Curriculum MEM21002 - Electrical - Installation - L2

ELECTRICAL INSTALLATION CURRICULUM
LEVEL TWO
MEM21002
Published by
HEART TRUST/NATIONAL TRAINING AGENCY
Produced by
Learning Management Services Department

Gordon Town Road
Kingston 7
Jamaica W.I.
This material is protected by copyright. Copying this material or any part of it by any means, including
digital or in any form is prohibited unless prior written permission is obtained from the HEART
Trust/NTA.
*** 2010 ***
LMSD-CEI-1.0
March, 2010
ELECTRICAL INSTALLATION LEVEL TWO
Trainees embarking on ELECTRICAL INSTALLATION LEVEL TWO

Programme must first acquire pre-requisite competencies in the ELECTRICAL
INSTALLATION LEVEL ONE curriculum.
The ELECTRICAL INSTALLATION LEVEL TWO curriculum is designed to

provide trainees with the requisite competencies (knowledge, skills and attitudes)
to perform tasks involving greater complexity than the Level One, and allows for
some amount of responsibility and automony at the workplace. This curriculum
incorporates competencies that are needed for advancement into higher level
training programmes in the occupational area. Trainees who successfully
complete these courses are eligible for entry into such programmes.
Trainees completing this Level Two Curriculum must acquire the requisite
English Language and Mathematics competencies as prescribed in the Language
and Communication Level Two Curriculum and the Calculation and
Computation Level Two Curriculum.
LMSD-CEI-1.0
March, 2010
TABLE OF CONTENTS
PAGE
INTRODUCTION ......................................................................................................................... i
MODULE HOURS ……………………………………………………………………………..iv
MODULE 1 PURCHASING MATERIALS ..................................................................... 1
References ........................................................................................................................... 7
MODULE 2 PLANNING A COMPLETE ACTIVITY .................................................... 8
References ......................................................................................................................... 15
MODULE 3 USING POWER TOOLS ............................................................................ 16
References ......................................................................................................................... 20
MODULE 4 PERFORMING INSTALLATION OF ELECTRICAL

APPARATUS AND SPECIALIST CABLES ............................................ 21
References ......................................................................................................................... 29
MODULE 5 CARRYING OUT AUTONOMOUS TEAM AND

INSPECTION ACTIVITIES ...................................................................... 30
Unit One Operating In An Autonomous Team Environment ......................................... 30
Unit Two: Perform Basic Inspection ............................................................................... 37
References ......................................................................................................................... 41
LMSD-CEI-1.0
March, 2010
MODULE 6 PERFORMING INSTALLATION AND MAINTENANCE OF
ELECTRICAL/ELECTRONIC CIRCUIT AND EQUIPMENT ........... 42
Unit One: Install and Repair Electrical/Electronic

Apparatus/Circuit and Secondary Wiring ..................................................... 42
Unit Two: Shut Down/Isolate Machines/Equipment ...................................................... 51
References ......................................................................................................................... 55
MODULE 7 WRITING TECHNICAL REPORTS ........................................................ 56
References ......................................................................................................................... 61
APPENDIX A ………………………………………………………………..Qualification Plan

NVQ-J MEM21002
LMSD-CEI-1.0
March, 2010
INTRODUCTION
HEART Trust/NTA has adopted, as a policy, a competency-based approach for the design,
development, and presentation of instructional material in all its training programmes. This
concept is closely linked with the thrust in Technical Vocational Education and Training towards
competency-based training and performance-based assessment. Competency by its definition
relates to the ability to demonstrate the requisite knowledge, skills and attitudes in carrying out/
performing a specific task at an acceptable level.
This curriculum is presented in a modular format, and is benchmarked against the Competency
Standards for Electrical Installation Level Two of the Metal Engineering and Maintenance
Industry developed by the National Council on Technical Vocational Education and Training
(NCTVET). Modules cover major areas of competencies and are an organized group of
“learning experiences assembled to achieve a specific group of related objectives.”1 Each
modular unit is designed to be self-contained so that the successful completion of training in a
modular unit would ensure the acquisition of the minimum skill levels for performing the activity
under employment conditions. The modular training system allows for the continuous
adaptation of training programmes and independent units can be combined to suit the needs of
individual learners, technical development and to reflect changes in the occupation.
MODULE FORMAT
Each module is comprised of the following components:
Module Objective
The module objective gives an overview of the module and highlights what the learner must be
able to do in order to demonstrate competence.
Knowledge Requirement
This component focuses on the cognitive domain and deals with the principles of operations,
theories, and related knowledge, which must be applied in the performance of the practical
activities.
Performance Requirement
This component focuses on the psychomotor domain and describes what the learner must do to
demonstrate competence. These are specific operations/activities which the learner must master.
1
Caribbean Glossary of Literary Terms (CATVET ILO 1991)
LMSD-CEI-1.0 i
March, 2010
Attitudinal/ Critical Employability Skills Requirement
This aspect focuses on the appropriate types of behaviour that the learner must employ in
carrying out the specific learning activity.
Related Content
This aspect highlights specific information/content pertinent to the knowledge requirement.
Instructional Strategies (Methods and Media)
This component specifies how the different types of instructional strategies (methods and media)
can be used to facilitate effective instructional delivery. The following list is by no means
exhaustive and it is assumed that the facilitator will utilize many other creative methods of
instruction.
Demonstrations On-the-job training DVDs

Illustrated lectures Role-play CDs
Guided-practice Subject-matter experts Videos
Tutoring/coaching Discussions Document Cameras
Individual training Individual study Multimedia
Case studies Study/field trips Podcasts
Panel discussions Audio tapes Blogs
Module Time
The module times suggested represent recommended contact hours between learners and the
facilitator. These time allocations are estimates and it is therefore anticipated that module hours
might be adjusted to meet the needs of individual learners.
References
References suggested at the end of each module represent a sample of texts, internet websites
and audio-visual materials which have been found to be compatible with course requirements.
The selection is not exhaustive and facilitators/learners are encouraged to make use of other
reference material which supports the competency-based mode of the curriculum.
LMSD-CEI-1.0 ii
March, 2010
NOTE
Assessment Statement
For competence to be assessed, the learner should be observed demonstrating the required
performance at the desired standard, in a range of different contexts on an on-going basis.
Assessment should be based on the objectives of the modules inclusive of the knowledge, the
performance and attitudinal/employability skills requirements. Careful attention must be paid to
the units of competency in the qualification plan of the Competency Standards for Electrical
Installation level two developed by the National Council on Technical and Vocational Education
and Training (NCTVET).
Assessment may include: on the job, off the job, or a combination of both and should be flexible,
valid and fair. The modes of assessment may include but are not limited to:
 Direct observation
 Oral questions
 Written tests
 Case studies
 Portfolios
 Practical exercises
 Rating sheets
 Self-evaluations
NOTE TO THE FACILITATOR
The underlying objective of all competency based training programmes is to promote a genuine
concern for the learning of each individual learner. When learning problems are identified
strategies must be employed to determine and address the cause. Provision must be made for
alternative teaching strategies based on the needs of the learner. Special programmes should also
be developed for learners with particular learning difficulties.
In any one group, learners will exhibit a range of skills/competencies and aptitudes and will
proceed at varying pace through the modules. Facilitators are therefore encouraged to be flexible
in order to allow learners to proceed in a manner compatible with their learning styles.
LMSD-CEI-1.0 iii
March, 2010
MODULE HOURS
MODULE 1……………………………………………………………….. 25 HRS
MODULE 2………………………………………………………………. 15 HRS
MODULE 3………………………………………………………………. 10 HRS
MODULE 4………………………………………………………………. 20 HRS
MODULE 5………………………………………………………………. 15 HRS
MODULE 6………………………………………………………………. 60 HRS
MODULE 7………………………………………………………………. 10 HRS
TOTAL MODULE HOURS ………………………………………… 155 HRS
LMSD-CEI-1.0 iv
March, 2010
MODULE 1
PURCHASING MATERIALS
MODULE OBJECTIVE
This module is benchmarked against Competency Standard MEMMAH0073A. It is designed to

