 1 Units of competency
Conduct a catch cup test. Skill Set 3 – Irrigation maintenance and operation in the horticultural industry RTE3612A Implement a maintenance program for an irrigation system RTE2606A Maintain pressurised irrigation systems RTE3611A Operate pressurised irrigation systems RTC2705A Work effectively in the industry

Workplace or simulated environment
Instructions The candidate is to adequately perform a catch cup test on a given area of irrigation. On completion of the test using the Water Corporation of Western Australia irrigation guidelines, the candidate is to complete calculations to apply designated millimetres of water through the irrigation system. The assessor will supply the required application rates and formula if the candidate does not have them.

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During the demonstration or observation of skills, did the candidate: • • • observe safety procedures and requirements? select methods and techniques appropriate to the circumstances? use appropriate tools and equipment to perform the task? perform the task in a logical sequence? adequately describe processes and demonstrate application of underpinning knowledge? perform tasks to industry standards? demonstrate appropriate communication and interpersonal skills where required? perform defined work tasks without supervision and follow instructions including working to deadlines? demonstrate the required underpinning knowledge to support performance of task skills? present the completed information to the client in a clear and understandable manner?

Yes

No

Sometimes

q q q q q q q q q q
Yes

q q q q q q q q q q
No

q q q q q q q q q q
Sometimes

• •

• • •

• •

Dimensions of competency During the demonstration or observation of skills, did the candidate: Task skills • perform the task to the required standard as described in the unit of competency?

q q q q q

q q q q q

q q q q q
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Task management skills • manage a number of different tasks within the job?

Contingency management skills • respond to problems, breakdowns and changes in routine?

Job/role environment skills • fulfil responsibilities and expectations?

Transfer skills • apply skills to different contexts?

© Department of Training and Workforce Development 2010 Version 1, June 2010

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

The candidate’s overall performance met the standard.

Yes

q

No

q

Comments/observations

Assessor’s signature

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Candidate’s signature Date of assessment

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Reporting and recording document for Skill Set 3 – Activity 2
Demonstration/observation/practical
Conducting a maintenance check on a system

Workplace observation checklist
Candidate’s name Assessor’s name Activity 2 Units of competency
Conduct a maintenance check on a system and report findings. Skill Set 3 – Irrigation maintenance and operation in the horticultural industry RTE3612A Implement a maintenance program for an irrigation system RTE2606A Maintain pressurised irrigation systems RTE3611A Operate pressurised irrigation systems RTC2705A Work effectively in the industry

Workplace or simulated environment
Instructions The candidate is to conduct a maintenance check on an irrigation system (or a portion of it) and list any problems. After listing the problems for two (2) issues, the candidate is to relate to the assessor the parts, tools and techniques required for repairs. This exercise is a general check, for example, turning on system and checking, and does not include checking of the electrical components such as solenoids and controllers etc.

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During the demonstration or observation of skills, did the candidate: • • • observe safety procedures and requirements? select methods and techniques appropriate to the circumstances? use appropriate tools and equipment to perform the task? perform the task in a logical sequence? adequately describe processes and demonstrate application of underpinning knowledge? perform tasks to industry standards? complete relevant records for the task correctly? perform defined work tasks without supervision and follow instructions including working to deadlines? demonstrate the required underpinning knowledge to support performance of task skills? communicate results effectively and clearly? Dimensions of competency During the demonstration or observation of skills, did the candidate: Task skills • perform the task to the required standard as described in the unit of competency?

Yes

No

Sometimes

q q q q q q q q q q
Yes

q q q q q q q q q q
No

q q q q q q q q q q
Sometimes

• •

• • • •

q q q q q

q q q q q

q q q q q
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Task management skills • manage a number of different tasks within the job?

Contingency management skills • respond to problems, breakdowns and changes in routine?

Job/role environment skills • fulfil responsibilities and expectations?

Transfer skills • apply skills to different contexts?

© Department of Training and Workforce Development 2010 Version 1, June 2010

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

The candidate’s overall performance met the standard.

Yes

q

No

q

Comments/observations

Assessor’s signature Candidate’s signature Date of assessment

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Reporting and recording document for Skill Set 3 – Activity 3
Demonstration/observation/practical
Pulling down and explaining an electric solenoid valve

Workplace observation checklist
Candidate’s name Assessor’s name Activity 3 Units of competency
Pull down and explain the workings of an electric solenoid valve. Skill Set 3 – Irrigation maintenance and operation in the horticultural industry RTE3612A Implement a maintenance program for an irrigation system RTE2606A Maintain pressurised irrigation systems RTE3611A Operate pressurised irrigation systems RTC2705A Work effectively in the industry

Workplace or simulated environment
Instructions The candidate is to select an electric solenoid valve they are familiar with and break it down as if they were servicing the valve. For ease, this assessment should be carried out in a workshop or bench situation rather than on site. The candidate needs to show competence on both the physical servicing as well as being able to explain the basic workings of the valve.

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During the demonstration or observation of skills, did the candidate: • • • observe safety procedures and requirements? select methods and techniques appropriate to the circumstances? use appropriate tools and equipment to perform the task? perform the task in a logical sequence? adequately describe processes and demonstrate application of underpinning knowledge? perform tasks to industry standards? complete relevant records for the task correctly? perform defined work tasks without supervision and follow instructions including working to deadlines? demonstrate the required underpinning knowledge to support performance of task skills? complete the assignment within the designated timeframe? Dimensions of competency During the demonstration or observation of skills, did the candidate: Task skills • perform the task to the required standard as described in the unit of competency?

Yes

No

Sometimes

q q q q q q q q q q
Yes

q q q q q q q q q q
No

q q q q q q q q q q
Sometimes

• •

• • • • •

q q q q q

q q q q q

q q q q q

Task management skills • manage a number of different tasks within the job?

Contingency management skills • respond to problems, breakdowns and changes in routine?

Job/role environment skills • fulfil responsibilities and expectations?

Transfer skills • apply skills to different contexts?

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The candidate’s overall performance met the standard.

Yes

q

No

q

Comments/observations

Assessor’s signature Candidate’s signature Date of assessment

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Reporting and recording document for Skill Set 3 – Activity 4
Demonstration/observation/practical
Sprinkler adjustment and fitting

Workplace observation checklist
Candidate’s name Assessor’s name
Perform adjustments on an impact drive part-circle sprinkler.

Activity 4 Units of competency

Change nozzles on a range of sprinklers and fit up drip emitters to pipe. Skill Set 3 – Irrigation maintenance and operation in the horticultural industry RTE3612A Implement a maintenance program for an irrigation system RTE2606A Maintain pressurised irrigation systems RTE3611A Operate pressurised irrigation systems RTC2705A Work effectively in the industry

Workplace or simulated environment Instructions
The candidate is to perform an arc adjustment on a part-circle impact sprinkler. This demonstration will also involve the changing of nozzles on a range of sprinklers including pop-ups, micro-sprays and gear drives. Part 3 of the demonstration will be fitting online drip emitters to poly pipe work.

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RPL Assessment Tool Kit

During the demonstration or observation of skills, did the candidate: • • • complete all tasks in an acceptable manner? follow correct OHS procedures in completing task(s)? use appropriate tools and equipment to perform tasks(s)? perform the task(s) in a logical sequence? adequately describe processes and demonstrate application of underpinning knowledge? perform tasks to industry standards? complete relevant records for the task(s) correctly? perform defined work tasks without supervision and follow instructions including working to deadlines? demonstrate the required underpinning knowledge to support performance of task skills? complete tasks(s) in given timeframe? Dimensions of competency During the demonstration or observation of skills, did the candidate: Task skills • perform the task to the required standard as described in the unit of competency?

Yes

No

Sometimes

q q q q q q q q q q
Yes

q q q q q q q q q q
No

q q q q q q q q q q
Sometimes

• •

• • • •

q q q q q

q q q q q

q q q q q
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Task management skills • manage a number of different tasks within the job?

Contingency management skills • respond to problems, breakdowns and changes in routine?

Job/role environment skills • fulfil responsibilities and expectations?

Transfer skills • apply skills to different contexts?

© Department of Training and Workforce Development 2010 Version 1, June 2010

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

The candidate’s overall performance met the standard.

Yes

q

No

q

Comments/observations

Assessor’s signature Candidate’s signature Date of assessment

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Reporting and recording documents for Skill Set 4 – Machinery operation and maintenance

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Reporting and recording document for Skill Set 4 – Activity 1
Demonstration/observation/practical
Operating machinery and equipment

Workplace observation checklist
Candidate’s name Assessor’s name Activity 1 Units of competency
Select, prepare, operate, shut down, clean, record faults and store securely. Skill Set 4 – Machinery operation and maintenance RTC2307A Operate machinery and equipment RTC3310A Operate specialised machinery and equipment RTE3307A Coordinate machinery and equipment maintenance and repair RTE2308A Operate ride-on vehicles RTE3713A Carry out workplace OHS procedures RTC2701A Follow OHS procedures

Workplace or simulated environment

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Workplace observation checklist
Instructions The candidate is to select and competently prepare, operate, shut down, clean, record faults and store securely one of the following: • • • • • • • • • • • • spraying equipment hydraulic equipment stationary engines three-point linkage equipment. select one of the above designed for a particular purpose perform comprehensive pre-start checks according to OHS procedures and manufacturers’/enterprise requirements secure the selected equipment appropriately select and fit appropriate PPE, and maintain and store it at conclusion recognise and control risks to others operate equipment safely and demonstrate its use in the way it was designed – competency standard of operation must reflect industry standard to industry skill level shut down, clean, store and secure equipment according to enterprise guidelines and environmental work practices maintain records for both operation and faults/damage/malfunction.
Yes No Sometimes

The candidate is to:

During the demonstration or observation of skills, did the candidate: • observe safety procedures and requirements, for example, appropriate PPE and procedures for handling machinery and equipment? select methods and techniques appropriate to the circumstances? use appropriate tools and equipment to perform the task? perform the task in a logical sequence? adequately describe processes and demonstrate application of underpinning knowledge? perform tasks to industry standards? demonstrate appropriate communication and interpersonal skills where required?

q q q q q q q

q q q q q q q

q q q q q q q

• •

• •

• •

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• • • perform defined work tasks without supervision and follow instructions including working to deadlines? demonstrate the required underpinning knowledge to support performance of task skills? present the complete information to the client in a clear and understandable manner? Dimensions of competency During the demonstration or observation of skills, did the candidate: Task skills • perform the task to the required standard as described in the unit of competency?
Yes No Sometimes

q q q

q q q

q q q

q q q q q
Yes

q q q q q
No

q q q q q

Task management skills • manage a number of different tasks within the job?

Contingency management skills • respond to problems, breakdowns and changes in routine?

Job/role environment skills • fulfil responsibilities and expectations?

Transfer skills • apply skills to different contexts?

The candidate’s overall performance met the standard.

q

q

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Workplace observation checklist
Comments/observations

Assessor’s signature Candidate’s signature Date of assessment

Reporting and recording document for Skill Set 4 – Activity 2
Demonstration/observation/practical

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Operating ride-on vehicles

Workplace observation checklist
Candidate’s name Assessor’s name Activity 2 Units of competency
Select, prepare, operate, shut down, clean, record faults and store securely. Skill Set 4 – Machinery operation and maintenance RTC2307A Operate machinery and equipment RTC3310A Operate specialised machinery and equipment RTE3307A Coordinate machinery and equipment maintenance and repair RTE2308A Operate ride-on vehicles RTE3713A Carry out workplace OHS procedures RTC2701A Follow OHS procedures

Workplace or simulated environment
Instructions The candidate is to select and competently prepare, operate, shut down, clean, record faults and store securely one of the following: • • • • • • • • • • • • two-wheel motorcycle (not road motorcycles) three-wheel and four-wheel motorcycles all terrain vehicles (ATVs) petrol/diesel vehicles, for example, golf cart. The candidate is required to: select one of the above designed for a particular purpose perform comprehensive pre-start checks according to OHS procedures and manufacturers’/enterprise requirements secure and/or calibrate the selected equipment appropriately, for example, spray units, trailers, spreaders select and fit appropriate PPE and maintain and store it at conclusion recognise and control risks to others operate equipment safely and demonstrate its use in the way it was designed – competency standard of operation must reflect industry standard to tradesman skill level shut down, clean, store and secure equipment according to enterprise guidelines and environmental work practices maintain records for both operation and faults/damage/malfunction.

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During the demonstration or observation of skills, did the candidate: • observe safety procedures and requirements, for example, wear appropriate safety apparel, read labels, and correctly open, measure and reseal container? select methods and techniques appropriate to the circumstances? use appropriate tools and equipment in the performance of the task? perform the task in a logical sequence? adequately describe processes and demonstrate application of underpinning knowledge? perform tasks to industry standards? complete relevant records for the task correctly? perform defined work tasks without supervision and follow instructions including working to deadlines? demonstrate the required underpinning knowledge to support performance of task skills? describe what to do in the event of a chemical spill? Dimensions of competency During the demonstration or observation of skills, did the candidate: Task skills • perform the task to the required standard as described in the unit of competency?

Yes

No

Sometimes

q q q q q q q q q q
Yes

q q q q q q q q q q
No

q q q q q q q q q q
Sometimes

• •

• •

• • • •

q q q q

q q q q

q q q q
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Task management skills • manage a number of different tasks within the job?

Contingency management skills • respond to problems, breakdowns and changes in routine?

Job/role environment skills • fulfil responsibilities and expectations?

© Department of Training and Workforce Development 2010 Version 1, June 2010

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Transfer skills • apply skills to different contexts? Yes

q q
No

q q

q

The candidate’s overall performance met the standard.

Comments/observations

Assessor’s signature Candidate’s signature Date of assessment

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RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Reporting and recording document for Skill Set 4 – Activity 3
Demonstration/observation/practical
Operating specialised machinery and equipment

Workplace observation checklist
Candidate’s name Assessor’s name Activity 3 Units of competency
Select, prepare, operate, shut down, clean, record faults and store securely. Skill Set 4 – Machinery operation and maintenance RTC2307A Operate machinery and equipment RTC3310A Operate specialised machinery and equipment RTE3307A Coordinate machinery and equipment maintenance and repair RTE2308A Operate ride-on vehicles RTE3713A Carry out workplace OHS procedures RTC2701A Follow OHS procedures

Workplace or simulated environment
Instructions The candidate is to select and competently prepare, operate, shut down, clean, record faults and store securely one of the following: • • • • • • The candidate is to: • • • • • • select one of the above designed for a particular purpose perform comprehensive pre-start checks according to OHS procedures and manufacturers’/enterprise requirements secure and/or calibrate the selected equipment correctly select and fit appropriate PPE and maintain and store it at conclusion recognise and control risks to others operate equipment safely and demonstrate its use in the way it was designed – competency standard of operation must reflect industry standard to tradesman skill level shut down, clean, store and secure equipment according to enterprise guidelines and environmental work practices maintain records for both operation and faults/damage/malfunction. front-end loader irrigation equipment specialised nursery equipment, for example, potting machines, transplanters, seeding machines pumping equipment cultivation equipment fertiliser application equipment.

• •

© Department of Training and Workforce Development 2010 Version 1, June 2010

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RTF30103 Certificate III in Horticulture (Nursery)

During the demonstration or observation of skills, did the candidate: • • • observe safety procedures and requirements? select methods and techniques appropriate to the circumstances? use appropriate tools and equipment to perform the task? perform the task in a logical sequence? adequately describe processes and demonstrate application of underpinning knowledge? perform tasks to industry standards? complete relevant records for the task correctly? perform defined work tasks without supervision and follow instructions including working to deadlines? demonstrate the required underpinning knowledge to support performance of task skills? Dimensions of competency During the demonstration or observation of skills, did the candidate: Task skills • perform the task to the required standard as described in the unit of competency?

Yes

No

Sometimes

q q q q q q q q q
Yes

q q q q q q q q q
No

q q q q q q q q q
Sometimes

• •

• • • •

q q q q q

q q q q q

q q q q q

Task management skills • manage a number of different tasks within the job?

Contingency management skills • respond to problems, breakdowns and changes in routine?

Job/role environment skills • fulfil responsibilities and expectations?

Transfer skills • apply skills to different contexts?

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RTF30103 Certificate III in Horticulture (Nursery)

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The candidate’s overall performance met the standard.

Yes

q

No

q

Comments/observations

Assessor’s signature

© Department of Training and Workforce Development 2010 Version 1, June 2010

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RTF30103 Certificate III in Horticulture (Nursery)

Candidate’s signature Date of assessment

Reporting and recording document for Skill Set 4 – Activity 4
Demonstration/observation/practical
Potting-on a range of plant material into appropriate nursery containers

Workplace observation checklist
Candidate’s name Assessor’s name Activity 4 Units of competency
Pot-on a range of plant material. Skill Set 4 – Machinery operation and maintenance RTC2307A Operate machinery and equipment RTC3310A Operate specialised machinery and equipment RTE3307A Coordinate machinery and equipment maintenance and repair RTE2308A Operate ride-on vehicles RTE3713A Carry out workplace OHS procedures RTC2701A Follow OHS procedures

Workplace or simulated environment
Instructions The candidate is to competently perform a potting demonstration. The demonstration should include three (3) different plant forms, for example, pricking out, tubing and potting up container stock. The candidate is required to: • • • • • • • • select and wear the appropriate PPE select an appropriate work area, tools, equipment and materials prepare plants for potting, including grading, quality control, weeding and trimming (tops and roots) pot into appropriate containers, demonstrating correct placement and depth thoroughly water to remove air pockets and label appropriately record appropriate details clean and store tools and equipment clean up work area.

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RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

During the demonstration or observation of skills, did the candidate: • • • present the information in an acceptable format? select appropriate features of plant or growth to monitor effectively? use appropriate tools and equipment to perform the task? perform the task in a logical sequence? adequately describe processes and demonstrate application of underpinning knowledge? perform tasks to industry standards? complete relevant records for the task correctly? perform defined work tasks without supervision and follow instructions including working to deadlines? demonstrate the required underpinning knowledge to support performance of task skills? Dimensions of competency During the demonstration or observation of skills, did the candidate: Task skills • perform the task to the required standard as described in the unit of competency?

Yes

No

Sometimes

q q q q q q q q q
Yes

q q q q q q q q q
No

q q q q q q q q q
Sometimes

• •

• • • •

q q q q q

q q q q q

q q q q q

Task management skills • manage a number of different tasks within the job?

Contingency management skills • respond to problems, breakdowns and changes in routine?

Job/role environment skills • fulfil responsibilities and expectations?

Transfer skills • apply skills to different contexts?

© Department of Training and Workforce Development 2010 Version 1, June 2010

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RTF30103 Certificate III in Horticulture (Nursery)

The candidate’s overall performance met the standard.

Yes

q

No

q

Comments/observations

Assessor’s signature

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RPL Assessment Tool Kit

Candidate’s signature Date of assessment

Reporting and recording document for Skill Set 4 – Activity 5
Demonstration/observation/practical
Performing sampling and basic tests of potting media

Workplace observation checklist
Candidate’s name Assessor’s name Activity 5 Units of competency
Perform sampling and basic tests of potting media. Skill Set 4 – Machinery operation and maintenance RTC2307A Operate machinery and equipment RTC3310A Operate specialised machinery and equipment RTE3307A Coordinate machinery and equipment maintenance and repair RTE2308A Operate ride-on vehicles RTE3713A Carry out workplace OHS procedures RTC2701A Follow OHS procedures

Workplace or simulated environment
Instructions The candidate is to competently perform chemical testing. This may include physical tests such as aeration, water-holding capacity and water repellence of two (2) different potting media. The candidate is to: • • • select appropriate tools, equipment, materials and PPE to collect potting media samples use industry best practice to collect two (2) samples – one from a stockpile and one from containers demonstrate industry best practice techniques to test the samples for a combination of the following: ○ ○ ○ pH EC nitrate. • • • interpret results based on Australian Standards® for potting mixes and draw conclusions record results appropriately clean tools, equipment and work area.

© Department of Training and Workforce Development 2010 Version 1, June 2010

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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

During the demonstration or observation of skills, did the candidate: • • • observe safety procedures and requirements? select methods and techniques appropriate to the circumstances? use appropriate tools and equipment in the performance of the task? perform the task in a logical sequence? adequately describe processes and demonstrate application of underpinning knowledge? perform tasks to industry standards? complete relevant records for the task correctly? perform defined work tasks without supervision and follow instructions? demonstrate the required underpinning knowledge to support performance of task skills? Dimensions of competency During the demonstration or observation of skills, did the candidate: Task skills • perform the task to the required standard as described in the unit of competency?

Yes

No

Sometimes

q q q q q q q q q
Yes

q q q q q q q q q
No

q q q q q q q q q
Sometimes

• •

• • • •

q q q q q

q q q q q

q q q q q

Task management skills • manage a number of different tasks within the job?

Contingency management skills • respond to problems, breakdowns and changes in routine?

Job/role environment skills • fulfil responsibilities and expectations?

Transfer skills • apply skills to different contexts?

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RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

The candidate’s overall performance met the standard.

Yes

q

No

q

Comments/observations

Assessor’s signature

© Department of Training and Workforce Development 2010 Version 1, June 2010

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RTF30103 Certificate III in Horticulture (Nursery)

Candidate’s signature Date of assessment

Reporting and recording document for Skill Set 4 – Written Task 1
Coordinating machinery/equipment maintenance

Written Task 1
Candidate’s name Assessor’s name Date Units of competency
Skill Set 4 – Machinery operation and maintenance RTC2307A Operate machinery and equipment RTC3310A Operate specialised machinery and equipment RTE3307A Coordinate machinery and equipment maintenance and repair RTE2308A Operate ride-on vehicles RTE3713A Carry out workplace OHS procedures RTC2701A Follow OHS procedures Instructions for the candidate You are to select one machine or piece of equipment on which you will coordinate maintenance and repair. You are to give an overview of the • • • daily maintenance/pre-start checks/shutdown checks any calibration/adjustment procedures and their frequency scheduled maintenance – per week/hour/metre, ie state service task and frequency.

This may apply to an engine and other components. Worksheet You will be assessed on evidence of the following: • • • • • • • planning, resource requirements, prioritising and organisation consideration of OHS, PPE and environmental issues knowledge of resource suppliers and specialist repairers scheduling/coordination/contingency example(s) time allocation to tasks liaising with operators to discuss their responsibilities reporting to supervisor.

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Machine/Equipment
Write the information below.

Daily maintenance, pre-start and shutdown checks (examples)
____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

Calibration/adjustment procedures (examples)
____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
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Scheduled maintenance
____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

Communications – operators/supervisor
____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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Reporting and recording document for Skill Set 4 – Written Task 2
Designing maintenance/repair documentation

Written Task 2
Candidate’s name Assessor’s name Date Units of competency
Skill Set 4 – Machinery operation and maintenance RTC2307A Operate machinery and equipment RTC3310A Operate specialised machinery and equipment RTE3307A Coordinate machinery and equipment maintenance and repair RTE2308A Operate ride-on vehicles RTE3713A Carry out workplace OHS procedures RTC2701A Follow OHS procedures Instructions for the candidate You are to select one machine or piece of equipment on which you will coordinate maintenance and repair. You are to design examples of documentation relevant to the coordination of maintenance and the repair of machinery and equipment. You are to design the following: • • • • • a plant (machinery/equipment) register a daily maintenance/pre-start/shutdown checklist an operation record a scheduled maintenance chart a repairs record chart.

Worksheet You will be assessed on evidence of the following: • • • detail ease of use (simplicity) relevance to machine/equipment.

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Machine/Equipment
Write the information below.

Plant/equipment register
____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

Daily maintenance/pre-start/shutdown checklist
____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
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Operation record
____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

Scheduled maintenance chart
____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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Repairs record chart
____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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Reporting and recording documents for Skill Set 5 – Coordination and maintenance of nursery facilities

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Reporting and recording document for Skill Set 5 – Written Task 1
Coordinating a maintenance/repair activity

Written Task 1
Candidate’s name Assessor’s name Date Units of competency
Skill Set 5 – Coordination and maintenance of nursery facilities RTC3805A Coordinate worksite activities RTC2210A Maintain properties and structures Instructions for the candidate You are to select an example of coordinating a maintenance/repair activity. You are to write a summary describing how you coordinated the activity and include comments regarding the following: • • • • • the order of the activity the time allocation of the activity OHS hazards contingency plans integration with normal nursery operations.

Worksheet You will be assessed on evidence of the following: • • • competence in planning and scheduling activities competence in integrating maintenance/repair into everyday nursery operations competence in making alternative arrangements when the first plan is unsuitable.

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Write the information below. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
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____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
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Reporting and recording document for Skill Set 5 – Activity 2
Demonstration/observation/practical
Coordination and maintenance of properties and structures

Workplace observation checklist
Candidate’s name Assessor’s name Activity 2 Units of competency
Coordinate the maintenance of properties and structures over a period of four (4) weeks. Skill Set 5 – Coordination and maintenance of nursery facilities RTC3805A Coordinate worksite activities RTC2210A Maintain properties and structures

Workplace or simulated environment
Instructions The candidate is to competently perform a series of maintenance/repair activities over a period of four (4) weeks. The candidate is to record activities in a table format. A list of suggested headings follows. • • • • • • • Area/Location Item and task Suggested action Tools/Equipment Materials and where they will be sourced from Assistance required/not required Outcome

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During the demonstration or observation of skills, did the candidate: • observe safety procedures and requirements, for example, appropriate PPE and procedures for handling chemicals and potting media? select methods and techniques appropriate to the circumstances? use appropriate tools and equipment in the performance of the task? perform the task in a logical sequence? adequately describe processes and demonstrate application of underpinning knowledge? perform tasks to industry standards? demonstrate appropriate communication and interpersonal skills where required? perform defined work tasks without supervision and follow instructions including working to deadlines? demonstrate the required underpinning knowledge to support performance of task skills? present the completed information to the client in a clear and understandable manner? Dimensions of competency During the demonstration or observation of skills, did the candidate: Task skills • perform the task to the required standard as described in the unit of competency?

Yes

No

Sometimes

q q q q q q q q q q
Yes

q q q q q q q q q q
No

q q q q q q q q q q
Sometimes

• •

• •

• • • • •

q q q q

q q q q

q q q q

Task management skills • manage a number of different tasks within the job?

Contingency management skills • respond to problems, breakdowns and changes in routine?

Job/role environment skills • fulfil responsibilities and expectations?

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Transfer skills • apply skills to different contexts? Yes

q q
No

q q

q

The candidate’s overall performance met the standard.

Comments/observations

Assessor’s signature Candidate’s signature Date of assessment

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Reporting and recording document for Skill Set 5 – Activity 3
Demonstration/observation/practical
Demonstrating safe working practices with power tools

Workplace observation checklist
Candidate’s name Assessor’s name Activity 3 Units of competency
Demonstrate safe working practices with power tools. Skill Set 5 – Coordination and maintenance of nursery facilities RTC3805A Coordinate worksite activities RTC2210A Maintain properties and structures

Workplace or simulated environment
Instructions The candidate is to competently perform three (3) demonstrations of the use of power tools. The candidate is to select materials or an appropriate task and demonstrate the safe use of three (3) power tools. Appropriate PPE and procedures are to be demonstrated. Power tools may include: • • • • • • angle grinder jig saw circular/drop saw electric drill sander electric plane.

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During the demonstration or observation of skills, did the candidate: • observe safety procedures and requirements, for example, wear appropriate safety apparel, read labels, and correctly open, measure and reseal container? select methods and techniques appropriate to the circumstances? use appropriate tools and equipment to perform the task? perform the task in a logical sequence? adequately describe processes and demonstrate application of underpinning knowledge? perform tasks to industry standards? complete relevant records for the task correctly? perform defined work tasks without supervision and follow instructions including working to deadlines? demonstrate the required underpinning knowledge to support performance of task skills? describe what to do in the event of a chemical spill? Dimensions of competency During the demonstration or observation of skills, did the candidate: Task skills • perform the task to the required standard as described in the unit of competency?

Yes

No

Sometimes

q q q q q q q q q q
Yes

q q q q q q q q q q
No

q q q q q q q q q q
Sometimes

• •

• •

• • • •

q q q q

q q q q

q q q q

Task management skills • manage a number of different tasks within the job?

Contingency management skills • respond to problems, breakdowns and changes in routine?

Job/role environment skills • fulfil responsibilities and expectations?

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Transfer skills • apply skills to different contexts? Yes

q q
No

q q

q

The candidate’s overall performance met the standard.

Comments/observations

Assessor’s signature Candidate’s signature Date of assessment

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Page intentionally blank

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Reporting and recording documents for Skill Set 6 – Provision of training; preparation and maintenance of plants; observation of environmental practices

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Reporting and recording document for Skill Set 6 – Activity 1
Demonstration/observation/practical
Provision of on-job training support in plant maintenance

Workplace observation checklist
Candidate’s name Assessor’s name Activity 1 Units of competency
Provide on-job training support in plant maintenance. Skill Set 6 – Provision of training; preparation and maintenance of plants; observation of environmental practices RTE3801A Provide on-job training support RTF3021A Maintain nursery plants RTF2024A Tend nursery plants RTF3025A Prepare specialised plants RTC2702A Observe environmental work practices

Workplace or simulated environment
Instructions The candidate is to competently perform a training session. The training session may involve a workplace trainee(s) or employee(s) or may be simulated and simply involve the assessor as the trainee. For the scope of the training, suggested guidelines are provided below but they can be changed if the assessor agrees. The candidate is to: • • • • • • • 1. 2. 3. agree on training needs and scope of training define the outcomes required and convey them to the trainee define the methods of delivery deliver training in accordance with relevant OHS procedures and codes allow trainee both practice opportunities and on-job applications to achieve competency provide constructive feedback and further assistance as required provide feedback of the trainee’s progress to the supervisor as appropriate. Select a block or batch of nursery plants nearing the end of their production. Assess the appropriateness of their environmental conditions and discuss with the trainee. Demonstrate a technique (which should include a formula) to determine the water requirements of the plants.

Suggested training guidelines

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4. 5. 6. 7.

Assess and discuss with the trainee the health of the plants, including the root system, pests and diseases, maturity and vigour, other stresses and marketability. Identify and demonstrate a range of cultural activities designed to promote growth, taking into consideration the relevant OHS issues. Remove waste appropriately. Demonstrate record keeping as required.

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During the demonstration or observation of skills, did the candidate: • observe safety procedures and requirements, for example, appropriate PPE and procedures for handling chemicals and potting media? select methods and techniques appropriate to the circumstances? use appropriate tools and equipment to perform the task? perform the task in a logical sequence? adequately describe processes and demonstrate application of underpinning knowledge? perform tasks to industry standards? demonstrate appropriate communication and interpersonal skills where required? perform defined work tasks without supervision and follow instructions including working to deadlines? demonstrate the required underpinning knowledge to support performance of task skills? present the completed information to the client in a clear and understandable manner? Dimensions of competency During the demonstration or observation of skills, did the candidate: Task skills • perform the task to the required standard as described in the unit of competency?

Yes

No

Sometimes

q q q q q q q q q q
Yes

q q q q q q q q q q
No

q q q q q q q q q q
Sometimes

• •

• •

• • • • •

q q q q

q q q q

q q q q

Task management skills • manage a number of different tasks within the job?

Contingency management skills • respond to problems, breakdowns and changes in routine?

Job/role environment skills • fulfil responsibilities and expectations?

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Transfer skills • apply skills to different contexts? Yes

q q
No

q q

q

The candidate’s overall performance met the standard.

Comments/observations

Assessor’s signature Candidate’s signature Date of assessment

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Reporting and recording document for Skill Set 6 – Activity 2
Demonstration/observation/practical
Provision of on-job training support in preparing specialised plants

Workplace observation checklist
Candidate’s name Assessor’s name Activity 2 Units of competency
Provide on-job training support in preparing specialised plants. Skill Set 6 – Provision of training; preparation and maintenance of plants; observation of environmental practices RTE3801A Provide on-job training support RTF3021A Maintain nursery plants RTF2024A Tend nursery plants RTF3025A Prepare specialised plants RTC2702A Observe environmental work practices

Workplace or simulated environment
Instructions The candidate is to competently perform a training session. The training session may involve a workplace trainee(s) or employee(s) or may be simulated and simply involve the assessor as the trainee. For the scope of the training, suggested guidelines are provided below but they can be changed if the assessor agrees. The candidate is to: • • • • • • • 1. 2. 3. 4. 5. 6. 7. agree on training needs and scope of training define the outcomes required and convey them to the trainee define the methods of delivery deliver training in accordance with relevant OHS procedures and codes allow trainee both practice opportunities and on-job applications to achieve competency provide constructive feedback and further assistance as required provide feedback of the trainee’s progress to the supervisor as appropriate. Select a specialised plant. Define quality standards and ultimate aesthetic requirements. Define treatments and their timing. Identify all relevant OHS issues. Identify materials, tools and equipment. Demonstrate all necessary cultural practices to maintain both the health and aesthetics of the specialised plant. Confirm the suitability of the growing environment.

Suggested training guidelines

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During the demonstration or observation of skills, did the candidate: • observe safety procedures and requirements, for example, wear appropriate safety apparel, read labels, and correctly open, measure and reseal container? select methods and techniques appropriate to the circumstances? use appropriate tools and equipment in the performance of the task? perform the task in a logical sequence? adequately describe processes and demonstrate application of underpinning knowledge? perform tasks to industry standards? complete relevant records for task correctly? perform defined work tasks without supervision and follow instructions? demonstrate the required underpinning knowledge to support performance of task skills? describe what to do in the event of a chemical spill? Dimensions of competency During the demonstration or observation of skills, did the candidate: Task skills • perform the task to the required standard as described in the unit of competency?

Yes

No

Sometimes

q q q q q q q q q q
Yes

q q q q q q q q q q
No

q q q q q q q q q q
Sometimes

• •

• •

• • • •

q q q q

q q q q

q q q q
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Task management skills • manage a number of different tasks within the job?

Contingency management skills • respond to problems, breakdowns and changes in routine?

Job/role environment skills • fulfil responsibilities and expectations?

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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Transfer skills • apply skills to different contexts? Yes

q q
No

q q

q

The candidate’s overall performance met the standard.

Comments/observations

Assessor’s signature Candidate’s signature Date of assessment

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Reporting and recording document for Skill Set 6 – Activity 3
Demonstration/observation/practical
Provision of on-job training support in environmental work practices

Workplace observation checklist
Candidate’s name Assessor’s name Activity 3 Units of competency
Provide on-job training support in environmental work practices. Skill Set 6 – Provision of training; preparation and maintenance of plants; observation of environmental practices RTE3801A Provide on-job training support RTF3021A Maintain nursery plants RTF2024A Tend nursery plants RTF3025A Prepare specialised plants RTC2702A Observe environmental work practices

Workplace or simulated environment

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Workplace observation checklist
Instructions The candidate is to competently perform a training session. The training session may involve a workplace trainee(s) or employee(s) or may be simulated and simply involve the assessor as the trainee. For the scope of the training, suggested guidelines are provided below but they can be changed if the assessor agrees. The candidate is to: • agree on training needs and scope of training • define the outcomes required and convey them to the trainee • define the methods of delivery • deliver training in accordance with relevant OHS procedures and codes • allow trainee both practice opportunities and on-job applications to achieve competency • provide constructive feedback and further assistance as required • provide feedback of the trainee’s progress to the supervisor as appropriate. Suggested training guidelines 1. Select two (2) or more environmental issues from the following: • water • fertiliser • pesticide • energy use • waste handling • other relevant environmental issue. 2. Identify the importance of each and include references to relevant legislation, codes of practice or industry best practice. 3. Discuss current workplace practices for each issue. 4. Discuss workplace changes and improvements for each issue. 5. Encourage feedback from trainee. 6. Ask trainee for any further environmental observations or risks in the nursery. 7. Demonstrate how records can be maintained and stored. During the demonstration or observation of skills, did the candidate: • • • observe safety procedures and requirements? select methods and techniques appropriate to the circumstances? use appropriate tools and equipment to perform the task? perform tasks in a logical sequence? adequately describe processes and demonstrate application of underpinning knowledge?
Yes No Sometimes

q q q q q

q q q q q

q q q q q

• •

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Workplace observation checklist
• • • • perform tasks to industry standards? correctly complete relevant records for the task? perform defined work tasks without supervision and follow instructions including working to deadlines? demonstrate the required underpinning knowledge to support performance of task skills? Dimensions of competency During the demonstration or observation of skills, did the candidate: Task skills • perform the task to the required standard as described in the unit of competency?
Yes No Sometimes

q q q q

q q q q

q q q q

q q q q q
Yes

q q q q q
No

q q q q q

Task management skills • manage a number of different tasks within the job?

Contingency management skills • respond to problems, breakdowns and changes in routine?

Job/role environment skills • fulfil responsibilities and expectations?

Transfer skills • apply skills to different contexts?

The candidate’s overall performance met the standard.

q

q

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Workplace observation checklist
Comments/observations

Assessor’s signature Candidate’s signature

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Workplace observation checklist
Date of assessment

Reporting and recording document for Skill Set 6 – Activity 4
Demonstration/observation/practical
Designing a simple recording format for two environmental issues and completing accurately for one month

Workplace observation checklist
Candidate’s name Assessor’s name Activity 4 Units of competency
Design a simple recording format for two (2) environmental issues and complete accurately for one (1) month. Skill Set 6 – Provision of training; preparation and maintenance of plants; observation of environmental practices RTE3801A Provide on-job training support RTF3021A Maintain nursery plants RTF2024A Tend nursery plants RTF3025A Prepare specialised plants RTC2702A Observe environmental work practices

Workplace or simulated environment

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Workplace observation checklist
Instructions The candidate is to competently design two (2) simple formats for recording workplace information in relation to environmental activities such as: • • • • • • • • • • pesticide use fertiliser use water use waste handling hazards and incidents energy use etc. select two (2) workplace practices related to environmental impact design a simple format to easily record relevant information that could be useful in the future record the relevant workplace information for the next month at the end of the recording period, determine the benefits of continuing the procedure and/or make relevant changes.

The candidate is to:

During the demonstration or observation of skills, did the candidate: • • • present the information in an acceptable format? select appropriate features of plant or growth to monitor effectively? use appropriate tools and equipment to perform the task? perform the task in a logical sequence? adequately describe processes and demonstrate application of underpinning knowledge? perform tasks to industry standards? complete relevant records for the task correctly? perform defined work tasks without supervision and follow instructions including working to deadlines?

Yes

No

Sometimes

q q q q q q q q

q q q q q q q q

q q q q q q q q

• •

• • •

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demonstrate the required underpinning knowledge to support performance of task skills? Dimensions of competency

q
Yes

q
No

q
Sometimes

During the demonstration or observation of skills, did the candidate: Task skills • perform the task to the required standard as described in the unit of competency?

q q q q q

q q q q q

q q q q q

Task management skills • manage a number of different tasks within the job?

Contingency management skills • respond to problems, breakdowns and changes in routine?

Job/role environment skills • fulfil responsibilities and expectations?

Transfer skills • apply skills to different contexts?

The candidate’s overall performance met the standard.

Yes

q

No

q

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Comments/observations

Assessor’s signature Candidate’s signature Date of assessment

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Reporting and recording documents for Skill Set 7 – Propagation of plants; determination of properties of growing media and potting-on plants

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Reporting and recording document for Skill Set 7 – Activity 1
Demonstration/observation/practical
Selecting, preparing and propagating two different vegetative plant materials

Workplace observation checklist
Candidate’s name Assessor’s name Activity 1 Units of competency
Propagate two (2) different types of vegetative plant material. Skill Set 7 – Propagation of plants; determination of properties of growing media and potting-on plants RTF3014A Implement a propagation plan RTC2026A Undertake propagation activities RTF2013A Pot-on plants RTF2504A Determine basic properties of soils/growing media

Workplace or simulated environment
Instructions The candidate is to competently perform preparation, selection, propagation and after-care of two (2) different vegetative plant materials to tubing-up stage. The candidate is to: • • • • • • • • interpret the supervisor’s instructions and plans for propagation activities plan, select and prepare tools and equipment, growing environment, hygiene practices, plant material and propagation media identify, assess, control and report any OHS hazards identify, select, collect and store appropriately plant material from stock plants select, prepare and test propagation media to industry standards ensuring that media are handled according to OHS requirements prepare, treat and propagate plant materials appropriately according to species label, record details and place propagation material in appropriate nursery location with appropriate after-care remove waste and leave facilities and tools in clean condition.

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During the demonstration or observation of skills, did the candidate: • observe safety procedures and requirements, for example, appropriate PPE and procedures for handling chemicals and potting media? select methods and techniques appropriate to the circumstances? use appropriate tools and equipment in the performance of the task? perform the task in a logical sequence? adequately describe processes and demonstrate application of underpinning knowledge? perform tasks to industry standards? demonstrate appropriate communication and interpersonal skills where required? perform defined work tasks without supervision and follow instructions including working to deadlines? demonstrate the required underpinning knowledge to support performance of task skills? present the completed information to the client in a clear and understandable manner? Dimensions of competency During the demonstration or observation of skills, did the candidate: Task skills • perform the task to the required standard as described in the unit of competency?

Yes

No

Sometimes

q q q q q q q q q q
Yes

q q q q q q q q q q
No

q q q q q q q q q q
Sometimes

• •

• •

• • • • •

q q q q

q q q q

q q q q

Task management skills • manage a number of different tasks within the job?

Contingency management skills • respond to problems, breakdowns and changes in routine?

Job/role environment skills • fulfil responsibilities and expectations?

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Transfer skills • apply skills to different contexts? Yes

q q
No

q q

q

The candidate’s overall performance met the standard.

Comments/observations

Assessor’s signature Candidate’s signature Date of assessment

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Reporting and recording document for Skill Set 7 – Activity 2 Demonstration/observation/practical
Selecting, preparing and propagating two different seed types, eg one fine and one large

Workplace observation checklist
Candidate’s name Assessor’s name Activity 2 Units of competency
Propagate two (2) different types of seed. Skill Set 7 – Propagation of plants; determination of properties of growing media and potting-on plants RTF3014A Implement a propagation plan RTC2026A Undertake propagation activities RTF2013A Pot-on plants RTF2504A Determine basic properties of soils/growing media

Workplace or simulated environment
Instructions The candidate is to competently perform preparation, selection, propagation and after-care of two (2) different types of seed. The candidate is to: • • • • • • • • • interpret the supervisor’s instructions and plans for propagation activities plan, select and prepare tools and equipment, growing environment, hygiene practices, plant material and propagation media identify, assess, control and report any OHS hazards select, prepare and test propagation media to industry standards, ensuring that media are handled according to OHS requirements identify and perform any appropriate pre-sowing treatments for seeds appropriate to the species demonstrate the techniques(s) for sowing the correct number (rate) of seeds for the given container system complete post-sowing requirements, including covering seeds (as required), labelling and recording all appropriate details treat seeds appropriately and place in appropriate nursery location with appropriate after-care remove waste, clean work area, and clean tools and equipment and store appropriately.

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During the demonstration or observation of skills, did the candidate: • observe safety procedures and requirements, for example, wear appropriate safety apparel, read labels, and correctly open, measure and reseal container? select methods and techniques appropriate to the circumstances? use appropriate tools and equipment to perform the task? perform the task in a logical sequence? adequately describe processes and demonstrate application of underpinning knowledge? perform tasks to industry standards? complete relevant records for the task correctly? perform defined work tasks without supervision and follow instructions including working to deadlines? demonstrate the required underpinning knowledge to support performance of task skills? describe what to do in the event of a chemical spill? Dimensions of competency During the demonstration or observation of skills, did the candidate: Task skills • perform the task to the required standard as described in the unit of competency?

Yes

No

Sometimes

q q q q q q q q q q
Yes

q q q q q q q q q q
No

q q q q q q q q q q
Sometimes

• •

• •

• • • •

q q q

q q q

q q q

Task management skills • manage a number of different tasks within the job?

Contingency management skills • respond to problems, breakdowns and changes in routine?

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Job/role environment skills • fulfil responsibilities and expectations?

q q
Yes

q q
No

q q

Transfer skills • apply skills to different contexts?

The candidate’s overall performance met the standard.

q

q

Comments/observations

Assessor’s signature

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Candidate’s signature Date of assessment

Reporting and recording document for Skill Set 7 – Activity 3
Demonstration/observation/practical
Selecting media components according to plant requirements; handling safely, mixing, testing and storing

Workplace observation checklist
Candidate’s name Assessor’s name Activity 3 Units of competency
Mix a potting medium. Skill Set 7 – Propagation of plants; determination of properties of growing media and potting-on plants RTF3014A Implement a propagation plan RTC2026A Undertake propagation activities RTF2013A Pot-on plants RTF2504A Determine basic properties of soils/growing media

Workplace or simulated environment
Instructions The candidate is to competently select media components, handle safely, mix, test and store. The candidate is to: • • • • • • • • select and wear appropriate PPE select appropriate tools, equipment and materials indicate by way of a written list all the materials and ingredients to be incorporated into the mix and why they have been selected incorporate ingredients and add water as required, explaining the danger of adding too much water while mixing mix until consistency has been achieved and until the mix complies with enterprise guidelines or industry best practice place in appropriate hygienic storage record all necessary details clean tools, equipment and work area appropriately.

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During the demonstration or observation of skills, did the candidate: • • • observe safety procedures and requirements? select methods and techniques appropriate to the circumstances? use appropriate tools and equipment to perform the task? perform the task in a logical sequence? adequately describe processes and demonstrate application of underpinning knowledge? perform tasks to industry standards? complete relevant records for task correctly? perform defined work tasks without supervision and follow instructions including working to deadlines? demonstrate the required underpinning knowledge to support performance of task skills? Dimensions of competency During the demonstration or observation of skills, did the candidate: Task skills • perform the task to the required standard as described in the unit of competency?

Yes

No

Sometimes

q q q q q q q q q
Yes

q q q q q q q q q
No

q q q q q q q q q
Sometimes

• •

• • • •

q q q q q

q q q q q

q q q q q

Task management skills • manage a number of different tasks within the job?

Contingency management skills • respond to problems, breakdowns and changes in routine?

Job/role environment skills • fulfil responsibilities and expectations?

Transfer skills • apply skills to different contexts?

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The candidate’s overall performance met the standard.

Yes

q

No

q

Comments/observations

Assessor’s signature

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Candidate’s signature Date of assessment

Reporting and recording document for Skill Set 7 – Activity 4
Demonstration/observation/practical
Potting-on a range of plant material into appropriate nursery containers

Workplace observation checklist
Candidate’s name Assessor’s name Activity 4 Units of competency
Pot-on a range of plant material. Skill Set 7 – Propagation of plants; determination of properties of growing media and potting-on plants RTF3014A Implement a propagation plan RTC2026A Undertake propagation activities RTF2013A Pot-on plants RTF2504A Determine basic properties of soils/growing media

Workplace or simulated environment
Instructions The candidate is to competently perform a potting demonstration. The demonstration should include three (3) different plant forms, for example, pricking out, tubing and potting up container stock. The candidate is to: • • • • • • • • select and wear appropriate PPE select appropriate work area, tools, equipment and materials prepare plants for potting, including grading, quality control, weeding and trimming (tops and roots) pot into appropriate containers, demonstrating correct placement and depth thoroughly water to remove air pockets and label appropriately record appropriate details clean and store tools and equipment clean work area.

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During the demonstration or observation of skills, did the candidate: • • • present the information in an acceptable format? select methods and techniques appropriate to the circumstances? use appropriate tools and equipment in the performance of the task? perform the task in a logical sequence? adequately describe processes and demonstrate application of underpinning knowledge? perform tasks to industry standards? complete relevant records for task correctly? perform defined work tasks without supervision and follow instructions including working to deadlines? demonstrate the required underpinning knowledge to support performance of task skills? Dimensions of competency During the demonstration or observation of skills, did the candidate: Task skills • perform the task to the required standard as described in the unit of competency?

Yes

No

Sometimes

q q q q q q q q q
Yes

q q q q q q q q q
No

q q q q q q q q q
Sometimes

• •

• • • •

q q q q q

q q q q q

q q q q q

Task management skills • manage a number of different tasks within the job?

Contingency management skills • respond to problems, breakdowns and changes in routine?

Job/role environment skills • fulfil responsibilities and expectations?

Transfer skills • apply skills to different contexts?

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The candidate’s overall performance met the standard.

