Teacher guide
Central Water
Series 10 Flexible Learning Toolbox
Supporting resources for the
Certificate III in Water Industry Operations
flexiblelearning.net.au/toolbox
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Water Industry Operations Toolbox
Table of Contents
Section 1 – About this Toolbox .................................................................... 1
1.1 Qualifications .............................................................................................................................. 1
1.2 Target audience ........................................................................................................................... 2
1.3 Teaching and learning strategy ................................................................................................... 2
Section 2 – Organising structure, content and key features...................... 4
2.1 Units of competency .................................................................................................................... 4
2.2 The context .................................................................................................................................. 4
2.3 Homepage.................................................................................................................................... 4
2.4 Unit overview .............................................................................................................................. 5
2.5 Projects and learning tasks ......................................................................................................... 7
2.6 Intranet, help and glossary .......................................................................................................... 8
Section 3 – Advice on getting started ........................................................ 11
Section 4 – Approach to competency assessment................................... 12
Section 5 – Hardware and software requirements .................................... 13
Section 6 – Customisation .......................................................................... 14
Section 7 – Advice on use of materials ...................................................... 15
7.1 Unit overview ............................................................................................................................ 15
7.2 Projects...................................................................................................................................... 15
7.3 Learning tasks ........................................................................................................................... 16
7.4 Details of projects and learning tasks ....................................................................................... 17
7.6 Tasks and project for OHS unit ................................................................................................. 27
7.7 SOPs, forms, MSDSs and policies ............................................................................................. 29
Section 8 – Teaching and learning strategies ........................................... 31
8.1 Collaboration and interaction ................................................................................................... 31
8.2 Online delivery .......................................................................................................................... 32
8.3 Aspects learners may find difficult ............................................................................................ 33
8.4 Preparing learners to use materials .......................................................................................... 33
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Water Industry Operations Toolbox
Section 1 – About this Toolbox
Central Water is a Flexible Learning Toolbox which has relevance nationally. Water
operators play a pivotal role in ensuring that a safe and reliable supply of water is
available for customers and waste water is treated appropriately. Customers may be
situated in rural, regional or metropolitan locations.
It provides a much needed and flexible source of formal training material, particularly
for rural and regional based learners who may have had to travel to access training in
the past. It can be used to deliver training flexibly either “face to face” in a classroom
or workshop setting, online, or a combination of both.
Learning is best done collaboratively with learners interacting and sharing
information. This Teacher guide has been developed to support you in delivering the
Certificate III in Water Industry Operations in this collaborative way.
1.1 Qualifications
This Toolbox supports the following six competencies of the Water Industry
Operations Certificate III qualification. The first five competencies are provided as
separate units of competency while BSBOHS303A Contribute to OHS hazard
identification and risk assessment is integrated into the delivery of competencies
NWP301B, NWP310B, NWP334B and NWP363B. It can also be delivered as a
separate unit of competence. Section 7.6 of the Teachers guide provides advice on
how this integration occurs.
Core /
elective
Unit code
Unit title
Core
NWP301B
Implement, monitor and coordinate environmental
procedures
Elective
NWP310B
Monitor and operate water distribution systems
Elective
NWP334B
Monitor and control maintenance of water
distribution assets
Elective
NWP363B
Monitor performance and control maintenance of
treatment plant assets
Elective
NWP300B
Provide and promote customer service
Core
BSBOHS303A
Contribute to OHS hazard identification and risk
assessment
Table 1 - Units of competency supported by Toolbox.
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Water Industry Operations Toolbox
1.2 Target audience
Learners may:

range in skills and experience from highly skilled and experienced operators
who have undertaken a wide variety of roles, through to new or novice
operators who have much less experience.

be either seeking to acquire a formal qualification to improve their work
opportunities or required by their workplace to undertake certificate level
training.

include less experienced operators who may be continuing their training after
entering the industry through a traineeship or similar pathway.

not be working as operators but are undertaking training in order to gain an
understanding of an operators role.

have language, literacy or numeracy difficulties and will require support and
encouragement to successfully complete training.

have limited experience of using online learning, but may have experience in
using computer equipment in their workplace. These students will need
support if this mode of delivery is used.
Those delivering the Toolbox could include:

workplace or vocational trainers employed by a Registered Training
Organisation (RTO) working in a one-to-one or group training situation,
delivering a course either face to face, online or combination of both.

workplace trainers, team leaders, supervisors, and/or line managers in the
water industry involved in training delivery in their own workplaces, using
similar delivery modes.
1.3 Teaching and learning strategy
The Toolbox teaching and learning strategy uses the following instructional design
principles.
Learner-centeredness
A learner-centred approach focuses on the needs of the learner. Characteristically it
builds upon the learner’s prior knowledge and understanding. It supports active
learning and the construction of knowledge, and offers the learner choices in the
method and expression of their learning.
The Toolbox supports a learner-centred approach by providing:

interactive elements that encourage active learning

learning activities such as learning tasks and work-based projects that involve
learner choice and encourage learners to learn through their own experiences

a range of methods that are presented in an entertaining way and cater for
different learning styles for communicating the content

a range of assessment strategies through projects that allow learners to
address assessment in a manner that is appropriate to their work situation.
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Collaborative learning
Collaborative learning involves joint intellectual effort by learners. Learners engage in
a common task in which each individual depends on and is accountable to each
other. It may involve learners working together in searching for understanding,
meaning or solutions or in creating a product.
Collaborative learning activities can include collaborative writing, group projects, and
other activities.
Collaborative learning refers to a collection of tools which learners can use to assist,
or be assisted by others. Tools that can facilitate Collaborative learning include
Virtual Classrooms, chat, discussion threads, application sharing and many others.
Interaction
A high level of interaction in a number of different contexts encourages deep
learning. The Toolbox encourages interaction between the learner and:

content via the interface, giving access to a number of different media that
cater for a variety of learning styles

other learners by providing tools to assist with engaging in collaborative
projects

teacher through provision of a learning resource that offers opportunities for
discussion about learning tasks and projects.
Cognitive strategies
Cognitive strategies are internal mental processes used by the learner to select and
retain information and to build meaningful connections between new and prior
knowledge and experience. They are the means by which the learner actively
internalises new information and applies it to their own context.
The Toolbox scaffolds learning through providing cognitive tools such as:
 visual, auditory and text tools that support interactivity and cater for a variety
of learning styles
 learning through case studies and scenarios relevant to learner’s experience.
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Section 2 – Organising structure, content and
key features
2.1 Units of competency
The Toolbox covers six units of competency from the Certificate in Water Industry
Operations. Five of these are delivered as separate units.
The core unit BSBOHS303A Contribute to OHS hazard identification and risk
assessment can be integrated into the delivery of the other units or can be delivered
as a separate unit of competency. (See Table 1)
Each unit of has a number of learning tasks and a project. Learners are required to
complete a project. Learners have considerable choice about which learning tasks (if
any) they need to complete.
2.2 The context
The Toolbox is based around a virtual water authority – Central Water. Central Water
provides water to both urban and rural customers.
Learners interact with the Toolbox as if they were in the role of an operator at Central
Water. Interactive learning tasks and projects with the use of case studies and
scenarios help the learner apply their learning to their own workplace situation.
2.3 Homepage
The Central Water home page is shown below:
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
The main graphic represents a watershed.

Moving over the graphic from top left in a clockwise direction highlights
specific areas with simple labelling.

There are navigation buttons for each unit on the left hand side.

The navigation buttons are sequenced to indicate a possible delivery program
but this does not have to be followed.

The induction is the first button on the left hand side.

By clicking on the navigation button, the unit is activated.

Learners can choose any unit to begin, i.e. there is no sequencing.
2.4 Unit overview
Each of the five units of competency has an opening screen which provides an
overview of the selected unit of competency. The opening screen for NWP301B
Implement, monitor and control environmental procedures is shown below. It
contains the following key elements.
The key elements that make up the screen and subsequent screens are:

Home, Overview, Project and Learning tasks navigation bars on the left hand
side.

Overview, Project and Learning task details are shown in the central portion
of the screen.

Intranet, Glossary and Help icons are located in the top right hand corner.
Navigation buttons with
sub-menus.
Flash player with script. A text
alternative is also available.
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Three icons stay visible throughout the
unit - Intranet, Help and Glossary.
Scroll bar is used when all information
does not fit on the screen.
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Water Industry Operations Toolbox
The overview is designed to help learners contextualise their learning by giving them
background information. This is done using a Flash activity with an image gallery,
audio and text, and a set of key questions that they need to consider in their role as a
Central Water operator. (See Table 2)
Learners can start and stop the Flash activity as required. Depending on the unit of
competency it can be up to a maximum of three minutes in length. If Flash is not
available there is a text alternative.
Once the learner has completed the overview they can move straight to the project,
or if they feel the need to do some learning before they tackle the project they can
select to do all or some of the learning tasks. Screens showing project and learning
task details are accessed using the navigation buttons on the left hand side.
Unit of competency
Overview
NWP301B
Implement, monitor
and coordinate
environmental
procedures
How does our use of water impact on the environment?
NWP310B
Monitor and operate
water distribution
systems
How do we, as operators, control the distribution of water?
What do we, as operators, need to know about
environmental issues to do our jobs properly?
How do we know if our water distribution system is
working properly?
What factors impact on the quality of our water supplies?
How do we report on our work?
NWP334B
Monitor and control
maintenance of water
distribution assets
How are water distribution assets maintained?
How is maintenance scheduled?
What tasks should be performed on a regular basis?
What documentation needs to be kept?
NWP363B
Monitor performance
and control
maintenance of
treatment plant assets
What do we, as operators, need to know to keep water
treatment plants properly maintained?
What inspections do we need to carry out?
How are maintenance and repair tasks managed?
What health and safety issues are involved?
What record keeping should be done?
NWP300B
Provide and promote
customer service.
Why is customer service so important to water
authorities?
Who are our customers?
How do we best meet the needs and expectations of our
customers?
Table 2 - Unit overview questions for each unit of competency.
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2.5 Projects and learning tasks
Projects are where learners apply knowledge to a workplace situation either using a
case study or scenario supplied in the Toolbox, or by applying the project to their own
workplace. The learner’s workbook provides additional information to assist with the
completion of projects.
Learning tasks also encourage learners to do the same but in a much more
structured way, where learners move from what they know to the application of
knowledge to solve problems. Learning tasks provide ‘scaffolding’ to enable the
learner to complete projects. Each unit of competence has a single project but a
number of learning tasks. (See Table 3)
Unit of competency
Number of
learning
tasks
NWP301B Implement, monitor and coordinate environmental
procedures
9
NWP310B Monitor and operate water distribution systems
11
NWP334B Monitor and control maintenance of water distribution
assets
13
NWP363B Monitor performance and control maintenance of
treatment plant assets
10
NWP300B Provide and promote customer service
14
BSBOHS303A Contribute to OHS hazard identification and risk
assessment (See Table 11)
29
Table 3 - Numbers of learning tasks in each unit of competency.
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Some learners may be able to complete a project without undertaking learning tasks.
Other learners may need to complete some or all learning tasks. Highly skilled and
experienced operators may be able to go straight to the project. Lesser skilled
operators, particularly new operators, will need to do some or all of the learning
tasks. Table 4 offers some general advice about the background of the operator and
the numbers of learning tasks that need to be completed.
Type of operator
Project and learning tasks
Highly skilled and experienced operator – five or
more years experience in a wide variety of roles
including those involving contact with external
customers. May include experience in supervisory
roles. Has attended formal training programs
whilst employed.
May be able to go straight to the
project without completing
learning tasks.
Moderately skilled experienced operator – two to
five years experience in several roles. May not
have involved contact with external customers or
supervisory experience. Likely to have attended
formal training programs.
May need to complete some
learning tasks before being able
to complete project.
New or novice operator – up to two years in a
limited range of roles. These may not have
involved contact with external customers. May
have little or no formal training.
May need to complete most or
all learning tasks before being
able to complete the project.
Table 4 - Operator experience and learning tasks.
2.6 Intranet, help and glossary
Intranet
The Central Water Intranet site is designed to provide supporting resources to assist
learners to complete projects and learning tasks. It is divided into several sections.