enable the learner to develop the requisite knowledge, skills and attitudes for purchasing
materials.
The module itemizes and explains the steps involved in determining purchasing requirements,
preparing purchasing order/list and purchasing materials. It also emphasizes the utilization of
effective communication and mathematical applications relevant to this industry.
Suggested Module Time: 25 hours
EXPECTED OUTCOMES:
The following are knowledge-related tasks which focus primarily on the theoretically aspects
of the module.
1. Assess the benefits of consultation with principal stakeholders to determine material

requirements
2. Discuss the benefits of ascertaining the uses of tools/materials and testing equipment
3. Describe how purchasing can interface with other areas of the organization
4. Explore the importance of adhering to quality assurance requirements at all times
5. Examine the need to research and evaluate suppliers base on quantities, price and
delivery instructions/orders
6. Discuss the need to negotiate and administer contracts with suppliers/vendors
7. Explain the connection between purchasing schedules, operating procedures and pre-
contracted suppliers/vendors
LMSD-CEI-1.0 1
March, 2010
MODULE 1 PURCHASING MATERIALS
Knowledge Requirement (Cont’d)
8. Discuss the importance of adjusting to purchasing schedules to standard operating

procedures
9. Discuss the need to interpret standard specifications and manuals when developing
purchasing schedule and determining material requirement
10. Explain the importance of using basic computation in purchasing
11. List the benefits of written/oral communication with client and relevant personnel
12. Explain the procedures that govern the generation, exchange and maintenance of
appropriate paperwork/contracts
13. Outline the need to use documentation, computers, information systems and business
equipment technologies
The following are specific tasks that learners must perform to the required standards.
1. Determine purchasing requirements
2. Prepare purchase order/list
3. Purchase materials
4. Maintain records and files
LMSD-CEI-1.0 2
March, 2010
Attitudinal / Critical Employability Skills Requirement
The following are critical attitudes/behaviours that learners must employ in carrying out the
learning activities.
1. Compliance with industry best practices
2. Safety-consciousness in carrying out instruction
3. Team oriented when determining material requirements/purchasing schedules
4. Collaborative when relating with client/suppliers/vendors
5. Accuracy in maintaining records/files
RELATED CONTENT
The following are highlights of content/information directly related to the knowledge

requirement specified. It is by no means exhaustive; therefore, it is prudent for facilitators to
seek additional information to supplement delivery.
 Principal stakeholders may include:  Documentation includes:
- client - purchase orders/lists

- customer - manufacturer’s specification
- user - technical drawing
- suppliers - operational procedures
- manuals
 Recording systems include: - stock inventory
- receipt of bids
- computers - contracts
- information systems
- business equipment technologies
LMSD-CEI-1.0 3
March, 2010
RELATED CONTENT (Cont’d)
 Purchasing schedules are developed to  Purchasing objectives include:

meet:
- to determine quality/quantity and when
- operating procedures an item is needed
- pre-contracted suppliers/vendors - to obtain a reasonable price
- accounting - to maintain good relation with the
- receiving checks suppliers
- design/engineering - to maintain sources of supplies
- suppliers/vendors - to be knowledgeable about prices
new products and services
 Contracts/paper-works are:
 Specifications are determined from:
- manually generated
- electronically generated - standard engineering drawings
- data sheets
 Communication techniques include: - written or verbal instructions
- oral  Mathematical operations:

- written
- e-mail - addition
- telephone, fax etc - subtraction
- multiplication
- division
- percentages
- basic fractions
- simple equations
LMSD-CEI-1.0 4
March, 2010
SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)
The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies serious
consideration must be given to the critical employability skills.
Interactive lecture
 Invite a purchasing manager from an industrial company to have an interactive session

with learners. Encourage them to sit in small groups and make important points from the
interactive session. Quiz them briefly after the session and provide clarifying details
where necessary.
Simulation
 Construct a simulation activity in which a client and a contractor in this field examine the
process of purchasing materials. Let the discussion include the process by which:
- Purchasing requirements are determined

- Purchase order/list is prepared
- Material is purchased
 Let learners carry out these activities as close as possible to actual workplace practices.
Research/controlled activities
 Ask learners to make sample collections of relevant
- Documentations
- Tools/materials/equipment
- Drawings/symbols/code
 Let them observe these tools/equipment/materials and explain their basic functions.
Encourage learners to draw and label some of these tools and their symbols. Learners
may include these in their portfolios.
LMSD-CEI-1.0 5
March, 2010
SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media) (Cont’d)
Workshop practice
 Provide opportunities for learners to prepare purchase order/list and identify possible
suppliers/vendors. These could include invoices from various suppliers, catalogues
placed on the internet and/or actual receipts of purchases. Let them compare prices,
delivery costs, calculate percentage discounts and the comparative advantages of
choosing one supplier/vendor over the others.
LMSD-CEI-1.0 6
March, 2010
REFERENCES
These references below are not exhaustive and other reference materials need to be accessed
and used.
1. Allen, Dave et al (2008). Electrical Installations: Level 3, 2330 technical certificate and 2356
NVQ. Heinemann, Chapters 9 and 10
2. HEART Trust/NTA. LG – MEMAH0073A (2004). Purchase Material
3. Lewis, Maurice (1997). Electrical Installation: Theory and Practice. Arnold, chapter 10
4. Stevenson, William J (1996). Production/Operations Management (5th edition) Irwin (pp 695
– 709)
LMSD-CEI-1.0 7
March, 2010
MODULE 2
PLANNING A COMPLETE ACTIVITY
MODULE OBJECTIVE
This module is benchmarked against Competency Standard MEMCOR0012A. It is designed to

enable the learner to develop the requisite knowledge, skills and attitudes for planning a
complete activity.
The module explains the steps involved in identifying activity requirements, planning processes
to complete activity and principles and procedures in modifying work plan and schedules. It also
outlines types of recording and reporting techniques.
Suggested Module Time: 15 Hours
EXPECTED OUTCOMES:
of the module.
1. Examine the necessity for electrical subcontractors to develop a planned schedule for the
completion of work
2. Outline the importance of adhering to OH/S and legislative/industry requirements
3. Examine the importance and types of requirements analysis
4. Outline the value of identifying instructions relating to objectives/performance
5. Demonstrate knowledge of interpreting information contained in drawings
6. Discuss the importance of proper time management and consultation with other
subcontractors
7. State the necessity for obtaining/understanding/clarifying relevant specification for

activity outcomes
LMSD-CEI-1.0 8
March, 2010
MODULE 2 PLANNING A COMPLETE ACTIVITY
8. Outline procedures for obtaining information where instructions/information is

insufficient
9. Outline the process by which activity requirements to be completed is identified
10. State the importance of identifying/prioritizing individual components of activities
11. Discuss the benefits of verbal/written communication with client and relevant personnel
12. Outline procedures to select tools/equipment in accordance with required task
13. Discuss the need to show responsibility towards the environment and health of others
14. Discuss the importance of erecting signage in the work environment
15. Explain the significance of evaluating/reporting problem situations to the client and team
members
16. Outline principles involved in modifying plans as work progresses
17. Outline procedures for recording/reporting work completion
LMSD-CEI-1.0 9
March, 2010
1. Adhere to OH/S and industry requirements
2. Identify activity outcomes
3. Plan process to complete activity
4. Carry out activity
5. Record and make reports
6. Modify work plan
Attitudinal /Critical Employability Skills Requirement
1. Compliant to OH/S guidelines and established industry practices
2. Priority driven or directed
3. Prepared for unforeseen difficulty
4. Good team worker
5. Service-orientated
6. Meet deadlines
7. Appropriate disposition/mannerism
LMSD-CEI-1.0 10
March, 2010
RELATED CONTENT

seek additional information to supplement deliver.
 OH&S requirements may include:  Types of requirements analyses

