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3.2 Tr%i$i$# D!li&!r' 3.3 Tr%i$!! E$(r' R!)uir! !$(" 3.* Li"( +, T++l"- E)ui. !$(- %$/ M%(!ri%l" 3.0 Tr%i$i$# F%cili(i!" 3.1 Tr%i$!r"2 Qu%li,ic%(i+$" 3.3 I$"(i(u(i+$%l A""!"" !$( SECTION * ASSESSMENT AND CERTIFICATION ARRANGEMENTS
TRAINING REGULATIONS FOR PV S'"(! D!"i#$ NC III S!c(i+$ 1 PV SYSTEM DESIGN NC III QUALIFICATIONS
The PV SYSTEM DESIGN NC III Quali ication consists o competencies that a person must achie!e to "e a"le to #etermine customer solar-ener$i%e# loa# re&uirements an# calculate s'stem components re&uirements (s'stem si%in$) o small solar home s'stems up to 1*+p, -t also inclu#e competenc' to prepare an# speci ' components in Bill o .aterials an# prepare -nstallation #ra/in$, This Quali ication is pac*a$e# rom the competenc' map o the Construction 0ector as sho/n in 1nne2 1, The units o competenc' comprisin$ this &uali ication inclu#e the ollo/in$3 C+/! 500311109 500311110 500311111 500311112 500311113 500311114 C+/! C78724201 C78311201 C78311202 C78311203 C78311204 C+/! C78311301 C78311302 C78311303 C78311304 BASIC COMPETENCIES 4ea# /or*place communication 4ea# small teams 5e!elop an# practice ne$otiation s*ills 0ol!e pro"lems relate# to /or* acti!ities 6se mathematical concepts an# techni&ues 6se rele!ant technolo$ies COMMON COMPETENCIES 9repare construction materials an# tools 7"ser!e proce#ures: speci ications an# manuals o instruction -nterpret technical #ra/in$s an# plans 9er orm mensurations an# calculations .aintain tools an# e&uipment CORE COMPETENCIES 5etermine Customer ;e&uirements Calculate 0'stem Components ;e&uirements (0'stem 0i%in$) 0peci ' Components in Bill o .aterials 9repare -nstallation 5ra/in$
A .!r"+$ 67+ 7%" %c7i!&!/ (7i" Qu%li,ic%(i+$ i" c+ .!(!$( (+ 8!9 9< 0'stem 5esi$ner= or 9< 0'stem 5esi$n Technician
SECTION 29
COMPETENCY STANDARDS
This section $i!es the #etails o the contents o the "asic: common: an# core units o competenc' re&uire# or PV S'"(! D!"i#$ NC III. BASIC COMPETENCIES UNIT OF COMPETENCY 9 LEAD 5OR4PLACE COMMUNICATION UNIT CODE UNIT DESCRIPTOR 9 0::3111:; 9 This unit co!ers the *no/le#$e: s*ills: an# attitu#es re&uire# to lea# in the #issemination an# #iscussion o i#eas: in ormation: an# issues in the /or*place, PERFORMANCE CRITERIA
Italicized terms are ela"orate# in the ;an$e o <aria"les
1,1 1ppropriate communication method is selecte# 1,2 .ultiple operations in!ol!in$ se!eral topics areas are communicate# accor#in$l' 1,3 Questions are use# to $ain e2tra in ormation 1,4 Correct sources o in ormation are i#enti ie# 1,5 -n ormation is selecte# an# or$ani%e# correctl' 1,6 <er"al an# /ritten reportin$ is un#erta*en /hen re&uire# 1,7 Communication s*ills are maintaine# in all situations 2,1 ;esponse to /or*place issues are sou$ht 2,2 ;esponse to /or*place issues are pro!i#e# imme#iatel' 2,3 Constructi!e contri"utions are ma#e to /or*place #iscussions on such issues as pro#uction: &ualit' an# sa et' 2,4 @oalsAo"Becti!es an# action plan un#erta*en in the /or*place are communicate# 3,1 -ssues an# pro"lems are i#enti ie# as the' arise 3,2 -n ormation re$ar#in$ pro"lems an# issues are or$ani%e# coherentl' to ensure clear an# e ecti!e communication 3,3 5ialo$ue is initiate# /ith appropriate personnel 3,4 Communication pro"lems an# issues are raise# as the' arise
RANGE OF VARIABLES VARIABLE 1, .etho#s o communication 1,1 1,2 1,3 1,4 1,5 1,6 1,7 1,8 RANGE 8on-!er"al $estures <er"al Cace to ace T/o-/a' ra#io 0pea*in$ to $roups 6sin$ telephone +ritten -nternet
EVIDENCE GUIDE 1, Critical aspects o competenc' 1ssessment re&uires e!i#ence that the can#i#ate3 1,1 5ealt /ith a ran$e o communicationAin ormation at one time 1,2 .a#e constructi!e contri"utions in /or*place issues 1,3 0ou$ht /or*place issues e ecti!el' 1,4 ;espon#e# to /or*place issues promptl' 1,5 9resente# in ormation clearl' an# e ecti!el' /ritten orm 1,6 6se# appropriate sources o in ormation 1,7 1s*e# appropriate &uestions 1,8 9ro!i#e# accurate in ormation 2,1 2,2 3,1 3,2 3,3 3,4 7r$ani%ation re&uirements or /ritten an# electronic communication metho#s ? ecti!e !er"al communication metho#s 7r$ani%e in ormation 6n#erstan# an# con!e' inten#e# meanin$ 9articipate in !ariet' o /or*place #iscussions Compl' /ith or$ani%ation re&uirements or the use o /ritten an# electronic communication metho#s
4, ;esource implications
The ollo/in$ resources MUST "e pro!i#e#3 4,1 <ariet' o -n ormation 4,2 Communication tools 4,3 0imulate# /or*place Competenc' ma' "e assesse# throu$h3 5,1 Competenc' in this unit must "e assesse# throu$h 5,2 5irect 7"ser!ation 5,3 -nter!ie/ 6,1 Competenc' ma' "e assesse# in the /or*place or in simulate# /or*place en!ironment
5, .etho# o assessment
6, Conte2t o assessment
9 LEAD SMALL TEAMS 9 0::31111: 9 This unit co!ers the *no/le#$e: s*ills an# attitu#es to lea# small teams inclu#in$ settin$ an# maintainin$ team an# in#i!i#ual per ormance stan#ar#s, PERFORMANCE CRITERIA
Italicized terms are ela"orate# in the ;an$e o <aria"les
ELEMENT 1, 9ro!i#e team lea#ership 1,1 1,2 1,3 2, 1ssi$n responsi"ilities 2,1
2,2 3,1 3,2 3,3 4, 0uper!ise# team per ormance 4,1 4,2 4,3 4,4
Work requirements are i#enti ie# an# presente# to team mem"ers ;easons or instructions an# re&uirements are communicate# to team mem"ers Team members queries and concerns are reco$ni%e#: #iscusse# an# #ealt /ith 5uties: an# responsi"ilities are allocate# ha!in$ re$ar# to the s*ills: *no/le#$e an# aptitu#e re&uire# to properl' un#erta*e the assi$ne# tas* an# accor#in$ to compan' polic' 5uties are allocate# ha!in$ re$ar# to in#i!i#ual pre erence: #omestic an# personal consi#erations: /hene!er possi"le 9er ormance e2pectations are esta"lishe# "ase# on client nee#s an# accor#in$ to assi$nment re&uirements 9er ormance e2pectations are "ase# on in#i!i#ual team mem"ers #uties an# area o responsi"ilit' 9er ormance e2pectations are #iscusse# an# #isseminate# to in#i!i#ual team mem"ers Monitoring of performance ta*es place a$ainst #e ine# per ormance criteria an#Aor assi$nment instructions an# correcti!e action ta*en i re&uire# Team mem"ers are pro!i#e# /ith feedback: positi!e support an# a#!ice on strate$ies to o!ercome an' #e iciencies Performance issues /hich cannot "e recti ie# or a##resse# /ithin the team are re erence# to appropriate personnel accor#in$ to emplo'er polic' Team mem"ers are *ept in orme# o an' chan$es in the priorit' allocate# to assi$nments or tas*s /hich mi$ht impact on clientAcustomer nee#s an# satis action Team operations are monitore# to ensure that emplo'erAclient nee#s an# re&uirements are met Collo/-up communication is pro!i#e# on all issues a ectin$ the team 1ll rele!ant #ocumentation is complete# in accor#ance /ith compan' proce#ures
RANGE OF VARIABLES VARIABLE 1, +or* re&uirements 2, Team mem"erDs concerns 3, .onitor per ormance 4, Cee#"ac* 5, 9er ormance issues 1,1 1,2 2,1 3,1 3,2 4,1 4,2 5,1 5,2 5,3 5,4 5,5 5,6 RANGE Client 9ro ile 1ssi$nment instructions ;osterAshi t #etails Cormal process -n ormal process Cormal process -n ormal process +or* output +or* &ualit' Team participation Compliance /ith /or*place protocols 0a et' Customer ser!ice