training

forms

SOPs

MSDS

laws

links.
Training contains materials to support each unit of competency covered by the
Toolbox in the form of Central Water’s training program. This includes:

details of training staff

learner’s work book

case studies and scenarios (to help with project).
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Details of training staff
Michelle Murphy works as Central Water's environment officer. She
liaises with external bodies and ensures that Central Water complies
with all legal requirements for environmental issues.
Adrian Jones is a senior operator at Central Water. He acts as team
leader for the operations group, and provides mentoring and on the job
training for new operations staff.
Learner’s workbook
Each unit of competency has a learner’s workbook. It contains additional information
to help learners with projects. It is downloadable from Central Water’s Intranet.
Learners use this to record details of learning tasks and projects. Depending on the
learner’s preference the workbook can be used electronically or hard copy.
Case studies and scenarios
Case studies and scenarios are used extensively in this Toolbox to help the learner
think about how to apply their learning to workplace situations and to assess generic
skills.
These include an outline or plan of events and include roles played by various people
in those events. The learner often interacts with the case study or scenario as one of
the participants or ‘actors’. If it reflects a real situation, it can be a powerful learning
and assessment tool. This can be used to explore both skills and underpinning
knowledge.
Case studies and scenarios are particularly useful in those situations where it is
difficult for the learner to perform the task in an actual or simulated workplace setting;
for example, in applying management or supervisory skills. Even where real
workplace situations can be used, skills such as problem-solving can be explained or
demonstrated through the use of a case study or scenario.
Forms, SOPs, MSDSs, laws and links
Other resources to assist learners such as forms, Standard Operating Procedures
(SOPs) and material safety data sheets (MSDSs) are accessed from the Central
Water Intranet site.
Learners are encouraged to use documentation from their own workplace wherever
possible. When this is not available they can use documentation from Central Water.
Learners should be encouraged to compare the documentation to their own
workplace.
Note – Central Water’s SOPs and forms are samples only and may not reflect
practice in the particular state regulatory and legislative framework in which you are
delivering the competency, nor the full scope of SOPs required by a water authority.
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Glossary
This is a basic glossary of terms covered in the Toolbox. It is designed particularly for
new and less experienced operators to help them with the understanding of terms
and concepts. It is not a complete or extensive glossary. Learners should be
encouraged to explore understandings of terms and concepts via other sources
including their own workplace and use of online glossaries.
Icons
Three icons are used in overview, learning task and project screens. These provide
information to assist the learner in interacting with the learning materials. Each has a
particular function. (Table 5)
Instruction – gives the learner instructions about what to do next.
Workbook – directs the learner to the unit workbook.
Share – collaboration or sharing of information required. The learner may be
directed to discuss with a supervisor, work colleagues or other learners.
Table 5 - Icons used to assist learners.
An example of the use of these icons in the Toolbox is shown below.
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Water Industry Operations Toolbox
Section 3 – Advice on getting started
Learners will be looking to you to provide structure, direction and support.
As the Toolbox may be used as a resource for delivery in a ‘face to face’ setting, for
online delivery, or for a blended version of these two modes, it is important that you
are well planned so the materials are appropriately used for the mode of delivery you
choose.
The following tips and hints highlight important preparatory steps that you should
take.
Firstly, familiarise yourself with the Toolbox – particularly the learning tasks and
projects. Don’t expect to do this at the last minute – allow plenty of time. Many
learners will be looking to you for advice about the learning tasks that are best for
them to do and will expect you to fully understand the materials.
Secondly, get to know the background of your learners, particularly their experience
in the water industry. You may have access to workplace documents to help you with
this and/or you can use the first “meeting” with learners to find out about their
background. This will help you assist learners in their choice of learning tasks.
Become familiar with all the materials in the resource. As the learning tasks are
designed to be optional it is important that you know in detail how each section works
and use the materials to full advantage. This applies to the classroom setting where
you may be using a single copy of the resource and projecting on to a screen.
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Section 4 – Approach to competency
assessment
Projects are designed to be used to assess competence in the unit concerned
(summative) whilst learning tasks are used to reinforce the learning (formative).
Projects are compulsory whilst learning tasks are optional.
You may, however, decide to add further assessment requirements to supplement
the project. This may include evidence such as workplace reports and direct
observation and questioning in the workplace. This decision rests with you as the
representative of the RTO conducting the training and assessment.
It’s worth remembering that the outcome of each learning task is designed so that it
aligns to specific elements in each unit of competence. Learners may be able to add
their work on the learning tasks to a portfolio of evidence for assessment. You may
decide to extend this to include learning tasks as assessable activities for some or all
of the units of competency. If you plan to do this however you need to advise
learners of this before they begin a unit.
For those delivering online you may find the following useful. It provides information
about assessing online including case studies and a gallery of different online
assessment strategies.
Go to www.flexiblelearning.net.au/designing/assessing/index.htm
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Section 5 – Hardware and software
requirements
Hardware
To use the learning material in this unit, learners will need a computer with the
following features:

IBM® compatible with a 1000 MHz processor running Windows 2000, XP,
Vista, or

Apple Macintosh® with a 500 MHz processor running OSX v10.2.0 with:

128 Mb of RAM

800 x 600 pixel display

CD-ROM drive

Internet access

Sound card.
Software
Learners will also need the following software/plug-ins installed on their computer:

Internet Explorer 6.0 or above (http://www.microsoft.com/ ) or,

Firefox 1.5 or above (http://www.mozilla.com/ ) or,

Safari 1.3 or above (http://www.apple.com/ )

Microsoft® Word 97 or a similar word processing program to open and use
downloadable forms, checklists and worksheets.

Adobe® Flash Player 8. If you haven’t got this plug-in, you can download and
install the latest free version from: www.adobe.com

Adobe® PDF Reader 6.0 or above. If you haven’t got this plug-in, you can
download and install the latest free version from: www.adobe.com.
Incorrect versions of these applications could result in information being shown in an
unreadable form or not shown at all.
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Section 6 – Customisation
Resources in this Toolbox are customisable including Flash animations - Unit
overviews and learning task activities have been built so you can customise the
content without needing to learn the Flash developer software. You will need to have
some skills or have access to someone with the ability to edit HTML files using
Adobe Dreamweaver or Microsoft Front page and in some cases a working
knowledge of XML files will be required.
You can:

change an entire interaction, including audio and images, so they’re specific
to the learners' workplace.

change the text information in the tasks to suit the learners’ organisation.

edit the text information on the overview or any other screen to highlight a
particular point for your learners.

edit any documents in the intranet to better suit the need of your learners
including the Learners workbook.
Single unit delivery – all units can be delivered as a single unit of competence
including unit BSBOHS303A Contribute to OHS hazard identification and risk
assessment, provided an appropriate project and learning task is selected.
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Section 7 – Advice on use of materials
7.1 Unit overview
The unit overview is designed to help learners contextualise their learning by giving
them a set of key questions to consider. (see table 2) The learner can either do the
learning tasks, or if they feel confident can go straight to the project.
Delivery idea
You may need to help learners think about these key questions presented in the
overview. In a training room where you have learners face to face this is
comparatively easy – you might begin a training session by showing the overview
and having a discussion with learners about the key questions raised in the overview.
If delivering online you can use communication tools such as chat and discussion
boards to have a similar discussion online.
7.2 Projects
At any stage the learner can jump to the project. For example an experienced
operator may read the project and feel they are ready to begin it without completing
any of the learning tasks whilst a new operator may need to complete some or all of
the learning tasks as preparation to complete the project. Section 7.4 provides more
detail about projects.
Delivery idea
Encourage learners to collaborate on projects. This might mean seeking information
from co-workers or working together on the project with other learners.
The project bar takes you to the project area that explains what the learner has to do
to demonstrate competency in this unit (see following example of project screen).
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7.3 Learning tasks
Each unit of competence has a number of learning tasks (Table 3). These tasks are
based on solving a problem or seeking a solution to an issue that they may face in
their day-to-day work. Section 7.4 provides more detail about learning tasks.
The learning task bar takes you to the learning task area. The learning tasks for
NWP301B Implement, monitor and coordinate environmental procedures are shown
below.
They are designed to provide background information to help learners with the
project. They help the learner work through and understand the material. They range
from recall and application of knowledge, to tasks that require the learner to analyse
situations and prioritise information, and solve problems.
Most of these tasks provide suggested feedback and follow-up information. Whilst
not strictly assessable you may decide to use some of the tasks as part of your
assessment strategy by asking the learner to forward their responses to you.
Throughout the units, learners also have the option of keeping notes, reflections and
information in their learner workbook. These will assist in the completion of the
project at a later stage.
As the OHS unit is integrated with other units you will need to ensure that the
appropriate learning tasks are completed.
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Delivery idea
Consider using learning tasks as the focus of a training session whether in the
classroom or online. You could ask learners to preview a task prior to a training
session then come to the session prepared to share what they have learned.
Different groups could be allocated different learning tasks.
7.4 Details of projects and learning tasks
The details of each of the units of competency projects and learning tasks are set out
in the following sections. Tables 6- 10 show unit of competency element descriptor
(in simple English) and the learning tasks associated with it. Learning tasks
asterisked * are relevant to BSBOHS303A Contribute to OHS hazard identification
and risk assessment.
NWP301B Implement, monitor and coordinate environmental procedures
Project
In this project you will apply your knowledge to a workplace situation. To do the
project, you need to choose a topic. Your topic can be an incident from your own
workplace, or you can use one of the scenarios below.