Include:
- worksite environment and safety
- use of tools and equipment - customer
- handling of materials - functional
- performance
 A planned schedule takes into - design
consideration: - derived
- allocated
- ordering material and organizing labour
for the start date  Instruction relating to objectives may
- delivery of 1st fix material and ensuring Include:
that labour is on site for start date
- delivery 2nd fix material to the site just - time frame
in advance of the second fix - quality requirements
- inspecting and testing the installation - outcome requirements
- completing the documentation and - performance requirements
certification for the work
- site survey  Site surveys may involve:
 Types of site surveys: - measurements

- marking out/recording details
- visual - security clearance
- site access - special access equipment
- location, costing or manufacturing
- structural
LMSD-CEI-1.0 11
March, 2010
 Activity outcomes may include:  Specification for tasks may come from:
- fault diagnosis - documentation

- repair of an item of equipment - job cards
- modification of an established sequence - manager
of assembly tasks - manufacturer’s manual
- other information sources
 Components of activities may refer to:
 Types of signage may include:
- team briefing
- public notification - prohibition signs
- notice of intended work - mandatory signs
- safety co-ordination - warning signs
- fuel and rest stops - safe condition signs
- accommodation
- liaison with other divisions and or
clients
- preparation of a work plan
LMSD-CEI-1.0 12
March, 2010
Simulation/research
 Allow learners to have a mock panel discussion on :
- The importance of electrical subcontractors to develop a planned schedule for

completion of work
- The importance of verbal/written communication with clients and relevant personnel

The value of identifying/prioritizing individual component of activity
 Let them then research the relevant information and share their findings with the class
using a form of presentation of their choice
Interactive lecture
 Give an interactive lecture on ‘Plan a complete activity’ with lecture notes available for
learners. Let them form small groups to summarize the lecture in point form then, release
the lecture notes to each group and let them compare it with their summaries and improve
summaries with the missing details.
 Allow each group to make a chart outlining the main points and procedures involved in
planning a complete activity in this field.
Brainstorm and presentation
 Allow learners to brainstorm:
- The possible situations that might necessitate the modifying of a planned schedule for
completion of work
- The principles and procedures that may inform such a change
- The possible skill-bank that may be needed in this process
LMSD-CEI-1.0 13
March, 2010
SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)(Cont’d)
 Invite an expert in this field to give a presentation covering these and other related
questions.
 Have learners develop charts/diagrams illustrating the entire process

Make relevant corrections and have learners post the best charts/diagrams in a visible
place in the workshop or classroom for future reference.
LMSD-CEI-1.0 14
March, 2010
REFERENCES
and used.
1. Lewis, Maurice (1997). Electrical Installation: Theory and Practice. Arnold
2. Lewis, Maurice (1995). Electrical Installation Competencies Part 1 Studies: Theory Stanley
Thornes (Publishers) Ltd
3. Linsley, Trevor (1998). Basic Electrical Installation Work (3rd Edition) Arnold
4. Mazur, Glen A and Peter A. Zurlis (1997). Electrical Principles and Practices American
Technical Publishers Inc. chapter 2
5. Watkins, A.J and R.K. Parton (1997). Electrical Installation Calculation (Vol. 1, 5th edition)
Arnold
LMSD-CEI-1.0 15
March, 2010
MODULE 3
USING POWER TOOLS
MODULE OBJECTIVE

enable the learner to develop the requisite knowledge, skills and attitudes using power tools.
The module explains the steps involved in selecting, using, maintaining and storing power tools.
It also deals with the safety requirements governing the use of power tools.
EXPECTED OUTCOMES:
The following are knowledge-related task which focus primarily on the theoretical aspect of
the module.
1. Discuss the need to follow safety procedures when using power tools and machines
2. Explain the importance of interpreting job requirements before operating power tools
3. State the importance of selecting the most appropriate tool to meet job requirements
4. Discuss the importance of identifying unsafe or defective tools
5. State the need to ensure that operational maintenance of tools is carried out
6. Explain the importance for storing power tools in appropriate locations
1. Determine job requirement
2. Use power tools
LMSD-CEI-1.0 16
March 2010
MODULE 3 USING POWER TOOLS
Performance Requirement (Cont’d)
3. Maintain and store tools
The following are critical attitudes/ behaviour that the learners must employ in carrying out
the learning activities.
1. Efficiency in time and material management
2. Innovative and creative
3. Adherence to safety and security policy
4. Follow instructions precisely
5. Adherence to organizational policies and procedures
6. Attention to detail
7. Good decision making skills
LMSD-CEI-1.0 17
March 2010
RELATED CONTENT
The following are highlights of content information directly related to the knowledge
requirements specified. It is by no means exhaustive; therefore, it is prudent for facilitators to
 Safety procedures may be necessary  Application may include power tools

when: used for:
- using power tools for application and - adjusting

maintenance tasks - dismantling
- finishing items or components - assembling
metallic/non-metallic to size and shape - finishing
- cutting
 Operations may include: - scraping
- cleaning
- clamping
- lubricating
- aligning
- tightening
- adjusting
- simple tool repairs
- hand sharpening
 Power tools may include: - adjustments
- drills
- grinders  Job specification involves:
- jigsaws
- nibblers - using of various power tools
- cutting saws - maintenance of tools
- treading machine - completing jobs on non-
- sanders metallic/metallic materials
- planers - employing engineering
- routers principle/procedure to complete tasks
- pedestal drills/grinders
LMSD-CEI-1.0 18
March 2010
Research, observation and reproduction
 Let learners arrange themselves in small groups.

Ask each group to compile a portfolio of pictures on power tools.
Let each group observe at least two power tools in the workshop and then produce fully
labeled drawings of each. Allow them to display drawings at strategic points in the
classroom/workshop.
Simulation and workshop practice
 Provide workshop activities comparable to the actual workplace situation for learners to
demonstrate competency in:
- Safe working practices
- Selecting and using appropriate power tools for hand held operations
Taking responsibility for quality of work done
 Invite a small group of learners to develop an appropriate checklist to evaluate each

learner or group of learners.
Fieldtrip
 Arrange a visit to a worksite where work involving the use of power tools for application,
maintenance and finishing of task on metallic/non-metallic materials are done.
Ask learners to report on the extent to which:
- Tasks were carried out to standard operating procedures
- Tasks were done to specification
- Accepted engineering techniques, practices and processes were followed
LMSD-CEI-1.0 19
March 2010
REFERENCES
and used.
1. HEART Trust/NTA. LG – MEMCOR0171A (2003). Graduated Measuring Device
2. HEART Trust/NTA. LG – MEMCOR0191A (2003). Use Hand Tools
3. HEART Trust/NTA. LG – MEMCOR0111A (2003). Use Power Tools
4. Home Repair and Maintenance http://www.ehow.com/how_2177054_use-power-tools-

safely.html (Retrieved 26.01.2010)
5. Power Tools http://en.wikipedia/Power_Tools (Retrieved 26.02. 2010)
6. Using Power Tools 101 http://ezineartcles.com?Using-power-tools-101&id=241734

(Retrieved 26.01.2010)
LMSD-CEI-1.0 20
March 2010
APPARATUS AND SPECIALIST CABLES
MODULE OBJECTIVE
This module is benchmarked against Competency Standards MEMINS0172A, MEMINS0262A

