BOS1499 CertIII Drilling Ops

Department of Training
and Workforce Development

Western Australia
RPL Assessment Tool Kit
RII31809
Certificate III in
Drilling Operations
First published 2010
ISBN 978-1-74205-506-0
© 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
Acknowledgements
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 Competency from R1109 Resources and Infrastructure Industry
Training Package, © Commonwealth of Australia, BSB07 Business Services Training Package,
© Commonwealth of Australia, MSA07 Manufacturing Training Package © Commonwealth of
Australia, and HLT07 Health Training Package, © Commonwealth of Australia, used under the
AEShareNet-FfE licence.
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 Education and Training.
RII31809 Certificate III in Drilling Operations
Contents
Recognition of Prior Learning (RPL) Assessment Tool Kit 7
Overview of the Recognition Process 9
PART 1
Section 1 – Assessor’s Information 11
Introduction 13
Explanation of RPL documents 14
Section 2 – List of competencies in this RPL Assessment Tool Kit 15
Qualification Rules 17
List of competencies in this RPL Assessment Tool Kit 19
Units of competency covered in this RPL Assessment Tool Kit 19
Section 3 – Interview Question Bank and Recording Sheets 21
Cluster 1 – Work safely 23
Cluster 2 – Drill site 29
Cluster 3 – Field repair training 37
Cluster 4 – Run operations 49
Cluster 5 – Driving/emergency simulation 61
Section 4 – Practical Tasks and Observation Recording Sheets 75
Practical tasks 77
Cluster 1 – Work safely 79
Task 1 – Perform a Take 5 79
Instructions for the candidate 79
Demonstration/Observation Checklist 81
Instructions for the Assessor 81
Cluster 2 – Drill site 85
Task 2 – Set up site 85
Task 3 – Site inspection 93
Page 3 of 238 © Department of Training and Workforce Development 2010

Version 1, January 2010
Cluster 3 – Field repair training 101

Task 4 – Training 101
Cluster 4 – Run operations 109
Task 5 – Diamond drilling 109
Cluster 5 – Driving emergency/simulation 119
Task 6 – Emergency simulation 119
Task 7 – Driving on site 125
PART 2
Section 5 – Candidate Information and Self-Evaluation 131
What is Recognition of Prior Learning (RPL)? 133
The four steps in the RPL assessment process 136
Candidate’s Information Form 139
Candidate’s Employment History Form 141
Candidate’s Self-Evaluation Form 143
Candidate’s Self-Evaluation for Cluster 1 – Work safely 145
Candidate’s Self-Evaluation for Cluster 2 – Drill site 147
Candidate’s Self-Evaluation for Cluster 3 – Field repair training 151
Candidate’s Self-Evaluation for Cluster 4 – Run operations 155
Candidate’s Self-Evaluation for Cluster 5 – Driving/emergency simulation 159
Section 6 – Third Party Report and Supporting Documentation 161
Third Party Report 163
Supporting Documentation 165
Assessor’s Evidence Summary Sheet 167
© Department of Training and Workforce Development 2010 Page 4 of 238

Section 7 – Mapping of Assessment Tools 169

Mapping document for Cluster 1 – Work safely 171
Evidence Matrix 173
Mapping document for Cluster 2 – Drill site 181
Evidence Matrix 183
Mapping document for Cluster 3 – Field repair training 189
Evidence Matrix 191
Mapping document for Cluster 4 – Run operations 205
Evidence Matrix 207
Mapping document for Cluster 5 – Driving/emergency simulation 221
Evidence Matrix 223

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Recognition of Prior Learning (RPL) Assessment Tool Kit

This RPL Assessment Tool Kit has been developed by the Western Australian Department of
Training and Workforce Development, in consultation with industry, as a resource to assist RPL
Assessors by providing a set of quality assessment tools, which can be used to conduct whole
of qualification RPL. This Kit also contains information which can be provided to the candidate.
This kit should be customised to suit the needs of the candidate, employer/industry or Assessor
and should reflect the purpose for which it is being used.
It is recommended that prior to using this kit for the first time, and after any
modifications or contextualisation, that this assessment kit be validated by the user to
ensure it meets the required Australian Qualification Training Framework Standards
(AQTF), relevant Training Package requirements and Registered Training Organisation
(RTO) policies.
A task-based model for RPL
A process for RPL has been developed that promotes holistic, task-based assessment, and
which focuses on relating assessment activities to actual job tasks. The intention of this model is
to streamline and simplify recognition processes for prospective candidates. This RPL
Assessment Tool Kit has been developed to support this task-based model.
The focus of the new streamlined holistic assessment process is to focus on demonstrated skills
and knowledge and is not reliant on documentary evidence, as the main source of evidence.


Overview of the Recognition Process
Candidate Enquiry
Candidate’s Information
Form
Candidate If not ready for RPL,

STEP 1 the candidate is to
Self-Evaluation
be provided with
training options.
STEP 2 Interview and

Questioning
STEP 3 Demonstration/ Gap Training

Observation of (if required)
Practical Tasks
STEP 4 Supporting
Evidence/Third Party
Report
(If required)
Issue Qualification –
Statement of Attainment
By RTO


Section 1 – Assessor’s Information
PART 1
Section 1
Assessor’s Information
It is important that you complete both Steps 2 (Interview/Questioning) and 3 (Practical
Assessment) when completing RPL Assessment using this kit.
The RPL process is a streamlined process which does not rely solely on documentary
evidence. It uses a combination of questioning, practical assessment and supporting evidence
to provide evidence of candidate competence.


Introduction
Welcome to the RII31809 Certificate III in Drilling Operations.
This RPL Assessment Tool Kit contains 13 units of competency.
It is simply set out, with a covering comprehensive list of instructions at the front of each
document, as well as covering instructions for each step of the process, as found in the notes
for the Assessor, and notes for the candidate.
Included in this pack are documents as follows:
 Explanation of RPL documents
 Qualification Rules and list of units of competency contained in this kit
 Units of competency separated into clusters for assessment
 Tool Kits for each cluster:
► Interview Question Bank and Recording Sheets
► Practical Tasks and Observation Recording Sheets
 Candidate’s information
► Candidate’s Self-Evaluation Form (incorporating Third Party Verification)
 Mapping documents for all the units of competency included in this kit.

Explanation of RPL documents
a) Interview Question Bank and Recording Sheets (Section 3): The interview question
bank is the second stage of the process, in which the Assessor and the candidate confirm
the knowledge by discussing a series of questions. Each of these questions includes a
series of Key Points, which may assist the Assessor in guiding the discussions.
b) Practical Tasks and Observation Recording Sheets (Section 4): These tools are
designed to guide the Assessor and candidate through a workplace observation, proving
the candidate’s ability to conduct the specific tasks and skills required for recognition of
competency in the particular area.
c) Candidate’s Information and Self-Evaluation Forms (Section 5): This document is for
the candidate to assess their suitability for RPL process, by asking them to consider each
of the points and assessing their ability against the task. It has been broken into smaller
skill groups, clustering like activities together to enable ease of completion. It is then
reinforced by the candidate’s supervisor’s comments, both against tasks and as a
summary for each group. This serves as third party validation of the candidate’s claims.
d) Third Party Report and Supporting Documentation (if applicable) (Section 6):
The third party verification report is provided for referees, for example the supervisor, to
confirm the candidate’s skills and experience in the qualification/occupation. This is
particularly useful in addressing Employability Skill requirements. It is important to note
that third party reports are not always available and that Assessors are recommended to
use their professional judgement to determine if this is a requirement.
List of suggested supporting documentation (if applicable): A list of suggested

industry specific evidence or supporting documentation (in addition to the generic
documentation) is provided to assist the candidate in collecting evidence to support their
application.
e) Mapping document (Section 7): This tool demonstrates how each of the documents
reflects the units of competency in the particular cluster.

Section 2 – List of competencies in this RPL Assessment Tool Kit
Section 2
List of competencies
in this


Qualification Rules

Entry to qualifications and progression advice
Requirements
Successful completion of a total of 13 units of competency made up of:
 eight (8) core (mandatory) units, and
 five (5) elective units of which:
○ up to two (2) must come from the specified electives, including at least one (1)
‘Conduct’ unit
○ at least two (2) from the general electives
Note: The candidate may choose to attain electives which are not contained in this
assessment pack. In this event, the assessor will need to develop suitable
assessment tools for the electives requested by the candidate.


List of competencies in this RPL Assessment Tool Kit

This section identifies the units contained in this Assessment Tool Kit.
As a result of consultation with industry representatives, these units have been grouped into
clusters that represent the way work is undertaken in the drilling operations field.
Units of competency covered in this RPL Assessment Tool Kit
Cluster 1 – Work safely

Unit Code Unit Title Core/Elective
BSBCMN311B Maintain workplace safety Core
RIIRIS301A Apply risk management processes Core
Cluster 2 – Drill site

RIINHB301A Set up and prepare for drilling operations Mandatory
MSAPMSUP172A Identify and minimise environmental hazards Mandatory
Cluster 3 – Field repair training

RIICOM201A Communicate in the workplace Mandatory
TAADEL301C Provide training through instruction and Mandatory
demonstration of work skills
RIISAM209A Carry out operational maintenance Mandatory
Cluster 4 – Run operations

RIIBEF301A Run on-site operations Mandatory
RIINHB208A Assist diamond core drilling General elective
RIINHB308A Conduct wireline core drilling Specified elective
Cluster 5 – Driving/emergency simulation

HLTFA301B Apply first aid General elective
RIIVEH305A Operate and maintain a four wheel drive vehicle General elective
RIIERR302A Respond to local emergencies and incidents General elective


Section 3 – Interview Question Bank and Recording Sheets
Section 3
Interview Question Bank
and
Recording Sheets
This section contains questions the assessor may ask the candidate while documenting
their conversation during the RPL interview.
Assessor’s Instructions
It is not intended that every question for each competency be asked or discussed during the
conversation. Only questions related to those competencies that the initial documentary review
has failed to fully address are required.
Each question provides key points to look for in the candidate’s responses. You may wish to
use these key points to formulate questions of your own, contextualise, or rephrase the
suggested questions to suit the candidate’s particular work situation.
On the Recording Sheets, place a tick next to each key point as it is addressed by the candidate
during the conversation. By doing this, you are recording what you have heard the candidate
say during the interview.
Use the Assessor’s Comments section next to each question to provide further details about the
context of the discussion or other key points and examples the candidate has discussed that
may be relevant in confirming competency.
It is important to remember that the notes taken during the questioning interview are important
evidence and should be retained as part of the candidate’s assessment records.


Interview Question Bank and Recording Sheets

The interview should allow the candidate to confirm their knowledge as identified by their Self-Evaluation against relevant units of competency. The
Assessor may use these questions to guide the interview ensuring that the candidate addresses the key points identified for each question.
These key points exist as a guide only, and the Assessor is encouraged to expand on them where necessary to satisfy depth of underpinning knowledge
and skills.
It is recommended that the interview be conducted in the workplace, allowing the candidate access to documents, equipment etc to support their
statements.
Record of interview
Candidate’s name
Assessor’s name
Interview only 
How/where was the interview conducted?
At an RTO’s premises  Name: ____________________________________
In the workplace  Name: ____________________________________

Candidate’s name
Units of competency
BSBCMN311B Maintain workplace safety
RIIRIS301A Apply risk management processes
Questions relating to Cluster 1 Yes No Assessor’s comments

1. Explain some government regulations that you must comply with.
Key Points: Acts and legislation, such as mines inspection, OHS, environmental, etc.

a) How would you assess individual and work group training requirements for occupational
health and safety?
Key Points: Through a training needs analysis and observation, against nationally recognised

standards.
2. Where at your workplace are these policies and procedures stored?
Key Points: In policy manuals, drill rig cab, humpy, etc.

a) List three (3) procedures you have had training on.
Key Points: Examples include: isolation and tagging, JSA, incident reporting, etc.

b) List three (3) polices that are in place at your workplace.
Key Points: Examples include: fitness for work, drug and alcohol, PPE, safety, etc.

3. Name some hazards that exist at your workplace.
Key Points: Examples include: heat, chemicals, machinery, slips, trips, falls, lifting, working at heights.

a) What documentation can you use to assess these hazards?
Key Points: Hazard inspection checklist, JSA, ‘Take 5’, other risk assessment tools.

b) Who do you report any hazards to?
Key Points: Supervisor, safety and health representative, driller.

4. At your workplace what energy sources could cause injury to you if not isolated correctly?
Key Points: Mechanical, electrical, chemical and/or radiation sources specific to site.


Candidate’s name
Units of competency

5. Explain why planning is important in your work processes.
Key Points: Can save time, make working safer.

6. What PPE (personal protective equipment) is required at your workplace?
Key Points: Minimum requirements such as glasses, safety boots, high visibility protective clothing, 
gloves, hard hat, etc.
7. What operational safety requirements are there for your work?
Key Points: Wear PPE as required, safety procedures (refer to policies and procedures).

8. Before attempting non-routine tasks, what must you do before you start work?
Key Points: JSA, ‘Take 5’, consult with others.

9. How are work changes communicated to you and your work colleagues?
Key Points: Using different mediums including verbal and non-verbal. Provide examples.

a) Who at your workplace can communicate work changes?
Key Points: Supervisor, work colleagues.

b) How are you able to communicate changes at your workplace to others?
Key Points: Radio, voice.

c) How should you act when notified of a change?
Key Points: Respond positively to change.

10. Who is involved in assessing risk assessments at your workplace?
Key Points: Everyone.


Candidate’s name
Units of competency

a) List the basic steps in a ‘Take 5’?
Key Points: Candidate to provide a copy of a completed ‘Take 5’ and explain basic steps: identify
job steps and associated hazards, consider the risk, ensure controls in place and re-evaluate the

risk.
b) Who is required to view the Take 5 prior to work commencing?
Key Points: Work colleagues, with the supervisor to sign-off.

c) If the job changes, what are you required to do?
Key Points: Stop work and review the Take 5.

d) What would you do if after conducting a Take 5 significant hazards still exist?
Key Points: Review the Take 5, do not commence work.

e) If you noticed someone having difficulty in completing a risk assessments in your work
area what actions should you take?
Key Points: Provide coaching or mentoring assistance, provide advice or strategies to achieve

competence in completing risk assessments.
11. Explain hierarchy of control.
Key Points: Method of hazard management, process of eliminating the hazard through the use of PPE.

a) How is it used when assessing and controlling risks?
Key Points: Examination of hazards and try to eliminate the hazard, rather than just resorting to 
use of PPE. Candidate to explain a workplace example.
b) How do you determine if risk levels are unacceptable?
Key Points: View the Take 5, work procedures.


Candidate’s name
Units of competency

c) What other sources of information help assess acceptable levels of risk?
Key Points: Hazard register, procedures, equipment operating instructions.

12. How do you assist with the management of OHS at your workplace?
Key Points: Report hazards, suggest ways to improve site safety.

Additional notes from conversation
Outcome S NYS
Assessor’s signature (Please circle) (Satisfactory)
(Not Yet
Satisfactory)
Assessor’s name Date



and skills.
statements.
Record of interview
Candidate’s name
Assessor’s name
Interview only 

Candidate’s name
Units of competency
RIINHB301A Set up and prepare for drilling operations
MSAPMSUP172A Identify and minimise environmental hazards

1. Where are you able to access documentation and work instructions relevant to the work you
are about to perform? 
Key Points: Rig file, humpy, supervisor.
a) What type of information is contained in workplace documentation and instructions?
Key Points: SWPs, SOPs, safety information, chemical details, site requirements, etc.

b) How do you use your workplace documentation and instructions on a daily basis?
Key Points: To comply with requirements, achieve required results, plan the task at hand.

2. What requirements must you comply with when setting up and preparing for drilling?
Key Points: Legislative, organisational and site requirements.

a) How do you ensure that you are complying with these requirements to safely complete
work activities? 
Key Points: By checking SWPs, SOPs, safety information, site requirements, etc.
b) How do you ensure that you consistently set up and prepare for drilling activities within
industry time scales? 
Key Points: By following the plan and checking with supervisor that work is up to standard.
3. How are you able to identify, manage and report all potential hazards?
Key Points: Through completing required paperwork and through supervisor.

4. How do you resolve coordination requirements with others on site?
Key Points: Through verbal discussion, by following agreed plan.


Candidate’s name
Units of competency

5. How do you determine the location and nature of any installed services, hazards or obstacles
that may be affected by the drilling plan? 
Key Points: Through verbal discussion, by looking at permits, thorough inspection of the site area.
a) How do you confirm the exact location of any suspect services and/or hazards?
Key Points: By visually checking, digging and confirming with own eyes.

6. How do you ensure that you have all the required permits and consents prior to commencing
drilling activities? 
Key Points: By asking client representative and supervisor.
7. Do you have contingency plans in place for when you encounter a change in geological
conditions? 
Key Points: In rig file, ask supervisor, assess on individual basis and make required alterations to plan.
8. How do you ensure you have all the required personnel, equipment and supplies prior to
starting work activities? 
Key Points: Following work instructions, checking prior to starting.
9. What requirements are you checking for when selecting PPE?
Key Points: Is clean, suits task being performed, is in good operational condition.

a) How would you determine if you have the correct PPE for the task or for handling
materials? 
Key Points: SWP, policy, procedures, MSDS.
10. What safety barriers do you have available and when would you use these devices?
Key Points: Cones, signs, flagging tape, to designate an unsafe area or exclusion zone.


Candidate’s name
Units of competency

11. What modes of communication do you have on site and how do you check that they are
operational? 
Key Points: Sat phone, radio, mobile, voice, hand signals, pre-start check as required.
12. What requirements are there for a lay-down area?
Key Points: Clear flat area, close to all drill sites, bunding, separate areas for chemicals.

a) Where can you source information regarding storage of chemicals?
Key Points: MSDS file, supervisor.

13. How do you decide the locations of ancillary equipment?
Key Points: Clear flat area, free of trip hazards, in required area for activity.

14. What requirements are there for a drill pad and how do you go about setting up a drill rig?
Key Points: Read plans and position accordingly, solid foundation, stabilise drill, align and secure mast.

15. How do you recognise a problem has occurred at your workplace?
Key Points: Evaluating the symptoms, things not working as they should, funny sounds, incorrect 
outcomes.
a) How can you identify and isolate causes of problems to help determine solutions?
Key Points: Problem solving, step by step, ask supervisor for assistance.

b) Once you have found the problem, what can be done and/or who can be consulted if it is
outside the scope of your authority/ability? 
Key Points: Rectify/solve problem, consult management for solutions.

Candidate’s name
Units of competency

16. What maps and diagrams do you need to interpret and understand as part of your work
activities? 
Key Points: Site specific.
17. How do you convert between metric and imperial measurements?
Key Points: Personal preferences as long as accurate and makes sense.

18. Explain how you would use basic mathematical skills to calculate quantities, such as volume of
mud tank, grout required for the hole and/or weight of drill string. 
Key Points: Site specific. Ensure answers are correct and cover use of calculator.
19. How do you determine the PPE requirements for cleaning up an environmental threat?
Key Points: Read MSDS.

20. Where can you source information about your equipment’s characteristics, technical
capabilities and limitations? 
Key Points: Rig file, maintenance manual, SWPs, supervisor, etc.
21. Where can you source information regarding your operational and maintenance procedures?
Key Points: Rig file, maintenance manual, SWPs, supervisor, etc.

a) Explain the procedures for waste disposal – clearing and preventing the spread of
contaminants. 
Key Points: Company specific.
22. Explain the site requirements for soil sampling.
Key Points: Site specific.


Candidate’s name
Units of competency

a) Explain some basic geology terms, including classification of rocks and how they relate
to drilling, eg drill-ability, stability. 
Key Points: Metamorphic, igneous, sedimentary, weathered, techniques for drilling.
22. Explain how you can promote teamwork when performing work activities with a team.
Key Points: ‘Many hands make light work’, communication, bonding, etc.

23. How do you recognise the type and severity of environmental threats posed by work activities
and the materials involved? 
Key Points: Site specific. Reference to SWPs and MSDS.
24. List the ways that materials/chemicals used on site can enter the environment.
Key Points: Site specific. Spills, accidents, seepage, etc.

25. What are some sensitive features of the local environment?
Key Points: Waterways, rivers, streams, rare plants, animals, etc.

a) How do these sensitive features impact on your work practices and procedures?
Key Points: More care needed – the possibility of harming the environment in identified areas.

26. Where is the company’s policy for environmental protection located and what does it explain?
Key Points: Rig file, humpy. Requirements for environmental protection.

a) Identify (in relevant SWPs) some environmental protection measures that are required
for work activities. 
Key Points: SWP specific. Must relate to environmental controls.

Candidate’s name
Units of competency

27. What is the procedure for contacting personnel in the emergency response team in the event of
an environmental incident? 
Key Points: Radio contact, site procedures.
28. How do you recognise abnormal or unacceptable emissions of environmental pollutants?
Key Points: Comparing them to relevant standards, SWPs, policy and procedures.

a) How are you able to contain environmental hazardous spills?
Key Points: SWP specific. Must relate to environmental controls and site requirements.

b) Where are contaminated materials allowed to be disposed of on site?
Key Points: Site specific. Requirements, approved management plan.

29. What is the likely impact on the environment from some of the possible contaminants that you
have on site? 
Key Points: Damage to flora and fauna.

Candidate’s name
Units of competency
Outcome S NYS
(Not Yet
Satisfactory)


and skills.
statements.
Record of interview
Candidate’s name
Assessor’s name
Interview only 

Candidate’s name
Units of competency
RIICOM201A Communicate in the workplace
TAADEL301C Provide training through instruction and demonstration of work skills
RIISAM209A Carry out operational maintenance

1. Explain how you access, interpret and apply compliance documentation relevant to your
workplace activities. 
Key Points: Located in humpy, rig file or with supervisor. Read and understand, follow instructions.
2. What types of communication equipment do you have at your workplace and how do you
access them? 
Key Points: Sat-phone, mobile, radio, smoke signals, voice, written, etc.
a) Explain how you operate given communication equipment and systems.
Key Points: Follow SWPs, instruction manuals, company procedures.

b) How do you identify and select the most appropriate method of communication?
Key Points: Identify – visual, select – based on noise levels, activity, etc.

c) Explain your workplace’s communication equipment by listing for each the specific
components. 
Key Points: Hand piece, speaker, cord, aerial, etc.
3. How do you establish and maintain communication with relevant parties?
Key Points: Use of communication equipment, follow SWPs and instructions on equipment.

a) What are the safe operation procedures for the communication equipment?
Key Points: Company and site specific.

b) Where are all policies and procedures located?
Key Points: Site specific. May include: in humpy, rig file, etc.


Candidate’s name
Units of competency

c) Explain how you acknowledge and respond when communicating.
Key Points: Examples include: positively, within agreed timescales, clearly.

d) What is the best way to pass on information received?
Key Points: By taking notes, recording information, inform appropriate person.