Scenario 1: Routine maintenance at Pinehurst dosing plant

Scenario 2: Burst main at Sapphire Bay

Scenario 3: Pearl Weir catchment flood

Scenario 4: Ammonia spill at Spinel Water Treatment Plant

Scenario 5: Flood damage to Jasper Drain
Detailed instructions about the project are in your workbook. The project is designed
to let you demonstrate your competence in:

assessing environmental risks and impacts

implementing appropriate responses

reporting on environmental incidents and procedures

employing appropriate health and safety procedures.
Download the workbook from the Central Water Intranet training page.
Print a copy of the workbook for hand written notes.
Open the electronic copy of the workbook while you are doing computer
based activities.
.
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Learning tasks
Learning tasks give you background knowledge and information to complete your
project. In this unit, all the tasks use a sewage spill at Sapphire Bay Caravan Park as
an example. You will be asked to put yourself in the role of an operator working for
Central Water responding to this incident.
Learning tasks has three sections: Assess, Implement and Report. In the context of
water operations, these terms mean:
Section
Assess
Description
Gather information about an event or
situation
Make a judgement based on criteria
Plan a response
Implement
Take actions according to the plan
Learning tasks
Identify issues *
Identify risks *
Legal requirements *
Plan a response *
Who and when *
Choosing gear *
Standard operating
procedures (SOPs) and
forms *
Report
Complete relevant workplace
documentation
Internal reports
External reports
Table 6 - Learning tasks for NWP301B Implement, monitor and coordinate
environmental procedures.
*Indicates that learning tasks also cover BSBOHS303A Contribute to OHS hazard
identification and risk assessment.
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NWP310B Monitor and operate water distribution systems
Project
In this project you are required to demonstrate that you can monitor and operate a
water distribution system using a SCADA and/or manual control.
Part A - Operate
Undertake three or more of the following tasks using your organisation's SCADA or
manual control system.

fill or empty a tank or other storage

divert water from one storage to another location

operate valves

start a pump

shut down a pump.
All tasks must be done according your organisation's procedures. Your supervisor
may suggest other tasks.
Part B - Monitor
Demonstrate that you can monitor the following water quality parameters:

turbidity

pH

chlorine residual.
Part C - Report
While completing tasks, you will need to complete any relevant reports and
documentation.
Hint
To help you collect evidence it might be useful to save a screen shot of the SCADA
screens or take photos. Include copies of any reports or forms that you complete in
your file.
Download the workbook from the Central Water Intranet 'Training' page.
Print a copy of the workbook for your handwritten notes.
Save and open the electronic copy of the workbook while you are doing
computer based activities.
Type your answers directly into the electronic copy.
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Learning tasks
Learning tasks give you background knowledge and information to complete your
project.
There are three sections: Monitor, Operate and Report. In the context of water
operations these terms mean:
Section
Monitor
Description
Choose appropriate information gathering
methods and equipment
Gather information about water distribution assets,
water quality and water usage over a period of
time
Record information about water distribution assets
and water usage for reporting purposes
Operate Regulate flow, pressure and volume of water in the
distribution system
Control distribution processes to maintain supply
within prescribed limits
Identify and address process faults
Learning task
Monitor site *
Test water quality *
Use standards *
Monitor with
SCADA
Operator tasks *
SCADA basics
SCADA pump times
SCADA flow control
SCADA trends
Report
Compile reports from data regarding system
operations and demand
Routine reports
Special reports
Make recommendations regarding maintenance
schedules
Table 7 - Learning tasks for NWP310B Monitor and operate water distribution
systems.
*Indicates learning tasks also cover BSBOHS303A Contribute to OHS hazard
identification and risk assessment.
Part of the Australian Flexible Learning Framework
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Water Industry Operations Toolbox
NWP334B Monitor and control maintenance of water distribution assets
Project
“The pump cannot be repaired – it needs to be replaced today because if the backup
pump fails Spinel will be without water. “
Adrian Jones - Central Water operator.
Select an asset that you are familiar with. It is vital that the asset is in the process of
being repaired or replaced. You need to demonstrate that you can analyse the
condition of the asset, and then plan and monitor maintenance.
Part A - Analyse

collect and analyse information on asset condition

decide on how best to maintain asset - replace or repair.
Part B - Plan

communicate maintenance plans

assess and control, ensure OHS and environmental risks

ensure all equipment and resources are present prior to work commencing.
Part C - Monitor
Monitor progress of maintenance work including conducting a final inspection of work
and complete any documentation required.
While completing the project you will need to complete any relevant workplace
reports and documents. All maintenance work should be conducted according to
organisational and statutory requirements e.g. using correct PPE.
Hint
To help collect evidence it might be useful to include copies of any reports or forms
that you complete. These could include inspection schedules, maintenance and
repair records and OHS risk assessment checklists.
Part of the Australian Flexible Learning Framework
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Water Industry Operations Toolbox
Learning tasks
Learning tasks give you background knowledge and information to complete your
project. In this unit, the tasks are about an elusive leak in an asbestos cement main.
The learning tasks have four sections: Analyse, Prepare, Monitor and Report. In
the context of monitoring and controlling maintenance of water distribution assets,
these terms mean:
Section
Description
Analyse Schedule routine inspections
Learning task
Identify issues *
Collect resulting data
Collect data *
Determine repair schedules and
procedures based on cost and
practicality
Replace or repair *
Identify, specify and use appropriate
safety equipment
Prepare
Monitor
Plan repair activities
Schedule work
Communicate to stakeholders
Prioritise tasks *
Develop job safety and
environmental risk analysis
Assess risks *
Check activity progress and
compliance for repair and
maintenance works
Monitor compliance
Confirm and report completion of
works
Report
Compile reports from data regarding
maintenance and repair works
Select equipment *
Supervisor checklists *
Measurement -water
Measurement - other
Valve book updates
General reporting *
Update existing documentation as
required
Table 8 - Learning tasks for NWP334B Monitor and control maintenance of water
distribution assets.
*Indicates learning tasks also cover BSBOHS303A Contribute to OHS hazard
identification and risk assessment.
Part of the Australian Flexible Learning Framework
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Water Industry Operations Toolbox
NWP363B Monitor performance and control maintenance of treatment
plant assets
Project
Your task is to produce a photo story of maintenance and repair activity on an asset
at your treatment plant. Photograph a job as you do it and comment on what is
happening. Make sure you include any documentation that would normally be
included with such a task. The case study will give you some ideas about what a task
could be like.
Select an asset or assets that you maintain and/or work on. Assets could include:

pipes

fittings

pumps

lifting and winching equipment.
In this project you will apply your knowledge to a workplace situation involving
treatment plant assets.
Download and print the workbook from the Central Water Intranet site for
detailed instructions about the project.
Part of the Australian Flexible Learning Framework
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Water Industry Operations Toolbox
Learning tasks
Learning tasks give you background knowledge and information to complete your
project. In this unit, all the tasks use a faulty valve at the Spinel treatment plant as an
example. You will be asked to put yourself in the role of an operator working for
Central Water, responding to this incident.
Section
Analyse
Description
Routine inspection of assets to
determine condition
Determine a repair method
Prepare
Control
Record
Learning task
Routine inspection *
Asset inspection *
Asset condition and repair *
Schedule the activity
Plan repairs *
Communicate to stakeholders
Plan OHS requirements *
Consider OHS and PPE *
Personal Protective Equipment –
PPE *
Compliance issues
Inspect equipment *
Repair or replace
System chokes *
Clean and maintain
Repair and clean *
Monitor repair and maintenance
Record plant maintenance *
Complete relevant workplace
documentation
Table 9 - Learning tasks for NWP363B Monitor performance and control
maintenance of treatment plant assets.
*Indicates learning tasks also cover BSBOHS303A Contribute to OHS hazard
identification and risk assessment.
Part of the Australian Flexible Learning Framework
24
Water Industry Operations Toolbox
NWP300B Provide and promote customer service
Project
“My water smells and is a brown colour and my son drank some water this morning
and has been vomiting since and it’s your fault”

How would you handle a complaint like this?

Would you refer it on to someone else?

How would new staff be trained to deal with customer complaints?
Regardless of the circumstances, you should always endeavour to do as much as
possible to resolve customer concerns before taking the matter to another person.
In this project you will develop a Standard Operating Procedure (SOP) on how staff
should deal with difficult situations involving external customers.
Options for getting started:
Start the project immediately if you know what to do.
Read your workbook for more information about your project.
Work through the 'learning tasks' first to get more background, and then do
the project.
Remember, these activities can be done in any order. Your workbook has
suggestions that may help you decide which order is best for you.
Part of the Australian Flexible Learning Framework
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Water Industry Operations Toolbox
Learning tasks
Learning tasks give you background knowledge and information to complete your
project. In this unit, all the tasks use a customer service issue as an example. You
will be asked to put yourself in the role of an operator for Central Water responding to
each issue.
Section
Apply
Description
Understand how your
organisation's plans, policies and
procedures relate to customer
service
Customer charter
Apply the plans, policies and
procedures to customer service
Positive alternatives
Use communication skills
Respond
Learning task
Communication barriers
Communication strategies
Standard Operating Procedures
(SOPs)
Understand and explain products
and services
Quality issues
Understand customer needs and
expectations
Customer types
Address customer needs and
complaints
Make appropriate referrals
Listening skills
Question types
Complaints and disputes
Upset customers
Contribute Identify opportunities for
improvement
Review your own work
performance
Feedback
Standards
Improving service
Monitor customer satisfaction
Contribute to improving
standards
Table 10 - Learning tasks for NWP300B Provide and promote customer service.
Part of the Australian Flexible Learning Framework
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Water Industry Operations Toolbox
7.6 Tasks and project for OHS unit
The unit BSBOHS303A Contribute to OHS hazard identification and risk assessment
has deliberately been incorporated as part of four others. The matrix below identifies
where OHS occurs in the four other units. (Table 11) It is strongly recommended that
you integrate the OHS unit into the delivery of other units as this best reflects
workplace practice.
Unit
Learning tasks
Project
NWP301B
Implement,
monitor and
coordinate
environmental
procedures
Identify issues
Identify risks
Legal requirements
Plan a response
Who and when
Choosing gear
Standard operating
procedures and forms
Internal reports
In addition to environmental
issues, the project must consider
OHS issues where relevant – see
Scenario 4 Ammonia spill at
Spinel Water Treatment Plant as
an example.
NWP310B
Monitor and
operate water
distribution
systems
Monitor site
Test water quality
Operator tasks
The project needs to consider
OHS issues where relevant.
Learners are expected to be able
to address issues of hazard
analysis, risk assessment and risk
minimisation.
NWP334B
Monitor and
control
maintenance
of water
distribution
assets
Identify issues
Collect data
Replace or repair
Prioritise tasks
Assess risks
Select equipment
Supervisor checklists
General reporting
The project needs to consider
OHS issues, the scope of which
will depend on the maintenance
task selected. Learners are
expected to address the issues of
hazard analysis, risk assessment
and risk minimisation when
undertaking maintenance tasks.
See ‘Case Study – Replace and
repair faulty valve’ as an example.
NWP363B
Monitor
performance
and control
maintenance
of treatment
plant assets
Routine inspection
Asset inspection
Asset condition and repair
Plan OHS requirements
Personal Protective Equipment
(PPE)
Inspect equipment
System chokes
Repair and clean
Record plant maintenance
As above. See ‘Case Study –
Routine maintenance and repair at
Pinehurst dosing plant’ as an
example.
Table 11 - Learning tasks for BSBOHS303A Contribute to OHS hazard identification
and risk assessment.
Part of the Australian Flexible Learning Framework
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Water Industry Operations Toolbox
Notes
1.
Use workplace documents as discussion points for OHS.
A number of Central Water SOPs and forms relate to OHS issues. These
cover hazard analysis and risk assessment, incident reporting and
investigation, manual handling, fall prevention and dealing with specific
hazards such as asbestos cement pipes, chlorine and UV exposure. You may
choose to use these as a resource, or use resources from the learner’s
workplace.
2.
3.
Case studies and scenarios can be used as discussion points for OHS.
Encourage learners to share their own workplace experiences.