and MEMINS0062A. It is designed to enable learners to develop the requisite knowledge to
perform installation of electrical apparatus and specialist cables.
The module highlights the principles, procedures and techniques for planning/preparing for
installation, preparing electrical panels for fixing ancillary apparatus, preparing for termination
and connection of specialist cables, install/connect panels, cable trays and meter and earthing
systems. It also outlines procedures to inspect and to notify of completion of work.
EXPECTED OUTCOMES
The following are knowledge-related tasks which focus primarily on the theoretical aspects of
the module.
1. Identify installation requirements for the system
2. Describe potential safety hazards which may affect the work area
3. Outline the OH&S standards to be applied during the work process
4. Discuss the installation activities and checks to be carried out
5. Outline the importance of determining the necessary personnel who will need to be a part
of the work process
6. Discuss job requirements
7. Discuss the correct use of testing and measuring equipment
LMSD-CEI-1.0 21
March 2010
8. Discuss the importance of checking all preparatory work for unnecessary damage and
compliance
9. Discuss procedures and requirements for marking, colour coding, tagging and labeling
10. Discuss installation techniques which will minimize damage and distortion to
surroundings
11. Discuss deadlines associated with the work procedure
12. Discuss the correct ways of terminating cables
13. Discuss expected operation of installed equipment
14. Outline the importance of any variations that may need to be done to meet requirements
15. Discuss the unplanned events which may occur during the work process
16. Outline the rationale for having approval from appropriate personnel
17. Outline the importance of having schedule to check periodically the quality of
installations carried out
18. Discuss the importance of inspecting and testing the apparatus/system after repairs are
carried out
19. Outline the importance of keeping work areas, tools/equipment clean and appropriately
stored
20. Discuss the procedures to be used in the completion and submission of documentation
and status report/s
LMSD-CEI-1.0 22
March 2010
1. Plan and prepare for work/installation
2. Locate installation sites
3. Install cable trays
4. Prepare electrical panels for fixing ancillary apparatus
5. Install prepared electrical panels in final location
6. Install specialist cables and equipment
7. Inspect installed apparatus/system
8. Check integrity of the system/apparatus
9. Complete work documentation
10. Notify personnel of completion of work
LMSD-CEI-1.0 23
March 2010
Attitudinal/Critical Employability Skills Requirement
The following are critical attitude/behaviour that the learners must employ in carrying out the
1. Diligence in work preparation
2. Thoroughness in all installation/connection/termination activities
3. Vigilance in risk/hazard analysis and management
4. Cognizance of OH&S and other relevant requirements
5. Accuracy in reading and interpreting specifications/documentations
6. Methodical in tagging/labeling/marking cables
7. Clarity when communicating with relevant personnel
8. Alertness in detecting faulty equipment/cables/tools
9. Compliance regarding industry best practice
10. Competence in good customer relation skills
LMSD-CEI-1.0 24
March 2010
RELATED CONTENT

 Installation Requirements:  References to be used to determine

work plan:
- indoor installations
- outdoor installations - circuit diagrams
- wall mounted - equipment manuals
- underground routed - engineering data sheets
- PVC and metal conduits and wiring - consultation with equipment
`circuits operator
- PVC SWA cables - working drawings/sketches
- MICC cables - oral and written work instructions
- using mechanical connectors - maintenance schedules
- maintenance records
 OH&S, NEPA and Relevant Industry - relevant technical information
Standards:
 Safe working requirements and
- Occupational Health and Safety procedures:
Standards
- Statutory requirements and codes of - use of personal safety equipment
- practice - notifying appropriate personnel
- Industry (JS21) standards about work plan
- obtaining correct/relevant
 Testing equipment: clearances
- voltmeters
 Installation Techniques:
- ammeters
- transformers - surface mounting
- levels - flush mounting
- in PVC trunking
- on masonry
- on steel
- in access ways
LMSD-CEI-1.0 25
March 2010
 Preparatory Work:  Work activities:
- marking out - boring

- cutting material - filing
- bending material - marking out and drilling holes
- creating metal panels/housing - measuring and marking out
- locations for installing panels
 Work Documentation: - preparing locations.
- plant and maintenance records

- job cards
- check sheets
- “on device” labels
LMSD-CEI-1.0 26
March 2010
Direct Instruction/Group Discussion
 Have students research OH&S, NEPA and other relevant industry standards that apply to
installing cables and panels in different locations. Discuss reasons for certain
rules/regulations and the importance of following these rules/regulations.
Observation Visit
 Provide opportunities for some learners to visit established properties or entities. Arrange
for them to visit while an installation of panels or installation and routing of cables will
be carried out. Ask learners to be conscious of safety requirements and regulations and
take brief notes of observations for discussion at a later date. Have them observe the
procedure of a team coordinating a work plan, carrying out the necessary inspections,
notifying relevant personnel, preparing the work site etc.
Group Activity
 Have students work in teams to carry out the installation of a panel or cables trays and
trunking as determined by the instructor. Provide the requirements and have them
coordinate the procedure from beginning to end. Ensure they follow the correct
procedures and adhere to industry standards and specifications while they carry out the
work process. Grade learners based on their performance and the neatness and adherence
of this project to industry standards.
Independent and limited supervised work
 Ask learners to compile a portfolio of samples of information/documentations used in this

field such as manufacturer’s specifications, enterprise operating procedures, technical
reports, customer requirements and workplace codes and practice. Give ample
opportunities to learners to practice reading and interpreting these items. Allow them to
relate this knowledge to the actual performance of related tasks and OH&S requirements.
LMSD-CEI-1.0 27
March 2010
Research/Presentation
 Allow learners to form small learning/study groups among themselves to research the
following topics:
- Electrical circuitry
- Installation/termination requirement (in relevant industry)
- Regulatory/industry requirements
- Determine work requirement
 Encourage learners to share their findings with each other using a variety of media. Offer
your guidance when necessary and grade each group on content,
creativity and class participation.
LMSD-CEI-1.0 28
March 2010
REFERENCES
and used.
1. Allen, Dave et al (2008). Electrical Installations: Level 2, 2330 Technical Certificate.

Heinemann
2. Blaus, John (2007). Electrical Installations: Illustrated Dictionary, Heinemann
3. Jackson, Albert & David Day (1998). Collins DIY Guide Wiring and Lighting, Harper
Collins Publishers
4. Lewis, Maurice (1997). Electrical Installation: Theory and Practice. Arnold Publishers
5. Mullin, Ray C (2002). Electrical Wiring Residential, Delmar Thomson learning
LMSD-CEI-1.0 29
March 2010
MODULE 5 CARRYING OUT AUTONOMOUS TEAM AND
INSPECTION ACTIVITIES
MODULE OBJECTIVE
This module is benchmarked against Competency standards MEMCOR0052A and

MEMQUA0012A. It seeks to equip learners with the requisite knowledge, skills and attitudes to
enable them to carry out autonomous team/inspection activities within the field of electrical
installation.
Unit One focuses on the role of team members, participating in team planning, operating as a
team member, monitoring and reviewing team performance and implementing performance
improvement processes.
Unit Two focuses on those whose duties include the basic inspection of completed or partly
completed engineering and maintenance tasks completed by others. It includes elements of
competences such as inspecting completed tasks, keeping records and providing feedback.
UNIT ONE OPERATING IN AN AUTONOMOUS TEAM ENVIRONMENT
EXPECTED OUTCOMES:
The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module.
1. Examine the importance of using standard operating procedures in determining work

roles and scope of team members
2. Explain how group dynamics impact and contribute to effective working relationship
3. Discuss the necessity of undertaking a planning activity on an individual or shared basis

supported by relevant available skills sets
LMSD-CEI-1.0 30
March 2010
MODULE 5 CARRYING OUT AUTONOMOUS TEAM AND INSPECTION
ACTIVITIES
4. Examine the types of effective and appropriate contributions that should be made to the
total planning process
5. Explain communication techniques that are considered effective and appropriate to liaise
with team members
6. Justify the importance of determining timelines, quality standards and production

requirements for the team
7. Cite ways to resolve issues whether real or perceived by effective and appropriate
contributions from team member
8. Examine the process of monitoring, reviewing or evaluating team performance
9. Discuss enterprise policies, procedures and requirements with regard to workplace ethics
10. Discuss the significance of implementing performance improvement processes

appropriate to team activities on a collective and individual basis
Performance Requirements
1. Determine work roles of team members
2. Assist in the total planning process
3. Review task requirements
4. Resolve planning process issues
5. Plan and develop team review process
6. Monitor and renew team performance
7. Implement performance-improving processes
LMSD-CEI-1.0 31
March 2010
ACTIVITIES.
1. Operate as a team member
2. Values collective team analysis
3. Adherence to standard operational practices
4. Mindfulness of timelines in carrying out all tasks
5. Practice good communication skill at all times
6. Thorough in performing personal and team responsibilities
LMSD-CEI-1.0 32
March 2010
ACTIVITIES
RELATED CONTENT

 Group dynamics involve:  Stages of team development:
- relationships between two people - forming