Yes

q

No

q

Comments/observations

Assessor’s signature

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Candidate’s signature Date of assessment

Reporting and recording document for Skill Set 7 – Activity 5
Demonstration/observation/practical
Performing sampling and basic test of potting media

Workplace observation checklist
Candidate’s name Assessor’s name Activity 5 Units of competency
Perform sampling and basic test of potting media. Skill Set 7 – Propagation of plants; determination of properties of growing media and potting-on plants RTF3014A Implement a propagation plan RTC2026A Undertake propagation activities RTF2013A Pot-on plants RTF2504A Determine basic properties of soils/growing media

Workplace or simulated environment
Instructions The candidate is to competently perform chemical testing. This may include physical tests such as aeration, water-holding capacity and water repellence of two (2) different potting media. The candidate is to: • • • ○ ○ ○ pH EC nitrate. • • • interpret results based on Australian Standards® for potting mixes and draw conclusions record results appropriately clean tools, equipment and work area. select appropriate tools, equipment, materials and PPE to collect potting media samples use industry best practice to collect two (2) samples – one from a stockpile and one from containers demonstrate industry best practice techniques to test the samples for a combination of the following:

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During the demonstration or observation of skills, did the candidate: • • • observe safety procedures and requirements? select methods and techniques appropriate to the circumstances? use appropriate tools and equipment to perform the task? perform the task in a logical sequence? adequately describe processes and demonstrate application of underpinning knowledge? perform tasks to industry standards? correctly complete relevant records for tasks? perform defined work tasks without supervision and follow instructions including working to deadlines? demonstrate the required underpinning knowledge to support performance of task skills? Dimensions of competency During the demonstration or observation of skills, did the candidate: Task skills • perform the task to the required standard as described in the unit of competency?

Yes

No

Sometimes

q q q q q q q q q
Yes

q q q q q q q q q
No

q q q q q q q q q
Sometimes

• •

• • • •

q q q q q

q q q q q

q q q q q

Task management skills • manage a number of different tasks within the job?

Contingency management skills • respond to problems, breakdowns and changes in routine?

Job/role environment skills • fulfil responsibilities and expectations?

Transfer skills • apply skills to different contexts?

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The candidate’s overall performance met the standard.

Yes

q

No

q

Comments/observations

Assessor’s signature

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Candidate’s signature Date of assessment

Reporting and recording documents for Skill Set 8 – Receipt and dispatch of plants and products; processing customer complaints

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Reporting and recording document for Skill Set 8 – Activity 1
Demonstration/observation/practical
Receiving and dispatching plants/products

Workplace observation checklist
Candidate’s name Assessor’s name Activity 1 Units of competency
Dispatch plants/products. Skill Set 8 – Receipt and dispatch of plants and products: processing customer complaints RTF3026A Receive and dispatch plants and other nursery products RTE3819A Process customer complaints

Workplace or simulated environment
Instructions The candidate is to competently perform a dispatch demonstration. The candidate is to: • • • • • • • organise all materials and equipment necessary for a dispatch activity explain the sequence of events describe the OHS hazards, risk assessments and controls in place demonstrate picking of order demonstrate product presentation including labelling etc demonstrate accurate check of order demonstrate method of monitoring product level in the nursery.

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During the demonstration or observation of skills, did the candidate: • observe safety procedures and requirements, for example, appropriate PPE and procedures for handling chemicals and potting media? select methods and techniques appropriate to the circumstances? use appropriate tools and equipment to perform the task? perform the task in a logical sequence? adequately describe processes and demonstrate application of underpinning knowledge? perform tasks to industry standards? demonstrate appropriate communication and interpersonal skills where required? perform defined work tasks without supervision and follow instructions including working to deadlines? demonstrate the required underpinning knowledge to support performance of task skills? present the completed information to the client in a clear and understandable manner? Dimensions of competency During the demonstration or observation of skills, did the candidate: Task skills • perform the task to the required standard as described in the unit of competency?

Yes

No

Sometimes

q q q q q q q q q q
Yes

q q q q q q q q q q
No

q q q q q q q q q q
Sometimes

• •

• •

• • • • •

q q q q

q q q q

q q q q

Task management skills • manage a number of different tasks within the job?

Contingency management skills • respond to problems, breakdowns and changes in routine?

Job/role environment skills • fulfil responsibilities and expectations?

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Transfer skills • apply skills to different contexts? Yes

q q
No

q q

q

The candidate’s overall performance met the standard.

Comments/observations

Assessor’s signature Candidate’s signature Date of assessment

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Reporting and recording document for Skill Set 8 – Activity 2
Demonstration/observation/practical
Receiving and dispatching plants/products

Workplace observation checklist
Candidate’s name Assessor’s name Activity 2 Units of competency
Receive plants/products. Skill Set 8 – Receipt and dispatch of plants and products: processing customer complaints RTF3026A Receive and dispatch plants and other nursery products RTE3819A Process customer complaints

Workplace or simulated environment
Instructions The candidate is to competently demonstrate receiving plants/products. The candidate is to: • • • • • • • • receive and unload products from truck, carton, container check for quantities and quality, including plant hygiene ensure that any goods that do not meet the quality standards of the nursery are returned to the transport operator make sure that appropriate credit documentation is completed comment on any discrepancies on the invoice/delivery docket between goods received and the documentation observe quarantine policies as appropriate complete any other relevant procedures ensure that dispatch/receipt areas including storage areas are tidied and maintained.

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During the demonstration or observation of skills, did the candidate: • observe safety procedures and requirements, for example, wear appropriate safety apparel, read labels, and correctly open, measure and reseal container? select methods and techniques appropriate to the circumstances? use appropriate tools and equipment to perform the task? perform the task in a logical sequence? adequately describe processes and demonstrate application of underpinning knowledge? perform tasks to industry standards? complete relevant records for task correctly? perform defined work tasks without supervision and follow instructions including working to deadlines? demonstrate the required underpinning knowledge to support performance of task skills? describe what to do in the event of a chemical spill? Dimensions of competency During the demonstration or observation of skills, did the candidate: Task skills • perform the task to the required standard as described in the unit of competency?

Yes

No

Sometimes

q q q q q q q q q q
Yes

q q q q q q q q q q
No

q q q q q q q q q q
Sometimes

• •

• •

• • • •

q q q q

q q q q

q q q q

Task management skills • manage a number of different tasks within the job?

Contingency management skills • respond to problems, breakdowns and changes in routine?

Job/role environment skills • fulfil responsibilities and expectations?

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Transfer skills • apply skills to different contexts? Yes

q q
No

q q

q

The candidate’s overall performance met the standard.

Comments/observations

Assessor’s signature Candidate’s signature Date of assessment

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Reporting and recording document for Skill Set 8 – Written Task 3
Processing customer complaints

Written Task 3
Candidate’s name Assessor’s name Date Units of competency
Skill Set 8 – Receipt and dispatch of plants and products: processing customer complaints RTF3026A Receive and dispatch plants and other nursery products RTE3819A Process customer complaints Instructions You are to design a single page form that could be used within any nursery to record the details and information regarding a complaint. Worksheet You will be assessed on evidence of the following: • • • • suitability and simplicity comprehensive record of information self-evaluation of the handling of the complaint registration of customer satisfaction.

You may choose to design your form in landscape format.

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Reporting and recording document for Skill Set 8 – Written Task 4
Processing customer complaints

Written Task 4
Candidate’s name Assessor’s name Date Units of competency
Skill Set 8 – Receipt and dispatch of plants and products: processing customer complaints RTF3026A Receive and dispatch plants and other nursery products RTE3819A Process customer complaints Instructions You are to describe how you would attempt to resolve to the customer’s satisfaction three (3) of the following scenarios which represent different customer complaints. Worksheet You will be assessed on evidence of the following: • • • • your ability to offer various options to the customer (referring to enterprise procedures) your ability to resolve the complaint your ability to turn a dissatisfied customer into a satisfied customer by demonstrating high standards of service your competence at accepting responsibility for any mistakes made.

Select three (3) of the following seven (7) scenarios and write your suggestions in the spaces provided.

Scenario 1 Plants were delivered to a landscape site but no-one was on site and some plants were stolen. Scenario 2 A customer insists that the plants were ‘full of pests and diseases’. Scenario 3 An interstate customer is not happy that the plants received in a cooler unit were cold-damaged and not able to be sold. Scenario 4 Plants delivered were not what the customer ordered. Scenario 5 A regular customer complains that a plant order seems to be poor value for money as the plants were underdeveloped and had poor root systems.
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RTF30103 Certificate III in Horticulture (Nursery)

Scenario 6 Plants were delivered to a country store on a Monday instead of the agreed Friday which meant that the store missed out on the special plant sale they had advertised for the Saturday and Sunday. Scenario 7 A customer is very unhappy that advanced stock was heavily root-bound and that it took an unacceptably long time to prepare the root ball for planting in very hot conditions.

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Scenario ___ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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Scenario ___ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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Scenario ___ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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Third-party evidence reports and RPL assessment plans for Skill Sets 1–8

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Third-party evidence report for Skill Set 1
Candidate’s name Third-party evidence provided by Relationship to candidate Evidence collected
Interview at the workplace Interview on the telephone

q q

Interview conducted by Units of competency
Skill Set 1 – Plant recognition, culture and advice to customers RTC3016A Provide information on plants and their culture RTC2016A Recognise plants RTC2801A Participate in workplace communications Instructions As part of the assessment for the units of competency listed above, evidence is being sought to support a judgement about the candidate’s competence. As part of the process of gathering evidence of competence, reports are sought from the supervisor and other people who work closely with the candidate.

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Does the candidate consistently: • demonstrate understanding of plant identification and plant cultural requirements? demonstrate knowledge of both botanical and common plant names? provide more than one solution to a particular issue? recommend a preferred solution? possess the knowledge and communication skills to explain to another employee the requirements for pest control? understand the concept of, and be involved in, workplace meetings and discussions? operate to the level of a tradesperson by: ○ demonstrating extensive horticultural and plant knowledge and a broad range of plant-related skills combined with the ability to communicate this information effectively to others? independently planning the method and order of progressing a job? using basic mathematical processes for routine calculations? selecting appropriate techniques, materials, tools, machines and/or equipment? checking and/or testing own work in relation to the relevant standards? carrying out these tasks in a safe and timely manner? completing all related recording paperwork, registers etc in a manner in keeping with organisational procedures?

Yes

No

q q q q q q

q q q q q q

• • • • •

q q q q q q q q q
Yes

q q q q q q q q q
No

○ ○ ○

○ ○ • •

operate safely in the workplace, including when operating around other staff members, clients in area, and flora and fauna considerations? perform task from assignment to completion with minimal supervision, up to the standard required by law and organisation?

Has the candidate: • taken several opportunities to obtain and provide information within the workplace?

q

q

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Does the candidate consistently: • demonstrate understanding of plant identification and plant cultural requirements? demonstrate knowledge of both botanical and common plant names? provide more than one solution to a particular issue? recommend a preferred solution? possess the knowledge and communication skills to explain to another employee the requirements for pest control? understand the concept of, and be involved in, workplace meetings and discussions? taken several opportunities to obtain and provide information to customers? demonstrated the ability to follow written and verbal workplace instructions?

Yes

No

q q q q q q q q

q q q q q q q q

• • • • • • •

Supervisor’s signature Date Period of observation Assessor’s signature Date

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RPL Assessment plan for Skill Set 1
Units of competency
Skill Set 1 – Plant recognition, culture and advice to customers RTC3016A Provide information on plants and their culture RTC2016A Recognise plants RTC2801A Participate in workplace communications

Instructions for assessors
Associate tasks with elements/performance criteria for this assessment plan by selecting the checkboxes.

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RTC3016A Provide information on plants and their culture
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation Simulation

Elements and performance criteria

1.

Identify the issue

1.1 Contact is initiated with the client, when appropriate, according to enterprise work procedures. 1.2 The client is assisted in explaining the issue by the use of attentive listening and questioning techniques according to enterprise work procedures. 1.3 The nature of the issue is clarified by gathering all relevant information from the client according to enterprise work procedures. 1.4 The issue is defined according to researched and experimental awareness and enterprise work procedures. 2. Decide on preferred solution

q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q

2.1 Options and/or strategies are identified and devised according to researched and experimental awareness, and enterprise work procedures. 2.2 Options and/or strategies are examined and evaluated according to sound problem-solving techniques and enterprise work procedures. 2.3 The optimal solution is determined based on reasoned argument, appropriate evidence, sound cultural principles, and enterprise work procedures. 3. Provide the preferred solution

3.1 The recommended solution, method of application and probable outcomes are clearly explained to the client according to enterprise work procedures. 3.2 The original source of the plant and its cultural requirements are referred to where necessary. 3.3 Client requests for clarification or expansion are responded to by the use of attentive listening and questioning techniques according to enterprise work procedures. 3.4 Recommendations are recorded and reports are made to the supervisor according to enterprise work procedures.

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RPL Assessment Tool Kit

RTC2016A Recognise plants
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation

1.

Prepare for plant recognition

1.1 Range of plants requiring recognition is identified according to supervisor’s/customer’s needs. 1.2 Resources and equipment for use in recognition activity are located and identified. 1.3 Available processes for plant recognition are identified, selected and prepared for use. 2. Recognise specified plants

q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q

2.1 Specified plants are recognised and named according to their identifiable characteristics. 2.2 Brief descriptions of plant habits, characteristics and significant features are recorded according to enterprise requirements. 2.3 The advice of supervisors is sought when necessary and where appropriate in the recognition activity. 3. Complete recognition of plants

3.1 Information about plants is documented according to enterprise requirements and added to the reference collection. 3.2 Reference collection is updated as new plants are recognised. 3.3 Any plant debris is disposed of according to enterprise guidelines.

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Elements and performance criteria

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Simulation

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

RTC2801A Participate in workplace communications
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation Simulation

Elements and performance criteria

1.

Follow routine spoken messages

1.1 Required information is gathered by listening, and is correctly interpreted. 1.2 Instructions/procedures are followed in appropriate sequence for tasks and in accordance with information received. 1.3 Clarification is sought from workplace supervisor on all occasions when any instruction/procedure is not understood. 2.

q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q

Perform workplace duties following routine written notices

2.1 Written workplace notices and instructions are read and interpreted correctly. 2.2 Routine written instructions/procedures are followed in sequence. 2.3 Clarification is sought from workplace supervisor on all occasions when any instruction/procedure is not understood. 3.

Obtain and provide information in response to workplace requirements

3.1 Specific, relevant information is obtained. 3.2 Important information is interpreted correctly. 3.3 Information is written completely, accurately and legibly. 3.4 Sources of required information are identified and appropriate contact established. 3.5 Personal interaction is courteous and inquiries carried out clearly and concisely. 3.6 Defined workplace procedures for the location and storage of information are used.

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© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

RTC2801A Participate in workplace communications
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation Simulation

Elements and performance criteria

4.

Complete relevant work-related documents

4.1 Range of forms relating to conditions of employment are completed accurately and legibly. 4.2 Workplace data is recorded on standard workplace forms and documents. 4.3 Basic mathematical processes are used for routine calculations. 4.4 Errors in recording information on forms/documents are identified and rectified. 4.5 Reporting requirements to supervisor are completed according to enterprise guidelines. 5. Participate in workplace meetings and discussions

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5.1 Team meetings are attended on time. 5.2 Own opinions are clearly expressed and those of others are listened to without interruption. 5.3 Meeting inputs are consistent with the meeting purpose and established protocols. 5.4 Workplace interactions are conducted in a courteous manner appropriate to cultural background and authority in the enterprise procedures. 5.5 Questions about simple routine workplace procedure and matters concerning conditions of employment are asked and responded to. 5.6 Meeting outcomes are interpreted and implemented.

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Instructions for assessors
Indicate the Mayer key competencies and dimensions of competency applicable to each task in this assessment plan.

Mayer key competencies
Collecting, analysing and organising information Communicating ideas and information Planning and organising activities Working with others and in teams Solving problems Using mathematical ideas and techniques

q q q q q q q q q q

Dimensions of competency
Task skills Task management skills Contingency management skills Job/role environment skills

Page 215 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Third-party evidence report for Skill Set 2
Candidate’s name Third-party evidence provided by Relationship to candidate Evidence collected
Interview at the workplace Interview on the telephone

q q

Interview conducted by Units of competency
Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals Instructions As part of the assessment for the units of competency listed above, evidence is being sought to support a judgement about the candidate’s competence. As part of the process of gathering evidence of competence, reports are sought from the supervisor and other people who work closely with the candidate.

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 216 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Does the candidate consistently: • demonstrate understanding of safe chemical handling, preparation and application? select and wear appropriate personal protective equipment? report on weed, disease or pest infestation in an accurate manner? operate pest control machinery and equipment in a safe, efficient manner? possess the knowledge and communication skills to explain to another employee the requirements for pest control? understand the concept of, and be involved in, the implementation of integrated pest management strategies and not just chemical applications? operate to the level of a tradesperson by: ○ reading and understanding common working instructions including chemical labels, MSDS, application recording procedures and maintenance records? independently planning the method and order of progressing a job? taking measurements and readings using measuring instruments of appropriate accuracy? selecting appropriate techniques, materials, tools, machines and/or equipment? checking and/or testing own work in relation to the relevant standards? carrying out these tasks in a safe and timely manner? actively participating in workplace environmental initiatives, for example,, recycling of waste?

Yes

No

q q q q q q

q q q q q q

• • • • •

q q q q q q q q q
Yes

q q q q q q q q q
No

○ ○ ○ ○

○ ○ • •

operate safely in the workplace, including when operating around other staff members, clients in area, and flora and fauna considerations? perform task from assignment to completion with minimal supervision, up to the standard required by law and organisation?

Has the candidate: • completed several pest control operations including some of the following – fungicides, insecticides, miticides and nematicides?

q

q

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Does the candidate consistently: • demonstrate understanding of safe chemical handling, preparation and application? select and wear appropriate personal protective equipment? report on weed, disease or pest infestation in an accurate manner? operate pest control machinery and equipment in a safe, efficient manner? possess the knowledge and communication skills to explain to another employee the requirements for pest control? understand the concept of, and be involved in, the implementation of integrated pest management strategies and not just chemical applications? disposed of residue and left-over chemical mixtures in an environmentally friendly manner?

Yes

No

q q q q q q q

q q q q q q q

• • • • •

Supervisor’s signature Date Period of observation Assessor’s signature Date

RPL Assessment plan for Skill Set 2
Units of competency
Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals

Instructions for assessors

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 218 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Associate tasks with elements/performance criteria for this assessment plan by selecting the checkboxes.

Page 219 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

RTC3404A Control plant pests, diseases and disorders
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation Simulation

Elements and performance criteria

1.

Assess pests and disease infestation

1.1 Scope and size of the infestation is assessed. 1.2 Plant pests, diseases and disorders and beneficial organisms are identified and reported or recorded in field notes. 1.3 Levels of pest infestations tolerated by the client, market or environment are identified from the Integrated Pest Management (IPM) strategy. 2. Plan the implementation of control measures

q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q

2.1 Control measures suitable for the infestation are selected from Integrated Pest Management strategy. 2.2 Tools, equipment and machinery are selected for each work activity according to enterprise work procedures. 2.3 Occupational Health and Safety hazards are identified, risks assessed, controls implemented and reported to the supervisor. 2.4 Suitable safety equipment and personal protective equipment (PPE) are selected, used, maintained and stored. 2.5 Control measures selected need to be in full consideration of Occupational Health and Safety and environmental implications. 3. Implement control measures

3.1 Enterprise work team, contractors and Integrated Pest Management product suppliers are coordinated in a sequential, timely and effective manner in consultation with the supervisor. 3.2 Control measures are implemented according to the Integrated Pest Management standards or industry code of practice.

q q q q q q q q q q

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

Page 220 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

RTC3404A Control plant pests, diseases and disorders
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation Simulation

Elements and performance criteria

3.3 Implementation of Integrated Pest Management activities is undertaken according to Occupational Health and Safety requirements. 3.4 A clean and safe work area is maintained throughout and on completion of each activity. 3.5 Records are maintained as required by legislation and enterprise guidelines. 4. Monitor control measures

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4.1 Control methods are monitored to identify side effects to other plants, animals or external environment. 4.2 Effectiveness of control methods is assessed in reference to specified industry, Occupational Health and Safety and enterprise standards. 4.3 Adjustments to Integrated Pest Management control methods are implemented where necessary to meet enterprise specifications.

Page 221 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

RTC2404A Treat plant pests, diseases and disorders
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation

1.

Prepare to treat plant pests, diseases and disorders

1.1 Plant pests, diseases and disorders which impact on commercial crops, gardens, and turf and natural areas are recognised by common names. 1.2 Details of the plant pests, disease and disorder occurrence are recorded and reported to the supervisor. 1.3 Treatment methods are selected in consultation with the supervisor. 1.4 Equipment is selected and prepared for use according to enterprise guidelines and manufacturers’ specifications. 1.5 Occupational health and safety hazards are identified, risks assessed and reported to the supervisor. 2.

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Page 222 of 529

Apply treatments to plant pests, diseases and disorders

2.1 Suitable personal protective equipment (PPE) is selected, used, maintained and stored. 2.2 Treatments are prepared according to supervisor’s instructions and manufacturers’ guidelines. 2.3 Treatments are applied in such a way that non-target damage is minimised. 2.4 Treatments are applied according to OHS and regulatory requirements. 3. Carry out post-treatment operations

3.1 Equipment is shut down and cleaned with full consideration of environmental impacts. 3.2 Treatment waste is disposed of causing minimal environmental damage. 3.3 Records are maintained according to enterprise guidelines.

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

Elements and performance criteria

Simulation

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

RTC3401A Control weeds
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation Simulation Portfolio

Elements and performance criteria

1.

Assess weed infestation

1.1 Scope and size of the infestation are assessed. 1.2 Weeds and beneficial organisms are identified and reported or recorded in field notes. 1.3 Levels of weed infestations tolerated by the client, market or environment are identified from the Integrated Pest Management (IPM) strategy. 1.4 Infestation levels, above which plant health or growth objectives are compromised, are identified. 1.5 Professional advice is obtained as required according to enterprise guidelines. 2. Plan the implementation of control measures

q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q

2.1 Control measures suitable for the infestation are selected from Integrated Pest Management strategy. 2.2 Tools, equipment and machinery are selected from Integrated Pest Management strategy. 2.3 Occupational health and safety hazards are identified, risks assessed, controls implemented and reported to the supervisor. 2.4 Suitable safety equipment and Personal Protective Equipment (PPE) are selected, used, maintained and stored. 2.5 Control measures selected need to be in full consideration of environmental implications. 3. Implement control measures

3.1 Enterprise work team, contractors and Integrated Pest Management product suppliers are coordinated in a sequential, timely and effective manner in consultation with the supervisor. 3.2 Control measures are implemented according to the Integrated Pest Management standards or industry code of practice.

q q q q q q q q q q

Page 223 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

RTC3401A Control weeds
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation Simulation Portfolio

Elements and performance criteria

3.3 Implementation of Integrated Pest Management activities is undertaken according to Occupational Health and Safety requirements. 3.4 A clean and safe work area is maintained throughout and on completion of each work activity. 3.5 Records are maintained as required by legislation and enterprise guidelines. 4. Monitor control methods

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4.1 Control methods are monitored to identify side effects to other plants, animals or external environment. 4.2 Effectiveness of control methods is assessed in reference to specified industry and enterprise standards. 4.3 Adjustments to Integrated Pest Management control methods are implemented where necessary to meet enterprise specifications.

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 224 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

RTC2401A Treat weeds
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation

1.

Prepare to treat weeds

1.1 Weeds which impact on commercial crops, gardens and turf, and natural areas are recognised by common name. 1.2 Details of the weed occurrence are recorded and reported to the supervisor. 1.3 Treatment methods are selected in consultation with the supervisor. 1.4 Equipment is selected and prepared for use according to enterprise guidelines and manufacturers’ specifications. 1.5 Occupational health and safety hazards are identified, risks assessed and reported to the supervisor. 2. Treat weeds

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2.1 Suitable personal protective equipment (PPE) is selected, used, maintained and stored. 2.2 Treatments are prepared according to supervisor's instructions and manufacturers’ guidelines. 2.3 Treatments are applied in such a way that non-target damage is minimised. 2.4 Treatments are applied according to OHS and regulatory requirements. 3. Carry out post-treatment operations

3.1 Equipment is shut down and cleaned with full consideration of environmental impacts and Occupational Health and Safety requirements. 3.2 Treatment waste is disposed of causing minimal environmental damage. 3.3 Records are maintained according to enterprise guidelines.

Page 225 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

Elements and performance criteria

Simulation

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

RTC3704A Prepare and apply chemicals
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation

1.

Determine the need for chemical use

1.1 Nature and level of the pest, weed infestation or disease are identified. 1.2 Need for action is assessed. 1.3 Assess the requirement for chemical use as an option within an Integrated Pest Management strategy. 1.4 Hazard and risk analysis of different chemical options is undertaken. 1.5 Requirement for chemical application including coverage by appropriate insurance is identified and confirmed. 2. Prepare appropriate chemical

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2.1 Chemical label and Material Safety Data Sheets (MSDS) are read and understood. 2.2 Labels are checked to ensure chemicals meet user requirements and specifications. 2.3 Chemicals are prepared from those registered for the intended purpose, and to suit the organisation's chemical use strategy. 2.4 Legislation and regulations concerning chemical use are identified and followed. 2.5 OHS hazards and risks, and risk control requirements associated with use of the chemicals are identified. 3.

Prepare to use chemicals according to the label and MSDS

3.1 Personal protective equipment is selected and checked for use according to the product label and Material Safety Data Sheets.

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

Elements and performance criteria

Page 226 of 529

Simulation

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

RTC3704A Prepare and apply chemicals
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation

3.2 Requirements for pre and post-operative checks on equipment are followed. 3.3 Damage, wear or malfunction of any equipment is identified and reported or repaired. 3.4 Requirements for the selection, preparation and adjustment of application equipment and tools for the appropriate chemicals are followed. 3.5 Mixing rates are defined and calculated. 3.6 Directions, standards and legislative requirements for mixing chemicals are followed. 4. Apply chemicals

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4.1 Meteorological conditions and forecasts are assessed prior to and during application. 4.2 Hazards of particular chemicals are identified. 4.3 Risks to others and the environment are assessed and controlled. 4.4 Application equipment calibration procedures are followed. 4.5 Procedures and precautions for the use of the chemicals are interpreted from labels and accreditation requirements. 4.6 Requirements for chemical handling and application are determined from directions, standards and legislative requirements. 4.7 Chemicals are applied safely and effectively according to directions. 4.8 Chemical spills or accident procedures are followed.

Page 227 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

Elements and performance criteria

Simulation

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

RTC3704A Prepare and apply chemicals
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation

4.9 First aid equipment is made available on site. 5. Clean up following chemical application

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5.1 Tools or equipment required to clean up chemicals are selected. 5.2 Requirements for cleaning equipment and sites are defined and followed according to directions and standards. 5.3 Requirements for disposing of unused chemicals, empty containers or spilled material are defined from directions and standards. 5.4 Procedures for reporting chemical spills are followed. 6. Record application details

6.1 Application of chemicals is recorded according to organisational procedures. 6.2 Details of the specific chemical concerned are recorded correctly in the chemical inventory according to regulations. 6.3 Inventory of personal protective equipment and application equipment is recorded. 6.4 Procedures and requirements for reporting application details to senior management or client are followed. 6.5 Records of injury or poisoning associated with application of chemical are made and provided to the appropriate person.

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

Elements and performance criteria

Page 228 of 529

Simulation

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

RTC2706A Apply chemicals under supervision
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation Simulation

Elements and performance criteria

1.

Follow instructions to check and maintain application and personal protective equipment

1.1 Pre and post operational checks and maintenance on application equipment are carried out according to manufacturers’ specifications and enterprise procedures. 1.2 Application and personal protective equipment are prepared and adjusted for use appropriate to the situation and in accordance with OHS requirements. 1.3 Instructions are followed to identify and maintain damaged, non-functioning or worn equipment. 1.4 OHS hazards are identified and reported to the supervisor. 2. Use application and personal protective equipment

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2.1 Chemical label is interpreted. 2.2 Application and personal protective equipment appropriate to the task are recognised and used, maintained and stored according to enterprise procedure and OHS requirements. 2.3 Measurement and decanting of substances comply with directions. 2.4 Safe working practices relevant to the situation are followed. 2.5 Procedures in the event of a chemical spill are identified and followed. 3. Apply chemicals

3.1 Hazards are identified and associated risks recognised.

Page 229 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

RTC2706A Apply chemicals under supervision
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation Simulation

Elements and performance criteria

3.2 Requirements for application equipment to accurately and effectively apply the required dose of the chemical to the target are followed. 3.3 Safe working practices relevant to the situation are followed. 4.

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Follow instructions to empty and clean equipment and containers according to directions

4.1 Instructions for clean-up are identified. 4.2 Equipment and clean-up methods using appropriate tools are followed. 4.3 Instructions for disposal of containers and unused chemicals or biological agents are identified. 5. Complete chemical records

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5.1 Chemical inventory is recorded as instructed and as required by regulations. 5.2 Chemical application details are reported as instructed and as required by regulations. 6.

Transport, handle and store chemicals according to instructions and legislative requirements

6.1 Transport, handling and storage requirements for chemicals used are recognised and followed. 6.2 Requirements for storage of chemicals at the workplace are recognised and followed.

q q q q q q q q q q

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

Page 230 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

RTC3705A Transport, handle and store chemicals
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation

1.

Transport and handle chemicals and biological agents

1.1 Transport methods according to label and Material Safety Data Sheets (MSDS) are identified and confirmed to safely transport the chemical. 1.2 Risks involved in transport and handling are identified and minimised. 1.3 Personal protective equipment (PPE) is used to transport and handle chemicals where required. 1.4 Requirements for safe working procedures and legislation are recognised and followed during transport. 1.5 Procedures and risk control measures are in place and followed in the event of a spill or accident. 1.6 Reports of injury or poisoning associated with transport of chemicals are made to the manager. 2. Store chemicals in the workplace

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2.1 Storage method selected is appropriate for the chemical concerned. 2.2 OHS hazards in the storage area are identified and risks controlled. 2.3 Storage method selected is appropriate to prevent contact with people or animals, and contamination of produce or the environment. 2.4 Requirements to maintain storage area in accordance with directions and standards related to chemicals are defined. 2.5 Safe working procedures for the storage of chemicals are defined.

Page 231 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

Elements and performance criteria

Simulation

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

RTC3705A Transport, handle and store chemicals
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation

3.

Record storage details

3.1 Chemical store inventory is maintained. 3.2 Requirements to maintain storage area in accordance with OHS and enterprise requirements. 3.3 Records of injury or poisoning associated with transport and storage of chemicals are made and provided to the manager.

q q q q q q q q q q q q q q q

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

Elements and performance criteria

Page 232 of 529

Simulation

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Instructions for assessors
Indicate the Mayer key competencies and dimensions of competency applicable to each task in this assessment plan.

Mayer key competencies
Collecting, analysing and organising information Communicating ideas and information Planning and organising activities Working with others and in teams Solving problems Using mathematical ideas and techniques

q q q q q q q q q q

Dimensions of competency
Task skills Task management skills Contingency management skills Job/role environment skills

Page 233 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Third-party evidence report for Skill Set 3
Candidate’s name Third-party evidence provided by Relationship to candidate Evidence collected
Interview at the workplace Interview on the telephone

q q

Interview conducted by Units of competency
Skill Set 3 – Irrigation maintenance and operation in the horticultural industry RTE3612A Implement a maintenance program for an irrigation system RTE2606A Maintain pressurised irrigation systems RTE3611A Operate pressurised irrigation systems RTC2705A Work effectively in the industry Instructions As part of the assessment for the units of competency listed above, evidence is being sought to support a judgement about the candidate’s competence. As part of the process of gathering evidence of competence, reports are sought from the supervisor and other people who work closely with the candidate. Does the candidate consistently: • • • • • select, wear and store appropriate personal protective equipment? repair or maintain irrigation components correctly and safely? operate irrigation sprinklers, valves and controllers without constant supervision and in an effective manner? operate machinery and equipment without constant supervision in an effective manner? possess the knowledge and communication skills to explain to another employee the requirements of OHS procedures and the safe use of machinery? understand the implications of water wastage and its impact on the environment? operate to the level of a tradesperson by: Yes No

q q q q q q

q q q q q q

• •

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 234 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Does the candidate consistently: • • • • • select, wear and store appropriate personal protective equipment? repair or maintain irrigation components correctly and safely? operate irrigation sprinklers, valves and controllers without constant supervision and in an effective manner? operate machinery and equipment without constant supervision in an effective manner? possess the knowledge and communication skills to explain to another employee the requirements of OHS procedures and the safe use of machinery? understand the implications of water wastage and its impact on the environment? ○ ○ ○ ○ ○ ○ ○ • • reading and understanding common working instructions including programming systems? independently planning the method and order of progressing a job? completing a number of different irrigation maintenance tasks? selecting appropriate techniques, materials, tools, machines and/or equipment? checking and/or testing own work in relation to the relevant standards? carrying out these tasks in a safe and timely manner? completing all related recording paperwork, registers etc in a manner in keeping with organisational procedures?

Yes

No

q q q q q q q q q q q q q q q
Yes

q q q q q q q q q q q q q q q
No

operate safely in the workplace, including when operating around other staff members, clients in area, and flora and fauna considerations? perform task from assignment to completion with minimal supervision, up to the standard required by law and organisation? completed several irrigation pipe repairs, nozzle replacements, solenoid valve services, controller programming and other general maintenance items?

Has the candidate: •

q

q

Supervisor’s signature Date Period of observation Assessor’s signature Date

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

RPL Assessment plan for Skill Set 3
Units of competency
Skill Set 3 – Irrigation maintenance and operation in the horticultural industry RTE3612A Implement a maintenance program for an irrigation system RTE2606A Maintain pressurised irrigation systems RTE3611A Operate pressurised irrigation systems RTC2705A Work effectively in the industry

Instructions for assessors
Associate tasks with elements/performance criteria for this assessment plan by selecting the checkboxes.

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 236 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

RTE3612A Implement a maintenance program for an irrigation system
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation

1.

Interpret an irrigation maintenance program

1.1 Scope of maintenance works is determined according to the irrigation maintenance program. 1.2 Frequency of maintenance works is determined and implemented according to the irrigation maintenance program. 1.3 Irrigation maintenance standards are established in line with the irrigation maintenance program. 1.4 Maintenance works are planned and prepared. 1.5 OHS requirements are identified, associated hazards and risks assessed, and suitable controls implemented. 1.6 Environmental considerations of irrigation maintenance activities are identified. 2. Inspect irrigation system

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2.1 An inspection checklist is established according to the irrigation maintenance program. 2.2 System is regularly inspected according to the checklist. 2.3 Remedial action and repairs are identified and undertaken to restore system to full effectiveness. 2.4 Servicing of mechanical equipment is undertaken according to the irrigation maintenance program. 2.5 Results of maintenance works are assessed and recorded to ensure repairs or maintenance standards have been achieved according to the irrigation maintenance program.

Page 237 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

Elements and performance criteria

Simulation

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

RTE3612A Implement a maintenance program for an irrigation system
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation

2.6 Ensure surroundings are tidied and materials and equipment cleared from the site on completion of maintenance works. 3. Record and report maintenance activities

q q q q q

3.1 Damage and blockages caused by pests and animals are recorded by damage type, location and the section of the system affected. 3.2 Damage or faulty pumps, valves, electrical components and computer systems are recorded and reported, and action taken to effect repairs. 3.3 Routine and preventative maintenance activities are recorded and reported in accordance with enterprise standards.

q q q q q q q q q q q q q q q

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

Elements and performance criteria

Page 238 of 529

Simulation

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

RTE2606A Maintain pressurised irrigation systems
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation Simulation

Elements and performance criteria

1.

Carry out pre- and post-season maintenance

1.1 Equipment is prepared pre-season for effective operation in accordance with design specifications and enterprise standards. 1.2 System is flushed, cleaned, closed down and maintained post-season in accordance with design specifications and enterprise standards. 1.3 Equipment requiring storage is dismantled, loaded, transported and stored without damage according to enterprise standards and safe working practices. 2.

q q q q q q q q q q q q q q q

Carry out routine maintenance activities in pressurised irrigation delivery systems

2.1 All maintenance activities are carried out according to the maintenance program and the manufacturers’ specifications. 2.2 Mechanical equipment is serviced in accordance with the operator’s manual or as directed. 2.3 Supply and distribution systems are flushed and cleaned, with sprinklers, emitters and/or drip line tapes replaced as directed. 2.4 Outlets, strainers, pump screens and filters are cleaned and replaced as directed. 2.5 System is visually inspected for leaks, operating faults and dry areas, and observations recorded in the maintenance book. 2.6 Operation area is maintained in a clean and safe condition, and OHS procedures are followed. 3. Maintain system components

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3.1 System maintenance is carried out at scheduled times using equipment and materials in accordance with enterprise standards and manufacturers’ specifications.

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© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

RTE2606A Maintain pressurised irrigation systems
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation Simulation

Elements and performance criteria

3.2 Parts are inspected for wear or blockage and reported or replaced according to enterprise guidelines. 3.3 Outlets are removed and cleaned and damaged ones are reassembled and replaced according to manufacturers’ specifications. 3.4 Operation area is maintained in a clean and safe condition, and OHS procedures are followed. 4. Record and report maintenance activities

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4.1 All damage and blockages caused by pests and vermin are recorded by damage type, location and the section of the system affected. 4.2 Damage or faulty pumps, valves, electrical components and computer systems are recorded and reported, and action taken to effect repairs. 4.3 All routine maintenance activities are recorded and reported in accordance with enterprise standards.

© Department of Training and Workforce Development 2010 Version 1, June 2010

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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

RTE3611A Operate pressurised irrigation systems
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation Simulation

Elements and performance criteria

1.

Perform pre-start checks for pressurised irrigation system

1.1 Checks of water, power, fuel and lubricants ensure that all are available and the control system is operational. 1.2 Pumps are primed, if necessary, and valves and controls are open or closed as directed. 1.3 Pressure and flow testing equipment are calibrated and available as required. 1.4 Other pre-start system checks are carried out in accordance with manufacturers’, OHS and enterprise procedures. 2. Start up and inspect system

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2.1 Start-up sequence is implemented in accordance with operations manual. 2.2 All malfunctions, leaks and blockages are corrected or repaired immediately and reported in accordance with OHS and enterprise procedures. 2.3 Pressure at the headworks and control valves is within design specifications indicating efficient filter operation, and water is distributed evenly to the targeted areas with minimal wastage and run-off. 3. Shut down system based upon irrigation indicators

3.1 Water is applied for sufficient time to allow amount of water necessary to achieve required soil moisture levels in accordance with irrigation schedule, environmental considerations and allowing for weather conditions. 3.2 System components are shut down and drained in sequence in accordance with manufacturers’, OHS and enterprise procedures. 3.3 Drainage and treatment systems are checked in accordance with enterprise procedures. 3.4 Irrigation activities are recorded and reported in accordance with regulatory requirements and enterprise procedures.

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© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

RTC2705A Work effectively in the industry
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation Simulation

Elements and performance criteria

1.

Obtain information about the industry

1.1 Sources of information about the industry are correctly identified and accessed. 1.2 Information to assist effective and safe work performance within the industry is collected. 1.3 Specific information on sector of work is obtained and updated. 1.4 Industry and OHS information is correctly applied to day-to-day work activities. 1.5 Employment terms and conditions are defined. 1.6 Career pathways within the industry are identified. 2. Observe employment requirements

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2.1 Industry developments are used in workplace context to improve quality, productivity and conditions. 2.2 Work practices comply with codes of practice and workplace expectations. 2.3 Faults and abnormalities in workplace practices are recognised and remedial action is taken according to enterprise requirements. 2.4 Dress and personal requirements comply with workplace standards. 2.5 Punctuality in work attendance is observed. 2.6 Employer’s expectations are met through completion of workplace routines and specific instructions within enterprise policies and procedures. 3. Accept responsibility for quality of own work

3.1 Personal work space is kept in a well organised and safe condition, and is in accordance with relevant standards and policies.

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

RTC2705A Work effectively in the industry
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation Simulation

Elements and performance criteria

3.2 Workplace code of conduct is adhered to. 3.3 Variations in the quality of service and/or products from required standards are detected and reported in accordance with workplace procedures. 4. Plan own work

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4.1 Instructions are interpreted correctly and observed. 4.2 Factors affecting work requirements are identified and appropriate action is taken. 4.3 Workload is assessed and prioritised within allocated timeframes. 4.4 The need for assistance to improve performance is communicated clearly to the appropriate person. 5. Promote workplace cooperation

5.1 Responsibilities and duties are undertaken in a positive manner to promote cooperation and good relationships. 5.2 Cooperation with others is conducted in a courteous manner and is appropriate to culture, special needs and linguistic background and position in the organisation. 5.3 Problems and conflict are recognised and resolved, where possible, through personal communication and/or are referred to a supervisor, manager or employer for resolution. 6. Contribute to a productive work environment

6.1 Commitments to undertake work or assist colleagues/co-workers are fulfilled. 6.2 Information relevant to work is shared with colleagues/co-workers to ensure designated work goals are met. 6.3 Knowledge and skills are shared with colleagues/coworkers through conversations and meetings.

Page 243 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

RTC2705A Work effectively in the industry
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation Simulation

Elements and performance criteria

6.4 Contributions by individuals of different gender and social and cultural backgrounds are recognised and sought. 6.5 The principles of equal employment opportunity are observed and implemented. 6.6 Work is consistent with workplace standards relating to anti-discrimination and workplace harassment. 7. Undertake an activity to workplace requirements

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7.1 Interpretation of work schedules is consistent with the schedule and tasks defined. 7.2 Knowledge and skills required for task are discussed with supervisors and co-workers. 7.3 Availability of materials and equipment are checked to ensure they are consistent with work schedules and the requirements of the tasks. 7.4 A daily schedule for completing workplace activities and allocated tasks including priorities, allocated start times, estimation of completion times and materials, equipment and assistance required for completion is decided upon.

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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Instructions for assessors
Indicate the Mayer key competencies and dimensions of competency applicable to each task in this assessment plan.

Mayer key competencies
Collecting, analysing and organising information Communicating ideas and information Planning and organising activities Working with others and in teams Solving problems Using mathematical ideas and techniques

q q q q q q q q q q

Dimensions of competency
Task skills Task management skills Contingency management skills Job/role environment skills

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Third-party evidence report for Skill Set 4
Candidate’s name Third-party evidence provided by Relationship to candidate Evidence collected
Interview at the workplace Interview on the telephone

q q

Interview conducted by Units of competency
Skill Set 4 – Machinery operation and maintenance RTC2307A Operate machinery and equipment RTC3310A Operate specialised machinery and equipment RTE3307A Coordinate machinery and equipment maintenance and repair RTE2308A Operate ride-on vehicles RTE3713A Carry out workplace OHS procedures RTC2701A Follow OHS procedures Instructions As part of the assessment for the units of competency listed above, evidence is being sought to support a judgement about the candidate’s competence. As part of the process of gathering evidence of competence, reports are sought from the supervisor and other people who work closely with the candidate.

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 246 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Does the candidate consistently: • demonstrate understanding of OHS policies and procedures, and employer’s and employee’s responsibilities? identify and report on workplace hazards and incidents? coordinate and perform maintenance and repair of machinery/equipment? operate machinery and equipment in a safe manner? possess the knowledge and communication skills to explain to another employee the requirements of OHS procedures and the safe use of machinery? understand the concept of, and be involved in, the implementation of OHS procedures in the workplace? operate to the level of a tradesperson by: ○ demonstrating leadership in safe work practices, in relation to the operation and maintenance of equipment and machinery and all other workplace activities? independently planning the method and order of progressing a job? taking measurements and readings using measuring instruments of appropriate accuracy? selecting appropriate techniques, materials, tools, machines and/or equipment? checking and/or testing own work in relation to the relevant standards? carrying out these tasks in a safe and timely manner? completing all related recording paperwork, registers etc in a manner in keeping with organisational procedures?

Yes

No

q q q q q q

q q q q q q

• •

• •

q q q q q q q q q
Yes

q q q q q q q q q
No

○ ○ ○ ○

○ ○ • •

operate safely in the workplace, including when operating around other staff members, clients in area, and flora and fauna considerations? perform task from assignment to completion with minimal supervision, up to the standard required by law and the organisation?

Has the candidate: • completed several OHS inspections and reports on related matters?

q

q

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Does the candidate consistently: • demonstrate understanding of OHS policies and procedures, and employer’s and employee’s responsibilities? identify and report on workplace hazards and incidents? coordinate and perform maintenance and repair of machinery/equipment? operate machinery and equipment in a safe manner? possess the knowledge and communication skills to explain to another employee the requirements of OHS procedures and the safe use of machinery? understand the concept of, and be involved in, the implementation of OHS procedures in the workplace? operated all equipment and machinery in the workplace safely? demonstrated competency in the maintenance and repair of equipment and machinery?

Yes

No

q q q q q q q q

q q q q q q q q

• •

• •

• •

Supervisor’s signature Date Period of observation Assessor’s signature Date

RPL Assessment plan for Skill Set 4
Units of competency
Skill Set 4 – Machinery operation and maintenance RTC2307A Operate machinery and equipment RTC3310A Operate specialised machinery and equipment RTE3307A Coordinate machinery and equipment maintenance and repair RTE2308A Operate ride-on vehicles RTE3713A Carry out workplace OHS procedures RTC2701A Follow OHS procedures

Instructions for assessors

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 248 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Associate tasks with elements/performance criteria for this assessment plan by selecting the checkboxes.

Page 249 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

RTC2307A Operate machinery and equipment
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation

1.

Prepare machinery and equipment for use

1.1 Machine and equipment are selected appropriate to job requirements and confirmed against a work plan. 1.2 Routine pre-operational checks of machinery and equipment are carried out to manufacturers’ specifications and enterprise requirements. 1.3 Equipment is securely attached and calibrated for operation to manufacturers’ specifications 1.4 Faulty machinery and equipment are identified, safety tagged and reported to supervisor according to enterprise requirements. 1.5 OHS hazards in workplace are identified, risk assessed and reported according to enterprise requirements. 2. Operate machinery and equipment

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2.1 Machinery and equipment are operated in a safe and controlled manner, and monitored for performance and efficiency. 2.2 Risks to self, others and the environment are recognised and minimised according to enterprise and OHS requirements. 2.3 Suitable personal protective clothing and equipment are selected, used, maintained and stored according to OHS requirements. 2.4 Environmental implications associated with machinery operation are identified, assessed and reported to the supervisor. 3.

Check and complete machinery and equipment operation

3.1 Machinery and equipment shutdown procedures are carried out to manufacturers’ specifications and enterprise requirements. 3.2 Machinery and equipment operational records are maintained according to enterprise requirements.

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

Elements and performance criteria

Page 250 of 529

Simulation

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

RTC2307A Operate machinery and equipment
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation

3.3 Machinery and equipment damage, malfunctions or irregular performance are recorded and/or reported according to enterprise requirements. 3.4 Machinery and equipment are cleaned, secured and stored according to manufacturers’ specifications and enterprise requirements.

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© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

Elements and performance criteria

Simulation

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

RTC3310A Operate specialised machinery and equipment
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation Simulation

Elements and performance criteria

1.

Select and prepare specialised machinery and equipment for use

1.1 Specialised machinery and equipment are selected and prepared to job requirements and confirmed against work plan. 1.2 Routine pre-operational checks of specialised machinery and equipment are completed to manufacturers’ specifications and enterprise requirements. 1.3 OHS hazards in the workplace are recognised, risk assessed and minimised according to enterprise requirements. 2. Operate specialised machinery and equipment 2.1 Machinery and equipment are operated in a safe and controlled manner and monitored for performance and efficiency. 2.2 Risks to self, others and the environment are anticipated and minimisation strategies implemented accordingly. 2.3 Suitable personal protective clothing and equipment are selected, used, maintained and stored according to OHS requirements. 2.4 Environmental implications associated with machinery operation are identified, assessed and reported to the supervisor. 3. 3.1 Shutdown procedures for specialised machinery and equipment are completed to manufacturers’ specifications and enterprise requirements. 3.2 Specialised machinery and equipment operational records are completed and maintained according to enterprise requirements. 3.3 Malfunctions, faults, irregular performance and damage to specialised machinery and equipment are detailed and reported according to enterprise requirements. 3.4 Specialised machinery and equipment are cleaned, secured and stored according to OHS and enterprise requirements.

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Complete and report on specialised machinery and equipment operation

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

RTE3307A Coordinate machinery and equipment maintenance and repair
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation Simulation

Elements and performance criteria

1.