Scenario 1: Routine maintenance at Pinehurst dosing plant

Scenario 2: Burst main at Sapphire Bay

Scenario 3: Pearl Weir catchment flood

Scenario 4: Ammonia spill at Spinel Water Treatment Plant

Scenario 5: Flood damage to Jasper Drain.
Overview Flash animations can also be useful in helping learners identify
OHS issues in workplace. NWP334B Monitor and control maintenance of
water distribution assets and NWP363B Monitor performance and control
maintenance of treatment plant assets are particularly good especially if
learners are relatively new operators. If delivering in a classroom or workshop
at the workplace, consider a walk around the workplace.
Part of the Australian Flexible Learning Framework
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Water Industry Operations Toolbox
7.7 SOPs, forms, MSDSs and policies
The following is a list of material available on the Intranet.
Standard Operating Procedures

CW SOP 079 Repair and Removal of Asbestos Cement Pipes (222 KB)

CW SOP 096 Working with Wastewater 277 KB)

CW SOP 102 Ultraviolet radiation protection (283 KB)

CW SOP 103 OHS Hazard Management (758 KB)

CW SOP 104 OHS Incident Reporting & Investigation (267 KB)

CW SOP 105 Manual Handling (287 KB)

CW SOP 106 Fall Prevention (299 KB)

CW SOP 107 Pipefitting (295 KB)

CW SOP 201 Preparation of Standard Jar Test Solutions (201 KB)

CW SOP 202 Coagulant Jar Test (1,168 KB)

CW SOP 204 Calculation Dose Rate for Jar Test (183 KB)

CW SOP 205 Collection of Samples (162 KB)

CW SOP 207 Hydrated Lime Drop Test (1,228 KB)

CW SOP 208 Ammonia Dose Calculation (206 KB)

CW SOP 211 Changeover of Chlorine Cylinders and Drums (3,101 KB)

CW SOP 217 Using Conductivity Meter (829 KB)

CW SOP 701 Customer Service Procedures - Positive Habits (273 KB)

CW SOP 701 Customer Service Procedures - Communication Skills (273
KB)
Forms

CW Form 170 Conorville WPS Monthly Data Sheet (158 KB)

CW Form 171 Conorville WPS Plant Log (181 KB)

CW Form 181 Weekly Operations Sheet (196 KB)

CW Form 182 Daily Readings Sheet 1 (198 KB)

CW Form 183 Daily Readings Sheet 2 (195 KB)

CW Form 184 Daily Readings Sheet 3 (197 KB)

CW Form 185 Daily Sludge Characteristics (153 KB)

CW Form 186 Calibrating pH Meter (181 KB)

CW Form 187 pH Meter Calibration Log (171 KB)

CW Form 188 pH Meter Calibration Sheet (152 KB)

CW Form 189 Spinel WTP Instruments ( 198 KB)
Part of the Australian Flexible Learning Framework
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Water Industry Operations Toolbox

CW Form 202 Coagulant Jar Test Log Sheet (182 KB)

CW Form 500 Risk Assessment form (263 KB)

CW Form 501 Sewer Maintenance Report Form (275 KB)

CW Form 502 Sewer Spill Monitoring Checklist (314 KB)

CW Form 503 Field Work Hazard Identification and control checklist (300
KB)

CW Form 504 Environmental Site Inspection Checklist (289 KB)

CW Form 506 Excavating and Trenching Work Checklist (274 KB)

CW Form 507 Excavation risk assessment (273 KB)

CW Form 508 Valve Replacement Checklist (270 KB)

CW Form 509 Operations and Maintenance Report (273 KB)

CW Form 600 Interruption to Water Supply (281 KB)

CW Form 801 Operations and Maintenance Staff Activity Schedule (166
KB)
MSDSs

25% ammonia way out (36KB)

Chlorine (22KB)

Aluminium sulphate (20KB)

Polyaluminium chloride (19 KB)

Aluminium chlorohydrate (28 KB)

Sodium hypochlorite (98 KB)
Policies

CW Pol 101 Complaints Disputes Policy (278 KB)

CW Pol 102 Environment Policy Statement (254 KB)

CW Pol 103 Occupational Health and Safety Policy (259 KB)
Plans

CW Doc 101 Spinel Water Treatment Plant HACCP Plan (181 KB)

CW Doc 105 Traffic Management Plan (269 KB)
Performance Targets

CW Doc 104 Spinel Water Treatment Plant Performance Targets (178KB)

CW Doc 106 Customer Charter (310 KB)
Part of the Australian Flexible Learning Framework
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Water Industry Operations Toolbox
Section 8 – Teaching and learning strategies
8.1 Collaboration and interaction
In order to facilitate collaboration and interaction between learners, the following
advice maybe useful.
Classroom/workshop delivery

It is important to plan structured workshop sessions to allow for a combination
of interaction with the materials, input from water authority staff as
appropriate, and time for completion of learning tasks and group activity
including discussion.