EVIDENCE GUIDE 1, Critical aspects o competenc' 1ssessment re&uires e!i#ence that the can#i#ate3 1,1 .aintaine# or impro!e# in#i!i#uals an#Aor team per ormance $i!en a !ariet' o possi"le scenario 1,2 1ssesse# an# monitore# team an# in#i!i#ual per ormance a$ainst set criteria 1,3 ;epresente# concerns o a team an# in#i!i#ual to ne2t le!el o mana$ement or appropriate specialist an# to ne$otiate on their "ehal 1,4 1llocate# #uties an# responsi"ilities: ha!in$ re$ar# to in#i!i#ualDs *no/le#$e: s*ills an# aptitu#e an# the nee#s o the tas*s to "e per orme# 1,5 0et an# communicate# per ormance e2pectations or a ran$e o tas*s an# #uties /ithin the team an# pro!i#e# ee#"ac* to team mem"ers 2,1 2,2 2,3 2,4 2,5 2,6 3,1 3,2 3,3 3,4 Compan' policies an# proce#ures ;ele!ant le$al re&uirements Eo/ per ormance e2pectations are set .etho#s o .onitorin$ 9er ormance Client e2pectations Team mem"erDs #uties an# responsi"ilities Communication s*ills re&uire# or lea#in$ teams -n ormal per ormance counselin$ s*ills Team "uil#in$ s*ills 8e$otiatin$ s*ills
2, 6n#erpinnin$ *no/le#$e
3, 6n#erpinnin$ s*ills
4, ;esource implications
The ollo/in$ resources MUST "e pro!i#e#3 4,1 1ccess to rele!ant /or*place or appropriatel' simulate# en!ironment /here assessment can ta*e place 4,2 .aterials rele!ant to the propose# acti!it' or tas* Competenc' ma' "e assesse# throu$h3 5,1 5irect o"ser!ations o /or* acti!ities o the in#i!i#ual mem"er in relation to the /or* acti!ities o the $roup 5,2 7"ser!ation o simulation an#Aor role pla' in!ol!in$ the participation o in#i!i#ual mem"er to the attainment o or$ani%ational $oal 5,3 Case stu#ies an# scenarios as a "asis or #iscussion o issues an# strate$ies in team/or* 6,1 6,2 Competenc' assessment ma' occur in /or*place or an' appropriatel' simulate# en!ironment 1ssessment shall "e o"ser!e# /hile tas* are "ein$ un#erta*en /hether in#i!i#uall' or in-$roup
5, .etho# o assessment
6, Conte2t o assessment
UNIT OF COMPETENCY9 DEVELOP AND PRACTICE NEGOTIATION S4ILLS UNIT CODE UNIT DESCRIPTOR 9 0::311111 9 This unit co!ers the s*ills: *no/le#$e: an# attitu#es re&uire# to collect in ormation in or#er to ne$otiate to a #esire# outcome an# participate in the ne$otiation, PERFORMANCE CRITERIA
Italicized terms are ela"orate# in the ;an$e o <aria"les
ELEMENT 1, 9lan ne$otiations 1,1 1,2 1,3 1,4 1,5 2, 9articipate in ne$otiations
-n ormation on preparing for negotiation is i#enti ie# an# inclu#e# in the plan -n ormation on creatin$ non verbal environments or positi!e ne$otiatin$ is i#enti ie# an# inclu#e# in the plan -n ormation on active listening is i#enti ie# an# inclu#e# in the plan -n ormation on #i erent questioning techniques is i#enti ie# an# inclu#e# in the plan -n ormation is chec*e# to ensure it is correct an# up-to- #ate Criteria or success ul outcome are a$ree# upon "' all parties 5esire# outcome o all parties are consi#ere# 1ppropriate lan$ua$e is use# throu$hout the ne$otiation 1 !ariet' o &uestionin$ techni&ues are use# The issues an# processes are #ocumente# an# a$ree# upon "' all parties 9ossi"le solutions are #iscusse# an# their !ia"ilit' assesse# 1reas or a$reement are con irme# an# recor#e# Collo/-up action is a$ree# upon "' all parties
RANGE OF VARIABLES VARIABLE 1, 9reparin$ or ne$otiation 1,1 1,2 1,3 1,4 RANGE Bac*$roun# in ormation on other parties to the ne$otiation @oo# un#erstan#in$ o topic to "e ne$otiate# Clear un#erstan#in$ o #esire# outcomeAs 9ersonal attri"utes 1,1 sel a/areness 1,2 sel esteem 1,3 o"Becti!it' 1,4 empath' 1,5 respect or others -nterpersonal s*ills 1,5,1 listenin$Are lectin$ 1,5,2 non !er"al communication 1,5,3 asserti!eness 1,5,4 "eha!ior la"elin$ 1,5,5 testin$ un#erstan#in$ 1,5,6 see*in$ in ormation 1,5,7 sel #isclosin$ 1nal'tic s*ills 1,6,1 o"ser!in$ #i erences "et/een content an# process 1,6,2 i#enti 'in$ "ar$ainin$ in ormation 1,6,3 appl'in$ strate$ies to mana$e process 1,6,4 appl'in$ steps in ne$otiatin$ process 1,6,5 strate$ies to mana$e con lict 1,6,6 steps in ne$otiatin$ process 1,6,7 options /ithin or$ani%ation an# e2ternall' or resol!in$ con lict Crien#l' reception +arm an# /elcomin$ room ;e reshments o ere# 4ea# in con!ersation "e ore ne$otiation "e$ins 1ttenti!e 5onDt interrupt @oo# posture .aintain e'e contact ;e lecti!e listenin$ 5irect -n#irect 7pen-en#e#
1,5
1,6
2,1 2,2 2,3 2,4 3,1 3,2 3,3 3,4 3,5 4,1 4,2 4,3
3, 1cti!e listenin$
4, Questionin$ techni&ues
EVIDENCE GUIDE 1, Critical aspects o competenc' 1ssessment re&uires e!i#ence that the can#i#ate3 1,1 5emonstrate# su icient *no/le#$e o the actors in luencin$ ne$otiation to achie!e a$ree# outcome 1,2 9articipate# in ne$otiation /ith at least one person to achie!e an a$ree# outcome 2,1 Co#es o practice an# $ui#elines or the or$ani%ation 2,2 7r$ani%ations polic' an# proce#ures or ne$otiations 2,3 5ecision ma*in$ an# con lict resolution strate$ies proce#ures 2,4 9ro"lem sol!in$ strate$ies on ho/ to #eal /ith une2pecte# &uestions an# attitu#es #urin$ ne$otiation 2,5 Cle2i"ilit' 2,6 ?mpath' 3,1 3,2 3,3 3,1 -nterpersonal s*ills to #e!elop rapport /ith other parties Communication s*ills (!er"al an# listenin$) 7"ser!ation s*ills 8e$otiation s*ills
3, 6n#erpinnin$ s*ills
4, ;esource implications
The ollo/in$ resources MUST "e pro!i#e#3 4,1 ;oom /ith acilities necessar' or the ne$otiation process 4,2 Euman resources (ne$otiators) Competenc' ma' "e assesse# throu$h3 5,1 7"ser!ationA#emonstration an# &uestionin$ 5,2 9ort olio assessment 5,3 7ral an# /ritten &uestionin$ 5,4 Thir# part' report 6,1 Competenc' to "e assesse# in real /or* en!ironment or in a simulate# /or*place settin$,
5, .etho# o assessment
6, Conte2t o assessment
9 9 9
SOLVE PROBLEMS RELATED TO 5OR4 ACTIVITIES 0::311112 This unit o co!ers the *no/le#$e: s*ills an# attitu#es re&uire# to sol!e pro"lems in the /or*place inclu#in$ the application o pro"lem sol!in$ techni&ues an# to #etermine an# resol!e the root cause o pro"lems, PERFORMANCE CRITERIA
Italicized terms are ela"orate# in the ;an$e o <aria"les
ELEMENT 1, -#enti ' the pro"lem 1,1 1,2 1,3 2, 5etermine un#amental causes o the pro"lem 2,1 2,2 2,3 3,1 3,2 3,3 3,4
<ariances are i#enti ie# rom normal operatin$ parameters= an# pro#uct &ualit' ?2tent: cause an# nature are o the pro"lem are #e ine# throu$h o"ser!ation: in!esti$ation an# analytical techniques Problems are clearl' state# an# speci ie# 9ossi"le causes are i#enti ie# "ase# on e2perience an# the use o pro"lem sol!in$ tools / anal'tical techni&ues, 9ossi"le cause statements are #e!elope# "ase# on in#in$s Cun#amental causes are i#enti ie# per results o in!esti$ation con#ucte# 1ll possi"le options are consi#ere# or resolution o the pro"lem 0tren$ths an# /ea*nesses o possi"le options are consi#ere# Correcti!e actions are #etermine# to resol!e the pro"lem an# possi"le uture causes Ac(i+$ plans are #e!elope# i#enti 'in$ measura"le o"Becti!es: resource nee#s an# timelines in accor#ance /ith sa et' an# operatin$ proce#ures ;eport on recommen#ations are prepare# ;ecommen#ations are presente# to appropriate personnel, ;ecommen#ations are ollo/e#-up: i re&uire#
3,
4,
RANGE OF VARIABLES VARIABLE 1, 1nal'tical techni&ues 1,1 1,2 1,3 1,4 1,5 1,6 1,7 2,1 2,2 2,3 2,4 3,1 3,2 3,3 3,4 3,5 3,6 3,7 3,8 RANGE Brainstormin$ -ntuitionsA4o$ic Cause an# e ect #ia$rams 9areto anal'sis 0+7T anal'sis @ant chart: 9ert C9. an# $raphs 0catter$rams 8on routine process an# &ualit' pro"lems ?&uipment selection: a!aila"ilit' an# ailure Team/or* an# /or* allocation pro"lem 0a et' an# emer$enc' situations an# inci#ents 9riorit' re&uirements .easura"le o"Becti!es ;esource re&uirements Timelines Co-or#ination an# ee#"ac* re&uirements 0a et' re&uirements ;is* assessment ?n!ironmental re&uirements