- relationships between a person and a - storming
group - norming
- relationships between groups - performing
- adjourning
 Communication techniques include:
 Monitoring and reviewing team
- listen actively performance include:
- nonverbal message
- express thoughts and feelings - planning and developing team review
- communicate without being adversarial process
- collecting and analyzing relevant data
 Conflict resolution skills involve:
 Principles of effective communication:
- managing stress while remaining alert
and calm - listening
- controlling your emotions and active listening techniques
behavior (encouraging, clarifying, restating,
- paying attention to the feelings being reflecting, summarizing)
expressed questioning techniques (open-ended
- being aware of and respectful of questions, direct questions, hypothetical
differences questions, probing questions, closed
- improving your nonverbal questions)
communication skills - speaking
- using humor and play to deal with Effective techniques (tone, language,
challenges pitch)
- writing (correct spelling, grammar,
punctuation)
- non-verbal communication
- barriers to communication
(ambiguity, sarcasm, innuendo,
stereotyping, language, social/cultural
diversity
LMSD-CEI-1.0 33
March 2010
ACTIVITIES
 Communication methods and media:  Performance improvement processes

consist of :
- face-to-face
- team meeting - formal actions
- written - informal actions
- e-mail
- telephone
LMSD-CEI-1.0 34
March 2010
ACTIVITIES
The following instructional strategies, along with additional creative ones should be employed
consideration must be given to the infusion of critical employability skills.
Case Study
 Arrange learners into small groups. Give each group a case study illustrating ethical and
unethical practices within the work environment. Ask learners to discuss, within their
teams, the case study and the appropriateness of the behaviors. Assist the learners with
their group discussions where necessary. Use the case study to emphasize the importance
of exhibiting ethical behaviors when working within a team environment.
Discussion
 Discuss with learners the common reasons for breakdown in communication in the
work environment, for example:
- Difference in opinion
- Using technical words and phrases (jargon) that other persons do not understand
- Selecting the incorrect time and place to pass on information
 Use the points above to create relevant scenarios and ask the learners to suggest solutions
to each situation.
Resource Personnel
 Invite a suitable resource person such as a human resources manager or the manager for
an industrial fabrication company to address learners on the following:
- Stages of team development:
- forming
- storming
- norming
- performing
- adjourning
- Downward flow of communication in an organization
- Importance of responding to instructions in an appropriate manner
- Consequences of failing to respond to instructions/directions
- The process of monitoring, reviewing or evaluating team performance
LMSD-CEI-1.0 35
March 2010
ACTIVITIES
 Have the learners take notes of the presentation then facilitate a discussion on the
information gathered in order to clarify misunderstandings.
Research and Presentation
 Have learners form small groups. Give each group an aspect of effective communication,
(for example body language, listening, and conveying information) to speak on. They
must gather information and prepare to facilitate an interactive lesson on the topic. Each
group should create and incorporate a class activity that demonstrates the importance of
their topic or that helps the audience grasp the information being covered. Guide the
learners in preparing for their presentations. After each presentation allow peers to
critique and give feedback
LMSD-CEI-1.0 36
March 2010
ACTIVITIES
UNIT TWO: PERFORM BASIC INSPECTION
EXPECTED OUTCOMES:
Knowledge Requirements
The following are knowledge related tasks which focus primarily on the theoretical aspect of
the module.
1. Outline the importance of inspecting completed tasks
2. Discuss the importance of adhering to engineering and maintenance procedures
3. Discuss the importance of accurate record keeping after job status identification is made
on conforming and non-conforming products
4. Outline the procedure to follow so as to obtain quality work
5. Discuss the significance of reporting deviations or deficiencies using standard operating

procedures
1. Comply with Occupational Health and Safety standards
2. Inspect completed task
3. Keep records
4. Provide feedback
LMSD-CEI-1.0 37
March 2010
ACTIVITIES
The following are critical attitudes/behaviour that the learner must employ in carrying out the
1. Safety-conscious/demonstrate safe work practices at all times
2. Group oriented
3. Adhere to workplace standard
4. Communicate effectively
5. Prompt in executing tasks
LMSD-CEI-1.0 38
March 2010
ACTIVITIES
RELATED CONTENT

 Engineering and maintenance tasks  Standards or specifications to follow

include: relate to:
- installation applications - specialized tools and equipment

- maintenance applications - measuring equipment/devices or tools
 Types of inspection and tools include:  Inspection and Verification process

include:
- visual
- close - safety checks
- periodic - visual inspection
- sample - daily maintenance checks
- continuous supervision - production run
- multimeter - in service test and monitoring
- megger
- solenoid voltmeter
- Amp Clamp Meter Tester
- voltage tester
- continuity tester
- insulation of resistance test
- polarity test
- earthing test
LMSD-CEI-1.0 39
March 2010
ACTIVITIES
Interactive Lectures/Workshop Activity
 Conduct interactive lectures in:
- Inspecting completed tasks

- Importance of record keeping
- Providing feedback of findings
 Provide learners with opportunities to demonstrate their levels of competency in a

workshop situation or any other appropriate setting that is comparable with the actual
work place setting.
Actual workplace experience
 Arrange for students to visit a worksite where installation of new equipment is being
carried out. Provide learners with information on installation requirement of equipment.
 Divide class into two groups and have learners observe/record the carrying out of
inspection procedures. Learners will thereafter provide feedback by reporting findings to
facilitator and to peers.
Research/teamwork
 Have learners compose charts on the related tools/equipment and measuring devices used
to perform inspection at different stages of work completion. Let them provide:
- summary on the use of each

- clear labeling of each
- maintenance information on each
 Learners will display the charts at strategic locations in the workshop after being graded
and necessary correction is made to them.
LMSD-CEI-1.0 40
March 2010
REFERENCES
The references below are not exhaustive and other reference materials need to be accessed
and used.
1. HEART Trust/NTA (2003). LG – MEMCOR0141A Follow Principles of Occupational

Health and Safety in Work Environment
2. HEART Trust/NTA (2003). LG – MEMCOR0161A Plan to undertake a Routine Task
3. HEART Trust/NTA (2004). LG – MEMCOR0131A Undertake Interactive Workplace

Communication
4. HEART Trust/NTA (2003). LG – MEMCOR0171A Use Graduated Measuring Devices
5. Hyde, J., (1995). Electrical Installation principles and practices, Macmillan Publishing
Company
6. Jamaica Standard Specification (JS 21), (1992). for Electrical Regulations
7. Krar, Steve (1997). F., Check, Albert, F., Technology of Machine Tools, 5th Edition, McGraw
Hill, Pgs.40-47, 264-440
8. Lindley R. Higgins (1995). Maintenance Engineering Handbook- fifth edition New York:
McGraw Hill
9. Nelson, Carl A. (1989). Millwrights and Mechanics Guide, 4th Ed.: Macmillan Publishing
Company
10. Shelton C, (2000). Electrical Installation Chapter 9, 2nd Edition, Longman
LMSD-CEI-1.0 41
March 2010
ELECTRICAL/ELECTRONIC CIRCUIT AND EQUIPMENT
MODULE OBJECTIVE
This module is benchmarked against Competency Standards MEMINS0092A,

MEMMRD0182A and MEMMRD0072A. It is designed to enable the learner to develop the
requisite knowledge, skills and attitudes to perform installation and maintenance of
electrical/electronic circuit and equipment.
Unit One highlights the critical steps involved in planning and preparing for installation,
installing apparatus to prepared electrical panels, installing and connecting motors and machines,
installing and connecting connectors and relays, installing secondary wiring and inspecting and
notifying completion of work.
Unit Two itemizes and explains the steps involved in shutting down machine/equipment and how
to isolate machine and equipment. This unit also utilizes electrical lock off isolators, mechanical
and power driven valves.
UNIT ONE: INSTALL AND REPAIR ELECTRICAL/ELECTRONIC