Prepare for maintenance and repair work

1.1 Requirements of the work responsibilities are clarified with the supervisor and according to enterprise guidelines. 1.2 Equipment and material resource requirements are identified according to the scope of the coordination work and the supervisor’s instructions. 1.3 The priorities for maintenance and repair activities and time allocation are identified, documented and presented to the supervisor for verification. 1.4 The environmental implications of the proposed maintenance and repair work are identified and the likely outcomes assessed and reported to the supervisor. 1.5 OHS hazards are identified, risks assessed and reported to the supervisor. 1.6 Personal protective equipment (PPE) is selected, used, maintained and stored according to the type of worksite activities to be undertaken. 2. Maintain and repair machinery and equipment

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2.1 Equipment/machinery is maintained and repaired as authorised by the supervisor and according to enterprise guidelines and workplace priorities. 2.2 Materials to assist in maintenance and repair work are purchased, stored and/or used as required. 2.3 Delivery of materials to the site is organised according to workplace priorities. 2.4 Machinery/equipment is organised to be on site in good order when required. 2.5 Maintenance and repairs requiring specialist attention and work are identified and organised according to enterprise guidelines. 3.

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Coordinate and report on maintenance and repair activities
© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 253 of 529

Portfolio

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

RTE3307A Coordinate machinery and equipment maintenance and repair
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation Simulation

Elements and performance criteria

3.1 Resources are coordinated and timed to suit the maintenance and repair activities, and priority of work. 3.2 Operators are informed of appropriate use and their responsibilities in respect to operational maintenance requirements of machinery and equipment. 3.3 Personnel, activities, timelines and materials usage are monitored and documented according to enterprise guidelines. 3.4 Contingency situations are recognised and reported to the supervisor and corrective actions taken according to enterprise guidelines. 3.5 A simple report is written to inform management of maintenance and repair activities undertaken and completed.

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© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

Page 254 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

RTE2308A Operate ride-on vehicles
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation Simulation

Elements and performance criteria

1.

Prepare ride-on vehicle for operation

1.1 Existing and potential OHS hazards in the work area are identified and reported to the supervisor. 1.2 Routine checks and maintenance of ride-on vehicle are conducted prior to use according to manufacturers’ specifications and enterprise requirements. 1.3 Attached equipment is identified and selected appropriate to work requirements, checked for safety and set for operation. 1.4 Ride-on vehicle and equipment faults or malfunctions are identified and reported for repair according to enterprise requirements. 1.5 Appropriate licences for operation of vehicles are obtained where required. 2. Operate ride-on vehicle

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2.1 Risks to self, others and the environment are recognised and avoided according to OHS and enterprise requirements. 2.2 Suitable personal protective equipment is selected, used and maintained according to OHS and enterprise requirements. 2.3 Ride-on vehicle is operated in a safe and controlled manner, and monitored for performance and efficiency. 2.4 Hazards are identified, anticipated and controlled through the application of safe riding techniques. 2.5 Environmental implications associated with ride-on vehicle operation are recognised and positive enterprise environmental procedures applied where relevant. 3. Complete and check ride-on vehicle operation

3.1 Shutdown procedures are conducted according to manufacturers’ specifications and enterprise requirements.

q q q q q

Page 255 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

RTE2308A Operate ride-on vehicles
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation Simulation

Elements and performance criteria

3.2 Malfunctions, faults, irregular performance or damage to ride-on vehicle are detailed and reported according to enterprise requirements. 3.3 Ride-on vehicle is cleaned, secured and stored according to enterprise requirements. 3.4 Ride-on vehicle operational reports are maintained to industry standards according to enterprise requirements.

q q q q q q q q q q q q q q q

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

Page 256 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

RTE3713A Carry out workplace OHS procedures
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation

1.

Adopt OHS policies and procedures

1.1 Information regarding the organisation’s OHS policies and procedures is made readily accessible to all employees. 1.2 Employee responsibilities prescribed in OHS legislation, codes and national standards are identified and carried out. 1.3 Employee responsibilities prescribed in enterprise OHS policies and procedures (including emergency procedures) are identified and carried out. 2.

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Assist in workplace hazard identification and risk control

2.1 Information regarding hazard identification and risk control is provided and explained regularly. 2.2 Hazards in the workplace are recognised and reported to designated personnel according to enterprise procedures. 2.3 Assessment of risk associated with identified hazards is made in accordance with enterprise procedures. 2.4 Workplace procedures and work instructions for controlling risks are followed accurately. 2.5 Risks to fellow workers, other people and animals are recognised and action is taken to eliminate or reduce them. 2.6 Safety training is undertaken or provided as necessary. 3. Observe safe practices during work operations

3.1 Work requiring personal protective equipment (PPE) is identified, used, maintained and stored according to enterprise procedures.

Page 257 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

Elements and performance criteria

Simulation

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

RTE3713A Carry out workplace OHS procedures
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation

3.2 Basic safety checks on all machinery and equipment are undertaken before operation according to enterprise procedures. 3.3 Hazards associated with handling of hazardous substances are identified and notified, and risk assessed in accordance with enterprise procedures and OHS requirements. 3.4 Noise hazards are identified and notified, and risk assessed in accordance with enterprise procedures and OHS requirements. 3.5 Manual handling risks are assessed prior to activity, and work carried out according to currently recommended safe practice. 3.6 Information on OHS for specific work operations is accessed as required. 4.

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Participate in arrangements for maintaining health and safety of all people in the workplace

4.1 Individuals have input into ongoing monitoring and reporting on all aspects of workplace safety. 4.2 OHS issues are raised with designated personnel in accordance with enterprise procedures and relevant OHS legislation. 4.3 Contributions to participative arrangements in the workplace are made within organisational procedures and scope of responsibilities and competencies. 4.4 Suggestions are made to assist the development of effective solutions to control the level of risk with enterprise activities.

q q q q q q q q q q q q q q q q q q q q

© Department of Training and Workforce Development 2010 Version 1, June 2010

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Elements and performance criteria

Page 258 of 529

Simulation

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

RTC2701A Follow OHS procedures
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation

1.

Follow workplace procedures for hazard identification and risk control

1.1 Hazards in the workplace are recognised and reported to designated personnel according to enterprise procedures. 1.2 Assessment of risk associated with identified hazards is made in accordance with enterprise procedures. 1.3 Workplace procedures and work instructions for controlling risks are followed accurately. 1.4 Workplace procedures for dealing with accidents, fire and emergencies are followed whenever necessary within the scope of responsibilities and competencies. 1.5 Risks to fellow workers, other people and animals are recognised, and action is taken to eliminate or reduce them. 1.6 Employee responsibilities prescribed in OHS legislation are recognised and carried out. 1.7 Safety training is undertaken as directed. 2. Observe safe practices during work operations

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2.1 Work for which protective clothing or equipment is required is identified and personal protection equipment is used, maintained and stored in accordance with enterprise procedures. 2.2 Basic safety checks on all machinery and equipment are undertaken before operation according to enterprise procedures. 2.3 Hazards associated with handling of hazardous substances are identified and notified, and risk assessed in accordance with enterprise procedures and OHS requirements.

q q q q q q q q q q q q q q q

Page 259 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

Elements and performance criteria

Simulation

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

RTC2701A Follow OHS procedures
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation

2.4 Noise hazards are identified and notified, and risk assessed in accordance with enterprise procedures and OHS requirements. 2.5 Manual handling job risks are assessed prior to activity and work carried out according to currently recommended safe practice. 2.6 Information on OHS is accessed as required. 3.

q q q q q q q q q q q q q q q

Participate in arrangement for maintaining health and safety of all people in the workplace

3.1 Individuals have input into ongoing monitoring and reporting on all aspects of workplace safety. 3.2 OHS issues are raised with designated personnel in accordance with enterprise procedures and relevant OHS legislation. 3.3 Contributions to participative arrangements in the workplace are made within organisational procedures and scope of responsibilities and competencies. 3.4 Contributions are provided towards the development of effective solutions to control the level of risk associated with enterprise activities.

q q q q q q q q q q q q q q q q q q q q

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

Elements and performance criteria

Page 260 of 529

Simulation

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Instructions for assessors
Indicate the Mayer key competencies and dimensions of competency applicable to each task in this assessment plan.

Mayer key competencies
Collecting, analysing and organising information Communicating ideas and information Planning and organising activities Working with others and in teams Solving problems Using mathematical ideas and techniques

q q q q q q q q q q

Dimensions of competency
Task skills Task management skills Contingency management skills Job/role environment skills

Page 261 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Third-party evidence report for Skill Set 5
Candidate’s name Third-party evidence provided by Relationship to candidate Evidence collected
Interview at the workplace Interview on the telephone

q q

Interview conducted by Units of competency
Skill Set 5 – Coordination and maintenance of nursery facilities RTC3805A Coordinate worksite activities RTC2210A Maintain properties and structures Instructions As part of the assessment for the units of competency listed above, evidence is being sought to support a judgement about the candidate’s competence. As part of the process of gathering evidence of competence, reports are sought from the supervisor and other people who work closely with the candidate.

Does the candidate consistently: • • • • • • • demonstrate understanding of coordinating activities and projects? select, wear and store appropriate personal protective equipment? identify and report maintenance and repairs required to properties and structures? perform routine maintenance and repairs required to properties and structures? possess the knowledge and communication skills to explain to another employee the requirements of the maintenance/repair activities? understand the concept of, and be involved in, the implementation of a maintenance plan? operate to the level of a tradesperson by: ○ demonstrating leadership in safe work practices, coordinating worksite activities, including the maintenance and repair of nursery properties and structures?

Yes

No

q q q q q q

q q q q q q

q

q

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 262 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Does the candidate consistently: • • • • • • demonstrate understanding of coordinating activities and projects? select, wear and store appropriate personal protective equipment? identify and report maintenance and repairs required to properties and structures? perform routine maintenance and repairs required to properties and structures? possess the knowledge and communication skills to explain to another employee the requirements of the maintenance/repair activities? understand the concept of, and be involved in, the implementation of a maintenance plan? ○ ○ ○ ○ ○ ○ independently planning the method and order of progressing a job? taking measurements and readings using measuring instruments of appropriate accuracy? selecting appropriate techniques, materials, tools, machines and/or equipment? checking and/or testing own work in relation to the relevant standards? carrying out these tasks in a safe and timely manner? completing all related recording paperwork, registers etc in a manner in keeping with organisational requirements?

Yes

No

q q q q q q q q q q q q
Yes

q q q q q q q q q q q q
No

Has the candidate: • • • coordinated several worksite activities/projects? completed several maintenance and repair activities relating to nursery properties and structures? recognised contingency situations and reported on the completion of activities?

q q q

q q q

Supervisor’s signature Date Period of observation Assessor’s signature Date

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

RPL Assessment plan for Skill Set 5
Units of competency
Skill Set 5 – Coordination and maintenance of nursery facilities RTC3805A Coordinate worksite activities RTC2210A Maintain properties and structures

Instructions for assessors
Associate tasks with elements/performance criteria for this assessment plan by selecting the checkboxes.

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 264 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

RTC3805A Coordinate worksite activities
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation Simulation

Elements and performance criteria

1.

Prepare for worksite activities

1.1 Requirements of the work are clarified with supervisor of the project. 1.2 Personnel, equipment and material resource requirements are identified according to the scope of the project and supervisor’s instructions. 1.3 The order of activities and time allocation is identified, documented and presented to the supervisor for verification. 1.4 The environmental implications of the proposed worksite activities are identified and the likely outcomes assessed and reported to the supervisor. 1.5 OHS hazards are identified, risks assessed and reported to the supervisor. 1.6 Personal protective equipment (PPE) is selected, used, maintained and stored according to the type of worksite activities to be undertaken. 2. Organise resources

q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q

2.1 Materials are purchased and equipment/machinery is hired as authorised by the supervisor and according to enterprise guidelines. 2.2 External agency permits are gained in the correct order as necessary. 2.3 Neighbours and affected parties are notified of works to be undertaken as necessary. 2.4 Delivery of materials and equipment/machinery to site is organised according to documented order of activities. 2.5 Personnel are organised to be on site when they are required. 3. Coordinate and report on activities

q q q q q q q q q q q q q q q q q q q q q q q q q

Page 265 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

RTC3805A Coordinate worksite activities
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation Simulation

Elements and performance criteria

3.1 All resources are coordinated and timed to suit the scope of the project and order of activities. 3.2 Personnel are directed in activities for each period of work. 3.3 Personnel, activities, timelines and resource usage are monitored and documented according to enterprise guidelines. 3.4 Contingency situations are recognised and reported to the supervisor, and corrective actions taken according to enterprise guidelines. 3.5 A simple project report is written to inform management of worksite activities undertaken and completed.

q q q q q q q q q q q q q q q q q q q q q q q q q

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

Page 266 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

RTC2210A Maintain properties and structures
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation Simulation

1.

Identify and confirm maintenance requirements

1.1 Visual inspections are conducted of structures and facilities to locate and evaluate defects, deterioration and impending defects. 1.2 Property infrastructure and resources are checked for correct operation, minor maintenance needs and damage. 1.3 Maintenance plan is confirmed according to supervisor's instructions and enterprise requirements. 2. Select and prepare tools, equipment and materials

q q q q q q q q q q q q q q q

2.1 Tools, equipment and materials appropriate to the job requirements are selected and checked for serviceability according to manufacturers’ specifications. 2.2 Faulty or unsafe tools are identified and segregated for repair or replacement and reported according to enterprise requirements. 2.3 Existing and potential hazards to health and safety are identified, assessed and reported according to OHS and enterprise requirements. 3. Carry out routine maintenance

q q q q q q q q q q q q q q q

3.1 Suitable personal protective equipment is selected, used, maintained and stored according to OHS requirements. 3.2 Routine maintenance to structures and surroundings is carried out according to the maintenance plan and enterprise requirements. 3.3 Minor repairs to building cladding and treatments to structural finishes are carried out as required to minimise deterioration. 4. Complete maintenance activities

q q q q q q q q q q q q q q q

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© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

Elements and performance criteria

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

RTC2210A Maintain properties and structures
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third-party report Examination Observation

4.1 Worksite, tools and materials are cleaned, returned to operating order, and stored according to OHS and enterprise requirements. 4.2 Unwanted materials and waste from maintenance activities is collected, treated and disposed of or recycled according to enterprise, OHS and environmental requirements. 4.3 Relevant information is documented according to industry, enterprise requirements and OHS requirements.

q q q q q q q q q q q q q q q

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

Elements and performance criteria

Page 268 of 529

Simulation

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Instructions for assessors
Indicate the Mayer key competencies and dimensions of competency applicable to each task in this assessment plan.

Mayer key competencies
Collecting, analysing and organising information Communicating ideas and information Planning and organising activities Working with others and in teams Solving problems Using mathematical ideas and techniques

q q q q q q q q q q

Dimensions of competency
Task skills Task management skills Contingency management skills Job/role environment skills

Page 269 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Third-party evidence report for Skill Set 6
Candidate’s name Third-party evidence provided by Relationship to candidate Evidence collected
Interview at the workplace Interview on the telephone

q q

Interview conducted by Units of competency
Skill Set 6 – Provision of training; preparation and maintenance of plants; observation of environmental practices RTE3801A Provide on-job training support RTF3021A Maintain nursery plants RTF2024A Tend nursery plants RTF3025A Prepare specialised plants RTC2702A Observe environmental work practices Instructions As part of the assessment for the units of competency listed above, evidence is being sought to support a judgement about the candidate’s competence. As part of the process of gathering evidence of competence, reports are sought from the supervisor and other people who work closely with the candidate.

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 270 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Does the candidate consistently: • demonstrate an understanding of nursery plant maintenance, and the promotion and monitoring of growth? select, wear and store appropriate personal protective equipment? demonstrate an understanding and implementation of environmental work practices? demonstrate an understanding of treatments for specialised plants? possess the knowledge and communication skills to explain to another employee the requirements of plant maintenance? understand the concept of, and be involved in, the implementation of providing on-job training? operate to the level of a tradesperson by: ○ demonstrating leadership in on-job training in relation to any nursery task, including plant culture and environment work practices? independently planning the method and order of progressing a job? taking measurements and readings using measuring instruments of appropriate accuracy? selecting appropriate techniques, materials, tools, machines and/or equipment? checking and/or testing own work in relations to the relevant standards? carrying out these tasks in a safe and timely manner? completing all related recording paperwork, registers etc in a manner in keeping with organisational procedures?

Yes

No

q q q q q q

q q q q q q

• •

• • •

q q q q q q q q q
Yes

q q q q q q q q q
No

○ ○ ○ ○

○ ○ • •

operate safely in the workplace, including when operating around other staff members, clients in area, and flora and fauna considerations? perform task from assignment to completion with minimal supervision up to the standard required by law and organisation?

Has the candidate: • taken up several opportunities to provide on-job training?

q

q

Page 271 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Does the candidate consistently: • demonstrate an understanding of nursery plant maintenance, and the promotion and monitoring of growth? select, wear and store appropriate personal protective equipment? demonstrate an understanding and implementation of environmental work practices? demonstrate an understanding of treatments for specialised plants? possess the knowledge and communication skills to explain to another employee the requirements of plant maintenance? understand the concept of, and be involved in, the implementation of providing on-job training? taken up several opportunities to recognise, follow and contribute to environmental work practices? been active in keeping appropriate environmental records in the workplace?

Yes

No

q q q q q q q q

q q q q q q q q

• •

• • • • •

Supervisor’s signature Date Period of observation Assessor’s signature Date

RPL Assessment plan for Skill Set 6
Units of competency
Skill Set 6 – Provision of training; preparation and maintenance of plants; observation of environmental practices RTE3801A Provide on-job training support RTF3021A Maintain nursery plants RTF2024A Tend nursery plants RTF3025A Prepare specialised plants RTC2702A Observe environmental work practices

Instructions for assessors

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 272 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Associate tasks with elements/performance criteria for this assessment plan by selecting the checkboxes.

Page 273 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

RTE3801A Provide on-job training support
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third party report

Examination

Observation

1.

Identify needs of on-the-job training support

1.1 Training needs are determined in consultation with supervisor and employee/trainee. 1.2 Extent and scope of training support to be provided are agreed with the supervisor. 1.3 Outcomes of training are defined prior to commencement. 1.4 Methods of providing on-job training support are clarified and agreed with supervisor. 2. Support on-the-job training

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2.1 Training outcomes are clearly indicated to the learner. 2.2 Training is delivered as directed and in accordance with workplace procedures and relevant legislation. 2.3 Practice opportunities are provided to reinforce the training. 3. Provide follow-up and support to learner

3.1 Opportunities to apply competencies on the job are provided. 3.2 Constructive feedback and coaching are provided to assist learning. 3.3 Feedback on employee's progress is given to the supervisor in the workplace.

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

Elements and performance criteria

Page 274 of 529

Simulation

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

RTF3021A Maintain nursery plants
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third party report

Examination

Observation

1.

Monitor and maintain the nursery environment

1.1 Environmental parameters are monitored against the needs of the plants and enterprise guidelines. 1.2 Environmental parameters are altered, as required, to meet the needs of nursery plants and market requirements. 2. Determine daily water requirements

q q q q q q q q q q

2.1 Water requirements are determined according to the needs of the plant and environmental parameters. 2.2 Water is applied according to the needs of the crop. 2.3 Water requirements of the plant are monitored according to enterprise guidelines. 3. Promote plant growth by intervention

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3.1 Potting media are tested to ensure quality specifications are met. 3.2 Health of the plant is monitored according to enterprise guidelines. 3.3 Plant interventions are undertaken according to marketing plans, appropriate stage of plant growth for the particular intervention and OHS requirements. 3.4 Waste is disposed of with full consideration of the environmental implications. 3.5 Records are kept on all maintenance activities according to enterprise requirements.

Page 275 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

Elements and performance criteria

Simulation

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

RTF2024A Tend nursery plants
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third party report Examination Observation Simulation

Elements and performance criteria

1.

Maintain the nursery environment

1.1 OHS hazards in the nursery environment are identified, risks assessed and reported to the supervisor. 1.2 Plant growth and health requirements are clarified with the supervisor. 1.3 Irrigation system components are serviced and faulty parts are repaired or replaced. 1.4 Performance parameters of the irrigation system are checked to ensure optimum performance. 1.5 Temperature controls are monitored to ensure specified temperatures are maintained. 1.6 Nursery hygiene practices are followed to minimise risk of contamination. 2. Maintain nursery plants

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2.1 Suitable personal protective equipment (PPE) is selected, used and maintained. 2.2 Common problems in nursery plants are recognised, and rectified and/or reported to the supervisor. 2.3 Tools and equipment are selected and used for plant maintenance. 2.4 Treatments are applied to assist plant growth as directed by the supervisor. 2.5 Water is applied in the quantity and method specified by enterprise work procedures. 2.6 Nursery operations are undertaken according to OHS requirements. 3. Complete nursery plant maintenance operations

3.1 Workplace information is recorded in the appropriate format. 3.2 Waste is collected and disposed of or recycled to minimise damage to the external environment. 3.3 Tools and equipment are cleaned and stored according to enterprise work procedures.

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

RTF3025A Prepare specialised plants
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third party report Examination Observation Simulation

Elements and performance criteria

1.

Prepare to treat specialised plants

1.1 Production plans and customer requirements are analysed and clarified with the supervisor. 1.2 Specialised plants requiring treatment are selected according to enterprise quality standards. 1.3 Treatments appropriate to the specialised plant are selected according to production and/marketing plan. 1.4 The timing of the treatments is determined according to the production and/or marketing plan. 1.5 OHS hazards in carrying out specialised plant treatments are identified, risks assessed and controls implemented. 2. Implement treatments

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2.1 Materials, tools and equipment required for the job are selected, prepared and used. 2.2 Treatments are undertaken to meet the aesthetic requirements of the plant. 2.3 Treatments are carried out according to enterprise OHS requirements. 3. Maintain aesthetic appearance of specialised plants

3.1 The health and aesthetic appearance of the plant is monitored to ensure enterprise quality standards are met. 3.2 Water is applied according plant requirements. 3.3 Environmental parameters are modified to ensure optimum growth of plant. 3.4 Remedial or preventative measures are applied to the plants to ensure they maintain their aesthetic appearance.

Page 277 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

RTC2702A Observe environmental work practices
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third party report Examination Observation Simulation

Elements and performance criteria

1.

Follow environmental workplace practices

1.1 Workplace practices and work instructions relating to potential environmental impacts are recognised and followed, and clarification is sought where necessary. 1.2 Changes to work practices and procedures are responded to positively and promptly in accordance with enterprise requirements. 1.3 Relevant legislation, codes and national standards that impact on workplace environmental practices are recognised and followed. 2. Contribute to improved environmental work practices 2.1 Suggestions are made to designated personnel for improvements to workplace practices where possible. 2.2 Information is gathered and improvements are suggested to support the development of improved workplace approaches to environmental practices. 2.3 Environmental issues and their relationship to workplace practices are discussed in the workplace with colleagues and designated personnel. 2.4 Contributions to the review of environmental practices and policies are made within limits of responsibility. 3. 3.1 Signs or symptoms of the potential environmental threat are recognised. 3.2 Information about or observations of a potential environmental threat are reported to supervisors and/or appropriate authorities. 3.3 Location and extent of the potential environmental threat are accurately recorded. 3.4 Reports on the potential environmental threat are completed according to enterprise guidelines. 4. 4.1 Environmental records are accurately prepared as required according to enterprise policies and procedures. 4.2 Environmental records are stored securely in a form accessible for reporting purposes.

q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q
Page 278 of 529

Recognise and report on a potential environmental threat

Recognise and report on a potential environmental threat

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Instructions for assessors
Indicate the Mayer key competencies and dimensions of competency applicable to each task in this assessment plan.

Mayer key competencies
Collecting, analysing and organising information Communicating ideas and information Planning and organising activities Working with others and in teams Solving problems Using mathematical ideas and techniques

q q q q q q q q q q

Dimensions of competency
Task skills Task management skills Contingency management skills Job/role environment skills

Page 279 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Third-party evidence report for Skill Set 7
Candidate’s name Third-party evidence provided by Relationship to candidate Evidence collected
Interview at the workplace Interview on the telephone

q q

Interview conducted by Units of competency
Skill Set 7 – Propagation of plants; determination of properties of growing media and potting-on plants RTF3014A Implement a propagation plan RTC2026A Undertake propagation activities RTF2013A Pot-on plants RTF2504A Determine basic properties of soils/growing media Instructions As part of the assessment for the units of competency listed above, evidence is being sought to support a judgement about the candidate’s competence. As part of the process of gathering evidence of competence, reports are sought from the supervisor and other people who work closely with the candidate.

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 280 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Does the candidate consistently: • demonstrate an understanding of nursery propagation techniques, and the promotion and monitoring of growth? select, wear and store appropriate personal protective equipment? demonstrate an understanding and implementation of environmental work practices? demonstrate an understanding of treatments for specialised plants? possess the knowledge and communication skills to explain to another employee the requirements of plant propagation and soil testing? operate to the level of a tradesperson by: ○ demonstrating leadership in on-job training in relation to any nursery task, including preparing plants for propagation, propagation and soil testing? independently planning the method and order of progressing a job? taking measurements and readings using measuring instruments of appropriate accuracy? selecting appropriate techniques, materials, tools, machines and/or equipment? checking and/or testing own work in relation to the relevant standards? carrying out these tasks in a safe and timely manner? completing all related recording paperwork, registers etc in a manner in keeping with organisational procedures?

Yes

No

q q q q q

q q q q q

• •

• •

q q q q q q q q q
Yes

q q q q q q q q q
No

○ ○ ○ ○

○ ○ • •

operate safely in the workplace, including when operating around other staff members, clients in area, and flora and fauna considerations? perform task from assignment to completion within minimal supervision up to the standard required by law and organisation?

Has the candidate: • • taken several opportunities to propagate a range of plant materials? taken several opportunities to carry out soil testing and been able to make recommendations as to how to correct a deficiency in the growing media?

q q

q q

Page 281 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Does the candidate consistently: • demonstrate an understanding of nursery propagation techniques, and the promotion and monitoring of growth? select, wear and store appropriate personal protective equipment? demonstrate an understanding and implementation of environmental work practices? demonstrate an understanding of treatments for specialised plants? possess the knowledge and communication skills to explain to another employee the requirements of plant propagation and soil testing? operate to the level of a tradesperson by: been active in keeping appropriate records of the propagation and soil-testing activities carried out?

Yes

No

q q q q q

q q q q q

• •

• •

• •

q

q

Supervisor’s signature Date Period of observation Assessor’s signature Date

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 282 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment plan for Skill Set 7
Units of competency
Skill Set 7 – Propagation of plants; determination of properties of growing media and potting-on plants RTF3014A Implement a propagation plan RTC2026A Undertake propagation activities RTF2013A Pot-on plants RTF2504A Determine basic properties of soils/growing media

Instructions for assessors
Associate tasks with elements/performance criteria for this assessment plan by selecting the checkboxes.

Page 283 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

RTF3014A Implement a propagation plan
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third party report Examination Observation Simulation

1.

Prepare for propagation activities

1.1 Workplace information is interpreted and tasks organised to achieve daily work routine within time constraints. 1.2 Tools, equipment and machinery are selected according to propagation method and enterprise work procedures. 1.3 Growing environment is prepared to suit species and propagation method. 1.4 Hygiene practices are implemented according to enterprise guidelines. 1.5 OHS hazards are identified, risks assessed, controls implemented and reported to the supervisor. 2. Select propagation material

q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q

2.1 Parent plant is identified and selected according to health, vigour and desired characteristics. 2.2 Propagation material is selected and collected according to the propagation method and species. 2.3 Conditioning and storage requirements are selected to ensure maximum viability of propagating material. 3. Prepare propagating media

3.1 Media components are selected according to manufacturers’ directions, enterprise guidelines, propagation method and plant needs. 3.2 Propagation media are tested to ensure the product comply with media specifications. 3.3 Media and components are handled according to OHS requirements. 4. Propagate plants

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

Elements and performance criteria

Page 284 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

RTF3014A Implement a propagation plan
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third party report Examination Observation Simulation

4.1 Propagation material is prepared according to the propagation method and species. 4.2 Propagation techniques are performed according to plant species and enterprise guidelines. 4.3 Plants are handled in a way that minimises damage. 4.4 After care is applied to suit the media conditions, plant requirements and propagation techniques employed. 5. Complete propagation operations

q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q

5.1 Ensure worksite is cleaned according to hygiene requirements. 5.2 Waste is collected and disposed of or recycled to minimise damage to the external environment in accordance with enterprise guidelines. 5.3 Records are completed accurately and at the required time according to enterprise guidelines.

Page 285 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

Elements and performance criteria

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

RTC2026A Undertake propagation activities
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third party report Examination Observation Simulation

1.

Prepare for plant propagation

1.1 Workplace information is interpreted and clarified according to instructions. 1.2 OHS hazards in the work area are identified, rectified and/or reported. 1.3 Suitable personal protective equipment (PPE) is selected, used, maintained and stored. 1.4 Tools and equipment appropriate to the task being undertaken are selected and prepared according to enterprise guidelines. 1.5 Propagation material is collected using the appropriate method for the species and according to enterprise guidelines. 1.6 Propagation material is maintained and stored to ensure maximum viability. 2. Propagate plants

q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q
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2.1 Pre-treatment is applied and/or carried out appropriate to the propagation method and species. 2.2 Propagation techniques are carried out according to the requirements of the species. 2.3 Propagation material is handled in a way that minimises damage and maximises viability. 2.4 Water and nutrients are applied to suit the media conditions, plant requirements and propagation techniques employed. 2.5 Labels are applied according to enterprise guidelines. 2.6 Plant health is monitored and remedial action is taken according to enterprise guidelines.

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

Elements and performance criteria

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

RTC2026A Undertake propagation activities
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third party report Examination Observation Simulation

2.7 Propagation activities are carried out according to OHS requirements. 3. Complete propagation activities

q q q q q q q q q q q q q q q q q q q q

3.1 Records are completed accurately and at the required time according to enterprise guidelines. 3.2 Tools and equipment are cleaned and stored according to manufacturers’ specifications and enterprise guidelines. 3.3 Waste is removed and hygiene practices are followed according to enterprise and OHS requirements.

Page 287 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

Elements and performance criteria

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

RTF2013A Pot-on plants
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third party report Examination Observation Simulation

1.

Prepare for potting-on operations

1.1 Workplace information is interpreted and clarified according to instructions. 1.2 OHS hazards are identified and reported to the supervisor. 1.3 Tools and equipment for potting-on are selected and used according to enterprise guidelines. 1.4 Work area is cleaned and disinfected according to company hygiene practices. 1.5 Materials are collected and checked to ensure sufficient quantity and quality for potting-on operations. 2. Prepare growing media

q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q

2.1 Suitable personal protective equipment (PPE) is selected, used and maintained. 2.2 Media components are measured and mixed according to enterprise guidelines. 2.3 Growing media are tested to ensure the products comply with media specifications. 3. Pot-on propagated plants

3.1 Plants are prepared for potting in accordance with enterprise guidelines. 3.2 Plants are graded during the potting process according to quality specifications. 3.3 Soil level in pots is adjusted to produce well-furnished plants according to supervisor’s instructions. 3.4 Placement and depth of plants comply with the planting method and plan.

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

Elements and performance criteria

Page 288 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

RTF2013A Pot-on plants
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third party report Examination Observation Simulation

3.5 Potting operations are carried out according to OHS requirements. 4. Complete potting-on operations

q q q q q q q q q q q q q q q q q q q q q q q q q

4.1 Plants are watered in to eliminate air pockets and prevent dehydration. 4.2 Cleaning procedures are performed and hygiene practices followed according to enterprise guidelines. 4.3 Waste is collected and disposed of or recycled to minimise damage to the external environment. 4.4 Records of potting-on operations are maintained in the appropriate format.

Page 289 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

Elements and performance criteria

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

RTF2504A Determine basic properties of soils/growing media
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third party report Examination Observation Simulation

1.

Collect soil/media samples for testing

1.1 Tools and materials for collecting soil/media samples are prepared. 1.2 Area from which soil/media samples are to be collected is identified from workplace records or supervisor’s instructions. 1.3 Services are located using site plans and in consultation with the supervisor. 1.4 OHS hazards are identified, risks assessed and controls implemented and reported to the supervisor. 1.5 Suitable safety equipment and personal protective equipment (PPE) are selected, used and maintained. 1.6 Samples are taken randomly from the designated area according to recognised sampling techniques and are prepared for on-site or off-site analysis 1.7 Samples are labelled and recorded according to organisational procedures. 2. Perform basic soil/media tests

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2.1 Soil profile is determined, where appropriate. 2.2 Soils/media are tested or inspected for physical properties. 2.3 Soils/media are tested for chemical properties. 2.4 Results are recorded according to organisational procedures.

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

Elements and performance criteria

Page 290 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Instructions for assessors
Indicate the Mayer key competencies and dimensions of competency applicable to each task in this assessment plan.

Mayer key competencies
Collecting, analysing and organising information Communicating ideas and information Planning and organising activities Working with others and in teams Solving problems Using mathematical ideas and techniques

q q q q q q q q q q

Dimensions of competency
Task skills Task management skills Contingency management skills Job/role environment skills

Page 291 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Third-party evidence report for Skill Set 8
Candidate’s name Third-party evidence provided by Relationship to candidate Evidence collected
Interview at the workplace Interview on the telephone

q q

Interview conducted by Units of competency
Skill Set 8 – Receipt and dispatch of plants and products; processing customer complaints RTF3026A Receive and dispatch plants and other nursery products RTE3819A Process customer complaints Instructions As part of the assessment for the units of competency listed above, evidence is being sought to support a judgement about the candidate’s competence. As part of the process of gathering evidence of competence, reports are sought from the supervisor and other people who work closely with the candidate.

Does the candidate consistently: • demonstrate an understanding of preparation for the dispatch of products? select, wear and store appropriate personal protective equipment? demonstrate an understanding of receipt and dispatch of plants and other products? demonstrate an understanding of appropriate responses to customer complaints and referral of complaints? possess the knowledge and communication skills to explain to another employee the requirements of plant propagation and soil testing? understand the concept of, and be involved in, the provision of workload identification and management? operate to the level of a tradesperson by: ○ demonstrating competence in evaluating workload in dispatch, prioritising work and putting contingency plans in place,

Yes

No

q q q q q q

q q q q q q

• • • • •

q

q

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RTF30103 Certificate III in Horticulture (Nursery)

Does the candidate consistently: • demonstrate an understanding of preparation for the dispatch of products? select, wear and store appropriate personal protective equipment? demonstrate an understanding of receipt and dispatch of plants and other products? demonstrate an understanding of appropriate responses to customer complaints and referral of complaints? possess the knowledge and communication skills to explain to another employee the requirements of plant propagation and soil testing? understand the concept of, and be involved in, the provision of workload identification and management? processing customer complaints professionally and according to organisational procedures? ○ ○ ○ ○ independently planning the method and order of progressing a job? taking measurements and readings using measuring instruments of appropriate accuracy? selecting appropriate techniques, materials, tools, machines and/or equipment? checking and/or testing own work in relation to the relevant standards? carrying out these tasks in a safe and timely manner? completing all related recording paperwork, registers etc in a manner in keeping with organisational procedures?

Yes

No

q q q q q q

q q q q q q

• • • • •

q q q q q q q q
Yes

q q q q q q q q
No

○ ○ • •

operate safely in the workplace, including when operating around other staff members, clients in area, and flora and fauna considerations? perform task from assignment to completion with minimal supervision up to the standard required by law and organisation?

Has the candidate: • • • completed several dispatch activities in the nursery? taken receipt of several products delivered to the nursery? processed customer complaints according to organisational policy/procedure?

q q q

q q q

Supervisor’s signature

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RPL Assessment Tool Kit

Does the candidate consistently: • demonstrate an understanding of preparation for the dispatch of products? select, wear and store appropriate personal protective equipment? demonstrate an understanding of receipt and dispatch of plants and other products? demonstrate an understanding of appropriate responses to customer complaints and referral of complaints? possess the knowledge and communication skills to explain to another employee the requirements of plant propagation and soil testing? understand the concept of, and be involved in, the provision of workload identification and management?

Yes

No

q q q q q q

q q q q q q

• • • • •

Date Period of observation Assessor’s signature Date

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RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment plan for Skill Set 8
Units of competency
Skill Set 8 – Receipt and dispatch of plants and products; processing customer complaints RTF3026A Receive and dispatch plants and other nursery products RTE3819A Process customer complaints

Instructions for assessors
Associate tasks with elements/performance criteria for this assessment plan by selecting the checkboxes.

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RTF3026A Receive and dispatch plants and other nursery products
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third party report

Examination

Observation

1.

Prepare for the dispatch of products

1.1 Materials, equipment and personnel required for the job are identified and work tasks are coordinated in a sequential, timely and effective manner in consultation with supervisor. 1.2 OHS hazards are identified, risks assessed and suitable controls implemented. 1.3 Orders are selected from stock batches in accordance with order forms and collated in the dispatch area according to enterprise guidelines. 1.4 Product presentation, packaging and labelling are organised according to enterprise guidelines. 1.5 All orders are thoroughly checked for accuracy. 1.6 Product levels are monitored and maintained according to enterprise guidelines. 2. Receive and dispatch products

q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q

2.1 Incoming product is received, checked and stored according to enterprise guidelines and sound horticultural practices. 2.2 Dispatch areas and packing/packaging materials are maintained and tidied according to enterprise guidelines. 2.3 Transportation is organised according to product requirements and to ensure the product is delivered and/or received in the best possible condition. 2.4 Contractual arrangements are met according to enterprise guidelines and sound horticultural practices.

q q q q q q q q q q q q q q q q q q q q

© Department of Training and Workforce Development 2010 Version 1, June 2010

Portfolio

Elements and performance criteria

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Simulation

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

RTE3819A Process customer complaints
Make your selection from the following elements and performance criteria for the unit of competency above.

Evidence sources
Third party report

Examination

Observation

1.

Respond to customer complaints

1.1 Complaints are processed in accordance with organisational policies and procedures established under legislation, regulations or codes of practice. 1.2 Necessary reports relating to the complaints are obtained, documented and reviewed. 1.3 Decisions are made, taking into account applicable law, company policies and codes. 1.4 Resolution of the complaint is negotiated and agreed where possible. 1.5 A register of complaints/disputes is maintained.

q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q

1.6 Customer is informed of outcome of investigation. 2. Refer complaints

2.1 Complaints that require referral to other personnel or external bodies are identified. 2.2 Referrals are made to appropriate personnel for followup in accordance with individual level of responsibility. 2.3 All documents and investigation reports are forwarded. 2.4 Appropriate personnel are followed up to gain prompt decisions.

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Portfolio

Elements and performance criteria

Simulation

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Instructions for assessors
Indicate the Mayer key competencies and dimensions of competency applicable to each task in this assessment plan.

Mayer key competencies
Collecting, analysing and organising information Communicating ideas and information Planning and organising activities Working with others and in teams Solving problems Using mathematical ideas and techniques

q q q q q q q q q q

Dimensions of competency
Task skills Task management skills Contingency management skills Job/role environment skills

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Interview question banks and recording documents for Skill Sets 1–8

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RTF30103 Certificate III in Horticulture (Nursery)

Interview question bank and recording document for Skill Set 1
Note for the assessor
It is not mandatory for you to ask candidates all the questions in this question bank. Candidates may have provided sufficient information to demonstrate competence based on their self-evaluation and documentary evidence. You will need to use your professional judgement about which questions you focus on at this stage of the assessment. You may choose to discuss a work task topic rather than ask a series of direct questions.

Record of interview
Candidate’s name Assessor’s name Date Units of competency
Skill Set 1 – Plant recognition, culture and advice to customers RTC3016A Provide information on plants and their culture RTC2016A Recognise plants RTC2801A Participate in workplace communications

How/where interview was conducted

Interview only Observation/demonstration Theoretical assessment At workplace

q q q
at RTO

q

q

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RPL Assessment Tool Kit

Interview question bank for Skill Set 1 – Plant recognition, culture and advice to customers
Did the candidate satisfactorily answer the following questions? Y e s N o

1.1–1.30
1. 1 Give the botanical names for five (5) large growing shrubs or trees that you have worked with in your workplace. eucalyptus, hibiscus, jacaranda, platanus, callistemon 1. 2 1. 3 1. 4 What does the term ‘nomenclature’ mean? a system of naming things (in this case – plants) What is a herbarium? a collection of pressed and dried plant specimens State the difference between an annual and a perennial. Give an example of each. annual plant – completes its life cycle in one (1) year/growing season, eg petunia perennial plant – lives for more than two (2) years, eg eucalyptus 1. 5 Describe how you would approach a customer/client. friendly greeting, eg ‘Good morning.’; smile; shake hands; introduce self Name five (5) common weeds and give a non-chemical and chemical method of controlling them. 1. flick weed – weed by hand; apply glyphosate (follow label instructions 2. willow herb – weed by hand; apply glyphosate (follow label instructions) 3. petty spurge – weed by hand; apply glyphosate (follow label instructions) 4. blowfly grass – mow or brushcut; apply Fusilade™ (follow label instructions) 5. oxalis – weed by hand; apply glyphosate (follow label instructions) 1. 7 Name four (4) common physiological problems with plants and give solutions for each. 1. lack of water – apply water and check watering schedules 2. lack of nutrients – re-pot plants or check media pH; apply nutrients as required 3. frost burn – leave burned leaves in place until frost threat has ceased; prune as required 4. waterlogging – reduce watering; re-pot into fresh media; check watering schedules

q q q q q

q q q q q

1. 6

q

q

q

q

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RTF30103 Certificate III in Horticulture (Nursery)

Did the candidate satisfactorily answer the following questions?

Y e s

N o

1.8

Give an example of a code of practice you are familiar with. noise, manual handling, hazardous chemicals, workplace violence, PPE

q q q q

q q q q

1.9

How would you report a hazard/an incident? Follow workplace guidelines.

1.10

What would you recommend for altering soil pH from acid to alkaline? a liming material suitable for application on garden soils

1.11

Give an example of the plant you would choose if you were recommending a plant for a hedge. Estimate how many plants you would need to fill an area 10 m long. Myrtus communis (10 per 10 m), Syzigium cv. (10 per 10 m), Grevillea olivacea (5 per 10 m), Rosmarinus officinalis (20 per 10 m), Buxus cv (10 per 10 m)

1.12

Describe how to prune an ornamental shrub. Give the name of the shrub, the growth habit, timing and the equipment needed for pruning. callistemon ‘Kings Park Special’; medium to large shrub; prune after flowering; tip prune to shape; remove twiggy branches less than pencil thickness; use secateurs, long-handled loppers

q

q

1.13

Give an example of an occasion where you provided assistance to a person with special needs, for example, a person with disabilities. assistance with purchased goods to car; assistance with lifting heavy items

q q q

q q q

1.14

Do you fill out daily work schedules for completing workplace activities? Candidate to explain.

1.15

Describe a situation where a conflict has been recognised and you have resolved it. customer complaint; team member disagreement

1.16

Give five (5) examples of plants grown for foliage colour and use their botanical names. 1. Dracaena draco (dragon tree) 2. Festuca glauca (blue fescue) 3. Grevillea olivacea 4. lavender sp 5. Rosmarinus officinalis

q

q

1.17

Give an example of an occasion where you worked with other colleagues to solve a problem related to plants. customer enquiry; problem with nursery or garden plants

q

q

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RPL Assessment Tool Kit

Did the candidate satisfactorily answer the following questions?

Y e s

N o

1.18

What or who do you refer to when you need advice or clarification on the diagnosis of a plant pest/disease/disorder? supervisor; specific reference books or textbooks; agricultural department

q q

q q

1.19

Describe the range of documents you use in your workplace. reference books; invoices; receipts; purchase order books; customer order request books

1.20

Name a flower colour and give five (5) examples using their botanical names. For example: – red • • • • • roses gerberas callistemons bougainvilleas metrosideros

q

q

1.21

What is an MSDS? a material safety data sheet

q

q

1.22

If a client presents with a leaf showing chlorosis, what questions would you ask before providing a solution? 1. the name of the plant 2. the soil pH 3. whether the customer has noticed any pest activity 4. what water has been applied to the plant 5. when the last time was that nutrients were applied to the plant

q

q

1.23

How do you try to contribute constructively when you attend meetings? contribute ideas relevant to the discussion; participate in the discussion; ask questions for clarification during discussion; offer solutions to problems; involve self in subcommittees

q

q

1.24

Give examples of occasions where you regularly use both written documentation and verbal conversation. customer/client enquiries; meeting notes; retail/wholesale sales; OHS applications; team member discussions

q q

q q

1.25

What is the correct way to answer a telephone? friendly greeting; identify business and self

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RTF30103 Certificate III in Horticulture (Nursery)

Did the candidate satisfactorily answer the following questions?

Y e s

N o

1.26

What are two (2) differences between native trees and exotic trees? Give two (2) suitable examples of each. natives – evergreen; woody; high in oil content; grey/green leaves, eg eucalyptus, Agonis

q q q q q

q q q q q

1.27

Give three (3) examples of plants you would recommend for a shady area. Choysia ternata (Mexican orange blossom); ferns; Clivea; bromeliads; Hoya

1.28

How are the outcomes of your workplace meetings acted upon? A member is selected to make sure that the meeting outcomes are actioned.

1.29

Name five (5) plants that would display colour for most of the year. grevillea ‘Robyn Gordon’; Lavendula dentate; bougainvillea; Euryops pectinatus; salvia ‘Huntingtons Red’

1.30

Give an example of an occasion where your workplace recommendations have been recorded. staff meetings

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RPL Assessment Tool Kit

Assessment judgement for Skill Set 1
Candidate’s name Additional notes from conversation
_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

The candidate’s underpinning knowledge is:

satisfactory

q

not yet satisfactory

q

Assessor’s signature Candidate’s signature Date of assessment

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RPL Assessment Tool Kit

Interview question bank and recording document for Skill Set 2
Note for the assessor
It is not mandatory for you to ask candidates all the questions in this question bank. Candidates may have provided sufficient information to demonstrate competence based on their self-evaluation and documentary evidence. You will need to use your professional judgement about which questions you focus on at this stage of the assessment. You may choose to discuss a work task topic rather than ask a series of direct questions.

Record of interview
Candidate’s name Assessor’s name Date Units of competency
Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals

How/where interview was conducted

Interview only Observation/demonstration Theoretical assessment At workplace

q q q
at RTO

q

q

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RTF30103 Certificate III in Horticulture (Nursery)

Interview question bank for Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders
Did the candidate satisfactorily answer the following questions? Yes No

2.1–2.25 Chemicals and their safety
2. 1 What are MSDSs? What sort of information do they contain? They are material safety data sheets – documents which contain important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good) and must state: • • • • • • the product name of the hazard substance the chemical and generic names of certain ingredients the chemical and physical properties of the hazardous substance health hazard information precautions for safe use and handling the manufacturer’s or importer’s name, Australian address and telephone number.

q

q

The MSDS provides employers, self-employed persons, workers and other health and safety representatives with the information they need to safely manage the risk from exposure to the hazardous substance. 2. 2 When you are looking at a chemical label, what does the signal heading indicate? the chemical schedule, eg S6 (Schedule 6), the toxicity of the chemical 2. 3 An S7 schedule chemical has an LD 50 of 0–50 mg/kg. Define what the LD 50 stands for. the lethal dose given by mouth, inhaled or absorbed through the skin which will kill 50% of test animals with a single dose of the technical grade active constituent 2. 4 What PPE (personal protective equipment) do you need when preparing and applying dangerous chemicals? protective waterproof clothing; elbow length PVC gloves; impervious footwear; full-face respirator with combined dust and gas cartridge 2. 5 What are some maintenance checks required for your PPE? regularly inspect PPE visually for tears and damage to seals, broken straps; discard badly damaged or contaminated PPE; check waterproof clothing for repellence; always store away from chemicals How can chemicals be absorbed into the body? orally (through the mouth, by either eating or drinking); skin absorption (dermal and eye); inhalation through mouth and nose; entry through scratching

q

q

q

q

q

q

q

q

2. 6

q

q

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RPL Assessment Tool Kit

Did the candidate satisfactorily answer the following questions?

Yes

No

2.1–2.25 Chemicals and their safety
2. 1 What are MSDSs? What sort of information do they contain? They are material safety data sheets – documents which contain important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good) and must state: • • • • • • the product name of the hazard substance the chemical and generic names of certain ingredients the chemical and physical properties of the hazardous substance health hazard information precautions for safe use and handling the manufacturer’s or importer’s name, Australian address and telephone number.

q

q

The MSDS provides employers, self-employed persons, workers and other health and safety representatives with the information they need to safely manage the risk from exposure to the hazardous substance. 2. 2 When you are looking at a chemical label, what does the signal heading indicate? the chemical schedule, eg S6 (Schedule 6), the toxicity of the chemical 2. 3 An S7 schedule chemical has an LD 50 of 0–50 mg/kg. Define what the LD 50 stands for. the lethal dose given by mouth, inhaled or absorbed through the skin which will kill 50% of test animals with a single dose of the technical grade active constituent 2. 7 What are the areas of the body most susceptible to chemical absorption? skin 2. 8 2. 9 What types of records must be kept for chemicals? written or electronic – recording chemical usage Detail the type of information you would find on a chemical label. identification and statement of the amount of the active constituent and any other poisonous substances; the poison schedule; any cautionary statements; safety directions and first aid instructions; the pests controlled by the chemical; the crops, animals or other host situations for which the chemical is required; the application rates for the chemical; any restriction of methods of application; the withholding periods; directions for storage; batch number; manufacture or expiry dates; mixing instructions

q

q

q q q

q q q

q

q

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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Did the candidate satisfactorily answer the following questions?