4. How would you report faults with communication equipment?
Key Points: Report to supervisor, use a fault report, etc.

5. What could you do if you did not understand information that was given to you in a face-to-face
discussion? 
Key Points: Ask questions, get person to repeat information, ask person to write down information, etc.
a) If the area you were working in became too noisy to continue effective communication,
what options do you have? 
Key Points: Use hand signals, light signals, move to another area.
6. What written documentation do you need to complete as part of your daily duties?
Key Points: Examples include: plod sheets, pre-start checklist, diary.

7. How do you identify learner characteristics and needs?
Key Points: Visual, kinaesthetic, auditory, special needs, reflector, etc.

8. How do you ensure that the learning environment is safe?
Key Points: Follow SWPs, check area prior to training, discuss with peers.

9. Explain how you ensure that relevant learning resources and materials are available.
Key Points: Prior organisation, checks, training plan.


Candidate’s name
Units of competency

10. What delivery techniques can be used when presenting a training session?
Key Points: Verbal, interactive, video, hands on.

11. How do you ensure that all components of the training session are covered and that learners
are aware of this plan? 
Key Points: Using a training plan and following it. Discuss plan with learners at start of delivery.
a) When planning a training session how would you ensure enough time has been made for
practice sessions and how would this be made relevant to the learners’ work activities?  
Key Points: Having extra time available on schedule, do in work area, allow additional time.
12. Explain how you would use coaching and interpersonal skills during face-to-face training.
Key Points: On-the-job training, buddy systems, engaging and motivating learners, maintaining  
appropriate body language, etc.
a) Explain how feedback is given to a learner.
Key Points: Verbally, positively, given to support learning, ‘carrot and stick’ approach.
 
13. What measures would you use to ensure learners are acquiring new skills and knowledge?
Key Points: Informal review or discussion with learners, learner surveys, on-the-job observation.

a) How do you ensure learner progress and outcomes are monitored in consultation with
the learner? 
Key Points: Learner involvement, adjust relationship based on review meetings.
14. What strategies would you use to improve or develop your instruction and demonstration
sessions? 
Key Points: Learner evaluations, peer assessment or feedback, personal reflection.

Candidate’s name
Units of competency

15. Explain how learner records are stored and maintained.
Key Points: Stored in accordance with legal/organisational requirements.

16. Explain where to locate the relevant legislative requirements, standards and site procedures.
Key Points: Stored in humpy or rig cab.

a) Explain how these relate to you and your current workplace activities.
Key Points: Job/site specific.

17. Describe how you would adapt your training to suit a learner’s individual characteristics and
needs?
Key Points: Pre-training interview, constant analysis of learner and learning environment, open

communication, periodic assessment of learning outcomes.
a) Give five examples of individual learning characteristics and needs.
Key Points: Job role, language, literacy and numeracy levels, cultural background, motivation for 
learning, past learning experiences.
18. List the resources available to a trainer so that they can accurately plan a delivery program.
Key Points: Training packages, company training requirements/programs, mine site requirements, SOPs, 
practical aspects of the job, available training aids.
a) List details that you need to take into consideration when planning a delivery program.
Key Points: Know the required outcomes (theoretical and practical), know your learners’
characteristics and needs, make full use of training aids and facilities available, plan frequent 
changes is learner activities, allow time for learners to learn, plan challenge tests and implement
frequently, give learners an overview of learning process and activities.

Candidate’s name
Units of competency

19. Describe the process/steps involved in sourcing relevant training aids for the duration of the
training program.
Key Points: Once the training program has been established the training plan will identify when
equipment and facilities are to be utilised, trainer must then secure these items by consultation with

management and other stakeholders, responsibility of the trainer to have all the required training aids and
facilities available as and when required.
a) Describe the contingency options available in the event of training aids and facilities
being unavailable for planned training sessions.
Key Points: Change order of training sessions (if able), source alternative aids and facilities, 
deliver training using impromptu delivery methods, set home work, revision sessions, conduct peer
assessments.
20. List the problems that can occur when a trainer delivers material that has not been vetted.
Key Points: Content is incorrect, old, inappropriate, poor quality, not contextual. Trainer looks bad, 
students lose respect and interest.
a) State the likely outcomes of using equipment that has not been prepared prior the
training session.
Key Points: It all goes wrong. Tools don’t fit, joints seize, trainer slips and injures themselves,

incorrect replacement parts.
21. State three forms of questioning used to determine learner knowledge.
Key Points: Open, closed, specific, probing, hypothetical, reflective, leading.


Candidate’s name
Units of competency

a) At which point in the training program is practice best used as a training medium?
Key Points: When the learner has learned the knowledge and not yet developed the manual 
dexterity to perform competently in the workplace.
b) When should written information be delivered to learners?
Key Points: At any point in the learning program where learners are required to retain the 
information supplied.
c) List three group activities which can be used to enhance the learning outcomes.
Key Points: Learner-generated quiz, work sheets, research, class debate, design challenges, 
work-checking sessions, small group problem solving.
22. List six adult learning principles.
Key Points: Adults are internally motivated and self-directed, bring life experiences and knowledge to 
learning experiences, goal oriented, relevancy oriented, practical.
23. What are some different learning styles?
Key Points: Visual, audio, theoretical, activist, reflective, etc.

24. How do the occupational health and safety responsibilities differ between trainer and learner?
Key Points: Trainers must provide a safe learning environment, not put learners at risk and fulfil
duty-of-care responsibilities. Learners must follow all lawful instructions, take responsibility for themselves

and others, use all safety equipment provided and not operate equipment without correct instruction.

Candidate’s name
Units of competency

a) Are learners who are performing a task for the first time under direct supervision in a
learning environment required to perform a hazard analysis before attempting the task?
Explain your answer.
Key Points: Yes – duty-of-care obligations. The learner has to learn the realities of the whole task

for the environment into which they are about to enter. This will include all of the mine regulations
and company SOPs.
25. Where do you access information regarding maintenance requirements and procedures?
Key Points: Manufacturers’ handbooks, company policy and procedures manual.

a) Where do you access information regarding characteristics, technical capabilities and
limitations of equipment?
Key Points: Manufacturers’ handbooks, company policy and procedures manual, maintenance

manual, compliance plates, load charts.
26. What are the environmental requirements and procedures that need to be maintained whilst
performing maintenance?
Key Points: Company and site specific. Protect environment, clean up any spills, recycle, dispose of
 
waste correctly.
27. What are you required to do before attempting hot work?
Key Points: Hot work permit, clear area, have on hand fire extinguishers and associated equipment.
 
a) What fire prevention/equipment and control techniques would need to be available
before attempting hot work?  
Key Points: Fire extinguishers, hoses, water, blankets, PASS.

Candidate’s name
Units of competency

28. Explain the mechanical/electrical and hydraulic systems that are on the rig and the
requirements and procedures relating to those. 
Key Points: Company specific. Discuss until understanding is displayed.
a) Explain what power tools you have available at the drill rig and their related requirements
and procedures. 
Key Points: Company specific. Grinder, die grinder, drill, etc. Follow power tool procedures.
29. Explain your company’s isolation and tag-out procedures.
Key Points: Tags or locks, two tag system, isolation officer, when to isolate, how to isolate.

a) What colours are the personal danger tags and out-of-service tags?
Key Points: Personal danger tag – red/white/black. Out-of-service tags – yellow/black.

30. List the lubricants you have at your workplace and their associated uses.
Key Points: Oils, grease, power steering fluids, hydraulic fluids, equipment specific.
 
31. What is the purpose of electric and hydraulic indicators and gauges?
Key Points: To display information, relating to equipment function they are attached to.
 
32. Explain the characteristics of the transmission and drive systems on your equipment.
Key Points: Company specific. Automatic/manual, triplex pumps, differentials, planetary gear systems.
 
33. What recording and reporting requirements do you have to fulfil for maintenance activities?
Key Points: Company specific. Can include: maintenance records, service schedules, reporting issues,  
parts requisition.

Candidate’s name
Units of competency

34. Explain how you identify, manage and report all hazards or potential hazards.
Key Points: Through company paperwork, directly to supervisor.

a) What is the last line of defence against hazards and how do you ensure you have
selected the correct items and wear them effectively? 
Key Points: PPE, as per training.
35. Explain in detail all the steps and processes involved in completing a pre-start inspection and
equipment checks.
Key Points: Tag-out/lock-out to company policy, complete company documentation in full, lubricate  
components, check/clean/top up all items as required, inspect all safety systems, ensure equipment is
clean.
a) What policies and procedures must be followed whilst conducting pre-start checks and
maintenance? 
Key Points: All company specific relating to process.
b) If you come across any faults or potential faults what would you do?
Key Points: Report immediately, record on pre-start or maintenance checklist.

c) Once an item has been repaired what must be done?
Key Points: Monitor effectiveness of repairs.
 
36. What are your company’s procedures for storing and maintaining tools and consumables?


Candidate’s name
Units of competency

37. Explain in detail all the steps and processes involved in completing equipment maintenance.
Key Points: Tag-out/lock-out to company policy, complete company documentation in full, carry out  
minor servicing and inspections with minimal impact, follow all procedures.
a) If during servicing or maintenance an item was found to be worn what steps would you
take? 
Key Points: Item repaired/replaced, documented, reported.
b) How are you able to determine the operational faults that may be found in
hydraulic/pneumatic/drive systems? 
Key Points: Diagnostic and troubleshooting procedure, specific faults describe possibilities.
38. Explain in detail how you should proceed when attempting to perform field repairs.
Key Points: Find fault, identify extent of required repair, get tools, repair, return components for overhaul, 
monitor effectiveness of repair, and record all activities.
a) Explain how you would dismantle, assess, repair, reassemble and test a given drilling
component. 
Key Points: Component specific.

Candidate’s name
Units of competency
Outcome S NYS
(Not Yet
Satisfactory)


and skills.
statements.
Record of interview
Candidate’s name
Assessor’s name
Interview only 

Candidate’s name
Units of competency
RIIBEF301A Run on-site operations
RIINHB208A Assist diamond core drilling
RIINHB308A Conduct wireline core drilling

1. Explain the workplace documentation that you need to do your daily work activities and where
to find these. 
Key Points: Plod sheets, pre-start checklist, diary, accident incident reports, drill plans.
a) When filling out daily records, what information is recorded?
Key Points: Numbers, records, quantities, dates and descriptions.

b) If any discrepancies were recorded who would you consult?
Key Points: Supervisor, client representative.

2. What legislation and regulations do you need to follow as part of your on-site work?
Key Points: Duty of care, harassment, fatigue, alcohol and drugs, etc.

a) How can you relay this information to your work colleagues and monitor compliance?
Key Points: Safety meetings, toolbox meetings, individually, monitor work activities and 
paperwork.
3. How do you go about identifying hazards at your workplace?
Key Points: Use Take 5, JSA, hazard hunts, etc.

a) What preventative measures can be implemented to combat potential work hazards?
Key Points: Training, JSAs, following SWPs.

4. When you conduct a rig induction what information is covered?
Key Points: PPE requirements, emergency drills, how to contact medical aid.

5. How do you brief crew and other relevant parties on the scope of activities?
Key Points: Verbally, via a notice board, etc.


Candidate’s name
Units of competency

6. What processes do you use to maintain a good working relationship with the client?
Key Points: Communication techniques, being happy, smiling.

a) What information do you regularly pass on to the client or drill supervisor?
Key Points: Progress, problems, results, etc.

b) What information would you not discuss with parties other than the client?
Key Points: Anything that is confidential.

7. How are you able to confirm a problem and then identify a solution?
Key Points: Investigation, equipment checks – visual and diagnostic.

a) What could be some of the potential effects of a given problem?
Key Points: Site specific. Repairs, damage, personnel injury, etc.

b) How would you gain approval to proceed with a complex problem resolution?
Key Points: Ask supervisor, requisition parts and supplies, maintenance manager, etc.

8. How do you monitor your work program and track progress?
Key Points: Plod sheets, diary, compare to work plan, geologists information

a) How do you track usage of supplies and consumables, and what is the reordering
process? 
Key Points: Stock takes, general checks, notes in plod sheets, order sheets.
b) What checks are in place to maintain cost-effective operations?
Key Points: Minimise damage, track consumable usage.


Candidate’s name
Units of competency

9. If things were not going according to plan what should you do?
Key Points: Stop and reassess, implement alternative plan.

a) How do you make effectively use of team members?
Key Points: Determine their skills and abilities and allocate jobs based on these.

b) When setting operational targets and plans who should be involved?
Key Points: All crew.

c) What would be your response when requested for assistance by a crew member?
Key Points: Positive and provide help based on request.

10. Explain the processes involved in setting up a drill rig.
Key Points: Follow SWPs and plan, load/unload equipment, move/handle and store components as 
required, set up and stabilise rod racks, connect ancillary equipment.
11. List and explain the duties an offsider would have to complete during a normal day of work.
Key Points: Housekeeping, site safety, use of rod handling equipment, inspection, maintenance and 
preparation of drill string, add/remove drill rods and inner tubes, work according to SWP.
12. Explain the process of retrieving core samples.
Key Points: Dismantle tube and empty core into trays, clean, keep sequential, record information on 
trays and core markers, clean and lubricate tube, reassemble ready for next run.
a) What can be done when handling potentially contaminated samples or delicate cores?
Key Points: Necessary safety precautions, protect core from damage.

b) What is the procedure for moving and stacking core trays?
Key Points: Follow SWP, safe stacking, correct manual handling.

Candidate’s name
Units of competency

c) Are you required to carry out sludge samples? Is so explain the process.
Key Points: Yes/no. Test return stream for analysis by geologist or client representative.

13. Where would you find information about the chemical muds you have at your workplace and
what do they detail? 
Key Points: MSDS and/or labels, PPE, storage, hazard codes, safety information.
a) What is the process involved in mixing these muds?
Key Points: Site specific, mixer, funnel.

b) Explain the testing and recording requirements for the muds.
Key Points: Marsh funnel, viscosity test, record on board/plod sheets.

14. What inspections and routine checks do you perform at your workplace?
Key Points: Core barrel, drill string, ancillary equipment, rod handling equipment, etc.

a) What specific OHS procedures do you observe whilst doing maintenance?
Key Points: OHS policy/procedures – company specific.

b) What is fitted to all high-pressure hoses and why?
Key Points: Restraining devices in case of hose failure.

15. Explain the different thread types/forms and make-up parameters found on drill sites.
Key Points: Diamond – NQ/HQ/PQ, Air – remet/metzke/api, company specific.

a) What types of drill bits and reamers do you use and how do you ensure they are
appropriate for the geological conditions you might encounter? 
Key Points: Company and site specific.

Candidate’s name
Units of competency

b) How do you adjust the inner tube length to achieve the correct fluid flow?
Key Points: Apply SWP, adjust length through backend adjustment nut.

16. Explain how to use rod and casing handling equipment to add/remove down hole equipment.
Key Points: Company and site specific. Use of rod handlers, overshot, etc.

17. Explain the processes and technicalities involved in drilling.
Key Points: Rotation speed, weight on bit, fluid flow rate, penetration rate.

a) How are you able to accurately determine the depth of hole at any given time?
Key Points: Measure components, determine constant stick up and calculate (metric and 
imperial).
b) Explain the process involved in collaring a hole and installing a casing.
Key Points: Company and site specific. A and B type foam, gypset, PVC.

c) What are your company’s procedures relating to stripping impregnated bits?
Key Points: Do not dry strip, change of weight and rotation.

18. What type of hole conditions require the use of drilling fluids and chemicals?
Key Points: Torque, shears, faults, depth, etc.

a) Explain how you would select, prepare, apply, test and monitor suitable fluids.
Key Points: Based on hole conditions, mix and test according to SWPs, monitor whilst drilling.

b) How do you monitor fluid returns, solids content, specific gravity and up-hole velocity to
implement control measures and efficient hole clearing? 
Key Points: Testing, calculate and constant monitoring.

Candidate’s name
Units of competency

c) What are some causes of pressure within the fluid system and how is this adjusted to
compensate when drilling different sized holes? 
Key Points: Depth, annular size, fluid viscosity, fluid weight, pump rate.
19. Explain the use of the overshot retrieval and dry release systems.
Key Points: Company SWPs, rate of decent, tube length, safety systems.

a) Explain how you assemble and maintain the wireline overshot and related components.
Key Points: As per manufacturer’s instructions.

20. Explain what you are required to follow and wear when using a grinder.
Key Points: Follow SWPs, PPE – specifically goggles and face shield, safety considerations.

21. Explain the process of dismantling and servicing back-end assemblies and core barrels.
Key Points: Follow SWPs, service and replace worn parts, lubricate and reassemble.

a) What requirements are there for maintaining the drill string?
Key Points: Drill to ground conditions, look after equipment, lubricate and replace when damaged.

22. What are your company’s requirements (or worksite requirements) for bit management records
and storage? 
Key Points: Follow SWPs, explain, record required information and store correctly.
23. Explain the process of taking a down-hole survey.
Key Points: How and when to use tool, assemble and maintain, read and record data.

a) Name the orientation devices at your workplace, their principle and purpose.
Key Points: Ezy-mark, spear point, ACT, Van ruth, orientate core, give reference point to 
geologist.

Candidate’s name
Units of competency

24. Explain what control measures can be implemented to minimise core loss.
Key Points: Constant monitoring, use of shut-off valves, follow SWPs.

a) How do you identify core blockages that may affect sample quality?
Key Points: Water pressure increase, increase in weight, reduced torque.

25. Explain the process you should go through to respond to a problem.
Key Points: Identify problem, determine action required, identify possible faults.

a) Explain how you should try and rectify problems.
Key Points: Use solution best suited to problem, follow through until resolved, report problems 
when outside area of responsibility to designated person.
26. What are the three main rock types?
Key Points: Igneous, metamorphic, sedimentary.

a) Explain the process of collecting samples at your workplace.
Key Points: Job specific. Can include: diamond/air, client specific.

27. What environmental aspects do you need to take into consideration at the drill site?
Key Points: Protect the environment, bunding, rubbish disposal, minimal clearing, etc.

28. How do you develop teamwork at the drill site?
Key Points: Work together, communication, engage everyone in the planning.

29. How do you determine what you are able to achieve in a given day?
Key Points: Time management, planning, experience.


Candidate’s name
Units of competency

30. What documentation is required to be completed as part of your daily duties?
Key Points: Plod sheets, pre-starts checklists, requisition forms, stock-takes, maintenance, JSAs, 
Take 5, diary.
a) Explain the contents of your company’s SHE manual.
Key Points: Company policy, OHS considerations, duty of care, site emergency procedures.

31. What types of graphical representations do you have to interpret and use?
Key Points: Maps, diagrams, surveys.

a) Explain how to convert between metric and imperial.
Key Points: Calculate, use a tape measure.

32. Explain the types and associated procedures for your workplace communication equipment.
Key Points: Radio, mobile, sat-phone, company specific procedures.

33. Explain how you apply legislative, organisation and site requirements to your daily duties.
Key Points: Follow instructions, complete appropriate paperwork, apply safety standards, work 
effectively.
34. How should you measure and identify core bits, reamers and related down-hole components?
Key Points: Using a gauge, measure, callipers.

a) What thread types do you have at your workplace?
Key Points: Site specific. Can include: NRQ, HMQ, HWT, API, Remet, Metzke, etc.

b) How do you determine which drill bits will best suit specific ground types?
Key Points: Look at charts/labels, discussions with manufacturer, previous experience.


Candidate’s name
Units of competency

35. What are considered good housekeeping principles?
Key Points: Store materials/equipment correctly, neatly, labelled, clean, pick up after yourself, minimise 
trips hazards.
a) What are the safe storage requirements for diamond tools?
Key Points: To be secured, in correct containers, recorded.

36. Why do you identify and care for samples during storage and transportation?
Key Points: To keep in order, be able to correctly find appropriate sample, final product for client.

a) What information is required to be placed on core trays and blocks?
Key Points: Site and client specific. Can include: depth, orientation, length, arrow, hole number.

37. List the names and use of diamond coring equipment and components.
Key Points: Company specific. Can include: barrel, tube, rig, ancillary.

38. Explain the fluid circulation system and its effects on hole integrity and sample quality.
Key Points: Circulate from sump through pump down hole and return to sump, use minimal flow and 
pressure to effectively clear cuttings.
a) What types of mud pumps do you use and how do they suit their application?
Key Points: Bean pump – high pressure/low flow, Robin pump – low pressure/high flow.

b) Explain the functions of drilling fluids.
Key Points: Clear hole, lubricate, build wall cake, control subsurface pressures, cool, etc.

39. Explain how you would collar a diamond hole.
Key Points: Equipment, methods, sealing, installation methods, functions, use of casing.


Candidate’s name
Units of competency

a) What are the procedures for the use and maintenance of stuffing boxes and T-pieces at
your workplace? 
40. Where are you able to access information regarding the configuration and make-up torque
requirements for various thread forms? 
Key Points: From the manufacturer.
a) How are you able to determine the critical dimensions of a core barrel if and when you
are required to drill through one? 
Key Points: Measure components on surface to confirm sizing.
41. Explain the relationship between penetration rate and drill bit life.
Key Points: Generally accepted that increased penetration rate will lead to decreased drill bit life, largely 
controlled by ground conditions.
a) What do your company’s procedures state in regard to drill bit stripping?
Key Points: Do not dry strip, company specific.

42. Explain the methods required to produce uncontaminated samples.
Key Points: Drill as per procedure, do not let oils contact sample.

a) What role do core blockages play in affecting sample quality?
Key Points: Reduce quality, possibly wash/grind core away.

43. Explain drilling parameters.
Key Points: Hole diameter, rod diameter, pump outputs, specific gravity of formation, pump pressures.


Candidate’s name
Units of competency

44. What hazards are associated with wireline operations and the control measures required?
Key Points: Moving equipment, sharp objects, suspended objects, gloves and procedures.

45. Explain the purpose of drill hole surveys and the functions of azimuth and dip readings.
Key Points: Determine hole direction through use of azimuth and dip.

46. Explain the purpose of core orientation and when it is used.
Key Points: Give directionality to core, used at client’s request.

Outcome S NYS
(Not Yet
Satisfactory)


and skills.
statements.
Record of interview
Candidate’s name
Assessor’s name
Interview only 

Candidate’s name
Units of competency
HLTFA301B Apply first aid
RIIVEH305A Operate and maintain a four wheel drive vehicle
RIIERR302A Respond to local emergencies and incidents

1. How do you assess an accident/incident?
Key Points: Look, listen and feel.

a) What protective gear is available for your protection?
Key Points: Rubber gloves, a plastic bag, goggles, protective mask for CPR.

b) What are your priorities in any first aid situation? (The four Ps.)
Key Points: Preserve life, protect the unconscious, promote recovery, prevent further injury.