APPARATUS/CIRCUIT AND SECONDARY WIRING
EXPECTED OUTCOMES
of the module.
1. Examine the importance and types of requirement analyses
2. Discuss the value of planning/preparing/obtaining and checking tools/equipment/ testing

devices, and materials for installation work
3. Outline the importance of sequencing work in accordance to requirements
LMSD-CEI-1.0 42
March, 2010
4. Discuss the importance of obtaining and checking apparatus/machinery/fixtures and

secondary wiring to comply with requirements
5. Examine the rationale for checking preparatory work for damage
6. Discuss the importance of carrying out installation, termination and connection of

apparatus and motors to established industry practices and allowing for client’s variation
7. Outline approaches and procedures to handle unplanned events
8. Discuss procedures to maintain best work practices
9. Outline OH/S and industry approved installation, termination and connection techniques
of motors
10. Discuss procedures to identify motor auxiliary devices for proper connection and
insulation
11. Discuss the importance of installing connect connectors/relays and secondary wiring
according to established industry practice
12. Explain procedures to install connect connectors and relays for optimum, efficient and
safe operation
13. Outline steps to install secondary wiring that will ensure maximum service, user safety
and satisfy customer desires
14. Discuss methods of secondary wiring that facilitate unencumbered access to apparatus for
repairs and replacement
15. Demonstrate knowledge of industrial A/C and D/C power supplies control systems
16. Discuss the importance of determining/understanding circuit/system function and

characteristics from circuit diagrams and technical advisor
17. Explain types/uses and applications of metering instrumentation
LMSD-CEI-1.0 43
March, 2010
18. Discuss the rationale of examining built-in faults, indicators and error codes
19. Outline correct techniques/tools, testing equipment and industry best practices to
repair/replace, check/test circuit/system
20. State standard techniques/tools/testing equipment for isolating circuits and

verifying/localizing and recording faults
21. Outline the procedures to deal with fire associated with electrical equipment
22. Assess the value of leaving work areas clean and tidy
23. Discuss the importance of complying with organizational policies/procedures in Q/A

requirements when undertaking final inspection of work and reporting work
repair/completion
1. Plan and prepare for work
2. Select materials/tools/equipment and supplies
3. Install apparatus
4. Install and connect motors and machines
5. Install and connect connectors and relays
6. Install secondary wiring
7. Inspect and notify work completion
LMSD-CEI-1.0 44
March, 2010
1. Adherence to OH/S policy and procedures
2. Compliance with industry best practices
3. Effectively plan work schedules
4. Carefulness in installation procedures
5. Flexibility in carrying out planned and unplanned tasks
6. Accommodating to team
7. Consistency regarding Quality Assurance requirements
LMSD-CEI-1.0 45
March, 2010
RELATED CONTENT

 Analyses of type of  Sources of information for planning

site/condition/structures relate to: may include:
- commercial - working drawing/sketches

- farming-indoor and outdoor - oral written work instruction
- occupied, unoccupied - relevant health and safety regulations
- walls - manufacturers recommendations
- floors - relevant technical information
 Safety concerns include:  Tools/equipment and materials include:
- personal safety - pliers, screwdrivers knife

- JS21 1992 regulation governing - electric hand drill, drill bits
installation - spirit level, wire stripper, hole saw
- other relevant codes - appropriate electrical hand tools
- manual lifting and handling - volt/ammeter/ohm/tachometer
- Protective clothing - lifting device/spanners and files
- Relevant electrical and safety practices - appropriate size wires
- rawl bolts/shims
 Apparatus to include: - screws, nuts/bolts
- sheathed/armoured and multi-paired
- protection relays cable
- alarm/control devices - PVC and coaxial
- metering equipment - Mineral insulated/fiber optic cables
- current and potential - Continuity testers
- transformers - Multimeters, wattmeters,
- fixed voltmeter, ammeters - cathode ray oscilloscopes
- power factor regulators
LMSD-CEI-1.0 46
March, 2010
 Type of wiring/connection to include:  Secondary wiring activities to include:
- PVC single cable - installing PVC and metal conduits and

- armoured to include – PVC, SWA wiring circuits
- MICC up to 440 volts - installing PVC SWA cables
- twisting, crimping - preparing and connecting circuit wires
- clamping compression and non- - labeling cables and apparatus
compression
- mechanical, switches  Install and connect connectors and
- isolators, relays relays activities include:
 Install and connect motors, machines - measuring, marking, drilling

and apparatus activities to include: - fitting and fixing panels and cases in
position
- identifying types of motors, apparatus - mounting and securing contactors and
and machines relays in position
- boring, drilling and preparing base for - installing and anchoring cables
- installing motor - routing, preparing and terminating
- fitting, aligning, fixing and securing wires to terminals
ancillary apparatus in panels
- checking installed apparatus  Controllers/motors include:
 Metering instrumentation include: - control and instrumentation

- protection – distribution panels
- voltage, current, resistance - fuse/fuse panels
- power factor, speed, energy - circuit breakers/relays (transformers)
- fluid level sensing devices - earth leakage devices
- triggering/electronic/pressure devices - the range of AC and DC motors up to
- limit switch 25hp
- whole current
- wave form
LMSD-CEI-1.0 47
March, 2010
 Circuits and systems cover industrial  Fault finding techniques include:

control systems for:
- testing for voltage
- supply, switching, lighting, motor - current/frequency
control - polarity/phase
- ac/dc power supplies components: - circuitry continuity
switches, fuses, circuit breakers - insulation resistance
- electronic switching devices - earth continuity
LMSD-CEI-1.0 48
March, 2010
Research/panel discussion
 Allow learners to conduct research on the following elements of competencies: plan and
prepare for installation and install apparatus to prepared electrical panels. Have them do a
panel discussion to highlight the principal theories and procedures involved in carrying
out these activities. Ask learners to construct a chart summarizing this information. Offer
your suggestions and comments and have them display this chart as a reference material.
Interactive activities/workshop experience
 Prepare a power-point presentation of interactive lecture on how to install and connect

motors and machines. Arrange for practical activities at least in a workshop setting for
learners to develop their competencies. Let them do this in small groups and observe their
interactive, safety and communication skills.
Interactive lecture/discussion/workshop experience
 Present learners with a carefully prepared diagram or diagrams illustrating how to install
and connect connectors and relays. Let them form small groups and discuss the principles
and procedures and industry requirements involved. Then ask them to demonstrate
competence in a manner consistent with Quality Assurance and industry requirements.
Discussion/simulations
 Discuss with your learners the procedures and principles involved in:
- Installing secondary wiring

- Inspecting and notifying completion of work
 Let them do related practical exercises and simulations. Ask for volunteers to make oral
presentations on how these activities of competencies are carried out. Encourage them to
incorporate appropriate illustrations making full use of colors and available technology.
LMSD-CEI-1.0 49
March, 2010
Work site/demonstration lecture
 Make arrangement for learners to participate in a demonstration lecture or work site

experience on the following elements of competencies
- Locate faults
- Repair/rectify faults
 Let them discuss procedures and use instrument/tools/materials and equipment necessary
for these activities. Observe also their level of compliance to industry best practices and
OH/S policies and procedures
LMSD-CEI-1.0 50
March, 2010
UNIT TWO: SHUT DOWN/ISOLATE MACHINES/EQUIPMENT
EXPECTED OUTCOMES:
The following are knowledge-related task which focus primarily on the theoretical aspect of
the module.
1. Explain the standard shut down sequence and procedures
2. Outline the correct starting and stopping procedures when operating machines
3. State the operating procedure regarding the de-pressurization, emptying and de-
energizing of machines
4. Discuss the safety requirements in shutting down machines
5. Explain why machine isolation must meet required safety standards
6. Explain the importance of the start and stop button during machine operation
7. Outline the importance of operating according to the standard operating procedures
8. Discuss the engineering principles governing the various machine set up methods
9. Explain why machines are to be left in a clean and safe state
LMSD-CEI-1.0 51
March, 2010
The following are specific task that learners must perform to the required standards.
1. Determine machine operation and function
2. Shut down machine/equipment
3. Isolate machine/equipment
1. Compliance with OH/S guidelines and established industry practices
2. Priority driven or directed
3. Prepared for unforeseen difficulty
4. Trustworthiness in carrying out shut down/isolate activities
5. Good team worker
6. Service-orientated
7. Meet deadlines
LMSD-CEI-1.0 52
March, 2010
RELATED CONTENT