Yes

No

2.1–2.25 Chemicals and their safety
2. 1 What are MSDSs? What sort of information do they contain? They are material safety data sheets – documents which contain important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good) and must state: • • • • • • the product name of the hazard substance the chemical and generic names of certain ingredients the chemical and physical properties of the hazardous substance health hazard information precautions for safe use and handling the manufacturer’s or importer’s name, Australian address and telephone number.

q

q

The MSDS provides employers, self-employed persons, workers and other health and safety representatives with the information they need to safely manage the risk from exposure to the hazardous substance. 2. 2 When you are looking at a chemical label, what does the signal heading indicate? the chemical schedule, eg S6 (Schedule 6), the toxicity of the chemical 2. 3 An S7 schedule chemical has an LD 50 of 0–50 mg/kg. Define what the LD 50 stands for. the lethal dose given by mouth, inhaled or absorbed through the skin which will kill 50% of test animals with a single dose of the technical grade active constituent 2. 1 0 What is acute poisoning? How could it occur? It is a measure of the toxicity of a single dose. The effects will appear after absorption of the pesticide. It can occur through the absorption of pesticide via mouth, skin or eyes. Define the term ‘chronic/cumulative poisoning’. It is a measure of long-term exposure to small quantities of pesticide. Do you know (or know where to find in a hurry) or do you have the phone number in your mobile phone of the Poisons Information Centre? The Poisons Information Centre number may be displayed in the office above the phone, stored in the office phone or in the chemical mixing area.

q

q

q

q

q q

q q

2. 1 1 2. 1 2

q

q

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RPL Assessment Tool Kit

Did the candidate satisfactorily answer the following questions?

Yes

No

2.1–2.25 Chemicals and their safety
2. 1 What are MSDSs? What sort of information do they contain? They are material safety data sheets – documents which contain important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good) and must state: • • • • • • the product name of the hazard substance the chemical and generic names of certain ingredients the chemical and physical properties of the hazardous substance health hazard information precautions for safe use and handling the manufacturer’s or importer’s name, Australian address and telephone number.

q

q

The MSDS provides employers, self-employed persons, workers and other health and safety representatives with the information they need to safely manage the risk from exposure to the hazardous substance. 2. 2 When you are looking at a chemical label, what does the signal heading indicate? the chemical schedule, eg S6 (Schedule 6), the toxicity of the chemical 2. 3 An S7 schedule chemical has an LD 50 of 0–50 mg/kg. Define what the LD 50 stands for. the lethal dose given by mouth, inhaled or absorbed through the skin which will kill 50% of test animals with a single dose of the technical grade active constituent 2. 1 3 What are some of the symptoms of chemical poisoning? tiredness, headache, paleness, drowsiness, difficulty breathing, tight chest, abdominal pain, nausea, vomiting, diarrhoea, twitching muscles, convulsions, paralysis, salivation, poor circulation, feeble pulse, coldness of hands and feet, pinpoint pupils, blurred vision Which task has more risks to the operator – mixing the chemical batch or applying the chemical mix? Give reasons for your answer. The mixing requires more caution as the chemical is in its concentrated form. After mixing, the chemical has been diluted and the risk of poisoning is lessened significantly. 2. 1 5 What would you do in the event of a chemical spill during mixing? Check that other staff members are safe and advise the manager; wear the recommended PPE; isolate the area; contain the spill; decontaminate; dispose of chemical waste; conduct a personal clean-up – remove contaminated clothing and shower thoroughly.

q

q

q

q

q

q

2. 1 4

q

q

q

q

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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Did the candidate satisfactorily answer the following questions?

Yes

No

2.1–2.25 Chemicals and their safety
2. 1 What are MSDSs? What sort of information do they contain? They are material safety data sheets – documents which contain important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good) and must state: • • • • • • the product name of the hazard substance the chemical and generic names of certain ingredients the chemical and physical properties of the hazardous substance health hazard information precautions for safe use and handling the manufacturer’s or importer’s name, Australian address and telephone number.

q

q

The MSDS provides employers, self-employed persons, workers and other health and safety representatives with the information they need to safely manage the risk from exposure to the hazardous substance. 2. 2 When you are looking at a chemical label, what does the signal heading indicate? the chemical schedule, eg S6 (Schedule 6), the toxicity of the chemical 2. 3 An S7 schedule chemical has an LD 50 of 0–50 mg/kg. Define what the LD 50 stands for. the lethal dose given by mouth, inhaled or absorbed through the skin which will kill 50% of test animals with a single dose of the technical grade active constituent 2. 1 6 Chemicals come in different formulations (forms). Name three (3). liquids (emulsifiable, micro-encapsulated); solids (soluble and wettable powders, dust); slow-release generator (SR); pheromone; aerosols; fumigants (gas, granular, liquid or tablet); gels; impregnated stripes; paste and tablets Which government body is in charge of chemical applications in horticulture? federal government 2.18 What requirements are there for a correct chemical storage facility? good ventilation; spills contained; well-signposted; steel shelving; lockable; separation of herbicides 2. 1 9 If chemical applications are to be carried out in areas where the public are at risk, what would you recommend to reduce the possibility of harm to people?

q

q

q

q

q q q q

q q q q

2.17

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RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Did the candidate satisfactorily answer the following questions?

Yes

No

2.1–2.25 Chemicals and their safety
2. 1 What are MSDSs? What sort of information do they contain? They are material safety data sheets – documents which contain important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good) and must state: • • • • • • the product name of the hazard substance the chemical and generic names of certain ingredients the chemical and physical properties of the hazardous substance health hazard information precautions for safe use and handling the manufacturer’s or importer’s name, Australian address and telephone number.

q

q

The MSDS provides employers, self-employed persons, workers and other health and safety representatives with the information they need to safely manage the risk from exposure to the hazardous substance. 2. 2 When you are looking at a chemical label, what does the signal heading indicate? the chemical schedule, eg S6 (Schedule 6), the toxicity of the chemical 2. 3 An S7 schedule chemical has an LD 50 of 0–50 mg/kg. Define what the LD 50 stands for. the lethal dose given by mouth, inhaled or absorbed through the skin which will kill 50% of test animals with a single dose of the technical grade active constituent Use a less toxic pesticide; isolate the area, if possible; use safety signage. 2. 2 0 If your chemical storage facility contains chemicals that are too old to use, what should you do with them? Contact local authorities for advice on chemical disposal in the local area. Where do you find information on how to dispose of chemical drums safely? local authorities What environmental considerations are there in using chemicals? Must comply with any state or territory environmental protection Acts and various agricultural chemical Acts; pesticide transfer; runoff into waterways; leaching into soils; contamination of plants and animals; residues in soil or media, water, food; spray drift; animal or plant injury.

q

q

q

q

q q

q q

2. 2 1 2. 2 2

q

q

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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Did the candidate satisfactorily answer the following questions?

Yes

No

2.1–2.25 Chemicals and their safety
2. 1 What are MSDSs? What sort of information do they contain? They are material safety data sheets – documents which contain important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good) and must state: • • • • • • the product name of the hazard substance the chemical and generic names of certain ingredients the chemical and physical properties of the hazardous substance health hazard information precautions for safe use and handling the manufacturer’s or importer’s name, Australian address and telephone number.

q

q

The MSDS provides employers, self-employed persons, workers and other health and safety representatives with the information they need to safely manage the risk from exposure to the hazardous substance. 2. 2 When you are looking at a chemical label, what does the signal heading indicate? the chemical schedule, eg S6 (Schedule 6), the toxicity of the chemical 2. 3 An S7 schedule chemical has an LD 50 of 0–50 mg/kg. Define what the LD 50 stands for. the lethal dose given by mouth, inhaled or absorbed through the skin which will kill 50% of test animals with a single dose of the technical grade active constituent 2. 2 3 What types of chemicals are you familiar with? For example: herbicides. insecticides; molluscicides; miticides; fungicides; bactericides; nematicides; algaecides; rodenticides; pheromones You are asked to pick up a 20-litre drum of chemical in your station wagon. Is it legal for you to do this? Give reasons for your answer. Yes, if you have the correct signage and equipment required for transporting that chemical. 2. 2 5 One chemical has an LD 50 of 75 mg/kg and a second chemical has an LD 50 of 5000 mg/kg. Which is the less toxic (safer)? LD50 of 5000 mg/kg

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Page 315 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Did the candidate satisfactorily answer the following questions?

Yes

No

2.1–2.25 Chemicals and their safety
2. 1 What are MSDSs? What sort of information do they contain? They are material safety data sheets – documents which contain important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good) and must state: • • • • • • the product name of the hazard substance the chemical and generic names of certain ingredients the chemical and physical properties of the hazardous substance health hazard information precautions for safe use and handling the manufacturer’s or importer’s name, Australian address and telephone number.

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The MSDS provides employers, self-employed persons, workers and other health and safety representatives with the information they need to safely manage the risk from exposure to the hazardous substance. 2. 2 When you are looking at a chemical label, what does the signal heading indicate? the chemical schedule, eg S6 (Schedule 6), the toxicity of the chemical 2. 3 An S7 schedule chemical has an LD 50 of 0–50 mg/kg. Define what the LD 50 stands for. the lethal dose given by mouth, inhaled or absorbed through the skin which will kill 50% of test animals with a single dose of the technical grade active constituent 2. 2 6 2. 2 7 What information is needed to calibrate spraying equipment? the amount of pesticide required to cover a specific area What checks should you carry out before you use a knapsack sprayer? The tank should be partially filled with water and the equipment should be operated for a few minutes to make sure that it is working properly and that there are no leaks. What is the difference between a systemic herbicide such as glyphosate, for example, Roundup®, Zero® and a contact herbicide? Systemic herbicides are taken throughout the plant via the phloem and kill the weed internally, including the underground roots or stems. Contact herbicides kill the aerial parts of the plant only.

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© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 316 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Did the candidate satisfactorily answer the following questions?

Yes

No

2.1–2.25 Chemicals and their safety
2. 1 What are MSDSs? What sort of information do they contain? They are material safety data sheets – documents which contain important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good) and must state: • • • • • • the product name of the hazard substance the chemical and generic names of certain ingredients the chemical and physical properties of the hazardous substance health hazard information precautions for safe use and handling the manufacturer’s or importer’s name, Australian address and telephone number.

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The MSDS provides employers, self-employed persons, workers and other health and safety representatives with the information they need to safely manage the risk from exposure to the hazardous substance. 2. 2 When you are looking at a chemical label, what does the signal heading indicate? the chemical schedule, eg S6 (Schedule 6), the toxicity of the chemical 2. 3 An S7 schedule chemical has an LD 50 of 0–50 mg/kg. Define what the LD 50 stands for. the lethal dose given by mouth, inhaled or absorbed through the skin which will kill 50% of test animals with a single dose of the technical grade active constituent 2. 2 9 2. 3 0 Chemicals can be either root-absorbed or foliar-absorbed. How will this factor impact on application techniques for pest control? application equipment; chemical concentration What are the best weather conditions for conducting spraying operations? preferably below 35 °C; little or no wind (under 16 km/h); no risk of rain; sunny Why are dyes sometimes added to spray mixes? to identify areas already sprayed when applying pesticides to large areas Define the term ‘spray drift’. pesticide spray drifting off outside the intended area to be treated

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Page 317 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

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Did the candidate satisfactorily answer the following questions?

Yes

No

2.1–2.25 Chemicals and their safety
2. 1 What are MSDSs? What sort of information do they contain? They are material safety data sheets – documents which contain important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good) and must state: • • • • • • the product name of the hazard substance the chemical and generic names of certain ingredients the chemical and physical properties of the hazardous substance health hazard information precautions for safe use and handling the manufacturer’s or importer’s name, Australian address and telephone number.

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The MSDS provides employers, self-employed persons, workers and other health and safety representatives with the information they need to safely manage the risk from exposure to the hazardous substance. 2. 2 When you are looking at a chemical label, what does the signal heading indicate? the chemical schedule, eg S6 (Schedule 6), the toxicity of the chemical 2. 3 An S7 schedule chemical has an LD 50 of 0–50 mg/kg. Define what the LD 50 stands for. the lethal dose given by mouth, inhaled or absorbed through the skin which will kill 50% of test animals with a single dose of the technical grade active constituent 2. 3 3 What type of spray equipment is available to reduce the risk of spray drift? low pressure 200–300 kPa with large droplets; tapered or fan pattern How do you clean a blocked nozzle safely? Remove the nozzle from the sprayer; clean under flowing water; ensure that you are wearing PVC gloves. What is a surfactant? Why are they added to spray mixes at times? Surfactants are wetting agents, spreaders or stickers. They lower the surface tension of a pesticide spray, enabling an even spray over the plant, insect, diseased area. What does the term ‘secondary poisoning’ refer to? ‘Secondary poisoning’ refers to the food chain where an animal is poisoned from consuming numerous smaller animals that have been poisoned. For example, a lake with tadpoles may have a

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© Department of Training and Workforce Development 2010 Version 1, June 2010

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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Did the candidate satisfactorily answer the following questions?

Yes

No

2.1–2.25 Chemicals and their safety
2. 1 What are MSDSs? What sort of information do they contain? They are material safety data sheets – documents which contain important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good) and must state: • • • • • • the product name of the hazard substance the chemical and generic names of certain ingredients the chemical and physical properties of the hazardous substance health hazard information precautions for safe use and handling the manufacturer’s or importer’s name, Australian address and telephone number.

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The MSDS provides employers, self-employed persons, workers and other health and safety representatives with the information they need to safely manage the risk from exposure to the hazardous substance. 2. 2 When you are looking at a chemical label, what does the signal heading indicate? the chemical schedule, eg S6 (Schedule 6), the toxicity of the chemical 2. 3 An S7 schedule chemical has an LD 50 of 0–50 mg/kg. Define what the LD 50 stands for. the lethal dose given by mouth, inhaled or absorbed through the skin which will kill 50% of test animals with a single dose of the technical grade active constituent small amount of chemical leak into the water body. It may not be enough to affect the tadpole but if a bird eats ten of these tadpoles, it has ten (10) times the amount of chemical and it may be affected. 2. 3 7 2. 3 8 2. 3 9 2. 4 0 If two (2) or more chemicals were to be tank-mixed, how would you determine whether or not they were compatible? by checking the label of the pesticides to be mixed When you are applying chemicals for the control of leaf-feeding insects, how should the control be applied? Spray directly onto the leaf or apply dust to leaves. Name three (3) methods of application for pesticides. spray; fog; dust; granules; rope wick; injection Certain formulations of chemicals, for example, wettable powders, will settle out if left in a tank. How is this problem reduced with

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Page 319 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Did the candidate satisfactorily answer the following questions?

Yes

No

2.1–2.25 Chemicals and their safety
2. 1 What are MSDSs? What sort of information do they contain? They are material safety data sheets – documents which contain important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good) and must state: • • • • • • the product name of the hazard substance the chemical and generic names of certain ingredients the chemical and physical properties of the hazardous substance health hazard information precautions for safe use and handling the manufacturer’s or importer’s name, Australian address and telephone number.

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The MSDS provides employers, self-employed persons, workers and other health and safety representatives with the information they need to safely manage the risk from exposure to the hazardous substance. 2. 2 When you are looking at a chemical label, what does the signal heading indicate? the chemical schedule, eg S6 (Schedule 6), the toxicity of the chemical 2. 3 An S7 schedule chemical has an LD 50 of 0–50 mg/kg. Define what the LD 50 stands for. the lethal dose given by mouth, inhaled or absorbed through the skin which will kill 50% of test animals with a single dose of the technical grade active constituent larger sprayers? How can it be reduced with knapsack sprayers? larger sprayers – constant agitation knapsack sprayers – agitate by shaking at regular intervals 2. 4 1 What is a non-drip nozzle? Where is it positioned on a sprayer? It has its own valve which allows for the instant blockage of liquid when the sprayer is turned off, ensuring that there is no dripping of pesticide. It is positioned between the connection hose or pipe and the sprayer. Name three (3) different types of spray nozzles. solid cone; hollow cone; fan

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© Department of Training and Workforce Development 2010 Version 1, June 2010

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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Did the candidate satisfactorily answer the following questions?

Yes

No

2.1–2.25 Chemicals and their safety
2. 1 What are MSDSs? What sort of information do they contain? They are material safety data sheets – documents which contain important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good) and must state: • • • • • • the product name of the hazard substance the chemical and generic names of certain ingredients the chemical and physical properties of the hazardous substance health hazard information precautions for safe use and handling the manufacturer’s or importer’s name, Australian address and telephone number.

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The MSDS provides employers, self-employed persons, workers and other health and safety representatives with the information they need to safely manage the risk from exposure to the hazardous substance. 2. 2 When you are looking at a chemical label, what does the signal heading indicate? the chemical schedule, eg S6 (Schedule 6), the toxicity of the chemical 2. 3 An S7 schedule chemical has an LD 50 of 0–50 mg/kg. Define what the LD 50 stands for. the lethal dose given by mouth, inhaled or absorbed through the skin which will kill 50% of test animals with a single dose of the technical grade active constituent 2. 4 3 The label on a chemical states that it requires 300 litres/hectare of water per application. How can you be sure that you are applying the correct rate of water? by calibrating the spray equipment (Note: This is not a calculation exercise. The candidate need only explain what to do.) 2. 4 4 You begin your chemical control application and after an hour or so, the wind picks up. What assessments should you make to decide whether or not to continue with the application? Check the area around the intended application area to assess whether spray drift is going to be a problem, eg drifting onto adjoining properties, crops, or is a risk to humans and animals. 2. 4 5 What does the term ‘withholding period’ (WHP) mean to you? the length of time between application of pesticide and harvesting and eating edible crops

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Page 321 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Did the candidate satisfactorily answer the following questions?

Yes

No

2.1–2.25 Chemicals and their safety
2. 1 What are MSDSs? What sort of information do they contain? They are material safety data sheets – documents which contain important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good) and must state: • • • • • • the product name of the hazard substance the chemical and generic names of certain ingredients the chemical and physical properties of the hazardous substance health hazard information precautions for safe use and handling the manufacturer’s or importer’s name, Australian address and telephone number.

q

q

The MSDS provides employers, self-employed persons, workers and other health and safety representatives with the information they need to safely manage the risk from exposure to the hazardous substance. 2. 2 When you are looking at a chemical label, what does the signal heading indicate? the chemical schedule, eg S6 (Schedule 6), the toxicity of the chemical 2. 3 An S7 schedule chemical has an LD 50 of 0–50 mg/kg. Define what the LD 50 stands for. the lethal dose given by mouth, inhaled or absorbed through the skin which will kill 50% of test animals with a single dose of the technical grade active constituent 2. 4 6 Why should you always apply chemicals at the recommended label rates? It is very wasteful to use more chemical than recommended on the label. It can cause chemical runoff into the soil and waterways. You are getting good control from your fungicide applications so you should continue to use only that chemical. Is this statement true or false? Give reasons for your answer. false – alternate pesticides to reduce resistance of pests and diseases 2. 4 8 Define the term ‘re-entry period’ in relation to pesticide applications. It is a specific time given for safe entry into an area treated with a pesticide, eg 48-hour period before entering a glasshouse after pesticide application.

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© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 322 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Did the candidate satisfactorily answer the following questions?

Yes

No

2.1–2.25 Chemicals and their safety
2. 1 What are MSDSs? What sort of information do they contain? They are material safety data sheets – documents which contain important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good) and must state: • • • • • • the product name of the hazard substance the chemical and generic names of certain ingredients the chemical and physical properties of the hazardous substance health hazard information precautions for safe use and handling the manufacturer’s or importer’s name, Australian address and telephone number.

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The MSDS provides employers, self-employed persons, workers and other health and safety representatives with the information they need to safely manage the risk from exposure to the hazardous substance. 2. 2 When you are looking at a chemical label, what does the signal heading indicate? the chemical schedule, eg S6 (Schedule 6), the toxicity of the chemical 2. 3 An S7 schedule chemical has an LD 50 of 0–50 mg/kg. Define what the LD 50 stands for. the lethal dose given by mouth, inhaled or absorbed through the skin which will kill 50% of test animals with a single dose of the technical grade active constituent 2. 4 9 What should an operator do before starting a spraying process? Read the label before mixing the chemical; check the weather conditions (rain, wind); check that the area is clear of humans and animals. What is chemical residue? Where can it accumulate? Chemical residue is chemical which accumulates in waterways, in soil or on plants.

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Page 323 of 529

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RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Did the candidate satisfactorily answer the following questions?

Yes

No

2.1–2.25 Chemicals and their safety
2. 1 What are MSDSs? What sort of information do they contain? They are material safety data sheets – documents which contain important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good) and must state: • • • • • • the product name of the hazard substance the chemical and generic names of certain ingredients the chemical and physical properties of the hazardous substance health hazard information precautions for safe use and handling the manufacturer’s or importer’s name, Australian address and telephone number.

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The MSDS provides employers, self-employed persons, workers and other health and safety representatives with the information they need to safely manage the risk from exposure to the hazardous substance. 2. 2 When you are looking at a chemical label, what does the signal heading indicate? the chemical schedule, eg S6 (Schedule 6), the toxicity of the chemical 2. 3 An S7 schedule chemical has an LD 50 of 0–50 mg/kg. Define what the LD 50 stands for. the lethal dose given by mouth, inhaled or absorbed through the skin which will kill 50% of test animals with a single dose of the technical grade active constituent 2. 5 1 Detail the process of cleaning your equipment once you have completed a spraying operation. Remove the cap from the sprayer and empty the contents; drain for 30 seconds. Fill the container with water to 20–25% of its capacity with an appropriate solvent; replace the cap and shake and roll vigorously for 30 seconds; remove the cap and empty; drain for 30 seconds. Repeat above twice more. Rinse out the container and allow to drain. 2. 5 2 What does the term ‘rinsate’ refer to? How should it be disposed of? It refers to contaminated rinse water. Dispose of it in a recycling facility, pesticide sump drain, grassed or gravelled area or designated mulched area.

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© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 324 of 529

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RTF30103 Certificate III in Horticulture (Nursery)

Did the candidate satisfactorily answer the following questions?

Yes

No

2.1–2.25 Chemicals and their safety
2. 1 What are MSDSs? What sort of information do they contain? They are material safety data sheets – documents which contain important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good) and must state: • • • • • • the product name of the hazard substance the chemical and generic names of certain ingredients the chemical and physical properties of the hazardous substance health hazard information precautions for safe use and handling the manufacturer’s or importer’s name, Australian address and telephone number.

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q

The MSDS provides employers, self-employed persons, workers and other health and safety representatives with the information they need to safely manage the risk from exposure to the hazardous substance. 2. 2 When you are looking at a chemical label, what does the signal heading indicate? the chemical schedule, eg S6 (Schedule 6), the toxicity of the chemical 2. 3 An S7 schedule chemical has an LD 50 of 0–50 mg/kg. Define what the LD 50 stands for. the lethal dose given by mouth, inhaled or absorbed through the skin which will kill 50% of test animals with a single dose of the technical grade active constituent 2. 5 3 2. 5 4 How often should commercial tank cleaners be used on your spray equipment? every time you use it How should your spray application clothing be laundered? (That is, the clothing generally worn under spray suits or if no spray suit is worn, the clothing worn during spray operations.) It should be machine washed with an appropriate detergent and separated from other clothing.

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2.55–2.69 PPE (Personal protective equipment)
2. 5 5 Name the PPE required for chemical spraying. waterproof suits; overalls; hat and neck coverings; disposable overalls; cotton overalls; boots (PVC or rubber); face shields; goggles; waterproof aprons; respirators; dust masks

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Page 325 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

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Did the candidate satisfactorily answer the following questions?

Yes

No

2.1–2.25 Chemicals and their safety
2. 1 What are MSDSs? What sort of information do they contain? They are material safety data sheets – documents which contain important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good) and must state: • • • • • • the product name of the hazard substance the chemical and generic names of certain ingredients the chemical and physical properties of the hazardous substance health hazard information precautions for safe use and handling the manufacturer’s or importer’s name, Australian address and telephone number.

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The MSDS provides employers, self-employed persons, workers and other health and safety representatives with the information they need to safely manage the risk from exposure to the hazardous substance. 2. 2 When you are looking at a chemical label, what does the signal heading indicate? the chemical schedule, eg S6 (Schedule 6), the toxicity of the chemical 2. 3 An S7 schedule chemical has an LD 50 of 0–50 mg/kg. Define what the LD 50 stands for. the lethal dose given by mouth, inhaled or absorbed through the skin which will kill 50% of test animals with a single dose of the technical grade active constituent 2. 5 6 What checks should be carried out on your respirator before you use it? Inspect before and after use; clean to remove pesticide contaminants; remove filters and cartridges after use; store away from pesticides; make sure valves are in the correct position and working properly. Is it correct to share chemical spraying PPE? Give reasons for your answer. No. You are responsible for your own equipment. What maintenance is required for respirators? Inspect before and after use; clean to remove pesticide contaminants; remove filters and cartridges after use; store away from pesticides; make sure valves are in the correct position and working properly.

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© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 326 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Did the candidate satisfactorily answer the following questions?

Yes

No

2.1–2.25 Chemicals and their safety
2. 1 What are MSDSs? What sort of information do they contain? They are material safety data sheets – documents which contain important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good) and must state: • • • • • • the product name of the hazard substance the chemical and generic names of certain ingredients the chemical and physical properties of the hazardous substance health hazard information precautions for safe use and handling the manufacturer’s or importer’s name, Australian address and telephone number.

q

q

The MSDS provides employers, self-employed persons, workers and other health and safety representatives with the information they need to safely manage the risk from exposure to the hazardous substance. 2. 2 When you are looking at a chemical label, what does the signal heading indicate? the chemical schedule, eg S6 (Schedule 6), the toxicity of the chemical 2. 3 An S7 schedule chemical has an LD 50 of 0–50 mg/kg. Define what the LD 50 stands for. the lethal dose given by mouth, inhaled or absorbed through the skin which will kill 50% of test animals with a single dose of the technical grade active constituent 2. 5 9 2. 6 0 2. 6 1 2. 6 2 2. 6 3 How should your PPE be stored? away from pesticides; in plastic How can you tell if your respirator cartridges need to be replaced? if you can detect a pesticide smell Does an air-conditioned cab on a tractor act as a respirator? no When should disposable spray overalls be replaced? when they are no longer water-repellent or if significant spillage has occurred Why is a hat an important part of spraying PPE? It protects the hair, neck and face.

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Page 327 of 529

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RTF30103 Certificate III in Horticulture (Nursery)

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Did the candidate satisfactorily answer the following questions?

Yes

No

2.1–2.25 Chemicals and their safety
2. 1 What are MSDSs? What sort of information do they contain? They are material safety data sheets – documents which contain important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good) and must state: • • • • • • the product name of the hazard substance the chemical and generic names of certain ingredients the chemical and physical properties of the hazardous substance health hazard information precautions for safe use and handling the manufacturer’s or importer’s name, Australian address and telephone number.

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The MSDS provides employers, self-employed persons, workers and other health and safety representatives with the information they need to safely manage the risk from exposure to the hazardous substance. 2. 2 When you are looking at a chemical label, what does the signal heading indicate? the chemical schedule, eg S6 (Schedule 6), the toxicity of the chemical 2. 3 An S7 schedule chemical has an LD 50 of 0–50 mg/kg. Define what the LD 50 stands for. the lethal dose given by mouth, inhaled or absorbed through the skin which will kill 50% of test animals with a single dose of the technical grade active constituent 2. 6 4 What should you do if your PPE is damaged or not working? What shouldn’t you do? Dispose of any filters, cartridges, disposable suits or repair any fixable items; do not use the PPE. What equipment (other than PPE) is required for your personal protection near a chemical storage/mixing area? wash-down facilities What should be contained in a chemical spill kit? the chemical What should you do if a chemical container label is missing? Dispose of the chemical.

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© Department of Training and Workforce Development 2010 Version 1, June 2010

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RTF30103 Certificate III in Horticulture (Nursery)

Did the candidate satisfactorily answer the following questions?

Yes

No

2.1–2.25 Chemicals and their safety
2. 1 What are MSDSs? What sort of information do they contain? They are material safety data sheets – documents which contain important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good) and must state: • • • • • • the product name of the hazard substance the chemical and generic names of certain ingredients the chemical and physical properties of the hazardous substance health hazard information precautions for safe use and handling the manufacturer’s or importer’s name, Australian address and telephone number.

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The MSDS provides employers, self-employed persons, workers and other health and safety representatives with the information they need to safely manage the risk from exposure to the hazardous substance. 2. 2 When you are looking at a chemical label, what does the signal heading indicate? the chemical schedule, eg S6 (Schedule 6), the toxicity of the chemical 2. 3 An S7 schedule chemical has an LD 50 of 0–50 mg/kg. Define what the LD 50 stands for. the lethal dose given by mouth, inhaled or absorbed through the skin which will kill 50% of test animals with a single dose of the technical grade active constituent 2. 6 8 2. 6 9 A new staff member has been employed. What type of training does he/she require for chemical application? an endorsed chemical application course How do labels and MSDSs serve as protection for you as the operator? MSDSs and labels have all the information required for the safe application of pesticides.

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2.70–2.81 IPM (Integrated pest management)
2. 70 Define IPM (Integrated pest management). the use of various control or prevention methods of pest control before using chemicals What methods of pest control are involved in IPM? cultural; sanitation; physical and mechanical; biological; chemical

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Page 329 of 529

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RTF30103 Certificate III in Horticulture (Nursery)

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Did the candidate satisfactorily answer the following questions?

Yes

No

2.1–2.25 Chemicals and their safety
2. 1 What are MSDSs? What sort of information do they contain? They are material safety data sheets – documents which contain important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good) and must state: • • • • • • the product name of the hazard substance the chemical and generic names of certain ingredients the chemical and physical properties of the hazardous substance health hazard information precautions for safe use and handling the manufacturer’s or importer’s name, Australian address and telephone number.

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The MSDS provides employers, self-employed persons, workers and other health and safety representatives with the information they need to safely manage the risk from exposure to the hazardous substance. 2. 2 When you are looking at a chemical label, what does the signal heading indicate? the chemical schedule, eg S6 (Schedule 6), the toxicity of the chemical 2. 3 An S7 schedule chemical has an LD 50 of 0–50 mg/kg. Define what the LD 50 stands for. the lethal dose given by mouth, inhaled or absorbed through the skin which will kill 50% of test animals with a single dose of the technical grade active constituent 2. 72 2. 73 2. 74 2. 75 Give an example of pest control without chemical use. cultural; sanitation; physical and mechanical; biological; chemical Name any biological pest controls. pheromones, predatory mites, ladybirds, DiPel® Detail any IPM measures you have been involved with. any of the controls mentioned Where does chemical control sit in relation to IPM techniques? the final solution to control the pests, keeping pesticide applications to a minimum Why is IPM very important in pest control? It minimises the application of pesticide.

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© Department of Training and Workforce Development 2010 Version 1, June 2010

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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Did the candidate satisfactorily answer the following questions?

Yes

No

2.1–2.25 Chemicals and their safety
2. 1 What are MSDSs? What sort of information do they contain? They are material safety data sheets – documents which contain important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good) and must state: • • • • • • the product name of the hazard substance the chemical and generic names of certain ingredients the chemical and physical properties of the hazardous substance health hazard information precautions for safe use and handling the manufacturer’s or importer’s name, Australian address and telephone number.

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The MSDS provides employers, self-employed persons, workers and other health and safety representatives with the information they need to safely manage the risk from exposure to the hazardous substance. 2. 2 When you are looking at a chemical label, what does the signal heading indicate? the chemical schedule, eg S6 (Schedule 6), the toxicity of the chemical 2. 3 An S7 schedule chemical has an LD 50 of 0–50 mg/kg. Define what the LD 50 stands for. the lethal dose given by mouth, inhaled or absorbed through the skin which will kill 50% of test animals with a single dose of the technical grade active constituent 2. 77 2. 78 What is the benefit of IPM? It minimises the application of pesticide. Give examples of the types of cultural controls that can affect pest management. monitoring and adjusting growing conditions; fallowing; tillage; crop rotation; mulching; groundcovers; plant spacing; adjusting planting/harvesting times; mixed cropping; repellent plants; trapping plants 2. 79 Does enterprise management have an impact on IPM measures? Yes. IPM is part of the enterprise management processes and procedures. Is IPM a short-term or long-term management system? Give reasons for your answer. It is a long-term management system as it is a continuous cycle of monitoring and implementation.

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Page 331 of 529

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RTF30103 Certificate III in Horticulture (Nursery)

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Yes

No

2.1–2.25 Chemicals and their safety
2. 1 What are MSDSs? What sort of information do they contain? They are material safety data sheets – documents which contain important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good) and must state: • • • • • • the product name of the hazard substance the chemical and generic names of certain ingredients the chemical and physical properties of the hazardous substance health hazard information precautions for safe use and handling the manufacturer’s or importer’s name, Australian address and telephone number.

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The MSDS provides employers, self-employed persons, workers and other health and safety representatives with the information they need to safely manage the risk from exposure to the hazardous substance. 2. 2 When you are looking at a chemical label, what does the signal heading indicate? the chemical schedule, eg S6 (Schedule 6), the toxicity of the chemical 2. 3 An S7 schedule chemical has an LD 50 of 0–50 mg/kg. Define what the LD 50 stands for. the lethal dose given by mouth, inhaled or absorbed through the skin which will kill 50% of test animals with a single dose of the technical grade active constituent 2. 81 IPM should be part of all horticultural industries and should be promoted in the domestic market as well. What are the difficulties in making this a reality? IPM allows for small losses in crops to reduce the need for pesticide. It is expensive to implement initially and expensive for small enterprises and the general public. Expertise is needed to implement it.

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2.82–2.104 Weed information
2. 82 2. 83 Name three (3) weed life cycles. annual; biennial; perennial Name four (4) winter weeds in your area. Winter weeds are generally annual. Examples include cape weed, winter grass, cat’s ear, sour sob, bindii, clover, thistle and stinging nettle.

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RTF30103 Certificate III in Horticulture (Nursery)

Did the candidate satisfactorily answer the following questions?

Yes

No

2.1–2.25 Chemicals and their safety
2. 1 What are MSDSs? What sort of information do they contain? They are material safety data sheets – documents which contain important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good) and must state: • • • • • • the product name of the hazard substance the chemical and generic names of certain ingredients the chemical and physical properties of the hazardous substance health hazard information precautions for safe use and handling the manufacturer’s or importer’s name, Australian address and telephone number.

q

q

The MSDS provides employers, self-employed persons, workers and other health and safety representatives with the information they need to safely manage the risk from exposure to the hazardous substance. 2. 2 When you are looking at a chemical label, what does the signal heading indicate? the chemical schedule, eg S6 (Schedule 6), the toxicity of the chemical 2. 3 An S7 schedule chemical has an LD 50 of 0–50 mg/kg. Define what the LD 50 stands for. the lethal dose given by mouth, inhaled or absorbed through the skin which will kill 50% of test animals with a single dose of the technical grade active constituent 2. 84 Describe the main ways in which weeds spread. windblown; on coats of animals; movement of potted plants; clothing; in water Weeds that grow from a central point are classified as a rosette growth habit. Name two (2) other weed growth habits which allow weeds to spread. stolons; rhizomes; bulbs; corms and adventitious swollen roots and stems 2. 86 2. 87 Name two (2) non-selective herbicides. Roundup®, Zero®, glyphosate What is the name of a pre-emergent herbicide commonly used in nurseries? Rout®, Ronstar®

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Did the candidate satisfactorily answer the following questions?

Yes

No

2.1–2.25 Chemicals and their safety
2. 1 What are MSDSs? What sort of information do they contain? They are material safety data sheets – documents which contain important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good) and must state: • • • • • • the product name of the hazard substance the chemical and generic names of certain ingredients the chemical and physical properties of the hazardous substance health hazard information precautions for safe use and handling the manufacturer’s or importer’s name, Australian address and telephone number.

q

q

The MSDS provides employers, self-employed persons, workers and other health and safety representatives with the information they need to safely manage the risk from exposure to the hazardous substance. 2. 2 When you are looking at a chemical label, what does the signal heading indicate? the chemical schedule, eg S6 (Schedule 6), the toxicity of the chemical 2. 3 An S7 schedule chemical has an LD 50 of 0–50 mg/kg. Define what the LD 50 stands for. the lethal dose given by mouth, inhaled or absorbed through the skin which will kill 50% of test animals with a single dose of the technical grade active constituent 2. 88 Why is it important to understand the life cycle of a weed in determining control strategies? when deciding what chemical to control the weed, and to control before flowering and seeding 2. 89 Is chemical control always the best option? Give examples in your answer. yes – to bring weeds under control before they get out of control; it is less labour intensive; you have a choice of herbicides 2. 90 If you have couch grass growing in nursery stock or in the open ground production area, would it be a good option to rotary hoe the area? Give reasons for your answer. No. This would cause the couch to spread by breaking up the rhizomes; it would not kill the underground organs.

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© Department of Training and Workforce Development 2010 Version 1, June 2010

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RTF30103 Certificate III in Horticulture (Nursery)

Did the candidate satisfactorily answer the following questions?

Yes

No

2.1–2.25 Chemicals and their safety
2. 1 What are MSDSs? What sort of information do they contain? They are material safety data sheets – documents which contain important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good) and must state: • • • • • • the product name of the hazard substance the chemical and generic names of certain ingredients the chemical and physical properties of the hazardous substance health hazard information precautions for safe use and handling the manufacturer’s or importer’s name, Australian address and telephone number.

q

q

The MSDS provides employers, self-employed persons, workers and other health and safety representatives with the information they need to safely manage the risk from exposure to the hazardous substance. 2. 2 When you are looking at a chemical label, what does the signal heading indicate? the chemical schedule, eg S6 (Schedule 6), the toxicity of the chemical 2. 3 An S7 schedule chemical has an LD 50 of 0–50 mg/kg. Define what the LD 50 stands for. the lethal dose given by mouth, inhaled or absorbed through the skin which will kill 50% of test animals with a single dose of the technical grade active constituent 2. 91 Why is accurate weed identification important in the planning of your weed control options? Identification will enable the correct selection of pesticides to control spread and correct stage of growth to effectively control the weed. 2. 92 IWM (integrated weed management) is the use of a variety of control measures. Suggest a variety of weed control measures, including ones that you have used. cultivation methods – groundcovers, mulching sanitation methods – removal of contaminates, eg seeds physical and mechanical methods – rotary hoe/cultivate into the soil; mow or brush cut; pull out by hand biological – cacto blastus moth to control prickly pear chemical – glyphosate application, selective herbicides, eg Fusilade™

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

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Did the candidate satisfactorily answer the following questions?

Yes

No

2.1–2.25 Chemicals and their safety
2. 1 What are MSDSs? What sort of information do they contain? They are material safety data sheets – documents which contain important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good) and must state: • • • • • • the product name of the hazard substance the chemical and generic names of certain ingredients the chemical and physical properties of the hazardous substance health hazard information precautions for safe use and handling the manufacturer’s or importer’s name, Australian address and telephone number.

q

q

The MSDS provides employers, self-employed persons, workers and other health and safety representatives with the information they need to safely manage the risk from exposure to the hazardous substance. 2. 2 When you are looking at a chemical label, what does the signal heading indicate? the chemical schedule, eg S6 (Schedule 6), the toxicity of the chemical 2. 3 An S7 schedule chemical has an LD 50 of 0–50 mg/kg. Define what the LD 50 stands for. the lethal dose given by mouth, inhaled or absorbed through the skin which will kill 50% of test animals with a single dose of the technical grade active constituent 2. 93 Detail the weed control methods you have been involved with during your career. any of the above 2. 94 Why is weed control a long-term process? successfully controlling weeds is an ongoing management process How can weeds be introduced into your site? blown in by the wind; transferred via potted plants; on animals; via clothing; via unclean mowing equipment What does it mean when a herbicide is said to be ‘selective’? It has been formulated to control a specific weed or group of weeds, eg Fusilade™ for the Poaceae family. Give two examples of selective herbicides. Fusilade™, bindii, winter grass, broadleaf, pre-emergents

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2. 95

2. 96

2. 97

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RTF30103 Certificate III in Horticulture (Nursery)

Did the candidate satisfactorily answer the following questions?

Yes

No

2.1–2.25 Chemicals and their safety
2. 1 What are MSDSs? What sort of information do they contain? They are material safety data sheets – documents which contain important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good) and must state: • • • • • • the product name of the hazard substance the chemical and generic names of certain ingredients the chemical and physical properties of the hazardous substance health hazard information precautions for safe use and handling the manufacturer’s or importer’s name, Australian address and telephone number.

q

q

The MSDS provides employers, self-employed persons, workers and other health and safety representatives with the information they need to safely manage the risk from exposure to the hazardous substance. 2. 2 When you are looking at a chemical label, what does the signal heading indicate? the chemical schedule, eg S6 (Schedule 6), the toxicity of the chemical 2. 3 An S7 schedule chemical has an LD 50 of 0–50 mg/kg. Define what the LD 50 stands for. the lethal dose given by mouth, inhaled or absorbed through the skin which will kill 50% of test animals with a single dose of the technical grade active constituent 2. 98 2. 99 2. 10 0 2. 10 1 2. 10 2 What forms of weed control do not require chemicals? physical and mechanical; cultivation; sanitation; biological What is a contact herbicide? a herbicide that kills the aerial parts of a plant Would a contact herbicide be effective on grasses that have rhizomes and stolons? no How would you define the term ‘weed’? any plant growing where it is not wanted What is a resistant weed? a weed that is hard to control by conventional methods

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Did the candidate satisfactorily answer the following questions?

Yes

No

2.1–2.25 Chemicals and their safety
2. 1 What are MSDSs? What sort of information do they contain? They are material safety data sheets – documents which contain important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good) and must state: • • • • • • the product name of the hazard substance the chemical and generic names of certain ingredients the chemical and physical properties of the hazardous substance health hazard information precautions for safe use and handling the manufacturer’s or importer’s name, Australian address and telephone number.

q

q

The MSDS provides employers, self-employed persons, workers and other health and safety representatives with the information they need to safely manage the risk from exposure to the hazardous substance. 2. 2 When you are looking at a chemical label, what does the signal heading indicate? the chemical schedule, eg S6 (Schedule 6), the toxicity of the chemical 2. 3 An S7 schedule chemical has an LD 50 of 0–50 mg/kg. Define what the LD 50 stands for. the lethal dose given by mouth, inhaled or absorbed through the skin which will kill 50% of test animals with a single dose of the technical grade active constituent 2. 10 3 2. 10 4 What are some causes of weed resistance? underground storage organs such as rhizomes or bulbs; resistance to chemical control How can you reduce weed resistance? by selecting effective control methods; by rotating chemical controls

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2.105–2.124 Pests and diseases
2. 10 5 2. 10 6 What factors encourage the development of disease? favourable conditions for the disease, eg glasshouse conditions; unhealthy plants, eg nutrient deficient Name three (3) plant diseases that you have come across during your employment. black spot; powdery mildew; mosaic virus; root rot; damping-off disease

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© Department of Training and Workforce Development 2010 Version 1, June 2010

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RTF30103 Certificate III in Horticulture (Nursery)

Did the candidate satisfactorily answer the following questions?

Yes

No

2.1–2.25 Chemicals and their safety
2. 1 What are MSDSs? What sort of information do they contain? They are material safety data sheets – documents which contain important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good) and must state: • • • • • • the product name of the hazard substance the chemical and generic names of certain ingredients the chemical and physical properties of the hazardous substance health hazard information precautions for safe use and handling the manufacturer’s or importer’s name, Australian address and telephone number.

q

q

The MSDS provides employers, self-employed persons, workers and other health and safety representatives with the information they need to safely manage the risk from exposure to the hazardous substance. 2. 2 When you are looking at a chemical label, what does the signal heading indicate? the chemical schedule, eg S6 (Schedule 6), the toxicity of the chemical 2. 3 An S7 schedule chemical has an LD 50 of 0–50 mg/kg. Define what the LD 50 stands for. the lethal dose given by mouth, inhaled or absorbed through the skin which will kill 50% of test animals with a single dose of the technical grade active constituent 2. 10 7 2. 10 8 2. 10 9 What cultural controls can affect the development of disease? soil preparation; pruning affected plant parts; fertilisers; effective watering methods Which microbes cause the majority of plant diseases? fungus Disease signs are the visible part of the pathogen. Describe two (2) disease signs you might see. powdery mildew; downy mildew (fungal spores); sclerotia; sclerotinia Disease symptoms are the effect that the pathogen has on the plant. What symptoms can you name? discolouration of foliage, flowers and fruit; black spots; chlorosis; wilting; death

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2. 11 0

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Did the candidate satisfactorily answer the following questions?

Yes

No

2.1–2.25 Chemicals and their safety
2. 1 What are MSDSs? What sort of information do they contain? They are material safety data sheets – documents which contain important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good) and must state: • • • • • • the product name of the hazard substance the chemical and generic names of certain ingredients the chemical and physical properties of the hazardous substance health hazard information precautions for safe use and handling the manufacturer’s or importer’s name, Australian address and telephone number.

q

q

The MSDS provides employers, self-employed persons, workers and other health and safety representatives with the information they need to safely manage the risk from exposure to the hazardous substance. 2. 2 When you are looking at a chemical label, what does the signal heading indicate? the chemical schedule, eg S6 (Schedule 6), the toxicity of the chemical 2. 3 An S7 schedule chemical has an LD 50 of 0–50 mg/kg. Define what the LD 50 stands for. the lethal dose given by mouth, inhaled or absorbed through the skin which will kill 50% of test animals with a single dose of the technical grade active constituent 2. 11 1 2. 11 2 Which parts of plants can diseases attack? any The disease triangle includes the host, the environment and the pathogen (the disease-causing agent). What is the significance of this triangle in the development of disease? The life cycle indicates when the most damage will occur and when to effectively control the disease before it causes economic damage to a crop. 2. 11 3 What is the difference between a systemic fungicide and a contact fungicide? Systemic fungicides are taken throughout the plant via the phloem. They kill the fungus internally. Contact fungicides kill the fungus on the aerial parts of the plant only.

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RTF30103 Certificate III in Horticulture (Nursery)

Did the candidate satisfactorily answer the following questions?

Yes

No

2.1–2.25 Chemicals and their safety
2. 1 What are MSDSs? What sort of information do they contain? They are material safety data sheets – documents which contain important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good) and must state: • • • • • • the product name of the hazard substance the chemical and generic names of certain ingredients the chemical and physical properties of the hazardous substance health hazard information precautions for safe use and handling the manufacturer’s or importer’s name, Australian address and telephone number.

q

q

The MSDS provides employers, self-employed persons, workers and other health and safety representatives with the information they need to safely manage the risk from exposure to the hazardous substance. 2. 2 When you are looking at a chemical label, what does the signal heading indicate? the chemical schedule, eg S6 (Schedule 6), the toxicity of the chemical 2. 3 An S7 schedule chemical has an LD 50 of 0–50 mg/kg. Define what the LD 50 stands for. the lethal dose given by mouth, inhaled or absorbed through the skin which will kill 50% of test animals with a single dose of the technical grade active constituent 2. 11 4 Explain whether or not all fungal activity requires chemical treatment. No. Infected plant parts can be pruned and contamination around the plant can be removed. How can you reduce the incidence of fungal attack without using chemicals? You can prune the infected plant parts and remove contamination around the plant. Name three (3) insects which are pests in your workplace. aphids; mealy bugs; fungus gnats; caterpillars; weevils; beetles; scale In which two (2) different ways do insects attack plants? chewing and sucking

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2. 11 5

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Did the candidate satisfactorily answer the following questions?

Yes

No

2.1–2.25 Chemicals and their safety
2. 1 What are MSDSs? What sort of information do they contain? They are material safety data sheets – documents which contain important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good) and must state: • • • • • • the product name of the hazard substance the chemical and generic names of certain ingredients the chemical and physical properties of the hazardous substance health hazard information precautions for safe use and handling the manufacturer’s or importer’s name, Australian address and telephone number.

q

q

The MSDS provides employers, self-employed persons, workers and other health and safety representatives with the information they need to safely manage the risk from exposure to the hazardous substance. 2. 2 When you are looking at a chemical label, what does the signal heading indicate? the chemical schedule, eg S6 (Schedule 6), the toxicity of the chemical 2. 3 An S7 schedule chemical has an LD 50 of 0–50 mg/kg. Define what the LD 50 stands for. the lethal dose given by mouth, inhaled or absorbed through the skin which will kill 50% of test animals with a single dose of the technical grade active constituent 2. 11 8 2. 11 9 2. 12 0 What fungicides have you applied and what safety precautions did you take when you were applying them? Candidate to explain. What insecticides have you applied? Confidor®, PestOil®, malathion, white oil, Rogor®, Crown®, Supracide® Is it a good idea to mix fungicide and insecticide in the same tank? Give reasons for your answer. Yes, if they are compatible. They can be effective in minimising labour costs. What are the environmental risks involved in the use of fungicides and insecticides? If not used correctly, they can cause problems to the surrounding environment. They can leach into soils and waterways and affect wildlife, eg frogs.

