Competency Standard and Assessment Guide of Electrical Installation and Maintenance

COMPETENCY STANDARDS & ASSESSMENT GUIDE

FOR
ELECTRICAL INSTALLATION AND

MAINTENANCE
Skills for Employment Investment Program (SEIP)

Finance Division, Ministry of Finance
Copyright
The Competency Standards for Electrical Installation And Maintenance is a document for the
development of curricula, teaching and learning materials, and assessment tools. It also serves
as the document for providing trainings consistent with the requirement of industry in order for
individuals who passed through the set standard via assessment would be qualified and settled
for a relevant job.
This document is owned by the Finance Division of the Ministry of Finance of the People’s
Republic of Bangladesh, developed under the Skills for Employment Investment Program
(SEIP).
Public and private institutions may use the information contained in this standard for activities
benefitting Bangladesh.
Other interested parties must obtain permission from the owner of this document for
reproduction of information in any manner in whole or in part of this Skills Standard, in English
or other languages.
This document is available at:
Skills for Employment Investment Program (SEIP) Project, Finance Division, Ministry of
Finance, Probashi Kallyan Bhaban (Level – 16), 71-72 Old Elephant Road, Eskaton Garden,
Dhaka 1000
Phone:+8802- 55138753-55, Fax: 88 02 55138752
Website: www.seip-fd.gov.bd
Electrical Installation and Maintenance 1

INTRODUCTION:
The Skills for Employment Investment Program (SEIP) Project of the Finance Division of
the Ministry of Finance has embarked on a project which aims to qualitatively and quantitatively
expand the skilling capacity of identified public and private training providers by establishing and
operationalizing a responsive skill eco system and delivery mechanism through a combination
of well-defined set of funding triggers and targeted capacity support.
Among the many components of the project, one is to promote a Market Responsive
Inclusive Skills Training Delivery program. Key priority economic growth sectors identified by
government have been targeted by the project to improve current job skills along with up-skilling
of the existing workforce to ensure ‘required skills to industry standards’. Training providers are
encouraged and supported to work with the industry to address identified skills to enable
industry growth and increased employment through the provision of market responsive inclusive
skills training programs. Priority sectors were identified to adopt a demand driven approach to
training with effective inputs from Industry Skills Councils (ISCs), Employer Associations and
Employers.
This document is developed to improve skills in accordance with the job roles and skill
sets of the occupation and ensure that the required skills are aligned to industry requirements.
The document details the format, sequencing, wording and layout of the Competency
Standard for an occupation which comprised Units of Competence and its corresponding
Elements.
OVERVIEW:
A Competency Standard is a written specification of the knowledge, skills and attitudes

required for the performance of a job or occupation or trade corresponding to the standard of
performance required in the workplace.
Competency standard:
 provides a consistent and reliable set of components for training, recognizing and
assessing people’s skills, and may also have optional support materials.
 enables industry recognized qualifications to be awarded through direct assessment
of workplace competencies
 encourages the development and delivery of flexible training which suits individual
and industry requirements
 encourages learning and assessment in a work-related environment which leads to
verifiable workplace outcomes.
Competency Standards are developed by a working group who comprised national and
international process experts and the participation of experts from the industry to identify the
competencies required of an occupation in a particular sector.
Competency Standards describe the skills, knowledge and attitude needed to perform
effectively in the workplace. Competency Standards acknowledge that people can achieve
vocational and technical competency in many ways by emphasizing what the learner can do,
not how or where they learned to do it.

With Competency Standards, assessment and training may be conducted at the
workplace, at training organization, during regular work, or through work experience, work
placement, work simulation or any combination of these.
A Unit of Competence describes a distinct work activity that would normally be

undertaken by one person in accordance with industry standards.
Units of Competence are documented in a standard format that comprises:

 Reference to Industry Sector, Occupational Title and Occupational Description
 Unit code
 Unit title
 Unit descriptor
 Unit of Competence
 Elements and performance criteria
 Variables and range statement
 Evidence guides
Together all the parts of a Unit of Competence:

 Describe a work activity
 Guide the assessor in determining whether the candidate is competent.
Identification and validation of units of competency and elements for each occupation
were made by experts of various construction companies through an industry consultative
workshop held at the Bangladesh Association of Construction Industry (BACI) on the 14th of
February 2016. Another competency verification workshop with the participation of industry
experts, trainers and the experts from BTEB was held at the SDCMU conference room on 29
August 2016 to further verify and revalidate the units of competencies, performance criteria,
range of variables, learning sequence and quality of learning provision.
Profile of experts and facilitators who participated in the Competency Verification and
Validation Workshop are given below.
Competency Verification-Validation Experts/Participants (Meeting held on 29 August
2016):
Name Company Job Position
Mr Aung Sue Prewe Marma Ocean Electrical Ltd General Manger
Mr. Mofizul Islam Directorate of Technical Equipment Officer
Education
Mr. Moniruzzaman MAWTS Instructor
Mr. Masud Rana MAWTS Instructor
Dr Md. Shah Alam BTEB Specialist(Course
Accreditation)
Directorate of Technical
Dr. Md. Abul Kalam Azad Project Officer
Education
Mr Md Fazlul Haque BKTTC Instructor
Mr. M. Shamsul Hoque Shams Engineering Managing Director
Mr. Mohd. Enamul Haque
BEIOA Coordinator(M&E)
Khan

Workshop Facilitators:
Mr Syed Nasir Ershad SEIP AEPD

Mr. Ahasan Habib SEIP TVET Specialist
Md. Mohiuzzaman SEIP Course Specialist
The ensuing sections of this document comprise a description of the respective

occupation with all the key components of a Unit of Competence:
 An overview of all unit of Competence for the occupation and their corresponding
duration required for completion of training.
 The Competency Standards that include the Unit of Competency, Unit

Descriptor, Elements and Performance Criteria, Range of Variables, Curricular
Content Guide and Assessment Evidence Guide.

COMPETENCY PROFILE/ CHART
for Electrical Installation And Maintenance
UNITS OF
ELEMENTS
COMPETENCY
Generic (Basic) Competencies
Perform Computations Identify calculation Select appropriate Use tool/instrument to

Using Basic Mathematical requirements in the mathematical perform calculations
Concepts workplace. methods/concepts for
(SEIP-LIG-ELE-1-G) the calculation.
Apply Occupational Health Identify OHS policies Apply personal health Report hazards and Respond to
and Safety (OHS) Practices in and procedures and safety practices risks emergencies
the Workplace
(SEIP-LIG-ELE-2-G)
Communicate In English Read and understand Listen and Perform

Write simple
In The Workplace Workplace comprehend to conversations in
workplace written
(SEIP-LIG-ELE-3-G) documents in English English conversation English language
communications in
English.
Operate In a Self-Directed Identify team goals Communicate and Work as a team Solve problems as a
Team and work processes cooperate with team member team member
members
(SEIP-LIG-ELE-4-G)
Sector Specific (Common) Competencies
Interpret Technical Select technical Interpret technical Interpret operation

Drawings and Manuals drawing. drawings. and maintenance
(SEIP-LIG-ELE-1-S) manuals
Work With Electrical Hand Inspect hand tools Use hand tools Operate power tools Clean/maintain hand
and Power Tools and power tools for properly and safely properly and safely tools and power tools
(SEIP-LIG-ELE-2-S) usability after use
Carry out Precision Select the job to be Select measuring Obtain Record/communicate
Checks and checked and and checking measurements and measurement and
Measurements measured tool/instrument checks check results
(SEIP-LIG-ELE-3-S)
Clean, maintain and

store measuring
instruments.
Apply Quality Systems Work within quality Apply and monitor Hold responsible for Apply standard
and Procedures system quality system work quality procedures for each
improvement in the job.
(SEIP-LIG-ELE-4-S) workplace

Occupation Specific (Core) Competencies
Perform Basic Electrical Gather and check Carry out circuit Carry out circuit Carry out circuit
Circuit Installation tools and equipment installation of an installation of an installation of two
(SEIP-LIG-ELE-1-O) electrical load controlled electrical load controlled electrical loads controlled
from one position from two positions from two positions
Carry out circuit Carry out circuit Carry out circuit Clean/maintain the
installation of a tube installation for a doorbell installation for a workplace
lamp from two switching ceiling fan
positions
Carry Out Electrical Translate electrical Gather and check Layout the electrical Fix surface mounted
Surface Channel, Conduit drawings/plans and tools, equipment and circuit channel/conduit and
and Wire Installation specifications materials Electrical wire
(SEIP-LIG-ELE-2-O)
Clean/maintain the
work place
Carry Out Electrical Gather tools, Install electrical Install electrical Fix Electrical
Fittings and Fixtures equipment and circuit protection fittings and fixtures component holders
Installation electrical materials components and ceiling rose
(SEIP-LIG-ELE-3-O)
Clean/maintain the
workplace
Carry Out Identify the type of Gather tools, Excavate the hole for Install
Earthing/Grounding earthing/ grounding equipment and earthing element earthing/grounding
Installation cable to be used earthing/grounding installation components
(SEIP-LIG-ELE-4-O) materials
Finish earth pit Clean/maintain the

chamber for pipe work area
earthing method
Perform a Service Connection Interpret drawings Collect tools, Measure the distance Install cable for service

(SEIP-LIG-ELE-5-O) and specifications equipment and of service line connection
materials
Install Energy meter Connect energy Clean/maintain the

meter and main work area
switch
Carry Out Industrial Motor Identify motor control Select and gather Classify motor control Assemble motor
Control Installation devices motor control devices devices control devices and
(SEIP-LIG-ELE-6-O) check circuit
accuracy
Clean/maintain the
workplace

Perform Servicing and Prepare tools and Perform Replace/repair faulty Test operation of
Repair Of Motor Control materials troubleshooting and motor control motor control
Circuits diagnostics components circuit/system and
(SEIP-LIG-ELE-7-O) document result
Clean and maintain

work area.
Perform Motor Rewinding Identify fault of an AC Wind/rewind AC Identify fault of DC Wind/rewind DC

and Servicing motor or generator motor or generator motor or generator motor
(SEIP-LIG-ELE-8-O)
Clean and maintain

work area.
Install and Maintain Solar Plan work and Install PV Module at a Connect Solar Charge Connect Inverter and
Power System calculate cost suitable place Controller with PV Battery with the
maintaining Module Charge Controller
(SEIP-LIG-ELE-9-O) appropriate angle
Perform distribution of Install and Perform corrective

electrical supply from commission off-grid and preventive
the solar system solar PV system maintenance

Units & Elements at Glance:
Generic (Basic) Competencies (40 hrs.)
Code Unit of Competency Elements of Competency Duration

(Hours)
SEIP-LIG-ELE-1-G Perform 1. Identify calculation requirements in 10

Computations Using the workplace
Basic Mathematical
Concepts 2. Select appropriate mathematical
methods/concepts for the calculation.
3. Use tool/instrument to perform

calculations
SEIP-LIG-ELE-2-G Apply Occupational 1. Identify OHS policies and 10

Health and Safety procedures
(OHS) Practices in
the Workplace 2. Apply personal health and safety
practices
3. Report hazards and risks
4. Respond to emergencies
SEIP-LIG-ELE-3-G Communicate in 1. Read and understand workplace 15

English in the documents in English
Workplace
2. Write simple workplace
communications in English
3. Listen and comprehend to English

conversations
4. Perform conversations in English

language
SEIP-LIG-ELE-4-G Operate in a Self- 1. Identify team goals and work 5

Directed Team processes
2. Communicate and cooperate with

team members.
3. Work as a team member.
4. Solve problems as a team member
Total Hour 40

Sector Specific (Common) Competencies (35 hrs.)
Code Unit of Competency Elements of Competency Duration
(Hours)
SEIP-LIG-ELE-1-S Interpret Technical 1. Select technical drawing 15

Drawings and Manuals
2. Interpret technical drawings.
3. Interpret operation & maintenance

manuals
SEIP-LIG-ELE-2-S Work with Electrical 1. Inspect hand tools and power tools for 10
Hand and Power Tools usability
2. Use hand tools properly and safely
3. Operate power tools properly and

safely
4. Clean/maintain hand tools and power

tools after use
SEIP-LIG-ELE-3-S Carry Out Precision 1. Select the job to be checked and 5

Checks and measured
Measurements
2. Select measuring and checking
tool/instrument
3. Obtain measurements and checks
4. Record/communicate measurement
and check results
5. Clean, maintain and store measuring

instruments.
SEIP-LIG-ELE-4-S Apply Quality Systems 1. Work within quality system 5

and Procedures
2. Apply and monitor quality system
improvement in the workplace
3. Hold responsible for work quality
4. Apply standard procedures for each

job.
Total Hours 35

Occupation Specific (Core) Competencies (285 hrs.)
Code Unit of Competency Elements of Competency Guided
Learning
Hours
SEIP-LIG-ELE-1-O Perform Basic 1. Gather and check tools and equipment 30

Electrical Circuit
2. Carry out circuit installation of an
Installation
electrical load controlled from one
position
3. Carry out circuit installation of an
electrical load controlled from two
positions
4. Carry out circuit installation of two
electrical loads controlled from two
positions
5. Carry out circuit installation of a tube
lamp
6. Carry out circuit installation for a door
bell from two switching positions
7. Carry out circuit installation for a ceiling
fan
8. Clean/maintain the workplace
SEIP-LIG-ELE-2-O Carry Out Electrical 1. Translate electrical drawings/plans and 55
Surface Channel, specifications
Conduit and Wire 2. Gather and check tools, equipment and
Installation materials
3. Layout the electrical circuit
4. Fix surface mounted channel/conduit
and Electrical wire
5. Clean/maintain the work place
SEIP-LIG-ELE-3-O Carry Out Electrical 1. Gather tools, equipment and electrical 25
Fittings and Fixtures materials
Installation
2. Install electrical circuit protection
components
3. Install electrical fittings and fixtures
4. Fix Electrical component holders and

ceiling rose

SEIP-LIG-ELE-4-O Carry Out 1. Identify the type of earthing/grounding 15
Earthing/Grounding cable to be used
Installation
2. Gather tools, equipment and
earthing/grounding materials
3. Excavate the hole for earthing element
installation
4. Install earthing/grounding components
5. Finish earth pit chamber for pipe
earthing method
6. Clean/maintain the work area
SEIP-LIG-ELE-5-O Perform a service 1. Interpret drawings and specifications 10
connection
2. Collect tools, equipment and materials
3. Measure the distance of service line
4. Install cable for service connection
5. Install energy meter
6. Connect energy meter and main switch
7. Clean the work place
SEIP-LIG-ELE-6-O Carry Out Industrial 1. Identify motor control devices 30
Motor Control
2. Select and gather motor control
Installation
devices
3. Classify motor control devices
4. Assemble motor control devices and
check circuit accuracy
SEIP-LIG-ELE-7-O Perform Servicing and 1. Prepare tools and materials 45
Repair of Motor
2. Perform troubleshooting and
Control Circuits
diagnostics
3. Replace/repair faulty motor control
components
4. Test operation of motor control
circuit/system and document result
5. Clean and maintain work area.
SEIP-LIG-ELE-8-O Perform Motor 1. Identify fault of an AC motor or 55
Rewinding and generator
Servicing
2. Wind/rewind AC motor or generator
3. Identify fault of DC motor or generator
4. Wind/rewind DC motor

5. Clean and maintain work area.
SEIP-LIG-ELE-9-O Install and Repair of 1. Plan work and calculate cost 20

Solar Power System
2. Install PV Module at a suitable place
maintaining appropriate angle
3. Connect Solar Charge Controller with
PV Module
4. Connect Inverter and Battery with the
Charge Controller
5. Perform distribution of electrical supply
from the solar system
6. Install and commission off-grid solar
PV system
7. Perform corrective and preventive
maintenance
Total Hours 285

COMPETENCY STANDARD: ELECTRICAL INSTALLATION AND MAINTENANCE

A: The Generic (Basic Competencies)
Unit of Competency: Nominal Duration: Unit Code:

PERFORM COMPUTATIONS USING BASIC 10 hrs. SEIP-LIG-ELE-1-G
MATHEMATICAL CONCEPTS
Unit Descriptor:
This unit of competency requires the knowledge, skills and attitude to perform computations
using basic mathematical concepts in the workplace. It specifically includes the tasks of
identifying calculation requirements in the workplace, selecting appropriate mathematical
method/concept for the calculation and using appropriate instruments tools to carry out
calculation.
Elements and Performance Criteria:

(Terms in the performance criteria that are written in bold and underlined are elaborated in
the range of variables).
Elements of Competency Performance Criteria
1. Identify calculation 1.1 Calculation requirements are identified from
requirements in the workplace workplace information
2. Select appropriate 2.1 Appropriate method is selected to carry out the
mathematical calculation requirements
methods/concepts for the
calculation.
3. Use tool/instrument to perform 3.1 Calculations are completed using appropriate tools
calculations and instruments
Range of variables:
Variable Range
May include but not limited to:
1. Calculation requirements. 1.1 Area
1.2 Height
1.3 Length/Breadth/thickness
1.4 Diameter
1.5 Weight
1.6 Radius
1.7 Time
1.8 Temperature
1.9 Material usage
1.10 Measurement of wire diameter
1.11 Costing calculation of cables
1.12 Calculation of KWH
1.13 Conversion of inches to cm
2. Workplace information 2.1 Electrical Drawing
2.2 Circuit Diagram
2.3 Verbal instructions

2.4 Job order
3. Appropriate method 3.1 Addition
3.2 Subtraction
3.3 Division
3.4 Multiplication
3.5 Conversion
3.6 Percentage and ratio calculation
3.7 Simple equation
4. Tools/instruments 4.1 Calculator
4.2 Computer
Curricular Content Guide
1. Underpinning Knowledge 1.1 Numerical concept

1.2 Basic mathematical methods such as addition, subtraction,
multiplication and division and percentage.
1.3 Mathematical language, symbols and terminology.
1.4 Measuring units
2. Underpinning Skills 2.1 Adding numbers
2.2 Subtracting numbers
2.3 Multiplying numbers.
2.4 Dividing numbers.
2.5 Using symbols, terminology and technology.
2.6 Measuring wire diameter
2.7 Converting horse power(hp) to kw and kw to hp
3. Underpinning Attitudes 3.1 Commitment to occupational safety and health
3.2 Promptness in carrying out activities.
3.3 Tidiness and timeliness.
3.4 Respect to peers, sub-ordinates and seniors in workplace.
3.5 Environmental concern.
3.6 Sincerity and honesty
4. Resource Implications The following resources must be provided.
4.1 Stationeries
4.2 Consumables
4.3 Calculators
4.4 Computers
4.5 Measuring tape

Assessment Evidence Guide
1. Critical Aspects of Assessment required evidence that the candidate:

Competency 1.1 Identified calculation requirements from workplace
information
1.2 Selected appropriate method to carry out the calculation
requirements
1.3 Completed calculations using appropriate
tools/instruments
2. Methods of Assessment Methods of assessment may include but not limited to:
2.1 Written test
2.2 Oral questions
2.3 Demonstration.
5. Context of Assessment 3.1 Competency assessment must be done in a training center
or in an actual or simulated work place after completion of
the training module.