2. What are ways that you would be able to help the casualty feel calm and comfortable?
Key Points: Provide positive information about situation using communication style that they can
understand, use available resources to make casualty as comfortable as possible, talk to casualty in

culturally aware and sensitive manner.
a) Are you required to seek a conscious casualty’s consent prior to performing first aid?
Key Points: Yes, where practicable.

3. Explain how you would provide first aid management in accordance with ARC guidelines.
Key Points: Use established first aid principles, follow regulations and legislation.

a) When should you seek assistance from others and what information needs to be passed
on?
Key Points: Whenever available and as soon as possible from bystanders or ambulance as

required. Pass on casualty’s condition and management.
b) Explain what first aid equipment you could use on a casualty and how the equipment
should be used. 
Key Points: AED, CPR devices, bandages, slings, braces, backboards.

Candidate’s name
Units of competency

4. What should you watch for when monitoring a casualty after administering first aid?
Key Points: Conscious level, signs of life, vitals better/worse.

5. Once you have finished giving first aid and the case is finalised, what needs to be done?
Key Points: Reports, records, details of incident, changes in condition, management.

a) What confidentiality requirements are there when dealing with first aid records?
Key Points: Maintain confidentiality in line with privacy principles and statutory requirements.

6. What key discussion points would you bring up when involved with a first aid debrief?
Key Points: Individual needs, future responses, psychological impacts, feedback.

7. What are the key differences in handling and structure between a two-wheel and four-wheel
drive vehicle? 
Key Points: Front hubs to engage 4WD, transfer case, increased handling ability, etc.
8. Explain the factors affecting tyre size, fitment rating and pressure and the associated 4WD
hooks and mounting features. 
Key Points: Tyre specific to vehicle, equipment that is specific to vehicle.
a) What are some hazards associated with incorrect use of vehicles and/or associated
equipment? 
Key Points: Rollover, bogged, accidents/incidents.
9. How do 4WD activities impact on the environment?
Key Points: Damage to flora and fauna, change lay of the land and watercourses.


Candidate’s name
Units of competency

a) How are you able to ensure you comply with all land management principles and in a
manner which minimises environmental impact?
Key Points: Knowledge of land management principles and policies, stay on existing tracks, leave

only tyre tracks and footprints, adopt processes to ensure minimal harm to environment.
b) In what ways can you be considerate and cooperate with other land users?
Key Points: Assist where possible, treat others how you would like to be treated, use discussed or 
appropriate communications.
10. Explain the routine checks you would conduct on a 4WD prior to going on a trip and what
actions you would take if you found anything defective?
Key Points: Fluid levels, tyres, pressures, structural soundness, load and load restraints, rectify any

faults prior to departure.
11. How would you determine your food and water requirements for a given trip?
Key Points: Length of time away, number of passengers, distance from help.

a) What type of navigational equipment might you use?
Key Points: Compass, maps, GPS.

b) What things would you take into consideration when planning a trip?
Key Points: Food and water supplies, weather conditions, vehicle condition, track condition.

c) What type of safety precautions might passengers have to employ when traversing rough
terrain? 
Key Points: Stow personal luggage correctly, hold on tight.

Candidate’s name
Units of competency

12. Explain how you would operate a vehicle correctly and safely both on and off road.
Key Points: Obey road rules, follow OHS regulations, employ the principles of four-wheel driving, stall 
recovery techniques.
a) What control strategies can you use over a range of terrain types?
Key Points: Accelerate smoothly, controlled braking, lock hubs and engage 4WD as required,
walk track prior to traversing, select route to minimise environmental impact, engaging correct gear

appropriate to terrain, maintain correct hand positioning on steering wheel.
b) What would you perform after having negotiated a difficult crossing or section of terrain?
Key Points: Check brakes and undercarriage, perform repairs to track.

13. What risk and control strategies are there when involved with vehicle recovery?
Key Points: Personal danger, equipment damage, use correct rated equipment, use recovery leader.

a) What things can be done to prepare a vehicle for recovery?
Key Points: Make vehicle as safe as possible, ensure passengers and bystanders are well clear.

b) How can you minimise environmental impact while recovering a vehicle?
Key Points: Reduce wheel spin, keep people movement around area to minimum, take alternative 
route.
c) How would you join two snatch straps together?
Key Points: Eye to eye from one end to the other to form a figure 8, place large stick or 
newspaper between.
14. Describe how you would select maintenance equipment correctly, including spares and fluids.
Key Points: Suitable toolkit, jack, filters, oils, fuses, bulbs, etc to suit application.

Candidate’s name
Units of competency

a) What are the requirements for vehicle checks and inspections?
Key Points: Daily pre-start check, weekly inspections and monthly servicing. Company specific.

b) What forms would you use to record vehicle conditions?
Key Points: Pre-start forms, vehicle logs, servicing sheets.

c) Explain the safe use of a jack on uneven ground.
Key Points: Move to flat ground, handbrake on, in gear, chock wheels. Company specific.

15. Explain how you would obtain and use the required workplace documentation relevant to your
workplace activity. 
Key Points: Obtain from supervisor/work file, read and understand, ask questions if required.
16. What emergency equipment do you have at your workplace and what are their maintenance
requirements?
Key Points: Fire extinguishers, first aid equipment, etc. Maintain in accordance with statutory

requirements, site procedures and manufacturer’s specifications.
17. How would you identify and confirm the nature, scope and location of an emergency or
incident? 
Key Points: Notified by radio/verbal, witnesses/witnessed, investigation, questions, continually monitor.
a) Explain how you would determine the appropriate course of action to be taken for an
incident or emergency.
Key Points: Assess emergency, maintain personal safety, action based on type/severity of

incident/emergency, monitor for changes.

Candidate’s name
Units of competency

b) How would you notify others of the emergency or request for assistance?
Key Points: Follow authorised procedures, using methods of communication.

c) Explain your workplace’s emergency evacuation procedures.
Key Points: Site specific. Safety of other personnel, isolate source of danger 
(signs/signals/barriers), coordination and control, etc.
18. What emergency equipment are you likely to use in the event of an emergency and how would
you use each item? 
Key Points: Fire extinguisher, first aid equipment, breathing aids, etc. Explanation based on items.
19. What measures could you take to reduce the impact to the environment from an emergency?
Key Points: Bunding, minimise travel and equipment, control fires quickly, use safe chemicals.

20. What communication systems do you have available at your workplace for use during an
emergency? 
Key Points: Radio, verbal, phone, signal, sat phone, two-way radio, etc.
21. What do you do for a casualty with a chest injury?
Key Points: Rest and reassure, sit up, cover bleed site, apply one-way valve to penetrating injury and 
seek medical aid.
22. How do manage an unconscious casualty?
Key Points: Assess the situation, DRABCD, recovery position.

a) Explain what DRABCD means.
Key Points: Danger, Response, Airway, Breathing, Circulation, Defibrillation.


Candidate’s name
Units of competency

23. What are the signs and symptoms of asphyxia?
Key Points: Breathlessness (lack of oxygen), blue tinge to skin and lips, gasping for breath.

a) What are some causes of asphyxia?
Key Points: Obstruction (tongue or vomit), head injuries, heart conditions, chest conditions, 
non-air situations.
24. How do you manage choking?
Key Points: Partial obstruction (encourage coughing, use back slaps), complete obstruction (seek 
medical aid, continuous blows and breathing), calm and reassure patient.
25. What might trigger an asthma attack?
Key Points: Exercise, illness, allergy.

a) How would you assist an asthmatic?
Key Points: Sit up, assist with medication (Ventolin® puffer – 4 puffs with 4 breaths between each 
puff every 4 minutes.)
26. What position do you place a near drowning casualty?
Key Points: Stable side position to allow for drainage.

27. What are the main causes of chest pain?
Key Points: Angina (warning pain caused by the narrowing of the heart arteries), heart attack (blockage 
of coronary arteries).
a) How do you treat chest pains?
Key Points: Angina (check history – medication), if more than 30 minutes from medical aid give 
aspirin unless casualty is allergic, asthmatic or on blood thinning medication

Candidate’s name
Units of competency

28. What are the signs of cardiac arrest?
Key Points: No signs of life – no breathing, unconscious, skin may have a blue tinge.

a) How do you manage cardiac arrest?
Key Points: DRABCD.

29. How do you recognise symptoms of hyperthermia (heat exhaustion/stroke)?
Key Points: Dizziness, muscle cramps, hot, thirsty, headache, pale initially clammy skin, rapid pulse, 
becoming pounding and then fainter pulse, skin will then become hot and dry.
a) How do you treat hyperthermia?
Key Points: Protect from the environment, remove clothing, cool the body, sips of cool water if 
conscious, and seek medical aid.
30. What is an AED?
Key Points: Automated external defibrillator.

a) How and when do you use an AED?
Key Points: When available and casualty has no breathing or pulse. Follow instructions provided 
with the equipment and the voice prompts of the AED.
31. How do you recognise signs of substance abuse?
Key Points: Mood swings, altered behaviour, unconsciousness, limited pain response.

a) What is your duty of care in relation to knowledge of another person’s substance abuse?
Key Points: Report to supervisor to ensure safe working environment.


Candidate’s name
Units of competency

32. Explain the general first aid management principles that are applied to all situations.
Key Points: Assess situation, DRABC, manage according to injury/condition and call for medical 
assistance.
a) What would you do for a casualty with a respiratory injury or condition?
assistance.
b) What would you do for a casualty with a pulmonary/cardiovascular injury or condition?
assistance.
c) What would you do for a casualty with a bone/ligament/muscle injury or condition?
assistance.
d) What would you do for a casualty with a burn (thermal, chemical, friction or electrical)
injury or condition?
Key Points: Assess situation, DRABC, manage according to injury/condition and call for medical

assistance.
e) What would you do for a casualty with a chemical injury or condition?

assistance.
f) What would you do for a casualty with an envenomation injury or condition?
assistance.

Candidate’s name
Units of competency

33. After a first aid incident has occurred, it is recommended that a debrief takes place. Why is this
done?
Key Points: Help improve future first aid responses, ensure training and equipment is adequate, 
incident/accident investigation to reduce hazards and risks before they occur, discuss your own skills and
limitations.
34. Where would you access the ARC guidelines and what do they relate to?
Key Points: Internet, ARC, all details about everything to do with first aid, chain of survival, priorities, 
procedures, basic principles, infection control, etc.
35. Explain the features and handling characteristics of four-wheel drive vehicles.
Key Points: Four-wheel drive, locking hubs, traction, ability to cross more rugged areas.

a) What are some different driving techniques used for varying terrain?
Key Points: Slow, steady, controlled, low gear, engine revs, stall recovery.

b) What are some of the differences between two-wheel and four-wheel drive vehicles and
how does that affect the vehicle operation and capability?
Key Points: Four-wheel drive vs two-wheel drive, locking hubs, front differential, transfer case, 
reduces the ability of the two-wheel drive vehicle to cover the type of terrain possible in four-wheel
drive.
36. What terms are used to describe four-wheel drive vehicles capabilities?
Key Points: Approach and departure angles, ramp over angle, ground clearance, suspension travel.

37. Explain some tyre-management principles.
Key Points: Check route for obstacles, do not drive over sharp objects, drive slowly, etc.


Candidate’s name
Units of competency

38. What type of environmental impact is caused by four-wheel drive activities?
Key Points: Destruction of habitat, soil erosion, wildlife killed, contamination, spreading disease.

a) How can we reduce the environmental disturbance caused by four-wheel drives?
Key Points: Keep to established trails to avoid spreading erosion, do not remove endemic species
of fauna or flora, follow the law of ‘pack it in, pack it out’, do not alter the natural surroundings of an

ecosystem, limit the size of a group entering an ecosystem, use existing campsites.
39. What practices and procedures are used by land management authorities to reduce the impact
to the environment?
Key Points: Legal and statutory requirements, restricting access, limiting group size, seasonal

restrictions, use of permits, enforcing codes of conduct and ethics
a) What cultural protocols should be used when making contact and communicating with
indigenous people? 
Key Points: Respect, consultation, communication, consent.
40. Explain the techniques used when travelling in convoy.
Key Points: Stay in sight of each other, leave enough room for safety, stay in contact, respect other road 
users.
41. Explain the techniques used to recover a vehicle using a single snatch strap and the
associated hazards.
Key Points: Clear obstacles, select appropriate vehicle, check strap, attach strap, clear area of
bystanders, communication system agreed, move off at moderate pace, sound horn when stuck vehicle is

freed, collect and inspect gear. Hazards involve strap breaking, injury to bystanders, damage to
equipment.

Candidate’s name
Units of competency

42. What OHS legislation is relevant to the use of four-wheel drive vehicles?
Key Points: Duty of care, instructions for operators.

43. What statutory requirements should be followed when responding to an emergency?
Key Points: Follow Acts and regulations that apply.

44. Explain in detail your workplace emergency procedures.
Key Points: Company and site specific. Call for help, give location, nature, number of casualties, etc.

a) Explain in detail you workplace incident procedures.
Key Points: Incident report procedure, reporting of hazards, investigation of hazards, etc.

45. What equipment would you use to fight a fire and how would you do so?
Key Points: Fire extinguisher, hose, water, blanket, specific to equipment and training.

a) When would you require breathing apparatus and would you require training before
using? 
Key Points: Yes – when atmosphere is toxic or contains smoke, chemical, dust.
46. Where would you be able to find information about geological survey data and ventilation
information? 
Key Points: Site plans.
a) What other information would you be able to get of site plans?
Key Points: Company and site specific. Shows location of everything.


Candidate’s name
Units of competency
Outcome S NYS
(Not Yet
Satisfactory)

Section 4 – Practical Tasks and Observation Recording Sheets
Section 4
Practical Tasks
and
Observation
Recording Sheets
This section contains practical assessment tasks that the candidate will complete to
assist you in determining a candidate’s skills and knowledge.
Assessor’s instructions
Use the Observation Recording Sheets for each of the practical tasks to document the skills and
knowledge demonstrated by the candidate in completing each of the required tasks.
These practical tasks may be modified to suit the context of the candidate’s workplace, job role
or their work environment.
Not all tasks need to be completed by the applicant. The Assessor should select only those
tasks that will provide the required evidence to prove competency by the candidate.
For a whole qualification it may be necessary to perform all tasks.
It is important to remember that the notes made by the Assessor during the observation of the
practical demonstration are important evidence and should be retained as part of the
candidate’s assessment records.


Practical tasks
While performing the various practical tasks, it is important that the principles of Occupational
Health and Safety, and workplace safety requirements be met at all times.
Assessors need to ensure that the specifications for materials/resources used in the practical
tasks are consistent with those in the critical aspects of evidence. (Refer to the Mapping of
Assessment Tools document for more information.)

Task 1 – Perform a Take 5
The candidate is to conduct a Take 5 for a complex, drilling-related work task, consulting
with the right people and completing the required paperwork according to workplace and
national standards.

Note: If the candidate is in the process of moving the drill rig and equipment select
Task 2.
If the candidate has already set up the drill site select Task 3.
Task 2 – Set up site

The candidate is to follow site set-up procedures appropriate to drilling equipment in
use, working within the site risk-control, health, safety, environmental, quality and
communication requirements.
Task 3 – Site inspection

The candidate is to conduct a walk-around inspection with the Assessor, identifying site
risk control, health, safety, environmental and quality requirements.


Task 4 – Training
The candidate is to conduct training regarding pre-start checks, servicing and
operational maintenance on a range of mechanical, electrical and/or hydraulic systems,
using a selection of maintenance devices, and referring to site, safety, environmental,
quality and legal requirements.

Task 5 – Diamond drilling
The candidate is to conduct diamond drilling operations using their worksite equipment
and procedures.

Task 6 – Emergency simulation
The candidate will be required to conduct a first aid simulation and perform all the skills of
a qualified first aid officer.
Task 7 – Driving on site

The candidate is to demonstrate how to drive in accordance with their workplace site,
safety and quality requirements.


Instructions for the candidate
Outline of task
For this task you will be required to conduct a Take 5 for a complex, drilling-related work task,
consulting with the right people and completing the required paperwork according to workplace
and national standards.
This will include:
 demonstrating knowledge of hierarchy of control
 understanding where and when to use a Take 5
 consulting with others to assist in identifying the hazards associated with the tasks
 using a risk matrix
 developing controls to minimise risks
 communicating outcomes to the work team
 using organisational and nationally recognised procedures
 demonstrating knowledge and awareness of safety and safe working practices
 demonstrating knowledge of contingency and emergency procedures.
You will be assessed on your ability to:
 use organisational and nationally recognised procedures
 demonstrate knowledge and awareness of safety and safe working practices
 demonstrate knowledge of contingency and emergency procedures.


Demonstration/Observation Checklist
Candidate’s name
Assessor’s name
Supervisor’s name
(if applicable)
Work activity The candidate is to perform a Take 5 according to the required

workplace and national standards embedded in competency
cluster.
Cluster 1 – Core units BSBCMN311B Maintain workplace safety

of competency RIIRIS301A Apply risk management processes
Assessment location
Date of demonstration Time
Instructions for the Assessor
 Successfully conducting the following demonstration/observations requires the Assessor

and the candidate to have access to a real workplace environment.
 Where personal safety or environmental damage are limiting factors, assessment may
occur in a simulated environment provided it is realistic and sufficiently rigorous to cover
all aspects of workplace performance.
 The assessment environment should not disadvantage the candidate in terms of access,
language, literacy and numeracy demands, and should be discussed with the candidate
before commencing the demonstration.
 For the candidate to demonstrate competence they are required to demonstrate all the
listed observable behaviours for the task.
Resources required for this task
 a process that can be broken down in a Take 5 – where possible choose one relevant to
the candidate
 relevant national standards and regulations including Mines Safety and Inspection Act
1994
 relevant workplace procedures, including risk management and reporting procedures
 an organisational Take 5 form

Candidate’s name
Is
behaviour
During the demonstration or observation of skills did the candidate do the
observed? Assessor’s Notes
following?
Yes No
1. Explain what tasks require a Take 5 to be completed and when they should be
done.  
2. Identify each step in the process and describe its application.  
3. Describe how to use the hierarchy of control.  
4. Demonstrate the use of Take 5 support materials such as hazard identification
tools.  
5. Demonstrate and/or provide an existing Take 5, JSA they were involved with.  
6. Demonstrate teamwork skills involving and engaging the team.  
7. Identify the hazards associated with the given task.  
8. Identify/explain a situation that is considered hazardous.  
9. Describe/demonstrate how to identify hazards ‘on the job’ when completing a
Take 5.  
10. Identify what must happen to an existing SWP if new hazards are identified.  
11. Use a risk rating matrix, pointing out and discussing how the risk matrix works.  
12. Identify/explain a situation that creates a risk.  
13. Define risk control measures.  
Candidate’s name
Is
behaviour
following?
Yes No
14. Describe/demonstrate controls that can reduce the risk to an acceptable level.  
15. Use a range of communication techniques to communicate to work colleagues
the hazards and controls used.  
16. Identify the document(s) that underpin working safely in a drilling environment
and where they can be accessed.  
Assessor general comments/observations:
Assessor’s name
Outcome S NYS
(Please Circle) (Satisfactory) (Not Yet Satisfactory)
Assessor’s signature
Candidate’s signature Date


RII20909 Certificate II in Drilling Operations

Outline of task
For this task you will be required to set up the drill rig and site, working within a team
environment, completing the required paperwork according to workplace standards and
completing the task safely and efficiently.
This will include:
 conducting a pre-site investigation
 communicating instructions to work crew
 consulting with others to safely set up the site
 apply site procedures and requirements to your safe working practices
 demonstrate knowledge of site emergency procedures
 meet quality work outcomes.


Candidate’s name
Assessor’s name
Supervisor’s name
(if applicable)
Work activity The candidate is to set up a drill rig and site according to the
required workplace standards.
Cluster 2 – Core units RIINHB301A Set up and prepare for drilling operations
of competency MSAPMSUP172A Identify and minimise environmental hazards
Assessment location

 access to a new site for the purpose of setting up a drill rig and associated equipment
 relevant workplace procedures, including hazard management and reporting procedures
 organisational site inspection form

Candidate’s name
Is
behaviour
During the demonstration or observation of skills did the candidate do
the following?
Yes No
1. Prepare for site set-up operations by firstly conducting a site inspection.  

2. Interpret/explain graphical representation including maps and/or diagrams.  
3. Identify and rectify (if required) any hazards or issues associated with site set up.  
4. Identify/explain the different requirements of operating during the day as
opposed to during the night.  
5. Control any identified hazards using the hierarchy of control.  
6. Identify specific PPE requirements for the operations, including goggles and
gloves.  
7. Identify any common environmental issues that may arise whilst conducting a
site set up.  
8. Identify operational/maintenance procedures relevant to setting up the rig and
site including:
 controlling the flow off site  
 disposing of waste  
 no excess clearing  
 preventing the spread of contaminants.  

Candidate’s name
Is
behaviour
the following?
Yes No
9. Describe/demonstrate the procedure and documentation required when

environmental issues arise.  
10. Identify/describe specific clean up requirements in the event of spills.  
11. Conduct a pre-start check on equipment prior to moving site.  
12. Identify and select appropriate auxiliary equipment to support the process.  
13. Identify and explain any hazards to safety and the environment that may arise
during the process including:
 poor housekeeping  
 spills  
 dust  
 heat  
 moving parts.  
14. Communicate with supervisor and/or other personnel during the process.  
15. Explain various communication systems that are used on site.  
16. Identify/describe the documentation required during set up operations.  
17. Conduct a safe transfer of equipment and identify correct manual handling
procedures.  

Candidate’s name
Is
behaviour
the following?
Yes No
18. Ensure a solid foundation for the drill rig and stabilise and align according to drill
plans.  
19. Identify/explain the storage/placement requirements of specific equipment in
use.  
20. Point out and/or describe any manufacturer’s and or legislative requirements
during the site set up including, at least:
 specific operating parameters  
 environmental requirements  
 Material Safety Data Sheets  
 the consequences of not complying with the above requirements.  
21. Apply or describe estimating skills  
22. Apply mathematical skills in relation to varying measurements on site
(eg calculator use).  
23. Ensure barriers are erected as required.  
24. Demonstrate/explain recognition of symptoms of possible problems.  
25. Explain, identify and isolate causes of problems and determine solutions.  

Candidate’s name
Is
behaviour
the following?
Yes No
26. Implement solution if within scope of competence and authority.  

27. Seek help if problem is too complex and implement solution as directed.  
Assessor’s name
Outcome S NYS



Outline of task
For this task you will be required to walk around the drill rig and site, explaining to the Assessor
the site set up and the reasons why it is set up that way. Show how the paperwork is completed
according to workplace and national standards.
This will include:
 conducting a pre-site investigation
 communicating reasons for equipment placement to Assessor
 demonstrate knowledge of site emergency procedures
 meet quality work outcomes.