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RTF30103 Certificate III in Horticulture (Nursery)

Did the candidate satisfactorily answer the following questions?

Yes

No

2.1–2.25 Chemicals and their safety
2. 1 What are MSDSs? What sort of information do they contain? They are material safety data sheets – documents which contain important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good) and must state: • • • • • • the product name of the hazard substance the chemical and generic names of certain ingredients the chemical and physical properties of the hazardous substance health hazard information precautions for safe use and handling the manufacturer’s or importer’s name, Australian address and telephone number.

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The MSDS provides employers, self-employed persons, workers and other health and safety representatives with the information they need to safely manage the risk from exposure to the hazardous substance. 2. 2 When you are looking at a chemical label, what does the signal heading indicate? the chemical schedule, eg S6 (Schedule 6), the toxicity of the chemical 2. 3 An S7 schedule chemical has an LD 50 of 0–50 mg/kg. Define what the LD 50 stands for. the lethal dose given by mouth, inhaled or absorbed through the skin which will kill 50% of test animals with a single dose of the technical grade active constituent 2. 12 2 Pests can become resistant to fungicides and insecticides. How can your practices contribute to resistance development? You can rotate pesticides to reduce resistance to chemical groups. What types of life cycles occur in insects? complete; incomplete metamorphosis Why is it very important to understand life cycles in determining control methods? so that you know when to effectively control the pest and at what stage the damage occurs to the crop

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Assessment judgement for Skill Set 2
Candidate’s name Additional notes from conversation
_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

The candidate’s underpinning knowledge is:

satisfactory

q

not yet satisfactory

q

Assessor’s signature Candidate’s signature Date of assessment

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Interview question bank and recording document for Skill Set 3
Note for the assessor
It is not mandatory for you to ask candidates all the questions in this question bank. Candidates may have provided sufficient information to demonstrate competence based on their self-evaluation and documentary evidence. You will need to use your professional judgement about which questions you focus on at this stage of the assessment. You may choose to discuss a work task topic rather than ask a series of direct questions.

Record of interview
Candidate’s name Assessor’s name Date Units of competency
Skill Set 3 – Irrigation maintenance and operation in the horticultural industry RTE3612A Implement a maintenance program for an irrigation system RTE2606A Maintain pressurised irrigation systems RTE3611A Operate pressurised irrigation systems RTC2705A Work effectively in the industry

How/where interview was conducted

Interview only Observation/demonstration Theoretical assessment At workplace

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at RTO

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RTF30103 Certificate III in Horticulture (Nursery)

Interview question bank for Skill Set 3 – Irrigation maintenance and operation in the horticultural industry
Did the candidate satisfactorily answer the following questions? Ye s No

3.1–3.24 Irrigation components
3. 1 Name three (3) types of irrigation pipe. poly pipe, PVC, aluminium

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The next series of questions will test the candidate’s knowledge of irrigation fittings. The assessor may choose to bring some fittings for the candidate to identify or use pictures or whatever irrigation fittings are located in the workplace. The candidate is to identify the part and explain how it would be used in irrigation. There will be both PVC fittings and poly fittings. 3. 2 3. 3 3. 4 3. 5 3. 6 3. 7 3. 8 3. 9 PVC coupling PVC slip fix coupling poly articulated riser 90 degree PVC elbow 45 degree PVC elbow electric solenoid valve Milne coupling air valve

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3. MP poly elbow 90 degrees 10 3. reducing T piece PVC 11 3. valve socket PVC 12 3. faucet elbow PVC 13

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Did the candidate satisfactorily answer the following questions? 3. gate valve 14 3. ball valve 15 3. reducing bush or reducing coupling 16 3. What type of thread does a PVC fitting called a ‘valve’ have? 17 male

Ye s

No

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3.1–3.24 Irrigation components
3. What type of thread does a PVC fitting called a ‘faucet’ have? 18 female 3. PVC pipe and fittings are made to a certain class (PN). If a pipe 19 has a class (PN) of 12, what is its maximum recommended operating pressure? Class 12 (PN) PVC pipe has a pressure rating of 1200 kpa. 3. What other information will be found written on the pipe? 20 the date of manufacture and the pipe size 3. In which sizes is PVC irrigation pipe available? 21 25 mm, 40 mm, 90 mm, 100 mm etc 3. How many PVC pipe sizes have you used? 22 Candidate to explain. 3. What other type of pipe is used in irrigation? 23 poly pipe 3. If you had a broken 50 mm pipe in a straight line, what fittings 24 would you need in order to carry out a repair? 50 mm joiner

3.25–3.51 Irrigation operation and maintenance
3. Explain what items need to be set on an irrigation controller. 25 programs; water schedules 3. What types of sprinklers have you used? 26 MP rotators; butterflies; micro-sprayers; foggers; gear drives 3. How can you work out the amount of water you are applying in 27 each irrigation cycle? flow rates; catch cup test; output of sprinklers

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RTF30103 Certificate III in Horticulture (Nursery)

Did the candidate satisfactorily answer the following questions? 3. How often should you check your irrigation system? 28 daily, weekly, monthly 3. What would you check on gear drive sprinklers? 29 gear drive; sprinkler direction 3. Can you explain how to adjust an articulated riser and why they 30 are used? spanner; lift sprinkler 3. Why should you get your pumps flow tested each year? What can 31 the flow test indicate? performance; flow rates; servicing 3. How do weather conditions affect your irrigation programming? 32 evaporation rates; rain 3. How do soil conditions affect your irrigation programming? 33 soil type (eg soil, silt, clay); texture; structure 3. Why do sprinkler nozzles require regular servicing? 34 blockages; ants; insects; algae 3. What servicing is required on drip irrigation systems? 35 blockages; ants; insects 3. Many people base their irrigation on historical timeframes, for 36 example, water for 45 minutes during November. Is this a good practice? Give reasons for your answer. programs; water schedules 3. What problems can over-watering cause? 37 waterlogging; nutrient leaching; waterways; wastage 3. How does capillary irrigation (often used in nursery situations) 38 water the plant? via media; porous; wick; peat; sawdust; light 3. Where is most of the irrigation water in Perth drawn from? 39 groundwater 3. What is a water licence? 40 requirement in order to pump water from restricted water courses 3. What sort of maintenance is required on your pumps? 41 motor servicing; priming

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Did the candidate satisfactorily answer the following questions? 3. What types of filters can you name? 42 mesh; plastic; backflow 3. Why are filters required in irrigation systems? 43 insects; ants; soil particles; algae 3. How often should filters be serviced? 44 regularly, weekly, monthly 3. Detail the irrigation maintenance you have completed in your 45 current or previous employment. pressure regulation; clear blockages from filter/sprinklers; rescheduling of programs 3. What is a pitot tube? Have you ever used one? 46 Candidate to explain. 3. Describe how to join and install fittings on low-density poly pipe. 47 butterfly clips 3. Describe how to join and install fittings on PVC pipe. 48 PVC primer; PVC weld 3. What are the options for joining wires in an irrigation system? 49 Which option would you recommend? crimping 3. Why is compaction of soil around pipes, valves, valve boxes etc 50 important in irrigation installation? soil weight; easy access 3. How would you recommend commissioning a new micro-spray 51 irrigation system? backflow filter

Ye s

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3.52–3.57 General irrigation
3. What is the difference between pressure and flow in terms of 52 irrigation? pressure – pump, valves; flow rates – sprinklers 3. What is a compression coupling? Why is it useful at times? 53 It is a PVC fitting for connecting broken PVC pipe. It is useful for repairing leaks and easy to install. 3. What should irrigation programming be based on? 54 crop factors; evaporation rates; time of year

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RTF30103 Certificate III in Horticulture (Nursery)

Did the candidate satisfactorily answer the following questions? 3. In what metric standard is irrigation application measured 55 millimetres 3. Pop-up nozzles have numbers on the top, for example, 10, 12, 15. 56 What is the relevance of these numbers? Why are they important in irrigation maintenance activities? water output 3. What is Epan? 57 measure of evaporation

Ye s

No

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3.58–3.64 Working effectively in the industry
3. What do you understand by equal employment opportunity 58 (EEO)? Anyone, irrespective of their religion, gender, disability, race has the same rights as everyone else to employment. 3. Give an example of when you prioritised work schedules. 59 Candidate to explain. 3. 60 How do you organise your personal work space? Candidate to explain.

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3. Are you aware of the possible career paths in your industry? 61 Candidate to explain. 3. 62 Describe a situation where a conflict was recognised in the workplace. How did you resolve it? Candidate to explain. 3. 63 Give details of how you fill out daily work schedules when you are completing workplace activities. Candidate to explain. 3. 64 What do you understand about OHS legislation? duty of care; codes of practice; responsibilities; hazards; risks

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Assessment judgement for Skill Set 3
Candidate’s name Additional notes from conversation
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The candidate’s underpinning knowledge is:

satisfactory

q

not yet satisfactory

q

Assessor’s signature Candidate’s signature Date of assessment

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Interview question bank and recording document for Skill Set 4
Note for the assessor
It is not mandatory for you to ask candidates all the questions in this question bank. Candidates may have provided sufficient information to demonstrate competence based on their self-evaluation and documentary evidence. You will need to use your professional judgement about which questions you focus on at this stage of the assessment. You may choose to discuss a work task topic rather than ask a series of direct questions.

Record of interview
Candidate’s name Assessor’s name Date Units of competency
Skill Set 4 – Machinery operation and maintenance RTC2307A Operate machinery and equipment RTC3310A Operate specialised machinery and equipment RTE3307A Coordinate machinery and equipment maintenance and repair RTE2308A Operate ride-on vehicles RTE3713A Carry out workplace OHS procedures RTC2701A Follow OHS procedures

How/where interview was conducted

Interview only Observation/demonstration Theoretical assessment At workplace

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at RTO

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RTF30103 Certificate III in Horticulture (Nursery)

Interview question bank for Skill Set 4 – Machinery operation and maintenance
Did the candidate satisfactorily answer the following questions? Ye s No

4.1–4.61 OHS and machinery
4. 1 What is a hazard? anything in the workplace that could cause an injury or illness to people at work Identify five (5) hazards in your workplace and suggest what risk level each hazard is. water on floor – low to high risk media on floor – low to high risk machinery operation – low to high risk potting media mixing – low risk overhead storage of containers for potting – high risk 4. 3 Explain the hierarchy of risk control. Provide a nursery example for each level. insignificant (no injuries) – media on the floor minor (first aid only) – cutting fingers with secateurs moderate (medical attention ) – slipping on wet floors major (extensive injuries) – placing body parts, eg hands, in potting machines catastrophic (fatalities) – Legionnaire’s disease 4. 4 There are five (5) major types of hazards in any workplace. What are they? safety hazards – lifting; slippery floors; working with unguarded machinery physical hazards – noise; lighting; dust; heat; vibration; sun exposure chemical hazards – pesticides; solvents; acids; fumes; cleaners biological hazards – animals; insects; plants; micro-organisms stressor hazards – discrimination; shiftwork; boredom 4. 5 Have you completed hazard reports/risk assessments and notified the employer? If so, provide details. Candidate to explain. 4. 6 Have you completed incident/accident reports and notified the employer? If so, provide details. Candidate to explain.

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Did the candidate satisfactorily answer the following questions? 4. 7 Does your workplace have an OHS policy? Is there a program to put the policy into practice? Give an explanation. Candidate to explain. 4. 8 Have procedures to control workplace risks been documented for employees? Are procedures monitored? Give an explanation. Candidate to explain. 4. 9 Are employees consulted on OHS matters in your workplace? How does this occur? Candidate to explain. 4. 10 Is OHS information readily available to employees, for example, codes of practice, MSDS in your workplace? Give an explanation. Candidate to explain. 4. 11 Describe an occasion recently where you explained to an employee the hazards of the job. Candidate to explain. 4. 12 What procedure do you follow for allowing employees to report all hazards? Candidate to explain. 4. 13 What do you understand by the term ‘duty of care’? It describes the responsibilities of employers and employees and other such as those who control workplaces, design and construct buildings or manufacture and supply plant. What is your current duty of care in your workplace? As stated above, the candidate needs to take reasonable care to protect self and others in the workplace, to cooperate with the employer, follow safe work procedures and use PPE when required. Describe the current procedures in your workplace for fire and other emergencies. Candidate to explain. 4. 16 What first aid equipment and procedures are in place in your workplace? Candidate to explain. 4. 17 How is PPE stored and maintained? Is PPE readily available? Provide comments. Candidate to explain.

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No

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Did the candidate satisfactorily answer the following questions? 4. 18 At which point do new employees have OHS policies and procedures explained to them in your workplace? staff induction on the first day or before starting work 4. 19 Do you explain to contractors entering the workplace what the relevant OHS procedures and policies explained to them in your workplace? Candidate to explain. 4. 20 4. 21 How do you maintain the hazardous substances register? Candidate to explain. Where were emergency procedures most recently discussed/practised with employees in the workplace? Give details. Candidate to explain. 4. 22 4. 23 What is involved in the employee induction program? Candidate to explain. Give examples of the workplace training provided to employees which is related to specific hazards and appropriate procedures. Candidate to explain. 4. 24 Explain your understanding of employee responsibilities in the workplace. There is a need to take reasonable care to protect self and others in the workplace. There is a need to cooperate with the employer, follow safe work procedures and use PPE when required. 4. 25 Name two (2) codes of practice relevant to your workplace. Managing noise at the workplace Manual handling Prevention and control of Legionnaire’s disease Prevention of falls at the workplace First aid, workplace amenities and personal protective equipment Workplace violence 4. 26 Identify a hazard in your workplace. Assess its level of risk. Suggest a control or change that could be made. Give examples for two of the following. (Assessor to choose items relevant to the candidate’s workplace.) • • Handling soil media – low Use of electrical hand tools – low–high

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No

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Did the candidate satisfactorily answer the following questions? • • • • • • Use of noisy machinery – low–medium Summer sun – high Heat stress – high Handling hazardous substances (pesticides) – high Handling large containerised plants or bulk materials – medium Handling drums (fuels/lubricants) – high

Ye s

No

Candidate to explain control or change. 4. 27 4. 28 Describe the common warning signs in your workplace. closed-in shoes; hearing protection; dust mask required; wet floors What are the different fire extinguishers in your workplace? Where are they located? water – (colour – solid red) foam – (colour – red with a blue band or label; old colour – solid blue) dry chemical powder – (colour – red with white band or label) carbon dioxide – (colour – red with black band or label) vaporising liquid – (colour – red with yellow band or label) 4. 29 Describe how regularly you contribute to and participate in keeping your workplace healthy and safe. Candidate to explain. 4. 30 Give an example of a risk control measure that has recently been identified in your workplace. Candidate to explain. 4. 31 If you have OHS representatives and an OHS committee in your workplace, describe how they function. Candidate to explain. 4. 32 When conducting pre-start checks on equipment and machinery, what OHS issues should be considered? Checks should become part of the candidate’s daily routine. They serve two roles; firstly, they ensure that the machine is safe to use and secondly, that they become part of the maintenance program. Examples of pre-checks include: fuel, oil, cooling system, guards, bolts, sharpness, worn or damaged blades, worn belts. Over time and with experience, these checks will take very little time and save time and money in the long run.

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Did the candidate satisfactorily answer the following questions? 4. 33 What are the hazards associated with hydraulically driven equipment? What precautions should be taken before working on hydraulics? (Include reference to PPE.) various responses, eg fluids, brake failure 4. 34 What hazards are associated with machines which use blades to cut, grind, mulch or similar? noise; loose clothing; jewellery; loss of limbs 4. 35 What is the first safety precaution you should take before you start work on belts or blades? pre-starts checks; remove hazards or potential risks 4. 36 What hazards are associated with spraying equipment? How do you control the risks? leakage of sprayer; nozzles; hydraulic leakage; misting etc control – equipment checks before use 4. 37 Describe the hazards associated with power take-off (PTO) shafts. What are the OHS procedures for controlling the risks? faulty or worn linkages and fittings; incorrect installation procedures – pre-start checks 4. 38 What are the safety procedures for handling three-point linkage equipment? pre-start checks; linkages; fittings 4. 39 Describe the safety precautions for working on and fuelling petrol and/or diesel motors or machines. Machinery must be turned off and allowed to cool down. 4. 40 Describe the hazards associated with the handling and maintenance of starting batteries for machinery and vehicles. How would you recommend that the hazards be controlled? chemical burning associated with brake fluid, electrical shock control – turn machine off; remove leads; cool batteries before opening; use distilled water 4. 41 What are the hazards associated with both air-cooled and liquid-cooled cooling systems? toxic liquids (coolants); fans and belts; steam burns

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No

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Did the candidate satisfactorily answer the following questions? 4. 42 From your own experience, what hazards are associated with raising (jacking) a machine/piece of equipment/vehicle off the ground in order to maintain or repair it? What procedures would you recommend? jack appropriate for vehicle; traffic hazards; ground level recommended – level ground; appropriate size jack; on-road traffic control signage 4. 43 What hazards are associated with the handling of fuels and lubricants? contact with skin; flammability; inhalation 4. 44 Choose four (4) machines and pieces of equipment you regularly operate. Describe the specific hazards and methods used to control the hazards. (Include reference to PPE.) various responses – mulcher; brush cutter; tractor; chainsaw 4. 45 What are the specific OHS considerations when operating ride-on vehicles? observe speed limits; pedestrians; pre-start checks 4. 46 What would be the first precautionary action to take when you want to familiarise yourself with any piece of equipment/machine or ride-on vehicle? pre-start check; test drive 4. 47 How would you act if 20 L or more of fuel were to spill on a workshop floor? containment; detergent; no naked flames; sparks 4. 48 Describe four (4) safety precautions to consider when operating electrical motors or equipment. pre-start checks; cord/extension leads; safety tagged; water/moisture 4. 49 Describe the hazards associated with cleaning machines/equipment and ride-on vehicles. Include environmental hazards. coolants; oil/fuel; other toxic fluids; appropriate wash-down location 4. 50 Describe the importance of guarding moving parts on machines. Give four (4) examples and comment on each. protection against limb loss; debris thrown up; clothing being dragged into moving parts

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No

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Did the candidate satisfactorily answer the following questions? 4. 51 Describe the general principles of securing and transporting a variety of drums and boxes on the back of a ride-on vehicle or trailer. adequate tie-down techniques; rope; straps 4. 52 What is the basic principle involved in safely mounting and dismounting for a ride-on vehicle or similar? Move body around; ensure firm footing on side steps; hold onto handles; look for moving hazards when dismounting. 4. 53 Describe three (3) potentially dangerous health hazards associated with working in a garage, workshop or mechanic’s pit. Give a reason for each. dangerous gas fumes; crushing; slipping 4. 54 Provide a solution for each of the potentially dangerous workshop hazards. pre-start checks; remove slipping hazards; use fuels outside workshop 4. 55 In what situations are ‘Danger’ and ‘Out of Service’ tags used? when a machine is not in working order or when it is not safe to use Who is authorised to attach ‘Danger’ tags to machinery? Who is authorised to remove them? Anyone may attach them but the person who repairs the machinery should remove them. 4. 57 Describe the hazards you may experience when you are using workshop hand tools and equipment. loss of limbs, fingers; electrocution; eye injury 4. 58 4. 59 Detail the steps required for safe manual handling procedures. not too heavy; lifting techniques; clear pathways; no obstructions Describe a safe procedure for maintaining (tensioning/replacing/cleaning) belts. machinery turned off and disconnected from power source 4. 60 What are the potential dangers associated with body parts, loose clothing and/or long hair in relation to machinery and equipment? Give four (4) examples. pulled or dragged into machinery; catching on machinery

Ye s

No

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Did the candidate satisfactorily answer the following questions? 4. 61 What hazards are associated with the use of compressed air? Give two (2) examples of situations where you have experienced pneumatic hazards. various responses – tyres blowing up with too much pressure

Ye s

No

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4.62–4.102 Machinery/equipment operation, maintenance and repair
4. 62 Describe the principles of operation of a four-stroke engine. The operating principles of a four-stroke engine are as follows. 1. On the first stroke, the import valve opens. Fuel is drawn into the piston cylinder as the piston moves to the bottom. 2. In the second stroke, the piston moves up and, at the top of the stroke, the spark plug ignites the fuel. 3. The piston is then forced back to the bottom by the expansion of the burning fuel (third stroke). 4. On the fourth stroke, the exhaust port opens and the piston forces exhaust fumes out of the port as it moves back up the cylinder. 4. 63 Describe the principles of operation of a diesel engine. The operating principles of a diesel engine are as follows. Fuel is drawn into the cylinder and, instead of being ignited by a spark, explodes spontaneously as a result of tight compression. As a result, diesel engines do not have spark plugs. This is why glow plugs are needed to warm diesel engines before starting, as the cylinders need to be warm before ignition through compression can be achieved. 4. 64 Describe the principles of operation of a two-stroke engine. The operating principles of a two-stroke engine are as follows. 1. On the downward stroke, fuel, air and oil are drawn into the combustion chamber from the crankcase via the transfer port – the oil in the mix lubricates the moving parts. 2. As the piston moves towards the top of the cylinder, it covers the exhaust port and compresses the fuel mixture which is then ignited by a spark plug. Just before ignition, the inlet port to the crankcase is exposed to allow fresh fuel in so that the cycle can begin again – with the explosion forcing the piston back down the cylinder, exposing the exhaust port where the burnt gases are expelled.

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Did the candidate satisfactorily answer the following questions? 4. 65 Describe the advantages and disadvantages of petrol and diesel engines. The advantages and disadvantages of the petrol and diesel engines are as follows.
Diesel engines – Advantages robust and longer life span able to produce more torque at lower revs no ignition system components such as coils and spark plugs uses cruder oil requiring less processing and refining Diesel engines – Disadvantages louder operation revs at low speeds and so limited in speed to drive parts Petrol engines – Disadvantages shorter life span requires complex high-tension electrical ignition system Petrol engines – Advantages lighter able to produce higher revs, providing speed to drive parts cleaner burning engine

Ye s

No

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4. 66

Describe the daily maintenance/pre-start and shutdown procedures for a particular machine. Daily maintenance pre-start checks are as follows: • • • • • • • • • • • • • • oil fuel coolant level air filters tyre pressure belts (no damage to external features) cut-out switches working leaks as driving out. Clean down machine. Fuel to reduce water condensation inside tank. Allow to dry. Allow machine to idle down before turning off. Turn fuel off. Store in designated spot.

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Did the candidate satisfactorily answer the following questions? 4. 67 Describe the difference between preventative maintenance and breakdown maintenance. Preventative maintenance is designed to prevent breakdowns from happening and to reduce downtime. Breakdown maintenance is when the machine is not operational and must be fixed before the machine can be used again. 4. 68 Give examples of two (2) different occasions where adjustments to equipment/machinery are likely to be made. Candidate to provide two (2) examples. Adjustments are made to the moving parts of machinery, eg cutting units and belts. 4. 69 When do you generally perform daily maintenance on equipment/machinery? Why? Daily maintenance should be carried out at the start of the day, before machines are used, to reduce the likelihood of machines breaking down during use. 4. 70 What resources do you use to formulate maintenance procedures for a machine or piece of equipment? Each piece of equipment is maintained as per the instructions contained in its manual. 4. 71 How do you go about scheduling maintenance to equipment/machinery? What are your key considerations? Scheduling maintenance will be determined by the owner’s manual and the weekly job scheduling. Key considerations are: • • the time of year (busy time in summer, slow time in winter) for large jobs the number of hours the machines have been in operation.

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Weekly maintenance of cutting heads may be done on a quiet day when the workload is reduced. 4. 72 How do you communicate the maintenance program to operators, supervisors and other staff? How do you convey to them their responsibilities and that their involvement is welcome? Appoint one person to report to regarding maintenance issues and to arrange the servicing of all equipment. 4. 73 How do you determine the effectiveness of your machinery/equipment maintenance program? The effectiveness of machinery/equipment maintenance programs can be monitored by the cost and the amount of downtime. Machines that are well kept tend to last longer, consume less fuel and require less maintenance to keep them working.

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Did the candidate satisfactorily answer the following questions? 4. 74 Describe the steps taken in changing engine oil. All engine oil is changed by the contractor responsible for servicing the equipment on the site. What grade of oil is used for one of your engines? Provide an example. SAE 30 4. 76 What type of air cleaner is best suited to dusty conditions? The owner’s manual for each piece of equipment sets out the requirements for the type of air filter required for use in dusty conditions. How are small engines cooled? air-cooled Describe the dangers when you are checking engine spark. How can an accident be prevented? Only qualified staff should carry out this task using the correct equipment. 4. 79 Describe how you would clean and reassemble a carburettor fuel bowl. Turn the fuel tap off; drain fuel from the bowl; remove the bowl; clean with compressed air; reassemble in reverse order. 4. 80 Describe the procedure you would follow to lubricate a particular machine/piece of equipment/vehicle. How often would you do this? The lubrication of a machine usually involves greasing the moving parts. Grease nipples should be cleaned with compressed air before the grease nozzle is attached. Pump once or twice and move to the next point. Candidate to indicate frequency in relation to a particular machine/piece of equipment. 4. 81 Why should engine oil be changed regularly? Engine oil needs to be changed regularly as it has a certain lifespan. After it has been used for a time, the oil loses its viscosity and becomes less effective at lubricating cylinder walls. It also gets dirty from the heat and from mixing with the combustion fumes.

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No

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Did the candidate satisfactorily answer the following questions? 4. 82 Describe how to change and fit a new oil filter. To fit a new oil filter, the following steps must be taken. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Run the engine for two (2) minutes to warm the oil. Park the machine on level ground. Place the drip tray under the drain/sump plug. Remove the drain plug and allow all the oil to drain. Remove the filter using a pipe wrench. Put the drain plug back. Smear grease over sealing O-ring to aid in seal. Screw new filter on till firm, ie hand tight. Remove the filler cap and pour the oil slowly into the engine. Check the oil level constantly on the dipstick. When the level is just below the desired level, allow all the oil to drain into the sump and check again. Overfilling can cause damage to the seals.

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No

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4. 83 4. 84

Describe how to check the charge of a battery. Connect the battery to a battery charger or use a voltmeter. Describe how to maintain battery terminals. If battery terminals become covered in contaminant: • • • remove the leads scrape off the residue clean terminals with a wire brush.

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Hot water can be poured onto the terminals to loosen the residue. 4. 85 Say why belts should be tensioned correctly. Over-tensioned belts will place excess load on bearings and cause them to fail.

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Did the candidate satisfactorily answer the following questions? 4. 86 Describe the process of replacing a diesel fuel filter and ‘bleeding’ the fuel system. Give an example. To replace a fuel filter, the following steps need to be followed. 1. 2. 3. 4. 5. 6. 7. Turn off the fuel valve. Unscrew the drain plug on the fuel bowl and catch the drained fuel. Remove the fuel sediment bowl containing the fuel filter. Clean the fuel bowl and then replace the filter. Open the fuel valve. If there is no automatic fuel pump, find a hand pump and pump until the fuel fills the bowl. To start the machine, you must either ‘crack’ (slightly open) the bleed screw (see the operator’s manual for location), or unscrew the top nut on the first cylinder. Turn the machine over until it starts. Leave the bleed point open until no more air is visible in the line. Tighten the bleed point and the machine should continue to run.

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8. 9. 4. 87

Why is diesel fuel filtering critical? How often should filters be replaced? Diesel engines need clean fuel which is free from contamination and water. Replacement should be as often as required, depending on the fuel source and use.

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4. 88

How do you check for a hydraulic oil leak? Wearing protective gloves, use a piece of cardboard and pass it by the suspected leak. Hydraulic oil leaks should never be checked with the hand as the oil is hot and at high pressure and can penetrate the skin, entering the bloodstream. The oil is difficult to remove and amputation of a limb often results. Describe how you maintain a hydraulic system. Keep all fittings and hoses clean and tight; service regularly and replace filters. What are three (3) common problems with hydraulic systems? lack of service; damage to hoses; use of incorrect fluid How would you maintain PTO shafts, including universal joints? You have to make sure that all grease points are lubricated frequently. Lubricate the shaft with grease and make sure that it glides freely. Do not allow the PTO shaft to make contact with sand.

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Did the candidate satisfactorily answer the following questions? 4. 92 What is likely to cause drive belts to slip, jump off the pulley or the brake? lack of pre-start checks and lack of regular servicing 4. 93 What are four (4) key issues to consider when you are maintaining chain drives? The key issues for maintaining chain drives are as follows: • • • • • 4. 94 4. 95 4. 96 keeping rotating parts lubricated ensuring ignition source of machine is removed ensuring chain is tensioned to recommendations ensuring chain links are not stretched making sure teeth on drive are not worn.

Ye s

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Where are machine guards found on equipment/machinery? anywhere that has exposed moving parts What are the simple steps in diagnosing engine problems? Start at the top of the engine and work your way down. How would you go about diagnosing component problems, for example, blades? Candidate to explain the process. If there is a problem, replace with the correct type.

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4. 97

What might be responsible for the excessive vibration of equipment? Something is about to break or come loose. Stop the engine; check the cause of the problem; tag it out so no-one uses the machine until the problem is fixed.

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4. 98

Describe four (4) environmental considerations when you are performing maintenance and cleaning tasks on machinery/equipment. Clean machinery in wash bays; recycle used oils; dispose of old parts correctly; don’t run engines in confined areas during maintenance.

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4. 99

Describe the frequency and type of scheduled maintenance for a particular machine. There are two particular factors that determine service intervals: • • the hours that the machine has been operating coinciding with the operator’s manual the conditions under which the machine has been operating – dry, dusty conditions will mean there should be more frequent services.

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Did the candidate satisfactorily answer the following questions? 4. 10 0 Give examples of a machine that has a particular weakness or regular fault. Candidate to give example. Any machine that meets these criteria may not be suitable for the task. Replace with an appropriate machine that will do the job it is designed for. 4. 10 1 How do you maintain operational records? The records for machinery and equipment that will need to be kept are the service intervals and the work that was carried out, the fuel consumption and any extra work that was needed.

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Assessment judgement for Skill Set 4
Candidate’s name Additional notes from conversation
_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

The candidate’s underpinning knowledge is:

satisfactory

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not yet satisfactory

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Assessor’s signature Candidate’s signature Date of assessment

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Interview question bank and recording document for Skill Set 5
Note for the assessor
It is not mandatory for you to ask candidates all the questions in this question bank. Candidates may have provided sufficient information to demonstrate competence based on their self-evaluation and documentary evidence. You will need to use your professional judgement about which questions you focus on at this stage of the assessment. You may choose to discuss a work task topic rather than ask a series of direct questions.

Record of interview
Candidate’s name Assessor’s name Date Units of competency
Skill Set 5 – Coordination and maintenance of nursery facilities RTC3805A Coordinate worksite activities RTC2210A Maintain properties and structures

How/where interview was conducted

Interview only Observation/demonstration Theoretical assessment At workplace

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Interview question bank for Skill Set 5 – Coordination and maintenance of nursery facilities
Did the candidate satisfactorily answer the following questions? Ye s No

5.1–5.30
5. 1 Describe four (4) items of nursery structure or infrastructure that you regularly inspect and that require routine maintenance. shade houses; glasshouses; propagation sheds; pesticide facility; fuel facility; storage sheds; hardstand areas; irrigation and pumps 5. 2 5. 3 5. 4 To whom do you report damage, faults and repair/maintenance? supervisor or management Do you refer to a maintenance plan or program? Candidate to explain. How often do you inspect worksite structures and facilities on your plan? daily, weekly, monthly, bi-monthly, six-monthly, yearly; when instructed by management 5. 5 Do you identify on a regular basis a set time in the week/month/season to carry out routine maintenance? Candidate to explain. 5. 6 From your experience, describe what you would consider to be the two (2) most frequent maintenance requirements of structures/facilities/surrounds in nurseries. irrigation; pumps; shade house; glasshouse; propagation facilities 5. 7 Who might you consult when you need to identify the resources (materials and tools/equipment) required to complete an activity? Why? supervisor or management budgeting; supply of materials; timing; staffing; contractors 5. 8 Describe the steps you would take as you plan maintenance/repair activities in the nursery. budgets; supply of materials; timing; staffing; contractors if required 5. 9 From your experience, describe a situation where, due to thorough planning, a worksite activity/project was completed successfully and on time. Candidate to explain.

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Did the candidate satisfactorily answer the following questions?

Ye s

No

5.1–5.30
5. 10 From your experience, describe a situation where due to lack of planning (perhaps due to constraints) a worksite activity/project was delayed and inefficient. Candidate to explain. 5. 11 Give two (2) examples of how important it is to maintain tools and equipment in a serviceable condition at all times. OHS – avoids delays in procedures; tools and equipment are usable for longer periods of time 5. 12 Describe the procedure for repairing or replacing workplace tools and equipment that are considered faulty or unsafe. Tag out; report to supervisor or management; repair if possible or send to appropriate repairer. 5. 13 In the course of your maintenance inspections or everyday operations, how do you address unsafe structures/facilities that present a hazard? Tag out; report to supervisor or management; remove the hazard if possible. 5. 14 Different maintenance/repair activities present different environmental risks. Give an example. spillage or leakage of toxic or unsafe fluids (eg fuels, pesticides); unsafe fumes or smoke coming from machinery 5. 15 Give three (3) specific examples of the personal protective equipment used for specific maintenance tasks. waterproof suits; overalls; hat and neck coverings; disposable overalls; cotton overalls; boots (PVC or rubber); PVC gloves; face shields; goggles; waterproof aprons; respirators and dust masks 5. 16 Describe your workplace procedure for the purchasing of material resources for maintenance activities. Advise the supervisor or management; purchase orders; quotes for repairs and maintenance; staffing; timing. 5. 17 Describe two (2) different types of building materials in your workplace. Identify their characteristics, capabilities and limitations. shadecloth; thermal cloth; colour board sheeting; concrete; structural plastics Candidate to explain capabilities and limitations.

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Did the candidate satisfactorily answer the following questions?

Ye s

No

5.1–5.30
5. 18 Describe two (2) electrical hand tools, their capabilities and limitations. drill; grinder; hedge trimmer; chainsaw; blower vacuum; brush cutter Candidate to explain capabilities and limitations. 5. 19 Describe two (2) mechanical hand tools, their capabilities and limitations. chainsaw; brush cutter; hedge trimmer; blower vacuum; lawnmower Candidate to explain capabilities and limitations. 5. 20 Describe the operation of the reticulation system in your workplace. pumps; timers; programmers; types of sprinklers 5. 21 Describe two (2) different nursery cladding materials, their purpose and use. structural plastic sheeting; thermal cloth; shadecloth; laser lite/alsynite glass 5. 22 Which OHS codes of practice are directly relevant to maintenance and repair work? Managing noise at the workplace Manual handling The prevention of falls at the workplace First aid, workplace amenities and personal protective equipment 5. 23 5. 24 Which codes of practice are related to protecting the environment? Managing noise at the workplace Give a brief overview of how you would schedule maintenance/repair works in general. timing; staffing; availability of materials or equipment; availability of contractors or repairers 5. 25 Describe how you engage subcontractors in maintenance/repair work. quotes; regular maintenance contracts 5. 26 Give an example of an occasion where maintenance/repair work was disruptive to daily work routines and how the two (2) activities were synchronised. staffing; timing; rescheduling

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Did the candidate satisfactorily answer the following questions?

Ye s

No

5.1–5.30
5. 27 In the case of a significant disruption to normal nursery operations, what are two (2) strategies you could adopt to maintain production and sales? rescheduling; staffing, relocation of activities 5. 28 What are the critical steps necessary in returning the worksite to operation? staffing; timing; rescheduling 5. 29 What procedures do you follow to remove, treat or recycle materials used in the maintenance/repair of nursery facilities? Give three (3) examples. waste control strategies/policies in the workplace 5. 30 How do you report to your supervisor/manager on the progress/completion of worksite maintenance/repair projects? daily, weekly; or regular discussion; via email or phone

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Assessment judgement for Skill Set 5
Candidate’s name Additional notes from conversation
_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

The candidate’s underpinning knowledge is:

satisfactory

q

not yet satisfactory

q

Assessor’s signature Candidate’s signature Date of assessment

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Interview question bank and recording document for Skill Set 6
Note for the assessor
It is not mandatory for you to ask candidates all the questions in this question bank. Candidates may have provided sufficient information to demonstrate competence based on their self-evaluation and documentary evidence. You will need to use your professional judgement about which questions you focus on at this stage of the assessment. You may choose to discuss a work task topic rather than ask a series of direct questions.

Record of interview
Candidate’s name Assessor’s name Date Units of competency
Skill Set 6 – Provision of training; preparation and maintenance of plants; observation of environmental practices RTE3801A Provide on-job training support RTF3021A Maintain nursery plants RTF2024A Tend nursery plants RTF3025A Prepare specialised plants RTC2702A Observe environmental work practices

How/where interview was conducted

Interview only Observation/demonstration Theoretical assessment At workplace

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Did the candidate satisfactorily answer the following questions?

Ye s

No

6.1–6.14 Preparing for propagation
6.1 How do you go about identifying training methods for nursery staff? observation in the workplace; directly ask staff what they require; feedback from other members of staff on performance/productivity; trained assessor to observe and map training qualifications 6.2 Describe a range of possible training methods for nursery staff. TAFE; other training institutions; on the job via traineeship or apprenticeship; online or in-house workshops 6.3 Give three (3) examples of when you identified training needs. What method did you use in each case? observation in the workplace; directly ask staff what they require; feedback from other members of staff on performance/productivity; trained assessor to observe and map training qualifications 6.4 How would you define training outcomes before starting training? Outline the training events for each session and how they coincide with the various tasks in the workplace and what will be achieved by completing the training. 6.5 How would you identify which training method to use for a particular task for a particular employee? Give one example for an adult employee and one for an adolescent employee. observation of how they learn; advice from supervisors/managers; advice from workplace trainer or assessor 6.6 All industry training must focus closely on relevant OHS and codes of practice. Give examples of how you incorporate these into training support. OHS induction on all machinery and tools required to complete task/s; induction at the start of employment; update through in-house workshops or with a specialist trainer 6.7 Describe how you would typically structure a training opportunity in relation to any plant cultural task within the nursery. training to coincide with scheduled tasks; use as group training; follow with practice 6.8 How would you make sure that an employee was given ample opportunity to practise the task in which he/she had been trained? regular scheduling to perform that task under supervision

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Did the candidate satisfactorily answer the following questions? 6.9 When and how would you usually offer feedback to the employee? direct feedback or formal evaluations during and after the training event 6.10 People respond differently to constructive feedback. How would you cope with an employee who responded negatively? Encourage them to repeat the task with a positive attitude. 6.11 How would you prepare an employee for a training session? Give plenty of notice when training is to take place; give an explanation of the type of training to be given; give some reading so they can familiarise themselves with the underpinning knowledge required to complete the task successfully. 6.12 How would you involve the employee in a review of the training process? Ask for a progress report from the employee; create a self-assessment to be completed after training; employee to demonstrate and explain the training just completed. 6.13 Once you have completed a training session, it may be useful for you to record details for future reference. What details might you record and why? how training was undertaken; information supplied; outcomes 6.14 Once you have completed a review and recorded the necessary details, what are the next likely steps in the training support process? feedback; practice; assessment arranged

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No

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6.15–6.43 Maintaining and tending nursery plants
6.15 As an experienced nursery person, explain what is involved in the maintenance of nursery plants? hardening off; fertilising; pruning; re-potting; weed control; water scheduling 6.16 Why is it important to maintain nursery plants? so they can grow to optimum condition for sale to retailer/wholesaler

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Did the candidate satisfactorily answer the following questions? 6.17 Give two (2) examples of nursery crops whose environmental conditions need to be changed during the period of their production. State why and how the changes may be made. cuttings – hardening off and potting-on seedlings – pricking out and potting-on poinsettia – black out chrysanthemum – extra lighting 6.18 Once you have collected vegetative material, what procedures do you follow to convey, condition and possibly store the material in order to maximise viability? collection in the cool morning; place in water, wet newspaper or cool environment 6.19 What are the different water sources generally used in nurseries with which you are familiar? scheme; bore; recycled; dam 6.20 Have you ever had reason to get nursery water analysed? If so, why and what was the outcome? NIASA accreditation; problems with water 6.21 Do you calculate or have you calculated the amount of water being used seasonally in the nursery? Candidate to explain. 6.22 What would be the benefits of knowing how much water was being used in the nursery? environmental audit; irrigation scheduling; water allowances 6.23 What may be the results of excessive watering in the nursery? leaching of nutrients from potted plants; wastage of water (costly if scheme water); waterlogged container stock, resulting in death or damage 6.24 What types of nursery watering systems are you experienced with? overhead sprinklers; capillary watering; drippers; misters; foggers 6.25 What do you understand by the term ‘bottom-up watering’? capillary watering 6.26 How is water ‘lost’ in the nursery? overwatering; no recycling 6.27 There are several formulas that can be used to calculate the water needs of nursery plants. Describe the concept behind the formula. What are the key elements of the concept?

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No

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Did the candidate satisfactorily answer the following questions? coefficient uniformities; water scheduling; crop factors; sprinkler efficiency 6.28 Describe how you know/determine how much water to apply in the nursery. coefficient uniformities; water scheduling; crop factors; sprinkler efficiency; time of year; evaporation rates 6.29 Give two (2) examples to describe why different crops in different locations within the nursery have different water requirements. pot size; native or exotic; full sun or shade 6.30 Describe a range of reasons and/or situations within a nursery where ‘dry spots’ occur. shadowing of large plants; pots outside sprinkler coverage; insufficient sprinkler overlap 6.31 How can ‘dry spots’ within a nursery be monitored? observation; catch cup testing 6.32 What is an ‘indicator plant’ in relation to water monitoring? Give an example. a plant that wilts during hot, dry conditions even when adequate soil water is available, eg in the northern hemisphere Achillea, Buddleia 6.33 From your experience, what tests need to be carried out regularly on potting media? wettability; water-holding capacity; porosity; pH; EC; bulk density; nutrients 6.34 Do you refer to Australian Standards® for potting media specifications? Candidate to explain. 6.35 Why is it important to understand the pH and EC levels in potting media? chemical activity of the media; nutrition levels 6.36 Why is it important to understand nitrate levels in potting media? micro-organisms; nitrogen drawdown 6.37 As an experienced nursery person, how would you summarise your understanding of viable plant health? health of plant; growth rates; colour; flowering; fruiting

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No

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Did the candidate satisfactorily answer the following questions? 6.38 How would you monitor the health of a batch of plants? Give details of all considerations. health of plant; growth rates; colour; flowering; fruiting; time of year 6.39 In the course of nursery production, plants show symptoms of many common problems. Give three (3) examples of problems and how they were solved. wilting – reschedule water yellowing – top dress fertiliser stunted growth – inspect roots (root balling) weed infestation – remove weeds; manage weeds; dispose of plants 6.40 As plants grow in nurseries, they often require many treatments and interventions to maintain and develop them. State the many possibilities which may be necessary along with their OHS considerations. fertilisation – gloves pre-emergent herbicides – mask and gloves plant growth regulations – gloves 6.41 How would you dispose of different waste products within the nursery? green waste – composting or shredding potting media – composting; disposal bins old/worn pots – recycling or disposal bins 6.42 In what ways do you consider environmental implications when you are disposing of waste? environmental impacts (pesticides and fertilisers in waterways etc) 6.43 With the many different plant maintenance activities which occur in the nursery, records should be kept. Give three (3) examples. propagation; hardstand; plant interventions, eg fertiliser, potting-on, sales

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6.44–6.52 Specialised plants
6.44 Identify five (5) different specialised plants you are familiar with. indoor plants; ferns; orchids; fruit trees; bromeliads; seedlings 6.45 Select one (1) specialised plant. Describe in detail the overall objectives, the treatments required and the timing of the treatments. Choose from the list above; outline care requirements (water, fertiliser, pruning etc).

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Did the candidate satisfactorily answer the following questions? 6.46 How would you describe the quality standards you would expect for your specialised plant example? quality standards: height, colour, size, leaf description 6.47 Describe the aesthetic reasons for developing your specialised plant of choice. quality standards: height, colour, size, leaf description 6.48 Describe the tools, equipment and materials required to treat your specialised plant of choice to achieve the stated objectives and standards. watering schedules; fertilisation schedules; plant interventions (plant growth regulators); pruning (secateurs); re-potting; potting media required 6.49 Describe any particular difficulties or challenges you have experienced in the course of developing your specialised plant of choice. watering schedules; fertilisation schedules; plant interventions (plant growth regulators); pruning (secateurs); re-potting; potting media required 6.50 What are the production and timing implications for your specialised plant of choice? Consider time of year, flowering, fruiting and dormancy. 6.51 Are there any marketing considerations specific to your specialised plant of choice? If so, what are they time of year; flowering; fruiting; dormancy 6.52 Once you have achieved pre-determined standards for your specialised plant of choice, what is required to maintain the plant to those standards? Plan and follow maintenance schedule.

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No

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6.53–6.67 Environmental work practices
6.53 What do you understand by the term ‘environmental work practices’ as it relates to the nursery industry? NIASA accreditation; local and state environmental guidelines; federal environmental guidelines; industry guidelines 6.54 List four (4) major nursery practices/activities that could impact on the environment. watering; fertilising; pesticide applications; waste disposal

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Did the candidate satisfactorily answer the following questions? 6.55 List three (3) specific work practices you are involved in that have a potential impact on the environment. Suggest an improvement for each practice. watering – recycling fertilising – low phosphorous pesticide application – use specified pesticide; mix only what is required; choose low scheduled waste disposal – recycling 6.56 To what extent are you aware of legislation, codes, national standards or association guidelines that relate to environmental issues in nurseries? NIASA accreditation; industry guidelines 6.57 What do you understand by the term ‘re-using’? Give a nursery example. pots – pasteurise/sterilise; re-use potting media – compost; re-use 6.58 What do you understand by the term ‘recycling’? Give a nursery example. water – recycle; sterilise and recycle 6.59 What do you understand by the term ‘reducing’? Give a nursery example. Reduce waste; prepare only what is required for use at that time. 6.60 What do you understand to be the difference between waste materials and materials that are wasted? waste materials – packaging materials that are wasted – prepare only what is required for use at that time 6.61 Suggest two (2) ways in which the nursery’s water consumption could be reduced. water rescheduling; water patterns, eg small pots in an area; large pots in another area; different watering needs; water application methods, eg drippers in large pots 6.62 Does your nursery currently recycle water? Has it done so in the past? Candidate to explain. 6.63 Is all water run-off contained within the nursery fence line? Candidate to explain.

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No

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Did the candidate satisfactorily answer the following questions? 6.64 Do you keep or have you kept detailed records of all pesticide applications? Candidate to explain. 6.65 Do any opportunities exist at the nursery to recycle green waste? Candidate to explain. 6.66 Comment on whether or not you agree that new staff should be trained in environmental best practice. Candidate to explain. 6.67 In which areas of environmental best practice could they be trained? all that is required for the nursery 6.68 Does the nursery currently sell or has it sold plants in the past that could be weeds ‘environmentally speaking’? Candidate to explain. 6.69 What are the problems associated with environmental weeds? They can spread to other non-infected locations throughout Australia. 6.70 What do you understand by the term ‘soluble fertilisers’? Give two (2) examples. fertiliser that dissolves in water; it comes as powder or granules, eg phosphagen, Thrive, Poly-feed 6.71 Why do soluble fertilisers present a possible environmental hazard? How can the problem be minimised? in liquid form; can overfeed, leach into waterways; use only what is required 6.72 What would be the benefits of discussing with staff members the environmental issues relevant to the workplace? uniformity in environmental practices 6.73 Have you been involved in any level of environmental audit in a nursery workplace? Candidate to explain. 6.74 Do you know where to find an environmental management checklist or similar for a nursery? Candidate to explain.

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No

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Did the candidate satisfactorily answer the following questions? 6.75 Can you give examples of instances in which you have identified potential environmental threats and where you have either reported them or rectified them yourself? Candidate to explain. overwatering; leaching of fertiliser; incorrect pesticide usage 6.76 What would you consider to be important environment-related documents to keep? industry environmental guidelines; NIASA

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Assessment judgement for Skill Set 6
Candidate’s name Additional notes from conversation
_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

The candidate’s underpinning knowledge is:

satisfactory

q

not yet satisfactory

q

Assessor’s signature Candidate’s signature Date of assessment

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Interview question bank and recording document for Skill Set 7
Note for the assessor
It is not mandatory for you to ask candidates all the questions in this question bank. Candidates may have provided sufficient information to demonstrate competence based on their self-evaluation and documentary evidence. You will need to use your professional judgement about which questions you focus on at this stage of the assessment. You may choose to discuss a work task topic rather than ask a series of direct questions.