 Shut down types and meanings:  Machine/equipment include:
- autonomously or by team - manual

- isolation of mechanical drives - semi-automatic
- isolation of electrical drives - automatic
- pipe-work
- rotating equipment  Machine and power equipment isolation
procedure essentials:
 Shutdown isolate utilizes:
- identify all energy sources
- electrical lock-off isolators - notify people affected
- mechanical and power driven valves - shut down the equipment
- relevant and standard legislative - lockout equipment
requirements - test lockout effectiveness
 Machine isolation methods:
- Equipment with inline electrical plugs

- Breaker panels
- Main control panel switches
- Total isolation (lockout & tagout)
(LOTO)
- Safety isolation switches
LMSD-CEI-1.0 53
March, 2010
Field trip/demonstration
 Arrange for learners to attend an advance workshop facility and observe the
demonstrations in order to obtain a better appreciation for the course content. E.g. A lock
out tag out system used to secure equipment after it has been isolated. Following the trip,
the learners should also know the correct sequence to shut down, lock out and isolate
equipment such as band saws and croppers for maintenance purposes. Engage learners in
general discussions
Role play
 Given the relevant work environment, allow learners to carry out a role play in the
following: “Proper maintenance of machine.” Generate discussions on the importance
of machine maintenance.
Workshop activity and demonstration
 Create opportunities in the workshop with conditions compatible with the workplace for
the actual shut down/isolation and the installing of secondary wiring. Let learners carry
out these activities repeatedly following industry best practices until basic competencies
are acquired. Allow learners to work in small groups. Offer assistance as seen fit.
LMSD-CEI-1.0 54
March, 2010
REFERENCES
and used.
1. Allison, James M. (1993). Electrical Controls American Association for Vocational

Instructional Materials, Georgia
2. Blaus, John (2007). Electrical Installation: Illustrated Dictionary. Heinemann
3. Edminister, J.A (1983). Schaum’s Outline of Theory and Problems of Electrical Circuits (2nd
edition) McGraw-Hill, Inc
4. Gray, Elliot C and Melbourne E. Bailey (1997). Electrical Construction and Maintenance
(2nd edition). Prentice Hall (chapters 13 – 15)
5. HEART Trust/NTA, (2004). Shutdown Isolate Machine (LG – MEMMRD0182A)
6. HEART Trust/NTA, (2004). Install Electrical/Electronic Apparatus (LG – MEMINS0092A
7. HEART Trust/NTA, (2003). Check, Identify, Rectify (LG – MEMMRD0402A)
8. Nilsson, James W. and Susan A. Riedel (2002). Introduction to PSpice Manual for Electric
Circuits (6th edition) Prentice Hall
9. Richter, H.P and W.C. Schwan (1995). Wiring Simplified (38th edition) Park Publishing, Inc
LMSD-CEI-1.0 55
March, 2010
MODULE 7
WRITING TECHNICAL REPORTS
MODULE OBJECTIVE

enable the learner to develop the requisite knowledge, skills and attitudes in writing technical
reports. The module explains the steps involved in using appropriate terminology,
communicating concepts, completing and referencing reports.
EXPECTED OUTCOMES:
The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module.
1. Outline the methods of writing reports using appropriate grammar/terminology
2. Examine the various types and components of reports
3. Outline techniques for analyzing information and developing conclusions and

recommendations
4. Examine a variety of writing styles and skills used for both technical and non-technical
reports
5. Explain the importance of completing reports within specified time
6. Discuss the importance of acknowledging references
The following are specific tasks that learners must perform to the required standards
1. Communicate concepts in writing
LMSD-CEI-1.0 56
March, 2010
MODULE 7 WRITING TECHNICAL REPORTS
Performance Requirement (Cont’d)
2. Write technical and non-technical reports
3. State appropriate recommendations
The following are critical attitudes/behaviour that learners must employ in carrying out the
1. Utilization of appropriate grammar/terminology
2. Keen in listening/interpersonal skills
3. Guided by standard report writing/content
4. Consistency and punctuality in the execution of tasks
LMSD-CEI-1.0 57
March, 2010
RELATED CONTENT

 Understanding of grammar and usage  Methods of writing reports using

include: appropriate terminology include:
- types and functions of sentences - written communication that goes beyond

- phrases and their functions a simple recording of the facts
- subordinate clauses – adverbial, - a pro forma shift production schedule
adjectival, noun - a level of analysis or research
- subject verb agreement – (focus on - technical or non-technical nature
compound subjects) graphs, charts, and tables
- pronouns and their antecedents
- verbs – action, linking, regular,  Writing skills may include:
irregular
- tenses – present, past, future, present - methods of paragraph development –
perfect, past perfect, future perfect chronological, order of importance,
- adjectives and adverbs spatial order, comparison or contrast
- sentence faults – fragments and run-on - paragraphs – topic sentences and
supporting sentences, unity and
 Demonstrate knowledge of mechanics, coherence, linking expressions and
vocabulary and spelling which may connectives, sentence length and
include: structure
- different types of reports
- rules governing the use of
capitalization, punctuation and  Types of communication skills include :
abbreviation
- punctuation marks - good listening skills
- abbreviations - effective listening skills: eliciting
- spell words and interpret meanings feedback, developing objectivity,
through context clues and word learning to empathize
analysis - identification of kinds of communication
barriers
- clear logical reasoning
- identification and evaluation of
propaganda techniques
- formal report/speech
LMSD-CEI-1.0 58
March, 2010
 Types and components of reports

include:
- progress
- completion
- final
- graphs
- charts
- tables
LMSD-CEI-1.0 59
March, 2010
Research and reporting
 Ask the learners to do a research on the writing of technical reports. Let them:
- Identify the basic components of a technical report

- Explain the process by which data is collected
- Illustrate their findings by the use of flowcharts
 Encourage them to make the necessary changes you suggested before displaying
flowcharts in the workshop/classroom.
Brainstorming/fieldtrip
 Provide the learners with workshop and fieldtrip opportunities to demonstrate their ability
to:
- Write technical reports

- Develop effective writing styles
- Use accepted engineering communication techniques
 Allow for small group discussions on the importance of developing competency in these
areas.
Analyzing actual/specimen technical reports
 Ask learners to do a collection of actual technical reports from various sources such as
the institution’s reference library, the internet and examples given in textbooks. Let
learners:
- Identify the main points in the report being used

- Explain how the main points were developed
- Examine the appropriateness of terminologies used
 Each group will choose a leader to report its findings
LMSD-CEI-1.0 60
March, 2010
REFERENCES
The references below are not exhaustive and other reference materials need to be accessed
and used.
1. Andrews, Deborah and Margaret D. Blickle (1978). Technical Writing Macmillan Publishers,
London
2. Fear, David E. (1978). Technical Writing (3rd Edition) Random House, New York
3. Guide to Technical Report Writing

http://www.sussex.ac.uk/engineering/1-3-11-2.html (Retrieved 25. 01. 2010)
4. Pfeiffer, Williams (1997). Technical Writing: A Practical Approach (3rd Edition) Prentice
Hall, Ohio
5. Roze, Maris (1997). Technical Communication: The Practical Craft (3rd Edition) Prentice
Hall, Ohio
6. Schmidt, Steven (1983). Creating the Technical Report Prentice Hall New Jersey
7. WRITING Guide: Engineering Technical Reports

http://writing.colostate.ed/guides/documents/ce-trpt (Retrieved 25. 01. 2010)
LMSD-CEI-1.0 61
March, 2010
APPENDIX A
Packaging of Competency Standards for National Qualifications
MEM21002 NVQ Level II in Electrical Installation
Unit Number Unit Title Core/ Hours