APPLY OCCUPATIONAL HEALTH AND 10 hrs. SEIP-LIG-ELE-2-G
SAFETY (OHS) PRACTICES IN THE
WORKPLACE
Unit Descriptor:
This unit covers the knowledge, skills and attitudes required to apply occupational health and
safety (OH&S) practices in workplace. It specifically includes the tasks of identifying OHS
policies and procedures, applying personal health and safety practices, reporting hazards and
risks and responding to emergencies.

1. Identify OHS policies and 1.1 OHS policies and safe operating procedures are read and
procedures understood.
1.2 Safety signs and symbols are identified and followed
1.3 Emergency response, evacuation procedures and other
contingency measures are determined.
2. Apply personal health 2.1 OHS policies and procedures are followed and practiced
and safety practices 2.2 Personal Protective Equipment (PPE) is selected and
used
2.3 Personal hygiene is maintained
3. Report hazards and risks 3.1 Hazards and risks are identified, assessed and
controlled.
3.2 Incidents arising from hazards and risks are reported to
authority
3.3 Corrective actions are implemented to correct unsafe
conditions in the workplace
4. Respond to emergencies 4.1 Alarms and warning devices are responded
4.2 Emergency response plans and procedures are
implemented
4.3 First aid procedure is applied during emergency
situations
Range of Variables
Variable Range
1. OHS policies 1.1 International OHS requirements
1.2 Bangladesh standards for OHS
1.3 Building Code
1.4 Fire Safety Rules and Regulations
1.5 Industry Guidelines
2. Personal Protective 2.1 Apron
Equipment (PPE) 2.2 Gas Mask
2.3 Gloves
2.4 Safety shoes
2.5 Helmet

2.6 Face mask
2.7 Overalls
2.8 Goggles and safety glasses
2.9 Ear plugs
2.10 Sun block
2.11 Chemical/Gas masks
3. Hazards and risks 3.1 Chemical hazards.
3.2 Biological hazards.
3.3 Physical Hazards.
3.3.1 Machine hazards.
3.3.2 Materials hazards.
3.3.3 Tools and Equipment hazards.
4. Emergency response 4.1 Firefighting procedures
plans and procedures 4.2 Earthquake response procedures
4.3 Evacuation procedures
4.4 Medical and first aid
5. First aid procedure 5.1 Washing of open wound
5.2 Washing chemically infected area
5.3 Applying bandage
5.4 Tourniquet
5.5 Applying CPR (Cardiopulmonary Resuscitation)
5.6 Taking appropriate medicine
Curricular Evidence Guide:

1. Underpinning Knowledge 1.1 OHS workplace policies and procedures.
1.2 Work safety procedures.
1.3 Emergency procedures.
1.3.1 Firefighting.
1.3.2 Earthquake response.
1.3.3 Explosion response.
1.3.4 Accident response.
1.4 Types of (biological, chemical and physical) and their
effects.
1.5 PPE types and uses.
1.6 Personal hygiene practices.
1.7 OHS awareness.
2. Underpinning Skills 2.1 Identifying OHS policies and procedures
2.2 Following personal work safety practices
2.3 Reporting hazards and risks
2.4 Responding to emergency procedures
2.5 Maintaining physical well-being in the workplace
2.6 Performing first aids.
2.7 Performing basic firefighting accessories using fire
extinguishers
2.8 Applying basic first aid procedures
3.2 Communication with peers, sub-ordinates and seniors in
workplace.

3.5 Respect of peers, sub-ordinates and seniors in workplace.
3.7 Sincere and honest to duties
4. Resource Implications 4.1 Workplace (simulated or actual)
4.2 PPEs
4.3 Firefighting equipment
4.4 Emergency response manual
4.5 First aid kits
Assessment Evidence Guide:

Competency 1.1 Followed OHS policies and procedures
1.2 Selected and used personal protective equipment (PPE)
1.3 Reported incidents arising from hazards and risks to
authority
1.4 Emergency response plans and procedures are
implemented
1.5 Applied basic first aide procedure
2.1 Written test
2.2 Demonstration.
2.3 Oral questions

COMMUNICATE IN ENGLISH IN THE 15 hrs. SEIP-LIG-ELE-3-G
WORKPLACE
Unit Descriptor:
This unit covers the knowledge, skills and attitudes required to apply English communication
in the workplace. It specifically includes work tasks of reading and understanding workplace
documents in English, writing simple workplace written communications in English, listening
and comprehending to English conversations and performing conversations in English.

1. Read and understand 1.1 Workplace documents are read and understood
workplace documents in
1.2 Visual information is interpreted.
English
2. Write simple workplace 2.1 Simple routine workplace documents are prepared
communications in using key words, phrases, simple sentences and visual
English aids are prepared
2.2 Key information is written in the appropriate places in
standard forms.
3. Listen and comprehend 3.1 Active listening is demonstrated.
to English conversations
4. Perform conversations in 4.1 Conversation is performed in English with peers,
English language customers and management to the required workplace
standard.
Range of Variables
Variable Range
May Include but not limited to:
1. Routine workplace 1.1 Agenda
documents 1.2 Simple reports such as progress and incident reports
1.3 Job sheets
1.4 Operational manuals
1.5 Brochures and promotional material
1.6 Visual and graphic materials
1.7 Standards
1.8 OSH information
1.9 Signs
2. Visual aids 2.1 Maps
2.2 Diagrams
2.3 Symbols(electrical and electronic)
2.4 Circuit Diagram
2.5 Graphs
2.6 Charts
1. Underpinning Knowledge 1.1 Read workplace documents in English

1.2 Write simple routine workplace documents in English
1.3 Listen and understand conversation in English.
1.4 Perform conversation in English.
1.5 Interaction skills (i.e., teamwork, interpersonal skills, etc.).
1.6 Job roles, responsibilities and compliances.
2. Underpinning Skills 2.1 Ability to read and understand workplace documents in
English by using appropriate vocabulary and grammar,
standard spelling and punctuation
2.2 Ability to write simple routine workplace documents in
English such as: Schedules and agenda, job sheets,
operational manuals and brochures and promotional
material.
2.3 Ability of listening in English and interpreting
2.4 Ability to perform conversation in English with peers,
customers and management to the required workplace
standard.
2.5 Work effectively with others.
2.5.1 Listening and questioning skills
2.5.2 Ability to follow simple directions

3.6 Sincere and honest to duties.
4. Resource Implications The following resources must be provided:
4.1 Work place Procedure
4.2 Materials relevant to the proposed activity
4.3 All tools, equipment, material and documentation required.
4.4 Relevant specifications or work instructions

Competency 1.1 Converse in English with peers and customers
1.2 Made reports of workplace documents in English
2.1 Written test
2.2 Demonstration
2.3 Oral questions.

OPERATE IN A SELF-DIRECTED TEAM 5 hrs. SEIP-LIG-ELE-4-G
Unit Descriptor:
This unit covers the knowledge, skills and attitudes required to work as a team member. It
specifically includes identifying team goals, work processes of team members,
communicating and cooperating with team members, working and solving problems as a
team member.

1. Identify team goals and 1.1 Team goals and collaborative decision making processes
work processes are identified.
1.2 Roles and responsibilities of team members are identified
1.3 Relationships within team and with other workers are
identified
2. Communicate and 2.1 Effective interpersonal skills are used to interact with team
cooperate with team members and to contribute to activities and objectives
members. 2.2 Formal and informal forms of communication are used
effectively to support team achievement.
2.3 Diversity is respected and valued in team functioning.
2.4 Views and opinions of other team members are
understood and valued.
2.5 Workplace terminology is used correctly
3. Work as a team member. 3.1 Duties, responsibilities, authorities, objectives and task
requirements are identified and clarified
3.2 Tasks are performed in accordance with workplace
procedures.
3.3 Team member’s support with other members are made to
ensure achieving goals
3.4 Agreed reporting lines are followed using standard
operating procedure.
4. Solve problems as a 4.1 Current and potential problems faced by team are
team member identified
4.2 A solution to the problem is identified
4.3 Problems are solved effectively and the outcome of the
implemented solution is evaluated
Range of Variables
Variable Range
1. Forms of communication 1.1 Agenda
1.2 Simple reports such as progress
and incident reports.
1.3 Job sheets.
1.4 Operational manuals.

1.5 Brochures and promotional
material.
1.6 Visual and graphic materials.
1.7 Standards.
1.8 OSH information.
1.9 Signs.

1. Underpinning 1.1 Team goals and collaborative decision making processes
Knowledge 1.2 Roles and responsibilities of team members
1.3 Relationships within team and with other workers
1.4 Effective interpersonal skills to interact with team
members
1.5 Effective formal and informal forms of communication
1.6 Value of diversity in team functioning.
1.7 Correct use of workplace terminology
1.8 Team’s duties, responsibilities, authorities, objectives and
task requirements
1.9 Support mechanism to other members of team to ensure
achievements of goals.
1.10 Methods of identifying current and potential problems
faced by a team
1.11 Effectively problems solving methods and evaluation of
outcomes
2. Underpinning Skills 2.1 Identifying team goals and collaborative decision making
processes
2.2 Identifying roles and responsibilities of team members
2.3 Identifying relationships within team and with other
workers
2.4 Using effective interpersonal skills to interact with team
members and to contribute to activities and objectives
2.5 Using formal and informal forms of communication
2.6 Understanding and valuing views and opinions of other
team members
2.7 Performing tasks in accordance with organizational and
team requirements, specifications and workplace
procedures.
2.8 Supporting other members of the team to ensure team
achieves goals, awareness and requirements.
2.9 Identifying current and potential problems faced by the
team
2.10 Identifying solutions to the problem
2.11 Solving problems effectively and evaluating the outcome
of the implemented solution
3. Underpinning Attitudes 3.1 Teamwork
3.5 Sincere and honest to duties

4.1 Workplace (simulated or actual)
4.2 Pens
4.3 Papers
4.4 Work books
4.5 Learning manuals

Competency 1.1 Identified team goals and work processes
1.2 Communicated and cooperated with team members.
1.3 Worked as a team member
1.4 Solved problems as a team member
2.1 Written test
2.2 Demonstration
2.3 Oral questions

B: The Sector Specific (Common) Competencies

INTERPRET TECHNICAL DRAWINGS AND 15 hrs. SEIP-LIG-ELE-1-S
MANUALS
Unit Descriptor:
This unit covers the knowledge, skills and attitudes required of a worker to translate technical
drawings and plans. It specifically includes the tasks of selecting technical drawing,
interpreting technical drawings and storing manuals, designs and plans.

1. Select electrical drawing 1.1 Electrical Drawing is selected and checked to ensure that
it conforms to the job requirements.
1.2 Drawing is validated.
2. Interpret Electrical 2.1 Drawing components are identified
drawings. 2.2 Power, voltage and current ratings are identified
according to job requirement
2.3 Instructions are identified and followed accurately.
2.4 Technical specifications are interpreted
2.5 Symbols in drawing are interpreted.
3. Interpret operation & 3.1 Operation and maintenance manuals are collected and
maintenance manuals interpreted
3.2 Operation and maintenance manuals are followed when
operating and maintaining lathe machine
Range of Variables
Variable Range
1. Electrical Drawing 1.1 Circuit diagram
1.2 Symbols of cables, socket, switch, motor, connectors etc
1.3 Manuals
2. Instructions 2.1 Note
2.2 Instruction
2.3 Special instruction
2.4 Precaution
3. Specifications 3.1 Component specifications
3.2 Motor specifications
3.3 Material specifications

1. Underpinning Knowledge 1.1 Electrical drawing interpretation
1.2 Sequence of drawing
1.3 Methods of checking and applying drawing for work
1.4 Drawing selection and checking method to ensure
conformity to the job requirements.
1.5 Symbols of components
1.6 Identification of component specifications
1.7 Procedure of checking clearances/tolerances
1.8 Work instructions
1.9 Component specifications
1.10 Component symbols interpretation
1.11 Use of operation and maintenance manuals
2. Underpinning Skills 2.1 Practicing workplace safety
2.2 Interpreting drawing, following operation and
maintenance manuals,
2.3 Performing jobs in accordance with the drawing
2.4 Performing calculation as per circuit diagram
2.5 Selecting and checking of drawing to ensure conformity to
the job requirements.
2.6 Identifying electrical components
2.7 Identifying component specifications according to circuit
diagram
3. Underpinning Attitudes 3.1 Care in the use of drawings/manuals
workplace.
3.5 Respect of peers, sub-ordinates and seniors in
workplace.
4.1 Workplace (simulated or actual)
4.2 Relevant drawing/manuals
4.3 Pens
4.4 Papers
4.5 Work books
4.6 Learning manuals

Competency 1.1 Identified and measured line voltage according to job
requirement
1.2 Maintained safety precaution to workplace requirement.
1.3 Interpreted symbols of electrical components
1.4 Interpreted operation & maintenance manuals

2. Methods of Assessment Competency should be assessed by:
2.1 Written examination
2.2 Demonstration
2.3 Oral Interview
2.4 Workplace observation
2.5 Portfolio

WORK WITH HAND AND POWER TOOLS 10 hrs. SEIP-LIG-ELE-2-S
Unit Descriptor:
This unit covers the knowledge, skills and attitudes required to work with hand and power
tools. It specifically includes the tasks of inspecting hand tools and power tools for usability,
using hand tools properly and safely, operating power tools properly and safely and
cleaning/maintaining hand tools and power tools after use.

1. Inspect tools and power 1.1 Appropriate tools are selected
tools for usability 1.2 Application of tools to job requirement is determined
1.3 Usability of tools are checked and verified
1.4 Tools and power tools are prepared.
1.5 Sources of power supply for power tools are identified
2. Use hand tools properly 2.1 Appropriate hand tool for the job is used
and safely 2.2 Proper and safe use/operation is applied in the different
types of hand tools
2.3 Safety precautions is observed when using hand tools
2.4 Unsafe or faulty tools are identified and marked for repair
3. Operate power tools 3.1 Power supply outlet and electrical cord are inspected and
properly and safely confirmed safe for use in accordance with established
workplace safety requirements.
3.2 Proper sequence of operation is applied in using power
tools to produce results.
3.3 Power tools are used safely in accordance to
manufacturer’s operating specification.
4. Clean/maintain hand 4.1 Dust and foreign matters are removed from power tools in
tools and power tools accordance to workplace standard.
after use 4.2 Condition of tools is checked after use
4.3 Appropriate lubricant is applied after use and prior to
storage
4.4 Measuring tools are checked and calibrated.
4.5 Defective tools, instruments, power tools and accessories
are inspected and corrected or replaced
Range of Variables
Variable Range
1. Tools 1.1 Ball peen hammer. 1.12 Drill bits
1.2 Mallet/soft hammer. 1.13 Sockets
1.3 Bench vise. 1.14 Spanners
1.4 Chisels. 1.15 Vice grip
1.5 Wrenches. 1.16 Wire Cutters
1.6 Pliers. 1.17 Hand drill machine.
1.7 Scriber. 1.18 Hand grinding machine.

1.8 Scraper. 1.19 Pedestal drill.
1.9 Screw drivers. 1.20 Powered screw driver.
1.10 Dividers. 1.21 Soldering iron.
1.11 Hacksaw 1.22 Allen wrenches.
2. Power tools 2.1 Power drills 2.7 Planers

2.2 Power rivet gun. 2.8 Pedestal drills
2.3 Hand grinders
2.4 Pneumatic wrenches
2.5 Press machine
2.6 Jack hammer
3. Safety precautions 3.1 Use of appropriate PPEs.
3.2 Proper hand, feet and eye coordination
3.3 Safe condition of electrical outlets, cords and lamps
3.4 Working environment
3.5 Safe operating condition of hand tools and power tools.
3.6 Awareness to OHS requirements
4. Measuring instruments 4.1 AVO meter
4.2 Wattmeter
4.3 Clip on Ammeter
4.4 Ampere meter
4.5 Volt meter
4.6 Earth tester
4.7 Measuring tape
4.8 Steel rule
4.9 Meter rule

1. Underpinning Knowledge 1.1 Types of tools, functions and use
1.2 Types of Hand tools and their proper use and techniques
1.3 Types of Power tools, use and safe handling method
1.4 Technical application of tools
1.5 Procedures in the use of hand tools and power tools
1.6 Policies and procedures for occupational health and
safety
1.7 Use of PPE
1.8 Handling of tools and equipment
1.9 Reporting and documentation
1.10 Preventive maintenance
1.11 Methods and techniques
1.12 Quality procedures
1.13 Storage procedures
2. Underpinning Skills 2.1 Using appropriate hand tool for the job.
2.2 Observing safety precautions when using hand tools.
2.3 Using power tools correctly and safely in accordance to
manufacturer’s operating specification.
2.4 Checking condition of tools after use.
2.5 Applying appropriate lubricant on hand tools and power
tools after use and prior to storage.

2.6 Inspecting and correcting or replacing defective tools,
instruments, power tools and accessories.
2.7 Storing Tools and power tools safely in appropriate
location.
workplace.
Promptness in carrying out activities.
3.4 Respect of peers, sub-ordinates and seniors in
workplace.
4.2 Different types of hand tools and power tools
4.3 Pens
4.4 Papers
4.5 Work books
4.6 Tools and power tools and maintenance manuals

Competency
1.1 Using appropriate hand tool for the job.
1.2 Observing safety precautions when using hand tools.
1.3 Used power tools safely in accordance to manufacturer’s
operating specification.
1.4 Checking the condition of tools after use.
1.5 Appling appropriate lubricant on hand tools and power
tools after use and prior to storage.
1.6 Inspecting and corrected or replaced defective tools,
instruments, power tools and accessories.
1.7 Storing tools and power tools safely in appropriate
location.
2.2 Demonstration
2.3 Oral Interview
2.5 Portfolio

CARRY OUT PRECISION CHECKS AND 5 hrs. SEIP-LIG-ELE-3-S
MEASUREMENTS
Unit Descriptor:
This unit covers the knowledge, skills and attitudes required to use graduated measuring
instrument in the workplace. It specifically includes the tasks of selecting the job to be
measured, selecting graduated measuring instrument, obtaining measurements, recording
and communicating measurements, cleaning, maintaining and storing measuring instruments.

1. Select the job/ 1.1 Job/ Electrical component/device is selected for
component to be measuring and checking
checked and measured 1.2 Required specifications/ power, voltage and current
ratings are determined in accordance with electrical
drawing
1.3 Required physical condition is identified in accordance
with drawing/plan
1.4 Required specifications is identified in accordance with
drawing/plan
1.5 Job drawing is used to select the measuring instruments.
2. Select measuring 2.1 Appropriate measuring instruments is selected in
instrument accordance with job requirement.
2.2 Measuring instruments are identified and checked
2.3 Applications of measuring device is determined.
2.4 Usability and accuracy of measuring device is checked
and verified.
2.5 Measuring device is prepared for measurement.
2.6 Fits, Tolerance, clearance and limits are identified
according to job requirements.
3. Obtain measurements 3.1 Measurements are obtained using appropriate measuring
and checks instrument.
3.2 Systems of measurements are identified and converted
where necessary.
3.3 Measurement is kept accurately in accordance to
specification/power ratings
3.4 Measurement is checked against job requirement
3.5 Physical conditions are checked in accordance with job
requirements
4. Record/communicate 4.1 Measurements of voltage, current and power ratings are
measurement and check recorded in accordance with workplace procedure
results 4.2 Measurements are interpreted, recorded and
communicated to authority
5. Clean, maintain and 5.1 Dust and dirt are removed from the measuring instruments
store measuring 5.2 Condition of measuring instruments are checked
instruments. 5.3 Measuring instruments are checked and calibrated
5.4 Measuring instruments are stored in accordance with
workplace procedure.