Candidate’s name
Assessor’s name
Supervisor’s name
(if applicable)
Work activity The candidate is to conduct a walk-around inspection with the

Assessor, whilst identifying site risk control, health, safety,
environmental and quality requirements.
Cluster 2 – Core units RIINHB301A Set up and prepare for drilling operations
of competency MSAPMSUP172A Identify and minimise environmental hazards
Assessment location

 access to a site for the purpose of investigating the set up of a drill rig and associated
equipment
 an organisational site inspection form

Candidate’s name
Is
behaviour
the following?
Yes No
1. Supply a copy of the site inspection report for the current site.  
2. Interpret/explain graphical representation including maps and/or diagrams.  
3. Show how to identify/rectify any hazards or issues associated with the site set
up.  
4. Identify the different requirements of operating during the day and night.  
5. Control any identified hazards using the hierarchy of control.  
6. Identify specific PPE requirements for the operation, including goggles and
gloves.  
7. Identify any common environmental issues that may arise whilst conducting a
site set up.  
8. Identify operational/maintenance procedures relevant to setting up the rig and
site including:
 controlling the flow off site  
 disposing of waste  
 no excess clearing  
 preventing the spread of contaminants.  

Candidate’s name
Is
behaviour
the following?
Yes No
9. Describe/demonstrate the procedure and documentation required when

environmental issues arise.  
10. Identify/describe specific cleaning requirements in the event of spills  
11. Produce a pre-start check performed on a piece of equipment.  
12. Identify and select appropriate auxiliary equipment to support the drilling
process.  
13. Identify and explain any hazards to safety and the environment that may arise
during the process including:
 poor housekeeping  
 spills  
 dust  
 heat  
 moving parts.  
14. Communicate with supervisor and/or other personnel.  
15. Explain various communication systems that are used on site.  
16. Identify/describe the documentation required during operations.  
Candidate’s name
Is
behaviour
the following?
Yes No
17. Explain the safe transfer of equipment and identify the correct manual handling
procedures.  
18. Identify/explain the storage/placement requirements of specific equipment in
use.  
19. Explain why there is a need for a solid foundation for the drill rig and why it is
important to stabilise and align it according to drill plans.  
20. Point out and/or describe any manufacturer’s and/or legislative requirements
during site set up including, at least:
 specific operating parameters  
 environmental requirements  
 Material Safety Data Sheets  
 the consequences of not complying with the above requirements  
21. Apply or describe estimating skills.  
22. Apply mathematical skills with relation to varying measurements on site (eg
calculator use).  
23. Explain why barriers are needed and their placement requirements.  
24. Demonstrate/explain recognition of symptoms of possible problems.  
Candidate’s name
Is
behaviour
the following?
Yes No
25. Explain, identify and isolate causes of problems and determine solutions.  
26. Implement solution if within scope of competence and authority.  
27. Seek help if problem is too complex, implement solution as directed.  
Assessor’s name
Outcome S NYS



Task 4 – Training
Outline of task
For this task you will be required to train an offsider in pre-start checks, servicing and
operational maintenance. Three different training sessions are to be conducted and each
session must address different learning objectives, a range of techniques and effective
communication skills appropriate to the audience.
This will include:
 conducting training
 communicating information
 using different training techniques
 gathering information on learner characteristics and needs
 use your organisational and nationally recognised procedures
 demonstrate knowledge of adult learning techniques
 pass on information and techniques.


Task 4 – Training
Candidate’s name
Assessor’s name
Supervisor’s name
(if applicable)
Work activity The candidate is to conduct training regarding pre-start checks,

servicing and operational maintenance on a range of mechanical,
electrical and/or hydraulic systems, using a selection of
maintenance devices and referring to site, safety, environmental,
quality and legal requirements.
Cluster 3 – Core units RIICOM201A Communicate in the workplace

of competency TAADEL301C Provide training through instruction and demonstration of
work skills
Assessment location

 equipment necessary for training

 access to relevant people, documentation, etc to conduct the training
 an organisational training record form
 access to a site for the purpose of training

Task 4 – Training
Candidate’s name
Is
behaviour
the following?
Yes No
1. Inspect the learning environment to ensure it is safe.  

2. Gather information regarding learner characteristics and needs.  
3. Confirm access to necessary equipment or resources required for the training
session.  
4. Inform the learner in regard to what they are going to learn and the delivery
techniques.  
5. Use interpersonal skills to establish a safe and comfortable learning
environment.  
6. Follow the learning plan to ensure learning objectives are covered.  
7. Brief learner on OHS procedures and requirements prior to and throughout
training, as required.  
8. Vary their delivery techniques to enhance learning.  
9. Demonstrate coaching techniques to assist learning.  
10. Use a variety of communication skills to provide information, instruct learner and
demonstrate work skills.  
11. Allow time for learner to practise during instruction.  

Task 4 – Training
Candidate’s name
Is
behaviour
the following?
Yes No
12. Give feedback to learner and discuss this with a view of supporting learning.  
13. Use measures to ensure learner was acquiring new technical skills and
knowledge.  
14. Finalise documentation and records were maintained, stored and secured in
accordance with company policy.  
15. Ensure that learner performed a pre-start check according to procedures,
including:
 observing isolation, tag-out and lock-out procedures  
 checking and topping up fluid levels, bleeding where necessary  
 checking filters and cleaning and replacing as required  
 checking security of all circulation systems as required  
 checking safety items are fitted and in serviceable condition  
 ensuring cabin, seat belts and windscreen are clean and windscreen
washer functioning  
 lubricating all systems to requirements  
 completing the pre-start checklist accordingly.  

Task 4 – Training
Candidate’s name
Is
behaviour
the following?
Yes No
16. Ensure that the learner reported any faults or potential faults immediately to
supervisor.  
17. Explain to the learner the need to identify, record and report requirement for
repair or maintenance and to subsequently monitor the effectiveness of repair.  
18. Explain to the learner the correct way to carry out hot work, including:
 ensuring area clear of flammable material  
 locating fire extinguishers at locations according to SWP  
 undertaking hot work in compliance with SWP and district fire controls  
 liaising with spotter during hot work and inspecting area prior to leaving to
ensure no potential exists for later combustion.  
19. Explain/demonstrate to the learner how to perform equipment maintenance,
including:
 where to find procedures for maintenance and how to carry it out safely to
instructions  
 how to maintain and store tools and consumables before, during and after
maintenance  

Task 4 – Training
Candidate’s name
Is
behaviour
the following?
Yes No
 identifying and changing worn parts and recording the replacement of

these accordingly  
 using diagnostic and troubleshooting procedures to find faults in
operational systems (hydraulic, pneumatic and drive systems).  
20. Explain the advantages of regular servicing/maintenance.  
Assessor’s name
Outcome S NYS



Outline of task
For this task you will be required to safely and effectively conduct drilling operations and drilling
related work tasks. Working as part of a team, you will need to complete the required paperwork
according to workplace standards and rectify any problems as they occur.
This will include:
 planning and preparing for drilling operations
 addressing environmental or safety issues related to drilling operations
 conducting drilling operations
 conducting fault finding and contingency operations
 shutting down drill and/or auxiliary equipment
 working to site and equipment operating procedures
 demonstrating knowledge of contingency and emergency procedures
 demonstrate knowledge of fault-finding techniques.


Candidate’s name
Assessor’s name
Supervisor’s name
(if applicable)
Work activity The candidate is to conduct diamond drilling operations using their
worksite equipment and procedures.
Cluster 4 – Core units of RIIBEF301A Run on-site operations

competency RIINHB208A Assist diamond core drilling
Assessment location

 access to a site for the purpose of monitoring candidate perform drilling operations
 an organisational site induction form
 a drill rig and associated equipment relevant to the task being observed

Candidate’s name
Is
behaviour
the following?
Yes No
1. Provide safety rig induction as required to new personnel and worksite visitors.  
2. Complete occupational health and safety records accurately.  
3. Ensure the occupational health and safety requirements were adhered to by all
on site.  
4. Conduct camp, site and equipment safety audits as required.  
5. Identify hazards at the worksite.  
6. Explain the need for a JSA and how to determine the range of preventative
measures required. Explain how these are assessed.  
7. Communicate procedures for the use of PPE and installed safety equipment to
the crew.  
8. Provide clear instructions to the crew relating to an emergency situation and
actions/roles.  
9. Explain method for contacting medical or emergency services.  
10. Brief crew and relevant personnel regularly with up-to-date scope of activities.  
11. Maintain a good working relationship with client.  
12. Explain how to maintain worksite confidentiality.  

Candidate’s name
Is
behaviour
the following?
Yes No
13. Maintain communication with office/supervisor to relay progress and/or to

request information or assistance.  
14. Follow SWPs and communicate these to the crew as required.  
15. Explain how to diagnose and solve a routine problem, including:
 identifying possible problems  
 determining problems and possible faults requiring action  
 rectifying problems using appropriate solutions.  
16. Explain what to do if the scope of the problem was outside their authority and/or
who to contact to gain approval if necessary.  
17. Monitor work program regularly.  
18. Explain how to check availability of consumables items and delivery times.  
19. Allocate specific tasks to make effective use of crew.  
20. Maintain cost effective operations by minimising damage to equipment and/or
avoiding excessive use of consumables.  
21. Coordinate the work of the team.  

Candidate’s name
Is
behaviour
the following?
Yes No
22. Allocate operational targets in consultation with crew and check progress at
regular intervals.  
23. Provide assistance to crew when requested to meet operational targets.  
24. Explain the process involved when there is a need to acquire additional
resources for a changing work requirement.  
25. Maintain operating records.  
26. Keep daily running records to facilitate the completion of necessary
documentation including accurate measurements of drill string and hole depths.  
27. Accurately and succinctly complete plod sheets, records and shift reports.  
28. Demonstrate/explain how to support the core drilling process including:
 how to fit/remove components from the core barrel  
 preparing drill string for tripping/drilling  
 adding/removing rods and/or core tubes  
 housekeeping and related site safety measures.  
29. Adjust/explain inner tube length to ensure appropriate fluid flow around core.  

Candidate’s name
Is
behaviour
the following?
Yes No
30. Demonstrate/explain how to handle core samples including:

 dismantling inner tube and recover samples into trays in accordance with
SWPs  
 taking necessary safety precautions when handling potentially
contaminated samples  
 explaining how to collect sludge samples  
 cleaning and lubricating inner tube components and re-assemble in
preparation for next run.  
31. Identify and use different drill rod and casing types, thread forms and make up
parameters.  
32. Apply appropriate drilling practices, including:  
 rotation speed  
 weight on the bit  
 drilling fluid flow  
 penetration rate applicable to ground conditions  
 identifying core blockages affecting sample quality and implementing
control measures  
 demonstrating/explaining how to strip bits according to company
procedures.  

Candidate’s name
Is
behaviour
the following?
Yes No
33. Explain the process of collaring a hole including the installation of casing.  
34. Identify hole conditions requiring the use of drilling fluids and chemicals.  
35. Demonstrate/explain how to select, prepare, apply, test and monitor drilling
fluids and additives.  
36. Monitor fluid return and solids content and implement control measures as
required.  
37. Monitor/explain fluid cuttings specific gravity and up hole velocity to ensure
efficient hole clearing.  
38. Select appropriate fluid pumping rate for hole size and monitor causes of
pressure in fluid system.  
39. Operate wireline, overshot and dry release system whilst controlling associated
hazards.  
40. Demonstrate/explain how equipment is maintained including activity specific
PPE.  
41. Dismantle/maintain drilling related components including:
 drill string  
 backend assembly  

Candidate’s name
Is
behaviour
the following?
Yes No
 core barrels, service replace damaged/worn components  

 wireline retrieval system, service replace damaged/worn components as
required.  
42. Maintain bit management, record required information and store bits correctly.  
43. Assemble and maintain survey and core orientation devices.  
44. Operate survey and core orientation devices.  
45. Read and record survey and core orientation data.  
Assessor’s name
Outcome S NYS


Cluster 5 – Driving emergency/simulation

Outline of task
For this task you will be required to conduct first aid, including assessing the situation, applying
first aid procedures, communicating details of incident and evaluating own performance
according to workplace and national standards.
This will include:
 demonstrate your knowledge and application of first aid techniques.

Use the following scenario to complete the practical observation.
You are in the process of moving from one drill site to another.
The two offsiders are taking equipment to the new site. As the two offsiders are
driving along the track, the front tyre of their LV (light vehicle) blows and the driver
overreacts, brakes and ends up rolling the vehicle.
You are waiting back at the rig for the two offsiders to return, wondering why they
are taking so long. Finally, you decide that you might as well head across to the next
site.
On your approach to the new drill site you can see the LV on its side but cannot see
the offsiders.
One of the offsiders has his arm stuck under the body of the and is in a lot of pain.
The other offsider is not moving and seems to have some discoloration around his
forehead.
Read through the above scenario and use the simulated accident site to explain to the assessor
all the steps that would need to be taken.
When you are explaining practical steps to the Assessor, use the simulated scene to go through
all the motions as you would in a real life emergency.
CPR is to be demonstrated using ‘Resusci Anne’.

Candidate’s name
Assessor’s name
Supervisor’s name
(if applicable)
Work activity The candidate is to conduct a first aid simulation and perform all
the skills of a qualified first aid officer.
Cluster 5 – Core units HLTFA301B Apply first aid

of competency RIIVEH305A Operate and maintain a four wheel drive vehicle
Assessment location

 a simulated work environment to go through first aid practices

 access to site recording and reporting documentation
 access to a ‘Resusci Anne’

Candidate’s name
Is
behaviour
the following?
Yes No
1. Assess the situation for hazards and dangers and minimise risk to themselves,
bystanders and to the casualty.  
2. Isolate potential sources of danger using appropriate controls, signs or barriers.  
3. Assess the casualty in a sensitive, culturally aware and respectful manner
identifying the possible injury/condition, calmly communicating the process with
the casualty seeking approval prior to applying first aid. Demonstrate correct  
procedures for performing CPR.
4. Locate identify and use emergency equipment appropriately to make the
casualty comfortable.  
5. Demonstrate safe manual handling procedures.  
6. Provide relevant first aid management and infectious control precautions while
stabilising and treating injury/condition. Assist with medication if appropriate.  
Manage and record changes.
7. Seek assistance from others and/or request emergency response assistance
giving appropriate details of incident and location.  
8. Coordinate and control the emergency response ensuring continued safety of
other personnel.  
9. Maintain control of the emergency situation until formal relief is available.  
10. Accurately describe casualty’s condition to emergency services arriving on the
scene.  

Candidate’s name
Is
behaviour
the following?
Yes No
11. Show awareness of confidentiality requirements of the casualty’s records.  

12. Complete incident report and investigation.  
13. Explain possible psychological impacts of the incident and awareness of
resources for support.  
14. Maintain emergency equipment.  
15. Contain site and organise removal of any environmental contamination caused
by incident.  
Assessor’s name
Outcome S NYS



Outline of task
For this task you will be required to conduct four-wheel driving operations including: performing
a driving-related vehicle rescue, demonstrating survival techniques, performing a stall recovery
and recovering a vehicle with a snatch strap.
This will include:
 operating, maintaining and cleaning equipment
 identifying hazards and handling hazardous situations
 monitoring operations
 reporting defects
 applying safe working practices
 working to site and equipment operating procedures
 use your organisations and nationally recognised procedures
 demonstrate four-wheel driving techniques.


Candidate’s name
Assessor’s name
Supervisor’s name
(if applicable)
Work activity The candidate is to demonstrate how they would respond to an

emergency situation and drive to the site of the emergency in
accordance with their workplace’s safety and quality requirements.
Cluster 5 – Core units HLTFA301B Apply first aid

of competency RIIVEH305A Operate and maintain a four wheel drive vehicle
Assessment location

 access to a site for the purpose of performing four-wheel drive activities

 vehicle and associated equipment relevant to the task being observed

Candidate’s name
Is
behaviour
following?
Yes No
1. Gather, read and use workplace documentation relevant to the work activity.  
2. Explain and identify the structural and handling differences between a two-wheel
drive and four-wheel drive vehicle.  
3. Identify the factors that affect tyre size, pressure, rating and fitment.  
4. Plan and demonstrate compliance with land management principles to determine
the types of impact likely to occur during 4WD activities.  
5. Demonstrate cooperation and consideration to other land users and use accepted
procedures when travelling in convoy.  
6. Perform pre-start checks on vehicle and equipment completing required forms and
rectifying faults as required.  
7. Determine requirements for food, water, navigation equipment, spares and fluids
prior to departure.  
8. Assess weather conditions to determine suitability to start journey.  
9. Apply safe loading practices, securing of equipment and advising passengers of
safety precautions to be taken when traversing rough terrain.  
10. Operate four-wheel drive vehicle correctly in a safe and controlled manner.  
11. Identify situations where a four-wheel drive is required and engage 4WD correctly.  
12. Survey track to identify hazards and select route to minimise these hazards and
damage to environment.  
Candidate’s name
Is
behaviour
following?
Yes No
13. Perform a stop, stall, key-start recovery safely.  

14. Check equipment after navigating a section of the track and perform repairs to
track as necessary.  
15. Identify the risk associated with vehicle recovery and implement appropriate
controls to minimise risks.  
16. Correctly identify recovery hooks and mounting strategies with applicable rated
recovery gear.  
17. Demonstrate techniques to prepare vehicles for recovery whilst minimising impact
to environment.  
18. Safely recover a 4WD vehicle with a single snatch strap and perform post-
recovery checks.  
19. Demonstrate how to correctly join two snatch straps.  
20. Demonstrate safe use of jack and associated equipment.  
21. Locate and maintain emergency equipment in accordance with requirements.  
22. Identify and assess emergency or incident to confirm nature, scope and location
and then determine appropriate course of action following OHS principles.  
23. Follow emergency procedures and notify emergency personnel of
accident/incident.  
24. Coordinate and control response to emergency ensuring personnel safety.  
Candidate’s name
Is
behaviour
following?
Yes No
25. Isolate any potential dangers and use warning signs, signal or barriers as
required.  
26. Select emergency equipment and use according to manufacturer’s/site
requirements, including responding to fire incident.  
27. Implement measures to reduce the impact to the environment from the emergency  
28. Continually monitor and assess situation for changes.  
29. Control emergency help request as required.  
Assessor’s name
Outcome S NYS

Section 5 – Candidate Information and Self-Evaluation
PART 2
Section 5
Candidate Information
and
Self-Evaluation
It is recommended that candidates be provided with this information before applying for RPL.


What is Recognition of Prior Learning (RPL)?

RPL is the acknowledgment of skills and knowledge obtained through learning achieved outside
the formal education and training system and includes work and life experience including paid
and volunteer work and skills attained through leisure pursuits such as musical, mechanical or
linguistic abilities.
RPL recognises any prior knowledge and experience and measures it against the qualification
in which students are enrolled. The individual may not need to complete all of a training
program if he or she already possesses some of the competencies taught in the program.
Why you should apply for RPL

If you apply for RPL and your application is successful you could:
 reduce or eliminate the need for any training in skills and knowledge you already have
 save time by not needing to attend any or a reduced number of classes and completing
unnecessary work
 save money because you will not have to buy textbooks and other learning material
 complete your qualification in a shorter time
 advance to a higher level qualification in a shorter time if desired.
Some terms you need to understand

It is important that you understand the following term to assist you with your RPL application.
Competence
Competence is the demonstration of skills and knowledge that you have gained through life and
work experiences as well as any training that you have successfully completed that can be
matched against a set of industry performance standards referred to as units of competency.
These units are grouped together to form a specific industry qualification, within the Australian
Quality Training Framework (AQTF).
Each unit of competency is divided into elements (a set of activities that lead to an overall
achievement or demonstration of competence). Each of these elements is further broken down
into a set of performance criteria which give a more detailed description of the skills and
knowledge you need to be able to demonstrate.
Matching your evidence against each of the elements/performance criteria will help you to reach
your qualification more quickly.

How to prepare for your RPL assessment

In order for your skills to be formally recognised as part of a national qualification, Assessors
must make sure that you (the candidate) have the required skills and knowledge to meet the
industry standard as specified in the relevant Training Package.
You must be involved in the RPL process so that all the experience, skills and knowledge you
have gained over time can be correctly identified and suitably demonstrated. This evidence is
gathered and used in recognition of all or some of the units for the qualification you wish to gain.
All assessment requirements will be discussed with you in advance and you will be given the
opportunity to ask questions and clarify requirements. Being prepared for the assessment
process and knowing what you need to provide can save you valuable time and ensure that the
RPL assessment is as simple and stress-free as possible.
Here are some tips to make the application process and interview easier for you.
1. Your Assessor will ask you to talk about your work roles and your employment history.
Bring a copy of your résumé. You might like to write down any work you have done in the
past (paid or unpaid) and where this took place.
2. If you have certificates from any training courses you have completed, bring along either
certified copies or the originals to the interview with the assessor and they can make a
copy of them.
3. Bring along any other documentation that you think would support your claim that you
have done this work over time.
The following is a list of some of the documents you can provide as examples of your
work history:
 brief CV
 certificates/results of assessment
 any licences
 tickets held, eg forklift, crane
 photographs of work undertaken
 diaries/task sheets/job sheets/logbooks
 site training records
 site competencies held record
 membership of relevant professional associations
 hobbies/interests/special skills outside work
 references/letters from previous employers/supervisors
 industry awards

 any other documentation that may demonstrate your trade or industry experience or
support your claim.
Depending on where you have worked and what the work may have included, you may or
may not have documentary evidence. Do not be put off if you do not have documentary
evidence, as the assessor will work with you during the assessment process.
4. Think about who you would consider to be your workplace contact or referee.
Is your employer happy to support your aim to become qualified?
Would you feel comfortable if the Assessor contacted your current workplace or previous
workplace/s to validate your skills and spoke to your supervisor/s or employer/s?
5. You will need to supply the contact details of work referees who can confirm your skills in
the industry.
Think about who the best person to confirm your skill level would be.
Think about current or recent supervisors or employers who have observed your work and
who would be able to confirm your previous work skills and experience. The Assessor will
need to contact them.
6. You can speak with your Assessor about other ways you can show your skills for the trade
or industry in which you are seeking recognition.
These could include letters from employers, records of any training courses or
professional development sessions attended, employers or clients in related industries or
government agencies, acknowledgements, workplace forms (as long as there are no
confidentially issues – see below) or any other relevant documents.
Confidentiality issues
It is important that sensitive information is not included as part of your Supporting
Documentation (as identified in Section 6 and any other documentation you wish to use as
evidence). You may need authorisation from your supervisor to use some of your evidence, so it
is always best to check the privacy and confidentiality policies of the organisation. Client names
should be deleted and financial figures or other personal details should be blacked out and
made unidentifiable.