2, 9ro"lem
3, 1ction plans
EVIDENCE GUIDE 1, Critical aspects o competenc' 1ssessment re&uires e!i#ence that the can#i#ate3 1,1 -#enti ie# the pro"lem 1,2 5etermine# the un#amental causes o the pro"lem 1,3 5etermine# the correct A pre!enti!e action 1,4 9ro!i#e# recommen#ation to mana$er These aspects ma' "e "est assesse# usin$ a ran$e o scenarios A case stu#ies A /hat i s as a stimulus /ith a /al* throu$h ormin$ part o the response, These assessment acti!ities shoul# inclu#e a ran$e o pro"lems: inclu#in$ ne/: unusual an# impro"a"le situations that ma' ha!e happene#, 2,1 Competenc' inclu#es a thorou$h *no/le#$e an# un#erstan#in$ o the process: normal operatin$ parameters: an# pro#uct &ualit' to reco$ni%e nonstan#ar# situations Competenc' to inclu#e the a"ilit' to appl' an# e2plain: su icient or the i#enti ication o un#amental cause: #eterminin$ the correcti!e action an# pro!ision o recommen#ations 2,2,1 ;ele!ant e&uipment an# operational processes 2,2,2 ?nterprise $oals: tar$ets an# measures 2,2,3 ?nterprise &ualit': 7E0 an# en!ironmental re&uirement 2,2,4 9rinciples o #ecision ma*in$ strate$ies an# techni&ues 2,2,5 ?nterprise in ormation s'stems an# #ata collation 2,2,6 -n#ustr' co#es an# stan#ar#s 6sin$ ran$e o ormal pro"lem sol!in$ techni&ues -#enti 'in$ an# clari 'in$ the nature o the pro"lem 5e!isin$ the "est solution ?!aluatin$ the solution -mplementation o a #e!elope# plan to recti ' the pro"lem 1ssessment /ill re&uire access to an operatin$ plant o!er an e2ten#e# perio# o time: or a suita"le metho# o $atherin$ e!i#ence o operatin$ a"ilit' o!er a ran$e o situations, 1 "an* o scenarios A case stu#ies A /hat i s /ill "e re&uire# as /ell as "an* o &uestions /hich /ill "e use# to pro"e the reason "ehin# the o"ser!a"le action,
2,2
3, 6n#erpinnin$ s*ills
4, ;esource implications
5, .etho#s o assessment
Competenc' ma' "e assesse# throu$h3 5,1 Case stu#ies on sol!in$ pro"lems in the /or*place 5,2 7"ser!ation The unit /ill "e assesse# in a holistic manner as is practical an# ma' "e inte$rate# /ith the assessment o other rele!ant units o competenc', 1ssessment /ill occur o!er a ran$e o situations: /hich /ill inclu#e #isruptions to normal: smooth operation, 0imulation ma' "e re&uire# to allo/ or timel' assessment o parts o this unit o competenc', 0imulation shoul# "e "ase# on the actual /or*place an# /ill inclu#e /al* throu$h o the rele!ant competenc' components, 6,1 -n all /or*place: it ma' "e appropriate to assess this unit concurrentl' /ith rele!ant team/or* or operation units,
6, Conte2t or 1ssessment
USE MAT<EMATICAL CONCEPTS AND TEC<NIQUES 0::311113 This unit co!ers the *no/le#$e: s*ills an# attitu#es re&uire# in the application o mathematical concepts an# techni&ues, PERFORMANCE CRITERIA
Italicized terms are ela"orate# in the ;an$e o <aria"les
1,1 9ro"lem areas are i#enti ie# "ase# on $i!en con#ition 1,2 Mathematical techniques are selecte# "ase# on the $i!en pro"lem
2,1 .athematical techni&ues are applie# "ase# on the pro"lem i#enti ie# 2,2 .athematical computations are per orme# to the le!el o accurac' re&uire# or the pro"lem 2,3 ;esults o mathematical computation is #etermine# an# !eri ie# "ase# on Bo" re&uirements 3,1 ;esult o application is re!ie/e# "ase# on e2pecte# an# re&uire# speci ications an# outcome 3,2 ppropriate action is applie# in case o error
3, 1nal'%e results
RANGE OF VARIABLES VARIABLE 1, .athematical techni&ues RANGE .a' inclu#e "ut are not limite# to3 1,1 Cour un#amental operations 1,2 .easurements 1,3 6seACon!ersion o units o measurements 1,4 6se o stan#ar# ormulas 2,1 ;e!ie/ in the use o mathematical techni&ues (e,$, recalculation: re-mo#elin$) 2,2 ;eport error to imme#iate superior or proper action
2, 1ppropriate action
EVIDENCE GUIDE 1, Critical aspects o competenc' 1ssessment re&uires e!i#ence that the can#i#ate3 1,1 -#enti ie#: applie# an# re!ie/e# the use o mathematical concepts an# techni&ues to /or*place pro"lems 2,1 Cun#amental operation (a##ition: su"traction: #i!ision: multiplication) 2,2 .easurement s'stem 2,3 9recision an# accurac' 2,4 Basic measurin$ toolsA#e!ices 3,1 1ppl'in$ mathematical computations 3,2 6sin$ calculator 3,3 6sin$ #i erent measurin$ tools The ollo/in$ resources MUST "e pro!i#e#3 4,1 Calculator 4,2 Basic measurin$ tools 4,3 Case 9ro"lems Competenc' ma' "e assesse# throu$h3 5,1 1uthenticate# port olio 5,2 +ritten Test 5,3 -nter!ie/A7ral Questionin$ 5,4 5emonstration 6,1 Competenc' ma' "e assesse# in the /or* place or in a simulate# /or* place settin$
2, 6n#erpinnin$ Fno/le#$e
5, .etho#s o assessment
6, Conte2t or 1ssessment
UNIT OF COMPETENCY9 USE RELEVANT TEC<NOLOGIES UNIT CODE UNIT DESCRIPTOR 9 0::31111* 9 This unit o competenc' co!ers the *no/le#$e: s*ills: an# attitu#e re&uire# in selectin$: sourcin$ an# appl'in$ appropriate an# a or#a"le technolo$ies in the /or*place, PERFORMANCE CRITERIA
Italicized terms are ela"orate# in the ;an$e o <aria"les
1,1 6sa$e o #i erent technologies is #etermine# "ase# on Bo" re&uirements 1,2 1ppropriate technolo$' is selecte# as per /or* speci ication 2,1 ;ele!ant technolo$' is e ecti!el' use# in carr'in$ out unction 2,2 1pplica"le so t/are an# har#/are are use# as per tas* re&uirement 2,3 Management concepts are o"ser!e# an# practice# as per esta"lishe# in#ustr' practices 3,1 .aintenance o technolo$' is applie# in accor#ance /ith the industry standard operating procedure: manufacturers operating guidelines an# occupational health and safety procedure to ensure its operati!e a"ilit' 3,2 6p#atin$ o technolo$' is maintaine# throu$h continuin$ e#ucation or trainin$ in accor#ance /ith Bo" re&uirement 3,3 Technolo$' ailureA #e ect is imme#iatel' reporte# to the concernAresponsi"le person or section or appropriate action
RANGE OF VARIABLES VARIABLE 1, Technolo$' RANGE .a' inclu#e "ut are not limite# to3 1,1 7 ice technolo$' 1,2 -n#ustrial technolo$' 1,3 0'stem technolo$' 1,4 -n ormation technolo$' 1,5 Trainin$ technolo$' .a' inclu#e "ut not limite# to3 2,1 ;eal Time .ana$ement 2,2 F1-G?8 or continuous impro!ement 2,3 5s 2,4 Total Qualit' .ana$ement 2,5 7ther mana$ementApro#ucti!it' tools 3,1 +ritten $ui#elines relati!e to the usa$e o o ice technolo$'Ae&uipment 3,2 <er"al a#!iseAinstruction rom the co-/or*er 4,1 +ritten instructionAmanuals o speci ic technolo$'A e&uipment 4,2 @eneral instruction manual 4,3 <er"al a#!ise rom manu acturer relati!e to the operation o e&uipment 5,1 ;ele!ant statutes on 7E0 5,2 Compan' $ui#elines in usin$ technolo$'Ae&uipment 6,1 -mplementin$ pre!enti!e maintenance sche#ule 6,2 Coor#inatin$ /ith manu acturerDs technician
2,
.ana$ement concepts
3,
4,
5,
6,
1ppropriate action
EVIDENCE GUIDE 11, Critical aspects o competenc' 1ssessment re&uires e!i#ence that the can#i#ate3 1,1 0tu#ie# an# selecte# appropriate technolo$' consistent /ith /or* re&uirements 1,2 1pplie# rele!ant technolo$' 1,3 .aintaine# an# enhance# operati!e a"ilit' o rele!ant technolo$' 2,1 2,2 2,3 2,4 2,5 2,6 2,7 2,8 2,9 3,1 3,2 3,3 3,4 1/areness on technolo$' an# its unction ;epair an# maintenance proce#ure 7peratin$ instructions 1pplica"le so t/are Communication techni&ues Eealth an# sa et' proce#ure Compan' polic' in relation to rele!ant technolo$' 5i erent mana$ement concepts Technolo$' a#apta"ilit' ;ele!ant technolo$' applicationAimplementation Basic communication s*ills 0o t/are applications s*ills Basic trou"leshootin$ s*ills