Range of Variables
Variable Range
1. Specifications/ ratings 1.1 Voltage
1.2 Current
1.3 Power- KW/hp
1.4 KWH
1.5 Area measurement for cables/wire( SWG, mm2)
2. Specifications 2.1 Ampere
2.2 Volt,
2.3 Ohms
2.4 Watt
2.5 Microfarad
2.6 Henry
2.7 Milliampere etc
3. Measuring instruments. 3.1 AVO meter (analogue/digital)
3.2 Watt meter
3.3 Ampere meter
3.4 Earth- Tester
3.5 Megger
3.6 Voltmeter
3.7 Tachometer
4. Systems of 4.1 ISO standard
measurements 4.2 English system(FPS system)
4.3 Metric system

1. Underpinning Knowledge 1.1 Difference between measuring and checking
1.2 Types of measuring instruments and their applications
1.3 Types of checking tools and their applications
1.4 Specifications, ratings of instruments
1.5 Method, procedure and techniques when taking
Measurements
1.6 Methods, procedures and techniques when checking
physical conditions of electrical components and devices
1.7 Methods, procedures and techniques when Checking
cables and electrical wire
1.8 Conversion systems of voltage, current and power
1.9 Preventive maintenance for measuring instruments and
checking tools
1.10 Calibration and adjustment procedures for measuring
instruments and checking tools
2. Underpinning Skills 2.1 Determining required specifications of the components,
physical conditions and power ratings in accordance with
electrical drawing
2.2 Checking physical conditions using appropriate checking

tool
2.3 Identifying specifications and converting current, voltage
and power ratings, for example ampere to milli-ampere,
kilovolt to volt, kW to watt etc.
2.4 Measuring specifications and ratings of the components
and cables etc in accordance with the drawing
2.5 Interpreting and communicating measurement,
specifications and power ratings
2.6 Checking condition of measuring instruments, calibrating
and storing in accordance with workplace procedure
workplace.
4.2 Different types of measuring instruments and devices
4.3 Pens
4.4 Papers
4.5 Work books
4.6 Measuring instruments and maintenance manual.

Competency
1.1 Determined required specifications, power, voltage and
current ratings of the electrical components and devices
and physical conditions in accordance with electrical
drawing/plan
1.2 Checked and measured electrical system using
appropriate checking instrument
2.2 Demonstration
2.3 Oral Interview
2.5 Portfolio

APPLY QUALITY SYSTEMS AND 5 hrs. SEIP-LIG-ELE-4-S
PROCEDURES
Unit Descriptor:
This unit covers the knowledge, skills and attitudes required to apply quality systems and
procedures. It specifically includes the tasks of working within quality system, applying and
monitoring quality system improvement in the workplace, holding responsibility for quality
work and applying standard procedures for each job.

1. Work within quality 1.1 Instructions and procedures are followed strictly and duties
system are performed in accordance with demand of quality
improvement system.
1.2 Conformance to specifications is ensured.
1.3 Defects are detected and reported to authority according
to standard operating procedures.
1.4 Customer’s satisfaction is ensured in performing an
operation or quality of product or services.
2. Apply and monitor quality 2.1 Performance measurement systems are identified
system improvement in 2.2 Performance is assessed at regular interval.
the workplace 2.3 Specifications and standard operating procedures are
established and identified.
2.4 Defects are detected and reported according to standard
operating procedures.
2.5 Process improvement procedures are applied
2.6 Quality of product is checked and verified.
3. Hold responsible for work 3.1 Concept of supplying product or service to meet the
quality customer quality requirements is understood and
accordingly applied.
3.2 Responsibility is taken for quality work.
4. Apply standard 4.1 Quality control and quality assurance system
procedures for each job. procedures for each job are followed.
4.2 Conformance to specification is ensured in every case at
all situations.
Range of Variables
Variable Range
1. Quality improvement A system comprising some or all of the following elements:
system 1.1 Quality inspection
1.2 Quality control.
1.3 Quality improvement.
1.4 Quality assurance
2. Customer quality 2.1 Appropriateness of product
requirements. 2.2 Appearance

2.3 Durability.
2.4 Grade or quality design
2.5 Usability life span
2.6 Conformance to Quality
2.7 Reliability
2.8 Maintainability
3. Quality control and 3.1 Quality control 3.2 Quality Assurance
quality assurance 3.1.1 Product 3.2.1 Process
3.1.2 Reactive 3.2.2 Pro-active
3.1.3 Line function 3.2.3 Staff function
3.1.4 Find the defects 3.2.4 Prevent the defects
3.1.5 Walk through 3.2.5 Quality audit
3.1.6 Testing 3.2.6 Defining process
3.1.7 Inspection 3.2.7 Selection of tools
3.1.8 Checkpoint 3.2.8 Training
Review
Curricular Evidence Guide

1. Underpinning Knowledge 1.1 The reasons why good quality should be maintained and
poor quality should be eliminated
1.2 Meaning of the key terms - quality, quality assurance,
quality control, quality inspection, quality improvement and
total quality control.
1.3 Process and procedures for improving and maintaining
quality
1.4 Procedures for addressing defects.
1.5 Record keeping within the quality improvement system in
workplace
1.6 Factors, which affect successful implementi0n of the
quality systems and procedures.
2. Underpinning Skills 2.1 Maintaining good quality
2.2 Eliminating poor quality
2.3 Understanding the meaning of the key terms - quality,
quality assurance, quality control, quality inspection,
quality improvement and total quality control.
2.4 Improving and maintaining quality
2.5 Addressing defects and procedures
2.6 Recording within the quality improvement system in
workplace.
2.7 Implementing quality systems and procedures
3. Under pinning Attitudes 3.1 Commitment to occupational safety and health
workplace.

4.1 Workplace
4.2 Tools and equipment appropriate to maintain workplace
4.3 Materials relevant to the proposed activity
4.4 Relevant drawings, manuals, codes, standards and
reference material

Competency
1.1 Followed instructions and procedures strictly
1.2 Performed duties in accordance with demand of quality
system
1.3 Ensured conformance to specifications
1.4 Detected defects and reported to authority in accordance
to standard operating procedures.
1.5 Understood concept of supplying product or service to
meet the customer quality requirements
1.6 Held responsible for quality work
1.7 Followed quality control and quality assurance system
procedures for each job
2.2 Demonstration
2.3 Oral Interview
2.5 Portfolio

C: The Sector Specific (Core) Competencies
PERFORM BASIC ELECTRICAL CIRCUIT 30 hrs. SEIP-LIG-ELE-1-O
INSTALLATION
Unit Descriptor:
This unit covers the knowledge, skills and attitudes required for a worker to perform simple
electrical circuit installation in industry sector. It specifically includes work tasks of gathering
and checking tools and equipment, carrying out circuit installation of an electrical load
controlled from one position, carrying out circuit installation of an electrical load controlled
from two positions, carrying out circuit installation of two electrical load controlled from two
position, carrying out circuit installation of a tube lamp, carrying out circuit installation for a
door bell from two switching positions, carry out circuit installation for a ceiling fan, and
clean/maintain the workplace.
Elements and Performance Criteria Template:

(Terms in the performance criteria that are written in bold and underlined are described in the
range of variables).
1. Gather and check tools 1.1 PPEs, tools and equipment are collected and used at
and equipment work
1.2 Tools and Equipment are checked for usability and
familiarized before performing electrical circuit connection.
2. Carry out circuit 2.1 An electrical circuit of an electrical load controlled from
installation of an one position is drawn
electrical load controlled 2.2 Electrical circuit components of an electrical load
from one position controlled from one position is identified and gathered
2.3 Electrical circuit components of an electrical load controlled
from one position are connected and terminated using
appropriate materials
2.4 Electrical circuit is tested for continuity and grounding using
appropriate test instruments
2.5 Rewiring correction is made for identified circuit faults
before live testing
3. Carry out circuit 3.1 An electrical circuit of an electrical load controlled from two
installation of an positions is drawn
electrical load controlled 3.2 Electrical circuit components of an electrical load controlled
from two positions from two positions is identified and gathered
3.3 Electrical circuit components of an electrical load controlled
from two positions are connected and terminated using
before live testing
4. Carry out circuit 4.1 An electrical circuit of two electrical loads controlled from
installation of two two positions is drawn
electrical loads 4.2 Electrical circuit components of two electrical loads
controlled from two controlled from two positions is identified and gathered
positions 4.3 Electrical circuit components of two electrical loads
controlled from two positions are connected and terminated

using appropriate materials
before live testing
5. Carry out circuit 5.1 Circuit diagram of a tube lamp is drawn in accordance to
installation of a tube manufacturer’s specification
lamp 5.2 Electrical circuit components for a tube lamp is sourced and
tested for usability and quality
5.3 Electrical circuit components for a tube lamp are laid out in
its corresponding position in accordance to electrical
plan/design
5.4 Electrical circuit components of a tube lamp are
connected/terminated in accordance with electrical
plan/drawing.
before live testing
6. Carry out circuit 6.1 Circuit diagram for a door bell controlled from two switching
installation for a door positions is drawn correctly
bell from two switching 6.2 Circuit components for a doorbell controlled from two
positions switching positions are connected/terminated accurately
6.3 Circuit is tested for continuity and grounding and effect re-
connection when fault is observed
6.4 Test operation of the doorbell in accordance with workplace
safety requirements
7. Carry out circuit 7.1 Circuit diagram for a ceiling fan is drawn correctly
installation for a ceiling 7.2 Circuit components for a ceiling fan are
fan connected/terminated in accordance with manufacturer’s
electrical circuit diagram/specification
7.3 Circuit is tested for continuity and grounding and effect re-
connection when fault is observed
7.4 Test the circuit for a ceiling in accordance to OH&S
requirements
7.5 Test operation of the ceiling fan in accordance with
workplace safety requirements
8. Clean/maintain the 8.1 Electrical tools/instruments are cleaned and checked for
workplace operability
8.2 Work area is cleaned and waste materials are disposed in
accordance with workplace requirements

Range of Variables
Variable Range (Includes but not limited to):
1. PPEs, Tools and 1.1 PPEs
Equipment 1.1.1 Safety shoes
1.1.2 Safety Gloves
1.1.3 Safety glass/receptacles
1.1.4 Proper clothes (long sleeves and long pants)
1.2 Tools
1.2.1 Tri- square
1.2.2 Pocket tape (3m)
1.2.3 Claw hammer / crow bar
1.2.4 Wire stripper
1.2.5 Adjustable Wrench
1.2.6 Chisels: (wooden, cold)
1.2.7 Drill bits
1.2.8 Files: (flat, round, half round)
1.2.9 Hacksaw
1.2.10 Hammers: (ball peen, claw)
1.2.11 Pliers: (combination pliers, cutting pliers, diagonal
cutting pliers, long nose pliers)
1.2.12 Screwdrivers: (star, negative, positive)
1.2.13 Electrician Knife
1.3 Equipment
1.3.1 Electric Drill machine
1.3.2 Grinder
1.3.3 Soldering Iron
1.3.4 Multi Meter/AVO Meter
2. Electrical load 2.1 Tube Lamp
2.2 Incandescent lamp
2.3 Buzzer
2.4 Bell
2.5 Relay coil
2.6 Timer coil
2.7 Solenoid coil
3. Electrical circuit Refers to all electrical control and load circuit components but
components not limited to:
3.1 Switches
3.1.1 SPST switch
3.1.2 SPDT switch
3.1.3 DPDT switch
3.1.4 One-way switch
3.1.5 Two-way switch
3.1.6 Tree way switch
3.2 Fuse
3.3 Relay
3.4 Sockets
3.5 Fuses
3.6 MCB

3.7 Fan regulator
3.8 Bracket
3.9 Outlet
3.10 Ballast (Chock coil)
3.11 Starter
3.12 Tube light holder
3.13 Batten holder
3.14 Ceiling rose
4. Appropriate materials. Refers to all construction (Electrical) materials included but not
limited to the following:
4.1 Cable
4.2 Bracket
4.3 GI Wire
4.4 Elbow
4.5 Bend
4.6 PVC Circular Box
4.7 Rowel plug
4.8 Saddle
4.9 Screw
4.10 Cable Lugs
4.11 Cable tie
4.12 VIR
4.13 Insulating clip
4.14 Flexible conduit
4.15 Electric soldering lead
4.16 Copper plate
4.17 Copper sheet
4.18 Bare copper conductor
4.19 Electrical tape
4.20 Masking tape
4.21 Screws
4.22 Boards

1. Underpinning 1.1 Series and parallel circuits
Knowledge 1.2 Types of electrical control components and their
use/function
1.3 Methods and techniques of connecting and terminating
electrical circuit components of an electrical load
controlled from one position
electrical circuit components of an electrical load
controlled from two positions
electrical circuit components of two electrical loads
controlled from two positions
1.6 Methods and techniques of connecting/terminating
electrical circuit components of a tube lamp
1.7 Methods and techniques of connecting/terminating circuit

components for a doorbell controlled from two switching
positions
1.8 Methods and techniques of connecting/terminating circuit
components for a ceiling fan
1.9 Procedure of testing electrical circuits for continuity and
grounding using appropriate test instruments
1.10 Workplace requirements of cleaning electrical
tools/instruments and disposing waste materials in
1.11 Fault finding and rectification procedure of the different
types of circuits
1.12 Safety in working with electricity
2. Underpinning Skills 2.1 Connecting and terminating electrical circuit components
of an electrical load controlled from one position
2.2 Connecting and terminating electrical circuit components
of an electrical load controlled from two positions
2.3 Connecting and terminating electrical circuit components
of two electrical loads controlled from two positions
2.4 Connecting/terminating electrical circuit components of a
tube lamp
2.5 Connecting/terminating circuit components for a doorbell
controlled from two switching positions
2.6 Connecting/terminating circuit components for a ceiling fan
2.7 Tested electrical circuits for continuity and grounding using
2.8 Cleaning Electrical tools/instruments and disposing waste
materials are in accordance with workplace requirements
3. Underpinning Attitudes 3.1 Concern for work quality
3.2 Cleanliness/tidiness
3.3 Commitment to occupational health and safety
3.4 Environmental concerns
3.5 Eagerness to learn
3.6 Timeliness and orderliness
3.7 Respect for rights of peers and seniors in workplace
3.8 Orderliness
4.2 Different types of electrical load component
4.3 Various electrical materials
4.4 Various types of electrical control components
4.5 Pens
4.6 Papers
4.7 Work books

Competency 1.1 Connected and terminated electrical circuit components of
an electrical load controlled from one position using
1.2 Connected and terminated electrical circuit components of

an electrical load controlled from two positions using
1.3 Connected and terminated electrical circuit components of
two electrical loads controlled from two positions using
1.4 Connected/terminated electrical circuit components of a
tube lamp in accordance with electrical plan/drawing.
1.5 Connected/terminated circuit components for a doorbell
controlled from two switching positions accurately
1.6 Connected/terminated circuit components for a ceiling fan
in accordance with manufacturer’s electrical circuit
diagram/specification
1.7 Tested electrical circuits for continuity and grounding using
1.8 Electrical tools/instruments are cleaned and waste
materials are disposed in accordance with workplace
requirements
2.2 Demonstration
2.3 Oral Interview
2.5 Portfolio

CARRY OUT ELECTRICAL SURFACE 55 hrs. SEIP-LIG-ELE-2-O
CHANNEL, CONDUIT AND WIRE
INSTALLATION
Unit Descriptor:
This unit covers the knowledge, skills and attitudes required for a worker to carry out electrical
surface channel/conduit and wire installation. It specifically includes work tasks of translating
electrical drawings/plans and specifications, gathering and checking tools, equipment and
materials, laying-out the electrical circuit, fixing surface mounted channel/conduit and
electrical wire and cleaning/maintaining the work place.