Learning tasks are designed for the presenter to customise to their own
context. In preparation for delivery, the presenter should plan which, if any,
learning tasks they wish to use, how they need to modify the activities for their
learners, and in what mode they will present the activities. The Overview, for
example, may be used as an interactive class activity with class discussion
around the questions as they appear on the screen. The case studies and
scenarios may be printed to form the basis of group discussion.
Online delivery

Ensure that the learner has access to appropriate hardware to operate the
Toolbox.

Develop a schedule of tasks and a time frame for completion. Use a
facilitated model of e-learning.

Develop regular and structured communication (email contact, phone and/or
online communication tools) to assist with continuity in the course.
At all times, encourage learners to seek out information, clarify and check learning
with others and where possible, work with other learners. In a classroom or online
you can use case studies, scenarios and learning tasks as discussion starters.
Part of the Australian Flexible Learning Framework
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Water Industry Operations Toolbox
8.2 Online delivery
Online learning provides opportunities for learners to study in their own time and at
their own pace. Many of the learners will have limited experience using
computer-based training programs. You will need to provide a supported
environment to guide them in making the best use of technology and communication
tools. The following table may help you approach online learning.
Conduct orientation session
This introduces students to each other and facilitates demonstration of the
online/electronic environment, particularly the use of communication tools. Consider
using unit overview as part of this session.
Encourage and demonstrate the use of communication tools
Consider using some of the social networking sites including photo galleries, blogs,
wikis, pod/ vodcasting, virtual worlds, personal web spaces and so on.
Email and discussion amongst the student group will facilitate evaluation and
synthesis, especially when focused on learning tasks or projects. The use of both
synchronous and asynchronous communication tools will require active facilitation and
monitoring to keep topics and time frames on target.
Think about ways your learners could use these tools to enhance their researching,
sharing and presenting of key findings.
Web 2 technologies are expanding at such a rate that they cannot all be listed here as
this goes to print. By the time you use this Resource others will have come into
existence. Consider them all.
Direct or assist learners to choose specific learning tasks
Learning tasks can be done in any order and can be omitted by the learner and/or
teacher depending on individual training requirements. In general, completing all
learning tasks covers all performance criteria.
Your may prefer to work through a selected learning task online. Consider asking
learners to select their learning tasks after exploring the Toolbox. Learners may share
their selection of learning tasks with other learners using communication tools.
Direct students to the project
This will be an option for some learners particularly those who are more experienced.
You may need to consider completing one or more learning tasks with learners and
sharing results online before they can make this choice.
Once a project is selected you will need to monitor progress. Consider regular
communication (email, phone and communication tools) with learners.
Encourage learners to communicate with other learners about project progress.
Part of the Australian Flexible Learning Framework
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Water Industry Operations Toolbox
Direct students to other resources and encourage them to share findings with
others
Learners can use the Central Water Intranet with its case studies and scenarios, their
own workplace documentation and internet search results to source information. The
research findings can be shared with work colleagues and other learners.
8.3 Aspects learners may find difficult
The Toolbox uses an exploratory interface to encourage the learner to navigate the
learning tasks at their own pace and to the level of detail that is appropriate for their
workplace experience. Some difficulties that may arise from this design are outlined
below.
When the resource is being used in a classroom or workshop context, it may not be
possible to cater for each individual learner’s preferred path through the materials.
Some learners may want to spend more time on some learning tasks than other
learners. It may be appropriate to provide learners with a copy of the resource so that
they can further investigate the materials at their own pace.
The exploratory interface may be difficult for some learners to adapt to. It uses a
design that encourages the learner to move through the materials in a non-linear
fashion, rather than dictating a sequence. You should ensure that the learners are
familiar with this. If you encounter this problem you might find it useful to suggest a
particular learning task as a starting point.
8.4 Preparing learners to use materials
The Toolbox is at Certificate III level and requires a certain literacy level. As good
teaching practice (and as required under AQTF) you will need to conduct some
assessment of the learners’ level of literacy and numeracy to make a judgement
about whether they can perform the task at a standard expected by the workplace.
In many instances, new terms are explained in the Toolbox. The learning resource
contains a glossary. You should encourage learners to look up new words and terms
and perhaps keep their own list of new terms. This will assist learners to build up
their own vocabulary.
It will greatly assist some learners if the teacher outlines what the learning object is
about and gives an overview of the material covered.
Some learners may find it difficult to comprehend some of the more complicated
learning tasks. Again, it will be useful if you go over with them what the activity is
about. It may be helpful to ask them to clarify what they are required to do.
In many cases, learning tasks do not need to be completed using written answers.
The learner may be able to demonstrate their knowledge by presenting information in
a combination of verbal and written formats. In some cases this may be done entirely
in verbal format. Where you feel some written response is required, you may assist
the learner by helping them prepare a written outline or plan to help them structure or
organise their answer.
Part of the Australian Flexible Learning Framework
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Water Industry Operations Toolbox
Toolbox contact details:
Flexible Learning Toolbox Help Desk
Phone: 1300 736 710
Email: toolboxhelp@flexiblelearning.net.au
Website: flexiblelearning.net.au/toolbox
For more information contact:
2007 Australian Flexible Learning Framework
National Communication
Phone: +61 7 3307 4700
Fax: +61 7 3259 4371
Email: enquiries@flexiblelearning.net.au
Website: flexiblelearning.net.au
GPO Box 1326
Brisbane, Queensland 4001
Australia
Part of the Australian Flexible Learning Framework
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