3, 6n#erpinnin$ s*ills
4, ;esource implications
The ollo/in$ resources MUST "e pro!i#e#3 4,1 ;ele!ant technolo$' 4,2 -nter!ie/ an# #emonstration &uestionnaires 4,3 1ssessment pac*a$es Competenc' must "e assesse# throu$h3 5,1 -nter!ie/ 5,2 1ctual #emonstration 5,3 1uthenticate# port olio (relate# certi icates o trainin$Aseminar) 6,1 Competenc' ma' "e assesse# in actual /or*place or simulate# en!ironment
5, .etho# o assessment
6, Conte2t o assessment
COMMON COMPETENCIES
PREPARE CONSTRUCTION MATERIALS AND TOOLS CON32*2:1 This unit co!ers the *no/le#$e: s*ills an# attitu#es on i#enti 'in$: re&uestin$ an# recei!in$ construction materials an# tools "ase# on the re&uire# per ormance stan#ar#s, PERFORMANCE CRITERIA
Italicized terms are ela"orate# in the ;an$e o <aria"le
1,1 Materials are liste# as per Bo" re&uirements 1,2 Quantit' an# description of materials con orm /ith the Bo" re&uirements 1,3 Tools an# accessories are i#enti ie# accor#in$ to Bo" re&uirements
2, ;e&uisition materials
2,1 .aterials an# tools nee#e# are re&ueste# accor#in$ to the list prepare# 2,2 ;e&uest is #one as per company standard operating procedures !"#P$ 2,2 0u"stitute materials an# tools are pro!i#e# /ithout sacri icin$ cost an# &ualit' o /or*
3,1 .aterials an# tools issue# are inspecte# as per &uantit' an# speci ication 3,2 Tools: accessories an# materials are chec*e# or #ama$es accor#in$ to enterprise proce#ures 3,3 .aterials an# tools are set asi#e to appropriate location nearest to the /or*place
RANGE OF VARIABLES VARIABLE 1, .aterials an# Tools 1,1 1,2 1,3 1,4 1,5 1,6 RANGE ?lectrical supplies 0tructural 9lum"in$ +el#in$Apipe ittin$ Carpentr' .asonr'
EVIDENCE GUIDE 1, Critical aspects o competenc' 1ssessment re&uires e!i#ence that the can#i#ate3 1,1 4iste# materials an# tools accor#in$ to &uantit' an# Bo" re&uirements 1,2 ;e&ueste# materials an# tools accor#in$ to the list prepare# an# as per compan' 079 1,3 -nspecte# issue# materials an# tools as per &uantit' an# Bo" speci ications 1,4 Tools pro!i#e# /ith appropriate sa et' #e!ices 2,1 T'pes an# uses o construction materials an# tools 2,2 5i erent orms 2,3 ;e&uisition proce#ures
2, 6n#erpinnin$ *no/le#$e
3, 6n#erpinnin$ s*ills
3,1 9reparin$ materials an# tools 3,2 9roper han#lin$ o tools an# e&uipment 3,3 Collo/in$ instructions
4, ;esource implications
The ollo/in$ resources shoul# "e pro!i#e#3 4,1 +or*place location 4,2 .aterials rele!ant to the unit o competenc' 4,3 Technical plans: #ra/in$s an# speci ications rele!ant to the acti!ities Competenc' in this unit must "e assesse# throu$h3 5,1 5irect o"ser!ation an# oral &uestionin$
5, .etho# o assessment
6, Conte2t o assessment
6,1 Competenc' ma' "e assesse# in the /or*place or in a simulate# /or*place 6,2 Competenc' assessment must "e un#erta*en in accor#ance /ith the en#orse# T?051 assessment $ui#elines
OBSERVE PROCEDURES- SPECIFICATIONS AND MANUALS OF INSTRUCTIONS CON3112:1 This unit co!ers the *no/le#$e: s*ills an# attitu#es on i#enti 'in$: interpretin$: appl'in$ ser!ices to speci ications an# manuals an# storin$ manuals, PERFORMANCE CRITERIA
Italicized terms are ela"orate# in the ;an$e o <aria"les
1,1 1ppropriate manuals are i#enti ie# an# accesse# as per Bo" re&uirements 1,2 <ersion an# #ate o manual are chec*e# to ensure that correct speci ication an# proce#ures are i#enti ie# 2,1 ;ele!ant sections: chapters o speci icationsA manuals are locate# in relation to the /or* to "e con#ucte# 2,2 -n ormation an# proce#ure in the manual are interprete# in accor#ance /ith in#ustr' practices 3,1 Manual is interprete# accor#in$ to Bo" re&uirements 3,2 +or* steps are correctl' i#enti ie# in accor#ance /ith manu acturerIs speci ication 3,3 .anual #ata are applie# accor#in$ to the $i!en tas* 3,4 1ll correct se&uencin$ an# a#Bustments are interprete# in accor#ance /ith in ormation containe# on the manual or speci ications 4,1 .anual or speci ication is store# appropriatel' to pre!ent #ama$e: rea#' access an# up#atin$ o in ormation /hen re&uire# in accor#ance /ith compan' re&uirements
2, -nterpret manuals
4, 0tore manuals
RANGE OF VARIABLES VARIABLE 1, 9roce#ures: speci ications an# manuals o instructions RANGE Fin#s o .anuals3 1,1 .anu acturerIs 0peci ication .anual 1,2 ;epair .anual 1,3 .aintenance 9roce#ure .anual 1,4 9erio#ic .aintenance .anual
EVIDENCE GUIDE 1, Critical aspects o competenc' 1ssessment re&uires that the can#i#ate3 1,1 -#enti ie# an# accesse# speci icationAmanuals as per Bo" re&uirements 1,2 -nterprete# manuals in accor#ance /ith in#ustr' practices 1,3 1pplie# in ormation in manuals accor#in$ to the $i!en tas* 1,4 0tore# manuals in accor#ance /ith compan' re&uirements 2,1 2,2 2,3 2,4 T'pes o manuals use# in construction sector -#enti ication o s'm"ols use# in the manuals -#enti ication o units o measurements 6nit con!ersion
3,1 ;ea#in$ an# comprehension s*ills re&uire# to i#enti ' an# interpret construction manuals an# speci ications 3,2 1ccessin$ in ormation an# #ata The ollo/in$ resources shoul# "e pro!i#e#3 4,1 1ll manualsAcatalo$ues relati!e to construction sector Competenc' shoul# "e assesse# throu$h3 5,1 5irect o"ser!ation 5,2 QuestionsAinter!ie/ 1ssessment o 6n#erpinnin$ *no/le#$e an# attitu#e an# practical s*ills ma' "e com"ine#
6, Conte2t o assessment
6,1 Competenc' assessment must "e un#erta*en in accor#ance /ith the en#orse# T?051 assessment $ui#elines 6,2 1ssessment ma' "e con#ucte# in the /or*place or a simulate# en!ironment
INTERPRET TEC<NICAL DRA5INGS AND PLANS CON3112:2 This unit co!ers the *no/le#$e: s*ills an# attitu#es on anal'%in$ an# interpretin$ s'm"ols: #ata an# /or* plan "ase# on the re&uire# per ormance stan#ar#s, PERFORMANCE CRITERIA
Italicized terms are ela"orate# in the ;an$e o <aria"les
1,1 Technical plans are o"taine# accor#in$ to Bo" re&uirements 1,2 0i$ns: s'm"ols an# #ata are i#enti ie# accor#in$ to Bo" speci ications 1,3 0i$ns s'm"ols an# #ata are #etermine# accor#in$ to classification or as appropriate in dra%ing 2,1 8ecessar' tools& materials an# e&uipment are i#enti ie# accor#in$ to the plan 2,2 0upplies an# materials are liste# accor#in$ to speci ications 2,3 Components: assem"lies or o"Bects are reco$ni%e# as re&uire# 2,4 5imensions are i#enti ie# as appropriate to the plan 2,5 0peci ication #etails are matche# /ith e2istin$Aa!aila"le resources an# in line /ith Bo" re&uirements 2,6 +or* plan is #ra/n ollo/in$ the speci ications 3,1 +here applica"le: correct reehan# s*etchin$ is pro#uce# in accor#ance /ith the Bo" re&uirements
RANGE OF VARIABLES VARIABLE 1, Technical plans RANGE -nclu#in$ "ut not limite# to3 1,1 ?lectrical plans 1,2 0tructural plans 1,3 1rchitectural plans 1,4 9lum"in$ plans 1,5 +el#in$ 9roce#ures 0peci ications (+90) 2,1 Ho" re&uirements 2,2 -nstallation instructions 2,3 Components instruction -nclu#in$ "ut not limite# to3 3,1 ?lectrical 3,2 .echanical 3,3 9lum"in$ 4,1 5ra/in$ s'm"ols 4,2 1lpha"et o lines 4,3 7rtho$raphic !ie/s - Cront !ie/ - ;i$ht si#e !ie/Ale t si#e !ie/ - Top !ie/ - 9ictorial 4,4 0chematic #ia$ram 4,5 ?lectrical #ra/in$s 4,6 0tructural #ra/in$s 4,7 9lum"in$ #ra/in$s - +ater - 0e/era$eA5raina$e - <entilation 4,8 +el#in$ s'm"ols -nclu#in$ "ut not limite# to3 5,1 Compass 5,2 5i!i#er 5,3 ;ulers 5,4 Trian$les 5,5 5ra/in$ ta"les 5,6 Computer