The four steps in the RPL assessment process

Once your training organisation has provided you with the information you need to apply for
RPL, you need to follow these four steps in order to complete the process.
Before you decide to apply for RPL you need to assess your current
competence for one or several units of competency.
Complete the candidate information and self-evaluation forms provided

with as much information of your previous work experience as you can.
This will allow for an initial assessment of your experience and a check
to see whether you can demonstrate the required skills and knowledge.
You can discuss this with an RPL Assessor if you want.
You must be able to provide evidence against the

elements/performance criteria for the relevant unit/s of competency.
It is not enough to simply state that you possess the skills and
knowledge required. You must be able to demonstrate competence.
This is your opportunity to provide as much proof as you can of the

variety of experience you have had. You should supply examples of
your work history if you have any. (See Tip 3 above.)
Depending on the trade or industry you have worked in, you may or may
not have documentary evidence available. This should not deter you
from seeking RPL, as your Assessor will work with you throughout the
Step 1 – RPL process.
Self-Evaluation
You will also need to supply the contact details of work referees who
can confirm your skills in the industry.
By asking your supervisor to complete their part of your self-evaluation,

they will be providing valuable evidence confirming the work experience,
skills and knowledge you have demonstrated in the performance of your
work duties.
You will also be provided with a list of suggested evidence that you
could use to demonstrate that you are competent in a particular unit or
units of competency. This list is a guide only. If you have other suitable
evidence to support your claim for RPL then you are encouraged to
share this with your assessor.
If you do not believe that you have any suitable evidence, then you
should discuss your options with your Assessor.
Once you have completed the self-evaluation and made the decision
that you would like to continue with the RPL process, make an
appointment for an interview and enrol for RPL.
Note: It is possible to gain RPL for an entire qualification.

An interview with an Assessor who understands your industry will be

organised for you. They will review – usually with you – the information
and supporting documentation you have provided and match up your
skills to the units/subjects in the qualification.
During your RPL interview, your Assessor will discuss with you your
self-evaluation and any evidence you have provided.
It is at this point that you will be able to identify any previous work
experience and discuss this with your Assessor.
Step 2 – Enrolment During this conversation, you will be required to answer questions
and interview with relating to your work experience. This questioning forms part of the
the assessor assessment, as it will identify your current knowledge and skills
regarding the area of industry in which you are applying for recognition.
If you are currently enrolled in a training course relating to this

qualification, it is important that you let your trainer know that you intend
to apply for RPL, then nominate the units you have selected for RPL so
that the required documentation can be processed and your application
can go ahead.
It is at this stage that a decision will be made whether you are able to
proceed to the next step or whether you need to undergo gap training.
Your Assessor will organise with you and your employer to conduct a
practical skills test at your workplace (if appropriate) or other suitable
location.
Step 3 – Practical This is your opportunity to demonstrate your level of competence on a

demonstration of practical level. The assessment will focus on the skills required in the
your skills work activities which relate to the qualification in which you are applying
for recognition.
Your Assessor will identify the skills they want you to demonstrate by
asking you to complete certain tasks.
Your Assessor will need to confirm your previous work experience with
someone (such as your supervisor or employer) who can vouch for your
skills over a period of time.
Step 4 – Provision
of further They will contact the referees you have provided as part of the
supporting candidate information.
evidence Your Assessor may ask you to give your selected workplace contacts or
previous employers the Third Party report to complete. Authentication of
these reports by the Assessor would then be required.

After the assessment
After the assessment, your Assessor will advise you of the units of competency you have
successfully completed. You will also be advised whether you have gained the full qualification
or if gaps have been identified during the recognition process. If you do have skill gaps, these
may be addressed through additional training.
If you have any questions during the RPL process, you should contact your Assessor.

Candidate’s Information Form

(You may find it easier to provide the information for the following by attaching a résumé.)
Qualification/Industry in which you are seeking recognition

Personal details
Surname
First name/s
Any other name/s used
Home address
Postal address
(if different from above)
Telephone numbers Home: Work:
Mobile: Fax:
Email address
Are you a permanent
resident of Australia? Yes  No 
Do you need an interpreter to help you with an interview? Yes  No 
Do you have a disability which we should be aware of? Yes  No 
Will you need special aids if you are required to undertake a
practical assessment? Yes  No 
Please provide details or special needs
so that we can assist you if required.
Current employment
Are you currently employed? Yes  No 

If ‘yes’, in which occupation are you
currently employed?
What is your current job title?
Who is your current employer?
How long have you worked in this
year/s month/s
job approximately?
Is this occupation in the same
industry as the industry in which Yes  No  If ‘no’, go to the next page.
you are applying for recognition?

If ‘yes’, list some of the main tasks you perform as part of your work that you think are relevant
to your RPL application.
If you have further recent industry experience relevant to your application, please attach another sheet or your
current résumé.
Rate your knowledge and skills against the qualification/industry relevant to your RPL
application.
Industry area: Drilling Operations Yes No Possibly
I think my experience is of a high level.   

I think I am skilled to do this job.   
I know how to do the work tasks really well.   
I can explain my experience and provide documentary
evidence.   
I have undertaken much of this work without supervision.   
Further training
I have attended training courses in this area of work.  

If ‘yes’, what training did you undertake? Include date
training completed (month, year).
Is there any further information you wish to give in support of your application?
Professional referees (relevant to work situation if not already listed on your résumé)
Name
Position
Organisation
Address of organisation
Phone number
Mobile number
Email address

Professional referees (relevant to work situation if not already listed on your résumé)
Name
Position
Organisation
Address of organisation
Phone number
Mobile number
Email address
Candidate’s Employment History Form

(You may attach a current résumé in place of completing this section.)
Period of employment
Name, address Full-time
(DD/MM/YYYY) Position/s Description
and phone number Part-time
held of major duties
of employers From To Casual
1.
2.
3.
4.
5.
Attach additional sheet if required.
Declaration
I declare that the information contained in this application is true and correct and that all
documents are genuine.


Candidate’s Self-Evaluation Form

Completion instructions
The purpose of completing the Self-Evaluation Form is to enable candidates who believe that they already possess the competencies, to assess their skills
and knowledge against the qualification.
Complete the following pages and identify your capacity to perform the tasks described. Be honest in your appraisal. By completing this self-evaluation you
will be identifying the areas where you may be able to apply for recognition.
NB: If this self-evaluation is being used as evidence, your supervisor must evaluate your ability to perform the work tasks. Your supervisor is also asked
to comment on your ability to perform these work tasks and verify this by signing each section.
If this self-evaluation is being used only so that you and your Assessor can decide if you should proceed, then it doesn’t have to be verified.
Identify your level of experience in performing each competency/task by using the following:
 not well – I do the task but not well.

 well – I do the task well.
 very well – I do the task really well.
See example below.
I have performed these tasks Evidence to support claim

Supervisor’s
Competency/Task
Evaluation Doc Documentation provided
Frequently Never Sometimes
No. (Number and name the document you are providing for easy reference.)
Using a computer to enter or change work information or

data.  Not Well Not Well
Using personal protective equipment as appropriate to 1 Copy of Company Personal Protective Equipment
conduct my work safely and in accordance with site and legal Well  Well Requirements for my job role.
requirements.


Version 1.0, February 2010
Candidate’s Self-Evaluation
Candidate’s name Date completed

Units of competency
Cluster 1
Supervisor’s
Competency/Task Evaluation Doc Documentation provided
1. I am able to identify hazards.

2. I am able to assess hazards and identify
‘unacceptable risk’.
3. I am able to identify controls and treatments for
hazards.
4. I am able to plan and identify resources to treat
hazards.
5. I monitor and review site safety work instructions
and refer these on as required.
6. I am able to understand common industry
terminology, processes and procedures.
7. I can communicate in plain English with both
supervisors and other employees.
8. In my communications I have the ability to
question and use active listening skills.
9. I have neat legible writing that is easily
understood on all reports I do.
10. I am able to complete Take 5 and JSA forms to
the standard required.


Units of competency
Cluster 1
Supervisor’s
11. I work in a team environment and involve all

members of that team in the risk assessment
process.
12. I have to apply problem solving skills within my
job role.
13. I have the required knowledge of OHS rules and
regulations.
14. I have a working knowledge of risk management
systems and their application.
Supervisor’s comments (Please provide a comment on the candidate’s ability to perform the above work task/s.)
Supervisor’s name Position

Supervisor’s signature Date


Units of competency
RIINHB301A Set tup and prepare for drilling operations
Cluster 2
Supervisor’s
1. I identify and report potential environmental

hazards to my supervisor.
2. I am able to identify policies and procedures that
help to minimise environmental hazards.
3. I follow procedures as required to protect the
environment.
4. I am aware of the environmental risks from drilling
processes and their likely impact.
5. I know the precautions required to limit the flow of
fluids from the drill site to sensitive waterways or
wetlands.
6. I am able to initiate initial response to an
environmental hazard including using
containment methods and PPE.
7. I can communicate through different reporting
systems, such as verbal, electronic and written.


Units of competency
Cluster 2
Supervisor’s
8. I am able to follow standard procedures as well as

deviate from these as required to protect the
environment.
9. I am able to satisfactorily complete a site
investigation checklist covering all items required.
10. I am able to prepare for drilling taking into account
all the company policies and procedures relating
to site set up and environmental considerations.
11. I can competently set up the drill and ancillary
equipment ensuring it is stable and on line.
12. During my day-to-day activities I diagnose
problems on a regular basis and rectify these as
required.
13. I can operate the drill rig and ancillary equipment
as required.
14. I have the required level of mathematics ability to
complete my daily tasks.
15. I know the equipments characteristics, technical
capabilities and limitations.
16. I am aware of all operational and maintenance
procedures specifically concerned with
environmental practices.
17. I have knowledge of basic geology including
classification of rocks, drill ability and stability.


Units of competency
Cluster 2
Supervisor’s
18. I deal with fault finding and troubleshooting

techniques in my daily activities.
19. Teamwork is a vital part of my workplace.
20. I have knowledge of on-site communication
systems .



Units of competency

Cluster 3 Supervisor’s
1. I am able to safely access site communication

equipment and systems to establish and
maintain communication.
2. When operating communication equipment I
follow all procedures and communicate in a clear
and concise manner.
3. I am able to carry out face-to-face
communications using all required
communication principles.
4. I am able to complete all approved written
documentation in clear, neat, plain English.
5. I am able to organise an instruction and/or
demonstration to instruct learners’ using
resources, materials and delivery techniques.
6. I conduct the instruction demonstration in a safe
manner ensuring all required information is
passed on.
7. I use coaching techniques, opportunity to
practice and give feedback on performance.


Units of competency

8. I engage measures to ensure learners are

progressing and can use new skills. This is
monitored in consultation with the learner during
review meetings.
9. After training sessions have been delivered I
reflect on performance and adjust strategies for
improvement and finalise all paperwork.
10. I can competently plan, prepare and carry out all
facets of operational maintenance required at
the drill rig.
11. I am able to satisfactorily perform pre-start
checks and maintenance on all equipment
according to company policy and procedures.
12. I observe all safety policies and procedures
whilst performing regular equipment checks,
identifying and recording details and monitoring
effectiveness of repairs.
13. I follow all procedures for tool and component
maintenance and storage.
14. I understand all requirements to carry out
hot-work and safely control associated hazards.
15. When performing equipment maintenance I
follow the tag and/or lock-out system.


Units of competency

16. I am able to perform field repairs to the standard

set by the company.
17. I maintain all records relating to maintenance
and refer problems to designated persons if
beyond my scope of knowledge.



Units of competency

1. I ensure that the OHS requirements are adhered

to by all on site.
2. I communicate regularly with client, crew and
other relevant parties.
3. I am able to safely and systematically diagnose
and solve routine problems.
4. I monitor my work program and monitor progress
according to an agreed plan.
5. I coordinate the work of the team by allotting
workloads and resources as required to achieve
operational targets.
6. I maintain all records required by the company to
ensure the smooth running of the operations.
7. I am able to plan, prepare and assist with all
activities involved with diamond drilling.
8. I support the core drilling process by efficiently
achieving all required processes whilst
maintaining OHS responsibilities.


Units of competency

9. I take the necessary precautions when handling

core samples and accurately position them in
core trays, as required by client.
10. I record all information accurately and legibly on
core trays and use appropriate handling
techniques at all times.
11. I read and understand all MSDS information so I
take all the appropriate precautions when mixing
and handling, testing and drilling fluids.
12. I regularly inspect and carry out basic
maintenance of tools and equipment whilst
observing OHS procedures.
13. I am able to plan, prepare and conduct diamond
drilling, applying instructions and managing
associated hazards.
14. I can accurately and efficiently operate all facets
of a core drill and associated equipment to
achieve agreed targets.
15. I monitor fluid return qualities and implement
required controls to retain hole condition
parameters for given ground geology.
16. I control the hazards associated with the use of
the wireline and all attached components.


Units of competency

17. I manage and/or maintain all equipment and

record all details on required paperwork .
18. I regularly use and maintain survey and
orientation equipment to accurately record
required information.
19. I recognise core blockages and implement
control measure to minimise core.
20. I respond to problems to determine, rectify
and/or follow through till situation is resolved.
21. I report all problems outside of my area of
responsibility to designated person.



Units of competency

1. I have a current Senior First Aid or higher

qualification.
2. I have a good understanding of four-wheel drive
specific terms, terminology and techniques.
3. When conducting four-wheel drive activities
I always plan for and maintain minimal impact on
the environment.
4. As part of my duties I continually perform pre-
start checks on all equipment and monitor all
aspects during a journey.
5. I am able to use the features of a four-wheel
drive vehicle in a variety of terrain types.
6. I have used a single snatch strap to retrieve
vehicles on multiple occasions.
7. As part of maintaining a vehicle I perform
maintenance and minor repairs as required.
8. I am able to operate and maintain a four-wheel
drive vehicle to safely and successfully complete
journeys over varying terrain.


Units of competency

9. I have the required licence to drive a four-wheel

drive vehicle.
10. I have had to prepare for emergency procedures.
11. I have been involved in responding to an
emergency or incident situation .


Section 6 – Third Party Report and Supporting Documentation
Section 6
Third Party Report
and
Supporting
Documentation
It is recommended that the assessor verify the third party report with the person who
completes the form to confirm the candidate’s skills in different contexts over time.
This information may be provided at, and form part of, the interview.


Third Party Report

(Referee testimonial)
All people who verify your work are to complete the details below to ensure validity. (You may
need multiple copies of this form.)

Candidate’s name
Referee’s name
(Name of person providing
this evidence)
Position/title
Workplace
Workplace address
Telephone numbers
Email address
This report was completed: via interview by assessor  independently by referee 
Interview conducted by
(if applicable)
Date of interview
Instructions As part of the assessment for Certificate III in Drilling Operations, the
candidate requires evidence from a third party (employer, supervisor
or equivalent). This evidence will be used to validate the candidate’s
skills and experience.
A letter of support from the organisation validating a range of tasks
performed by the candidate over a period of time is useful in
identifying competence.
To whom it may concern
Re: ________________________ who is a ________________________.
(insert candidate’s name) (insert industry/job title).
I certify that the above-named person has:
worked at ________________________ for a period of ________________________
(insert name of workplace) (insert length of time).
They have regularly completed the following activities to an acceptable workplace/industry
standard within this organisation.
Yes No
I understand the evidence/tasks the candidate has performed on which I am
required to comment.
I am willing to be contacted if further verification of my statements is required.
If you would like further information or would like to discuss any of the above, I can be contacted
on ____________________________________ (insert phone number).
Yours sincerely
Signature: ________________________________ Date: ________________________


Supporting Documentation
The following table provides a guide of additional evidence sources to support your claim for
Recognition of Prior Learning. If you have other evidence you are encouraged to provide this to
your Assessor.
If you do not have all this evidence you are not excluded from applying for recognition and you
should discuss options with your Assessor.
If you are providing documents as evidence then it is a good idea to number each document for
easy identification. Place the number of the relevant document against the evidence listed
below.
Candidate’s name:
Date:
Document
RII31809 required documentary evidence for:
number
Additional sources of evidence for inductions
company-specific induction 1
general site induction 2
rig induction 3
Additional sources of evidence for OHS
incident report form 4

safety (toolbox) meeting – minutes and name 5
job safety analysis worksheet 6
out-of-service or danger tag 7
Additional sources of evidence for driving
appropriate driving licence 8

4WD ticket 9
daily vehicle safety inspection – LV (light vehicle), support truck, drill rig 10
Additional sources of evidence for communication
shift hand-over notes 11
Additional sources of evidence for stock
parts requisition forms 12

Candidate’s name:
Date:
Document
RII31809 required documentary evidence for:
number
Additional sources of evidence for plod sheets
plod sheet showing hole progress 13

drilling report showing rig move 14
plod sheet showing collaring/casing 15
plod sheet showing angle of hole 16
plod sheet showing bit changes 17
plod sheet showing being in charge of rig services or repairs 18
Additional sources of evidence for certificates
First Aid certificate 19

Working at Heights certificate 20
Fire Fighting certificate 21

Assessor’s Evidence Summary Sheet

The Assessor completes this table during the assessment to record the evidence collected.
It is expected that this evidence summary sheet (or similar) is attached to the evidence.
Candidate’s name
Date
Evidence collected
demonstrated
Competency
Third Party Report
Other evidence
Questions
Practical
Unit Code Unit Title
Core units
BSBCMN311B Maintain workplace safety  Yes
 No
RIIBEF301A Run on-site operations  Yes

 No
RIICOM201A Communicate in the workplace  Yes

 No
RIINHB301A Set up and prepare for drilling operations  Yes

 No
RIIRIS301A Apply risk management processes  Yes

 No
RIISAM209A Carry out operational maintenance  Yes

 No
MSAPMSUP172A Identify and minimise environmental hazards  Yes

 No
TAADEL301C Provide training through instruction and  Yes

demonstration of work skills  No
Elective units
RIINHB208A Assist diamond core drilling  Yes
 No
RIINHB308A Conduct wireline core drilling  Yes

 No
HLTFA301B Apply first aid  Yes

 No
RIIVEH305A Operate and maintain a four wheel drive vehicle  Yes

 No
RIIERR302A Respond to local emergencies and incidents  Yes

 No
Assessor’s name
Date


Section 7 – Mapping of Assessment Tools
Section 7
Mapping of
Assessment Tools
This section contains tables with mapping of each of the assessment tools provided, against the
requirements of the units of competency, for the qualification, that makes up this Assessment
Kit.
It is important to note that this section is used for validation purposes only.
Whilst all effort is made to ensure that all the unit requirements for each unit are covered the
developers do not give any warranty nor accept any liability in relation to the mapping provided.
NOTE: It is recommended that these Assessment Tools be validated prior to using them
for the first time or after any customisation has been made, to ensure they meet the
requirements of the organisation and meet AQTF Standards.


Mapping document for Cluster 1 – Work safely
Using this document

This document is mapped to the direct sources of evidence required to satisfy competency in
this particular cluster.
Each of the columns reflects the particular tool in use, and the numbers relate to the question
numbers in that tool which support the relevant performance criteria, critical aspects of evidence
or required knowledge and skills in this cluster.
Note: The final column, ‘Supplementary Evidence’, refers to any suggested sources of
documentary evidence that the candidate may use to support their application for RPL.


Evidence Matrix
The evidence matrix below identifies how each of the questions in the Interview Question Bank (Section 3) and the Practical Tasks (Section 4)
demonstrates competence against the elements, performance criteria and critical aspects of evidence, underpinning skills and knowledge.

Units of competency
Supplementary
Element Performance Criteria Question Practical Tasks
Evidence
Element 1 – Assist incorporation 1.1 Demonstrate basic requirements of Occupational Health and 1, 2, 3, 12 Task 1 1
of Occupational Health and Safety legislation in area of responsibility appropriate for health
Safety policy and procedures and safety needs of a small work team.
into the work team
1.2 Provide information and clearly explain to the workgroup the 1, 2, 3, 12 1, 2, 4, 5, 6
organisation's Occupational Health and Safety policies,
procedures and programs.
1.3 Regularly provide information and clearly explain to the 1, 2, 3, 12 1, 2, 4, 5, 6
workgroup information about identifying hazards and the
outcomes of risk assessment.
Element 2 – Support 2.1 Implement and monitor organisational consultative procedures 1, 2, 3, 7, 8, 10, 12 Task 1 1, 2, 4, 5, 6
participative arrangements for to facilitate participation of work group in management of work
the management of area hazards.
Occupational Health and Safety
2.2 Promptly deal with issues raised through consultation in 1, 2, 3, 7, 8, 10, 12 1, 2, 4, 5, 6
accordance with organisational procedures for issue resolution.
2.3 Encourage and assist team members to contribute to the 1, 2, 3, 7, 8, 10, 12 1, 2, 4, 5, 6
management of Occupational Health and Safety at the
workplace.
2.4 Engage with individuals and teams to identify and implement 1, 2, 3, 7, 8, 10, 12 1, 2, 4, 5, 6
improvements in the management of Occupational Health and
Safety feedback.