Elective
MEMCOR0131A Undertake interactive workplace communication Core 20
MEMCOR0141A Follow principles of Occupational Health and Safety (OH&S) Core 20
in work environment
MEMCOR0161A Plan to undertake a routine task Core 10
MEMCOR0171A Use graduated measuring devices Core 10
MEMCOR0191A Use hand tools Core 5
MEMCOR0051A Perform related computations – basic Core 20
MEMCOR0071A Use electrical/electronic measuring devices Core 20
MEMCOR0081A Mark off/out (general engineering) Core 20
MEMCOR0091A Draw and interpret sketches and simple drawings Core 20
MEMINS0071A Prepare for electrical conduits/wiring installation Core 20
MEMMAH0071A Perform manual handling and lifting Core 5
MEMMAH0081A Perform house keeping duties Core 10
MEMMRD0121A Perform basic repair to electrical/electronic apparatus Core 40
MEMCOR0111A Use power tools Core 10
MEMFAB0011A Perform manual soldering/de-soldering – Core 15
electrical/electronic components
MEMINS0011A Install terminate and connect electrical wiring Core 20
MEMINS0051A Cut bend and install electrical conduits Core 20
MEMMRD0161A Disconnect and reconnect fixed wired electrical machinery Core 20
appliance and fixtures
MEMMRD0181A Attach flexible cables & plugs to electrical machinery Core 20
appliance and fixtures
MEMCOR0012A Plan a complete activity Core 5
MEMCOR0022A Perform related computations Core 20
MEMCOR0042A Interpret standard specifications and manuals Core 5
MEMCOR0052A Operate in an autonomous team environment Core 5
MEMCOR0122A Write technical reports (I) Core 40
MEMINS0092A Install electrical/electronics machinery appliances, fixtures Core 60
and secondary wiring
MEMINS0062A Terminate and connect specialist cables Core 30
MEMINS0262A Install distribution panels, metering sockets, terminal mains Core 25
and meter earthing systems
MEMINS0162A Cut fit and install trunking system Core 10
MEMINS0172A Prepare and install cable trays - basic Core 10
MEMMRD0182A Fault find and repair/rectify basic electrical circuits and Core 30
secondary wiring
Qualification Framework for the Information Stream of the Information & Communication Industry (ITI)
Standards & Assessment Development Unit, NCTVET
Copyright  2006 National Council on technical & Vocational Education & Training (NCTVET)
All rights reserved. No part of this document may be reproduced in any form or by any means without the prior permission of
the publishers.
APPENDIX A
MEM21002 NVQ Level II in Electrical Installation (Cont’d)
Unit Number Unit Number Core/ Hours

Elective
MEMCOR0101A Prepare basic engineering drawing Elective 30
MEMCOR0121A Classify engineering materials – (basic) Elective 30
ITICOR0011A Carry out data entry and retrieval procedures Elective 40
MEMMRD0091A Terminate signal and data cables – (basic) Elective 20
MEMMRD0191A Assemble & disassemble scaffolding to enable access to the Elective 20
work area
MEMMRD0072A Shut down/isolate machines/equipment Elective 20
MEMMRD0402A Check/identify/isolate/rectify malfunctioning electrical Elective 30
machinery appliance and fixtures
MEMMAH0042A Order materials Elective 20
MEMINS0122A Install below ground communication cables Elective 20
MEMCOR0132A Use Industrial Instrumentation measuring devices Elective 10
MEMQUA0012A Perform inspection (basic) Elective 20
MEMCOR0063A Attend to breakdown in hazardous area Elective 20
BSBSBM0012A Craft personal entrepreneurial strategy Elective 50
MEMMAH0073A Purchase materials Elective 20
MEMCOR0013A Assist in the provision of on the job training Elective 30
MEMCOM0023A Perform internal and external customer service Elective 20
MEMPLN0063A Coordinate and manage basic installation projects Elective 20
To achieve this qualification ALL core competencies plus a minimum of one (1) level one elective
three (3) level two electives and one (1) level three elective must be achieved
Nominal Training Hours (Institutional Delivery) include total hours of Core competencies and
Electives selected.
Legend to Unit Code
Example: MEMINS0011A
ME M INS 001 1 A
Industry or Sector Version Control
Sub-Sector Competency Level
Occupational Area Competency Number
KEY: COR – Core; BSB – Business Services (Business) SBM – Small Business Management
(Sub-Sector); FAB – Fabrication; MAH – Machine Handling; INS – Installation;
MRD – Maintenance Repairs & Diagnostic COM - Communication; PLN - Planning;
ITI - Information Technology (Information)
Qualification Framework for the Information Stream of the Information & Communication Industry (ITI)
Standards & Assessment Development Unit, NCTVET
Copyright  2006 National Council on technical & Vocational Education & Training (NCTVET)
All rights reserved. No part of this document may be reproduced in any form or by any means without the prior permission of
the publishers.

Curriculum MEM21002 - Electrical - Installation - L2

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Curriculum MEM21002 - Electrical - Installation - L2

Uploaded by

Copyright:

Available Formats

ELECTRICAL INSTALLATION CURRICULUM

HEART TRUST/NATIONAL TRAINING AGENCY

Learning Management Services Department

*** 2010 ***

Trainees embarking on ELECTRICAL INSTALLATION LEVEL TWO

The ELECTRICAL INSTALLATION LEVEL TWO curriculum is designed to

MODULE HOURS ……………………………………………………………………………..iv

MODULE 1 PURCHASING MATERIALS ..................................................................... 1

MODULE 2 PLANNING A COMPLETE ACTIVITY .................................................... 8

MODULE 3 USING POWER TOOLS ............................................................................ 16

MODULE 4 PERFORMING INSTALLATION OF ELECTRICAL

MODULE 5 CARRYING OUT AUTONOMOUS TEAM AND

Unit One Operating In An Autonomous Team Environment ......................................... 30

Unit Two: Perform Basic Inspection ............................................................................... 37

Unit One: Install and Repair Electrical/Electronic

Unit Two: Shut Down/Isolate Machines/Equipment ...................................................... 51

MODULE 7 WRITING TECHNICAL REPORTS ........................................................ 56

APPENDIX A ………………………………………………………………..Qualification Plan

Each module is comprised of the following components:

This aspect highlights specific information/content pertinent to the knowledge requirement.

Instructional Strategies (Methods and Media)

Demonstrations On-the-job training DVDs

NOTE TO THE FACILITATOR

MODULE 1……………………………………………………………….. 25 HRS

MODULE 2………………………………………………………………. 15 HRS

MODULE 3………………………………………………………………. 10 HRS

MODULE 4………………………………………………………………. 20 HRS

MODULE 5………………………………………………………………. 15 HRS

MODULE 6………………………………………………………………. 60 HRS

MODULE 7………………………………………………………………. 10 HRS

TOTAL MODULE HOURS ………………………………………… 155 HRS

This module is benchmarked against Competency Standard MEMMAH0073A. It is designed to

Suggested Module Time: 25 hours

1. Assess the benefits of consultation with principal stakeholders to determine material

4. Explore the importance of adhering to quality assurance requirements at all times

6. Discuss the need to negotiate and administer contracts with suppliers/vendors

Knowledge Requirement (Cont’d)

8. Discuss the importance of adjusting to purchasing schedules to standard operating

10. Explain the importance of using basic computation in purchasing

1. Determine purchasing requirements

2. Prepare purchase order/list

4. Maintain records and files

Attitudinal / Critical Employability Skills Requirement

1. Compliance with industry best practices

2. Safety-consciousness in carrying out instruction

3. Team oriented when determining material requirements/purchasing schedules

4. Collaborative when relating with client/suppliers/vendors

5. Accuracy in maintaining records/files

The following are highlights of content/information directly related to the knowledge

 Principal stakeholders may include:  Documentation includes:

- client - purchase orders/lists

RELATED CONTENT (Cont’d)

 Purchasing schedules are developed to  Purchasing objectives include:

- oral  Mathematical operations:

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

 Invite a purchasing manager from an industrial company to have an interactive session

- Purchasing requirements are determined

 Ask learners to make sample collections of relevant

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media) (Cont’d)

2. HEART Trust/NTA. LG – MEMAH0073A (2004). Purchase Material

This module is benchmarked against Competency Standard MEMCOR0012A. It is designed to

Suggested Module Time: 15 Hours

2. Outline the importance of adhering to OH/S and legislative/industry requirements

* 2010 *