2, +or* plan
3, Classi ication
4, 5ra/in$
EVIDENCE GUIDE 1, Critical aspects o competenc' 1ssessment re&uires that the can#i#ate3 1,1 -#enti ie# an# #etermine# si$ns: s'm"ols an# #ata accor#in$ to /or* plan: Bo" re&uirements an# classi ications 1,2 -#enti ie# tools an# e&uipment in accor#ance /ith Bo" re&uirements 1,3 4iste# supplies an# materials accor#in$ to "lueprint speci ications 1,4 5ra/n /or* plan ollo/in$ speci ications 1,5 5etermine# Bo" speci ications "ase# on /or*in$Atechnical #ra/in$ 2,1 T;15? .1TE?.1T-C0 4inear measurement 5imension 6nit con!ersion 2,2 B46?9;-8T ;?15-8@ 185 9418 09?C-C-C1T-78 ?lectrical: mechanical plan: s'm"ols an# a""re!iations 5ra/in$ stan#ar# s'm"ols 2,3 T;15? TE?7;> Basic technical #ra/in$ T'pes technical plans <arious t'pes o #ra/in$s 8otes an# speci ications 3,1 3,2 3,3 3,4 3,5 -nterpretin$ #ra/in$Aortho$raphic #ra/in$ -nterpretin$ technical plans .atchin$ speci ication #etails /ith e2istin$ resources Collo/in$ instructions Ean#lin$ o #ra/in$ instruments
3, 6n#erpinnin$ s*ills
4, ;esource implications
The ollo/in$ resources shoul# "e pro!i#e#3 4,1 +or*place 4,2 5ra/in$s an# speci ication rele!ant to tas* 4,3 .aterials an# instrument rele!ant to propose# acti!it' Competenc' shoul# "e assesse# throu$h3 5,1 5irect o"ser!ation 5,2 QuestionsAinter!ie/ 5,3 +ritten test relate# to un#erpinnin$ *no/le#$e 6,1 Competenc' assessment ma' occur in the /or*place or in an' appropriate simulate# en!ironment 6,2 1ssessment shall "e o"ser!e# /hile tas* are "ein$ un#erta*en /hether in#i!i#uall' or in $roup 6,3 Competenc' assessment must "e un#erta*en in accor#ance /ith the en#orse# T?051 assessment $ui#elines
5, .etho# o assessment
6, Conte2t o assessment
PERFORM MENSURATIONS AND CALCULATIONS CON3112:3 This unit co!ers the *no/le#$e: s*ills an# attitu#es on i#enti 'in$ an# measurin$ o"Bects "ase# on the re&uire# per ormance stan#ar#s, PERFORMANCE CRITERIA
Italicized terms are ela"orate# in the ;an$e o <aria"le
1,1 7"Bect or component to "e measure# is i#enti ie#: classi ie# an# interprete# accor#in$ to the appropriate re$ular geometric shape 1,2 .easurin$ tools are selecte#Ai#enti ie# as per o"Bect to "e measure# or Bo" re&uirements 1,3 Correct speci ications are o"taine# rom rele!ant sources 1,4 1ppropriate measurin$ instruments are selecte# accor#in$ to Bo" re&uirements 1,5 1lternati!e measurin$ tools are use# /ithout sacri icin$ cost an# &ualit' o /or* 2,1 1ccurate measurements are o"taine# accor#in$ to Bo" re&uirements 2,3 1lternati!e measurin$ tools are use# /ithout sacri icin$ cost an# &ualit' o /or* 2,4 'alculation nee#e# to complete /or* tas*s are per orme# usin$ the our "asic process o a##ition (J): su"traction (-): multiplication (2) an# #i!ision (A) inclu#in$ "ut not limite# to3 tri$onometric unctions: al$e"raic computations 2,5 Calculations in!ol!in$ ractions: percenta$es an# mi2e# num"ers are use# to complete /or*place tas*s 2,6 8umerical computation is sel -chec*e# an# correcte# or accurac' 2,7 -nstruments are rea# to the limit o accurac' o the tool 2,8 0'stems o measurement i#enti ie# an# con!erte# accor#in$ to Bo" re&uirementsA-07 2,9 +or*pieces are measure# accor#in$ to Bo" re&uirements
RANGE OF VARIABLES VARIABLE 1, @eometric shape RANGE -nclu#in$ "ut is not limite# to3 1,1 ;oun# 1,2 0&uare 1,3 ;ectan$ular 1,4 Trian$le 1,5 0phere 1,6 Conical -nclu#in$ "ut not limite# to3 2,1 .icrometer (-n-out: #epth) 2,2 <ernier caliper (out: insi#e) 2,3 5ial $au$e /ith ma$: st#, 2,4 0trai$ht e#$e 2,5 Thic*ness $au$e 2,6 Tor&ue $au$e 2,7 0mall hole $au$e 2,8 Telescopic $au$e 2,9 Tr'-s&uare 2,10 9rotractor 2,11 Com"ination $au$e 2,12 0teel rule 2,13 <oltmeter 2,14 1mmeter 2,15 .e$a-ohmeter 2,16 Filo/att hour meter 2,17 @au$es 2,18 Thermometers 3,1 4inear 3,2 <olume 3,3 1rea 3,4 +atta$e 3,5 <olta$e 3,6 ;esistance 3,7 1mpera$e 3,8 Cre&uenc' 3,9 -mpe#ance 3,10 Con#uctance 3,11 Capacitance 3,12 5isplacement 3,13 -nsi#e #iameter 3,14 Circum erence 3,15 4en$th 3,16 Thic*ness 3,17 7utsi#e #iameter 3,18 Taper
2, .easurin$ instruments
EVIDENCE GUIDE 1, Critical aspects o competenc' 1ssessment re&uires that the can#i#ate3 1,1 0electe# an# prepare# appropriate measurin$ instruments in accor#ance /ith Bo" re&uirements 1,2 9er orme# measurements an# calculations accor#in$ to Bo" re&uirementsA -07 2,1 T;15? .1TE?.1T-C0 A .?806;1T-78 Cour un#amental operation 4inear measurement 5imensions 6nit con!ersion ;atio an# proportion Tri$onometric unctions 1l$e"raic e&uations 3,1 9er ormin$ calculation "' a##ition: su"traction: multiplication an# #i!ision= tri$onometric unctions an# al$e"raic e&uations 3,2 <isuali%in$ o"Bects an# shapes 3,3 -nterpretin$ ormulas or !olume: areas: perimeters o plane an# $eometric i$ures 3,4 9roper han#lin$ o measurin$ instruments The ollo/in$ resources shoul# "e pro!i#e#3 4,1 +or*place location 4,2 9ro"lems to sol!e 4,3 .easurin$ instrument appropriate to carr' out tas*s 4,4 -nstructional materials rele!ant to the propose acti!it' 1ssessment o 6n#erpinnin$ *no/le#$e an# attitu#e an# practical s*ills ma' "e com"ine# Competenc' shoul# "e assesse# throu$h3 5,1 1ctual #emonstration 5,2 5irect o"ser!ation 5,3 +ritten testA&uestionin$ relate# to un#erpinnin$ *no/le#$e 6,1 Competenc' assessment ma' occur in /or*place or an' appropriate simulate# en!ironment 6,2 1ssessment shall "e o"ser!e# /hile tas* are "ein$ un#erta*en /hether in#i!i#uall' or in $roup 6,3 Competenc' assessment must "e un#erta*en in accor#ance /ith the T?051 assessment $ui#elines
3, 6n#erpinnin$ s*ills
4, ;esource implications
MANTAIN TOOLS AND EQUIPMENT CON3112:* This unit co!ers the *no/le#$e: s*ills an# attitu#es on chec*in$ con#ition: per ormin$ pre!enti!e maintenance an# storin$ o tools an# e&uipment "ase# on the re&uire# per ormance stan#ar#s, PERFORMANCE CRITERIA
Italicized terms are ela"orate# in the ;an$e o <aria"les
1,1 Materials& tools and equipment are i#enti ie# accor#in$ to classi ication an# Bo" re&uirements 1,2 8on- unctional tools an# e&uipment are se$re$ate# an# la"ele# accor#in$ to classi ication 1,3 0a et' o tools an# e&uipment are o"ser!e# in accor#ance /ith manu acturerIs instructions 1,4 Con#ition o PP( are chec*e# in accor#ance /ith manu acturerIs instructions 2,1 1ppropriate lu"ricants are i#enti ie# accor#in$ to t'pes o e&uipment 2,2 Tools an# e&uipment are lu"ricate# accor#in$ to pre!enti!e maintenance sche#ule or manu acturerIs speci ications 2,2 .easurin$ instruments are chec*e# an# cali"rate# in accor#ance /ith manu acturerDs instructions 2,4 Tools are cleane# an# lu"ricate# accor#in$ to stan#ar# proce#ures 2,4 5e ecti!e instruments: e&uipment an# accessories are inspecte# an# replace# accor#in$ to manu acturerDs speci ications 2,6 Tools are inspecte#: repaire# an# replace# a ter use 2,7 +or* place is cleane# an# *ept in sa e state in line /ith 7E01 re$ulations 3,1 -n!entor' o tools: instruments an# e&uipment are con#ucte# an# recor#e# in the forms as per compan' practices 3,3 Tools an# e&uipment are store# sa el' in appropriate locations in accor#ance /ith manu acturerIs speci ications or compan' proce#ures