Record of interview
Candidate’s name Assessor’s name Date Units of competency
Skill Set 7 – Propagation of plants; determination of properties of growing media and potting-on plants RTF3014A Implement a propagation plan RTC2026A Undertake propagation activities RTF2013A Pot-on plants RTF2504A Determine basic properties of soils/growing media

How/where interview was conducted

Interview only Observation/demonstration Theoretical assessment At workplace

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Interview question bank for Skill Set 7 – Propagation of plants; determination of properties of growing media and potting-on plants
Did the candidate satisfactorily answer the following questions? Ye s No

7.1–7.12 Preparing for propagation
7.1 Give two (2) examples of chemicals used in nursery hygiene to prepare the work area. sodium hypochlorite; quat (quaternary ammonium compound) 7.2 What PPE is necessary for the handling of nursery hygiene chemicals? gloves; masks; protective clothing 7.3 What is the importance of hygiene during propagation? It reduces the spread or inoculation of disease between plant material. 7.4 Suggest five (5) ways in which disease can be introduced and/or spread in a nursery. hands; tools and equipment; media; plant material; clothing; plant containers 7.5 Suggest three (3) different situations in which bleach or a similar chemical could be used for nursery hygiene purposes. cleaning propagation benches before and after propagation; cleaning tools and equipment; cleaning plant material 7.6 Describe suitable hygienic work surfaces on which you have performed propagation techniques. steel benching; plastic benching 7.7 Describe the maintenance requirements for propagation tools and equipment. Clean with bleach, methylated spirits, quat; sharpen cutting tools; oil tools. 7.8 Suggest three (3) personal hygiene guidelines that should be followed when you are propagating plants. Wash hands; do not smoke around plants; wear clean clothing. 7.9 Describe the condition and quality of the stock plants you collect propagation material from. optimum health; free of pests and diseases; true to type; not over-fertilised; not under-watered 7.10 Give an example of a typical day during which you either develop and follow instructions or interpret the supervisor’s instructions in order to organise a day’s propagation activities. propagation by cuttings – collection of material; propagation of material; staff required; what to propagate and how many etc

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Did the candidate satisfactorily answer the following questions? 7.11 Where in your workplace experience have the MSDSs been stored? staffroom; pesticide store; mixing area 7.12 Describe how to prune an ornamental shrub. Give the name of the shrub, the growth habit, timing and the equipment needed for pruning. grevillea – tip prune; remove diseased material, twiggy material and wayward growth after flowering with secateurs, pruning saws and/or loppers

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7.13–7.18 Selecting and collecting propagation material
7.13 From your experience, how are stock plants accurately identified within the nursery? correctly labelled with long-lasting labels 7.14 How are stock plants cultured to maintain health and vigour, and general suitability for propagation? fed and watered to their requirements; pruned to encourage growth 7.15 What is the preferred time of day for collecting plant material for propagation? early morning in summer; mid-morning in winter 7.16 If you were collecting propagation material from containerised plants, what technique would you use and what should you take into consideration? correct stem maturity; health and vigour of plant; well-watered; fre of pests and diseases 7.17 How would you describe healthy plant material with a high capacity to regenerate in propagation? correct stem maturity, health and vigour of plants, well watered, free of pests and diseases 7.18 Once you have collected propagation material, what procedures do you follow to convey, condition and possibly store the material to maximise viability? collection in the cool morning, place in water, wet newspaper, cool room or cool environment

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7.19–7.49 Propagating plants
7.19 What are the two (2) broad categories of plant propagation materials? vegetative (asexual) and non-vegetative (sexual)

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Did the candidate satisfactorily answer the following questions? 7.20 Suggest two (2) advantages of each category. asexual – true to type; quick maturity; early flowering/fruiting; quicker to the marketplace sexual – genetically different; grow in situ; pest and disease free; less labour intensive; highly mechanised 7.21 From your experience, what are the environmental conditions required for the seed propagation you have performed? low light levels; 16–30 °C; glasshouse or shade house; adequate moisture levels 7.22 Describe the various seed-sowing techniques you have performed. drill; furrow; broadcast 7.23 Describe the environmental conditions required for the germination of one (1) specific species. Banksia – low light levels, 16–25 °C; glasshouse or shade house; adequate moisture levels 7.24 From your experience, describe two (2) pre-treatments for seeds before sowing. Explain why these treatments are necessary. scarification or stratification – treatments necessary to enable the seed to germinate scarification – softens the seed coat stratification – mimics the seeds’ natural environment to overcome dormancy 7.25 What is scarification? Why is it performed? the breaking or scratching of the seed coat to enable uniform germination 7.26 What is stratification? Why is it performed? the imitation of the dormancy of a particular plant seed to enable it to germinate 7.27 Explain why seeds should always be sown on a firm growing media surface. to avoid movement of media when watering in seed; to see where the seed lands for broadcast 7.28 Why is it critical to evenly distribute seeds when sowing? to provide good ventilation to the emerging seedling; to reduce damping-off disease 7.29 From your experience, what might occur if seeds are sown at too high a rate in a nursery container? may encourage damping-off disease 7.30 Some seeds require light for germination and should not be covered. Suggest one (1) example. snapdragon; most daisies; orchids; begonias
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Did the candidate satisfactorily answer the following questions? 7.31 What is the correct depth for sowing most seeds? approximately two and a half time the diameter of the seed 7.32 What materials can be used to cover seeds that have been sown? sand; vermiculite; seed-raising media 7.33 From your experience, how should sown seeds be treated before they are placed in an appropriate nursery growing area? They should be watered in. 7.34 What information would you record on the label placed in the nursery container? batch number; plant name; date; propagator’s identification 7.35 Suggest three (3) considerations when you are storing seeds in a suitable location. type of seed; viability; lifespan; cool room or fridge 7.36 What are damping-off diseases? Why do they generally appear in seedling propagation? fungal diseases – glasshouse conditions (warm, moist) 7.37 In your experience, what are two (2) chemicals you could use to control damping-off diseases? Banrot®, Fongarid® 7.38 Describe the various vegetative propagation techniques you have performed. leaf cuttings; stem cutting; budding; grafting; micro-propagation; layering root cuttings 7.39 Describe any hygiene treatments of prepared cuttings you have performed before placing cuttings in hormone treatments. cleaning cuttings in a weak bleach solution 7.40 State five (5) factors which affect the viable regeneration of plant material in vegetative propagation. timing – plant collection; marketing; stem maturity; polarity; moisture; light; humidity; temperature 7.41 Why are rooting hormones used in propagation? to improve quality, quantity, uniformity, percentage 7.42 Why are some cuttings placed on bottom heat? to promote respiration and root growth 7.43 Explain what is meant by the term ‘hardening off’. to harden plants to new conditions 7.44 Name two (2) plants propagated by soft wood, semi-hard wood and hard wood cuttings.

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Did the candidate satisfactorily answer the following questions? softwood – salvia, fuchsia, herbaceous daisies semi-hard wood – grevillea, hibiscus, callistemon hardwood – confiner, ash, maple, oak 7.45 Why is it beneficial to wound the base of some semi-hard wood cuttings? to expose cambium 7.46 State three (3) different hormone formulations with which you are familiar. liquid; powder; gel 7.47 State why it is important to work quickly when you are producing soft wood cuttings. to prevent drying out and perishing of plant material 7.48 Give reasons for reducing the size of larger leaves on semi-hard wood cuttings rather than removing them. block misting; promote photosynthesis and respiration 7.49 State the strength of the rooting hormone you have applied to semi-hard wood cuttings. Clonex Purple; 3 gr/lt Indole-3 Butyric acid

Ye s

No

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7.50–7.54 Preparing media and potting
7.50 Explain in specific terms the hazards of handling potting media ingredients. legionellosis 7.51 What safety precautions should you take when you are handling potting media? P2 dust mask; gloves 7.52 State five (5) ingredients that are used regularly in potting media. Why would you use them? pine bark – light, well-draining sawdust – light, well-draining sand – for weight, well-draining lime – to raise pH and provide calcium micronutrient – to provide micronutrients controlled release fertiliser – sustained release of complete NPK gypsum – to provide calcium urea – to provide nitrogen 7.53 What two (2) ingredients could be added to a mix to improve aeration? pine bark; sawdust; sand; perlite

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RTF30103 Certificate III in Horticulture (Nursery)

Did the candidate satisfactorily answer the following questions? 7.54 What two (2) ingredients could be added to a mix to improve water retention? peat moss; soil wetter; vermiculite 7.55 Why would you add coated urea to a potting mix? for the slow, controlled release of nitrogen 7.56 What will gypsum provide in a potting mix? calcium 7.57 State five (5) different specifically designed potting mixes. general; native (low phosphorous); camellia mix (high acid); orchid mix; fern mix; indoor plant mix; cactus mix 7.58 How can salinity occur in potting media handling and storage? through controlled release fertiliser; too much heat; not enough moisture 7.59 How can potting media with high salinity be treated? by watering to cause runoff; leaching 7.60 How would you describe the symptoms of salinity in containerised plants? deficiency in nutrients 7.61 Describe in detail your experience in grading plants before potting. small plants; large plants; throw out those with stunted growth/disease 7.62 State the different types of plant material (including propagation material) you have potted. leaf cuttings; stem cutting; budding; grafting; micro-propagation; layering root cuttings; seedlings 7.63 How would you prepare plants for potting? water them well 7.64 State the information you would record after a potting session in the nursery. numbers potted; pot size; potting media used; hardening-off procedures; date

Ye s

No

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7.65–7.78 Sampling and testing potting media
7.65 State the appropriate tools, equipment and PPE required for collecting samples of potting media for testing. gloves, P2 dust mask, clean containers 7.66 Describe the technique you would use to collect samples from a stockpile of potting media. Water 12 hours beforehand; mix well; take samples.

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RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Did the candidate satisfactorily answer the following questions? 7.67 Describe the technique you would use to collect samples from a batch of containers in a nursery growing area. random pot samples from top to bottom of container 7.68 Explain why you chose these techniques to sample both the stockpiles and the containers. random patterns to collect all stages of fertiliser leaching; media decomposition levels 7.69 What information would need to accompany media samples which are sent off-site for testing? recipe; age; collection date; from container or stockpile; new mix 7.70 From your experience, what tests need to be regularly performed on potting media? wettability; water-holding capacity; porosity; pH; EC; bulk density; nutrients 7.71 Do you refer to Australian Standards® for potting media specifications? Candidate to explain. 7.72 When you are performing sampling and testing techniques on potting media, what are some of the key considerations? why you are testing; what you are testing for; which test is best 7.73 If a potting mix has a pH result of below 5.3, what do you need to add? lime 7.74 Why is it important to understand the pH and EC levels in propagation/potting media? chemical activity of the media; nutrition levels 7.75 Why is it important to understand nitrate levels available in a potting medium? micro-organisms; nitrogen drawdown 7.76 Can you provide samples of records relating to potting media testing? Candidate to explain. 7.77 List a range of fertilisers and the ingredients you have added to raw potting ingredients during mixing. pine bark; sawdust; sand; peat moss; coco peat; controlled release fertiliser; coated urea; micronutrients; superphosphate; wetting agents 7.78 State the appropriate tools and equipment needed for testing the basic chemical properties of potting media. buckets; media; scales; water; jars; pH and EC meter; oven

Ye s

No

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RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Assessment judgement for Skill Set 7
Candidate’s name Additional notes from conversation
_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

The candidate’s underpinning knowledge is:

satisfactory

q

not yet satisfactory

q

Assessor’s signature Candidate’s signature Date of assessment

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Interview question bank and recording document for Skill Set 8
Note for the assessor
It is not mandatory for you to ask candidates all the questions in this question bank. Candidates may have provided sufficient information to demonstrate competence based on their self-evaluation and documentary evidence. You will need to use your professional judgement about which questions you focus on at this stage of the assessment. You may choose to discuss a work task topic rather than ask a series of direct questions.

Record of interview
Candidate’s name Assessor’s name Date Units of competency
Skill Set 8 – Receipt and dispatch of plants and products; processing customer complaints RTF3026A Receive and dispatch plants and other nursery products RTE3819A Process customer complaints

How/where interview was conducted

Interview only Observation/demonstration Theoretical assessment At workplace

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at RTO

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RTF30103 Certificate III in Horticulture (Nursery)

Interview question bank for Skill Set 8 – Receipt and dispatch of plants and products; processing customer complaints
Did the candidate satisfactorily answer the following questions? Ye s No

8.1–8.33 Receiving and dispatching plants
8.1 Describe how orders come into your workplace. fax, phone, email, in person 8.2 What is the procedure for handling the order details from the customer? Check customer’s details; confirm order; check stock availability; process order; deliver. 8.3 Describe the procedure you follow from the receipt of the order through to the selection of the stock for dispatch. Check customer’s details; confirm order; check stock availability; process order; deliver. 8.4 What are the criteria for selecting plants of an acceptable standard in your workplace? Give examples. true to type; to client’s specifications; healthy; free of pests and diseases; size; container size; maturity etc 8.5 What does your workplace procedure require you to do if there are, say, insufficient plant numbers for the order? Advise customer; offer back order, if possible; offer alternative. 8.6 What other reasons might there be for an order not being filled? Give three (3) reasons. customer’s credit not sufficient; out of stock; stock not yet ready 8.7 What process do you follow when you are selecting/picking stock in the field? uniformity in size and shape; pest and disease free; healthy, not root bound 8.8 What might a customer choose to do if an order cannot be filled as requested? back order, if possible; take alternative 8.9 Describe the equipment and materials you have used while dispatching plants. barcoder; secateurs; plant tie; labels; stakes 8.10 Describe three (3) OHS hazards associated with dispatching plants. Comment on the level of risk and the controls put in place. lifting; cutting; staking

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RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Did the candidate satisfactorily answer the following questions? 8.11 Describe two (2) different picking methods. bulk run; individual sorting 8.12 What do you understand by the term ‘order priority’? customer order placement 8.13 How would you evaluate the workload for a day against available resources in dispatch? Use appropriate scenarios. Candidate to explain. 8.14 If you were faced with equipment breakdown/staff shortage, what contingency plans would you implement? Candidate to explain. 8.15 You may have had experience in preparing ‘country’ orders for dispatch. If so, explain the specific procedure that needs to be followed. Candidate to explain. 8.16 What are the requirements in your workplace for product presentation, ie plant presentation for dispatch? Give specific details. Candidate to explain. 8.17 What should be rechecked before any stock is loaded onto transport? plants required for order – correct species, pot size and correctly labelled, correct numbers and dispatch details 8.18 Describe any relevant details that may appear on a delivery docket. customer’s details – name, address, invoice number, list of plants and quantities 8.19 Nurseries offer a range of payment options that may appear on the order form. Describe your workplace payment options. seven-day, monthly invoicing; direct debit; COD; cheque or money order; credit 8.20 Special delivery ‘conditions’ may apply in some nurseries. Describe the delivery conditions in your workplace. Orders may have to be over a certain dollar value before delivery; COD. 8.21 Does your workplace have clear procedures for receiving goods? Candidate to explain.

Ye s

No

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RTF30103 Certificate III in Horticulture (Nursery)

Did the candidate satisfactorily answer the following questions? 8.22 Describe the procedure you follow when you receive plants at the nursery. Check the number of plants ordered against the delivery docket or invoice; check the condition of the plants. 8.23 What are barcodes? How are they used in your organisation? They are special codes with the pricing already programmed onto a label which can be scanned at the checkout. They are also used to check batch numbers for stocktaking. 8.24 What specific details are you looking for when you receive plant material from other sources? that they are pest and disease free; healthy; to client’s specifications, pot size and are true to type 8.25 How would an internal quarantine system work when you receive plant material from other sources? isolation area from seven (7) days 8.26 When you receive plant material from other sources, what are the benefits of an internal quarantine system? to ensure that it is free from pest and disease before exposing it to the plants already in the nursery 8.27 What could occur if no thought is given to internal quarantine principles? spread of pests and diseases; stock losses 8.28 What procedures would you follow when receiving non-plant material goods in your organisation? Check the number of goods ordered against the delivery docket or invoice; check the condition of the goods. 8.29 Sometimes discrepancies occur when you are receiving plants/goods. Describe the circumstances in which discrepancies may be found. incorrect numbers, goods; damaged stock; unhealthy stock; not to required specifications 8.30 What would be your response to any discrepancy found when goods are delivered to your organisation? Send unsatisfactory goods back; ask for replacement of goods; if no replacement, request refund. 8.31 With large consignments, discrepancies may not be discovered until after the delivery transport has left the nursery. How would you respond in that situation? Inform the supplier immediately; place stock to one side.

Ye s

No

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Did the candidate satisfactorily answer the following questions? 8.32 What is a credit note or credit advice? How do they work? credit note/advice – instead of a refund, credit is available on the next purchase 8.33 You may have responsibility for invoicing a customer directly. Describe the procedure from start to finish. Candidate to explain.

Ye s

No

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8.34–8.45 Processing customer complaints
8. 34 When a customer presents you with a complaint, what must you do first? Respond immediately; follow workplace guidelines. 8.35 What would your response be to a customer who raises their voice and starts to intimidate you? Stay calm and try to calm the customer. 8.36 How should you treat a customer who has a complaint? empathetically 8.37 What could you ask the customer in order to resolve the complaint? various responses – how they would like to see the problem resolved 8.38 What are you likely to do if you cannot resolve the complaint quickly and easily? various response – refer to supervisor or management 8.39 Describe the nature of three (3) complaints you have received and give details of how they were resolved. Candidate to explain. 8.40 What are the options available to you for resolving customer complaints in your workplace? various responses – follow workplace guidelines 8.41 What would be the internal process to follow once the complaint has been resolved? various responses – follow workplace guidelines 8.42 Do you have a method of recording the details of complaints in your organisation? If so, what form does it take? various responses – follow workplace guidelines

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RTF30103 Certificate III in Horticulture (Nursery)

Did the candidate satisfactorily answer the following questions? 8.43 What details would you record regarding any complaints? various responses – follow workplace guidelines; take the customer’s name and address; detail the resolution; ask customer to sign 8.44 How can customer dissatisfaction be turned into a positive demonstration of your organisation’s commitment to a high standard of service? Give some examples. various responses – follow workplace guidelines; money back policies; customer feedback used to improve perfromance 8.45 In what ways can you develop a rapport with a dissatisfied customer? various responses – follow workplace guidelines; show empathy; listen actively

Ye s

No

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RPL Assessment Tool Kit

Assessment judgement for Skill Set 8
Candidate’s name Additional notes from conversation
_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

The candidate’s underpinning knowledge is:

satisfactory

q

not yet satisfactory

q

Assessor’s signature Candidate’s signature Date of assessment

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Mapping documents for Skill Sets 1–8

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RPL Assessment Tool Kit

Mapping document for Skill Set 1
Where the mapping indicates that components of a unit are not covered by this assessment tool, the assessor must assess these components using supplementary evidence and/or another assessment tool.

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RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 1 – Plant recognition, culture and advice to customers
Units of competency RTC3016A Provide information on plants and their culture RTC2016A Recognise plants RTC2801A Participate in workplace communications

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC3016A Provide information on plants and their culture
Element 1 – Identify the issue 1.1 1.2 Contact is initiated with the client, when appropriate, according to enterprise work procedures. The client is assisted in explaining the issue by the use of attentive listening and questioning techniques according to enterprise work procedures. The nature of the issue is clarified by gathering all relevant information from the client according to enterprise work procedures. The issue is defined according to researched and experimental awareness and enterprise work procedures. Options and/or strategies are identified and devised according to researched and experimental awareness, and enterprise work procedures. Options and/or strategies are examined and evaluated according to sound problem-solving techniques and enterprise work procedures. The optimal solution is determined based on reasoned argument, appropriate evidence, sound cultural principles, and enterprise work procedures. The recommended solution, method of application and probable outcomes are clearly explained to the client according to enterprise work procedures. The original source of the plant and its cultural requirements are referred to where necessary. Q1.11 Q1.5 Q1.22 Skill Set (SS) 1, Activity (A) 2 SS1, A2

1.3

Q1.22

SS1, A2

1.4 Element 2 – Decide on preferred solution 2.1

Q1.17 Q1.6, 1.7

2.2

Q1.11

SS1, A2

2.3

SS1, A2

Element 3 – Provide the preferred solution

3.1

SS1, A2

3.2

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 1 – Plant recognition, culture and advice to customers
Units of competency RTC3016A Provide information on plants and their culture RTC2016A Recognise plants RTC2801A Participate in workplace communications

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC3016A Provide information on plants and their culture
3.3 Client requests for clarification or expansion are responded to by the use of attentive listening and questioning techniques according to enterprise work procedures. Recommendations are recorded and reports are made to the supervisor according to enterprise work procedures. Q1.22 SS1, A2

3.4 Required knowledge

Q1.30

SS1, A2

Knowledge and understanding are essential to apply this standard in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this competency standard are listed below: • • broad range of plants species and their cultural relevance to the workplace awareness of legal issues, OHS issues and requirements, and environmental implications, regulations and cultural sensitivities of clients problem-solving techniques plant identification techniques and basic physiology, habit and growth characteristics of the plants specific to the enterprise soil characteristics, particularly in relation to the geographical and climatic region from which clients generally originate pest and disease symptoms, basic physiology and life cycle of pests and diseases, vulnerable plant growth stages, treatment thresholds, treatment products, effective Q1.26, 1, 27 Q1.9 SS1, A2

• •

Q1.17 Q1.4, 1.20

SS1, A2

Q1.10

Q1.7, 1.22

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RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 1 – Plant recognition, culture and advice to customers
Units of competency RTC3016A Provide information on plants and their culture RTC2016A Recognise plants RTC2801A Participate in workplace communications

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC3016A Provide information on plants and their culture
application procedures and environmental implications • weed species, growth stages, treatment thresholds, treatment products, effective application procedures and environmental implications local plant suppliers, consultants, services, products and contractors awareness of duty of care in provision of advice and recommendations to retail, commercial and private clients. Q1.6

• • Required skills

To achieve the performance criteria, appropriate literacy and numeracy levels as well as some complementary skills are required. These include the ability to: • • • • • • • communicate with clients, work team members, supervisors, suppliers, contractors and consultants interpret information sheets, labels, horticultural literature, specifications and design symbols utilise proforma reporting and work procedure documents estimate treatment and product requirements, material sizes and quantities interpret site designs, ground plans and specifications. calculate ratios, proportions and application rates coordinate own work activities to gain knowledge about plans, products and treatments Q1.14 Q1.17 Q1.19 Q1.19 Q1.11 SS1, A2

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RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 1 – Plant recognition, culture and advice to customers
Units of competency RTC3016A Provide information on plants and their culture RTC2016A Recognise plants RTC2801A Participate in workplace communications

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC3016A Provide information on plants and their culture
• investigate client requests for information; identify and evaluate options; decide on a solution; deliver recommendations and information to the client provide customer service to satisfy the client’s need for information research and access information. Q1.24 Q1.24 SS1, A2 Q1.22 SS1, A2

• •

SS1, A2

Inform the client of any recommended solution using verbal explanations, available audiovisual or multimedia materials, literature and demonstrations of the solution offered by a plant, product or treatment.

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RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 1 – Plant recognition, culture and advice to customers
Units of competency RTC3016A Provide information on plants and their culture RTC2016A Recognise plants RTC2801A Participate in workplace communications

Element RTC2016A Recognise plants
Element 1 – Prepare for plant recognition 1.1 1.2 1.3 Element 2 – Recognise specified plants 2.1 2.2

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

Range of plants requiring recognition is identified according to supervisor’s/customer’s needs. Resources and equipment for use in recognition activity are located and identified. Available processes for plant recognition are identified, selected and prepared for use. Specified plants are recognised and named according to their identifiable characteristics. Brief descriptions of plant habits, characteristics and significant features are recorded according to enterprise requirements. The advice of supervisors is sought when necessary and where appropriate in the recognition activity. Information about plants is documented according to enterprise requirements and added to the reference collection. Reference collection is updated as new plants are recognised. Any plant debris is disposed of according to enterprise guidelines.

Q1.1 Q1.3 Q1.3 Q1.4 Q1.16

Skill Set (SS) 1, Activity (A) 1

SS1, A1 SS1, A1

2.3 Element 3 – Complete recognition of plants 3.1

Q1.18 Q1.3

3.2 3.3

Q1.3

SS1, A1 SS1, A1

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 1 – Plant recognition, culture and advice to customers
Units of competency RTC3016A Provide information on plants and their culture RTC2016A Recognise plants RTC2801A Participate in workplace communications

Element RTC2016A Recognise plants
Required knowledge

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

Knowledge and understanding are essential to apply this standard in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this competency standard are listed below: • • • • range of plant identification techniques plant nomenclature enterprise procedures for obtaining and supplying advice and information about plants enterprise expectations about the range and number of plans to be recognised. Q1.2 Q1.18 Q1.29 SS1, A1 SS1, A1

Required skills

To achieve the performance criteria, appropriate literacy and numeracy levels as well as some complementary skills are required. These include the ability to: • recognise the range of plants specific to the enterprise; describe their attributes, main purpose within the enterprise, and specific handling requirements and growth requirements use simple keys communicate with customers and clients; interpret questions effectively; provide limited advice and information about the plants specific to the enterprise. Q1.22 SS1, A1 SS1, A1

• •

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RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 1 – Plant recognition, culture and advice to customers
Units of competency RTC3016A Provide information on plants and their culture RTC2016A Recognise plants RTC2801A Participate in workplace communications

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC2801A Participate in workplace communications
Element 1 – Follow routine spoken messages 1.1 1.2 Required information is gathered by listening, and is correctly interpreted. Instructions/procedures are followed in appropriate sequence for tasks and in accordance with information received. Clarification is sought from workplace supervisor on all occasions when any instruction/procedure is not understood. Written workplace notices and instructions are read and interpreted correctly. Routine written instructions/procedures are followed in sequence. Clarification is sought from workplace supervisor on all occasions when any instruction/procedure is not understood. Specific, relevant information is obtained. Important information is interpreted correctly. Information is written completely, accurately and legibly. Sources of required information are identified and appropriate contact established. Q1.22 Q1.14 Skill Set (SS) 1, Activity (A) 3 SS1, A3

1.3

Q1.18

Element 2 – Perform workplace duties following routine written notices

2.1 2.2 2.3

Q1.14 Q1.14 Q1.18 SS1, A3

Element 3 – Obtain and provide information in response to workplace requirements

3.1 3.2 3.3 3.4

Q1.22 Q1.22 Q1.14 Q1.18

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 1 – Plant recognition, culture and advice to customers
Units of competency RTC3016A Provide information on plants and their culture RTC2016A Recognise plants RTC2801A Participate in workplace communications

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC2801A Participate in workplace communications
3.5 Personal interaction is courteous and inquiries carried out clearly and concisely. 3.6 Element 4 – Complete relevant work-related documents 4.1 4.2 4.3 4.4 4.5 Element 5 – Participate in workplace meetings and discussions 5.1 5.2 5.3 Defined workplace procedures for the location and storage of information are used. Range of forms relating to conditions of employment are completed accurately and legibly. Workplace data is recorded on standard workplace forms and documents. Basic mathematical processes are used for routine calculations. Errors in recording information on forms/documents are identified and rectified. Reporting requirements to supervisor are completed according to enterprise guidelines. Team meetings are attended on time. Own opinions are clearly expressed and those of others are listened to without interruption. Meeting inputs are consistent with the meeting purpose and established protocols. Q1.19 Q1.19 Q1.11 Q1.2 Q1.18 Q1.23 Q1.23 Q1.23 SS1, A3 SS1, A3 SS1, A3 Q1.5

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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 1 – Plant recognition, culture and advice to customers
Units of competency RTC3016A Provide information on plants and their culture RTC2016A Recognise plants RTC2801A Participate in workplace communications

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC2801A Participate in workplace communications
5.4 Workplace interactions are conducted in a courteous manner appropriate to cultural background and authority in the enterprise procedures. 5.5 Questions about simple routine workplace procedure and matters concerning conditions of employment are asked and responded to. Meeting outcomes are interpreted and implemented. Q1.13 SS1, A3

Q1.18

5.6 Required knowledge

Q1.28

SS1, A3

Knowledge and understanding are essential to apply this standard in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this competency standard are listed below: • • • • • effective communication different modes of communication written communication effective communication in a work team communication procedures and systems, and technology relevant to the enterprise and the individual’s work responsibilities OHS legislative requirements and codes of practice. Q1.22 Q1.24 Q1.14 Q1.23 Q1.25 SS1, A3

Q1.8

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 1 – Plant recognition, culture and advice to customers
Units of competency RTC3016A Provide information on plants and their culture RTC2016A Recognise plants RTC2801A Participate in workplace communications

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC2801A Participate in workplace communications
Required skills To achieve the performance criteria, appropriate literacy and numeracy levels as well as some complementary skills are required. These include the ability to: • • • • • • • • follow simple spoken messages perform routine workplace duties following simple written notices gather and provide information in response to workplace requirements complete relevant work-related documents estimate, calculate and record routine workplace measures use basic mathematical processes such as addition, subtraction, division and multiplication follow estimation processes participate in workplace meetings and discussions. Q1.22 Q1.14 Q1.22 Q1.19 Q1.11 Q1.11 Q1.11 Q1.23 SS1, A3 SS1, A3 SS1, A3 SS1, A3

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Mapping document for Skill Set 2
Where the mapping indicates that components of a unit are not covered by this assessment tool, the assessor must assess these components using supplementary evidence and/or another assessment tool.

Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders
Units of competency RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds Units of competency RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC3404A Control plant pests, diseases and disorders
Element 1 – Assess pest and disease infestation 1.1 1.2 Scope and size of the infestation are assessed. Plants pests, diseases and disorders and beneficial organisms are identified and reported or recorded in field notes. Levels of pest infestations tolerated by the client, market or environment are identified from the Integrated Pest Management (IPM) strategy. Control measures suitable for the infestation are selected from Integrated Pest Management strategy. Tools, equipment and machinery are selected for each work activity according to enterprise work procedures. OHS hazards are identified, risks assessed, controls implemented and reported to the supervisor. Suitable safety equipment and personal protective equipment (PPE) are selected, used, maintained and stored. Control measures selected need to be in full Q2.49 Q2.55 Q2.106 Skill Set (SS) 2, Activity (A) 3 SS2, A3

1.3

Q2.112

SS2, A3

Element 2 – Plan the implementation of control measures

2.1 2.2 2.3 2.4

Q2.71

SS2, A3 SS2, A3

2.5

Q2.89

SS2, A3

Page 425 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders
Units of competency RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds Units of competency RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC3404A Control plant pests, diseases and disorders
consideration of OHS and environmental implications. Element 3 – Implement control measures 3.1 Enterprise work team, contractors and Integrated Pest Management product suppliers are coordinated in a sequential, timely and effective manner in consultation with the supervisor. Control measures are implemented according to the Integrated Pest Management standards or industry Code of Practice. Implementation of Integrated Pest Management activities is undertaken according to OHS requirements. A clean and safe work area is maintained throughout and on completion of each activity. Records are maintained as required by legislation and enterprise guidelines. Control methods are monitored to identify side effects to other plants, animals or external environment. Effectiveness of control methods are assessed in reference to specified industry, Occupational Health and Safety and enterprise standards. Adjustments to Integrated Pest Management control methods are implemented where necessary to meet enterprise specifications. Q2.79 Q2.79 SS2, A3

3.2

Q2.74

SS2, A3

3.3 3.4 3.5 Element 4 – Monitor control methods 4.1 4.2

Q2.74 Q2.49 Q2.8 Q2.33

SS2, A3

SS2, A4 SS2, A4

4.3

SS2, A3

Required knowledge

Knowledge and understanding are essential to apply this standard in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 426 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders
Units of competency RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds Units of competency RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC3404A Control plant pests, diseases and disorders
requirements for this competency standard are listed below: • • • pests and disease recognition economic, aesthetic or environmental thresholds for a range of plant pests, diseases and disorders chemical, biological and cultural control methods and treatments available to the enterprise within the parameters of an IPM program range and use of tools, equipment and machinery available to the enterprise within the parameters on an IPM program range of site monitoring and analysis techniques that may be used to implement an IPM program OHS responsibilities for employees and employers OHS procedures OHS legislative requirements including hazardous substances, regulations and codes of practice. correct wearing/fit of personal protective equipment. Q2.56 Q2.107, 2.116 Q2.112 Q2.70 SS2, A3 SS2, A3

Q2.26

SS2, A2

• • • • • Required skills

Q2.71

SS2, A3

To achieve the performance criteria, appropriate literacy and numeracy levels as well as some complementary skills are required. These include the ability to: • recognise a range of pests, diseases and beneficial Q2.106 SS2, A3

Page 427 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders
Units of competency RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds Units of competency RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC3404A Control plant pests, diseases and disorders
organisms within a particular enterprise • • • • • • • communicate with work team members, supervisors, contractors and consultants interpret and apply the Integrated Pest Management program utilise proforma reporting, analysis and work procedure documents understand IPM symbols and information interpret and apply IPM program spatial and logistical specifications interpret and apply test results, and calculate the quantities and application rates of control materials coordinate work groups, contractors and own activities to sequentially and effectively complete IPM activities in a timely and costly manner. n/a Q2.77 n/a Q2.70 Q2.77 Q2.46 SS2, A3 SS2, A3 SS2, A3 SS2, A3

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 428 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders
Units of competency RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds Units of competency RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC2404A Treat plant pests, diseases and disorders
Element 1 – Prepare to treat plant pests, diseases and disorders 1.1 Plant pests, diseases and disorders which impact on commercial crops, gardens and turf, and natural areas are recognised by common name. Details of the plant pest, disease and disorder occurrence are recorded and reported to the supervisor. Treatment methods are selected in consultation with the supervisor. Equipment is selected and prepared for use according to enterprise guidelines and manufacturers’ specifications. OHS hazards are identified, risks assessed and reported to the supervisor. Suitable personal protective equipment (PPE) is selected, used, maintained and stored. Treatments are prepared according to supervisor's instructions and manufacturers’ guidelines. Treatments are applied in such a way that non-target damage is minimised. Treatments are applied according to OHS and regulatory requirements. Q2.106, 2.116 Skill Set (SS) 2, Activity (A) 3 SS2, A3 SS2, A3 SS2, A2

1.2 1.3 1.4 1.5 Element 2 – Apply treatments to plant pests, diseases and disorders 2.1 2.2 2.3 2.4

Q2.109 Q2.89 Q2.26, 2.27 Q2.67 Q2.55–2.57 Q2.9 Q2.22 Q2.68

SS2, A2

Page 429 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders
Units of competency RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds Units of competency RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC2404A Treat plant pests, diseases and disorders
Element 3 – Carry out post-treatment operations 3.1 3.2 3.3 Required knowledge Equipment is shut down and cleaned with full consideration of environmental impacts. Treatment waste is disposed of causing minimal environmental damage. Records are maintained according to enterprise guidelines. Q2.51 Q2.22 Q2.8 SS2, A2

Knowledge and understanding are essential to apply this standard in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this competency standard are listed below: • • • • • • recognition of common plant pests, diseases and disorders for a particular enterprise/situation different types of control measures and their principles modes of action of different chemicals legislation in relation to the use of chemicals for plant pest, disease and disorder control OHS responsibilities of employees environmental considerations when using chemicals for plant pest, disease and disorder control Q2.106 Q2.89 Q3.1 Q2.17 Q2.68 Q2.30 SS2, A3 SS2, A3 SS2, A3

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 430 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders
Units of competency RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds Units of competency RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC2404A Treat plant pests, diseases and disorders
• • Required skills OHS legislative requirements and codes of practice correct wearing/fit of personal protective equipment. Q2.18 Q2.56

To achieve the performance criteria, appropriate literacy and numeracy levels as well as some complementary skills are required. These include the ability to: • read and interpret chemical labels, material safety data sheets (MSDS), manufacturers’ specifications for setting up equipment, and maintain spray records prepare to treat plant pests and diseases apply plant pest, disease and disorder treatments carry out post-treatment operations wear personal protective equipment appropriate to task. Q2.1, 2.9

• • • •

Q2.49 Q2.38 Q2.51 Q2.70 SS2, A2 SS2, A2 SS2, A2

Page 431 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders
Units of competency RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds Units of competency RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals

Element RTC3401A Control weeds
Element 1 – Access weed infestation 1.1 1.2 1.3

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

Scope and size of the infestation are assessed. Weeds and beneficial organisms are identified and reported or recorded in field notes. Levels of weed infestations tolerated by the client, market or environment are identified from the Integrated Pest Management (IPM) strategy. Infestation levels, about which plant health or growth objectives are compromised, are identified. Professional advice is obtained as required according to enterprise guidelines. Control measures suitable for the infestation are selected from Integrated Pest Management strategy. Tools, equipment and machinery are selected from Integrated Pest Management strategy. OHS hazards are identified, risks assessed, controls implemented and reported to the supervisor. Suitable safety equipment and personal protective equipment (PPE) are selected, used, maintained and stored. Control measures selected need to be in full consideration of environmental implications. Q2.93 Q2.26 Q2.30 Q2.55 Q2.91 Q2.70

Skill Set (SS) 2, Activity (A) 3 SS2, A3 SS2, A3

1.4 1.5 Element 2 – Plan the implementation of control measures 2.1 2.2 2.3 2.4

Q2.88

SS2, A2 SS2, A3 SS2, A3 SS2, A3

2.5

Q2.89

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 432 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders
Units of competency RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds Units of competency RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals

Element RTC3401A Control weeds
Element 3 – Implement control methods 3.1

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

Enterprise work team, contractors IPM product suppliers are coordinated in a sequential, timely and effective manner in consultation with the supervisor. Control measures are implemented according to the IPM standards or industry code of practice. Implementation of IPM activities is undertaken according to OHS requirements. A clean and safe work area is maintained throughout and on completion of each work activity. Records are maintained as required by legislation and enterprise guidelines. Control methods are monitored to identify side effects to other plants, animals or external environment. Effectiveness of control methods are assessed in reference to specified industry and enterprise standards. Adjustments to IPM control methods are implemented where necessary to meet enterprise specifications.

Q2.79

SS2, A3

3.2 3.3 3.4 3.5 Element 4 – Monitor control methods 4.1 4.2 4.3 Required knowledge

Q2.74 Q2.74 Q2.49 Q2.8 Q2.33 Q2.102 Q2.79

SS2, A3 SS2, A3

SS2, A4 SS2, A4 SS2, A3

Knowledge and understanding are essential to apply this standard in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this competency standard are listed below: • weed recognition Q2.83 SS2, A3

Page 433 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders
Units of competency RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds Units of competency RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals

Element RTC3401A Control weeds
• •

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

economic, aesthetic or environmental thresholds for a range of weeds chemical, biological and cultural control methods and treatments available to the enterprise within the parameters of an IPM program range and use of tools, equipment and machinery available to the enterprise for implementing the control measures range of site monitoring and analysis techniques that may be used to implement an IPM program association of IPM methods with site limitations, environmental implications, end market and horticultural objectives for the site OHS issues and legislative requirements associated with hazardous substances, regulations and codes of practices OHS responsibilities of employers and employees correct wearing/fit of personal protective equipment.

Q2.82 Q2.70

SS2, A3 SS2, A3

Q2.26

SS2, A2

• •

Q2.71 Q2.71

SS2, A3 SS2, A2

• • • Required skills

Q2.56

To achieve the performance criteria, appropriate literacy and numeracy levels as well as some complementary skills are required. These include the ability to: • • recognise a range of weeds and beneficial organisms within a particular enterprise communicate with work team members, supervisors, Q2.83 SS2, A3

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 434 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders
Units of competency RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds Units of competency RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals

Element RTC3401A Control weeds

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

contractors and consultants • • • • • • utilise proforma reporting, analysis and work procedure documents understand IPM symbols and information interpret and apply IPM program spatial and logistical specifications fit, clean and store PPE correctly interpret and apply test results, and calculate the quantities and application rates of control materials coordinate work group, contractors and own activities to sequentially and effectively complete IPM activities in a time and cost-effective manner. Q2.70 Q2.77 Q2.56 Q2.46 SS2, A1, 4 SS2, A3 SS2, A3

Page 435 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders
Units of competency RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds Units of competency RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals

Element RTC2401A Treat weeds
Element 1 – Prepare to treat weeds 1.1 1.2 1.3 1.4 1.5 Element 2 – Treat weeds 2.1 2.2 2.3 2.4

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

Weeds which impact on commercial crops, gardens and turf, and natural areas are recognised by common name. Details of the weed occurrence are recorded and reported to the supervisor. Treatment methods are selected in consultation with the supervisor. Equipment is selected and prepared for use according to enterprise guidelines and manufacturers’ specifications. OHS hazards are identified, risks assessed and reported to the supervisor. Suitable personal protective equipment (PPE) is selected, used, maintained and stored. Treatments are prepared according to supervisor's instructions and manufacturers guidelines. Treatments are applied in such a way that non-target damage is minimised. Treatments are applied according to OHS and regulatory requirements.

Q2.83 Q2.84 Q2.89 Q2.65 Q2.67 Q2.55 Q2.69 Q2.32 Q2.68

Skill Set (SS) 2, Activity (A) 3

SS2, A2

SS2, A2 SS2, A2

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 436 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders
Units of competency RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds Units of competency RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals

Element RTC2401A Treat weeds
Element 3 – Carry out post-treatment operations 3.1

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

Equipment is shut down and cleaned with full consideration of environmental impacts and OHS requirements. Treatment waste is disposed of causing minimal environmental damage. Records are maintained according to enterprise guidelines.

Q2.51

SS2, A2

3.2 3.3 Required knowledge

Q2.51 Q2.8

Knowledge and understanding are essential to apply this standard in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this competency standard are listed below: • • • • • • • recognition of common weeds for a particular enterprise/situation weed growth characteristics different types of control measures, treatments and their principles modes of action of different chemicals equipment capability and limitations legislation in relation to the use of chemicals for weed control OHS responsibilities of employees Q2.83 Q2.84 Q2.92 Q2.1 Q2.39 Q2.17 Q2.68 SS2, A3 SS2, A3 SS2, A3

Page 437 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders
Units of competency RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds Units of competency RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals

Element RTC2401A Treat weeds
• • • Required skills

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

OHS legislative requirements and associated hazardous substances, regulations and codes of practice correct wearing/fit of personal protective equipment environmental considerations when using chemicals for weed control.

Q2.18 Q2.56 Q2.30

To achieve the performance criteria, appropriate literacy and numeracy levels as well as some complementary skills are required. These include the ability to: • read and interpret chemical labels, material safety data sheets (MSDS), manufacturers’ specifications for setting up equipment, and maintain spray records prepare to treat weeds apply weed treatments carry out post-treatment operations. Q2.1

• • •

Q2.49 Q2.39 Q2.51

SS2, A2 SS2, A3 SS2, A3

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 438 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders
Units of competency RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds Units of competency RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals

Element RTC3704A Prepare and apply chemicals
Element 1 – Determine the needs for chemical use 1.1 1.2 1.3 1.4 1.5 Element 2 – Prepare appropriate chemical 2.1 2.2 2.3

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

Nature and level of the pest, weed infestation or disease as identified. Need for action is assessed. Assess the requirement for chemical use as an option within an integrated pest management strategy. Hazard and risk analysis of different chemical options is undertaken. Requirement for chemical application including coverage by appropriate insurance is identified and confirmed. Chemical label and material safety data sheets (MSDS) are read and understood. Labels are checked to ensure chemicals meet user requirements and specifications. Chemicals are prepared from those registered for the intended purpose, and to suit the organisation's chemical use strategy. Legislation and regulations concerning chemical use are identified and followed. OHS hazards and risks and risk control requirements associated with use of the chemicals are identified. Personal protective equipment is selected and checked

Q2.106

Skill Set (SS) 2, Activity (A) 3 SS2, A3

Q2.71 Q2.14 Q2.17 Q2.1 Q2.1

SS2, A3

SS2, A2 SS2, A2 SS2, A2

2.4 2.5 Element 3 – Prepare to use 3.1

Q2.17 n/a Q2.55

Page 439 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders
Units of competency RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds Units of competency RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals

Element RTC3704A Prepare and apply chemicals
chemicals according to the label and MSDS 3.2 3.3 3.4

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

for use according to the product label and material safety data sheets. Requirements for pre and post-operative checks on equipment are followed. Damage, wear or malfunctions of any equipment is identified and reported or repaired. Requirements for the selection, preparation and adjustment of application equipment and tools for the appropriate chemicals are followed. Mixing rates are defined and calculated. Directions, standards and legislative requirements for mixing chemicals are followed. Meteorological conditions and forecasts are assessed prior to and during application. Hazards of particular chemicals are identified. Risks to others and the environment are assessed and controlled. Application equipment calibration procedures are followed. Procedures and precautions for the use of the chemicals are interpreted from labels and accreditation Q2.26 Q2.34 Q2.27 SS2, A2 SS2, A2

3.5 3.6 Element 4 – Apply chemicals 4.1 4.2 4.3 4.4 4.5

Q2.37 Q2.17 Q2. 30, 2.44 Q2.1 Q2.1 Q2.16 Q2.9

SS2, A2 SS2, A2

SS2, A1 SS2, A2

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 440 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders
Units of competency RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds Units of competency RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals

Element RTC3704A Prepare and apply chemicals
requirements. 4.6

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

Requirements for chemical handling and application are determined from directions, standards and legislative requirements. Chemicals are applied safely and effectively according to directions. Chemical spills or accident procedures are followed. First aid equipment is made available on site. Tools or equipment required to clean up chemicals are selected. Requirements for cleaning equipment and sites are defined and followed according to directions and standards. Requirements for disposing of unused chemicals, empty containers or spilled material are defined from directions and standards. Procedures for reporting chemical spills are followed. Application of chemicals is recorded according to organisational procedures. Details of the specific chemical concerned are recorded correctly in the chemical inventory according to

Q2.17

4.7 4.8 4.9 Element 5 – Clean up following chemical application 5.1 5.2

Q2.43 Q2.15

SS2, A2 SS2, A5

Q2.66 Q2.51

SS2, A2 SS2, A2

5.3

Q2.21

SS2, A5

5.4 Element 6 – Record application details 6.1 6.2

Q2.15 Q2.8 Q2.8

SS2, A5

Page 441 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders
Units of competency RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds Units of competency RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals

Element RTC3704A Prepare and apply chemicals
regulations. 6.3 6.4 6.5

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

Inventory of personal protective equipment and application equipment is recorded. Procedures and requirements for reporting application details to senior management or client are followed. Records of injury or poisoning associated with application of chemical are made and provided to the appropriate person.

Q2.64

Required knowledge

Knowledge and understanding are essential to apply this standard in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this competency standard are listed below: • • • chemical-free options for pest control use, maintenance and storage of equipment to prepare and apply chemicals OHS issues, legislative requirements and codes of practices relevant to chemical use and hazardous substances use, maintenance and storage of personal protective equipment, including how, when and why it should be used licensing requirements and relevant state authorities Q2.59 Q2.17 SS2, A3 SS2, A2

• •

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 442 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders
Units of competency RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds Units of competency RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals

Element RTC3704A Prepare and apply chemicals
• • • • • • • • Required skills

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

modes of chemical absorption and paths of entry associated with risks to bystanders/public and applicators environmental effects of chemicals drift management calibration and adjustments IPM and IPM principles cost-effective use of chemicals hazard identification, assessment and control, and emergency response correct wearing/fit of personal protective equipment.