1. Translate electrical 1.1 Electrical plans/drawings are collected.
drawings/plans and 1.2 Electrical plans/drawings are translated
specifications 1.3 Sign and symbols are identified.
1.4 Terms and abbreviations are identified. identify
1.5 Specifications are translated
2. Gather and check tools, 2.1 Tools, equipment and materials are collected.
equipment and materials 2.2 PPE is collected & used
2.3 Tools, equipment and materials are checked for usability
2.4 Electrical components/materials are gathered and
checked for operability and quality
2.5 Proper use of tolls and equipment is observed in
accordance to OH&S and workplace requirements
3. Layout the electrical 3.1 Layout is drawn on the corresponding location in
circuit accordance with electrical plan/drawing.
3.2 Layout is drawn using appropriate lay outing and
measuring device.
4. Fix surface mounted 4.1 Appropriate size and type of electrical
channel/conduit and channel/mold/conduit is cut in accordance to plan/layout
Electrical wire 4.2 Appropriate electrical box for outlets and switches is
installed in its proper location in accordance to plan/layout
4.3 Surface mounted electrical channel/molding is fix in
accordance to electrical plan/layout
4.4 Channel/conduit is bended in accordance with workplace
requirement/specification
4.5 Appropriate wire size and type is installed on the
channel/mold/conduit and into the electrical box
4.6 Cover is fitted into the fixed half part for channel/mover
securely
4.7 Checking and testing of wiring system is performed
5. Clean/maintain the work 5.1 Electrical tools/instruments are cleaned and checked for
place operability

Range of Variables
1. Sign and symbols May include but not limited to:
1.1 Construction safety signs
1.2 ISO standard electrical symbol
1.3 IEE standards
1.4 Bangladesh Electrical Engineering Standards
1.5 Electrical safety signs and warnings
1.6 Electrical drawing/circuit diagram symbols:
1.6.1 Circuit diagrams
1.6.2 Connection symbol
1.6.3 Load symbol
1.6.4 Socket symbol
1.6.5 Switch symbol
1.6.6 Symbol of fitting and fixture
1.6.7 Size of wire symbol
1.6.8 Numbers symbol
1.6.9 Supply symbol
1.6.10 Switch board symbol
1.6.11 Conduit symbol
1.6.12 Circuit breaker symbol
1.6.13 Protective device symbol
2. Tools and equipment 2.1 Tools
2.1.2 Wire Stripper
2.1.3 Bolt cutters
2.1.4 C-clamp
2.1.5 Chisels: (Wooden, Cold)
2.1.6 Drill bits (steel/masonry)
2.1.7 Files: (Flat, Round, Half round)
2.1.8 Hacksaw (Machinist’s hammers: ball peen, claw)
2.1.9 Hand drill
2.1.10 Measuring Tapes
2.1.11 Paint Brush
2.1.12 Pliers: (Combination Pliers,
cutting Pliers, Diagonal cutting Pliers, Long
2.1.13 Nose Pliers,
2.1.14 Punches
2.1.15 Screwdrivers: Star, Flat, Philips
2.1.16 Tri square
2.1.17 Neon Tester
2.1.18 Wire Cutters
2.1.19 Set squares
2.2 Equipment/test instruments
2.2.1 Electric hand drill
2.2.2 Grinder
2.2.4 Megger tester

2.2.6 Earth Tester
3. PPE 3.1 Hand gloves

3.2 Safety helmet
3.3 Safety shoes
3.4 Safety glass
3.5 Standard clothing
4. Electrical 4.1 Metal Channel
components/materials 4.2 PVC channel/molding
4.3 PVC conduit
4.4 G.I. Wire
4.5 Elbow
4.6 PVC Circular Box
4.7 Utility box
4.8 Saddle
4.9 Screw
4.10 Cable Lugs
4.11 Cable tie
4.12 Thread ball
4.13 Insulating clip
4.14 Flexible conduit
4.15 Electric soldering lead
4.16 Plastic tape
4.17 Cable (PVC, VIR)

1. Underpinning 1.1 Electrical drawings and specifications interpretation
Knowledge 1.2 Tools, equipment and materials checking procedure
1.3 Electrical components/materials checking techniques
1.4 Tools used in laying out and methods/techniques in laying
out
1.5 Procedure and techniques in surface installation of
electrical utility boxes
1.6 Methods of fixing electrical channel/molding and conduiton
surfaces
1.7 Types of adhesives for fixing channels
1.8 Method and techniques of bending channels
1.9 Methods and techniques of bending PVC and metallic
conduits
1.10 Electrical wire Installation procedure for on open channels
1.11 Electrical wire installation procedure on conduits
1.12 Installation procedures of electrical metallic conduits, wire
ways, cable tray, telephone terminal cabinet and
distribution frame and cable bridge
1.13 Cable pulling procedures
1.14 Wire termination techniques
2. Underpinning Skills 2.1 Checking of tools, equipment and materials for usability

2.2 Gathering Electrical components/materials and checking
for operability and quality
2.3 Drawing layout on the corresponding location in
accordance with electrical plan/drawing.
2.4 Installing appropriate electrical utility boxes
2.5 Fixing surface mounted electrical channel/molding
2.6 Bending of channels
2.7 Bending of PVC conduit
2.8 Bending of metal conduits
2.9 Installing wires on open channels
2.10 Installing wires on conduits/enclosed channel
2.11 Fitting cover into the fixed half part for channel/mold
securely
3.8 Orderliness
4.2 Various Channels and cables
4.3 Tools and equipment
4.4 Work instruction sheet
4.5 Worksheets/Instruction sheet

Competency 1.1 Checked tools, equipment and materials for usability
1.2 Gathered Electrical components/materials and checked for
operability and quality
1.3 Drawn Layout on the corresponding location in accordance
with electrical plan/drawing.
1.4 Installed appropriate electrical utility boxes in its proper
location in accordance to plan/layout
1.5 Fixed surface mounted electrical channel/molding in
accordance to electrical plan/layout
1.6 Bended channel/conduit in accordance with workplace
requirement/specification
1.7 Installed appropriate wire size and type on the
channel/mold/conduit and into the electrical box
1.8 Performed checking and testing of wiring system
2.2 Demonstration
2.3 Oral Interview
2.5 Portfolio


CARRY OUT ELECTRICAL FITTINGS AND 25 hrs. SEIP-LIG-ELE-3-O
FIXTURES INSTALLATION
Unit Descriptor:
This unit covers the knowledge, skills and attitudes required for a worker to carry out electrical
fittings and fixtures installation in indusry sector. It specifically includes work tasks of
gathering tools, equipment and electrical materials, installing electrical circuit protection
components, installing electrical fittings and fixtures, fixing electrical component holders and
ceiling rose and cleaning/maintaining the workplace.

1. Gather tools, equipment 1.1 Electrical plans/drawings are collected and interpreted
and electrical materials 1.2 Specifications are translated and bill of materials is
identified
1.3 Required fittings, fixtures and electrical cables are
gathered and secured in the worksite
1.4 Electrical fittings, fixtures and cables are checked for
usability, operability and quality with referenced to electrical
plan/design specifications
1.5 Tools, equipment and PPEs are gathered and checked for
usability
2. Install electrical circuit 2.1 Electrical protection board/encasement is installed in
protection components accordance to electrical plan/design specification
2.2 Electrical protection components are fixed into the
board/encasement
2.3 Installed electrical protection components are checked for
mounting integrity, operability and quality
3. Install electrical fittings 3.1 Electrical fittings and fixtures are collected and checked
and fixtures for usability, quality and quantity
3.2 Electrical fittings and fixtures are installed to the specified
location in accordance to electrical plan/design
specification
3.3 Electrical fittings and fixtures are wired in accordance to the
electrical circuit plan/wiring lay out
4. Fix Electrical component 4.1 Electrical component holders are fixed in accordance to
holders and ceiling rose electrical plan/design specification
4.2 Ceiling rose are installed and fixed in accordance to
electrical plan/design specification
4.3 Ceiling rose wiring connection is terminated and checked
for accuracy in accordance with specified electrical circuit
diagram
4.4 Checking and testing of wiring system is carried out

Range of Variables
Variable Range (Includes but not limited to:)
1. Tools and equipment and 1.1 Hand Tools 1.1.17 Try square
PPEs 1.1.1 Adjustable Wrench 1.1.18 Neon Tester
1.1.2 Wire Stripper 1.1.19 Wire Cutters
1.1.3 Bolt cutters 1.1.20 Set squares
1.1.4 Mallet 1.1.21 Electrician Knife
1.1.5 C-clamp 1.1.22 Electric Drill
1.1.6 Chisels: (Wooden, machine
Cold) 1.1.23 Angle Grinder
1.1.7 Drill bits 1.1.24 Soldering Iron
1.1.8 Files: (Flat, Round, 1.2 Equipment
Half, round) 1.2.1 Megger tester
1.1.9 Hacksaw 1.2.2 Calculator
1.1.10 Hammers: (Ball 1.2.3 Multi Meter/AVO Meter
peen, Claw) 1.2.4 Earth Tester
1.1.11 Hand drill 1.2.5 Digital Weight Machine
1.1.12 Measuring Tapes 1.3 PPE
1.1.13 Paint 1.3.1 Hard hat/helmet
Brushes/Rollers 1.3.2 Hand gloves
1.1.14 Pliers: (Combination 1.3.3 Safety glass
Pliers, cutting pliers, 1.3.4 Safety shoes
diagonal cutting 1.3.5 Required working
Pliers, Long Nose clothes
Pliers,
1.1.15 Punches
1.1.16 Screwdrivers: (star
(torx), flat, positive)
2. Electrical protection 2.1 Fuse box
board/encasement 2.2 Knife switch box
2.3 Emergency shut off box
2.4 Fuse holder
2.5 Main Circuit Breaker (MCB) panel board
3. Electrical protection 3.1 Fuse
components 3.2 Air Circuit Breaker
3.3 Push pull emergency switch
3.4 Knife switch
4. Electrical fittings and 4.1 Screws 4.10 Bracket
Fixtures 4.2 Boards 4.11 Socket
4.3 Fuse box 4.12 Ballast
4.4 Switches 4.13 Starter
4.5 Sockets 4.14 Tube light holder
4.6 Fuses 4.15 Holder
4.7 Relays 4.16 Ceiling rose
4.8 MCB, MCCB
4.9 Fan regulator
5. Electrical component 5.1 Pendent holder
holders 5.2 Batten holder
5.3 Bracket holder
5.4 Swivel holder

5.5 Push-pull holder
5.6 Ceiling rose
6. Equipment 6.1 Megger tester
6.2 Calculator
6.3 Multi Meter/AVO Meter
6.4 Earth Tester
6.5 Digital Weight Machine

1. Underpinning Knowledge 1.1 Understanding and interpreting electrical plans and
designs
1.2 Method of creating bill of materials
1.3 Method of checking electrical fittings, fixtures and cables
1.4 Procedure for installing electrical protection
board/encasement
1.5 Ways of fixing electrical protection components into the
board/encasement
1.6 Installing procedure of electrical fittings and fixtures to the
specified location
1.7 Methods and techniques of wiring electrical fittings and
fixtures
1.8 Types of electrical component holders and their use
1.9 Installation procedure of ceiling rose and fixing
1.10 Techniques of terminating wiring connection for ceiling
rose
2. Underpinning Skills 2.1 Translating specifications and identifying bill of materials
2.2 Checking electrical fittings, fixtures and cables for usability,
operability and quality
2.3 installing Electrical protection board/encasement
2.4 Fixing electrical protection components into the
board/encasement
2.5 Installing electrical fittings and fixtures to the specified
location
2.6 Wiring electrical fittings and fixtures
2.7 Fixing electrical component holders in accordance to
2.8 Installing ceiling rose and fixing
2.9 Terminating wiring connection for ceiling rose
3.8 Orderliness
4.2 Different types of earthing materials/elements
4.3 Electrical tools and equipment to carry out the activity

4.4 Instruction sheets/work sheets
4.5 Pens
4.6 Papers

Competency
1.1 Checked electrical fittings, fixtures and cables for usability,
operability and quality with referenced to electrical
plan/design specifications
1.2 installed Electrical protection board/encasement in
accordance to electrical plan/design specification
1.3 Fixed electrical protection components into the
board/encasement
1.4 Installed electrical fittings and fixtures to the specified
location in accordance to electrical plan/design
specification
1.5 Wired electrical fittings and fixtures in accordance to the
electrical circuit plan/wiring lay out
1.6 Fixed electrical component holders in accordance to
1.7 Terminated ceiling rose wiring connection and checked for
accuracy in accordance with specified electrical circuit
diagram
1.8 Carried out checking and testing of wiring system
2.2 Demonstration
2.3 Oral Interview
2.5 Portfolio

CARRY OUT EARTHING/GROUNDING 15 hrs. SEIP-LIG-ELE-4-O
INSTALLATION
Unit Descriptor:
This unit covers the knowledge, skills and attitudes required for a worker to carry out earthing/
grounding installation. It specifically includes tasks of identifying type of earthing/grounding
cable to be used, gathering tools, equipment and earthing/grounding materials, excavating
the hole for earthing element installation, installing earthing/grounding components, finishing
earth pit chamber for pipe earthing method and cleaning/maintaining the work area.

1. Identify the type of 1.1 Types and sizes of earthing/grounding materials are
earthing/grounding cable identified in accordance to electrical plan/design and total
to be used loads
1.2 Types and method of earthing/grounding is identified in
accordance to electrical plan/design
2. Gather tools, equipment 2.1 Tools and Equipment are gathered and checked for
and earthing/grounding usability
materials 2.2 Earthing materials are collected and checked for
conformance in accordance to specification
3. Excavate the hole for 3.1 PPE is collected & used in accordance to OH&S
earthing element requirements
installation 3.2 Hole is dug following with OH&S requirements
3.3 Hole is shaped and sized in accordance to electrical
plan/design specification
4. Install earthing/grounding 4.1 Earthing/grounding element is fitted in the bottom of the
components excavated hole following standard earthing procedure
4.2 Earth lead is connected to the earth element tightly and
brought up the meter board through the conduit.
4.3 Powdered Charcoal and salt are laid around the earthing
element in accordance to workplace procedure
4.4 A proper sized and length of GI pipe is fitted from top of the
earth element to the bottom of the earth pit chamber
4.5 Rest of the excavated hole is filled with earth
5. Finish earth pit chamber 5.1 Earth pit chamber is constructed with brick chips, cements
for pipe earthing method sand and water mixture in accordance with
standard/specification.
5.2 Pit chamber cover is made with G.I sheet in accordance
with electrical plan/design
5.3 Pit cover is fitted/installed on the pit chamber
5.4 Check earth/grounding resistance in accordance with
electrical plan/specification
6. Clean/maintain the work 6.1 Electrical tools/instruments are cleaned and checked for
area operability

Range of Variables
Variable Range (Includes but not limited to:)

1. Earthing/grounding 1.1 Continuity conductor/cable
materials 1.2 Earthing lead
1.3 Earth electrode/plate
1.4 Connector
1.5 G.I. pipe/conduit
1.6 Bolts and nuts
1.7 Powdered charcoal
1.8 Salt
2. Method of 2.1 Pipe earthing
earthing/grounding 2.2 Rod earthing
2.3 Plate earthing
2.4 Waterman earthing
2.5 Strip or wire earthing
3. Tools and Equipment 3.1 Tools
3.1.1 Measuring Tape (30m)
3.1.2 Tri- square
3.1.3 Pocket tape (3m)
3.1.4 Claw hammer / crow bar
3.1.5 Shovel
3.1.6 Wire stripper
3.1.7 Water level (precision)
3.1.8 Masonry Trowel
3.1.9 Point trowel
3.1.10 Concrete pans
3.1.12 Bolt cutters
3.1.13 C-clamp
3.1.15 Drill bits
3.1.17 Hand hacksaw
3.1.19 Pliers: (combination pliers, cutting pliers, diagonal
cutting pliers, long nose pliers)
3.1.20 Punches
3.1.21 Screwdrivers: ( star, negative, positive)
3.2 Equipment
3.2.2 Grinder
3.2.4 Megger tester
3.2.6 Earth Tester
3.2.7 Welding machine
3.2.8 Oxy-acetylene cutting outfit

4. PPE 4.1 Safety shoes
4.2 Safety Gloves
4.3 Safety helmet
4.4 Proper clothes (long sleeves and long pants)
5. Earthing/grounding 5.1 G.I. pipe
element 5.2 Steel plate
5.3 Steel sheet
5.4 Rod

1. Underpinning Knowledge 1.1 Types and quality of earthing materials
1.2 Procedure of checking earthing materials
1.3 Method of earthing/grounding installation
1.4 Procedure of Excavating a hole for the earthing element
1.5 Procedure of Fitting earthing/grounding element
1.6 Connecting procedure for earth lead to the earth element
1.7 Means of laying powdered charcoal and salt around the
earthing element
1.8 Earth pit chamber construction procedure
1.9 Workplace cleaning requirements
1.10Method of Checking earthing/grounding loop resistance
2. Underpinning Skills 2.1 Collecting earthing materials and checked for conformance
in accordance to specification
2.2 Identifying the method of earthing/grounding
2.3 Excavating a hole for the earthing element
2.4 Fitting earthing/grounding element in the bottom of the
excavated hole following standard earthing procedure
2.5 Connecting earth lead to the earth element tightly and
2.6 laying Powdered Charcoal and salt around the earthing
element
2.7 Constructing earth pit chamber using concreting materials
2.8 Cleaning work area and disposing waste materials in
accordance to workplace requirements
2.9 Checking earth/grounding loop resistance using
appropriate test instrument
3.8 Orderliness
4.2 Different types of earthing work tools and equipment
4.3 Earthing work materials and consumables
4.4 Pens
4.5 Papers

4.6 Work books
4.7 Earthing work instruction manual

Competency 1.1 Identified the method of earthing/grounding in accordance
with electrical plan/design
1.2 Excavate a hole in accordance with electrical plan/design
specification
1.3 Fitted earthing/grounding element in the bottom of the
excavated hole following standard earthing procedure
1.4 Connected earth lead to the earth element tightly and
1.5 laid Powdered Charcoal and salt around the earthing
element in accordance to workplace procedure
1.6 Constructed earth pit chamber with brick chips, cements
sand and water mixture in accordance with
standard/specification.
1.7 Checked earth/grounding loop resistance using
appropriate test instrument
1.8 Cleaned work area and disposed waste materials in
2.2 Demonstration
2.3 Oral Interview
2.5 Portfolio

Perform a Service Connection 10 hrs. SEIP-LIG-ELE-5-O
Unit Descriptor: This unit covers the knowledge, skills and attitude required to perform
service connection. It includes measuring distance, installing cables, main switch and energy
meter and perform service connection.
1. Interpret drawings and 1.1 Drawings are collected and interpreted.
specifications 1.2 Sign and symbols are identified.
1.3 Terms and abbreviations are identified.
1.4 Specifications are interpreted.
2. Collect tools, equipment 2.1 Tools, Equipment and materials are gathered
and materials 2.2 Necessary motor control devices are selected and
collected.
2.3 Necessary motor control devices are sorted and tested for
functionality
3. Measure the distance of 3.1 PPEs are collected & used.
service line 3.2 Distance between distribution pole and meter are checked
and measured.
3.3 Distance between main switch and meter are
checked and measured.
4. Install cable for service 4.1 Quality cables are selected and collected for service
connection connection.
4.2. Collected cables are cut and set.
4.3 Cables are held on and clamped properly with distribution
pole.
4.4 Cables are joined and connected with the pole and energy
meter.
5. Install energy meter 5.1 Energy meter is collected and set on the board.
5.2 Energy meter is connected with service line.
6. Connect energy meter 6.1 Cables are measured and sized
and main switch 6.2 Cables are laid into the conduit.
6.3. Connection between energy meter and main-
switch is performed .
7. Clean the work place 7.1 Cleaning Tools and equipment are selected & collected.
7.2 Cleaning Tools and equipment are prepared for cleaning
7.3 Waste materials are disposed.
7.4 Cleaning is completed.
Range of Variables
1. Drawings 1.1 Sketch
1.2 Blue print
1.3 Electrical drawings
2. Specifications 2.1 Product specifications
2.2 Performance specifications
2.3 Method specifications
2.3 Specification manuals

3. Signs and Symbols Include all signs and symbols associated with
Electrical and maintenance under the Civil construction sector.
3.1 Drawing symbols
3.2 Connection symbol
3.3 Load symbol
3.4 Socket symbol
3.5 Main switch symbol
3.6 Supply symbol
3.7 Danger symbol
3.8 Switch board symbol
3.9 Conduit symbol
3.10 Circuit breaker symbol
3.11 Protective device symbol
4. Tools 5.1 Hand Tool:
5.1.1 Adjustable wrench
5.1.2 Wire Stripper
5.1.3 Mallet
5.1.4 Chisels: (a)Wood, (b) Cold
5.1.5 Hacksaw
5.1.6 Hammers: (a) Ball pin, (b) Claw
5.1.7 Measuring Tapes
5.1.8 Pliers: (a) Combination Pliers, (b)
Side cutting Pliers, (c) Diagonal cutting
Pliers, (d) Nose Pliers,
5.1.9 Screwdrivers:(a) Star, (b) Flat, (c)
Connecting
5.1.10 Sockets
5.1.11 Try square
5.1.12 Neon tester
5.1.13 Wire Cutters
5.113 Ladder
5.4 Power Tools
5.1.16 Grinder
5. Equipment 6.1 Set squares and Try Square
6.2 S.W.G.
6.3 Steel rule
6.4 Megger
6.5 Calculator
6.6 Multi Meter/AVO Meter
6.7 Ammeter (AC/DC)
6.8 Volt Meter (AC/DC)
6. Materials 7.1 GI wire
7.2 Connector
7.3 Distribution board
7.4 Energy meter
7.5 Main switch
7.6 Cables
7.7 Guy insulator
7.8 Clamps
7.9 Tie
7.10 Hook

7. PPE 7.1 Skull guard/helmet
7.2 Goggles
7.3 Safety shoes.
7.4 Safety gloves
7.5 Proper working clothes
Evidence Guide:
Competency 1.1 Collected all necessary accessories and materials.
1.2 Drawn layouts
1.3 Measured accurately
1.4 Set and held service cables.
1.5 Installed energy meter as per drawing.
1.6 Connected energy meter and main switch on
proper place.
2. Underpinning knowledge 2.1 Types of tools and equipment
2.2 Material collection and preparation
2.3 Layout drawing
2.4 Measurement
2.5 Service cables and Energy meter setting
2.6 Service cables and energy meter connection
3. Underpinning Skills 3.1 Collecting materials
3.2 Preparing materials
3.3 Measuring distance
3.4 Setting service cables
3.5 Connecting service cables, energy meter
and main switch
4. Underpinning attitudes 4.1 Commitment to occupational health and safety
4.4 Tidiness and timeliness
5. Resource Implications 5.1 Access to the work place1
5.2 Tools and equipment appropriate to joint
and connection process
5.3 Availability of materials
6. 6. Methods of 6.1 Direct observation on application of task
Assessment 6.2 Demonstration
6.3 Portfolio
6.4 Oral questioning
6.4 Third parties
7. Context of Assessment Competency must be assessed individually in the actual work
place or in a simulated workplace by direct observation after
completion of the module.