Units of competency
Supplementary
Evidence
Element 3 – Support the 3.1 Provide advice on Occupational Health and Safety training 1, 10 Task 1 1, 2, 4, 5, 6
organisation's procedures for needs of individuals and workgroup.
providing Occupational Health
and Safety training 3.2 Provide advice on strategies and opportunities for development 1, 10 1, 2, 4, 5, 6
of workgroup's competencies in relation to Occupational Health
and Safety.
3.3 Provide coaching and mentoring assistance to team members 1, 10 1, 4, 5, 6
to support the effective development of individual and group
competencies in Occupational Health and Safety.
Element 4 – Participate in 4.1 Provide advice on hazards in work area in line with 1, 2, 3, 7, 8, 10, 12 Task 1
identifying hazards and organisation's Occupational Health and Safety policies and
assessing and controlling risks procedures.
for the work area
4.2 Support the implementation of procedures to control risks using 1, 2, 3, 7, 8, 10, 12 1, 4, 5, 6
the hierarchy of controls and in accordance with organisational
procedures.
4.3 Identify and report inadequacies in existing risk control 1, 2, 3, 7, 8, 10, 12 1, 5, 6
measures are in accordance with the hierarchy of controls.
4.4 Accurately complete and maintain Occupational Health and 1, 8, 9, 10 1, 4
Safety records of incidents in the work area are in accordance
with Occupational Health and Safety legal requirements.
Required skills Literacy skills to understand workplace procedures and work all Task 1 1, 2, 4, 6
instructions for identifying and reporting hazards and interpreting
Occupational Health and Safety signs and symbols
Analytical skills to identify hazards and assess risks in the work area 3, 4, 5, 8, 9, 10 1, 2, 4, 6


Units of competency
Supplementary
Evidence
Required skills (continued) Data analysis skills including: 1, 2, 3, 8, 10, 11 1, 2, 4, 6
 incident (accident) monitoring
 environmental monitoring
 evaluation of effectiveness of risk control measures
Assessment skills to assess resources required to apply risk control 2, 3, 10, 11 1, 2, 4, 6
measures
Technology skills including the ability to operate and shut down 1, 2, 4, 9 1, 2, 4, 6, 7, 10
equipment
Coaching and mentoring skills to provide support to colleagues 8, 9, 10, 12 1, 11
Ability to relate to people from a range of social, cultural and ethnic 8, 9, 10, 12 1, 2, 11
backgrounds and physical and mental abilities
Required knowledge Relevant legislation from all levels of government that affects 1, 2, 6, 7, 12 Task 1 1, 2
business operation, especially in regard to Occupational Health and
Safety and environmental issues, equal opportunity, industrial
relations and anti-discrimination
Hazards and associated risks which exist in the workplace 1, 2, 3, 4, 10, 11 1, 2, 4, 5, 6
Organisation policies and procedures relating to hazard management, 1, 2, 3, 4, 10, 11 1, 2, 4, 5, 6

fire, emergency, evacuation, incident (accident) investigating and
reporting
Occupational Health and Safety management to other organisational 1, 2, 12 1, 2, 4, 5, 6
systems and procedures
Characteristics and composition of the workgroup 8, 9, 10, 12 1, 2,5


Units of competency
Supplementary
Evidence
Critical aspects of evidence Organisational management systems and procedures to all Task 1 1, 2
Occupational Health and Safety within work group area
Occupational Health and Safety legal and organisational all 1, 2
requirements
Procedures for identifying hazards in the work area all 1, 2, 4, 5, 6
Procedures for assessing and controlling risks to health and safety all 1, 2, 6
associated with those hazards, in accordance with the hierarchy of
control
Specific, clear and accurate information and advice on workplace all 1, 2, 4, 5, 6
hazards to workgroup
Appropriate supervision of workgroup all 1, 5, 11, 18

Element 1 – Identify hazards 1.1 Access, interpret and apply compliance documentation relevant 1, 2, 8, 11, 12 Task 1 1, 2, 4, 5, 6
to the application of risk management processes.
1.2 Inspect and analyse work area conditions regularly and 3, 4, 7, 8, 9, 10 1, 2, 4, 5, 6
systematically to identify/recognise potential hazards.
1.3 Access and analyse relevant worksite risk management 3, 4, 7, 8, 9, 10 1, 2, 4, 5, 6
systems information to eliminate situations covered by existing
and adequate procedures.
1.4 Recognise the type and scope of unresolved hazards and their 3, 4, 7, 8, 9, 10 4, 5, 6
likely impact.


Units of competency
Supplementary
Evidence
Element 2 – Assess and identify 2.1 Consider and determine the likelihood of the event happening. 3, 10, 11 Task 1 1, 6
unacceptable risk
2.2 Evaluate and determine the consequence if the event should 3, 10, 11 1, 6
occur.
2.3 Consider and determine the risk level (likelihood and 3, 10, 11 1, 6
consequence combined).
2.4 Identify or source the criteria for determining the 3, 10, 11 1, 6
acceptability/unacceptability of the risk from the appropriate
party.
2.5 Evaluate the risk against criteria to identify if it warrants 3, 10, 11 1, 6
‘unacceptable risk’ status and refer the findings to the
appropriate person.
Element 3 – Identify and 3.1 Identify the range of treatments which may eliminate or 3, 10, 11 Task 1 1, 2, 5, 6
recommend treatments minimise the risk.
3.2 Identify and consider the possible options for dealing with the 3, 10, 11 1, 2, 5, 6
risk.
3.3 Identify feasible options by preliminary analysis and 3, 10, 11 1, 2, 5, 6
consideration of possible options.
3.4 Conduct a detailed analysis of feasible options including the 3, 10, 11 1, 2, 5, 6
identification of resource requirements.
3.5 Select the most appropriate treatment for dealing with the 3, 10, 11 1, 2, 5, 6
situation.
Element 4 – Contribute to the 4.1 Plan selected treatment in detail, including the identification of 3, 6, 10, 11 Task 1 1, 2, 5, 6
implementation of treatments resource requirements.
4.2 Gain authorisation for selected treatment in accordance with 3, 10, 11, 12 1, 2, 5, 6
site requirements.


Units of competency
Supplementary
Evidence
4.3 Review, prepare, test and document site working instructions 3, 8, 10, 11 1, 2, 5, 6
(or equivalent) for the job.
4.4 Communicate information on the treatment and its 3, 9, 10, 11 1, 2, 5, 6
implementation to the relevant people.
Element 5 – Review safety 5.1 Monitor and review site working instructions (or equivalent) for 2, 3, 10, 11, 12 Task 1 1, 2, 5, 6
system documentation compliance with compliance documentation and site
requirements.
5.2 Action amendments to the site working instructions (or 2, 3, 10, 11, 12 1, 2, 5, 6
equivalent) or refer the matter to the appropriate party for follow
up.
Required skills Apply legislative, organisational and site requirements and 1, 2, 7 Task 1 1, 2, 4, 6
procedures for risk management processes
Research and use interpretative skills to locate, interpret, analyse and 1, 2, 3, 5, 7 1, 2, 4, 6
apply relevant operational information
Demonstrate technical literacy and communication skills sufficient to all 1, 2, 5, 11
interpret and apply common industry terminology, and interpret work
procedures and processes
Use plain English speaking and communication skills in relation to all 1, 3, 5, 11
oral communications with supervisors and other employees
Apply questioning and active listening skills, for example when 3, 8, 9, 10, 12 1, 3, 4, 5, 6, 11
obtaining information of technical working practices
Demonstrate writing skills to allow effective report writing and 3, 8, 10, 11 1, 2, 3, 4, 5, 6, 11, 12,
infrastructure issues 12, 14, 15
Apply planning and organising skills sufficient to prepare for and 3, 10, 11 1, 2, 4, 5, 6
apply the risk management processes covered in this unit


Units of competency
Supplementary
Evidence
Required skills (continued) Demonstrate teamwork skills sufficient to involve and engage the 3, 8, 9, 10, 12 1, 2, 3, 4, 5, 6, 13, 14,
employers/supervisors in the risk management processes 15, 16, 17
Apply problem solving skills to assess technical resources 3, 10, 11 1, 2, 4, 5, 6, 14, 17, 18
Required knowledge OHS legislation and regulations 1, 2, 7 Task 1 1, 2, 5, 6
Appropriate resources and infrastructure context and language all 1, 2, 13, 14, 15
Topics or subject areas which are target for assessment and all 1, 2, 4, 5, 6, 11
treatment
Site risk management systems and their application 1, 2, 4, 5, 8, 9, 10, 11, 1, 2, 3, 4, 5, 6
12
Conventions and requirements for written communications including 2, 8, 10, 11, 12 1, 2, 4, 5, 6, 11, 13, 14,
report writing 15, 16, 17
Critical aspects of evidence Knowledge of the requirements, procedures and instructions for the all Task 1 1, 2, 4, 5, 6
application of risk management processes
Implementation of requirements, procedures and techniques for the all 1, 2, 4, 5, 6
safe, effective and efficient completion of risk management
processes
Working with others to undertake and complete the application of risk all 1, 2, 4, 5, 6
management processes that meets all of the required outcomes
Consistent timely completion of risk management processes that all 1, 2, 4, 5, 6
safely, effectively and efficiently meets the required outcomes.


Mapping document for Cluster 2 – Drill site
Using this document



Evidence Matrix

Units of competency
Supplementary
Evidence
Element 1 – Plan for drilling 1.1 Access, interpret and apply compliance documentation relevant 1, 2, 21 Task 2, Task 3 1, 2
operations to the work activity.
1.2 Obtain, confirm and apply work instructions for the allocated 1, 2, 6, 21 1, 2
task.
1.3 Identify, manage and report all potential hazards. 3, 5, 10, 15, 23 4, 5, 6
1.4 Resolve coordination requirements with others at the site prior 4, 8, 22, 27
to commencing and during work activities.
1.5 Determine location and nature of any installed services near or 5 1, 2
crossing the proposed drill path.
1.6 Obtain all necessary permits or consents, where required. 1, 2, 6, 8 1, 2
1.7 Develop contingency plans for changes in geological 7
conditions.
Element 2 – Prepare to drill 2.1 Check all required personnel, equipment and supplies are 8, 22 Task 2, Task 3 1, 2
available.
2.2 Select and wear required personal protective equipment. Check 8, 9 1, 2
equipment is in good operational condition.
2.3 Walk and inspect the drill site, noting any services, hazards, 5, 8 1, 2
obstacles or other items relevant to the job.


Units of competency
Supplementary
Evidence
2.4 Identify any services by inspection and from preliminary 4, 5 1, 2
investigation and confirm exact location.
2.5 Erect or place safety barriers where needed. 10 1, 2
2.6 Check all modes of communication. 4, 11
2.7 Select suitable lay-down areas for separate storage of 12, 23, 24
chemicals and fuels or other incompatible items.
2.8 Select locations for ancillary equipment to provide maximum 13, 14
efficiency and minimal risk to personnel.
Element 3 – Set up drill and 3.1 Ensure a solid foundation for the rig. 14 Task 2, Task 3
equipment
3.2 Interpret plans and position equipment accurately. 14, 16
3.3 Stabilise drill. 7, 14
3.4 Align and secure mast at correct angle. 14, 20
3.5 Position ancillary equipment accurately. 13
Element 4 – Diagnose problems 4.1 Recognise symptoms of problem. 3, 6, 7, 15 Task 2, Task 3 18
4.2 Identify and isolate causes and determine solution. 15 18
4.3 Implement solution if within scope of authority and competence. 15 18
4.4 Seek help if problem is too complex. 4, 15, 27
4.5 Implement solution as directed. 15, 22
Required skills Apply legislative, organisational and site requirements and 2 Task 2, Task 3 1, 2
procedures for setting up and prepare for drilling operations
Operate machine 14
Operate ancillary equipment 13 10


Units of competency
Supplementary
Evidence
Required skills (continued) Interpret graphical representation, including: maps, diagrams 16
Apply metric and imperial conversions 17
Apply mathematical skills, including: 17, 18 12, 13
 addition
 subtraction
 multiplication
 division
Apply appropriate instruments to measure: 18
 volume
 quantities
 mass
 weight
 length
Apply estimating skills, eg mental arithmetic, visualisation of size and 17, 18
quantity
Apply basic geometry to interpret depth, direction and azimuth of a 16 16
hole
Required knowledge Equipment and its characteristics, technical capabilities and 20, 21 Task 2, Task 3 1, 3
limitations
Operational and maintenance procedures, including: 21 1, 2
 controlling flow off site
 disposing of waste
 no excess clearing
 preventing the spread of contaminants


Units of competency
Supplementary
Evidence
Required knowledge Soil sampling and basic geological knowledge, including: 7, 22
(continued) classification of rocks, drill-ability and stability
Environmental requirements and procedures 21, 23, 24, 26, 29 1, 2
Fault finding and troubleshooting techniques 15 18
Team work 11, 22
Communication systems, processes and procedures, eg two-way 11, 27
radio
Critical aspects of evidence Knowledge of the requirements, procedures and instructions for all Task 2, Task 3 1, 14
setting up and preparing for drilling operations
Implementation of requirements, procedures and techniques for the all 14
safe, effective and efficient completion of the setting up and preparing
for drilling operations
Working with others to undertake and complete the setting up and 11, 22 14
preparing for drilling operations that meets all of the required
outcomes
Consistent timely completion of the setting up and preparing for all 14
drilling operations that safely, effectively and efficiently meets the
required outcomes

Element 1 – Identify potential 1.1 Recognise the type and severity of environmental threat posed 23, 25, 28, 29 Task 2, Task 3
environmental threats by the materials and processes used for own work.
1.2 Identify ways materials used may enter the environment. 24, 25, 26
1.3 Identify sensitive features of the local environment and their 25, 26
impact on work practice and procedures.


Units of competency
Supplementary
Evidence
Element 2 – Identify workplace 2.1 Identify workplace policy for environmental protection. 1, 26 Task 2, Task 3 1, 2
procedures and policies to
minimise environmental threats 2.2 Identify in relevant standard operating procedures 1, 5, 12, 26
environmental protection measures appropriate for work.
2.3 Explain contact procedures for personnel involved in 27
environmental response teams.
2.4 Recognise abnormal or unacceptable emission levels. 28
Element 3 – Follow procedures 3.1 Implement environmental protection measures in relevant 26, 27, 28 Task 2, Task 3 1, 2
to minimise environmental procedures.
threats
3.2 Report abnormal emissions/environmental issues to 25, 27 1, 2
appropriate personnel.
3.3 Apply containment procedures in accordance with SOPs where 28
appropriate.
3.4 Implement approved waste management procedures and 28
practices.
3.5 Follow approved safety procedures and use personal protective 2, 9
equipment as specified in procedures.
Required skills Communicate using in-plant reporting systems – verbal, electronic 4, 11 Task 2, Task 3
and written
Initiate first response to an environmental incident in accordance with 27, 28 1, 2
SOPs
Use containment equipment 23, 24, 28
Use personal protective equipment 2, 9, 19
Use other required resources 19, 27, 28


Units of competency
Supplementary
Evidence
Required knowledge Knowledge and understanding is required of organisation 1, 2, 23, 26 Task 2, Task 3 1, 2
environment protection systems, procedures and equipment sufficient
for work activities
Knowledge is required of organisation standard procedures and work 1, 2, 23, 26 1, 2
instructions and relevant regulatory requirements, along with the
ability to implement them within appropriate time constraints and in a
manner relevant to the operation of the system
Competence includes an awareness of: 1, 2, 23, 26 1, 2
 internal environmental control standards
 severity of environmental risks from materials and work
processes used
 likely impact on the environment of materials and process
Competency also includes an awareness of the local environment 23, 26, 29 1, 2
and environmental issues such as:
 sensitive waterways/wetlands
 flows from the plant to the environment (eg through sandy soil,
local creek)
 particular environmental threats posed by materials and
processes used and the work practices required to minimise
these threats
Critical aspects of evidence Knowledge and skills may include the ability to identify actual and 23, 24 1, 2
potential environmental breaches as appropriate to the job level
Consistent performance should be demonstrated. For example, look 23, 26 1, 2
to see that:
 standard procedures are followed
 deviations from desired conditions are recognised
 action specified in the standard procedures is carried out
The impact of work practices/actions on the environment is 23, 24, 25, 28, 29 1, 2
understood

Mapping document for Cluster 3 – Field repair training

Using this document


Evidence Matrix
The evidence matrix below identifies how each of the questions in the Interview Question Bank (Section 3) and the Practical Tasks (Section 4) demonstrate
competence against the elements, performance criteria and critical aspects of evidence, underpinning skills and knowledge.

Units of competency
Supplementary
Evidence
Element 1 – Identify and access 1.1 Access, interpret and apply compliance documentation relevant 1, 6, 9, 15, 16 Task 4
site communication equipment to the work activity.
and systems
1.2 Identify and access communication equipment and system 2, 6
components.
1.3 Establish and maintain communication. 3, 12
1.4 Access and apply safety procedures related to communication 2, 3, 5, 6

equipment and systems.
Element 2 – Communicate using 2.1 Identify and select for use the most appropriate method of 2, 3 Task 4 3, 11
site equipment and systems communication.
2.2 Operate or use communication equipment and systems. 2, 3, 4, 5
2.3 Acknowledge and respond to communication or take, confirm 2, 3, 4, 5 11
and pass on promptly to the appropriate person.
2.4 Pass communications in a clear and concise manner. 2, 3, 4, 5 11
2.5 Follow safety procedures, including the passing of reports and 2, 3, 4, 5
observance of local communications and emergency
procedures.
2.6 Identify and report faults in communication equipment. 2, 3, 4, 5


Units of competency
Supplementary
Evidence
Element 3 – Carry out face-to- 3.1 Speak clearly and listen carefully to ensure information is 2, 3, 4, 5 Task 4
face routine communication understood.
3.2 Ask questions and confirm meaning of information where 2, 3, 4, 5 5
required.
3.3 Maintain communication processes with other personnel to 2, 3, 4, 5 11
assist flow of work activities.
3.4 Use site approved signalling methods to convey information. 2, 3, 4, 5
3.5 Participate in discussion to obtain relevant information and 2, 3, 4, 5 5

clarify meaning.
3.6 Communicate cooperatively with other personnel. 2, 3, 4, 5 3, 5, 11
Element 4 – Complete written 4.1 Complete all required documentation/computer generated 2, 3, 4, 5, 6 Task 4 3, 4, 5, 6, 7, 10, 13
documentation documentation clearly, concisely and on time, using plain
English.
4.2 Use approved documents. 2, 3, 4, 5, 6 3, 4, 5, 6, 7, 10, 13
4.3 Pass on written information to appropriate personnel. 2, 3, 4, 5, 6 11
Required skills Apply legislative, organisation and site requirements and procedures 1, 2, 3, 25, 29, 33 Task 4 1, 2
Communicate clearly and promptly, listening carefully to instructions 2, 3, 4, 5, 6
and information
Communicate concisely both written and verbally 2, 3, 4, 5, 6, 33 3, 11
Operate communications systems and equipment 2, 3, 4, 5, 6 11
Interpret other communications such as flags, lights, signs, bells and 5 1, 2
whistles


Units of competency
Supplementary
Evidence
Required skills (continued) Apply operational safety requirements 2, 3 1, 2
Identify and report communication faults and deficiencies according to 4, 5 7, 11
site procedures
Required knowledge Current relevant legislative requirements, standards and site 2, 3, 8, 16, 25 Task 4 1, 2
procedures
Workplace communication system components 2
Types of communications equipment and systems and their 2, 3 1, 2
applications and limitations
Operational procedures and safety requirements of communication 3
equipment and systems
Common faults in communication equipment/systems 4
Emergency communication procedures 3 19, 21
Record maintenance 4 12, 18
Site requirements and constraints related to communication 2, 3 2
equipment/systems
Critical aspects of evidence Knowledge of the requirements, procedures and instructions to all Task 4 1, 2, 3, 11
communicate in a workplace
Implementation of requirements, procedures and techniques for the all 1, 2, 3, 11
safe, effective and efficient communication in the workplace
Working with others to communicate in the workplace and meet all of all 1, 2, 3, 11
the required outcomes
Consistent timely communication in the workplace that safely, all 1, 2, 3, 11
effectively and efficiently meets the required outcomes


Units of competency
Supplementary
Evidence
Element 1 – Organise 1.1 Information about learner characteristics and their learning 7 Task 4
instruction and demonstration needs is gathered.
1.2 A safe learning environment is confirmed. 8
1.3 Instruction and demonstration objectives are gathered and 9, 13, 17, 18
checked and assistance is sought if required.
1.4 Relevant learning resources and learning materials are 9, 18, 19
accessed and reviewed for suitability and relevance and
assistance sought to interpret the contextual application.
1.5 Access to necessary equipment or physical resources required 9, 18, 19
for instruction and demonstration is organised.
1.6 Learners are engaged in the selection of the delivery 10, 13, 14
techniques to be used.
1.7 Learners are notified of details regarding the implementation of 11, 14, 17
the learning program and/or delivery plan.
Element 2 – Conduct instruction 2.1 Interpersonal skills are used to establish a safe and comfortable 12, 13, 17 Task 4
and demonstration learning environment.
2.2 The learning program and/or delivery plan is followed to ensure 11, 12, 13, 17
all learning objectives are covered.
2.3 Learners are briefed on any occupational health and safety 11, 16, 24
(OHS) procedures and requirements prior to and during
training.
2.4 Delivery techniques are used to structure, pace and enhance 10, 14, 22
learning.
2.5 Coaching techniques are applied to assist learning. 12


Units of competency
Supplementary
Evidence
2.6 Communication skills are used to provide information, instruct 12, 13, 14, 17
learners and demonstrate relevant work skills.
2.7 Opportunities for practice are provided during instruction and 11, 12, 13, 14, 17
through work activities.
2.8 Feedback on learner performance is provided and discussed to 12, 13, 14, 17
support learning.
Element 3 – Check training 3.1 Measures are used to ensure learners are acquiring and can 13, 14 Task 4
performance use new technical/generic skills and knowledge.
3.2 Learner progress and outcomes are monitored in consultation 13, 14, 17
with the learner.
3.3 The relationship between the trainer/coach and the learner is 12, 13, 14, 17
reviewed and adjusted to suit the needs of the learner.
Element 4 – Review personal 4.1 Personal performance in providing instruction and 12, 13, 14, 17 Task 4
training performance and finalise demonstration is reflected upon and strategies for improvement
documentation are developed.
4.2 Learner records are maintained, stored and secured in 15
accordance with legal/organisational requirements.
Required skills Verbal and non-verbal communication techniques, for example: 10, 12, 13, 14, 17 Task 4
 ask relevant and appropriate questions
 provide explanations
 organise and give demonstrations
 use listening skills
 provide information clearly
 engage, motivate and connect with learners
 provide constructive feedback
 recognising the importance of religion


Units of competency
Supplementary
Evidence
Required skills (continued) Implement OHS requirements, by acting and responding safely in 6, 11, 16, 24
order to:
 identify hazards
 conduct pre-start checks if required
 observe and interpret learner behaviour which may put people
at risk
Time management, for example: 11, 14, 17, 18
 ensure all learning objectives are covered
 pace learning
Reflection skills in order to: 14, 17
 identify areas for improvement
 maintain personal skill development
Literacy skills to: 10, 12, 13, 14, 17
 complete and maintain documentation
 read and follow learning program/plan
 read and analyse learner information
 skills to operate audio-visual and technical equipment
Interpersonal skills to: 10, 12, 13, 14, 17
 maintain appropriate relationships
 establish trust
 use appropriate body language
 maintain humour
 demonstrate tolerance
 manage a group


Units of competency
Supplementary
Evidence
Required skills (continued) Observation skills to: 10, 12, 13, 14, 17
 monitor learner acquisition of new skills/knowledge/competency
requirements
 assess learner communication and interaction skills with others
 identify learner concerns
 recognise learner readiness to take on new skills/tasks
Recognising and being sensitive to individual difference and diversity, 10, 12, 14, 17
for example:
 being sensitive to and valuing culture
 acting without bias/discrimination
 responding to individuals with particular needs
Using equipment for demonstration 18, 19, 20
Required knowledge Learner characteristics and needs 17, 18, 23 Task 4
Content and requirements of the relevant learning program and/or 18, 19
delivery plan
Sources and availability of relevant learning resources and learning 18, 19, 20
materials
Content of learning resources/learning materials 18, 20
Training techniques which enhance learning and when to use them, 12, 13, 14, 21
eg using:
 instruction and explanation
 questioning
 practice
 written information


Units of competency
Supplementary
Evidence
Required knowledge  group/pair/team activities
(continued)
 individual activities
 coaching skills
 demonstration
Learning principles (introductory), for example: 22
 learning and experience are connected for meaning
 adults need to know why they are learning
 adults can self-evaluate
 adults learn in different ways
Different learning styles, (introductory), for example: 10, 17, 23
 visual
 audio
 theoretical
 activist
 reflective
OHS, for example: 6, 11, 16, 24
 roles and responsibilities of key personnel in learning
environment
 responsibilities of learners’ learning environment
 relevant policies and procedures including hazard identification,
risk assessment, reporting requirements, safe use of equipment
and emergency procedures
 hazard identification and risk controls for the specific learning
environment


Units of competency
Supplementary
Evidence
Required knowledge Organisational policies, systems of operation relevant to specific area 15
(continued) of training, eg job roles, industrial relations requirements
Critical aspects of evidence A minimum of three training sessions involving demonstrating and Task 4
instructing of particular work skills for different groups. Each session
must address different learning objectives, a range of techniques and
effective communication skills appropriate to the audience

Element 1 – Plan and prepare 1.1 Access, interpret and apply compliance documentation relevant 1, 25, 27, 29, 33 Task 4 10, 12
for carrying out of operational to the work activity.
maintenance
1.2 Obtain, confirm and apply work instructions for the allocated 16, 25, 36 11
task.
1.3 Identify, manage and report all potential hazards. 26, 27, 33, 34 4, 5
1.4 Resolve coordination requirements with others at the site prior 3, 37, 38
1.5 Select and wear appropriate personal protective equipment. 34
Element 2 – Perform pre-start 2.1 Inspect and carry out pre-start checks on equipment. 35 Task 4 10
checks and maintenance
2.2 Complete site and/or company checklist sheet. 35 10
2.3 Lubricate all systems according to requirements. 35 10
2.4 Check and top up fluid levels and bleed where necessary. 35 10
2.5 Check filters and clean or replace if necessary. 35 10
2.6 Check security of all circulation systems, as required. 35 10
2.7 Check safety appliances are fitted and in serviceable condition. 35 10
2.8 Keep cabin, seat belts and windscreen clean and windscreen 35 10
washer functioning.