RANGE OF VARIABLES VARIABLES 1, .aterials RANGE -nclu#in$ "ut not limite# to3 1,1 4u"ricants 1,2 Cleanin$ materials 1,3 ;ust remo!er 1,4 ;u$s 1,5 0pare parts -nclu#in$ "ut not limite# to3 2,1 Tools - Cuttin$ tools - hac*sa/: crosscut sa/: rip sa/ - Borin$ tools - au$er: "race: $rinlet: han# #rill - Eol#in$ tools - !ise $rip: C-clamp: "ench !ise - Threa#in$ tools - #ie an# stoc*: taps 2,2 .easurin$ instrumentsAe&uipment 3, 99? -nclu#in$ "ut not limite# to3 3,1 @o$$les 3,2 @lo!es 3,3 0a et' shoes 3,4 1pronsACo!eralls 4,1 4,2 4,3 4,4 4,5 .aintenance sche#ule orms ;e&uisition slip -n!entor' Corm -nspection Corm 9roce#ures
4, Corms
EVIDENCE GUIDE 1, Critical aspects o competenc' 1ssessment re&uires that the can#i#ate3 1,1 0electe# an# use# appropriate processes: tools an# e&uipment to carr' out tas* 1,2 -#enti ie# unctional an# non- unctional tools an# e&uipment 1,3 Chec*e#: lu"ricate# an# cali"rate# tools: e&uipment an# instruments accor#in$ to manu acturerDs speci ications 1,4 ;eplace# #e ecti!e tools: e&uipment an# their accessories 1,5 7"ser!e# an# applie# sa e han#lin$ o tools an# e&uipment an# sa et' /or* practices 1,6 9repare# an# su"mitte# in!entor' report: /here applica"le 1,7 .aintaine# /or*place in accor#ance /ith 7E01 re$ulations 1,8 0tore# tools an# e&uipment sa el' in appropriate locations an# in accor#ance /ith compan' practices 2,1 01C?T> 9;1CT-C?0 6se o 99? Ean#lin$ o tools an# e&uipment @oo# house*eepin$ 2,2 .1T?;-140: T7740 185 ?Q6-9.?8T T'pes an# uses o lu"ricants T'pes an# uses o cleanin$ materials T'pes an# uses o measurin$ instruments an# e&uipment 2,3 9;?<?8T-<? .1-8T?818C? .etho#s an# techni&ues 9roce#ures 3,1 9reparin$ maintenance materials: tools an# e&uipment 3,2 9roper han#lin$ o tools an# e&uipment 3,3 9er ormin$ pre!enti!e maintenance 3,4 Collo/in$ instructions The ollo/in$ resources shoul# "e pro!i#e#3 4,1 +or*place 4,2 .aintenance sche#ule 4,3 .aintenance materials: tools an# e&uipment rele!ant to the propose# acti!it'Atas* Competenc' shoul# "e assesse# throu$h3 5,1 5irect o"ser!ation 5,2 +ritten testA&uestionin$ rele!ant to 6n#erpinnin$ *no/le#$e 6,1 Competenc' assessment ma' occur in /or*place or an' appropriate simulate# en!ironment 6,2 Competenc' assessment must "e un#erta*en in accor#ance /ith the en#orse# T?051 assessment $ui#elines
CORE COMPETENCIES UNIT OF COMPETENCY 9 UNIT CODE UNIT DESCRIPTOR 9 9 DETERMINE CUSTOMER REQUIREMENTS CON3113:1 This unit co!ers the s*ills: *no/le#$e an# attitu#e in #eterminin$ customer re&uirements or simple solar home s'stems less than 1 *+, PERFORMANCE CRITERIA Italicized terms are ela"orate# in the ;an$e o <aria"les 1,1 Corms or site assessment are accomplishe# accor#in$ to company standards, 1,2 Corms or load assessment are accomplishe# accor#in$ to compan' stan#ar#s, 1,3 -nter!ie/s are con#ucte# in accor#ance /ith compan' proce#ures, 1,4 1ssessment is con#ucte# /ithin the prescri"e# time, 2,1 "ystem recommen#ation ta*es into account #ata $athere# in ormation 2,2 ;ecommen#ation is appropriate to the customer requirement)
ELEMENT 1, 1ssess current an# uture electrical nee#s o customer an# site characteristics
2,
RANGE OF VARIABLES VARIABLE 1, 0ite RANGE 1,1 0pace 1,2 0ha#in$ 1,3 @eo$raphic con#ition: i,e,: islan#: mountainous: plain 2,1 Ho" or#ers 2,2 4oa# computation sheet 2,3 1!aila"le components speci ication 3,1 4i$hts 3,2 T<A ra#io 3,3 ?lectric ans 3,4 ?lectric tools (small electrical han# tools) 4,1 5C onl' 4,2 1CA5C 4,3 1C onl' 5,1 1pplication 5,1,1 4i$htin$ 5,1,2 ?ntertainment 5,1,3 4i!elihoo# 5,2 0i%e 5,2,1 0mall (1-2 mo#ules) 5,2,2 4ess than 1 *+
4, 0'stem
5, Customer re&uirement
EVIDENCE GUIDE 1. Critical aspects o competenc' 6n#erpinnin$ *no/le#$e an# attitu#e 1ssessment re&uires e!i#ence that the can#i#ate3 1,1 1ssesse# current an# uture electrical nee#s o customer 1,2 ;ecommen#e# options or simple solar home s'stem 2,1 2,2 2,3 2,4 2,5 2,6 2,7 9hoto!oltaic technolo$' an# s'stems 9rinciples o electricit' (7hmDs 4a/: 1CA5C s'stems) ?lectrical loa#s characteristics (/atta$e: current: !olta$e) Basic mathematical operations 9atient 7"ser!antAattenti!e to #etails Eonest
2.
3.
6n#erpinnin$ s*ills
3,1 Communication s*ills 3,2 6sin$ "asic electrical measurin$ instruments 3,3 -nterpersonal s*ills The ollo/in$ resources must "e pro!i#e#3 4,1 5ata $atherin$ orms 4,2 ?lectrical measurin$ instruments 4,3 9en an# paper 4,4 Calculator 4,5 Compass Competenc' must "e assesse# throu$h3 5,1 7"ser!ation an# #emonstration /ith &uestionin$ 5,2 5emonstration /ith &uestionin$ 5,3 +rittenAoral e2amination 5,4 9ort olio 5,5 Thir# part' report 6,1 Competenc' ma' "e assesse# in the /or*place or in a simulate# /or*place 6,2 Competenc' assessment must "e un#erta*en in accor#ance /ith the en#orse# T?051 assessment $ui#elines
*.
;esource implications
0.
.etho# o assessment
1.
Conte2t o assessment
CALCULATE SYSTEM COMPONENTS REQUIREMENTS =SYSTEM SI>ING? CON3113:2 This unit co!ers the s*ills: *no/le#$e an# attitu#es in calculatin$ components o simple solar home s'stems up to 1 *+p, PERFORMANCE CRITERIA Italicized terms are ela"orate# in the ;an$e o <aria"les 1,1 *oad #eman# is liste# in a ta"ulate# orm "ase# on costumer re&uirements, 1,2 ?ner$' #eman# is summe# up or each loa#,
2,1 .a2imum 5epth o 5ischar$e is #etermine# "ase# on manu acturerDs speci ication 2,2 Batter' capacit' is calculate# "ase# on the #a's o autonom' an# #ail' loa# #eman#
.inimum solar insolation is #etermine# rom #ata "' the /eather "ureau, 1rra' si%e is calculate# in accor#ance to the insolation #ata 1rra' si%e: inclu#in$ the mountin$ structure: is a#Buste# "ase# on the en!ironmental actors 9ea* 1C loa# #eman# is #etermine# "ase# on costumerDs re&uirements, -n!erter si%e is calculate# "ase# on the manu acturersD speci ications, 0i%e o the char$e controllerAre$ulator is #etermine# "ase# on the calculate# arra' si%e, Tas* is #one accor#in$ to stan#ar# calculations: inclu#in$ s'stem losses: /irin$: an# site assessment #ata,
4,1 4,2
5,1 5,2
RANGE OF VARIABLES VARIABLE 1, 4oa# RANGE 4oa# ma' inclu#e3 1,1,4i$hts 1,2,T<A ra#io 1,3,?lectric ans 1,4,?lectric tools (small electrical han# tools) 2,1 .o#ule heatin$ 2,2 +ire !olta$e #rop 2,3 5irt accumulation 2,4 1rra' #e$ra#ation 2,5 -n!erter e icienc' 2,6 Batter' e icienc' 2,7 Char$e controllerAre$ulator e icienc' 2,8 Batter'-mo#ule !olta$e mismatche# 2,9 @roun#in$ protection
2, Calculations
EVIDENCE GUIDE 1, Critical aspects o competenc' 2, 6n#erpinnin$ *no/le#$e an# attitu#e 1ssessment re&uires e!i#ence that the can#i#ate calculate# the s'stem components re&uirements (s'stem si%in$), 2,1 9< technolo$' 2,2 1!aila"le commercial stan#ar# unitsAsi%es 2,3 9rinciples o electricit' 2,4 4oa#s characteristics 2,5 Basic mathematics 2,6 5ata repositories: i,e, /eather #ata 2,7 Basic costin$ 2,8 +eather #ata interpretation 2,9 9hoto!oltaic s'stem optimi%ation 3,1 .athematical s*ills 3,2 6se o computin$ instrument 3,3 +eather #ata anal'sis The ollo/in$ resources must "e pro!i#e#3 4,1 Calculator 4,2 0'stem si%in$ orms 4,3 9en an# paper 4,4 0ite assessment orm ( ille#-out) 4,5 +eather #ata 4,6 .anu acturerDs manual 4,7 9?C Competenc' must "e assesse# throu$h3 5,1 +ritten e2am 5,2 Thir# part' assessment 5,4 9ort olio
3, 6n#erpinnin$ s*ills
4, ;esource implications
5, .etho# o assessment
6, Conte2t o assessment 6,1 Competenc' ma' "e assesse# in the /or*place or in a simulate# /or*place 6,2 Competenc' assessment must "e un#erta*en in accor#ance /ith the en#orse# T?051 assessment $ui#elines