CARRY OUT INDUSTRIAL MOTOR 30 hrs. SEIP-LIG-ELE-6-O
CONTROL INSTALLATION
Unit Descriptor:
This unit covers the knowledge, skills and attitudes required for a worker to carry out industrial
motor control installation. It specifically includes work tasks of identifying motor control
devices, selecting and gathering motor control devices, classifying motor control devices,
connecting motor control devices and checking circuit accuracy and cleaning/maintaining the
workplace.

1. Identify motor 1.1 Manuals and documents of controlling devices are
control devices collected
1.2 Drawings and symbols of motor control devices are
sorted
1.3 Types and nature of motor control devices are classified
and sorted
1.4 Functions and circuit designs/diagrams of different types
of motor control circuit components is identified
2. Select and gather 2.4 Tools, Equipment and materials are gathered
motor control 2.5 Necessary motor control devices with appropriate current
devices and voltage ratings are selected and collected.
2.6 Motor control devices with appropriate current and voltage
ratings are sorted and tested for functionality
3. Classify motor 3.1 Motor control devices are specified and classified
control devices 3.2 all controlling devices are classified and sorted in
accordance to the working functions
4. Assemble motor 4.1 PPE is collected and used
control devices and 4.2 All necessary motor control devices are set according to
check circuit the need of the operations.
accuracy 4.3 Necessary controlling devices are set and connected.
4.4 Electrical circuit is tested for continuity in accordance with
circuit design
Range of Variables
8. Manuals 8.1 Manufacturer's Specification Manual
8.2 Repair Manual
8.3 Maintenance Procedure Manual
8.4 Periodic Maintenance Manual
8.5 Quality Manual
8.6 Manual of Instruction

9. Drawings 9.1 Sketch
9.2 Blue print
9.3 Electrical drawings
10. Symbols 10.1 Drawing symbols
10.2 Connection symbols
10.3 Socket symbols
10.4 Switches symbol
10.5 Size of wire symbol
10.6 Numbers symbols
10.7 Supply symbols
10.8 Danger symbols
10.9 Switch board symbol
10.10 Main switch symbol
10.11 Isolator symbol
10.12 Regulator symbol
11. Circuit 11.1 Standard symbols of common industrial motor control
designs/diagrams components
11.2 Types of circuit diagramming
11.3 AC and DC motor circuits
11.4 Starting methods (Single phase motors; Three phase
motors
11.5 Industrial motor control wiring diagrams
11.6 Simple industrial control wiring
11.7 Protective and safety devices
12. Motor Control 12.1 Direct on line
Circuits 12.2 Star-delta Circuits
13. Tools and 1 Tools
Equipment 13.1.1 Tri- square
13.1.2 Pocket measuring tape (3m)
13.1.3 Claw hammer
13.1.4 Wire stripper
13.1.7 Drill bits
13.1.9 Hacksaw
13.1.11 Pliers: (combination pliers, cutting pliers,
diagonal cutting pliers, long nose pliers)
13.1.12 Screwdrivers: (star, negative, positive)
13.2 Equipment
13.2.2 Grinder
13.2.3 Soldering Iron/gun
14. Materials 14.1 Electrical wires
14.2 Terminal eye
14.3 Connectors
14.4 Clamps

14.5 Cable Tie
14.6 Electrical tape
14.7 Terminal block
15. Motor control 15.1 Relay
devices 15.2 Timer Relay
15.3 Switches
15.4 Fuse
15.5 Pressure switch
15.6 Overload relay
15.7 Magnetic contactor
15.8 Magnetic starter
15.9 Transformer
16. PPE .1 Skull guard/helmet
.2 Goggles
.3 Safety shoes.
.4 Safety gloves
.5 Proper working clothes

8. Underpinning knowledge 1.1 Types of documents, drawings, manuals and symbols
identification
1.2 Types and functions of motor control devices
1.3 Selection procedure of motor control devices
1.4 Methods of classifying and sorting motor control devices
1.5 Techniques and procedure of terminating/connecting motor
control devices
1.6 Functions and circuit designs of different types of motor
control circuit components
1.7 Procedure of checking/testing the operation of motor
control devices and components
1.8 Troubleshooting of faulty motor control devices
9. Underpinning Skills 2.1 Selecting and collecting necessary motor control devices
2.2 Classifying and sorting motor control devices according to
the working functions
2.3 Terminating/connecting motor control devices according to
the need of the operation and circuit design/diagram.
2.4 Checking/testing operation of motor control devices and
components in accordance to circuit design
2.5 Cleaning work area and disposed waste materials in
10. Underpinning attitudes 3.1 Concern for work quality
3.8 Orderliness

4.2 Materials, tools and equipment needed for the activity
4.3 Pens
4.4 Papers
4.5 Work books
4.6 Instruction manual
Evidence Guide
Competency 1.1 Selected and collected necessary motor control devices
1.2 Classified and sorted motor control devices according to
the working functions
1.3 Terminated/connectedmotor control devices according to
the need of the operation and in accordance to circuit
design/diagram.
1.4 Checked/tested operation of motor control devices and
components in accordance to circuit design
1.5 Cleaned work area and disposed waste materials in
2. Methods of assessment Competency should be assessed by:
2.2 Demonstration
2.3 Oral Interview
2.5 Portfolio
3. Context of assessment 3.1 Competency assessment must be done in a training center

PERFORM SERVICING AND REPAIR OF 45 hrs. SEIP-LIG-ELE-7-O
MOTOR CONTROL CIRCUITS
Unit Descriptor:
This unit covers the knowledge, skills and attitudes required for a worker to perform servicing
and repair of motor control circuits. It specifically includes work tasks of preparing tools and
materials, performing troubleshooting and diagnostics, replacing/repairing faulty motor control
components, testing operation of motor control circuit/system and documenting work and
cleaning and maintaining work area.

1. Prepare tools and 1.1 Manuals, tools and materials required for servicing are
materials gathered.
1.2 Tools, equipment and materials are checked for
operability/functionality.
1.3 Operation and maintenance manuals are checked for
compatibility with the machine under
servicing/maintenance
2. Perform troubleshooting 2.1 Job order/job instruction is read and analyzed
and diagnostics 2.2 Initial inspection and investigation on machine operation is
carried out
2.3 Circuit integrity/functionality of motor control system is
checked and verified.
2.4 Trouble/fault is identified and confirmed
3. Replace/repair faulty 3.2 Identified/suspected faulty motor control component/s
motor control like magnetic contractor, timer, relays etc is checked and
components fault is confirmed
3.3 Faulty motor control component/s is repaired/replaced
3.4 Replacement/repaired motor control component is installed/fitted
back to the system
3.5 Circuit continuity and integrity of termination is checked and
reviewed
4. Test operation of motor 4.1 Appropriate test instruments are used for circuit and
control circuit/system and operation testing
document result 4.2 Static test is carried out
4.3 Hot functional test is performed
5. Clean and maintain work 5.1 Tools, equipment and materials are cleaned and stored in its
area. proper storage
5.2 Work area is cleaned

Range of Variables
1. Manuals 1.1 Manufacturer's Specification Manual
1.2 Repair Manual
1.3 Maintenance Procedure Manual
1.4 Periodic Maintenance Manual
1.5 Quality Manual
1.6 Manual of Instruction
2. Tools 2.1 Wire stripper
2.2 Adjustable Wrench
2.3 Files: (flat, round, half round)
2.4 Hacksaw
2.5 Hammers: (ball peen, claw)
2.6 Pliers: (combination pliers, cutting pliers, diagonal cutting
pliers, long nose pliers)
2.7 Screwdrivers: (star, negative, positive)
2.8 Electrician Knife
2.9 Electric Drill machine
2.10 Grinder
2.11 Soldering Iron/gun
3. Materials 3.1 Electrical wires
3.2 Terminal eye
3.3 Connectors
3.4 Clamps
3.5 Cable Tie
3.6 Electrical tape
4. Motor control component 4.1 Motor terminal block
4.2 Relay
4.3 Timer Relay
4.4 Switches
4.5 Fuse
4.6 Pressure switch
4.7 Overload relay
4.8 Magnetic contactor
4.9 Magnetic starter
4.10 Transformer
4.11 Motor terminal block
5. Trouble/fault 5.1 Faulty power supply
5.2 Faulty motor winding
5.3 Burnt electrical control component
5.4 Loose/open wiring
5.5 Faulty/damaged control component/s
6. Appropriate test 6.1 Skull guard/helmet
instruments 6.2 Goggles
6.3 Safety shoes.
6.4 Safety gloves
6.5 Proper working clothes

1. Underpinning knowledge 1.1 Manuals, tools and materials gathering procedures
1.2 Methods of checking tools, equipment and materials for
usability
1.3 Operation and maintenance manuals procedure for
compatibility checking with the machines/equipment
1.4 Job order/job instruction analysis
1.5 Initial inspection and investigation on machine operation
1.6 Circuit integrity/functionality of motor control system
1.7 Trouble/fault identification and confirmation procedures
1.8 Checking and fault finding procedures for motor control
component/s
1.9 Repairing/replacing procedures of faulty motor control
component/s
1.10 Method of repairing and installing motor control
component
1.11 Circuit continuity and integrity of termination
1.12 Use of test instruments for circuit and operation testing
1.13 Principle of Static testing
1.14 Procedure of Hot functional testing
1.15 Workplace procedures of Tools, equipment and materials
are cleaning and storing
1.16 Workplace policy of Work place hygiene policy
2. Underpinning Skills 2.1 Gathering manuals, tools and materials required for
servicing
2.2 Checking tools, equipment and materials for operability/
functionality.
2.3 Checking of operation and maintenance manuals for
compatibility with the machine under
servicing/maintenance
2.4 Reading and analyzing job order/job instruction
2.5 Carrying out Initial inspection and investigation on
machine operation
2.6 Checking and verifying Circuit integrity/functionality of
motor control system
2.7 Identifying and confirming trouble/fault
2.8 Checking and confirming Identified/suspected fault of
motor control component/s
2.9 Repairing/replacing faulty motor control component/s
2.10 Installing/fitting back to the system replaced/repaired
motor control component
2.11 Checking and reviewing circuit continuity and integrity of
termination
2.12 Using appropriate test instruments for circuit and
operation testing
2.13 Carrying out static testing
2.14 Performing hot functional testing
2.15 Cleaning and storing tools, equipment and materials in
its proper storage
2.16 Cleaning work area

3.8 Orderliness
4.3 Pens
4.4 Papers
4.5 Work books
Evidence Guide

Competency 1.1 Used appropriate manuals, tools and materials
1.2 Performed accurate troubleshooting and diagnostics
procedures
1.3 Replaced faulty motor control components
1.4 Replaced faulty motor control components
1.5 Tested operation of motor control circuit/system
1.6 Carry out required workplace documentation
1.7 Cleaning work area and storing tools and materials in
2.2 Demonstration
2.3 Oral Interview
2.5 Portfolio

PERFORM MOTOR REWINDING AND 55 hrs. SEIP-LIG-ELE-8-O
SERVICING
Unit Descriptor:
This unit covers the knowledge, skills and attitudes required for a worker to perform motor
rewinding and servicing. It specifically includes tasks of identifying fault/s of an AC motor or
generator, winding/rewinding ac motor or generator, identifying fault of DC motor or
generator, winding/rewinding DC motor and cleaning and maintaining work area.
1. Identify fault of an AC 2.1 Types of AC motor or generator are identified
motor or generator 2.2 Types of winding of the AC motor or generator are
identified
2.3 Functions of parts/components of AC motor or
generator is explained
2.4 Faulty parts/components of AC motor or generator is
identified
2. Wind/rewind AC motor or 2.1 Winding of an AC motor is drawn
generator 2.2 Illustrate starting arrangement of the AC motor
2.3 Tools, equipment and materials needed for motor
rewinding are prepared
2.4 Winding/rewinding of AC motor/generator is carried out
2.5 Continuity of AC motor/generator terminals are tested and
marked
3. Identify fault of DC motor 3.1 Types of DC motor or generator are identified
or generator 3.2 Types of winding of the DC motor or generator are
identified
3.3 Functions of parts/components of DC motor or
generator is explained
3.4 Faulty parts/components of DC motor or generator are
identified
4. Wind/rewind DC motor 4.1 Winding of a DC motor is drawn
rewinding are prepared
4.3 Winding/rewinding the DC motor is carried out
4.4 Continuity of DC motor terminals are tested and marked
5. Clean and maintain work 5.1 Tools, equipment and materials are cleaned and stored in
area. its proper storage
5.2 Work area is cleaned
Range of Variables
1. Types of AC motor or 1.1 Induction
generator 1.2 Synchronous
2. Windings of the AC 2.1 Single phase
motor 2.2 Three-phase

3. Parts/components of AC 3.1 Stator
motor or generator 3.2 Rotor
3.3 Bearings
3.4 Thermostat
3.5 Relay
3.6 Starting capacitor
3.7 Running capacitor
3.8 Terminal block
4. Starting arrangement of 4.1 For single phase AC induction motors;
the AC motors 4.1.1 Split-phase induction motor
4.1.2 Capacitor start induction motor
4.1.3 Capacitor start capacitor run induction motor
4.1.4 Permanent split capacitor (PSC) motor
4.1.5 Shaded pole induction motor
4.2 For Three-phase AC motors;
4.2.1 Direct-On-Line (DOL) starting
4.2.2 Reduced voltage method
4.2.3 Star-Delta starting
5. Tools, equipment and 5.1 Tools;
materials 5.1.1 Wire stripper
5.1.2 Screw driver
5.1.3 Electrical pliers
5.1.4 Plastic mallet
5.1.5 Rubber mallet
5.1.6 Bearing tool set
5.1.7 Feeler gauge
5.1.8 Coil tampering tool
5.1.9 Electrician’s knife
5.1.10 Commutator slot shaver
5.2 Equipment;
5.2.1 Rewinding machine
5.2.2 Drill press
5.2.3 Pedestal grinder
5.2.4 Hydraulic press
5.2.5 Bearing heater
5.2.6 Bearing puller
5.3 Materials;
5.3.1 Magnet wires
5.3.2 Insulating plastic film
5.3.3 PVC tape
5.3.4 Laminates
5.3.5 Insulating paper
5.3.6 Ceramic fiber
5.3.7 Varnish
5.3.8 Enamel coated copper wire
5.3.9 Winding string
6. Types of DC motor or 6.1 Separately excited
generator 6.2 Self excited;
6.2.1 Shunt
6.2.2 Series

6.2.3 Compound
6.3 Permanent magnet
7. Types of winding of the 7.1 Field winding
DC motor 7.2 Armature winding
7.2.1 Lap winding
7.2.2 Wave winding
8. Parts/components of DC 8.1 Commutator
motor or generator 8.2 Brush
8.3 Armature
8.4 Armature conductors
8.5 Field winding
8.6 Pole
8.7 Yoke
8.8 Terminal box
1. Underpinning knowledge 1.1 Types of AC motor or generator
1.2 Types of winding of the AC motor or generator
1.3 Operation and functions of the parts/components of AC
motor or generator
1.4 Procedure of identifying Faulty parts/components of AC
motor or generator
1.5 Different types of AC motor windings
1.6 Starting arrangements of the ac motor
rewinding
1.8 Methods and techniques of winding/rewinding AC motors
1.9 Procedure of testing continuity of AC motor and marking
of terminals
1.10 Different types of DC motor or generator
1.11 Types of DC motor or generator windings
1.12 Functions of the different parts/components of DC motor
or generator
1.13 Procedure of identifying a faulty parts/components of DC
motor or generator
1.14 Different types of dc motor windings
1.15 Methods and techniques of carrying out
winding/rewinding of DC motors
1.16 Testing the continuity of dc motor and marking of
terminals
1.17 Cleaning and storing Tools, equipment and materials
1.18 Cleaning of Work area after each work activity
2. Underpinning Skills 2.1 Explaining the functions/operation of the different types of
AC motor or generator
2.2 Identifying faulty parts/components of AC motor or
generator
2.3 Preparing tools, equipment and materials needed for
motor rewinding
2.4 Testing continuity of AC motor and marking of terminals
2.5 Explaining functions of parts/components of dc motor or
generator

2.6 Identifying faulty parts/components of DC motor or
generator
2.7 Preparing tools, equipment and materials needed for
motor rewinding
2.8 Carrying out winding/rewinding of motors
2.9 Testing Continuity of DC motor and marking of terminals
2.10 Cleaning Tools, equipment and materials and storing in
accordance with workplace policy
3.8 Orderliness
4.3 Pens
4.4 Papers
4.5 Work books
Evidence Guide

Competency 1.1 Identified faulty parts/components of AC motor or
generator
1.2 Carry out winding/rewinding of AC motor/generator
1.3 Tested continuity of AC motor/generator and marked
terminals
1.4 identified Faulty parts/components of DC motor or
generator
1.5 Carried out winding/rewinding of DC motor /generator
1.6 Tested Continuity of DC motor/generator and marked
terminals
1.7 Cleaned tools, equipment and materials and stored in
2.2 Demonstration
2.3 Oral Interview
2.5 Portfolio

INSTALL AND MAINTAIN SOLAR POWER 20 hrs. SEIP-LIG-ELE-9-O
SYSTEM
Unit Descriptor:
This unit covers the knowledge, skills and attitudes required for a worker to install and
maintain solar power system. It specifically includes tasks of planning work and calculating
cost, performing distribution of electrical supply, installing and commissioning off-grid solar PV
system and perform corrective and preventive maintenance.