Units of competency
Supplementary
Evidence
Element 3 – Perform equipment 3.1 Observe policies, procedures, safety rules and site specific 26, 27, 29, 35 Task 4 1
checks instructions.
3.2 Carry out timed and regular equipment checks, servicing and 35 10
lubrication in accordance with procedures, and record details.
3.3 Identify faults or potential faults and report immediately. 35, 37, 38 18
3.4 Observe isolation, tag-out and lock-out procedures. 29, 35 18
3.5 Identify, record and/or report requirement for repair or 33, 35 18
maintenance and critical time line for rectification.
3.6 Monitor effectiveness of maintenance performed. 35
Element 4 – Maintain tools, 4.1 Follow procedures for tool and component maintenance, and 36 Task 4
components and consumables carry out safely and according to instructions.
4.2 Follow site procedures for maintaining and storing tools and 36
consumables in good condition.
Element 5 – Carry out hot work 5.1 Clear area around the worksite of flammable material. 26, 27 Task 4
5.2 Position fire extinguishers at company recommended locations. 26, 27 1, 21
5.3 Undertake hot work in compliance with district fire controls. 27
5.4 Liaise with spotter during hot work operations. 27
5.5 Inspect the area prior to leaving to ensure that no potential 26, 27
exists for later combustion.
Element 6 – Perform equipment 6.1 Minimise equipment breakdown by regular servicing and 33, 35, 37, 38 Task 4 10
maintenance maintenance and performance of overhauls to specifications.
6.2 Use tag-out and/or lock-out when servicing. 33, 35, 37, 38 7


Units of competency
Supplementary
Evidence
6.3 Carry out minor servicing of equipment avoiding disruption to 33, 35, 37, 38 10, 18
production.
6.4 Carry out routine inspection, servicing, lubrication and 33, 35, 37, 38 10
housekeeping tasks to requirements.
6.5 Read and follow instructions on maintenance procedures, 33, 35, 37, 38 10, 18
lubrication, filter change/service accurately.
6.6 Identify and change worn parts, and record relative frequency 33, 35, 37, 38 18
of replacement.
6.7 Identify operational faults in and maintain hydraulic, pneumatic 33, 35, 37, 38 18
and drive systems.
6.8 Report service and repair requirements and take action 33, 35, 37, 38 18
according to procedures.
6.9 Use diagnostic and troubleshooting procedures and techniques 33, 35, 37, 38 18
and take action.
Element 7 – Perform field 7.1 Isolate and rectify equipment faults. 33, 35, 37, 38 Task 4 18
repairs
7.2 Identify extent of repair needed and obtain spare parts 33, 35, 37, 38 18
7.3 Identify, select and use tools required for maintenance and 33, 35, 37, 38 18
repairs correctly.
7.4 Return re-usable components or accessories in accordance 33, 35, 37, 38 18
with requirements.
7.5 Review equipment and re-set in response to variations in 33, 35, 37, 38 18
production needs.
7.6 Recognise system faults and formulate appropriate responses 33, 35, 37, 38 18
within agreed time lines.


Units of competency
Supplementary
Evidence
7.7 Maintain records of action taken in accordance with site 33, 35, 37, 38 12, 18
requirements.
7.8 Dismantle, assess, service, repair, reassemble and test a given 33, 35, 37, 38 18
component in a safe manner.
Required skills Apply legislative, organisation and site requirements and procedures 25, 26, 33 Task 4 1, 10, 18
for carrying out of operational maintenance
Apply in service functions and procedures 33, 35, 37, 38 18
Apply diagnostic and troubleshooting procedures 33, 35, 37, 38 18
Interpret manufacturers’ maintenance and operations manuals 25, 26, 27, 33
Use hand tools 33, 35, 37, 38
Solve problems 33, 35, 37, 38 18
Use PC software
Required knowledge Manufacturers’ handbooks requirements and procedures 25, 26, 27, 33 Task 4 1, 3
Characteristics, technical capabilities and limitations of equipment 25 1, 3
Environmental requirements and procedures 26 1, 2
Hot work procedures and techniques 27 1, 2
Fire prevention and control techniques and equipment 27 21
Mechanical/electrical/hydraulic systems and power tools 28
requirements and procedures
Isolation and tag-out procedures 29, 35 7
Lubricants and their uses 30


Units of competency
Supplementary
Evidence
Required knowledge Purpose of equipment electric and hydraulic indicators and gauges 31
(continued)
Characteristics of transmission and drive systems 25, 32
Recording and reporting requirements and procedures 33
Critical aspects of evidence Knowledge of the requirements, procedures and instructions for 33, 35, 37, 38 Task 4 7, 10, 12, 18
carrying out of operational maintenance
Implementation of requirements, procedures and techniques for the 33, 35, 37, 38 7, 10, 12, 18
safe, effective and efficient completion of operational maintenance
Working with others to undertake and complete the operational 33, 35, 37, 38 7, 10, 12, 18
maintenance that meets all of the required outcomes
Consistent timely completion of operational maintenance that safely, 33, 35, 37, 38 7, 10, 12, 18


Mapping document for Cluster 4 – Run operations

Using this document
This document is mapped to the direct sources of evidence required to satisfy competency in this
particular cluster.


Evidence Matrix

Units of competency
Supplementary
Evidence
Element 1 – Ensure the 1.1 Access, interpret and apply compliance documentation relevant 1, 2, 14, Task 5 3, 4, 6, 10, 11
occupational health and safety to the work activity.
requirements are adhered to by
all on site 1.2 Relay safety rules and regulations, legislation and specific site 2, 3, 5, 28 3, 11
instructions to crew, and monitor compliance.
1.3 Conduct camp, site and equipment safety audits as required. 30 10
1.4 Identify hazards on worksite. 3, 7, 25 4, 5, 6, 7
1.5 Determine a range of preventative measures for potential work 3, 7, 25
hazards on site (eg Job Safety Analysis).
1.6 Communicate procedures for the use of personal protective 4, 20
clothing and installed safety equipment clearly to the crew.
1.7 Provide clear instructions to all crew in emergency drills and 4
their application.
1.8 Establish methods for contacting all necessary medical 4
services.
1.9 Provide safety rig induction training as required to new 4 3
personnel and visitors to the worksite (including supervising
geologists/engineers).
1.10 Complete occupational health and safety records for work area 4, 30 3, 4, 5, 6
accuracy.


Units of competency
Supplementary
Evidence
Element 2 – Communicate 2.1 Brief crew and other relevant parties regularly of up-to-date 5 Task 5
regularly with client, crew, and scope of activities.
other relevant parties
2.2 Maintain a good working relationship with landholder/client. 6 1, 2
2.3 Honour confidentiality clauses in contract. 6 1, 2
2.4 Communicate progress, problems encountered/anticipated 6
results regularly to client/drill supervisor, as required.
2.5 Maintain regular communication by radio/telephone to report 6, 32
progress and/or request information or assistance.
2.6 Follow standard work procedures and communicate these 4 1, 3
requirements to crew members.
Element 3 – Diagnose and solve 3.1 Confirm the existence and immediate effects/potential effects of 7, 9, 25 Task 5 18
routine problems the problem by investigation.
3.2 Identify a clear and accurate definition of the problem. 7, 25 18
3.3 Identify the preferred option after an analysis of available 7, 25 18
information.
3.4 Gain approval to proceed with the preferred option from the 7, 25
appropriate party, if necessary.
3.5 Seek additional equipment and/or help/advice if problem is too 7, 25 12
complex.
Element 4 – Monitor work 4.1 Monitor work progress regularly and note deviation from 8, 29, 30 Task 5
program program.
4.2 Check availability of consumable items, and equipment is 8, 30 12
consistent with work schedules and the requirements of the
task, and delivery times for replacement items.


Units of competency
Supplementary
Evidence
4.3 Implement alternative plans if required. 9
4.4 Allocate specific tasks to make effective use of crew. 9, 28
4.5 Report issues beyond scope of authority and carry out directed 7 4
actions.
4.6 Maintain cost effective operations by minimising damage to 8 12
equipment and excessive use of consumable items.
Element 5 – Coordinate work of 5.1 Make all members of the team aware of their roles and 9, 28 Task 5 3, 11
the team responsibilities in the work plan.
5.2 Set and check at regular intervals operational targets 9, 28
consultation with the crew.
5.3 Provide assistance when requested, to meet operational 9
targets.
5.4 Acquire resources required to support changing work 8, 30
requirements.
5.5 Allot workloads and required resources in accordance with 8, 9
modified work plans.
5.6 Communicate agreed timelines for tasks to team. 9
Element 6 – Maintain operating 6.1 Determine range of operating records and reports and required 1, 30 Task 5 4, 5, 6, 11, 13
records frequency.
6.2 Keep daily running records to facilitate the completion of 1, 30 4, 5, 6, 11, 13
necessary documentation.
6.3 Complete logs, records and shift reports with numbers, 1, 30 4, 5, 6, 11, 13
quantities, dates and succinct descriptions.


Units of competency
Supplementary
Evidence
6.4 Note variations to contract requirements on log and discuss 1
with originator and management if possible.
6.5 Complete required written reports and submit. 1, 30 4, 5, 6, 11, 13
6.6 Take accurate measurements of length of drill string 1, 31, 34

components and record.
Required skills Apply legislative, organisation and site requirements and procedures 2, 33 Task 5 1, 2
for running on-site operations
Reading and writing all 4, 5, 6, 11, 13
Communication to train and instruct, receive and pass on information 4, 5, 7
Visual assessment 7 18
Diagnostic assessment 7 18
Hazard identification and risk assessment 3 6
Interpreting and predicting 7, 8, 9
Delegation and people management 8, 9
Problem solving 7 18
Record keeping and logging 1, 30 4, 5, 6, 11, 13
Required knowledge Operational and maintenance procedures 7, 14, 21, Task 5 18
Soil samples and basic geological formation 26
Environmental aspects 2, 4, 27, 35 1
Fault finding and troubleshooting techniques 1, 7, 9, 25
Team work 5, 28


Units of competency
Supplementary
Evidence
Required knowledge Time management 1, 8, 29
(continued)
Communication systems, processes and procedures (eg 2-way radio) 4, 5, 6, 32
Graphical representation (e.g. Maps, diagrams, and their uses for 31
interpretation and prediction)
Conversions between metric and imperial 17, 31
Required documentation (e.g. Requisition forms, daily log reports) 1, 3, 4, 8, 30 1, 4, 5, 6
Company policy, occupational health and safety duty of care 2, 14, 30, 33 1, 2
obligations
Company/site emergency procedures 4, 30, 33 1, 2
Critical aspects of evidence Knowledge of the requirements, procedures and instructions for all Task 5 1, 2, 11, 13, 18
running on-site operations
Implementation of requirements, procedures and techniques for the all 1, 2, 11, 13, 18
safe, effective and efficient completion of on-site operations
Working with others to undertake and complete the running of on-site 3, 4, 5, 6, 10, 17, 28 1, 2, 11, 13, 18
operations that meets all of the required outcomes
Consistent timely completion of on-site operations that safely, 1, 6, 8, 14, 17, 29, 33 1, 2, 11, 13, 18

Element 1 – Plan and prepare 1.1 Access, interpret and apply compliance documentation relevant 1 ,2, 3, 4, 8, 30 Task 5 1
for assisting with diamond core to the work activity.
drilling
1.2 Obtain, confirm and apply work instructions for the allocated 1 ,2, 3, 4, 8, 30 1
task.
1.3 Identify, manage and report all potential hazards. 3, 9, 24, 25 1, 4, 5, 6


Units of competency
Supplementary
Evidence
1.4 Resolve coordination requirements with others at the site prior 5, 6, 9, 28
1.5 Load, unload, move, handle and store core drilling equipment 10, 11, 16, 22
and all associated tools, sampling devices and connecting
equipment.
1.6 Set up and stabilise racks. 10, 11
1.7 Wear all necessary personal protective equipment and 4, 20
protective clothing when assisting with core drilling.
Element 2 – Support the core 2.1 Fit and remove and measure correct drill bits and reamers to 11, 34, 37, 43 Task 5
drilling process and from the core barrel.
2.2 Prepare drill string in readiness for tripping and drilling. 11, 16
2.3 Add and remove drill rods and core inner tubes. 11, 12, 16
2.4 Inspect inner tube and core barrel regularly and replace worn or 11, 14, 21
damaged components under the direction of the driller.
2.5 Observe housekeeping and site safety measures while 11, 35
supporting core drilling operations.
2.6 Use rod and casing handling equipment according to 11, 16
recommended procedures.
2.7 Store and handle diamond tools according to policy. 11, 22
Element 3 – Handle core 3.1 Dismantle inner tube for recovery of core samples. 11, 12, 21 Task 5
samples
3.2 Take necessary safety precautions when handling potentially 3, 12
contaminated samples.
3.3 Remove core samples from inner tube and place in core trays 12, 26
in correct sequence for inspection by the clients’ representative.


Units of competency
Supplementary
Evidence
3.4 Remove and place sections of core retained in the core lifter 12, 26
into the core box in the appropriate place.
3.5 Record information on core marker blocks and core box 11, 12, 36 2
accurately and legibly.
3.6 Take precautions to ensure no surface contamination of cores 12, 36
and delicate cores are preserved.
3.7 Follow safe stacking procedures for core boxes during storage 12, 33
and transportation.
3.8 Carry out collection of sludge samples. 12, 36
3.9 Apply appropriate lifting techniques when lifting full core boxes. 12, 33 1
3.10 Clean and lubricate inner tube components and re-assemble in 11, 12, 21
preparation for the next run.
Element 4 – Mix drilling fluids 4.1 Wear appropriate protective clothing when mixing drilling fluids. 13, 18 Task 5
4.2 Check labels and read and interpret safety information and 13, 27 1
hazard codes.
4.3 Apply correct mixing procedure for the drilling fluid. 13, 18, 38
4.4 Carry out storage of drilling mud components and additives 13, 27
safely and according to recommendations.
4.5 Perform basic tests on drilling fluids and record and report the 13, 18, 38
results.
Element 5 – Carry out basic 5.1 Perform inspection and checks on serviceability of core barrel 14, 21, 25 Task 5
maintenance of tools and components.
equipment
5.2 Perform inspections and routine checks on ancillary equipment. 14 10


Units of competency
Supplementary
Evidence
5.3 Perform inspections and basic maintenance on rod handling 14, 16 10
equipment.
5.4 Observe occupational health and safety procedures in carrying 14 1, 18
out equipment maintenance and use correct personal protective
equipment.
5.5 Fit restraining devices to Kelly hoses. 14
Required skills Apply legislative, organisational and site requirements and 2, 33 Task 5
procedures
Measure and identify core bits, reamer shells and related components 34, 37
Identify thread types 15, 34, 37
Identify bits to suit 26, 34, 37
Apply safe storage requirements for diamond tools 34, 35
Use various rod handling equipment and methods 35
Apply add and removal techniques for drill rods to the line string 16
Apply refuelling procedures for vehicles, drill rigs and ancillary 11 8, 10
equipment
Identify correct lubricants 21, 38
Apply correct handling of samples 12, 26
Apply good housekeeping principles 27, 35 1, 3
Correctly identify and mix drill fluids 13, 18
Apply basic maintenance of mud and/or water delivery pumps 38 18


Units of competency
Supplementary
Evidence
Required knowledge Occupational health, safety and environment issues 2, 4, 27, 33 Task 5 1, 2
Reasons for identification and care of samples including storage and 12, 26, 36
transport
Information to be placed on core boxes/core marker blocks 12, 36 2
Diamond coring equipment, components and nomenclature 4, 17, 37
Requirements for collaring of bore holes, including equipment, 39 15
methods, seals and installation
Procedures and maintenance of stuffing boxes and/or ‘T’ pieces 39
Mud pumps and their applications 38
Basic knowledge of bit types and their applications to different 26, 34
geological conditions
Basic knowledge of fluid circulation system and its effect on hole 38
integrity and sample quality
Critical aspects of evidence Knowledge of the requirements, procedures and instructions for 1, 2, 3, 4, 10, 11, 12, Task 5 11, 13, 14, 15, 16, 17,
assisting with diamond core drilling. 14, 16 18
Implementation of requirements, procedures and techniques for the 1, 2, 3, 4, 10, 11, 12, 11, 13, 14, 15, 16, 17,
safe, effective and efficient completion of diamond core drilling. 14, 16 18
Working with others to undertake and complete the assisting with 5, 6, 9, 11, 25 11, 13, 14, 15, 16, 17,
diamond core drilling that meets all of the required outcomes. 18
Consistent timely completion of assisting with diamond core drilling 8, 11, 12 11, 13, 14, 15, 16, 17,
that safely, effectively and efficiently meets the required outcomes. 18


Units of competency
Supplementary
Evidence
Element 1 – Plan and prepare 1.1 Access, interpret and apply compliance documentation relevant 1 ,2, 3, 4, 8, 30 Task 5 13
for conducting of wireline core to the work activity.
drilling
1.2 Obtain, confirm and apply work instructions for the allocated 1 ,2, 3, 4, 8, 30 11
task.
1.3 Identify, manage and report all potential hazards. 3, 9, 24, 25 5, 6
1.4 Resolve coordination requirements with others at the site prior 5, 6, 9, 28 11
Element 2 – Operate a core drill 2.1 Identify and use different drill rod and casing types, thread 15, 34 Task 5
efficiently to achieve targets forms and thread make up parameters.
2.2 Select appropriate drill bits and reamer shells. 15, 17, 34
2.3 Adjust inner tube length to ensure appropriate fluid flow around 11, 15
the core.
2.4 Use rod and casing handling equipment safely. 11, 16
2.5 Add/break out and remove drill rods/pipes and down hole 11, 16
equipment.
2.6 Apply appropriate rotation speed, weight on the bit, drilling fluid 17, 41, 43
flow rate and penetration rate applicable to the ground
conditions.
2.7 Measure drill string components and calculate depth of hole. 17, 34, 40
2.8 Collar holes. 17, 39 15
2.9 Install casing. 17, 39 15


Units of competency
Supplementary
Evidence
Element 3 – Operate drill fluid 3.1 Identify hole conditions requiring the use of drilling fluids and 18, 38 Task 5
system chemicals.
3.2 Select, prepare, apply, test and monitor suitable fluids and 18, 38
additives.
3.3 Monitor fluid return and solids content and implement control 18, 38
measures.
3.4 Monitor fluid and cuttings specific gravity and up hole velocity to 18, 38
ensure efficient hole clearing.
3.5 Monitor causes of pressure in fluid systems. 17, 18, 38
3.6 Select the appropriate fluid pumping rate for the hole size. 18, 38
Element 4 – Operate wireline 4.1 Control hazards associated with the use of wireline systems. 19, 44 Task 5
4.2 Use overshot retrieval and dry release system. 19
4.3 Assemble and maintain wireline overshot. 19
4.4 Use pump in and dry hole lowering devices. 19
Element 5 – Maintain equipment 5.1 Use the required personal protective equipment and follow 20 Task 5 1, 3
safe working procedures when using grinders.
5.2 Strip impregnated bits according to manufacturer/company 17
procedures.
5.3 Dismantle and service backend assembly. 21
5.4 Dismantle core barrels, service and replace worn/damaged 21
components.
5.5 Dismantle wireline retrieval components service and replace 19
worn/damaged components if required.