SPECIFY COMPONENTS IN BILL OF MATERIALS CON3113:3 This unit co!ers the s*ills: *no/le#$e: an# attitu#e in speci 'in$ components in the "ill o materials or simple solar home s'stems up to 1*+p, PERFORMANCE CRITERIA Italicized terms are ela"orate# in the ;an$e o <aria"les 1,1 P+ system components are select "ase# on the s'stem si%in$ re&uirements, 1,2 Components are select "ase# on e2istin$ safety and quality standards. 2,1 Quantities are #etermine# "ase# on the s'stem si%in$ re&uirements, 2,2 Bill o materials is prepare# "ase# on a prescribed format,
RANGE OF VARIABLES VARIABLE 1, 9< 0'stems Components RANGE 1,1 9hoto!oltaic mo#ule 1,2 0upport structures 1,3 Batter'A"atter' "an*s 1,4 Char$e controllerAre$ulator 1,5 -n!erter 1,6 4oa#s 1,7 .etal structures 1,8 +ireAca"les 1,9 4i$htin$ accessoriesA i2tures 2,1 9< @ap 2,2 -?C certi ication 2,3 9hilippine ?lectrical Co#e 2,4 9hilippine 8ational 0tan#ar#s or Batter' 9rescri"e# ormat ma' inclu#e #ata such as3 3,1 T'pe o materials an# speci ication 3,2 Quantit' o materials to "e use# 3,3 ?stimate# cost
3, 9rescri"e# ormat
EVIDENCE GUIDE 1, Critical aspects o competenc' 1ssessment re&uires e!i#ence that the can#i#ate3 1,1 9repare# the "ill o materials or the #esi$ne# 9hoto!oltaic s'stem, 1,2 0peci ie# the "ill o materials or the #esi$ne# 9hoto!oltaic s'stem, 2,1 9hoto!oltaic technolo$' 2,2 1!aila"le commercial si%es 2,3 0'stem #esi$n 2,4 1!aila"ilit' o components 2,5 0a et' stan#ar#s 2,6 Qualit' stan#ar#s 2,7 9atient 2,8 Eonest 2,9 7"ser!ant 2,10 1cti!e 2,11 0ort: 0trai$hten: 0hine: 0'stemi%e an# 0ustain (50) 3,1 .athematical s*ills 3,2 5ata 1nal'sis s*ills 3,3 ;esearch s*ills 3,4 Computation s*ills 3,5 0ortin$ s*ills The ollo/in$ resources must "e pro!i#e#3 4,1 Components 0peci ication 4,2 9hilippine ?lectrical Co#e 4,3 Corms 4,4 Ho" 7r#er 4,5 -nternet 4,6 ComputerACalculator Competenc' must "e assesse# throu$h3 5,1 5emonstration /ith Questionin$ 5,2 7"ser!ation /ith &uestionin$ 5,3 +ritten ?2am 5,4 Thir# part' assessment 5,5 9ort olio 6,1 Competenc' ma' "e assesse# in the /or*place or in a simulate# /or*place 6,2 Competenc' assessment must "e un#erta*en in accor#ance /ith the en#orse# T?051 assessment $ui#elines
3 6n#erpinnin$ s*ills
4 ;esource implications
5 .etho# o assessment
6 Conte2t o assessment
PREPARE INSTALLATION DRA5ING CON3113:* This unit co!ers the s*ills: *no/le#$e: an# attitu#e in preparin$ installation #ra/in$s or simple solar home s'stems up to 1*+p PERFORMANCE CRITERIA Italicized terms are ela"orate# in the ;an$e o <aria"les 1,1 ;e&uirements are #etermine# "ase# on customer re&uirements an#Aor rele!ant #ocuments, 1,2 5ra/in$ re&uirements are con irme# /ith concerne# personnel, 2,1 ?lectrical #ra/in$ is prepare# usin$ stan#ar# electrical s'm"ols an# notation, 2,2 ?lectrical #ia$ram is inali%e# inclu#in$ all electrical components speci ie# in the "ill o materials, 3,1 .echanical #ra/in$ is prepare# usin$ stan#ar# mechanical s'm"ols an# notation, 3,2 .echanical #ra/in$ is inali%e# inclu#in$ all mechanical components speci ie# in the "ill o materials, 3,3 Complete# #ra/in$s are su"mitte# or appro!al in accor#ance /ith stan#ar# operatin$ proce#ures, 4,1 1ppro!e# #ra/in$s are repro#uce# an# issue# to concerne# personnel in accor#ance /ith stan#ar#, 4,2 1ppro!e# #ra/in$s are catalo$ue# an# store# in accor#ance /ith stan#ar# operatin$ proce#ures,
4,
-ssue #ra/in$
RANGE OF VARIABLES VARIABLE 1, ?lectrical components RANGE 1,1 9hoto!oltaic mo#ule /irin$ 1,1,1 B'pass #io#e 1,1,2 Bloc*in$ #io#e 1,1,3 9hoto!oltaic 1rra' 5isconnect 1,2 Char$e Controller 1,2,1 +irin$ Connection 1,2,2 BCC 5isconnect 1,3 Batter' Ban* 1,3,1 Batter' Connection 1,3,2 Batter' 5isconnect 1,4 5isconnect Cuses 1,5 ?lectrical 4oa#s 1,6 -n!erter 1,7 @roun#in$ protection 1,8 0ur$e an# 4i$htnin$ protection 1,9 T'pes o /iresAca"les 1,10 +ire $au$e 9hoto!oltaic arra' support structure 2,1 Coun#ation 2,2 .ountin$ structure 2,3 9hoto!oltaic arra' la'out 2,4 Con#uit /irin$A;ace /a' 2,5 Batter'A"atter' "an* enclosure 2,6 Char$e controllerAre$ulator enclosure 2,7 4i$ht Cittin$s i2ture enclosure 2,8 -n#icate compass orientation 2,9 5isconnectsAconnects 4ocation 2,10 @roun#in$ ?lectro#e location 2,11 5imension
2, .echanical components
EVIDENCE GUIDE 1, Critical aspects o competenc' 1ssessment re&uires e!i#ence that the can#i#ate3 1,1 9repare# electrical #ra/in$s that inclu#e all components speci ie# in the "ill o materials 1,2 9repare# mechanical #ra/in$s that inclu#e all components speci ie# in the "ill o materials, 2,1 9hoto!oltaic technolo$' 2,2 9rinciples o electricit' 2,3 Basic .athematical Computation 2,4 ?lectrical an# .echanical #ra/in$ s'm"ols an# notations 2,5 5etail oriente# in electrical an# mechanical #ra/in$ 2,6 9atience 2,7 7"ser!ant 2,8 Eonest 3,1 .athematical 0*ills 3,2 Computation s*ills 3,3 5ra/in$ s*ills 3,4 0*ill in the use o #ra/in$ instrument 3,5 1nal'tical s*ills The ollo/in$ resources must "e pro!i#e#3 4,1 Calculator 4,2 9en K paper 4,3 5ra/in$ instrument 4,4 Bill o .aterials 4,5 .anu acturerDs speci ication 4,6 9hilippine ?lectrical Co#e 4,7 5ra/in$ supplies an# accessories Competenc' must "e assesse# throu$h3 5,1 7"ser!ation an# #emonstration /ith &uestionin$ 5,2 Thir# part' assessment 5,3 9ort olio 6,1 Competenc' ma' "e assesse# in the /or*place or in a simulate# /or*place 6,2 Competenc' assessment must "e un#erta*en in accor#ance /ith the en#orse# T?051 assessment $ui#elines
2,
3,
6n#erpinnin$ s*ills
4,
;esource implications
5,
.etho# o assessment
6,
Conte2t o assessment
SECTION 3 TRAINING STANDARDS 3.1 CURRICULUM DESIGN NC L!&!l9 8C --148 hours 20 hrs Basic Competencies 72 hrs Common Competencies 56 hrs Core Competencies C+ur"! D!"cri.(i+$9 The course is #esi$ne# to enhance the *no/le#$e: s*ills an# #esira"le attitu#es o a 9< 0'stem 5esi$n Technician in accor#ance /ith in#ustr' stan#ar#s, -t co!ers core competencies such as3 5etermine customer re&uirement= Calculate 9< s'stem components (s'stem si%in$) o small solar home s'stems up to 1*+p, -t also inclu#e competenc' to prepare an# speci ' components in Bill o .aterials an# prepare -nstallation #ra/in$, Basic competencies such as3 4ea# /or*place communication= 4ea# small teams= 5e!elop an# practice ne$otiation s*ills= 0ol!e pro"lems relate# to /or* acti!ities= 6se mathematical concepts an# techni&ues an# 6se rele!ant technolo$ies are inclu#e#, -t also inclu#e common competencies such as= 9repare construction materials an# tools= 9er orm mensuration an# calculation= .aintain tools an# e&uipment= 7"ser!e proce#ures: speci ications an# manuals o instructions an# -nterpret technical #ra/in$s an# plans, BASIC COMPETENCIES 2: 7r" U$i( +, C+ .!(!$c' 1, 4ea# /or*place communication L!%r$i$# Ou(c+ !" 1,1 Communicate in ormation a"out /or*place processes, 1,2 4ea# /or*place #iscussions, 1,3 -#enti ' an# communicate issues arisin$ in the /or*place 2,1 9ro!i#e team lea#ership, 2,2 1ssi$n responsi"ilities amon$ mem"ers, 2,3 0et per ormance e2pectation or team mem"ers, 2,4 0uper!ise team per ormance M!(7+/+l+#' @roup #iscussion ;ole 9la' Brainstormin$ A""!"" !$( A..r+%c7 7"ser!ation -nter!ie/s
3, 5e!elop an# practice ne$otiation s*ills 4, 0ol!e /or*place pro"lem relate# to /or* acti!ities 5, 6se mathematical concepts an# techni&ues