1. Plan work and calculate 1.1 Drawings, sketches and specifications are interpreted
cost 1.2 Drawings and sketches are developed
1.3 Material and labor cost are calculated
2. Install PV Module at a 2.1 PV Module is installed and interpreted
suitable place 2.2 Maintenance and servicing of PV module are explained
maintaining appropriate
angle
3. Connect Solar Charge 3.1 Current and Voltage Rating of charge controller are
Controller with PV determined
Module 3.2 Charge Controller is installed and interpreted
4. Connect Inverter and 4.1 Current and Voltage rating are determined and interpreted
Battery with the Charge 4.2 Ampere-hour of the Battery and Battery voltage are
Controller determined and interpreted
4.3 Battery and inverter are connected with charge controller
and the load to be used
5. Perform distribution of 5.1 Electrical load schedule is reviewed
electrical supply from the 5.2 Distribution priority is set
solar system 5.3 Electrical load parameters are monitored
6. Install and commission 6.1 Types of solar PV system is identified

off-grid solar PV system 6.2 Major components of solar PV system is identified
6.3 Solar PV system installation is planned and prepared
6.4 Photovoltaic array is mounted
6.5 Solar photovoltaic array is installed and commissioned
7. Perform corrective and 7.1 Corrective maintenance is planned and prepared

preventive maintenance 7.2 Planned preventive maintenance is carried out
7.3 Troubleshooting is performed
7.4 Corrective maintenance procedures are carried out
7.5 Work is completed

Range of Variables
1. Electrical load schedule 1.1 Lay out plan
1.2 Input & output voltages
1.3 Voltage drops
2. Electrical load 2.1 Current
parameters 2.2 Energy
2.3 Voltage
3. Types of solar PV 3.1 Roof top mounted
system 3.2 Building integrated
3.3 Grid-connected
3.4 Off-grid (standalone)
4. Major components 4.1 Solar panels( PV Module)
4.2 Solar inverter
4.3 Charge Controller
4.4 Battery
4.5 Mounting
4.6 Cabling
4.7 Accessories
1. Underpinning knowledge 1.1 Understanding technical drawings, sketches and
specifications
1.2 Procedure for developing drawings and sketches
1.3 Calculating methods and techniques for material and labor
cost
1.4 Electrical load schedule
1.5 Method of setting distribution priority
1.6 Monitoring electrical load parameters
1.7 Types of solar PV system
1.8 Major components of solar PV system
1.9 Solar PV system installation procedure
1.10 Photovoltaic array
1.11 Solar photovoltaic array installation and commissioning
1.12 Charge controller rating in terms of voltage and current
1.13 Ampere-hour, voltage and number of plates in the battery
1.14 Current and Voltage rating of inverter
1.15 Corrective maintenance planning, preparation and
execution
1.16 Procedure of carrying out planned preventive maintenance
1.17 Troubleshooting and fault detection methods for Charge
Controller, inverter and battery
1.18 Procedures on carrying out corrective maintenance
2. Underpinning Skills 2.1 Interpreting drawings, sketches and specifications
2.2 Developing Drawings and sketches
2.3 Calculating Material and labor cost
2.4 Reviewing electrical load schedule
2.5 Setting distribution priority
2.6 Monitoring electrical load parameters
2.7 Identifying types of solar PV system
2.8 Identifying major components of solar PV system

2.9 Selection of Charge controller as per the load to be used(
voltage and current rating)
2.10 Ampere-hour, voltage and number of plates in the battery
2.11 Finalizing Current and Voltage rating of inverter
2.12 Solar PV system installation is planned and prepared
2.13 Mounting of photovoltaic array
2.14 Installing and commissioning solar photovoltaic array
2.15 Planning and preparing for corrective maintenance is
2.16 Carrying out planned preventive maintenance
2.17 Performing troubleshooting
2.18 Carrying out corrective maintenance procedures
3.8 Orderliness
4.3 Pens
4.4 Papers
4.5 Work books
Evidence Guide
Competency 1.1 Planned work activities in accordance with project
plan/design
1.2 Calculated project cost in accordance with plan/design
1.3 Performed electrical supply loading and distribution
1.4 Mounted photovoltaic array in accordance with design plan
1.5 installed and commissioned Solar photovoltaic array
following design and workplace requirements
1.6 Performed corrective maintenance in accordance with unit
supplier specification
1.7 Performed preventive maintenance as per plan
2.2 Demonstration
2.3 Oral Interview
2.5 Portfolio
END OF COMPETENCY STANDARD

Assessment Guide
A Framework for Effective Assessment
Electrical Installation and Maintenance

How to Use this Assessment Guide
 This Assessment Guide presents need-to-know information for

Assessors and others who want to know more about the assessment
process. A handy Table of Contents Guide on the next page shows you
where to look.
 If you want the basics of assessment, its key terms and definitions, in a
Question & Answer (Q&A) format, see Section One.
 If you want a knowledge of who does what, the key roles and
responsibilities involved in assessment, see Section Two.
 If you want a “toolbox” of tools and templates, that you can select from
depending on your assessment need, see Section Three.
 If you want to look at working samples of completed assessment tools,

see the Appendices.

Table of Contents
Section One: Q&A linked to Key Terms & Definitions

Page
No.
1.1 Define assessment.
1.2 Give an example of assessment.
1.3 What is the purpose of assessment?
1.4 What is Assessment based on?
1.5 Define the term “competency.”
1.6 Describe what makes up a competency standard.

1.7 Define the term “assessment tool.”
1.8 Describe the difference between Conventional & Competency Based

Assessment.
1.9 Describe briefly what makes up an assessment system

1.10 Define the purpose of the Assessor role.
1.11 Describe the basic questions that an Assessor must ask when planning an
Assessment
1.12 Give some Assessor Requirements/Competencies.
1.13 Define the challenges of the Assessor Role.

1.14 Review some basic need-to-know elements concerning assessment.
1.15 Describe the trainer role in the assessment process.

1.16 Discuss the importance of principles of assessment and what is involved.
1.17 What are the different forms of evidence that can be collected?
1.18 Describe and outline what is involved in “rules of evidence” and why they are
important.
1.19 Give the purpose of evidence gathering tools.
1.20 What is the Purpose of evidence gathering tools?
1.21 State the use of the evidence guide.
1.22 State why assessment evidence is important

1.23 Describe the kinds of Assessment Methods that can be used for Evidence
gathering purposes
1.24 What kinds of Assessment Methods can be used for Evidence gathering

1.25 Define the term “evidence gathering tools” giving examples
1.26 Define the term “portfolio.”
1.27 Outline a 6-step method for preparing an evidence plan.
1.28 Outline the steps (sequence of activities) involved in developing an

assessment tool.
1.29 Describe the four dimensions of competency.
Section Two: Roles and Responsibilities
Page
No.
2.1 The Assessment System: Planning Guide for the Assessor
2.2 Assessor Role and Responsibilities
2.3 Trainer Role and Responsibilities
2.4 Candidate Role and Responsibilities
Section Three: Tools and Templates
Page
No.
3.1 Demonstration Checklist
3.2 Observation Checklist
3.3 Oral Questions Checklist
3.4 Evidence Plan (Overall Summary)
3.5 Assessor Job Sheet and Specifications (Spec) Form
3.6 Competency Assessment Results
3.7 Assessor Planning Checklist Tool
3.8 General Guidelines for Effective Questioning
3.9 Assessor Guide to Conducting Competency Assessments
3.10 Assessor’s Quick Start

Assessment Guide
Section One: Objectives linked to Key Terms & Definitions
Define assessment.
Assessment is a systematic process of collecting proof or evidence on whether or not a

candidate has demonstrated competence in the performance of a work-related activity/task that
is directly linked to a performance standard. The assessment confirms that the individual can
perform to the standard expected in the workplace and/or the nationally approved competency
standard.
Give an example of assessment.
A helpful example in this regard is the driving test. The driver must prove his competence to
drive by demonstrating to the driving assessor his ability to do so. The driving assessor uses a
checklist to assess the candidate and make the necessary recommendations, based on the
evidence he has collected in observing the candidate’s driving. S/He either
records/recommends that the candidate is competent or not yet competent.
What is the purpose of assessment?
The Purpose of Assessment is to confirm that a trainee can perform competently to the
standards expected in the workplace.
What is Assessment based on?
 An effective Assessment is based on a Competency Standard.

 A Competency Standard describes the skills, knowledge, and attitudes needed to
perform effectively in the workplace, not the classroom.
Define the term “competency.”

Competency is the ability to do a task successfully. Aspects of competency include:
 The capacity to perform tasks to the required standard consistently

 The ability to respond to different needs in the workplace
 The ability to plan and integrate a variety of tasks to attain a work outcome
Describe what makes up a competency standard.
It must be noted that a competency standard is made up of individual units of competency that
include elements of competency as well as the performance criteria needed to accomplish
them.
Define the term “Assessment tool.”
An assessment tool is, in effect, an evidence-gathering tool. It contains both the instrument used
for the assessment and instructions for gathering evidence in the assessment process. As an
assessment instrument it contains the context and conditions for the assessment; tasks to be
administered to the learner; an outline of the evidence to be gathered for the learner; the criteria
for judging the evidence; and the necessary housekeeping records for recording and reporting
requirements.
Describe the difference between Conventional Testing & Competency

Based Assessment.
Conventional Testing CBT Assessment
 Emphasis on knowledge/memorization  Based on competency standards

 Teachers/Training Providers have main role  Involve industry partners in crucial role
 Theory & practical Tests can become  Assessment based on demonstration of
outdated work skills rather than classroom
 High cost & central control knowledge
 Relatively inflexible  Flexible delivery
 Competencies widely recognized

 Guidelines & Templates used
Describe briefly what makes up an assessment system.
An Assessment System must be understood as a well-coordinated set of documented policies

and procedures, including assessment materials and tools, that ensure assessments are
consistently valid, reliable, flexible, fair, and safe.
Define the purpose of the Assessor role.
The role of Assessor is the heart and soul of effective competency based assessment. Without
this pivotal role, determining the competency of the trainee is mere guesswork.
Note:
 The Industry Assessor will be asked to provide specs and practical demonstration tests
from his workplace that will provide the evidence for determining competency.
 The importance of this input cannot be overemphasized for it best matches and tests the
required performance criteria from the Standard.
Describe the basic questions that an Assessor must ask when planning an
Assessment.
Planning an Assessment: What Needs to Happen?
 Determine which Units of Competency need to be assessed?

 Determine what Assessment Methods will be used?
 Determine what evidence-based tools (specs) need to be developed by the Assessor
to guide the assessment?
 Determine how long it will take?
 Determine when the assessment will occur?
 Determine where the assessment will take place?
 Determine how it will be recorded?

Give some Assessor Requirements/Competencies.
Requirements/Competencies of an Assessor-
 The ability to use assessment tools to gather evidence effectively is essential, adjusting
the language where necessary to reflect the language/literacy/numeracy levels of the
workplace and not to exceed them in order to ensure learner understanding. This will
also entail an ability to respond to learner needs such as responding to learner disability.
 The skill to develop specifications and practical tests, based on performance criteria, that
provide evidence of competency that will fast track the assessment process.
 The ability to clearly demonstrate current industry skills and competencies relevant to
the Standard.
 The Assessor is selected/appointed by Industry to act as an Assessor because of his

proven competencies.
 Knows what needs to be done to assess the performance criteria
 Demonstrates a high level of expertise in the technical area to be examined
 Can provide constructive feedback
Define the challenges of the Assessor Role.
Assessor Role: Challenges
 Needs to be objective and unbiased

 Must have interpersonal skills to relax nervous candidates or deal with those who are
aggressive or emotional
 Must have ability to deal with those who have literacy problems or difficult dialect
Review some basic need-to-know elements concerning assessment.
Assessment Basics: Need to Know Elements
 Assessment to be conducted by Industry Assessor selected by industry

 Industry assessor must be familiar with units of competency outlined in the course
standards
 Industry Assessor should drafts specs that reflect industry requirements for trainees and
that are based on critical aspects of competency

 Industry assessor is responsible for making final judgment of competent or not yet
competent
 Trainer will assist industry assessor
 Trainees must demonstrate competence based on the units of competency outlined in
the standards
 All resources related to units of competency must be made available prior to the
assessment event, e.g., tools, equipment, materials
Describe the trainer’s role in the assessment process.
The Trainer acts as a primary resource for the Assessor and acts as a Facilitator.
Trainer ensures:
 All industry required tools, equipment, and materials are available for the assessment
 The training venue is booked and has sufficient space for demonstrations/tasks
 That all logistics such as admission slips, signature sheets, and records are readily
available for distribution and collection
 That all teaching materials and Standard documents and Assessment tools are ready for
the Assessor
Discuss the importance of principles of assessment and what is involved.

Principles of Assessment Table
Key Principles Relevance/Meaning
Valid Ensures assessment aligned with the Unit of Competency and

is based on evidence that shows the learner can demonstrate
skills and knowledge in other similar contexts (workplace)
Reliable Evidence presented for assessment is consistently interpreted

regardless of the Assessor
Flexible Assesses competencies held by the learner regardless of

where they have been acquired; reflects the individual learner’s
needs
Fair The individual learner’s needs or disability is considered in the

assessment process; the learner is provided with information
about the assessment process and given the opportunity to
challenge the result of the assessment if warranted

Safe The assessor has inspected the venue for assessment and
determined that it is safe for all involved and that emergency
evacuations are in place if needed
Define the term “evidence.”
Evidence is information that is gathered and matched against a Unit of Competency to provide
proof of competency.
State the different forms of evidence that can be collected.
Different forms of evidence that can be collected are-
 Direct such as demonstration test, or observation of Candidate

 Indirect such as Candidate’s self-assessment or third party reports such as an employer
interview
Describe and outline what is involved in “rules of evidence” and why they
are important.
Rules of Evidence Table
Rules of Evidence Meaning
Valid The assessor is given assurance that the learner possesses the
skills, knowledge, and attitudes described in the Unit of
Competency and related assessment requirements
Sufficient The assessor is assured that the quality, quantity, and relevance
of the evidence is sufficient to enable a judgment to be made on
the learner’s competency
Authentic The assessor is assured that the evidence provided for

assessment is the learner’s own work
Current The assessor is assured that the assessment evidence

demonstrates current competency of the learner. This evidence
must be from the present or very recent past.

Describe the purpose of evidence gathering tools.
The Purpose of evidence gathering tools are-
 To help candidates understand what is expected of them

 To provide a focus for the assessment
 To identify what is needed to verify competency
State the use of the evidence guide.
The evidence guide provides useful advice on Unit of Competency assessment and must be
read in conjunction with the performance criteria, required underpinning
skills/knowledge/attitudes, range statement, and the critical aspects of competency for the
Standard.
State why assessment evidence is important.
Evidence is the information gathered that provides proof that the performance criteria of a unit of
competency has been met. Evidence can take many forms:
 Observation: watching the trainee perform

 Questioning: asking the trainee questions
 Demonstration of specific skills: seeing how the trainee performs a procedure or
creates a final product
 Examining previous work the trainee has done
Describe the kinds of Assessment Methods that can be used for Evidence
gathering purposes.
Various kinds of Assessment Methods can be used for Evidence gathering purposes. A wide
range of assessment methods are available for Evidence- gathering purposes. Assessment
methods are not limited to those listed below. The greater the range of assessment methods
applied, the better the accuracy of the assessment.

Assessment Methods Table
Methods Examples
Direct Observation of Actual real-time activities in the workplace

Candidate Work activities in a simulated workplace/training center
Questioning Written questions; interviews; self-evaluation with

questions; verbal questioning; questionnaires
Evidence compiled by Portfolio; collection of work samples; products with

Candidate supporting documentation; logbooks; information about
life experience
Methods Examples
Review of Product Work samples and products; products as a result of a

demonstration test/spec
Third Party Feedback Reports/testimonials from Employers and Supervisors;

evidence of training; interviews with Employers and
Supervisors
Advice to the Assessor: use these methods and examples as a means of making your
assessment valid, reliable, flexible, fair, and safe.
Define the term “evidence gathering tools” and give some examples of
these tools.
Evidence gathering tools are the actual instruments that the Assessor uses to collect evidence.
Evidence may be collected through:
 Demonstration of work activity

 Observation Checklist
 Question List
 Third party reports e.g. supervisor to verify consistent performance
 Review of candidate’s portfolio

 Verifying the Candidate’s capacity to deal with contingencies (unexpected things that
come up)
 Written test
Define the term “portfolio.”
A collection of evidence that may be presented by the Candidate to an Assessor to prove the
Candidate’s competence at a job or task.
What are some examples of Portfolio Evidence?
 Training results and certificates

 Training workbooks
 References from employers
 Job description and work experience
 Photos and videos
 Work journals
 Awards
 Work samples
 Letters and memos
Outline a 6-step method for preparing an evidence plan.
Steps in Preparing an Evidence Plan (Sequence of Steps to Follow)-
The Evidence Plan is the most important planning tool for an Assessor. A good evidence plan
generates a list of the evidence that the Assessor must gather when conducting the assessment
for a specific Unit of Competency. The following 6-Point Method for preparing an Evidence Plan
provides a useful sequence of inter-related steps to follow:
1. Select Unit of Competency for assessment

2. Read full Unit of Competency
3. Identify evidence requirements based on:
a. Elements and Performance Criteria
b. Dimensions of Competence
c. Underpinning skills knowledge
d. Critical aspects of competency
4. Develop a list of evidence requirements
5. Identify best ways of collecting evidence (tools)
6. Document evidence plan

Outline the steps (sequence of activities) involved in developing an
assessment tool.
Following are the steps (sequence of activities) involved in developing an assessment tool:
1. Select the Unit of Competency

2. Read the Unit of Competency
3. Identify the required evidence: critical aspects of competency
4. Identify the evidence gathering method
5. Complete the evidence plan
6. Select the appropriate template
7. Complete the template
8. Check the evidence gathering tools against the evidence plan and Unit of Competency
9. Check the tool with another Assessor for his opinion
Describe the four dimensions of competency.
Task Skills: the capacity to perform tasks in the workplace and demonstrate competence that
meets the required Standard;
Task Management Skills: the ability to plan and integrate several tasks simultaneously that
achieve a desired work outcome such as those skills involved in budgeting for a work operation,
securing supplies and equipment for the work operation, completing the task in a timely, cost-
effective manner, and ensuring safety practices are followed throughout;
Contingency Management Skills: the ability to respond to crises and breakdowns in the
workplace, such as accidents and emergency situations that are unanticipated and require
immediate action and resolution;
Job/Role Environment Skills: the capacity to own the responsibilities and expectations of the
work environment that involves working with others effectively and participating in creating a
work culture where all can contribute their best within the parameters of their job role