Units of competency
Supplementary
Evidence
5.6 Maintain drill string. 21
5.7 Maintain bit management, record required information and 22 17
store bits correctly.
Element 6 – Use hole survey 6.1 Use survey tool, as required. 23 Task 5 16
and core orientation equipment
6.2 Assemble and maintain survey and core orientation devices. 23 16
6.3 Read and record survey data. 23, 45 16
6.4 Operate core orientation devices as required. 23, 46
Element 7 – Take core samples 7.1 Implement control measures for minimising core loss. 18, 24, 38, 42 Task 5
7.2 Identify core blockages affecting sample quality. 24, 42
Element 8 – Respond to 8.1 Identify possible problems in equipment or process. 7, 9, 25 Task 5 18
problems
8.2 Determine problems needing action. 7, 9, 25 18
8.3 Determine possible fault causes. 7, 9, 25 18
8.4 Rectify problem using appropriate solution within area of 7, 9, 25 18
responsibility.
8.5 Follow through items initiated until final resolution has 7, 9, 25 18
occurred.
8.6 Report problems outside area of responsibility to designated 7, 9, 25
person.
Required skills Apply legislative, organisation and site requirements and procedures 2, 33 Task 5 1, 2
for conducting of wireline core drilling
Apply routine checks and basic maintenance to mud and water 38
delivery pumps


Units of competency
Supplementary
Evidence
Required skills (continued) Identify, mix and apply collar sealants 39 15
Apply collar casing equipment attachment techniques 39 15
Apply basic drilling fluid tests such as viscosity and specific gravity 18, 38
Apply core handling and tray placement requirements and procedures 12, 26
Required knowledge Configuration requirements of various thread forms and make-up 15, 34, 40 Task 5
torque requirements
Function of hole collaring, use of casing and collar sealing techniques 39 15
Methods required to produce uncontaminated samples 18, 42
Impregnated bit stripping procedures 17, 41
Bit selection for different types of drilling and different ground 26, 34
conditions
Measurement of bits and other related components 26, 34, 37
Critical dimensions of a core barrel if barrel has to be drilled through 26, 34, 37, 40
to reduce hole size
Relationships between penetration rate and bit life 17, 41
Role that core blockages play in affecting sample quality 18, 42
Functions of drilling fluids and control procedures 18, 38
Relationship between hole diameter, rod diameter, pump output and 17, 18, 38, 43
the specific gravity of formation cutting
Types of mud and water delivery pumps and their applications 18, 38
Hazards associated with wireline operations and control measures 19, 44
required


Units of competency
Supplementary
Evidence
Required knowledge Purpose of drill hole surveys and the functions of azimuth and dip 23, 45 16
(continued) readings and where it is applied
Core orientation and where it is applicable 23, 46
Critical aspects of evidence Knowledge of the requirements, procedures and instructions for 1, 2, 3, 4, 10, 11, 12, Task 5 11, 13, 14, 15, 16, 17,
conducting wireline core drilling 14, 16 18
Implementation of requirements, procedures and techniques for the 1, 2, 3, 4, 10, 11, 12, 11, 13, 14, 15, 16, 17,
safe, effective and efficient completion of wireline core drilling 14, 16 18
Working with others to undertake and complete wireline core drilling 5, 6, 9, 11, 25 11, 13, 14, 15, 16, 17,
tasks that meet all of the required outcomes. 18
Consistent timely completion of the wireline core drilling that safely, 8, 11, 12 11, 13, 14, 15, 16, 17,
effectively and efficiently meets the required outcomes 18

Mapping document for Cluster 5 – Driving/emergency

simulation
Using this document


Evidence Matrix

Units of competency
Supplementary
Evidence
Element 1 – Assess the 1.1 Identify assess and minimise hazards in the situation that may 1, 3, 6, 22, 34 Task 6, Task 7 19
situation pose a risk of injury or illness to self and others.
1.2 Minimise immediate risk to self and casualty's health and safety 1, 3, 6, 22, 34 19
by controlling any hazard in accordance with occupational
health and safety requirements.
1.3 Assess casualty and identify injuries, illnesses and conditions. 1, 3, 6, 22, 34 19
Element 2 – Apply first aid 2.1 Calmly provide information to reassure casualty, adopting a 2 Task 6, Task 7 19
procedures communication style to match the casualty’s level of
consciousness.
2.2 Use available resources and equipment to make the casualty 2, 3, 4, 34 19
as comfortable as possible.
2.3 Respond to the casualty in a culturally aware, sensitive and 2, 34 19
respectful manner.
2.4 Determine and explain the nature of casualty’s injury/condition 2, 3, 34 19
and relevant first aid procedures to provide comfort.
2.5 Seek consent from casualty prior to applying first aid 2 19
management.


Units of competency
Supplementary
Evidence
2.6 Provide first aid management in accordance with established 3, 34 19
first aid principles and Australian Resuscitation Council (ARC)
Guidelines and/or state/territory regulations, legislation and
policies and industry requirements.
2.7 Seek first aid assistance from others in a timely manner and as 3, 20 19
appropriate.
2.8 Correctly operate first aid equipment as required for first aid 3, 18 19
management according to manufacturer/supplier’s instructions
and local policies and/or procedures.
2.9 Use safe manual handling techniques as required. 3, 34 19
2.10 Monitor casualty's condition and respond in accordance with 4, 22 19
effective first aid principles and procedures.
2.11 Finalise casualty management according to casualty’s needs 5, 33 19
and first aid principles.
Element 3 – Communicate 3.1 Request ambulance support and/or appropriate medical 3, 20, 34 Task 6, Task 7 19
details of the incident assistance according to relevant circumstances using relevant
communication media and equipment.
3.2 Accurately convey assessment of casualty’s condition and 3, 20, 34 19
management activities to ambulance services/other emergency
services/relieving personnel.
3.3 Prepare reports as appropriate in a timely manner, presenting 5, 34 19
all relevant facts according to established procedures.
3.4 Accurately record details of casualty’s physical condition, 5, 34 19
changes in conditions, management and response to
management in line with established procedures.


Units of competency
Supplementary
Evidence
3.5 Maintain confidentiality of records and information in line with 5, 34 19
privacy principles and statutory and/or organisation policies.
Element 4 – Evaluate own 4.1 Seek feedback from appropriate clinical expert. 6, 33 Task 6, Task 7 19
performance
4.2 Recognise the possible psychological impacts on rescuers of 6, 33 19
involvement in critical incidents.
4.3 Participate in debriefing/evaluation as appropriate to improve 6, 33 19
future response and address individual needs.
Required skills Apply legislative, organisational and site requirements and 3, 34 Task 6, Task 7 19
procedures
Conduct an initial casualty assessment 1, 2, 22 19
Plan an appropriate first aid response in line with established first aid 3, 34 19
principles, policies and procedures, ARC Guidelines and/or
state/territory regulations, legislation and policies and industry
requirements and respond appropriately to contingencies in line with
own skills
Demonstrate correct procedures for performing CPR using a manikin, 22, 32 19
including standard precautions (ie as per unit HLTCPR201A Perform
CPR)
Apply first aid principles 32 19
Infection control, including use of standard precautions 3, 34 19
Follow OHS guidelines 3, 34 19


Units of competency
Supplementary
Evidence
Required skills (continued) Demonstrate: 3, 34
 safe manual handling
 consideration of the welfare of the casualty
 ability to call an ambulance
 site management to prevent further injury
Provide assistance with self-medication as per subject’s own 3, 32, 34
medication regime and in line with state/territory legislation,
regulations and policies and any available medical/pharmaceutical
instructions
Administer medication in line with state/territory regulations, 3, 32, 34
legislation and policies
Prepare a written incident report or provide information to enable 5
preparation of an incident report
Communicate effectively and assertively in an incident 2, 3, 34
Make prompt and appropriate decisions relating to managing an 1, 2, 3, 4
incident in the workplace
Call an ambulance and/or medical assistance according to relevant 3, 34
circumstances and report casualty’s condition
Use literacy and numeracy skills as required to read, interpret and all
apply guidelines and protocols
Evaluate own response and identify appropriate improvements where 5, 33
required


Units of competency
Supplementary
Evidence
Required knowledge ARC Guidelines relating to provision of first aid as outlined 3, 34 Task 6, Task 7 19
Working knowledge of: 21, 22, 23, 24, 25, 26, 19
 basic principles and concepts underlying the practice of first aid 27, 28, 29, 30, 31, 32,
34
 procedures for dealing with major and minor injury and illness
 priorities of management in first aid when dealing with life
threatening conditions
 basic occupational health and safety requirements in the
provision of first aid
 infection control principles and procedures, including use of
standard precautions
 chain of survival
 first aid officer’s skills and limitations
Understanding of the use of an automated external defibrillator 30 19
(AED), including when to use it and when not to
First aid management of: 21, 22, 23, 24, 25, 26, 19
 abdominal injuries 27, 28, 29, 30, 31, 32,
34
 allergic reactions
 altered and loss of consciousness
 bleeding
 burns – thermal, chemical, friction, electrical
 cardiac arrest
 casualty with no signs of life


Units of competency
Supplementary
Evidence
Required knowledge  chest pain
(continued)  choking/airway obstruction
 injuries: cold and crush injuries; eye and ear injuries; head,
neck and spinal injuries; minor skin injuries; needle stick
injuries; soft tissue injuries including sprains, strains,
dislocations
 envenomation – snake, spider, insect and marine bites
 environmental impact such as hypothermia, hyperthermia,
dehydration, heat stroke
 fractures
 medical conditions, including cardiac conditions, epilepsy,
diabetes, asthma and other respiratory conditions
 near drowning
 poisoning and toxic substances (including chemical
contamination)
 respiratory distress
 seizures
 shock
 stroke
 substance misuse – common drugs and alcohol, including illicit
drugs


Units of competency
Supplementary
Evidence
Required knowledge Awareness of stress management techniques and available support 5, 33 19
(continued)
Social/legal issues: 31, 33 19
 duty of care
 need to be culturally aware, sensitive and respectful
 importance of debriefing
 confidentiality
own skills and limitations 5, 33 19
Critical aspects of evidence Assessment must include demonstrated evidence of specified 1, 2, 3, 21, 22, 23, 24, Task 6, Task 7 19
Essential Knowledge and Essential Skills identified in this 25, 26, 27, 28, 29, 30,
competency unit 31, 32, 34
Competence should be demonstrated working individually and, where 1, 2, 3, 21, 22, 23, 24, 19
appropriate, as part of a first aid team 25, 26, 27, 28, 29, 30,
31, 32, 34
Consistency of performance should be demonstrated over the all 19
required range of situations relevant to the workplace or community
setting
Currency of first aid knowledge and skills is to be demonstrated in line 3, 34 19
with state/territory regulations, legislation and policies, ARC and
industry guidelines

Element 1 – Identify four-wheel 1.1 Access, interpret and apply compliance documentation relevant 15 Task 6, Task 7 1, 2, 9
drive specific terms, terminology to the work activity.
and techniques
1.2 Identify the structural and handling differences between a 7, 8, 35, 36 9
conventional two-wheel drive and a four-wheel drive vehicle.


Units of competency
Supplementary
Evidence
1.3 Identify and demonstrate the purpose and use of front wheel 7 9
hubs.
1.4 Identify factors affecting tyre size, fitment, rating, and pressure. 8 9
1.5 Correctly identify, recovery hooks and mounting features. 8, 41 9
1.6 Identify hazards associated with incorrect use of vehicle 8, 41 9
features or equipment.
Element 2 – Plan for minimal 2.1 Determine types of impact likely to occur during four-wheel 9, 38, 39 Task 6, Task 7 9
environmental impact driving and associated activities.
2.2 Demonstrate compliance with land management principles and 9, 38, 39 9
policies when planning exploration activities.
2.3 Comply with policies and management plans relevant to the 9, 38, 39 9
activity area.
2.4 Plan and conduct activities in a manner which minimises 9, 38, 39 9
environmental impact.
2.5 Adopt and implement procedures to ensure minimization of 9, 38, 39 9
harm to the environment from four-wheel drive activities.
2.6 Demonstrate cooperation and consideration towards other land 9, 38, 39 9
users.
Element 3 – Perform 3.1 Perform routine pre-departure checks under the bonnet, under 10, 14 Task 6, Task 7 9, 10
pre-departure checks the body, and on external and internal items and accessories.
3.2 Take action to correct any deficiency. 10, 14 9, 10
3.3 Determine food and water requirements for journey. 11 9, 10
3.4 Select suitable navigation equipment where necessary. 11 9, 10


Units of competency
Supplementary
Evidence
3.5 Interpret weather conditions to determine suitability for driving. 11 9, 10
3.6 Apply safe vehicle loading practices. 10, 12 9, 10
3.7 Secure items of personal luggage safely. 10, 11 9, 10
3.8 Advise passengers of any special safety precautions to be 11 9, 10
taken when traversing rough terrain.
Element 4 – Use the features of 4.1 Operate four-wheel drive vehicles correctly and safely both on 12 Task 6, Task 7 8, 9
a four-wheel drive vehicle to and off road, in accordance with road rules, principles of four-
drive in a variety of terrain types wheel driving and OHS regulations.
4.2 Apply smooth accelerator control strategies over a range of 12 8, 9
terrain types.
4.3 Demonstrate recommended braking techniques for hard top 12 8, 9
surfaces and off road conditions.
4.4 Correctly identify situations where the engagement of four- 12 8, 9
wheel drive is required.
4.5 Engage correctly, where fitted, front hubs or centre differential 12 8, 9
lock (constant four-wheel drive vehicles).
4.6 Survey track to identify hazards, asses risk and select a best 12 8, 9
route.
4.7 Select routes to minimise damage to the environment. 12 8, 9
4.8 Use appropriate range, gear, speed, driving and braking 12 8, 9
technique to negotiate a range of terrain types and whilst
maintaining control of vehicle at all times, being aware of
contextual issues.


Units of competency
Supplementary
Evidence
4.9 Perform a stop stall key start recovery procedure on a 12, 35 8, 9
moderate incline.
4.10 Check brakes and undercarriage after negotiating varying 12 8, 9
terrain.
4.11 Perform repairs to damaged tracks if necessary. 12, 38 8, 9
4.12 Use standardised operating procedures when travelling in 9, 40 8, 9
company with other vehicles.
4.13 Maintain appropriate hand positioning on steering wheel. 12 9
Element 5 – Use a single snatch 5.1 Identify risks associated with vehicle recovery and develop and 13, 41 Task 6, Task 7 9, 10
strap to recover a vehicle implement strategies to minimise risks.
5.2 Identify recovery hooks. 8, 41 9, 10
5.3 Confirm use of recommended mounting strategy on the four- 8, 41 9, 10
wheel drive vehicle and use of rated recovery equipment when
practicable.
5.4 Demonstrate procedures for preparing vehicles for recovery. 13, 41 9, 10
5.5 Demonstrate techniques to minimise impact on the environment 13, 41 9, 10
during vehicle recovery.
5.6 Demonstrate techniques for joining two snatch straps. 13 9, 10
5.7 Coordinate safe recovery of a four-wheel drive vehicle using a 13, 41 9, 10
single snatch strap.
5.8 Correctly perform post recovery checks and repairs. 12, 42 9, 10


Units of competency
Supplementary
Evidence
Element 6 – Perform 6.1 Select/access maintenance equipment correctly, including 14 Task 6, Task 7 9, 10
maintenance and minor repairs spares and fluids, prior to departure after consideration of
on four-wheel drive vehicles contextual issues.
6.2 Check vehicles regularly prior to and during trip and correctly 14, 37 9, 10
perform routine maintenance/repair tasks.
6.3 Make vehicle performance reports to the designated person. 14 9, 10
6.4 Demonstrate safe use of a jack to support a four-wheel drive 14 9, 10
vehicle on uneven ground.
Required skills Apply legislative, organisational and site requirements and 42 Task 6, Task 7 1, 2, 9
procedures for operating and maintaining a four-wheel drive vehicle
Apply four-wheel driving techniques in different terrain 12 9
Reduce environmental impact 9, 38, 39 1, 2, 9
Research and evaluation of impact through observation and 38, 39 9
questioning
Solve problems and apply solution focused strategies 41 9
Apply communication and recording skills all 1, 2, 9
Perform manual and mechanical handling/perform basic maintenance 10, 14 1, 2, 9
skills
Acquire required licences and permits 39 1, 2, 9
Apply diagnostic and troubleshooting procedures 41 9, 10
Use hand tools 14 9


Units of competency
Supplementary
Evidence
Required knowledge Features and handling characteristics of four-wheel drive 35 Task 6, Task 7 9
vehicles/driving techniques in different terrain
Terms used to describe four-wheel drive capabilities (approach and 36 9
departure angles, ramp over angle, ground clearance, suspension
travel)
Differences between two-wheel drive and four-wheel drive vehicles 35 9
and their impacts on vehicle operation and capability
Tyre management principles 37 9
Environmental impact of four-wheel driving 38 1, 2, 9
OHS legislation relevant to the use of four-wheel drive vehicles 42 1, 2, 9
Use of single snatch straps to recover vehicles and hazards 41 9
associated with vehicle recovery
Techniques for travelling in convoy 40 9
Minimum impact codes 38 1, 2, 9
Legal and statutory requirements (of land management agencies) 39 1, 2, 9
Specific problems of fragile environments or threatened species 38 1, 2, 9
Area restrictions 39 1, 2, 9
Natural processes and interrelationships occurring within natural 38 1, 2, 9
environments and the manner in which interrelationships between
natural processes can be affected
Cultural protocols for making contact and communicating with 39 1, 2, 9
Indigenous people and organisations


Units of competency
Supplementary
Evidence
Required knowledge Practices which may be implemented to minimise impact (eg 38 1, 2, 9
(continued) avoidance of sensitive areas, appropriate site and route selection,
limited party size, keeping to marked tracks or routes, campfire
management and rehabilitation)
Practices and procedures used by land management authorities to 39 1, 2, 9
reduce impact:
Restricting access/limiting group size 39 1, 2, 9
Seasonal restrictions 39 1, 2, 9
Use of permits 39 1, 2, 9
Enforcing codes of ethics and conduct 39 1, 2, 9
Critical aspects of evidence Knowledge of the requirements, procedures and instructions for 7, 9, 10, 12, 13, 14 Task 6, Task 7 1, 2, 8, 9, 10
operating and maintenance of a four-wheel drive vehicle
Implementation of requirements, procedures and techniques for the 12, 14, 40, 41 1, 2, 8, 9, 10
safe, effective and efficient operation and maintenance of a four-
wheel drive vehicle
Working with others to undertake and complete the operating and 40, 41, 42 1, 2, 8, 9, 10
maintenance of a four-wheel drive vehicle that meets all of the
required outcomes
Consistent timely maintenance and operation of a four-wheel drive 12, 14 1, 2, 8, 9, 10
vehicle that safely, effectively and efficiently meets the required
outcomes


Units of competency
Supplementary
Evidence
Element 1 – Prepare for 1.1 Access, interpret and apply compliance documentation relevant 15, 43 Task 6, Task 7 1, 2, 19, 21
emergency procedures to the response to local emergencies and incidents.
1.2 Locate and maintain emergency equipment in accordance with 16, 45, 46 1, 2, 19, 21
statutory requirements, site procedures and manufacturer’s
specifications.
1.3 Identify and confirm nature, scope and location of the 17, 20, 44 1, 2, 19, 21
emergency or incident.
1.4 Assess emergency or incident and determine appropriate 17, 20, 44 1, 2, 19, 21
course of action in keeping with requirements for personal
safety.
1.5 Notify emergency or incident in accordance with authorised 17, 20, 43 1, 2, 19, 21
procedures and methods of communication.
Element 2 – Respond to 2.1 Follow emergency evacuation procedures where appropriate 17, 18, 43 Task 6, Task 7 1, 2, 19, 21
emergency or incident situations and in accordance with site procedures.
2.2 Coordinate and control response to emergency or incident to 17, 18, 20 1, 2, 19, 21
ensure continuing safety of personnel at the site.
2.3 Isolate potential sources of danger and put in place warning 17 1, 2, 19, 21
signs/signals/barriers.
2.4 Select emergency equipment and use appropriately to deal with 18, 44, 45 1, 2, 19, 21
the emergency.
2.5 Take local measures to reduce impact of emergency or 19, 43 1, 2, 19, 21
incident.
2.6 Continually monitor and assess emergency situation and 17, 20, 44 1, 2, 19, 21
changes in circumstances, communicate requests for further
assistance or evacuation to appropriate officials.


Units of competency
Supplementary
Evidence
2.7 Exercise control of the emergency or incident situation until 17, 20, 44 1, 2, 19, 21
formal relief is notified/received.
Required skills Apply legislative, organisational and site requirements and 43 Task 6, Task 7 1, 2
procedures
Apply hazard and potential hazard identification procedures 17, 43 1, 2, 6
Observe, analyse and report emergencies/incidents 16, 17 1, 2, 4
Read and interpret site plans 46 1, 2
Apply initial response first aid 1, 3 19

Apply fire fighting techniques 45 21
Apply communication procedures 20 1, 2
Read, interpret and apply relevant geological and survey data 46 1, 2

Required knowledge Statutory requirements 43 Task 6, Task 7 1, 2
Site emergency procedures 44 1, 2

Site incident procedures 44 1, 2
Initial response first aid 21, 22, 23, 24, 25, 26, 19
27, 28, 29, 30, 31, 32,
33
Breathing apparatus 45 21
Firefighting 45 21
Hazards and potential hazards 44 1, 2, 3, 5, 6
Relevant geological and survey data 46 1, 2, 3


Units of competency
Supplementary
Evidence
Required knowledge Relevant ventilation information 46 2

(continued)
Site plans 46 1, 2
Site communication systems 20 1, 2
Critical aspects of evidence Knowledge of the requirements, procedures and instructions for 16, 17, 18, 19, 20, 42,
Task 6, Task 7 1, 2, 4, 19, 21
responding to local emergencies and incidents 43, 44, 45, 46
Implementation of requirements, procedures and techniques for the
16, 17, 18, 19, 20, 42,
safe, effective and efficient completion of response to local 1, 2, 4, 19, 21
43, 44, 45, 46
emergencies and incidents
Working with others to undertake and complete the response to local 16, 17, 18, 19, 20, 42,
1, 2, 4, 19, 21
emergencies and incidents that meets all of the required outcomes 43, 44, 45, 46
Consistent timely completion of responding to local emergencies and
16, 17, 18, 19, 20, 42,
incidents that safely, effectively and efficiently meets the required 1, 2, 4, 19, 21
43, 44, 45, 46
outcomes


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Department of Training

and Workforce Development

RPL Assessment Tool Kit

© Department of Training and Workforce Development

All rights reserved.

Published by and available from

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Cluster 3 – Field repair training 101

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Section 7 – Mapping of Assessment Tools 169

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Recognition of Prior Learning (RPL) Assessment Tool Kit

A task-based model for RPL

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Overview of the Recognition Process

Candidate If not ready for RPL,

STEP 2 Interview and

STEP 3 Demonstration/ Gap Training

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This RPL Assessment Tool Kit contains 13 units of competency.

Included in this pack are documents as follows:

 Explanation of RPL documents

 Qualification Rules and list of units of competency contained in this kit

 Units of competency separated into clusters for assessment

 Tool Kits for each cluster:

► Interview Question Bank and Recording Sheets

► Practical Tasks and Observation Recording Sheets

► Candidate’s Self-Evaluation Form (incorporating Third Party Verification)

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Explanation of RPL documents

List of suggested supporting documentation (if applicable): A list of suggested

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RII31809 Certificate III in Drilling Operations

Successful completion of a total of 13 units of competency made up of:

 eight (8) core (mandatory) units, and

 five (5) elective units of which:

○ at least two (2) from the general electives

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List of competencies in this RPL Assessment Tool Kit

Units of competency covered in this RPL Assessment Tool Kit

Cluster 1 – Work safely

Cluster 2 – Drill site

Cluster 3 – Field repair training

Cluster 4 – Run operations

Cluster 5 – Driving/emergency simulation

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