Q2.19 Q2.22 Q2.33 Q2.26 Q2.70 SS2, A1 SS2, A3

Q2.50

To achieve the performance criteria, appropriate literacy and numeracy levels as well as some complementary skills are required. These include the ability to: • • • • • communicate orally and in writing read and interpret labels measure quantities, application rates and calibrate equipment report on and record activities use safe and environmentally responsible work practices. Q1.24 Q2.9 Q2.26 Q2.8 Q2.22 SS2, A2 SS2, A1

Page 443 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders
Units of competency RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds Units of competency RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC2706A Apply chemicals under supervision
Element 1 – Follow instructions to check and maintain application and personal protective equipment 1.1 Pre and post operational checks and maintenance on application equipment are carried out according to manufacturers’ specifications and enterprise procedures. Application and personal protective equipment are prepared and adjusted for use appropriate to the situation and in accordance with OHS requirements. Instructions are followed to identify and maintain damaged, non-functioning or worn equipment. OHS hazards are identified and reported to the supervisor. Chemical label is interpreted. Application and personal protective equipment appropriate to the task are recognised and used, maintained and stored according to enterprise procedure and OHS requirements. Measurement and decanting of substances comply with directions. Safe working practices relevant to the situation are followed. Procedures in the event of a chemical spill are identified and followed. Hazards are identified and associated risks recognised. Q2.26 Skill Set (SS) 2, Activity (A) 2

1.2

Q2.4

1.3 1.4 Element 2 – Use application and personal protective equipment 2.1 2.2

Q2.27 Q2.27 Q2.2 Q2.34

SS2, A1

SS2, A1

2.3 2.4 2.5 Element 3 – Apply chemicals 3.1

Q2.37 Q2.19 Q2.15 Q2.49

SS2, A1

SS2, A5

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 444 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders
Units of competency RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds Units of competency RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC2706A Apply chemicals under supervision
3.2 Requirements for application equipment to accurately and effectively apply the required dose of the chemical to the target are followed. Safe working practices relevant to the situation are followed. Instructions for clean-up are identified. Equipment and clean-up methods using appropriate tools are followed. Instructions for disposal of containers and unused chemicals or biological agents are identified. Chemical inventory is recorded as instructed and as required by regulations. Chemical application details are reported as instructed and as required by regulations. Transport, handling and storage requirements for chemicals used are recognised and followed. Requirements for storage of chemicals at the workplace are recognised and followed. Q2.49 SS2, A1

3.3 Element 4 – Follow instructions to empty and clean equipment and containers according to directions 4.1 4.2 4.3 5.1 5.2 Element 6 – Transport, handle and store chemicals according to instructions and legislative requirements 6.1 6.2

Q2.43 Q2.54 Q2.53 Q2.52 Q2.49 Q2.49 Q2.24 Q2.19 SS2, A2 SS2, A1

Element 5 – Complete chemical records

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders
Units of competency RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds Units of competency RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC2706A Apply chemicals under supervision
Required knowledge Knowledge and understanding are essential to apply this standard in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this competency standard are listed below: • • environmental effects of selected chemicals and how to minimise damaging effects of chemicals different broad chemical types, eg insecticides, herbicides, and fungicides, and their mode of action symbols on the label. principles of IPM paths of entry of poisons into the body and methods of limiting exposure methods of minimising risk during application personal protective equipment and how, when and why it should be used and stored maintenance of PPE relevant state or territory legislation, regulations and codes of practice with regard to hazardous substances or the use of chemicals OHS concerning personal safety and the safety of others in the workplace Q2.22 Q2.23 SS2, A2

• • • • • •

Q2.70 Q2.7 Q2.14 Q2.4 Q2.5 Q2.17

SS2, A3

Q2.68

© Department of Training and Workforce Development 2010 Version 1, June 2010

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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders
Units of competency RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds Units of competency RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC2706A Apply chemicals under supervision
• • • use of chemicals as one tool of pest management possible effects on health of bystanders/public in addition to applicators weather conditions and means of assessing them in line with risks, and recognising when they become unsuitable for application to continue correct wearing/fit of personal protective equipment. Q2.72 Q2.19 Q2.30 SS2, A3 n/a SS2, A3

• Required skills

Q2.56

To achieve the performance criteria, appropriate literacy and numeracy levels as well as some complementary skills are required. These include the ability to: • • accurately interpret labels, record relevant information and measure application amounts work using a variety of chemical application tools and pieces of equipment that are suitable for the particular application task using safe and environmentally responsible work practices respond to emergencies and apply first aid in the event of pesticide poisoning. Q2.3 Q2.26 SS2, A2 SS2, A2

Q2.12

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders
Units of competency RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds Units of competency RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC3705A Transport, handle and store chemicals
Element 1 – Transport, and handle chemicals and biological agents 1.1 Transport methods according to label and material safety data sheets (MSDS) are identified and confirmed to safely transport the chemical. Risks involved in transport and handling are identified and minimised. PPE is used to transport and handle chemicals where required. Requirements for safe working procedures and legislation are recognised and followed during transport. Procedures and risk control measures are in place and followed in the event of a spill or accident. Reports of injury or poisoning associated with transport of chemicals are made to the manager. Storage method selected is appropriate for the chemical concerned. OHS hazards in the storage area are identified and risks controlled. Storage method selected is appropriate to prevent contact with people or animals, and contamination of produce or the environment. Requirements to maintain storage area in accordance with directions and standards related to chemicals are Q2.18 Q2.18 Q2.18 Q2.1, 2.24

1.2 1.3 1.4 1.5 1.6 Element 2 – Store chemicals in the workplace 2.1 2.2 2.3

Q2.24 Q2.4 Q2.24 Q2.15 Skill Set (SS) 2, Activity (A) 5

2.4

Q2.18

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 448 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders
Units of competency RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds Units of competency RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC3705A Transport, handle and store chemicals
defined. 2.5 Element 3 – Record storage details 3.1 3.2 3.3 Safe working procedures for the storage of chemicals are defined. Chemical store inventory is maintained. Requirements to maintain storage area in accordance with OHS and enterprise requirements. Records of injury or poisoning associated with transport and storage of chemicals are made and provided to the manager. Q2.18 Q2.18 Q2.18

Required knowledge

Knowledge and understanding are essential to apply this standard in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this competency standard are listed below: • • • • • Australian Standards Association (ASA) levels and standards risks to the environment different methods of transport OHS risk management principles as they apply hazardous substances hazards and risks involved in the transport of the specific chemical concerned and related control measures Q2.24 n/a Q2.22 Q2.1

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 2 – Chemical applications to control weeds, pests and other plant disorders
Units of competency RTC3404A Control plant pests, diseases and disorders RTC2404A Treat plant pests, diseases and disorders RTC3401A Control weeds RTC2401A Treat weeds Units of competency RTC3704A Prepare and apply chemicals RTC2706A Apply chemicals under supervision RTC3705A Transport, handle and store chemicals

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC3705A Transport, handle and store chemicals
• relevant OHS legislative requirements and codes of practice with regards to hazardous substances and the use of chemicals correct wearing/fit of personal protective equipment. Q2.17

• Required skills

Q2.56

To achieve the performance criteria, appropriate literacy and numeracy levels as well as some complementary skills are required. These include the ability to: • • accurately read and interpret instructions for transporting and handling chemicals accurately read and interpret instructions for action to be taken to control and minimise the effects of a spillage of chemicals communicate with others regarding transport and storage processes. Q2.1 Q2.1 SS2, A5

Q2.24

© Department of Training and Workforce Development 2010 Version 1, June 2010

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Mapping document for Skill Set 3
Where the mapping indicates that components of a unit are not covered by this assessment tool, the assessor must assess these components using supplementary evidence and/or another assessment tool.

Skill Set 3 – Irrigation maintenance and operation in the horticultural industry
Units of competency RTE3612A Implement a maintenance program for an irrigation system RTE2606A Maintain pressurised irrigation systems Units of competency RTE3611A Operate pressurised irrigation systems RTC2705A Work effectively in the industry

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTE3612A Implement a maintenance program for an irrigation system
Element 1 – Interpret an irrigation maintenance program 1.1 1.2 Scope of maintenance works is determined according to the irrigation maintenance program. Frequency of maintenance works is determined and implemented according to the irrigation maintenance program. Irrigation maintenance standards are established in line with the irrigation maintenance program. Maintenance works are planned and prepared. OHS requirements are identified, associated hazards and risks assessed, and suitable controls implemented. Environmental considerations of irrigation maintenance activities are identified. An inspection checklist is established according to the irrigation maintenance program. System is regularly inspected according to the checklist. Remedial action and repairs are identified and undertaken to restore system to full effectiveness. Servicing of mechanical equipment is undertaken Q3.37 Q3.45 Q3.28 Q3.45 Q3.41 SS3, A2 SS3, A2 SS3, A2 SS3, A2 Q3.41 Q3.28 Skill Set (SS) 3. Activity (A) 2 SS3, A2

1.3 1.4 1.5 1.6 Element 2 – Inspect irrigation system 2.1 2.2 2.3 2.4

Q3.40 Q3.45

SS3, A2 SS3, A2

© Department of Training and Workforce Development 2010 Version 1, June 2010

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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 3 – Irrigation maintenance and operation in the horticultural industry
Units of competency RTE3612A Implement a maintenance program for an irrigation system RTE2606A Maintain pressurised irrigation systems Units of competency RTE3611A Operate pressurised irrigation systems RTC2705A Work effectively in the industry

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTE3612A Implement a maintenance program for an irrigation system
according to the irrigation maintenance program. 2.5 Results of maintenance works are assessed and recorded to ensure repairs or maintenance standards have been achieved according to the irrigation maintenance program. Ensure surroundings are tidied and materials and equipment cleared from the site on completion of maintenance works. Damage and blockage caused by pests and animals are recorded by damage type, location and the section of the system affected. Damage or faulty pumps, valves, electrical components and computer systems are recorded and reported, and action taken to effect repairs. Routine and preventative maintenance activities are recorded and reported in accordance with enterprise standards. Q3.45 SS3, A2 Q3.45 SS3, A2

2.6

Element 3 – Record and report maintenance activities

3.1

3.2

3.3

Q3.54

SS3, A2

Required knowledge

Knowledge and understanding are essential to apply this standard in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this competency standard are listed below: • • • soil/plant/water relationships environmental impacts of irrigation irrigation system components Q3.33 Q3.37 Q3.1 SS3, A2

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 3 – Irrigation maintenance and operation in the horticultural industry
Units of competency RTE3612A Implement a maintenance program for an irrigation system RTE2606A Maintain pressurised irrigation systems Units of competency RTE3611A Operate pressurised irrigation systems RTC2705A Work effectively in the industry

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTE3612A Implement a maintenance program for an irrigation system
• • • Required skills

common operational and maintenance problems enterprise, OHS and environmental polices and procedures environmentally safe disposal procedures for chemical containers and residues, oils/grease and used parts.

Q3.45

SS3, A2

To achieve the performance criteria, appropriate literacy and numeracy levels as well as some complementary skills are required. These include the ability to: • • • • • • • • interpret an irrigation maintenance program inspect irrigation system record and report maintenance activities read and interpret design and layout plans test irrigation equipment record all test results clearly and concisely with attention to detail undertake minor repairs of equipment dispose of unused or waste materials from site in an environmentally safe and sensitive manner. Q3.31 Q3.45 SS3, A3 SS3, A2 Q3.54 Q3.28 Q3.45 SS3, A2 SS3, A2 SS3, A2

© Department of Training and Workforce Development 2010 Version 1, June 2010

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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 3 – Irrigation maintenance and operation in the horticultural industry
Units of competency RTE3612A Implement a maintenance program for an irrigation system RTE2606A Maintain pressurised irrigation systems Units of competency RTE3611A Operate pressurised irrigation systems RTC2705A Work effectively in the industry

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTE2606A Maintain pressurised irrigation systems
Element 1 – Carry out preand post-season maintenance 1.1 Equipment is prepared pre-season for effective operation in accordance with design specifications and enterprise standards. System is flushed, cleaned, closed down and maintained post-season in accordance with design specifications and enterprise standards. Equipment requiring storage is dismantled, loaded, transported and stored without damage according to enterprise standards and safe working practices. All maintenance activities are carried out according to the maintenance program and the manufacturers’ specifications. Mechanical equipment is serviced in accordance with the operator’s manual or as directed. Supply and distribution systems are flushed and cleaned with sprinklers, emitters and/or drip line tapes replaced as directed. Outlets, strainers, pump screens and filters are cleaned and replaced as directed. System is visually inspected for leaks, operating faults and dry areas, and observations recorded in the maintenance book. Operation area is maintained in a clean and safe condition, and OHS procedures are followed. System maintenance is carried out at scheduled times using equipment and materials in accordance with Q3.35 Skill Set (SS) 3. Activity (A) 2 SS3, A2

1.2

1.3

SS3, A2

Element 2 – Carry out routine maintenance activities on pressurised irrigation delivery systems

2.1

SS3, A2

2.2 2.3

Q3.31, 3.41 Q3.29

SS3, A2

2.4 2.5

Q3.41, 3.43 Q3.35 SS3, A2

2.6 Element 3 – Maintain system 3.1

Q3.64

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 3 – Irrigation maintenance and operation in the horticultural industry
Units of competency RTE3612A Implement a maintenance program for an irrigation system RTE2606A Maintain pressurised irrigation systems Units of competency RTE3611A Operate pressurised irrigation systems RTC2705A Work effectively in the industry

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTE2606A Maintain pressurised irrigation systems
components 3.2 3.3 enterprise standards and manufacturers’ specifications. Parts are inspected for wear or blockage and reported or replaced according to enterprise guidelines. Outlets are removed and cleaned and damaged ones are reassembled and replaced according to manufacturers’ specifications. Operation area is maintained in a clean and safe condition, and OHS procedures are followed. All damage and blockage caused by pests and vermin is recorded by damage type, location and the section of the system affected. Damage or faulty pumps, valves, electrical components and computer systems are recorded and reported, and action taken to effect repairs. All routine maintenance activities are recorded and reported in accordance with enterprise standards. Q3.41 Q3.24, 3.34 Q3.35 SS3, A2 SS3, A4

3.4 Element 4 – Record and report maintenance activities 4.1

Q3.64

4.2

4.3 Required knowledge

n/a

SS3, A4

Knowledge and understanding are essential to apply this standard in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this competency standard are listed below: • • enterprise and OHS procedures relating to pressurised irrigation system maintenance major components of a pressurised irrigation delivery system SS3, A2

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 456 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 3 – Irrigation maintenance and operation in the horticultural industry
Units of competency RTE3612A Implement a maintenance program for an irrigation system RTE2606A Maintain pressurised irrigation systems Units of competency RTE3611A Operate pressurised irrigation systems RTC2705A Work effectively in the industry

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTE2606A Maintain pressurised irrigation systems
• • Required skills maintenance requirements and procedures for system components environmentally safe disposal procedures for chemical containers and residues, oils/grease and used parts. SS3, A2

To achieve the performance criteria, appropriate literacy and numeracy levels as well as some complementary skills are required. These include the ability to: • • • read and follow an operator’s manual and manufacturers’ specifications for pressurised irrigation systems maintain selected irrigation system components record and report maintenance observations and activities. Q3.25 Q3.45 SS3, A2 SS3, A2

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 3 – Irrigation maintenance and operation in the horticultural industry
Units of competency RTE3612A Implement a maintenance program for an irrigation system RTE2606A Maintain pressurised irrigation systems Units of competency RTE3611A Operate pressurised irrigation systems RTC2705A Work effectively in the industry

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTE3611A Operate pressurised irrigation systems
Element 1 – Perform pre-start checks for pressurised irrigation system 1.1 1.2 1.3 1.4 Checks of water, power, fuel and lubricants ensure that all are available and the control system is operational. Pumps are primed, if necessary, and valves and controls are open or closed as directed. Pressure and flow testing equipment are calibrated and available as required. Other pre-start system checks are carried out in accordance with manufacturers, OHS and enterprise procedures. Start-up sequence is implemented in accordance with operations manual. All malfunctions, leaks and blockages are corrected or repaired immediately and reported in accordance with OHS and enterprise procedures. Pressure at the headworks and control valves is within design specifications indicating efficient filter operation, and water is distributed evenly to the targeted areas with minimal wastage and run-off. Water is applied for sufficient time to allow amount of water necessary to achieve required soil moisture levels in accordance with irrigation schedule, environmental considerations and allowing for weather conditions. Q3.27 Q3.25 SS3, A2 Q3.54 Q3.41 Q3.31 Skill Set (SS) 3. Activity (A) 2

Element 2 – Start up and inspect system

2.1 2.2

2.3

Element 3 – Shut down system based upon irrigation indicators

3.1

SS3, A1

© Department of Training and Workforce Development 2010 Version 1, June 2010

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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 3 – Irrigation maintenance and operation in the horticultural industry
Units of competency RTE3612A Implement a maintenance program for an irrigation system RTE2606A Maintain pressurised irrigation systems Units of competency RTE3611A Operate pressurised irrigation systems RTC2705A Work effectively in the industry

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTE3611A Operate pressurised irrigation systems
3.2 System components are shut down and drained in sequence in accordance with manufacturers, OHS and enterprise procedures. Drainage and treatment systems are checked in accordance with enterprise procedures. Irrigation activities are recorded and in reported accordance with regulatory requirements and enterprise procedures.

3.3 3.4

Required knowledge

Knowledge and understanding are essential to apply this standard in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this competency standard are listed below: • • • • • • • general irrigation methods for pressurised systems main components of pressurised irrigations systems pump types used in pressurised irrigation systems and their operations environmental impacts of irrigation using water from any ground or underground source soil/plant/water relationships water requirements of plants/crops consistent with sound environmental management shutdown sequence Q3.41 Q3.39 Q3.33 Q3.37 Q3.52 SS3, A2 SS3, A2

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 3 – Irrigation maintenance and operation in the horticultural industry
Units of competency RTE3612A Implement a maintenance program for an irrigation system RTE2606A Maintain pressurised irrigation systems Units of competency RTE3611A Operate pressurised irrigation systems RTC2705A Work effectively in the industry

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTE3611A Operate pressurised irrigation systems
• OHS, environmental and enterprise policies and procedures relating to the operation of pressurised irrigation systems.

Required skills

To achieve the performance criteria, appropriate literacy and numeracy levels as well as some complementary skills are required. These include the ability to: • • • • read and follow operations manual and irrigation schedules measure and interpret flow rates and pressures identify adverse environmental impacts of irrigation activities and appropriate remedial action implement and follow relevant OHS and environmental policies and procedures relating to the operation of pressurised irrigation systems. Q3.54 Q3.52 Q3.37

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 460 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 3 – Irrigation maintenance and operation in the horticultural industry
Units of competency RTE3612A Implement a maintenance program for an irrigation system RTE2606A Maintain pressurised irrigation systems Units of competency RTE3611A Operate pressurised irrigation systems RTC2705A Work effectively in the industry

Element RTC2705A Work effectively in the industry
Element 1 – Obtain information about the industry 1.1 1.2 1.3 1.4 1.5 1.6 Element 2 – Observe employment requirements 2.1 2.2 2.3

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

Sources of information about the industry are correctly identified and accessed. Information to assist effective and safe work performance within the industry is collected. Specific information on sector of work is obtained and updated. Industry and OHS information is correctly applied to day-to-day work activities. Employment terms and conditions are defined. Career pathways within the industry are identified. Industry developments are used in workplace context to improve quality, productivity and conditions. Work practices comply with codes of practice and workplace expectations. Faults and abnormalities in workplace practices are recognised and remedial action is taken to enterprise requirements. Dress and personal requirements comply with workplace standards. Punctuality in work attendance is observed. Q3.64 Q3.58 Q3.61

2.4 2.5

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 3 – Irrigation maintenance and operation in the horticultural industry
Units of competency RTE3612A Implement a maintenance program for an irrigation system RTE2606A Maintain pressurised irrigation systems Units of competency RTE3611A Operate pressurised irrigation systems RTC2705A Work effectively in the industry

Element RTC2705A Work effectively in the industry
2.6

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

Employers expectations are met through completion of workplace routines and specific instructions within enterprise policies and procedures. Personal workspace is kept in a well organised and safe condition, and is in accordance with relevant standards and policies. Workplace code of conduct is adhered to. Variations in the quality of service and/or products from required standards are detected and reported in accordance with workplace procedures. Instructions are interpreted correctly and observed. Factors affecting work requirements are identified and appropriate action is taken. Workload is assessed and prioritised within allocated timeframes. The need for assistance to improve performance is communicated clearly to the appropriate person. Responsibilities and duties are undertaken in a positive manner to promote cooperation and good relationships. Cooperation with others is conducted in a courteous manner and is appropriate to culture, special needs and linguistic background and position in the organisation. Problems and conflict are recognised and resolved, Q3.62 Q3.60 SS3, A1

Element 3 – Accept responsibility for quality of own work

3.1

3.2 3.3

Element 4 – Plan own work

4.1 4.2 4.3 4.4

Element 5 – Promote workplace cooperation

5.1 5.2

5.3

© Department of Training and Workforce Development 2010 Version 1, June 2010

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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 3 – Irrigation maintenance and operation in the horticultural industry
Units of competency RTE3612A Implement a maintenance program for an irrigation system RTE2606A Maintain pressurised irrigation systems Units of competency RTE3611A Operate pressurised irrigation systems RTC2705A Work effectively in the industry

Element RTC2705A Work effectively in the industry

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

where possible, through personal communication and/or are referred to a supervisor, manager or employer for resolution. Element 6 – Contribute to a productive work environment 6.1 6.2 Commitments to undertake work or assist colleagues/co-workers are fulfilled. Information relevant to work is shared with colleagues/co-workers to ensure designated work goals are met. Knowledge and skills are shared with colleagues/co-workers through conversations and meetings. Contribution of individuals of different gender and social and cultural backgrounds is recognised and sought. The principles of equal employment opportunity are observed and implemented. Work is consistent with workplace standards relating to anti-discrimination and workplace harassment. Interpretation of work schedules is consistent with the schedule and tasks defined. Knowledge and skills required for task are discussed with supervisors and co-workers. Availability of materials and equipment are checked to ensure they are consistent with work schedules and the Q3.58

6.3

6.4 6.5 6.6 Element 7 – Undertake an activity to workplace requirements 7.1 7.2 7.3

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 3 – Irrigation maintenance and operation in the horticultural industry
Units of competency RTE3612A Implement a maintenance program for an irrigation system RTE2606A Maintain pressurised irrigation systems Units of competency RTE3611A Operate pressurised irrigation systems RTC2705A Work effectively in the industry

Element RTC2705A Work effectively in the industry

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

requirements of the tasks. 7.4 A daily schedule for completing workplace activities and allocated tasks including priorities, allocated start times, estimation of completion times and materials, equipment and assistance required for completion is decided upon. Q3.59, 3.63

Required knowledge

Knowledge and understanding are essential to apply this standard in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this competency standard are listed below: • • • • • • • industry/workplace awards and conditions employer’s expectations relevant legislation and codes of practice applying to the industry workplace policies and procedures including those related to quality systems emergency procedures organisational structure workplace communication channels. Q3.61 Q3.61

Required skills

To achieve the performance criteria, appropriate literacy and numeracy levels as well as some complementary skills are required. These include the ability to: • collate information on the industry

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 464 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 3 – Irrigation maintenance and operation in the horticultural industry
Units of competency RTE3612A Implement a maintenance program for an irrigation system RTE2606A Maintain pressurised irrigation systems Units of competency RTE3611A Operate pressurised irrigation systems RTC2705A Work effectively in the industry

Element RTC2705A Work effectively in the industry
• • • • • • •

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

observe employer requirements accept responsibility for quality of own work manage own work maintain safety of others promote workplace cooperation contribute to a productive work environment interpret work schedules.

Q3.58

Q3.63

Q3.62

Q3.59

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Mapping document for Skill Set 4
Where the mapping indicates that components of a unit are not covered by this assessment tool, the assessor must assess these components using supplementary evidence and/or another assessment tool.

Skill Set 4 – Machinery operation and maintenance
Units of competency RTC2307A Operate machinery and equipment RTC3310A Operate specialised machinery and equipment RTE3307A Coordinate machinery and equipment maintenance and repair Units of competency RTE2308A Operate ride-on vehicles RTE3713A Carry out workplace OHS procedures RTC2701A Follow OHS procedures

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC2307A Operate machinery and equipment
Element 1 – Prepare machinery and equipment for use 1.1 1.2 Machine and equipment is selected appropriate to job requirements and confirmed against a work plan. Routine pre-operational checks of machinery and equipment are carried out to manufacturers’ specifications and enterprise requirements. Equipment is securely attached and calibrated for operation to manufacturers’ specifications. Faulty machinery and equipment is identified, safety tagged, and reported to supervisor according to enterprise requirements. OHS hazards in workplace are identified, risk assessed and reported according to enterprise requirements. Machinery and equipment is operated in a safe and controlled manner, and monitored for performance and efficiency. Risk to self, others and the environment are recognised and minimised according to enterprise and OHS requirements. Suitable personal protective clothing and equipment is Q4.17 Q4.66 Skill Set (SS) 4, Activity (A) 1 SS4, A1

1.3 1.4

Q4.37 Q4.100

SS4, A1 SS4, A1

1.5 Element 2 – Operate machinery and equipment 2.1

Q4.32 Q4.32, 4.42, 4.48

SS4, A1 SS4, A1

2.2

SS4, A1

2.3

SS4, A1

© Department of Training and Workforce Development 2010 Version 1, June 2010

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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 4 – Machinery operation and maintenance
Units of competency RTC2307A Operate machinery and equipment RTC3310A Operate specialised machinery and equipment RTE3307A Coordinate machinery and equipment maintenance and repair Units of competency RTE2308A Operate ride-on vehicles RTE3713A Carry out workplace OHS procedures RTC2701A Follow OHS procedures

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC2307A Operate machinery and equipment
selected, used, maintained and stored according to OHS requirements. 2.4 Environmental implications associated with machinery operation are identified, assessed and reported to the supervisor. Machinery and equipment shut-down procedures are carried out to manufacturers’ specifications and enterprise requirements. Machinery and equipment operational records are maintained according to enterprise requirements. Machinery and equipment damage, malfunctions or irregular performance are recorded and/or reported according to enterprise requirements. Machinery and equipment are cleaned, secured and stored according to manufacturers’ specifications and enterprise requirements. Q4.98 SS4, A1

Element 3 – Check and complete machinery and equipment operation

3.1

Q4.66

SS4, A1

3.2 3.3

Q4.101 Q4.100

SS4, A1 SS4, A1

3.4

Q4.49

SS4, A1

Required knowledge

Knowledge and understanding are essential to apply this standard in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this competency standard are listed below: • • manufacturers’ specifications for servicing of machinery and equipment operating principles and operating methods for machinery SS4, A1 SS4, A1

Page 467 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 4 – Machinery operation and maintenance
Units of competency RTC2307A Operate machinery and equipment RTC3310A Operate specialised machinery and equipment RTE3307A Coordinate machinery and equipment maintenance and repair Units of competency RTE2308A Operate ride-on vehicles RTE3713A Carry out workplace OHS procedures RTC2701A Follow OHS procedures

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC2307A Operate machinery and equipment
and equipment • • • • principles of weight distribution with regard to load shifting and machinery movement procedures for cleaning, securing and storing machinery, equipment and materials potential risks and hazards associated with the operation of machinery and equipment legislation, regulations and codes of practice with regard to workplace OHS, and the use and control of hazardous substances relevant state/territory legislation, regulations and codes of practice with regard to licensing, roads and traffic requirements environmental impacts and minimisation measures associated with the operation of machinery and equipment. Q4.51 Q4.49 Q4.26 Q4.10, 4.25 SS4, A1 SS4, A1 SS4, A1 SS4, A1

SS4, A1

• Required skills

SS4, A1 SS4, A1

To achieve the performance criteria, appropriate literacy and numeracy levels as well as some complementary skills are required. These include the ability to: • • • operate machinery and equipment to industry standards demonstrate safe and environmentally responsible workplace practices read and interpret manufacturers’ specifications, work and Q4.97 Q4.29 Q4.10, 4.70, 4.93

SS4, A1 SS4, A1 SS4, A1

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 468 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 4 – Machinery operation and maintenance
Units of competency RTC2307A Operate machinery and equipment RTC3310A Operate specialised machinery and equipment RTE3307A Coordinate machinery and equipment maintenance and repair Units of competency RTE2308A Operate ride-on vehicles RTE3713A Carry out workplace OHS procedures RTC2701A Follow OHS procedures

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC2307A Operate machinery and equipment
maintenance plans, and material safety data sheets • interpret and apply instructions, communicate with work team and supervisor, record and report equipment faults, workplace hazards and accidents measure and calculate volumes, consumption and servicing requirements. SS4, A1

SS4, A1

Page 469 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 4 – Machinery operation and maintenance
Units of competency RTC2307A Operate machinery and equipment RTC3310A Operate specialised machinery and equipment RTE3307A Coordinate machinery and equipment maintenance and repair Units of competency RTE2308A Operate ride-on vehicles RTE3713A Carry out workplace OHS procedures RTC2701A Follow OHS procedures

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC3310A Operate specialised machinery and equipment
Element 1 – Select and prepare specialised machinery and equipment for use 1.1 Specialised machinery and equipment are selected and prepared to job requirements and confirmed against work plan. Routine pre-operational checks of specialised machinery and equipment are completed to manufacturers’ specifications and enterprise requirements. OHS hazards in the workplace are recognised, risk assessed and minimised according to enterprise requirements. Machinery and equipment are operated in a safe and controlled manner, and monitored for performance and efficiency. Risks to self, others and the environment are anticipated and minimisation strategies implemented accordingly. Suitable personal protective clothing and equipment are selected, used, maintained and stored according to OHS requirements. Environmental implications associated with machinery operation are identified, assessed and reported to the supervisor. Shutdown procedures for specialised machinery and equipment are completed to manufacturers’ specifications and enterprise requirements. Specialised machinery and equipment operational Q4.101 Q4.17 Skill Set (SS) 4, Activity (A) 3 SS4, A3

1.2

1.3

SS4, A3

Element 2 – Operate specialised machinery and equipment

2.1

SS4, A3

2.2 2.3

SS4, A3 SS4, A3

2.4

Q4.98

SS4, A3

Element 3 – Complete and report on specialised machinery and equipment operation

3.1

SS4, A3

3.2

SS4, A3

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 470 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 4 – Machinery operation and maintenance
Units of competency RTC2307A Operate machinery and equipment RTC3310A Operate specialised machinery and equipment RTE3307A Coordinate machinery and equipment maintenance and repair Units of competency RTE2308A Operate ride-on vehicles RTE3713A Carry out workplace OHS procedures RTC2701A Follow OHS procedures

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC3310A Operate specialised machinery and equipment
records are completed and maintained according to enterprise requirements. 3.3 Malfunctions, faults, irregular performance and damage to specialised machinery and equipment are detailed and reported according to enterprise requirements. Specialised machinery and equipment are cleaned, secured and stored according to OHS and enterprise requirements. Q4.100 SS4, A3

3.4

SS4, A3

Required knowledge

Knowledge and understanding are essential to apply this standard in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this competency standard are listed below: • • components, controls and features of specialised machinery and equipment and their functions risks associated with the operation of machinery and equipment in different weather and difficult terrain conditions relevant state/territory legislation, regulations and codes of practice with regard to workplace OHS, and the use and control of hazardous substances, chemical and biological agents relevant state/territory legislation, regulations and codes of practices with regard to licensing, roads and traffic requirements, and the use and control of specialised SS4, A3 SS4, A3

SS4, A3

SS4, A3

Page 471 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 4 – Machinery operation and maintenance
Units of competency RTC2307A Operate machinery and equipment RTC3310A Operate specialised machinery and equipment RTE3307A Coordinate machinery and equipment maintenance and repair Units of competency RTE2308A Operate ride-on vehicles RTE3713A Carry out workplace OHS procedures RTC2701A Follow OHS procedures

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC3310A Operate specialised machinery and equipment
machinery and equipment • environmental impacts and minimisation measures associated with the operation of specialised machinery and equipment personal protective equipment and when and how it should be used enterprise policies with regard to specialised machinery and equipment use, recording and reporting routines. Q4.98 SS4, A3

• • Required skills

Q4.17 Q4.100

SS4, A3 SS4, A3

To achieve the performance criteria, appropriate literacy and numeracy levels as well as some complementary skills are required. These include the ability to: • • • • • • operate specialised machinery and equipment in normal and adverse conditions to industry standards demonstrate emergency operating procedures in normal and adverse conditions attach and detach a range of three-point linkage implements, front-mounted and PTO-operated equipment demonstrate safe and environmentally responsible workplace practices obtain relevant licences and permits interpret manufacturers’ specifications, work and maintenance plans, and MSDS Q4.38 Q4.98 n/a n/a SS4, A3 SS4, A3 SS4, A3 SS4, A3 SS4, A3 SS4, A3

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 472 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 4 – Machinery operation and maintenance
Units of competency RTC2307A Operate machinery and equipment RTC3310A Operate specialised machinery and equipment RTE3307A Coordinate machinery and equipment maintenance and repair Units of competency RTE2308A Operate ride-on vehicles RTE3713A Carry out workplace OHS procedures RTC2701A Follow OHS procedures

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC3310A Operate specialised machinery and equipment
• • communicate faults, malfunctions and workplace hazards, report and maintain operational records measure and calculate volumes, load weights, consumption and servicing requirements. Q4.101 n/a SS4, A3 SS4, A3

Page 473 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 4 – Machinery operation and maintenance
Units of competency RTC2307A Operate machinery and equipment RTC3310A Operate specialised machinery and equipment RTE3307A Coordinate machinery and equipment maintenance and repair Units of competency RTE2308A Operate ride-on vehicles RTE3713A Carry out workplace OHS procedures RTC2701A Follow OHS procedures

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTE3307A Coordinate machinery and equipment maintenance and repair
Element 1 – Prepare for maintenance and repair work 1.1 Requirements of the work responsibilities are clarified with the supervisor and according to enterprise guidelines. Equipment and material resource requirements are identified according to the scope of the coordination work and the supervisor’s instructions. The priorities for maintenance and repair activities and time allocation are identified, documented and presented to the supervisor for verification. The environmental implications of the proposed maintenance and repair work are identified and the likely outcomes assessed and reported to the supervisor. OHS hazards are identified, risks assessed and reported to the supervisor. Personal protective equipment (PPE) is selected, used, maintained and stored according to the type of worksite activities to be undertaken. Equipment/machinery is maintained and repaired as authorised by the supervisor and according to enterprise guidelines and workplace priorities. Materials to assist in maintenance and repair work are purchased, stored and/or used as required. Q4.72 Skill Set (SS) 4, Written Tasks (WT) 1, 2 SS4, WT1, 2

1.2

Q4.70

1.3

Q4.71

SS4, WT1, 2

1.4

Q4.98

SS4, WT1, 2

1.5 1.6

Q4.26 Q4.17

SS4, WT1, 2 SS4, WT1, 2

Element 2 – Maintain and repair machinery and equipment

2.1

Q4.99

SS4, WT1, 2

2.2

SS4, WT1, 2

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 474 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 4 – Machinery operation and maintenance
Units of competency RTC2307A Operate machinery and equipment RTC3310A Operate specialised machinery and equipment RTE3307A Coordinate machinery and equipment maintenance and repair Units of competency RTE2308A Operate ride-on vehicles RTE3713A Carry out workplace OHS procedures RTC2701A Follow OHS procedures

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTE3307A Coordinate machinery and equipment maintenance and repair
2.3 2.4 2.5 Delivery of materials to the site is organised according to workplace priorities. Machinery and equipment are organised to be on site in good order when they are required. Maintenance and repairs requiring specialist attention and work are identified and organised according to enterprise guidelines. Resources are coordinated and timed to suit the maintenance and repair activities and priority of work. Operators are informed of appropriate use and their responsibilities in respect to operational maintenance requirements of machinery and equipment. Personnel, activities, timelines and materials usage are monitored and documented according to enterprise guidelines. Contingency situations are recognised and reported to the supervisor and corrective actions taken according to enterprise guidelines. A simple report is written to inform management of maintenance and repair activities undertaken and completed. Q4.70 Q4.72 n/a SS4, WT1, 2 SS4, WT1, 2 SS4, WT1, 2

Element 3 – Coordinate and report on maintenance and repair activities

3.1 3.2

SS4, WT1, 2 SS4, WT1, 2

3.3

Q4.101

SS4, WT1, 2

3.4

SS4, WT1, 2

3.5

SS4, WT1, 2

Page 475 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 4 – Machinery operation and maintenance
Units of competency RTC2307A Operate machinery and equipment RTC3310A Operate specialised machinery and equipment RTE3307A Coordinate machinery and equipment maintenance and repair Units of competency RTE2308A Operate ride-on vehicles RTE3713A Carry out workplace OHS procedures RTC2701A Follow OHS procedures

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTE3307A Coordinate machinery and equipment maintenance and repair
Required knowledge Knowledge and understanding are essential to apply this standard in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this competency standard are listed below: • • • • • work schedule programming possible causes of disruption to work activities and their effect on quality and time schedules responsibilities and requirements for maintaining and repairing machinery and equipment the range, use and availability of materials, equipment and machinery that may be required for the project environmental awareness associated with undertaking maintenance and repair work on machinery and equipment to ensure the impact on the environment is minimal OHS issues, legislative requirements and codes of practice. Q4. n/a Q4.98 Q4.71 SS4, WT1, 2 SS4, WT1, 2 SS4, WT1, 2 SS4, WT1, 2 SS4, WT1, 2

• Required skills

SS4, WT1, 2

To achieve the performance criteria, appropriate literacy and numeracy levels as well as some complementary skills are required. These include the ability to: • • read and interpret documentation associated with worksite activities calculate material and resource requirements SS4, WT1, 2 SS4, WT1, 2

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 476 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 4 – Machinery operation and maintenance
Units of competency RTC2307A Operate machinery and equipment RTC3310A Operate specialised machinery and equipment RTE3307A Coordinate machinery and equipment maintenance and repair Units of competency RTE2308A Operate ride-on vehicles RTE3713A Carry out workplace OHS procedures RTC2701A Follow OHS procedures

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTE3307A Coordinate machinery and equipment maintenance and repair
• • • • coordinate a team to achieve optimum performance communicate with personnel at all levels documents results clearly and concisely perform an OHS risk assessment. Q4.72 Q4.72 SS4, WT1, 2 SS4, WT1, 2 SS4, WT1, 2 SS4, WT1, 2

Page 477 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 4 – Machinery operation and maintenance
Units of competency RTC2307A Operate machinery and equipment RTC3310A Operate specialised machinery and equipment RTE3307A Coordinate machinery and equipment maintenance and repair Units of competency RTE2308A Operate ride-on vehicles RTE3713A Carry out workplace OHS procedures RTC2701A Follow OHS procedures

Element RTE2308A Operate ride-on vehicles
Element 1 – Prepare ride-on vehicle 1.1 1.2

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

Existing and potential OHS hazards in the work area are identified and reported to the supervisor. Routine checks and maintenance of ride-on vehicle are conducted prior to use according to manufacturers’ specifications and enterprise requirements. Attached equipment is identified and selected appropriate to work requirements, checked for safety, and set for operation. Ride-on vehicle and equipment faults or malfunctions are identified and reported for repair according to enterprise requirements. Appropriate licences for operation of vehicles are obtained where required. Risks to self, others and the environment are recognised and avoided according to OHS and enterprise requirements. Suitable personal protective equipment is selected, used and maintained according to OHS and enterprise requirements. Ride-on vehicle is operated in a safe and controlled manner, and monitored for performance and efficiency.

Q4.7 Q4.66

Skill Set (SS) 4, Activity (A) 2 SS4, A2

1.3

SS4, A2

1.4

SS4, A2

1.5 Element 2 – Operate ride-on vehicles 2.1

SS4, A2 Q4.45 SS4, A2

2.2

SS4, A2

2.3

Q4.46

SS4, A2

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 478 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 4 – Machinery operation and maintenance
Units of competency RTC2307A Operate machinery and equipment RTC3310A Operate specialised machinery and equipment RTE3307A Coordinate machinery and equipment maintenance and repair Units of competency RTE2308A Operate ride-on vehicles RTE3713A Carry out workplace OHS procedures RTC2701A Follow OHS procedures

Element RTE2308A Operate ride-on vehicles
2.4 2.5

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

Hazards are identified, anticipated and controlled through the application of safe riding techniques. Environmental implications associated with ride-on vehicle operation are recognised and positive enterprise environmental procedures applied where relevant. Shutdown procedures are conducted according to manufacturers’ specifications and enterprise requirements. Malfunctions, faults, irregular performance or damage to ride-on vehicle are detailed and reported according to enterprise requirements. Ride-on vehicle is cleaned, secured and stored according to enterprise requirements. Ride-on vehicle operational reports are maintained to industry standards according to enterprise requirements.

Q4.52 n/a

SS4, A2 SS4, A2

Element 3 – Complete and check ride-on vehicle operation

3.1

Q4.66

SS4, A2

3.2

Q4.100

SS4, A2

3.3 3.4 Required knowledge

Q4.49 n/a

SS4, A2 SS4, A2

Knowledge and understanding are essential to apply this standard in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this competency standard are listed below: • components, controls and features of ride-on vehicles and their functions Q4.46 SS4, A2

Page 479 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 4 – Machinery operation and maintenance
Units of competency RTC2307A Operate machinery and equipment RTC3310A Operate specialised machinery and equipment RTE3307A Coordinate machinery and equipment maintenance and repair Units of competency RTE2308A Operate ride-on vehicles RTE3713A Carry out workplace OHS procedures RTC2701A Follow OHS procedures

Element RTE2308A Operate ride-on vehicles
• • • • • • • Required skills

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

range of ride-on vehicles and attached equipment and functional applications operating principles and operating methods load limits and the principles of weight distribution with regard to load shifting and vehicle movement effects of adverse weather and terrain conditions on the operation of ride-on vehicles OHS legislative requirements codes of practice with regard to the use and control of hazardous substances environmental codes of practice with regard to machinery operation.

Q4.46 Q4.52 Q4.51 Q4.46

SS4, A2 SS4, A2 SS4, A2 SS4, A2 SS4, A2

Q4.25 Q4.25

SS4, A2 SS4, A2

To achieve the performance criteria, appropriate literacy and numeracy levels as well as some complementary skills are required. These include the ability to: • • • steer, manoeuvre and position vehicles in a smooth and controlled manner apply hand–eye coordination safely operate ride-on vehicles in adverse weather and difficult terrain conditions Q4.46 Q4.46 Q4.46 SS4, A2 SS4, A2 SS4, A2

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 480 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 4 – Machinery operation and maintenance
Units of competency RTC2307A Operate machinery and equipment RTC3310A Operate specialised machinery and equipment RTE3307A Coordinate machinery and equipment maintenance and repair Units of competency RTE2308A Operate ride-on vehicles RTE3713A Carry out workplace OHS procedures RTC2701A Follow OHS procedures

Element RTE2308A Operate ride-on vehicles
• • • •

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

match and attach equipment appropriate to work requirements demonstrate safe and environmentally responsible workplace practices read and comprehend manufacturers’ specifications, work and maintenance plans, and MSDS effectively communicate faults and hazards, interpret and apply task instructions, report and maintain operational records.

Q4.46 Q4.24 Q4.10

SS4, A2 SS4, A2 SS4, A2 SS4, A2

Page 481 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 4 – Machinery operation and maintenance
Units of competency RTC2307A Operate machinery and equipment RTC3310A Operate specialised machinery and equipment RTE3307A Coordinate machinery and equipment maintenance and repair Units of competency RTE2308A Operate ride-on vehicles RTE3713A Carry out workplace OHS procedures RTC2701A Follow OHS procedures

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTE3713A Carry out workplace OHS procedures
Element 1 – Adapt OHS policies and procedures 1.1 Information regarding the organisation’s OHS policies and procedures is made readily accessible to all employees. Employee responsibilities prescribed in OHS legislation, codes and national standards are identified and carried out. Employee responsibilities prescribed in enterprise OHS policies and procedures (including emergency procedures) are identified and carried out. Information regarding hazard identification and risk control is provided and explained regularly. Hazards in the workplace are recognised and reported to designated personnel according to enterprise procedures. Assessment of risk associated with identified hazards is made in accordance with enterprise procedures. Workplace procedures and work instructions for controlling risks are followed accurately. Risks to fellow workers, other people and animals are recognised and action is taken to eliminate or reduce them. Safety training is undertaken or provided as necessary. Work requiring personal protective equipment (PPE) is Q4.23 Q4.17 Q4.10

1.2

Q4.18

1.3

Q4.18

Element 2 – Assist in the workplace hazard identification and risk control

2.1 2.2

Q4.5 Q4.1, 4.2

2.3 2.4 2.5

Q4.5 Q4.8

2.6 Element 3 – Observe safe 3.1

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 482 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 4 – Machinery operation and maintenance
Units of competency RTC2307A Operate machinery and equipment RTC3310A Operate specialised machinery and equipment RTE3307A Coordinate machinery and equipment maintenance and repair Units of competency RTE2308A Operate ride-on vehicles RTE3713A Carry out workplace OHS procedures RTC2701A Follow OHS procedures

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTE3713A Carry out workplace OHS procedures
practices during work operations 3.2 identified, used, maintained and stored according to enterprise procedures. Basic safety checks on all machinery and equipment are undertaken before operation according to enterprise procedures. Hazards associated with handling of hazardous substances are identified and notified, and risk assessed in accordance with enterprise procedures and OHS requirements. Noise hazards are identified and notified, and risk assessed in accordance with enterprise procedures and OHS requirements. Manual handling risks are assessed prior to activity, and work carried out according to currently recommended safe practice. Information on OHS for specific work operations is accessed as required. Individuals have input into on going monitoring and reporting on all aspects of workplace safety. OHS issues are raised with designated personnel in accordance with enterprise procedures and relevant OHS legislation. Contributions to participative arrangements in the workplace are made within organisational procedures Q4.32

3.3

Q4.20, 4.23

3.4

Q4.26

3.5

Q4.58

3.6 Element 4 – Participate in arrangements for maintaining health and safety of all people in the workplace 4.1 4.2

Q4.7 Q4.18 Q4.31

4.3

Q4.29

Page 483 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 4 – Machinery operation and maintenance
Units of competency RTC2307A Operate machinery and equipment RTC3310A Operate specialised machinery and equipment RTE3307A Coordinate machinery and equipment maintenance and repair Units of competency RTE2308A Operate ride-on vehicles RTE3713A Carry out workplace OHS procedures RTC2701A Follow OHS procedures

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTE3713A Carry out workplace OHS procedures
and scope of responsibilities and competencies. 4.4 Suggestions are made to assist the development of effective solutions to control the level of risk with enterprise activities. Q4.24

Required knowledge

Knowledge and understanding are essential to apply this standard in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this competency standard are listed below: • • • employee and employer responsibilities under the OHS Act enterprise procedures relating to hazards, fires, emergencies, accidents and risk control OHS signs and symbols relevant to area of work. Q4.24 Q4.15 Q4.27

Required skills

To achieve the performance criteria, appropriate literacy and numeracy levels as well as some complementary skills are required. These include the ability to: • • • • apply workplace procedures for hazard identification and risk control read safety warning signs observe and direct others to follow safe working operations participate in arrangements for maintaining the health and safety of all people in the workplace Q4.29 Q4.11 Q4.27

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 484 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 4 – Machinery operation and maintenance
Units of competency RTC2307A Operate machinery and equipment RTC3310A Operate specialised machinery and equipment RTE3307A Coordinate machinery and equipment maintenance and repair Units of competency RTE2308A Operate ride-on vehicles RTE3713A Carry out workplace OHS procedures RTC2701A Follow OHS procedures

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTE3713A Carry out workplace OHS procedures
• accurately record incidents in the work area in accordance with OHS legal requirements.