Assessment Guidelines
Section Two: Roles and Responsibilities
The Assessment System: Planning Guide for the Assessor
An Assessment System must be understood as a well-coordinated set of documented policies

and procedures, including assessment materials and tools, that ensure assessments are
consistently valid, reliable, flexible, fair, and safe.
Competency Assessment is a systematic process of collecting proof or evidence on whether or

not a candidate has demonstrated competence in the performance of a work-related
activity/task that is directly linked to a performance standard. The assessment confirms that the
individual can perform to the standard expected in the workplace and/or the nationally approved
competency standard.
Each Unit of Competency contained in a Standard describes a distinct part of a Mason’s work
and job profile. Within each Unit of Competency, the following components appear:
 Unit Title
 Unit Descriptor
 Elements of Competency
 Performance Criteria
 Range of Variables
 Evidence Guide
As a prelude to conducting assessments, the Assessor must be thoroughly familiar with all of
the particulars and details of the Unit of Competency that is being assessed. This is a “must” for
the role of the Assessor. He must be especially familiar with the Evidence Guide for gathering
critical information.
The three sample assessment tools found below focus on the critical aspects of competency
that can provide the required evidence to determine competency- the evidence guide. These
sample assessment tools are as follows:
 Demonstration Checklist
 Oral Questions Checklist

The duties of the Assessor include:
 Covering all of the key elements of the Unit of Competency under assessment
 Applying rigorously the Evidence Guide for the Unit of Competency as this contains the
method and context of assessment, resources required for the assessment, the critical
aspects of competency, and the required underpinning knowledge, skills, and attitudes
 Developing specifications (specs) for the task sheet for Demonstration as required
 Requiring the candidate to perform project tasks that cover interrelated units of
competency- known as a “clustering.”
 Making what can be termed “reasonable adjustments” for candidates with disabilities or
for example, those candidates with regional dialects that prove difficult to understand
Note: These “reasonable adjustments” may involve reconfiguring a simulated workplace site so
that a candidate’s disability does not impede the assessment process, or for example, finding
someone who can understand a regional dialect and assist the Assessor with essential
communication skills.
Roles and Responsibilities of Assessor
Prior to any assessment, the Assessor should follow the specific instructions below to ensure a
well-planned assessment event. In most cases s/he will be assisted by a Trainer. Nevertheless,
s/he should make certain that good preparation has taken place for the assessment event.
1. Visit the assessment venue or workplace to ensure an adequate work area or platform
containing:
 Sufficient space for working- ensure square meters of work space enough for task to be
carried out effectively and safely
 Fire extinguisher and safety equipment within reach
 Emergency procedures in place
 All necessary tools, equipment, and materials ready at hand
 All necessary machinery in good working order
2. Assessment is drawn and extracted from the relevant Unit of Competency based on an
approved Standard and on an Evidence plan that clearly focuses on critical aspects of
competency.
3. The duration of time to assess the demonstration is clearly indicated, for

example, 3 hours. This information is shared with the Candidate along with other pertinent

information such as the sequence of tasks that he must follow, and the fact that he will be
closely observed as the tasks are performed.
4. After the Candidate has performed the task, the Assessor will provide feedback to the
Candidate on his performance.
5. The responsibility on finally deciding whether or not the Candidate was Competent or
Not Yet Competent belongs to the accredited Assessor.
6. At the conclusion of the assessment, the Assessor will provide feedback on whether or
not the Candidate was Competent or Not Yet Competent. S/He will also share information on
next steps. These next steps include where to obtain the certificate related to the assessment
or, if unsuccessful, how to re-try for competency within a specified period of time.
Roles and Responsibilities of Trainer
Prior to the assessment, you will have studied and become familiar with the Competency
Standard for the industry occupation. You will also have met with or contacted the Assessor
beforehand and discussed preparations and arrangements for the assessment. Your role will be
to facilitate the assessment process and ensure all necessary resources are available, assisting
the Assessor wherever possible. For example, once a draft spec has been produced by the
Assessor, you will ensure it is fully consistent with the evidence plan and copied appropriately
for use by both the Assessor and Candidate.
In addition to a confirming a suitable training venue and time, you will ensure that:
 Sufficient space is allotted for task work- square meters of work space enough for
demonstration tasks to be carried out effectively and safely
 Fire extinguisher and safety equipment within reach if necessary
Your duties include:
 notifying the Assessor and candidates of planned assessment events and their location
 advising and assisting the Assessor on planned assessment events
 collecting admission slips and signature sheets for assessment events
 ensuring all required forms and reporting mechanisms are in place and ready for
distribution to the Assessor and to the Candidate
 ensuring all requisite forms are duly signed and forwarded to the SEIP Office, or
certifying body

 responding to candidate queries and concerns such as re-assessment procedures
 reconfiguring workplace simulations so that candidates with disabilities are able to
participate fully and without impediment
 working closely with the SEIP contact to ensure a successful assessment event
Roles and Responsibilities of Candidate
Prior to the assessment, you will have studied and become familiar with the Competency
Standard for your industry.
1. Initially, you will be given information on the task you are to perform, and the estimated
time you will require to perform it. These tasks are based on the critical aspects of competency
related to the performance criteria within the approved Competency Standard.
Given the necessary instructions, and/or a task-related spec and the necessary tools, materials,
and equipment, you will carry out and complete a work task. You will observe that there is:
 Sufficient space for working- square meters of work space enough for task to be carried
out effectively and safely
 Fire extinguisher and safety equipment within reach if necessary
2. Assessment is drawn and extracted from the relevant Unit of Competency based on the
approved Competency Standard and on an Evidence plan (proof of competence) developed by
the Assessor that clearly focuses on critical aspects of competency. The Evidence plan will be
based on critical assessment tools such as demonstration/task; observation; oral questions.
3. The duration of time to assess the demonstration should be clearly indicated, for
example, 3 hours. This information will be given to you along with other pertinent information
such as the procedure or sequence of tasks that you must follow. It is important to note that you
will be closely observed and assessed throughout the duration of your demonstration. You will
be given time to ask questions and request clarification. You will also be given 10 minutes to
familiarize yourself with the resources to be used in the assessment.
4. Based on your performance in demonstrating the task, you will be assessed by the
Assessor to be Competent or Not Yet Competent. Regardless of the result you will be given
feedback from the Assessor on your performance and the next steps.
5. After you have performed the task, the Assessor will provide feedback to you on your
performance.

6. The responsibility on finally deciding whether or not you are Competent or Not Yet
Competent belongs to the accredited Assessor.
7. At the conclusion of the assessment, the Assessor will provide feedback on whether or
not you have been assessed to be Competent or Not Yet Competent. Both your signatures
will be required on the Assessment Form. You will also be allowed to make comments on the
Assessor’s decision. The Assessor will then share information on next steps. These next steps
include where to obtain the certificate related to the successful assessment or, if unsuccessful,
how to re-try for competency within a specified period of time.

Section Three: Tools and Templates
This toolbox of Tools and Templates offers a wide range of assessment tools that will facilitate
evidence gathering and other assessment-related needs. Evidence gathering, however, should
not be limited to these tools and templates alone. The toolbox should be revised or expanded as
necessary, to include other tools and templates that are deemed relevant.
 Demonstration Checklist
 Oral Questions Checklist
 Evidence Plan (Overall Summary)
 Assessor Job Sheet and Specifications (Spec) Form
 Competency Assessment Results
 Assessor Planning Checklist Tool
 All About Questioning Techniques for Use in Assessment
 Quick Guide to Conducting Competency Assessments
 Assessor’s Quick Start

Demonstration Checklist
Candidate’s name:
Assessor’s name:
Qualification:
Project-Based Assessment
Title
Units of competency covered:
Date of assessment:
Time of assessment:
Instructions for demonstration
Please see attached Instruction for Demonstration (Candidate/Assessor)
Supplies and Materials Tools and equipment
 Please refer to attached specific instruction  Please refer to attached specific instruction
 to show if evidence
is demonstrated
During the demonstration of skills, did the candidate: Yes No N/A
   
   
   
   
   
   
   
   
   
   
   
   
   
   

Observation Checklist
Candidate’s name:
Assessor’s name:
Date of Assessment:
Unit of Competency:
Code:
Name of
Workplace/Training
Center
Observe Candidate’s performing the task, and following the
Procedure to Follow: spec- if a spec is provided
During the demonstration of skills, did the Candidate do the following (List steps that
reflect critical aspects of competency from performance criteria of Unit of Competency):
YES NO
1.
2.
3.
4.
5.
6.
7.
8.
Candidate’s
performance was: COMPETENT NOT YET COMPETENT
Feedback to
Candidate:
Candidate’s Signature: Date:

Assessor’s Signature: Date:

Oral Questions Checklist
Candidate’s name:
Assessor’s name
Date of Assessment:
Assessment Venue:
Unit of Competency:
Reference Standard:
The List of Questions below must be pegged to the competency demonstration test and may
involve related specs for each Unit of Competency tested. Underpinning skills for Knowledge
may also be reviewed for competent/non yet competent.
List of Questions Satisfactory Response
Indicate Y or N in the box provided YES NO

1.
2.
3.
4.
5.
6.
7.
8.
9.
Feedback to Candidate:
Candidate’s overall performance was (circle): Satisfactory Not Satisfactory
The Candidate’s underpinning knowledge was Satisfactory Not Satisfactory

(circle):
Assessor Signature: Date:
Candidate Signature: Date:

EVIDENCE PLAN: Overall Summary
QUALIFICATION:
Project-Based Assessment Title
Units of competency covered

Ways in which evidence will be collected:
Written Examination
Demonstration with
Observation with
[tick the column]
Questioning
Questioning
Portfolio
The evidence must show that the candidate …...

















Assessor Job Sheet and Specifications (Spec) Form
This Spec is in reference to the________ Standard, and has been developed by an Industry
Representative/Assessor.
The Result* indicates either C for Competent, or NYC for Not Yet Competent.
Critical Aspects of
Unit of Competency Elements Reviewed Competency Result*: C/NYC
Covered
JOB #1 Procedure for Developing Specification (Spec): List the steps involved in performing the
task/spec successfully. It will cover, in logical order, the critical aspects of competency listed
above that will determine if the candidate is Competent or Not Yet Competent.
1.
2.
3.
4.
5.
Tools and Equipment Required for Spec completion: List all tools, equipment, and materials
required in completing Job #1:
Tools Equipment Materials
Assessor Name: Date:

Competency Assessment Results
Candidate’s name:
Assessor’s name
Qualification Title:
Date of Assessment:
Assessment Venue:
Reference Standard:
Unit of Competency:
Assessment Unit Competent Not Yet Competent
Assessor’s Recommendation and Comments:
Overall Assessment:
Yes: The Candidate successfully met the required evidence/standards and demonstrated all of
the competencies necessary for certification in the Qualification and Units of Competency listed
above.
No: The Candidate did not meet the evidence requirements. Re-assessment is recommended.
Assessment Center Manager Signature:

ASSESSMENT PLANNING CHECKLIST TOOL
Assessor’s name:
Date:
Directions: Circle the ‘Yes’ or ‘No’ response to each item.
1. The Assessor is familiar with the unit(s) of competency being Yes No

assessed
2. The Assessor has verified that the workplace or training center Yes No
has the correct equipment, machinery, tools, and materials
necessary to complete all of the relevant aspects of the unit of
competency
3. The Assessor has ensured that all materials and equipment Yes No
were assembled and arranged in advance.
4. The Assessor has all the necessary tools, templates, and Yes No
specifications needed to assess the trainee including a variety
of assessment tools covering practical demonstration,
observation, oral question, and (where necessary) written tests
relevant to the competency specified in the standard
5. The Assessor has met with the trainer prior to the assessment Yes No
event to discuss his/her role.
6. The Assessor will discuss the performance test with the trainee Yes No
and address any concerns prior to giving the test
7. The Assessor will discuss and record with the trainee the Yes No
results of their performance
Action to be taken on “No” responses:

General Guidelines for Effective Questioning
 Keep questions short and focused on one key concept

 Ensure that questions are structured
 Test the questions to check that they are not ambiguous
 Use `open-ended questions such as `what if...?’ and `why...?’ questions, rather than
closed questions
 Keep questions clear and straight forward and ask one at a time
 Use words that the candidate is able to understand
 Look at the candidate when asking questions
 Check to ensure that the candidate fully understands the questions
 Ask the candidate to clarify or re-phrase their answer if the assessor does not
understand the initial response
 Confirm the candidate’s response by repeating the answer back in his/her own words
 Encourage a conversational approach with the candidate when appropriate, to put him
or her at ease
 Use questions or statements as prompts for keeping focused on the purpose of the
questions and the kind of evidence being collected
 Use language at a suitable level for the candidate
 Listen carefully to the answers for opportunities to find unexpected evidence
 Follow up responses with further questions, if useful, to draw out more evidence or to
make links between knowledge areas
 Compile a list of acceptable responses to ensure reliability of assessments

Recording responses
When using oral questioning, you may need a tool that has a structured approach (see below)
and also enables you to record a candidate’s responses. If the candidate’s response is
insufficient the assessor should record why on the recording sheet or checklist. This provides
information that can be used later, if necessary, to explain to the candidate where he or she
needs to develop their skills and/or knowledge to achieve the required competence.
Recording sheet for oral questioning (template)
Candidate’s Name
Assessor or Observer’s Name
Unit of Competency)
Code
Date of Assessment
Location
Task/Procedure
Questions to be Answered by candidate Response/Answer* Satisfactory (Yes/No)
What would you do if …
How do you …
What are …
Why did you… (Clarification)
Follow up Questions
The candidate’s knowledge was: Satisfactory Unsatisfactory
Feedback to candidate:
Candidate signature: Date:
Date:
Assessor/Observer’s Signature:

ASSESSOR GUIDE TO CONDUCTING COMPETENCY
ASSESSMENTS
1. BEFORE THE 2. DAY OF 3. DURING THE 4. POST
ASSESSMENT ASSESSMENT ASSESSMENT ASSESSMENT
- Review unit(s) of -Verify attendance Give clear instructions Provide feedback on

competency to be through signed to trainees on what they outcome of assessment
assessed especially attendance sheet are required to do: process re:
evidence to be collected  time limits and  give clear feedback
against performance - Provide overview of expectations on assessment
criteria what is to happen decision
throughout day  all equipment and
- Ensure the workplace tools must be of the  provide information
or training center Orient the trainees to: same quality for all on overcoming any
complies with all safety  purpose of trainees gaps in competency
requirements and that assessment assessment
high risk areas are  written and verbal
clearly marked  qualification to be instructions  provide opportunity to
assessed translated into local discuss assessment
- Identify/request dialects as needed process and outcome
essential assessment  assessment
resources: procedures to be  encourage questions Prepare required
 tools and equipment followed assessment reports:
 avoid providing any  all rating sheets
 supplies and  address needs of assistance to signed by trainee as
materials trainees and provide trainees during well as Assessor
information on assessment
 personal protective evidence requirements  maintain records of
equipment and assessment  stop process if assessment
process accident imminent procedures, evidence
 print resources and collected, and
rating sheets  keep focused on assessment outcome
 make all evidence being valid,
 Have trainees announcements just reliable, fair, flexible,  verify assessment
contacted if they before start of and safe results/outcomes with
have to bring any assessment training center
resources for the  Record details of
assessment, e.g. evidence collected Prepare
logbook
recommendations for
issuance of national
certificate

Assessor's Quick Start
1. Identify the Unit(s) of Competency from the Program Standard that you are going to
assess.
2. Review the Critical Aspects of Competency from the Unit of Competency that will be the
basis of your Evidence Guide.
3. Select the Assessment Tools that you will use to gather evidence.
i. Demonstration Checklist
ii. Observation Checklist
iii. Oral Questions Checklist
4. Create spec sheet(s) for the Unit of Competency to be examined.
5. Review the assessment procedure with the Candidate and ask if there are any
questions.
6. Complete the assessment using the assessment tools in the order above. You are free
to use other tools as well if you wish.
7. Determine whether Candidate is Competent or Not-Yet-Competent
8. Complete all necessary record sheets.
9. Give feedback to the Candidate.

Demonstration Checklist: Perform Basic Electrical Circuit
Installation
Candidate’s name:
Assessor’s name:
Qualification: Electrical Installation and Maintenance
Project-Based
Assessment Title
Units of competency Perform Basic Electrical Circuit Installation (SEIP-LIG-ELE-1-0)
covered:
Date of assessment:
Time of assessment:
is demonstrated
1. Connect and terminate electrical circuit components of an electrical
  
load controlled from one position using appropriate materials.
2. Connect and terminate electrical circuit components of an electrical
  
load controlled from two positions using appropriate materials.
3. Connect and terminate electrical circuit components of two electrical
  
loads controlled from two positions using appropriate materials.
4. Connect and terminate electrical circuit components of a tube lamp in
  
accord with electrical plans/drawings.
5. Connect/terminate circuit components for a doorbell controlled from two   
switching positions accurately.
6. Connect/terminate circuit components for a ceiling fan in accord with
  
manufacturer’s electrical circuit diagram/specification.
7. Test electrical circuits for continuity and grounding using appropriate
  
test instruments.
8. Clean electrical tools/instruments and dispose of waste materials in
accord with workplace requirements.   
  

Observation Checklist: Perform Basic Electrical Circuit
Installation
Candidate’s name:
Assessor’s name:
Date of Assessment:
Unit of Competency: Perform Basic Electrical Circuit Installation
Code: SEIP-LIG-ELE-1-0
Name of
Workplace/Training
Center
YES NO
1. Connect and terminate electrical circuit components of an electrical load
controlled from one position using appropriate materials.
2. Connect and terminate electrical circuit components of an electrical load
controlled from two positions using appropriate materials.
3. Connect and terminate electrical circuit components of two electrical
loads controlled from two positions using appropriate materials.
4. Connect and terminate electrical circuit components of a tube lamp in
accord with electrical plans/drawings.
5. Connect/terminate circuit components for a doorbell controlled from two
switching positions accurately.
6. Connect/terminate circuit components for a ceiling fan in accord with
manufacturer’s electrical circuit diagram/specification.
7. Test electrical circuits for continuity and grounding using appropriate test
instruments.
8. Clean electrical tools/instruments and dispose of waste materials in
accord with workplace requirements.
Candidate’s NOT YET

performance was: COMPETENT
COMPETENT
Feedback to
Candidate:

Oral Questions Checklist: Perform Basic Electrical Circuit
Installation
Candidate’s name:
Assessor’s name:
Date of Assessment:
Assessment Venue:
Unit of Competency: Perform Basic Electrical Circuit Installation
Reference Standard: Electrical Installation and Maintenance
The List of Questions below must be pegged to the competency demonstration test and
may involve related specs for each Unit of Competency tested. Underpinning skills for
Knowledge may also be reviewed for Competent/Not Yet Competent designation.
List of Questions Satisfactory

Response

1. Why is it important to test electrical circuits for continuity and
grounding?
2. To what extent is orderliness important on the job?
3. What is meant by “rectification procedure” of different types
of circuits?
4. What are some important safety considerations to practice
on the job?
5. How often should electrical tools be cleaned?
The Candidate’s overall performance was (circle): Satisfactory/ Not Satisfactory

The Candidate’s underpinning knowledge was (circle): Satisfactory/ Not Satisfactory


Demonstration Checklist: Carry Out Electrical Surface
Channel, Conduit and Wire Installation
Candidate’s name:
Assessor’s name:
Project-Based
Assessment Title
Units of competency Carry Out Electrical Surface Channel, Conduit And Wire Installation
covered: (SEIP-LIG-ELE-2-0)
Date of assessment:
Time of assessment:
is demonstrated
1. Check tools, equipment, and materials for usability.   
2. Gather electrical components/materials and check for operability and
  
quality.
3. Draw layout on corresponding location in accord with electrical
  
plan/drawing.
4. Install appropriate electrical utility boxes in its proper location in accord
  
5. Fix surface mounted electrical channel/moulding in accord with   
electrical plan/layout.
6. Bend channel/conduit in accord with workplace
  
requirement/specification.
7. Install appropriate wire size and type on channel/mould/conduit and into
  
the electrical box.
8. Perform checking and testing of wiring system.   
  

Observation Checklist: Carry Out Electrical Surface
Candidate’s name:
Assessor’s name:
Date of Assessment:
Unit of Competency: Carry Out Electrical Surface Channel, Conduit and Wire Installation
Name of
Workplace/Training
Center
YES NO
1. Check tools, equipment, and materials for usability.
2. Gather electrical components/materials and check for operability and
quality.
3. Draw layout on corresponding location in accord with electrical
plan/drawing.
4. Install appropriate electrical utility boxes in its proper location in accord
5. Fix surface mounted electrical channel/moulding in accord with electrical
plan/layout.
6. Bend channel/conduit in accord with workplace requirement/specification.
7. Install appropriate wire size and type on channel/mould/conduit and into
the electrical box.
8. Perform checking and testing of wiring system.

COMPETENT
Feedback to
Candidate:


Oral Questions Checklist: Carry Out Electrical Surface
Candidate’s name:
Assessor’s name:
Date of Assessment:
Assessment Venue:
Unit of Competency: Carry Out Electrical Surface Channel, Conduit and Wire
Installation

Response

1. What tools are involved in bending metal conduits?
2. Can you describe what is involved in performing checking
and testing of a wiring system?
3. How important is work planning and preparation?
4. Can you describe why safety is important, giving some
examples?
5. What are some environmental concerns in electrical work?



Demonstration Checklist: Carry Out Electrical Fittings and
Fixtures Installation
Candidate’s name:
Assessor’s name:
Project-Based
Assessment Title
Units of competency Carry Out Electrical Fittings And Fixtures Installation (SEIP-LIG-ELE-3-
covered: 0)
Date of assessment:
Time of assessment:
is demonstrated
1. Check electrical fittings, fixtures, and cables for usability, operability,
  
and quality re: electrical plan/design specs.
2. Install electrical protection board/encasement in accord with electrical
  
plan/design spec.
3. Fix electrical protection components into the board/encasement.   
4. Install electrical fittings and fixtures in specified location in accord with
  
electrical plan/design spec.
5. Wire electrical fittings and fixtures in accord with electrical circuit   
plan/design spec.
6. Fix electrical component holders in accord with electrical plan/design
  
spec.
7. Terminate ceiling rose wiring connection and check for accuracy in
  
accord with specified electrical circuit diagram.
8. Carry out checking and testing of wiring system.   
  

Observation Checklist: Carry Out Electrical Fittings and
Candidate’s name:
Assessor’s name:
Date of Assessment:
Unit of Competency: Carry Out Electrical Fittings and Fixtures Installation
Name of
Workplace/Training
Center
YES NO
1. Check electrical fittings, fixtures, and cables for usability, operability, and
quality re: electrical plan/design specs.
2. Install electrical protection board/encasement in accord with electrical
plan/design spec.
3. Fix electrical protection components into the board/encasement.
4. Install electrical fittings and fixtures in specified location in accord with
electrical plan/design spec.
5. Wire electrical fittings and fixtures in accord with electrical circuit
plan/design spec.
6. Fix electrical component holders in accord with electrical plan/design
spec.
7. Terminate ceiling rose wiring connection and check for accuracy in accord
with specified electrical circuit diagram.
8. Carry out checking and testing of wiring system.

COMPETENT
Feedback to
Candidate:


Oral Questions Checklist: Carry Out Electrical Fittings And
Candidate’s name:
Assessor’s name:
Date of Assessment:
Assessment Venue:
Unit of Competency: Carry Out Electrical Fittings And Fixtures Installation

Response

1. Why is it important to be able to read electrical plan/design
specs with 100% accuracy?
2. What is meant by the term “ceiling rose?”
3. To what extent is safety an important consideration in
planning electrical work?
4. To what extent are instruction sheets/work sheets
important?
5. Is it important to have a procedure for disposing of waste,
and if so, why?



Demonstration Checklist: Carry Out Earthing/ Grounding
Installation
Candidate’s name:
Assessor’s name:
Project-Based
Assessment Title
Units of competency Carry Out Earthing Grounding Installation (SEIP-LIG-ELE-4-0)
covered:
Date of assessment:
Time of assessment:
is demonstrated
1. Identify the method of earthing/grounding in accord with electrical
  
plan/design.
2. Excavate a hole in accord with electrical plan/design spec.   
3. Fit earthing/grounding element in bottom of excavated hole following
  
standard earthing procedure.
4. Connect earth lead to earth element tightly and bring up the meter
  
board through the conduit.
5. Lay powdered charcoal and salt around earthing element in accord with   
6. Construct earth pit chamber with brick chips, cement, sand, and water
  
mixture in accord with standard/specification.
7. Check earth/grounding loop resistance using appropriate test
  
instrument.
8. Clean work area and dispose of waste materials in accord with
workplace requirements.   
  

Observation Checklist: Carry Out Earthing/ Grounding
Installation
Candidate’s name:
Assessor’s name:
Date of Assessment:
Unit of Competency: Carry Out Earthing Grounding Installation
Name of
Workplace/Training
Center
YES NO
1. Identify the method of earthing/grounding in accord with electrical
plan/design.
2. Excavate a hole in accord with electrical plan/design spec.
3. Fit earthing/grounding element in bottom of excavated hole following
standard earthing procedure.
4. Connect earth lead to earth element tightly and bring up the meter board
through the conduit.
5. Lay powdered charcoal and salt around earthing element in accord with
6. Construct earth pit chamber with brick chips, cement, sand, and water
mixture in accord with standard/specification.
7. Check earth/grounding loop resistance using appropriate test instrument.
8. Clean work area and dispose of waste materials in accord with workplace
requirements.

COMPETENT
Feedback to
Candidate:


Oral Questions Checklist: Carry Out Earthing/Grounding
Installation
Candidate’s name:
Assessor’s name:
Date of Assessment:
Assessment Venue:
Unit of Competency: Carry Out Earthing Grounding Installation

Response

1. Why is powdered charcoal and salt laid around earthing
elements on a job site?
2. Of what importance is constructing an earth pit chamber?
3. How is the method of earthing/grounding determined?
4. What environmental concerns exist around
earthing/grounding electrical work?
5. To what extent is communication on the job important and
why?



Demonstration Checklist: Perform a Service Connection
Candidate’s name:
Assessor’s name:
Project-Based
Assessment Title
Units of competency Perform A Service Connection(SEIP-LIG-ELE-5-0)
covered:
Date of assessment:
Time of assessment:
is demonstrated
1. Collect all necessary accessories and materials.   
2. Draw layouts.   
3. Measure accurately.   
4. Set and hold service cables.   
5. Install energy meter as per drawing.   
6. Connect energy meter and main switch on proper place.   
  
  
  

Observation Checklist: Perform a Service Connection
Candidate’s name:
Assessor’s name:
Date of Assessment:
Unit of Competency: Perform a Service Connection
Name of
Workplace/Training
Center
YES NO
1. Collect all necessary accessories and materials.
2. Draw layouts.
3. Measure accurately.
4. Set and hold service cables.
5. Install energy meter as per drawing.
6. Connect energy meter and main switch on proper place.

COMPETENT
Feedback to
Candidate:


Oral Questions Checklist: Perform a Service Connection
Candidate’s name:
Assessor’s name:
Date of Assessment:
Assessment Venue:
Unit of Competency: Perform a Service Connection

Response

1. What three steps are involved in connecting an energy
meter and a main switch?
2. What are the four kinds of specifications commonly used
when performing a service connection?
3. Can you identify 11 symbols associated with electrical
installation and maintenance under the civil construction
sector?
4. What steps are involved in installing cable for service
connection?
5. What three types of drawings are commonly used?



Demonstration Checklist: Carry Out Industrial Motor
Control Installation
Candidate’s name:
Assessor’s name:
Project-Based
Assessment Title
Units of competency Carry Out Industrial Motor Control Installation (SEIP-LIG-ELE-6-0)
covered:
Date of assessment:
Time of assessment:
is demonstrated
1. Select and collect necessary motor control devices.   
2. Classify and sort motor control devices according to work functions.   
3. Terminate/connect motor control devices according to need of the
  
operation and in accord with circuit design/diagram.
4. Check/test operation of motor control devices and components in
  
accord with circuit design.
5. Clean work area and dispose of waste materials in accord with   
workplace requirements.
  
  
  
  

Observation Checklist: Carry Out Industrial Motor Control
Installation
Candidate’s name:
Assessor’s name:
Date of Assessment:
Unit of Competency: Carry Out Industrial Motor Control Installation
Name of
Workplace/Training
Center
YES NO
1. Select and collect necessary motor control devices.
2. Classify and sort motor control devices according to work functions.
3. Terminate/connect motor control devices according to need of the
operation and in accord with circuit design/diagram.
4. Check/test operation of motor control devices and components in accord
with circuit design.
5. Clean work area and dispose of waste materials in accord with workplace
requirements.

COMPETENT
Feedback to
Candidate:


Oral Questions Checklist: Carry Out Industrial Motor
Control Installation
Candidate’s name:
Assessor’s name:
Date of Assessment:
Assessment Venue:
Unit of Competency: Carry Out Industrial Motor Control Installation

Response

1. How are motor control devices classified and sorted?
2. How are motor control devices checked and tested?
3. To what extent is the ability to interpret circuit design
important?
4. In what ways is communication on the job important, giving
examples?
5. Why is it important to have a procedure for cleaning the
work area that is a part of each job operation?



Demonstration Checklist: Perform Servicing and Repair Of
Motor Control Circuits
Candidate’s name:
Assessor’s name:
Project-Based
Assessment Title
Units of competency Perform Servicing And Repair Of Motor Control Circuits (SEIP-LIG-ELE-
covered: 7-0)
Date of assessment:
Time of assessment:
is demonstrated
1. Use appropriate manuals, tools, and materials.   
2. Perform accurate troubleshooting and diagnostics procedures.   
3. Replace faulty motor control components.   
4. Test operation of motor control circuit/system.   
5. Carry out required workplace documentation.   
6. Clean work area and store tools and materials in accord with workplace
  
requirements.
  
  
  

Observation Checklist: Perform Servicing and Repair Of
Motor Control Circuits
Candidate’s name:
Assessor’s name:
Date of Assessment:
Unit of Competency: Perform Servicing And Repair Of Motor Control Circuits
Name of
Workplace/Training
Center
YES NO
1. Use appropriate manuals, tools, and materials.
2. Perform accurate troubleshooting and diagnostics procedures.
3. Replace faulty motor control components.
4. Test operation of motor control circuit/system.
5. Carry out required workplace documentation.
6. Clean work area and store tools and materials in accord with workplace
requirements.

COMPETENT
Feedback to
Candidate:


Oral Questions Checklist: Perform Servicing and Repair
Of Motor Control Circuits
Candidate’s name:
Assessor’s name:
Date of Assessment:
Assessment Venue:
Unit of Competency: Perform Servicing and Repair Of Motor Control Circuits

Response

1. Can you describe a simple troubleshooting and diagnostic
procedure?
2. What is involved in preparing workplace documentation?
3. In what ways are manuals used on the job, giving
examples?
4. Why is a commitment to occupational health and safety
important on the job, giving examples?
5. To what extent is cleanliness and tidiness important on the
job?



Demonstration Checklist: Perform Motor Rewinding and
Servicing
Candidate’s name:
Assessor’s name:
Project-Based
Assessment Title
Units of competency Perform Motor Rewinding And Servicing(SEIP-LIG-ELE-8-0)
covered:
Date of assessment:
Time of assessment:
is demonstrated
1. Identify faulty parts/components of AC motor or generator.   
2. Carry out winding/rewinding of AC motor/generator.   
3. Test continuity of AC motor/generator and marked terminals.   
4. Identity faulty parts/components of DC motor/generator.   
5. Carry out winding/rewinding of DC motor/generator.   
6. Test continuity of DC motor/generator and marked terminals.   
7. Clean tools, equipment, and materials, and store in accord with
  
  
  

Observation Checklist: Perform Motor Rewinding and
Servicing
Candidate’s name:
Assessor’s name:
Date of Assessment:
Unit of Competency: Perform Motor Rewinding and Servicing
Name of
Workplace/Training
Center
YES NO
1. Identify faulty parts/components of AC motor or generator.
2. Carry out winding/rewinding of AC motor/generator.
3. Test continuity of AC motor/generator and marked terminals.
4. Identity faulty parts/components of DC motor/generator.
5. Carry out winding/rewinding of DC motor/generator.
6. Test continuity of DC motor/generator and marked terminals.
7. Clean tools, equipment, and materials, and store in accord with workplace
requirements.

COMPETENT
Feedback to
Candidate:


Oral Questions Checklist: Perform Motor Rewinding and
Servicing
Candidate’s name:
Assessor’s name:
Date of Assessment:
Assessment Venue:
Unit of Competency: Perform Motor Rewinding and Servicing

Response

1. Can you describe the difference between an AC motor or
generator and a DC motor or generator?
2. What is involved in testing the continuity of an AC motor or
generator?
3. Can you identify 3 parts of a DC motor or generator and
describe their functions?
4. To what extent is teamwork important on the job, giving
examples?
5. What is involved in rewinding a DC motor/generator?



Demonstration Checklist: Install and Maintain Solar Power
System
Candidate’s name:
Assessor’s name:
Project-Based
Assessment Title
Units of competency Install And Maintain Solar Power System (SEIP-LIG-ELE-9-0)
covered:
Date of assessment:
Time of assessment:
is demonstrated
1. Plan work activities in accord with project plan/design.   
2. Calculate project cost in accord with project plan/design.   
3. Perform electrical supply loading and distribution.   
4. Mount photovoltaic array in accord with design plan.   
5. Install and commission solar photovoltaic array following deign and   
6. Perform corrective maintenance in accord with unit supplier
  
specification.
7. Perform preventive maintenance as per plan.   
  
  

Observation Checklist: Install and Maintain Solar Power
System
Candidate’s name:
Assessor’s name:
Date of Assessment:
Unit of Competency: Install and Maintain Solar Power System
Name of
Workplace/Training
Center
YES NO
1. Plan work activities in accord with project plan/design.
2. Calculate project cost in accord with project plan/design.
3. Perform electrical supply loading and distribution.
4. Mount photovoltaic array in accord with design plan.
5. Install and commission solar photovoltaic array following deign and
6. Perform corrective maintenance in accord with unit supplier specification.
7. Perform preventive maintenance as per plan.

COMPETENT
Feedback to
Candidate:


Oral Questions Checklist: Install and Maintain Solar Power
System
Candidate’s name:
Assessor’s name:
Date of Assessment:
Assessment Venue:
Unit of Competency: Install and Maintain Solar Power System

Response

1. What elements are involved in calculating project costs?
2. What is meant by “electrical supply loading and
distribution”?
3. To what extent is planning work activities in accord with
project plan/design important and why?
4. How are the elements of preventive maintenance
determined?
5. Can you describe the procedure for mounting a photovoltaic
array?



Competency Standard and Assessment Guide of Electrical Installation and Maintenance

Uploaded by

Copyright:

Available Formats

Competency Standard and Assessment Guide of Electrical Installation and Maintenance

Uploaded by

Document Information

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

Competency Standard and Assessment Guide of Electrical Installation and Maintenance

Uploaded by

Copyright:

Available Formats

COMPETENCY STANDARDS & ASSESSMENT GUIDE

ELECTRICAL INSTALLATION AND

Skills for Employment Investment Program (SEIP)

Electrical Installation and Maintenance 1

A Competency Standard is a written specification of the knowledge, skills and attitudes

Electrical Installation and Maintenance 2

A Unit of Competence describes a distinct work activity that would normally be

Units of Competence are documented in a standard format that comprises:

Together all the parts of a Unit of Competence:

Electrical Installation and Maintenance 3

Mr Syed Nasir Ershad SEIP AEPD

The ensuing sections of this document comprise a description of the respective

 The Competency Standards that include the Unit of Competency, Unit

Electrical Installation and Maintenance 4

Generic (Basic) Competencies

Perform Computations Identify calculation Select appropriate Use tool/instrument to

Communicate In English Read and understand Listen and Perform

Sector Specific (Common) Competencies

Interpret Technical Select technical Interpret technical Interpret operation

Clean, maintain and

Electrical Installation and Maintenance 5

Finish earth pit Clean/maintain the

Perform a Service Connection Interpret drawings Collect tools, Measure the distance Install cable for service

Install Energy meter Connect energy Clean/maintain the

Electrical Installation and Maintenance 6

Clean and maintain

Perform Motor Rewinding Identify fault of an AC Wind/rewind AC Identify fault of DC Wind/rewind DC

Clean and maintain

Perform distribution of Install and Perform corrective

Electrical Installation and Maintenance 7

Code Unit of Competency Elements of Competency Duration

SEIP-LIG-ELE-1-G Perform 1. Identify calculation requirements in 10

3. Use tool/instrument to perform

SEIP-LIG-ELE-2-G Apply Occupational 1. Identify OHS policies and 10

3. Report hazards and risks

SEIP-LIG-ELE-3-G Communicate in 1. Read and understand workplace 15

3. Listen and comprehend to English

4. Perform conversations in English

SEIP-LIG-ELE-4-G Operate in a Self- 1. Identify team goals and work 5

2. Communicate and cooperate with

3. Work as a team member.

4. Solve problems as a team member

Electrical Installation and Maintenance 8

SEIP-LIG-ELE-1-S Interpret Technical 1. Select technical drawing 15

3. Interpret operation & maintenance

2. Use hand tools properly and safely

3. Operate power tools properly and

4. Clean/maintain hand tools and power

SEIP-LIG-ELE-3-S Carry Out Precision 1. Select the job to be checked and 5

3. Obtain measurements and checks

5. Clean, maintain and store measuring

SEIP-LIG-ELE-4-S Apply Quality Systems 1. Work within quality system 5

3. Hold responsible for work quality

4. Apply standard procedures for each

Electrical Installation and Maintenance 9

SEIP-LIG-ELE-1-O Perform Basic 1. Gather and check tools and equipment 30

3. Install electrical fittings and fixtures

4. Fix Electrical component holders and

5. Clean/maintain the workplace

Electrical Installation and Maintenance 10