Page 485 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 4 – Machinery operation and maintenance
Units of competency RTC2307A Operate machinery and equipment RTC3310A Operate specialised machinery and equipment RTE3307A Coordinate machinery and equipment maintenance and repair Units of competency RTE2308A Operate ride-on vehicles RTE3713A Carry out workplace OHS procedures RTC2701A Follow OHS procedures

Element RTC2701A Follow OHS procedures
Element 1 – Follow workplace procedures for hazard identification and risk control 1.1

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

Hazards in the workplace are recognised and reported to designated personnel according to enterprise procedures. Assessment of risk associated with identified hazards is made in accordance with enterprise procedures. Workplace procedures and work instructions for controlling risks are followed accurately. Workplace procedures for dealing with accidents, fire and emergencies are followed whenever necessary within the scope of responsibilities and competencies. Risks to fellow workers, other people and animals are recognised, and action is taken to eliminate or reduce them. Employee responsibilities prescribed in OHS legislation are recognised and carried out. Safety training is undertaken as directed. Work for which protective clothing or equipment is required is identified and personal protection equipment is used, maintained and stored in accordance with enterprise procedures. Basic safety checks on all machinery and equipment are undertaken before operation according to enterprise procedures. Hazards associated with handling of hazardous

Q4.1

1.2 1.3 1.4

Q4.2, 4.3 Q4.48 Q4.15

1.5

Q4.8

1.6 1.7 Element 2 – Observe safe practices during work operations 2.1

Q4.24 Q4.23 Q4.17

2.2

Q4.32

2.3

Q4.20, 4.23

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 486 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 4 – Machinery operation and maintenance
Units of competency RTC2307A Operate machinery and equipment RTC3310A Operate specialised machinery and equipment RTE3307A Coordinate machinery and equipment maintenance and repair Units of competency RTE2308A Operate ride-on vehicles RTE3713A Carry out workplace OHS procedures RTC2701A Follow OHS procedures

Element RTC2701A Follow OHS procedures

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

substances are identified and notified, and risk assessed in accordance with enterprise procedures and OHS requirements. 2.4 Noise hazards are identified and notified, and risk assessed in accordance with enterprise procedures and OHS requirements. Manual handling job risks are assessed prior to activity and work carried out according to currently recommended safe practice. Information on OHS is accessed as required. Individuals have input into on going monitoring and reporting on all aspects of workplace safety. OHS issues are raised with designated personnel in accordance with enterprise procedures and relevant OHS legislation. Contributions to participative arrangements in the workplace are made within organisational procedures and scope of responsibilities and competencies. Contributions are provided towards the development of effective solutions to control the level of risk associated with enterprise activities. Q4.16

2.5

Q4.58

2.6 Element 3 – Participate in arrangements for maintaining health and safety of all people in the workplace 3.1 3.2

Q4.7 Q4.18 Q4.31

3.3

Q4.29

3.4

Q4.24

Required knowledge

Knowledge and understanding are essential to apply this standard in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge

Page 487 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 4 – Machinery operation and maintenance
Units of competency RTC2307A Operate machinery and equipment RTC3310A Operate specialised machinery and equipment RTE3307A Coordinate machinery and equipment maintenance and repair Units of competency RTE2308A Operate ride-on vehicles RTE3713A Carry out workplace OHS procedures RTC2701A Follow OHS procedures

Element RTC2701A Follow OHS procedures

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

requirements for this competency standard are listed below: • • • Required skills employee and employer responsibilities under the OHS Act enterprise procedures relating to hazards, fires, emergencies, accidents and risk control OHS signs and symbols relevant to area of work. Q4.24 Q4.15 Q4.27

To achieve the performance criteria, appropriate literacy and numeracy levels as well as some complementary skills are required. These include the ability to: • • • • follow workplace procedures for hazard identification and risk control read safety warning signs observe safety during work operations participate in arrangements for maintaining the health and safety of all people in the workplace. Q4.20 Q4.27 Q4.24 Q4.29

© Department of Training and Workforce Development 2010 Version 1, June 2010

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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

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Page 489 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Mapping document for Skill Set 5
Where the mapping indicates that components of a unit are not covered by this assessment tool, the assessor must assess these components using supplementary evidence and/or another assessment tool.

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 490 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 5 – Coordination and maintenance of nursery facilities
Units of competency RTC3805A Coordinate worksite activities RTC2210A Maintain properties and structures

Element RTC3805A Coordinate worksite activities
Element 1 – Prepare for worksite activities 1.1 1.2

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

Requirements of the work are clarified with supervisor of the project. Personnel, equipment and material resource requirements are identified according to the scope of the project and supervisor’s instructions. The order of activities and time allocation is identified, documented and presented to the supervisor for verification. The environmental implications of the proposed work site activities are identified and the likely outcomes assessed and reported to the supervisor. OHS hazards are identified, risks assessed and reported to the supervisor. Personal protective equipment (PPE) is selected, used, maintained and stored according to the type of work site activities to be undertaken. Materials are purchased and equipment/machinery is hired as authorised by the supervisor and according to enterprise guidelines. External agency permits are gained in the correct order as necessary. Neighbours and affected parties are notified of works to be undertaken as necessary. Delivery of materials and equipment/machinery to site is Q5.7 Q5.25

Skill Set (SS) 5, Written Task (WT) 3 SS5, WT3

1.3

Q5.26

SS5, WT3

1.4

Q5.23

SS5, WT3

1.5 1.6

Q5.22 Q5.15

SS5, WT3 SS5, WT3

Element 2 – Organise resources

2.1

Q5.16

SS5, WT3

2.2 2.3 2.4

SS5, WT3 SS5, WT3 SS5, WT3

Page 491 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 5 – Coordination and maintenance of nursery facilities
Units of competency RTC3805A Coordinate worksite activities RTC2210A Maintain properties and structures

Element RTC3805A Coordinate worksite activities

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

organised according to documented order of activities. 2.5 Element 3 – Coordinate and report on activities 3.1 3.2 3.3 Personnel are organised to be on site when they are required. All resources are coordinated and timed to suit the scope of the project and order of activities. Personnel are directed in activities for each period of work. Personnel, activities, timelines and resource usage are monitored and documented according to enterprise guidelines. Contingency situations are recognised and reported to the supervisor, and corrective actions taken according to enterprise guidelines. A simple project report is written to inform management of work site activities undertaken and completed. Q5.26 Q5.27 Q5.25 SS5, WT3 SS5, WT3 SS5, WT3 SS5, WT3

3.4

Q5.28

SS5, WT3

3.5 Required knowledge

Q5.30

SS5, WT3

Knowledge and understanding are essential to apply this standard in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this competency standard are listed below: • environmental awareness associated with undertaking project works to ensure the impact on the environment is minimal work schedule programming hiring and subcontracting of labour Q5.23 SS5, WT3

• •

Q5.26 Q5.25

SS5, WT3 SS5, WT3

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 492 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 5 – Coordination and maintenance of nursery facilities
Units of competency RTC3805A Coordinate worksite activities RTC2210A Maintain properties and structures

Element RTC3805A Coordinate worksite activities
• • • • Required skills

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

possible causes of disruption to work activities and their effect on quality and time schedules responsibilities and requirements for obtaining external agency permits as necessary the range, use and availability of materials, equipment and machinery required for the project OHS issues, legislative requirements and codes of practice.

Q5.27

SS5, WT3 SS5, WT3

Q5.16 Q5.22

SS5, WT3 SS5, WT3 SS5, WT3

To achieve the performance criteria, appropriate literacy and numeracy levels as well as some complementary skills are required. These include the ability to: • • • • • • read and interpret documentation associated with worksite activities calculate material and resource requirements coordinate a team to achieve optimum performance communicate with personnel at all levels document results clearly and concisely perform an OHS risk assessment. Q5.30 Q5.30 Q5.16

SS5, WT3 SS5, WT3 SS5, WT3 SS5, WT3 SS5, WT3 SS5, WT3

Page 493 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 5 – Coordination and maintenance of nursery facilities
Units of competency RTC3805A Coordinate worksite activities RTC2210A Maintain properties and structures

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC2210A Maintain properties and structures
Element 1 – Identify and confirm maintenance requirements 1.1 Visual inspections are conducted of structures and facilities to locate and evaluate defects, deterioration and impending defects. Property infrastructure and resources are checked for correct operation, minor maintenance needs and damage. Maintenance plan is confirmed according to supervisor's instructions and enterprise requirements. Tools, equipment and materials appropriate to the job requirements are selected and checked for serviceability according to manufacturers’ specifications. Faulty or unsafe tools are identified and segregated for repair or replacement and reported according to enterprise requirements. Existing and potential hazards to health and safety are identified, assessed and reported according to OHS and enterprise requirements. Suitable personal protective equipment is selected, used, maintained and stored according to OHS requirements. Routine maintenance to structures and surroundings is carried out according to the maintenance plan and enterprise requirements. Q5.1 Skill Set (SS) 5, Activities (A) 2, 3 SS5, A2, 3

1.2

Q5.6

1.3 Element 2 – Select and prepare tools, equipment and materials 2.1

Q5.3 Q5.7

SS5, A2, 3 SS5, A2, 3

2.2

Q5.12

SS5, A2, 3

2.3

Q5.13

SS5, A2, 3

Element 3 – Carry out routine maintenance

3.1 3.2

Q5.15 Q5.8

SS5, A2, 3 SS5, A2, 3

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 494 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 5 – Coordination and maintenance of nursery facilities
Units of competency RTC3805A Coordinate worksite activities RTC2210A Maintain properties and structures

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC2210A Maintain properties and structures
3.3 Minor repairs to building cladding, and treatments to structural finishes, are carried out as required to minimise deterioration. Worksite, tools and materials are cleaned, returned to operating order, and stored according to OHS and enterprise requirements. Unwanted materials and waste from maintenance activities are collected, treated and disposed or recycled according to enterprise, OHS and environmental requirements. Relevant information is documented according to industry, enterprise requirements and OHS requirements. Q5.9 SS5, A2, 3

Element 4 – Complete maintenance activities

4.1

Q5.11

SS5, A2, 3

4.2

Q5.29

SS5, A2, 3

4.3 Required knowledge

Q5.30

SS5, A2, 3

Knowledge and understanding are essential to apply this standard in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this competency standard are listed below: • • • • • • characteristics, capabilities and limitations of materials, equipment and tools operation of water raps and reticulation systems types of building cladding and finishes, purpose and use identification of defects and appropriate repair methods appropriate selection of repair materials OHS legislative requirements and codes of practice Q5.6 Q5.20 Q5.27 Q5.6 Q5.17 Q5.22 SS5, A2, 3 SS5, A2, 3 SS5, A2, 3 SS5, A2, 3 SS5, A2, 3 SS5, A2, 3

Page 495 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 5 – Coordination and maintenance of nursery facilities
Units of competency RTC3805A Coordinate worksite activities RTC2210A Maintain properties and structures

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC2210A Maintain properties and structures
• Required skills relevant codes of practice with regard to protection of the environment. Q5.23 Q5. SS5, A2, 3 SS5, A2, 3

To achieve the performance criteria, appropriate literacy and numeracy levels as well as some complementary skills are required. These include the ability to: • • • • • • • interpret and apply task instructions operate a broad range of tools and equipment work in a team environment observe and report on the condition of structures and equipment demonstrate safe working practices communicate with work team and supervisor estimate and calculate volumes and usage.

SS5, A2, 3 SS5, A2, 3 Q5.27 Q5.2 SS5, A2, 3 SS5, A2, 3 SS5, A2, 3 Q5.30 SS5, A2, 3 SS5, A2, 3

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 496 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Mapping document for Skill Set 6
Where the mapping indicates that components of a unit are not covered by this assessment tool, the assessor must assess these components using supplementary evidence and/or another assessment tool.

Skill Set 6 – Provision of training; preparation and maintenance of plants; observation of environmental practices
Units of competency RTE3801A Provide on-job training support RTF3021A Maintain nursery plants RTF2024A Tend nursery plants Units of competency RTF3025A Prepare specialised plants RTC2702A Observe environmental work practices

Element RTE3801A Provide on-job training support
Element 1 – Identify needs for on-the-job training support 1.1 1.2 1.3 1.4 Element 2 – Support on-the-job training 2.1 2.2 2.3 Element 3 – Provide follow-up and support to learner 3.1 3.2 3.3

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

Training needs are determined in consultation with supervisor and employee/trainee. Extent and scope of training support to be provided are agreed with the supervisor. Outcomes from training are defined prior to commencement. Methods of providing on-job training support are clarified and agreed with supervisor. Training outcomes are clearly indicated to the learner. Training is delivered as directed and in accordance with workplace procedures and relevant legislation. Practice opportunities are provided to reinforce the training. Opportunities to apply competencies on-the-job are provided. Constructive feedback and coaching are provided to assist learning. Feedback of employee's progress is given to the

Q6.1 Q6.2 Q6.4 Q6.5 Q6.4 Q6.12 Q6.8 Q6.14 Q6.12 Q6.14

Skill Set (SS) 6, Activities (A) 1, 2 or 3 SS6, A1, 2 or 3 SS6, A1, 2 or 3 SS6, A1, 2 or 3 SS6, A1, 2 or 3 SS6, A1, 2 or 3 SS6, A1, 2 or 3 SS6, A1, 2 or 3 SS6, A1, 2 or 3 SS6, A1, 2 or 3

Page 497 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 6 – Provision of training; preparation and maintenance of plants; observation of environmental practices
Units of competency RTE3801A Provide on-job training support RTF3021A Maintain nursery plants RTF2024A Tend nursery plants Units of competency RTF3025A Prepare specialised plants RTC2702A Observe environmental work practices

Element RTE3801A Provide on-job training support

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

supervisor in the workplace. Required knowledge Knowledge and understanding are essential to apply this standard in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this competency standard are listed below: • • • • • • Required skills adult learning principles setting up on-job training support approaches to on-job training support resources required for on-job training support reviewing and reporting on-job training support OHS issues related to on-job training support. Q6.14 Q6.14 Q6.14 Q6.14 Q6.6 SS6, A1, 2 or 3 SS6, A1, 2 or 3 SS6, A1, 2 or 3 SS6, A1, 2 or 3 SS6, A1, 2 or 3 Q6.

To achieve the performance criteria, some complementary skills are required. These include the ability to: • • identify needs for on-the-job training support provide follow-up and support to learner. Q6.5 Q6.14 SS6, A1, 2 or 3 SS6, A1, 2 or 3

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 498 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 6 – Provision of training; preparation and maintenance of plants; observation of environmental practices
Units of competency RTE3801A Provide on-job training support RTF3021A Maintain nursery plants RTF2024A Tend nursery plants Units of competency RTF3025A Prepare specialised plants RTC2702A Observe environmental work practices

Element RTF3021A Maintain nursery plants
Element 1 – Monitor and maintain the nursery environment 1.1 1.2

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

Environmental parameters are monitored against the needs of the plants and enterprise guidelines. Environmental parameters are altered, as required, to meet the needs of nursery plants and market requirements. Water requirements are determined according to the needs of the plant and environmental parameters. Water is applied according to the needs of the crop. Water requirements of the plant are monitored according to enterprise guidelines. Potting media are tested to ensure quality specifications are met. Health of the plant is monitored according to enterprise guidelines. Plant interventions are undertaken according to marketing plans, appropriate stage of plant growth for the particular intervention, and OHS requirements. Waste is disposed of with full consideration of the environmental implications. Records are kept on all maintenance activities according to enterprise requirements.

Q6.17 Q6.17

Skill Set (SS) 6, Activity (A) 1 SS6, A1

Element 2 – Determine daily water requirements

2.1 2.2 2.3

Q6.21 Q6.28 Q6.32 Q6.33 Q6.38 Q6.40

SS6, A1 SS6, A1 SS6, A1 SS6, A1 SS6, A1 SS6, A1

Element 3 – Promote plant growth by intervention

3.1 3.2 3.3

3.4 3.5 Required knowledge

Q6.41, 6.42 Q6.43 Q6.

SS6, A1 SS6, A1 SS6, A1

Knowledge and understanding are essential to apply this

Page 499 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 6 – Provision of training; preparation and maintenance of plants; observation of environmental practices
Units of competency RTE3801A Provide on-job training support RTF3021A Maintain nursery plants RTF2024A Tend nursery plants Units of competency RTF3025A Prepare specialised plants RTC2702A Observe environmental work practices

Element RTF3021A Maintain nursery plants

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

standard in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this competency standard are listed below: • • • • • • • • • effects of environmental parameters on plant growth methods of calculating daily water needs relationship between plant water needs and environmental parameters characteristics of various types of potting media factors affecting the growth of nursery plants optimum growing conditions for a range of plants in a nursery quality parameters for a range of nursery plants symptoms of unhealthy plants basic plant physiology including the principles of transpiration, water intake, nutrient uptake, photosynthesis, respiration and translocation effect of different pruning and intervention methods processes for modifying environmental parameters phenological stages of plant growth treatments required by plants at different phenological Q6.40 SS6, A1 Q6.40 Q6.17 SS6, A1 SS6, A1 Q6.17 Q6.27 Q6.57 Q6.33 Q6.40 Q6.37 Q6.37 Q6.39 SS6, A1 SS6, A1 SS6, A1 SS6, A1 SS6, A1 SS6, A1 SS6, A1 SS6, A1

• • • •

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 500 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 6 – Provision of training; preparation and maintenance of plants; observation of environmental practices
Units of competency RTE3801A Provide on-job training support RTF3021A Maintain nursery plants RTF2024A Tend nursery plants Units of competency RTF3025A Prepare specialised plants RTC2702A Observe environmental work practices

Element RTF3021A Maintain nursery plants

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

stages and environmental parameters • • Required skills OHS hazards and the associated risks when maintaining plants environmental impacts of applying plant interventions. Q6.40 Q6.54 SS6, A1 SS6, A1

To achieve the performance criteria, appropriate literacy and numeracy levels as well as some complementary skills are required. These include the ability to: • • • • • select, fit and use appropriate personal protection clothing and/or equipment liaise with other work areas and customers prepare, mix and use chemicals as required interpret and record required workplace information operate irrigation systems. Q6.43 Q6.24

SS6, A1 SS6, A1 SS6, A1 SS6, A1 SS6, A1

Page 501 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 6 – Provision of training; preparation and maintenance of plants; observation of environmental practices
Units of competency RTE3801A Provide on-job training support RTF3021A Maintain nursery plants RTF2024A Tend nursery plants Units of competency RTF3025A Prepare specialised plants RTC2702A Observe environmental work practices

Element RTF2024A Tend nursery plants
Element 1 – Maintain the nursery environment 1.1 1.2 1.3 1.4 1.5 1.6 Element 2 – Maintain nursery plants 2.1 2.2 2.3 2.4

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

OHS hazards in the nursery environment are identified, risks assessed and reported to the supervisor. Plant growth and health requirements are clarified with the supervisor. Irrigation system components are serviced and faulty parts are repaired or replaced. Performance parameters of the irrigation system are checked to ensure optimum performance. Temperature controls are monitored to ensure specified temperatures are maintained. Nursery hygiene practices are followed to minimise risk of contamination. Suitable personal protective equipment (PPE) is selected, used and maintained. Common problems in nursery plants are recognised, and rectified and/or reported to the supervisor. Tools and equipment are selected and used for plant maintenance. Treatments are applied to assist plant growth as directed by the supervisor.

Q6.15 Q6.15

Skill Set (SS) 6, Activity (A) 1 SS6, A1 SS6, A1

Q6.21

SS6, A1 SS6, A1 SS6, A1 SS6, A1

Q6.15, 6.16

SS6, A1 SS6, A1

Q6.40

SS6, A1

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 502 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 6 – Provision of training; preparation and maintenance of plants; observation of environmental practices
Units of competency RTE3801A Provide on-job training support RTF3021A Maintain nursery plants RTF2024A Tend nursery plants Units of competency RTF3025A Prepare specialised plants RTC2702A Observe environmental work practices

Element RTF2024A Tend nursery plants
2.5 2.6 Element 3 – Complete nursery plant maintenance operations 3.1 3.2 3.3 Required knowledge

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

Water is applied in the quantity and method specified by enterprise work procedures. Nursery operations are undertaken according to OHS requirements. Workplace information is recorded in the appropriate format. Waste is collected and disposed of or recycled to minimise damage to the external environment. Tools and equipment are cleaned and stored according to enterprise work procedures.

Q6.38 Q6.40 Q6.43 Q6.41, 6.42

SS6, A1

SS6, A1 SS6, A1 SS6, A1

Knowledge and understanding are essential to apply this standard in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this competency standard are listed below: • • • • environmental requirements of a range of containerised plants growing in a nursery setting applied understanding of the importance of hygiene and quality control when tending nursery plants common problems that may occur with containerised plants in a controlled environment and their treatment Nursery Industry Water Management Best Practice Guidelines 1997

Q6.

SS6, A1

Q6.17

SS6, A1 SS6, A1

Q6.37

SS6, A1

Page 503 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 6 – Provision of training; preparation and maintenance of plants; observation of environmental practices
Units of competency RTE3801A Provide on-job training support RTF3021A Maintain nursery plants RTF2024A Tend nursery plants Units of competency RTF3025A Prepare specialised plants RTC2702A Observe environmental work practices

Element RTF2024A Tend nursery plants
• • Required skills

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

principles and operations of a range of irrigation systems used in nurseries methods of disposing of waste to minimise damage to the external environment.

Q6.24 Q6.62

SS6, A1 SS6, A1 SS6, A1

To achieve the performance criteria, appropriate literacy and numeracy levels as well as some complementary skills are required. These include the ability to: • • • • • participate in teams and contribute to team objectives read and interpret enterprise work procedures communicate effectively with team members and supervisor measure quantities and calculate application rates minimise noise, dust and water run-off to prevent nuisance-level environmental disturbance. Q6.55

SS6, A1 SS6, A1 SS6, A1 SS6, A1 SS6, A1

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 504 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 6 – Provision of training; preparation and maintenance of plants; observation of environmental practices
Units of competency RTE3801A Provide on-job training support RTF3021A Maintain nursery plants RTF2024A Tend nursery plants Units of competency RTF3025A Prepare specialised plants RTC2702A Observe environmental work practices

Element RTF3025A Prepare specialised plants
Element 1 – Prepare to treat specialised plants 1.1 1.2 1.3 1.4 1.5 Element 2 – Implement treatments 2.1 2.2 2.3 Element 3 – Maintain aesthetic appearance of specialised plants 3.1 3.2 3.3

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

Production plans and customer requirements are analysed and clarified with the supervisor. Specialist plants requiring treatment are selected according to enterprise quality standards. Treatments appropriate to the specialised plant are selected according to production and/marketing plan. The timing of the treatments is determined according to the production and/or marketing plan. OHS hazards in carrying out specialist plant treatments are identified, risks assessed and controls implemented. Materials, tools and equipment required for the job are selected, prepared and used. Treatments are undertaken to meet the aesthetic requirements of the plant. Treatments are carried out according to enterprise OHS requirements. The health and aesthetic appearance of the plant are monitored to ensure enterprise quality standards are met. Water is applied according plant requirements. Environmental parameters are modified to ensure optimum growth of plant.

Q6.50 Q6.45 Q6.45 Q6.51

Skill Set (SS) 6, Activity (A) 2 SS6, A2 SS6, A2 SS6, A2 SS6, A2

Q6.48 Q6.47

SS6, A2 SS6, A2 SS6, A2

Q6.52 Q6.52

SS6, A2 SS6, A2 SS6, A2

Page 505 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 6 – Provision of training; preparation and maintenance of plants; observation of environmental practices
Units of competency RTE3801A Provide on-job training support RTF3021A Maintain nursery plants RTF2024A Tend nursery plants Units of competency RTF3025A Prepare specialised plants RTC2702A Observe environmental work practices

Element RTF3025A Prepare specialised plants
3.4

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

Remedial or preventative measures are applied to the plants to ensure they maintain their aesthetic appearance.

Q6.52

SS6, A2

Required knowledge

Knowledge and understanding are essential to apply this standard in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this competency standard are listed below: • • • • • Nursery Industry Water Management Best Practice Guidelines 1997 characteristics of a range of potted plants commonly treated for special aesthetic purposes different treatments which are applied to specialised plants to get desired aesthetic appearance optimum timing of treatments after-care requirements of treated plants. Q6.44 Q6.47 Q6.51 Q6.52 SS6, A2 SS6, A2 SS6, A2 SS6, A2 SS6, A2

Required skills

To achieve the performance criteria, appropriate literacy and numeracy levels as well as some complementary skills are required. These include the ability to: • • communicate with work team members, supervisors, suppliers and clients interpret production/marketing plans and plant quality specifications Q6.50

SS6, A2 SS6, A2

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 506 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 6 – Provision of training; preparation and maintenance of plants; observation of environmental practices
Units of competency RTE3801A Provide on-job training support RTF3021A Maintain nursery plants RTF2024A Tend nursery plants Units of competency RTF3025A Prepare specialised plants RTC2702A Observe environmental work practices

Element RTF3025A Prepare specialised plants
• •

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

organise and coordinate planned activities estimate treatment and plant requirements, sizes and quantities; and calculate rates, proportions and application rates coordinate work group, materials, equipment and own activities to sequentially and effectively complete operations in a timely manner. Q6.45

SS6, A2 SS6, A2

SS6, A2

Page 507 of 529

© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 6 – Provision of training; preparation and maintenance of plants; observation of environmental practices
Units of competency RTE3801A Provide on-job training support RTF3021A Maintain nursery plants RTF2024A Tend nursery plants Units of competency RTF3025A Prepare specialised plants RTC2702A Observe environmental work practices

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC2702A Observe environmental work practices
Element 1 – Follow environmental work practices 1.1 Workplace practices and work instructions relating to potential environmental impacts are recognised and followed, and clarification is sought where necessary. Changes to work practices and procedures are responded to positively and promptly in accordance with enterprise requirements. Relevant legislation, codes and national standards that impact on workplace environmental practices are recognised and followed. Suggestions are made to designated personnel for improvements to workplace practices where possible. Information is gathered and improvements are suggested to support the development of improved workplace approaches to environmental practices. Environmental issues and their relationship to workplace practices are discussed in the workplace with colleagues and designated personnel. Contributions to the review of environmental practices and policies are made within limits of responsibility. Signs or symptoms of the potential environmental threat are recognised. Information about or observations of a potential environmental threat are reported to supervisors and/or appropriate authorities. Q6.53, 6.54 Skill Set (SS) 6, Activity (A) 4 SS6, A4

1.2

Q6.55

1.3

Q6.56

SS6, A4

Element 2 – Contribute to improved environmental work practices

2.1 2.2

Q6.57, 6.58 Q6.61

SS6, A4 SS6, A4

2.3

Q6.66

SS6, A4

2.4 Element 3 – Recognise and report on a potential environmental threat 3.1 3.2

Q6.67 Q6.69 Q6.71

SS6, A4 SS6, A4 SS6, A4

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 508 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 6 – Provision of training; preparation and maintenance of plants; observation of environmental practices
Units of competency RTE3801A Provide on-job training support RTF3021A Maintain nursery plants RTF2024A Tend nursery plants Units of competency RTF3025A Prepare specialised plants RTC2702A Observe environmental work practices

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC2702A Observe environmental work practices
3.3 3.4 Element 4 – Maintain environmental records 4.1 4.2 Required knowledge Location and extent of the potential environmental threat are accurately recorded. Reports on the potential environmental threat are completed according to enterprise guidelines. Environmental records are accurately prepared as required according to enterprise policies and procedures. Environmental records are stored securely in a form accessible for reporting purposes. Q6.71 Q6.75 Q6.64 Q6.76 SS6, A4 SS6, A4 SS6, A4 SS6, A4

Knowledge and understanding are essential to apply this standard in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this competency standard are listed below: • • • relevant legislation from all levels of government on environmental issues relevant environmental policies and workplace/industry practices and procedures good practice approaches relevant to work area particularly in regard to minimising environment hazards and risks, and improving environmental performance environmental issues, especially in regard to water catchments, air, noise, ecosystems, habitat, efficient use of resources, sustainability and waste minimisation Q6.56 Q6.56 Q6.55 SS6, A4 SS6, A4 SS6, A4

Q6.54

SS6, A4

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 6 – Provision of training; preparation and maintenance of plants; observation of environmental practices
Units of competency RTE3801A Provide on-job training support RTF3021A Maintain nursery plants RTF2024A Tend nursery plants Units of competency RTF3025A Prepare specialised plants RTC2702A Observe environmental work practices

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTC2702A Observe environmental work practices
• • Required skills potential environmental threats and problems relevant to a given region and occupation general workplace practices and their potential impact on the environment. Q6.75 SS6, A4 SS6, A4 SS6, A4 Q6.72 Q6.75 Q6.74 Q6.76 SS6, A4 SS6, A4 SS6, A4 SS6, A4

To achieve the performance criteria, some complementary skills are required. These include the ability to: • • • • communicate with supervisors and workplace colleagues recognise basic environmental hazards and threats follow workplace directions and instructions keep simple records.

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Mapping document for Skill Set 7
Where the mapping indicates that components of a unit are not covered by this assessment tool, the assessor must assess these components using supplementary evidence and/or another assessment tool.

Skill Set 7 – Propagation of plants; determination of properties of growing media and potting-on plants
Units of competency RTF3014A Implement a propagation plan RTC2026A Undertake propagation activities Units of competency RTF2013A Pot-on plants RTF2504A Determine basic properties of soils/growing media

Element RTF3014A Implement a propagation plan
Element 1 – Prepare for propagation activities 1.1 1.2 1.3 1.4 1.5 Element 2 – Select propagation material 2.1 2.2 2.3 Element 3 – Prepare propagating media 3.1

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

Workplace information is interpreted and tasks organised to achieve daily work routine within time constraints. Tools, equipment and machinery are selected according to propagation method and enterprise work procedures. Growing environment is prepared to suit species and propagation method. Hygiene practices are implemented according to enterprise guidelines. OHS hazards are identified, risks assessed, controls implemented and reported to the supervisor. Parent plant is identified and selected according to health, vigour and desired characteristics. Propagation material is selected and collected according to the propagation method, and species. Conditioning and storage requirements are selected to ensure maximum viability of propagating material. Media components are selected according to manufacturers’ directions, enterprise guidelines, propagation method and plant needs. Propagation media is tested to ensure the product complies with media specifications.

Q7.10 Q7.1 Q7.21 Q7.3 Q7.6 Q7.17 Q7.15, 7.16 Q7.18 Q7.52

Skill Set (SS) 7, Activities (A) 1, 2 SS7, A1, 2 SS7, A1, 2 SS7, A1, 2 SS7, A1, 2 SS7, A1, 2 SS7, A1, 2 SS7, A1, 2 SS7, A1, 2

3.2

Q7.70

SS7, A1, 2

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 512 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 7 – Propagation of plants; determination of properties of growing media and potting-on plants
Units of competency RTF3014A Implement a propagation plan RTC2026A Undertake propagation activities Units of competency RTF2013A Pot-on plants RTF2504A Determine basic properties of soils/growing media

Element RTF3014A Implement a propagation plan
3.3 3.4 Element 4 – Propagate plants 4.1 4.2 4.3 4.4 Element 5 – Complete propagation operations 5.1 5.2

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

Media and components are handled according to OHS requirements. Storage requirements for the unused propagation media are selected. Propagation material is prepared according to the propagation method and species. Propagation techniques are performed according to plant species and enterprise guidelines. Plants are handled in a way that minimises damage. After care is applied to suit the media conditions, plant requirements and propagation techniques employed. Ensure worksite is cleaned according to hygiene requirements. Waste is collected and disposed of or recycled to minimise damage to the external environment in accordance with enterprise guidelines. Records are completed accurately and at the required time according to enterprise guidelines.

Q7.50 Q7.58 Q7.48 Q7.38 Q7.40 Q7.37 Q7.6

SS7, A1, 2 SS7, A1, 2 SS7, A1, 2 SS7, A1, 2 SS7, A1, 2 SS7, A1, 2 SS7, A1, 2 SS7, A1, 2

5.3 Required knowledge

SS7, A1, 2

Knowledge and understanding are essential to apply this standard in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this competency standard are listed below: • • quality specifications for parent plants and propagation materials enterprise and industry hygiene standards required for Q7.14 Q7.6 SS7, A1, 2 SS7, A1, 2

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 7 – Propagation of plants; determination of properties of growing media and potting-on plants
Units of competency RTF3014A Implement a propagation plan RTC2026A Undertake propagation activities Units of competency RTF2013A Pot-on plants RTF2504A Determine basic properties of soils/growing media

Element RTF3014A Implement a propagation plan

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

propagation activities • common problems that may occur while performing propagation activities in a controlled environment and preventative/corrective action that may apply propagation techniques required for a range of plants after-care requirements for a range of propagated plants testing methods applied to propagation media preferred types of propagation media for different species. Q7.40 SS7, A1, 2

• • • • Required skills

Q7.38 Q7.42 Q7.70 Q7.57

SS7, A1, 2 SS7, A1, 2 SS7, A1, 2 SS7, A1, 2

To achieve the performance criteria, some complementary skills are required. These include the ability to: • • • liaise with other work area and customers identify and assess hazards in the work area recognise and rectify problems and anomalies with parent plants, propagation material, propagation media, equipment and materials develop propagation techniques for a range of plants prepare, mix and use chemicals as required interpret specifications and industry codes of practice. Q7.38 Q7.50 SS7, A1, 2 SS7, A1, 2 SS7, A1, 2

• • •

SS7, A1, 2 SS7, A1, 2 SS7, A1, 2

© Department of Training and Workforce Development 2010 Version 1, June 2010

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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 7 – Propagation of plants; determination of properties of growing media and potting-on plants
Units of competency RTF3014A Implement a propagation plan RTC2026A Undertake propagation activities Units of competency RTF2013A Pot-on plants RTF2504A Determine basic properties of soils/growing media

Element RTC2026A Undertake propagation activities
Element 1 – Prepare for plant propagation 1.1 1.2 1.3 1.4

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

Workplace information is interpreted and clarified according to instructions. OHS hazards in the work area are identified, rectified and/or reported. Suitable personal protective equipment (PPE) is selected, used, maintained and stored. Tools and equipment appropriate to the task being undertaken are selected and prepared according to enterprise guidelines. Propagation material is collected using the appropriate method for the species and according to enterprise guidelines. Propagation material is maintained and stored to ensure maximum viability. Pre-treatment is applied and/or carried out appropriate to the propagation method and species. Propagation techniques are carried out according to the requirements of the species. Propagation material is handled in a way that minimises damage and maximises viability. Water and nutrients are applied to suit the media conditions, plant requirements and propagation techniques employed. Labels are applied according to enterprise guidelines.

Q7.10 Q7.1 Q7.2 Q7.7

Skill Set (SS) 7, Activities (A) 1 or 2 SS7, A1 or 2 SS7, A1 or 2 SS7, A1 or 2

1.5

Q7.9

SS7, A1 or 2

1.6 Element 2 – Propagate plants 2.1 2.2 2.3 2.4

Q7.18 Q7.39 Q7.45 Q7.47

SS7, A1 or 2 SS7, A1 or 2 SS7, A1 or 2 SS7, A1 or 2 SS7, A1 or 2

2.5

Q7.34

SS7, A1 or 2

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 7 – Propagation of plants; determination of properties of growing media and potting-on plants
Units of competency RTF3014A Implement a propagation plan RTC2026A Undertake propagation activities Units of competency RTF2013A Pot-on plants RTF2504A Determine basic properties of soils/growing media

Element RTC2026A Undertake propagation activities
2.6 2.7 Element 3 – Complete propagation activities 3.1 3.2

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

Plant health is monitored and remedial action is taken according to enterprise guidelines. Propagation activities are carried out according to OHS requirements. Records are completed accurately and at the required time according to enterprise guidelines. Tools and equipment are cleaned and stored according to manufacturers’ specifications and enterprise guidelines. Waste is removed and hygiene practices are followed according to enterprise and OHS requirements. Q7.64 Q7.7

SS7, A1 or 2 SS7, A1 or 2 SS7, A1 or 2 SS7, A1 or 2

3.3 Required knowledge

SS7, A1 or 2

Knowledge and understanding are essential to apply this standard in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this competency standard are listed below: • • • • • maintenance requirements of tools and equipment used for propagation OHS requirements of employees quality specifications/characteristics of a range of parent plants and propagation materials basic plant nutrition record keeping relevant to the work function Q7.9 Q7.7 Q7.64 Q7.7 SS7, A1 or 2 SS7, A1 or 2 SS7, A1 or 2 SS7, A1 or 2 SS7, A1 or 2

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 516 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 7 – Propagation of plants; determination of properties of growing media and potting-on plants
Units of competency RTF3014A Implement a propagation plan RTC2026A Undertake propagation activities Units of competency RTF2013A Pot-on plants RTF2504A Determine basic properties of soils/growing media

Element RTC2026A Undertake propagation activities
• • • • • • Required skills

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

enterprise requirements for handling and disposal of nursery wastes enterprise hygiene requirements common problems that may occur while performing propagation activities in a controlled environment propagation methods required for a range of plans OHS legislative requirements and codes of practice OHS procedures. Q7.3 Q7.40 Q7.37

SS7, A1 or 2 SS7, A1 or 2 SS7, A1 or 2 SS7, A1 or 2 SS7, A1 or 2 SS7, A1 or 2

To achieve the performance criteria, appropriate literacy and numeracy levels as well as some complementary skills are required. These include the ability to: • • • • read and interpret instructions participate in teams and contribute to team objectives communicate effectively with fellow team members carry out a variety of propagation techniques. Q7.10 Q7.10 Q7.10 Q7.38 SS7, A1 or 2 SS7, A1 or 2 SS7, A1 or 2 SS7, A1 or 2

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 7 – Propagation of plants; determination of properties of growing media and potting-on plants
Units of competency RTF3014A Implement a propagation plan RTC2026A Undertake propagation activities Units of competency RTF2013A Pot-on plants RTF2504A Determine basic properties of soils/growing media

Element RTF2013A Pot-on plants
Element 1 – Prepare for potting-on operation 1.1 1.2 1.3 1.4 1.5 Element 2 – Prepare growing media 2.1 2.2 2.3 Element 3 – Pot-on propagated plants 3.1 3.2 3.3 3.4 3.5

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

Workplace information is interpreted and clarified according to instructions. OHS hazards are identified and reported to the supervisor. Tools and equipment for potting-on are selected and used according to enterprise guidelines. Work area is cleaned and disinfected according to company hygiene practices. Materials are collected and checked to ensure sufficient quantity and quality for potting-on operations. Suitable personal protective equipment (PPE) is selected, used and maintained. Media components are measured and mixed according to enterprise guidelines. Growing media are tested to ensure the product complies with media specifications. Plants are prepared for potting in accordance with enterprise guidelines. Plants are graded during the potting process according to quality specifications. Soil level in pots is adjusted to produce a well-furnished plant according to supervisor’s instructions. Placement and depth of plants comply with the planting method and plan. Potting operations are carried out according to OHS

Q7.10 Q7.50 Q7.7 Q7.3 Q7.52

Skill Set (SS) 7, Activity (A) 4 SS7, A4 SS7, A4 SS7, A4 SS7, A4 SS7, A3

Q7.54 Q7.70 Q7.63 Q7.61

SS7, A3 SS7, A3 SS7, A4 SS7, A4 SS7, A4 SS7, A4 SS7, A4

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 518 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 7 – Propagation of plants; determination of properties of growing media and potting-on plants
Units of competency RTF3014A Implement a propagation plan RTC2026A Undertake propagation activities Units of competency RTF2013A Pot-on plants RTF2504A Determine basic properties of soils/growing media

Element RTF2013A Pot-on plants
requirements. Element 4 – Complete potting-on operations 4.1 4.2 4.3 4.4 Required knowledge

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

Plants are watered in to eliminate air pockets and prevent dehydration. Cleaning procedures are performed and hygiene practices followed according to enterprise guidelines. Waste is collected and disposed of or recycled to minimise damage to the external environment. Records of potting-on operations are maintained in the appropriate format. Q7.64 Q7.3

SS7, A4 SS7, A4 SS7, A4 SS7, A4

Knowledge and understanding are essential to apply this standard in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this competency standard are listed below: • • • • • • • the uses and application of different types of potting media basic plant physiology relevant to potting-activities enterprise plants and their characteristics importance of hygiene and quality control when potting-on and handling potting media tool care and use common problems that may occur with potting-on plants in a controlled environment and their treatment methods of disposing of waste to minimise damage to the external environment. Q7.62 Q7.50 Q7.7 Q7.57 SS7, A3 SS7, A4 SS7, A4 SS7, A3 SS7, A4 SS7, A4 SS7, A4

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 7 – Propagation of plants; determination of properties of growing media and potting-on plants
Units of competency RTF3014A Implement a propagation plan RTC2026A Undertake propagation activities Units of competency RTF2013A Pot-on plants RTF2504A Determine basic properties of soils/growing media

Element RTF2013A Pot-on plants
Required skills

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

To achieve the performance criteria, appropriate literacy and numeracy levels as well as some complementary skills are required. These include the ability to: • • • participate in teams and contribute to team objectives read and interpret enterprise work procedures and maintain required records measure out media components accurately. Q7.10 Q7.64 Q7.52 SS7, A4 SS7, A4 SS7, A3

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 520 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 7 – Propagation of plants; determination of properties of growing media and potting-on plants
Units of competency RTF3014A Implement a propagation plan RTC2026A Undertake propagation activities Units of competency RTF2013A Pot-on plants RTF2504A Determine basic properties of soils/growing media

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTF2504A Determine basic properties of soils/growing media
Element 1 – Collect soil/media samples for testing 1.1 1.2 Tools and materials for collecting soil/media samples are prepared. Area from which soil/media samples are to be collected is identified from workplace records or supervisor’s instructions. Services are located using site plans and in consultation with the supervisor. OHS hazards are identified, risks assessed and controls implemented and reported to the supervisor. Suitable safety equipment and personal protective equipment (PPE) are selected, used and maintained. Samples are taken randomly from the designated area according to recognised sampling techniques and are prepared for on-site or off site-analysis. Samples are labelled and recorded according to organisational procedures. Soil profile is determined, where appropriate. Soils/media are tested or inspected for physical properties. Soils/media are tested for chemical properties. Results are recorded according to organisational procedures. Q7.70 Q7.74 Q7.76 Q7.50, 7.51 Q7.65 Q7.66 Q7.78 Skill Set (SS) 7, Activity (A) 5 SS7, A5

1.3 1.4 1.5 1.6

SS7, A5 SS7, A5 SS7, A5 SS7, A5

1.7 Element 2 – Perform basic soil/media tests 2.1 2.2 2.3 2.4

Q7.76

SS7, A5 SS7, A5 SS7, A5 SS7, A5 SS7, A5

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 7 – Propagation of plants; determination of properties of growing media and potting-on plants
Units of competency RTF3014A Implement a propagation plan RTC2026A Undertake propagation activities Units of competency RTF2013A Pot-on plants RTF2504A Determine basic properties of soils/growing media

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTF2504A Determine basic properties of soils/growing media
Required knowledge Knowledge and understanding are essential to apply this standard in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this competency standard are listed below: • • • • • • • Required skills soil sampling techniques soil/media physical properties soil/media chemical properties soil/media plant relationships basic soil/media field tests interpreting laboratory results techniques to ameliorate soil properties. Q7.72 Q7.52 Q7.74 Q7.75 Q7.70 Q7.73 Q7.3 SS7, A5 SS7, A5 SS7, A5 SS7, A5 SS7, A5 SS7, A5 SS7, A5

To achieve the performance criteria, some complementary skills are required. These include the ability to: • • • • collect soil/media samples perform basic soil/media tests interpret results from own or laboratory results record and store information. Q7.66 Q7.72 Q7.73 Q7.76 SS7, A5 SS7, A5 SS7, A5 SS7, A5

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Mapping document for Skill Set 8
Where the mapping indicates that components of a unit are not covered by this assessment tool, the assessor must assess these components using supplementary evidence and/or another assessment tool.

Skill Set 8 – Receipt and dispatch of plants and products; processing customer complaints
Units of competency RTF3026A Receive and dispatch plants and other nursery products RTE3819A Process customer complaints

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTF3026A Receive and dispatch plants and other nursery products
Element 1 – Prepare for the dispatch of products 1.1 Materials, equipment and personnel required for the job are identified and work tasks are coordinated in a sequential, timely and effective manner in consultation with supervisor. OHS hazards are identified, risks assessed and suitable controls implemented. Orders are selected from stock batches in accordance with order forms and collated in the dispatch area according to enterprise guidelines. Product presentation, packaging and labelling are organised according to enterprise guidelines. All orders are thoroughly checked for accuracy. Product levels are monitored and maintained according to enterprise guidelines. Incoming product is received, checked and stored according to enterprise guidelines and sound horticultural practices. Dispatch areas and packing/packaging materials are maintained and tidied according to enterprise guidelines. Q8.9 Skill Set (SS) 8, Activities (A) 1, 2

1.2 1.3

Q8.10 Q8.2

SS8, A1, 2 SS8, A1, 2

1.4 1.5 1.6 Element 2 – Receive and dispatch products 2.1

Q8.3 Q8.17 Q8.16 Q8.22

SS8, A1, 2 SS8, A1, 2 SS8, A1, 2 SS8, A1, 2

2.2

Q8.9

SS8, A1, 2

© Department of Training and Workforce Development 2010 Version 1, June 2010

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RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 8 – Receipt and dispatch of plants and products; processing customer complaints
Units of competency RTF3026A Receive and dispatch plants and other nursery products RTE3819A Process customer complaints

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTF3026A Receive and dispatch plants and other nursery products
2.3 Transportation is organised according to product requirements and to ensure the product is delivered and/or received in the best possible condition. Contractual arrangements are met according to enterprise guidelines and sound horticultural practices. Q8.17 SS8, A1, 2

2.4 Required knowledge

Q8.20

SS8, A1, 2

Knowledge and understanding are essential to apply this standard in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this competency standard are listed below: • • • • • • environmental controls necessary for transporting plants common sources of cross-contamination from transport vehicles enterprise quarantine policies and relevant quarantine legislation enterprise stock control procedures best practice guidelines for nursery hygiene enterprise quality standards for the packing, packaging and labelling of products. Q8.17 Q8.17 Q8.25, 8.26 Q8.3 Q8.27 Q8.9 SS8, A1, 2 SS8, A1, 2 SS8, A1, 2 SS8, A1, 2 SS8, A1, 2 SS8, A1, 2

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 8 – Receipt and dispatch of plants and products; processing customer complaints
Units of competency RTF3026A Receive and dispatch plants and other nursery products RTE3819A Process customer complaints

Element

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

RTF3026A Receive and dispatch plants and other nursery products
Required skills To achieve the performance criteria, appropriate literacy and numeracy levels as well as some complementary skills are required. These include the ability to: • • • • communicate with clients, suppliers and work team members re product requirements interpret order forms maintain product records accurately, either manually or on a computer use a calculator. Q8.14 Q8.19 Q8.30 SS8, A1, 2 SS8, A1, 2 SS8, A1, 2

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 526 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 8 – Receipt and dispatch of plants and products; processing customer complaints
Units of competency RTF3026A Receive and dispatch plants and other nursery products RTE3819A Process customer complaints

Element RTE3819A Process customer complaints
Element 1 – Respond to customer complaints 1.1

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

Complaints are processed in accordance with organisational policies and procedures established under legislation, regulations or codes of practice. Necessary reports relating to the complaints are obtained, documented and reviewed. Decisions are made, taking into account applicable law, company policies and codes. Resolution of the complaint is negotiated and agreed where possible. A register of complaints/disputes is maintained. Customer is informed of outcome of investigation. Complaints that require referral to other personnel or external bodies are identified. Referrals are made to appropriate personnel for follow up in accordance with individual level of responsibility. All documents and investigation reports are forwarded. Appropriate personnel are followed up to gain prompt decisions.

Q8.34

Skill Set (SS) 8, Written Task (WT) 3 SS8, WT3 SS8, WT3 SS8, WT3 SS8, WT3 SS8, WT3 SS8, WT3 SS8, WT3 SS8, WT3 SS8, WT3

1.2 1.3 1.4 1.5 1.6 Element 2 – Refer complaints 2.1 2.2 2.3 2.4

Q8.42 Q8.40 Q8.37 Q8.43 Q8.41 Q8.38 Q8.44 Q8.43 Q8.44

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© Department of Training and Workforce Development 2010 Version 1, June 2010

RTF30103 Certificate III in Horticulture (Nursery)

RPL Assessment Tool Kit

Skill Set 8 – Receipt and dispatch of plants and products; processing customer complaints
Units of competency RTF3026A Receive and dispatch plants and other nursery products RTE3819A Process customer complaints

Element RTE3819A Process customer complaints
Required knowledge

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

Knowledge and understanding are essential to apply this standard in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this competency standard are listed below: • • • • • state/territory/commonwealth legislation, regulations, industry codes of practice, standards and guidelines organisational policy and procedures for dealing with complaints the importance of customer complaints the importance of good communication the individual’s role in processing customer complaints. Q8.34 Q8.44 Q8.45 Q8.38 SS8, WT3 SS8, WT3 SS8, WT3 SS8, WT3 SS8, WT3

Required skills

To achieve the performance criteria, appropriate literacy and numeracy levels as well as some complementary skills are required. These include the ability to: • apply organisational and/or industry procedures to a range of situations and to exercise judgement in this application, along with the ability to facilitate other people to undertake appropriate customer service listen actively use open and/or closed questions speak clearly and concisely use appropriate language and tone of voice SS8, WT3

• • • •

SS8, WT3 SS8, WT3 SS8, WT3 SS8, WT3

© Department of Training and Workforce Development 2010 Version 1, June 2010

Page 528 of 529

RPL Assessment Tool Kit

RTF30103 Certificate III in Horticulture (Nursery)

Skill Set 8 – Receipt and dispatch of plants and products; processing customer complaints
Units of competency RTF3026A Receive and dispatch plants and other nursery products RTE3819A Process customer complaints

Element RTE3819A Process customer complaints
• • • • • • •

Performance Criteria

Question

Practical Tasks

Supplementary Evidence

give customers full attention maintain eye contact (for face-to-face interactions) communicate non-verbally, eg body language, personal presentation (for the face-to-face interactions) use negotiation techniques possess clear, legible writing/language skills which allow for adequate communication with required people possess literacy skills to the level required to process complaints possess numeracy skills to the level required to interpret customer complaints and take required action.

SS8, WT3 SS8, WT3 SS8, WT3 SS8, WT3 SS8, WT3 SS8, WT3 SS8, WT3

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© Department of Training and Workforce Development 2010 Version 1, June 2010