3,1 -#enti ' rele!ant in ormation in plannin$ ne$otiations 3,2 9articipate in ne$otiations 3,3 5ocument areas or a$reement 4,1 ?2plain the anal'tical techni&ues, 4,2 -#enti ' the pro"lem, 4,3 5etermine the possi"le causeAs o the pro"lem, 5,1-#enti ' mathematical tools an# techni&ues to sol!e pro"lem 5,21ppl' mathematical proce#uresAsolution 5,31nal'%e results 6,1 0tu#'A select appropriate technolo$' 6,2 1ppl' rele!ant technolo$' 6,3 .aintainAenhance rele!ant technolo$'
4ecturette ;ole pla'in$ 9ractical e2ercises 5irect o"ser!ation 0imulationArole pla'in$ Case stu#ies 4ecturette 0el -pace @roup #iscussion 9ractical +or* 1pproach ;esearch stu#' 4ecturette 0el -pace @roup #iscussion Cilm sho/in$
+ritten test 9racticalA per ormance test +ritten test 5emonstration 7ral -nter!ie/
COMMON COMPETENCIES 32 7r" U$i( +, C+ .!(!$c' 1, 9repare construction materials an# tools L!%r$i$# Ou(c+ !" 1,1 -#enti ' materials an# tools applica"le to a speci ic construction Bo" 1,2 ;e&uest appropriate materials an# tools 1,3 ;ecei!e an# inspect materials 2,1 -#enti ': access: an# interpret speci icationAmanual s, 2,2 1ppl' in ormation in manual, 2,3 0tore manuals, M!(7+/+l+#' 4ecture5emonstration 0el -pace# instruction @roup #iscussion 9o/er 9oint presentation Classroom #iscussion 4ecture 0el -pace# instruction 5emonstration A""!"" !$( A..r+%c7 7ral &uestionin$ 5irect o"ser!ation +ritten A 7ral Test
3,1 1nal'%e si$n: s'm"ols an# #ata 3,2 -nterpret technical #ra/in$ an# plans 3,3 1ppl' reehan# s*etchin$ 4,1 0elect measurin$ -nstruments 4,2 Carr' out measurements an# calculations
5,1 Chec* con#ition o tools an# e&uipment 5,2 9er orm "asic pre!enti!e maintenance 5,3 0harpen e#$e an# tooth cuttin$ tools 5,4 0tore tools an# e&uipment
4ecture5emonstration 0el -pace# instruction @roup #iscussion Classroom #iscussion 1ctual #emonstration 4ecture5emonstration 0el -pace# instruction @roup #iscussion Classroom #iscussion
5irect o"ser!ation o application o tas*s, 7ral &uestionin$ +ritten test or e2amination 9ractical e2am
CORE COMPETENCIES 01 7r" U$i( +, C+ .!(!$c' 1, 5etermine customer re&uirements L!%r$i$# Ou(c+ !" 1,1 1ssess current an# uture electrical nee#s o customer an# site characteristics 1,2 ;ecommen# options M!(7+/+l+#' 4ecture#emonstration 0el -pace# instruction @roup #iscussion 4ecture#emonstration 0el -pace# instruction @roup #iscussion A""!"" !$( A..r+%c7 7"ser!ation /ith &uestionin$ 5emonstration /ith &uestionin$ +rittenAoral e2amination +ritten e2am
2,1 Calculate ?ner$' 5eman# 2,2 5etermine Batter' Capacit' 2,3 Calculate 1rra' 0i%e 2,4 5etermine 9ea* 1C loa# an# in!erter si%e (i applica"le) 2,5 Calculate the minimum po/er speci ication (si%e) o the controller
4ecture#emonstration 0el -pace# instruction @roup #iscussion 4ecture#emonstration 0el -pace# instruction @roup #iscussion
+ritten e2am
+ritten e2am
3.2
TRAINING DELIVERY The #eli!er' o trainin$ shoul# a#here to the #esi$n o the curriculum, 5eli!er' shoul# "e $ui#e# "' the 10 "asic principles o the competenc'-"ase# T<?T, The trainin$ is "ase# on curriculum #e!elope# rom the competenc' stan#ar#s= 4earnin$ is mo#ular in its structure= Trainin$ #eli!er' is in#i!i#uali%e# an# sel -pace#= Trainin$ is "ase# on /or* that must "e per orme#= Trainin$ materials are #irectl' relate# to the competenc' stan#ar#s an# the curriculum mo#ules= 1ssessment is "ase# in the collection o e!i#ence o the per ormance o /or* to the in#ustr' re&uire# stan#ar#= Trainin$ is "ase# "oth on an# o -the-Bo" components= 1llo/s or reco$nition o prior learnin$ (;94) or current competencies= Trainin$ allo/s or multiple entr' an# e2it= an# 1ppro!e# trainin$ pro$rams are nationall' accre#ite#, The competenc'-"ase# T<?T s'stem reco$ni%es !arious t'pes o #eli!er' mo#es: "oth on an# o -the-Bo" as lon$ as the learnin$ is #ri!en "' the competenc' stan#ar#s speci ie# "' the in#ustr', The ollo/in$ trainin$ mo#alities ma' "e a#opte# /hen #esi$nin$ trainin$ pro$rams3 The #uali%e# mo#e o trainin$ #eli!er' is pre erre# an# recommen#e#, Thus pro$rams /oul# contain "oth in-school an# in-in#ustr' trainin$ or iel#/or* components, 5etails can "e re erre# to the 5ual Trainin$ 0'stem (5T0) -mplementin$ ;ules an# ;e$ulations, .o#ularAsel -pace# learnin$ is a competenc'-"ase# trainin$ mo#alit' /herein the trainee is allo/e# to pro$ress at his o/n pace, The trainer onl' acilitates the trainin$ #eli!er', 9eer teachin$Amentorin$ is a trainin$ mo#alit' /herein ast learners are $i!en the opportunit' to assist the slo/ learners, 0uper!ise# in#ustr' trainin$ or on-the-Bo" trainin$ is an approach in trainin$ #esi$ne# to enhance the *no/le#$e an# s*ills o the trainee throu$h actual e2perience in the /or*place to ac&uire a speci ic competencies prescri"e# in the trainin$ re$ulations, 5istance learnin$ is a ormal e#ucation process in /hich maBorit' o the instruction occurs /hen the stu#ents an# instructors are not in the same place, 5istance learnin$ ma' emplo' correspon#ence stu#': or au#io: !i#eo or computer technolo$ies,
3.3
TRAINEE ENTRY REQUIREMENTS The trainees /ho /ish to enter the course shoul# possess the ollo/in$ re&uirements3 Ea!e un#er$one trainin$ on 9< 0'stems -nstallation 8ational Certi icate 4e!el -Can communicate "oth orall' an# in /ritin$ .ust "e ph'sicall' an# mentall' it to un#er$o trainin$ 1t least 18 'rs ol#
3.*
LIST OF TOOLS- EQUIPMENT- AND MATERIALS ;ecommen#e# list o tools: e&uipment: an# materials or the trainin$ o 25 trainees or 9< 0'stem 5esi$n 8C ---3 Qt', TOOLS 5escription .a$netic Compass Qt', 25 pcs 25 units 10 units 5 !ol, 5ra/in$ ta"le Computers /ith appropriate application so t/are ;e erence "oo*s (/eather #ata) EQUIPMENT 5escription Calculator Qt', 5 !ol, 25 each 25 each 25 each 5 catalo$s MATERIAL 5escription 9hilippine ?lectrical Co#e 5ra/in$ supplies an# accessories 5ra/in$ instrument 9en K paper .anu acturerDs speci ication an# manuals Corms (Bo" or#er: s'stem si%in$ orms: site assessment orms) 0'stem si%in$ orms
25 units
5 lot
25 each
3.0
TRAINING FACILITIES
Base# on class si%e o 25 stu#entsAtrainees the space re&uirements or the teachin$Alearnin$ an# circulation areas are as ollo/s3 TEAC<ING@LEARNING AREAS 4ectureA5emo 1rea 4a"orator' 1rea 4earnin$ ;esource 1rea +ash: Toilet: K 4oc*er ;oom CirculationLL T+(%l Ar!% ,, rea requirement is equivalent to -./ of the total teaching/learning areas 3.1 TRAINER QUALIFICATIONS =TQ? SI>E IN METERS 625 828 325 325 AREA IN SQ. METERS 30 64 15 15 TOTAL AREA IN SQ. METERS 30 64 15 15 33 103
PV S'"(! D!"i#$ NC III .ust "e a hol#er o 9< 0'stem 5esi$n 8C -- .ust ha!e un#er$one Trainin$ .etho#olo$' (T. --) 0 .ust "e computer literate .ust "e ph'sicall' an# mentall' it Ea!e at least 2 'ears Bo"A in#ustr' e2perience 1 .ust "e a ci!il-ser!ice eli$i"le or hol#er o appropriate pro essional license issue# "' the 9ro essional ;e$ulator' Commission ( or $o!ernment positions onl')
1
This shall "e chan$e# to M3.ust "e a hol#er o Trainer Quali ication 4e!el -- (TQ--) or e&ui!alentN upon promul$ation "' the T?051 Boar# o the TQA1Q trainin$ re$ulations 7ptional, 7nl' /hen re&uire# "' the hirin$ institution ;e erence3 T?051 Boar# ;esolution 8o, 2004 03
3.3
INSTITUTIONAL ASSESSMENT -nstitutional assessment is un#erta*en "' trainees to #etermine their achie!ement o units o competenc', 1 certi icate o achie!ement is issue# or each unit o competenc',
SECTION *9 NATIONAL ASSESSMENT AND CERTIFICATION ARRANGEMENTS 4,1 To attain the 8ational Quali ication o PV S'"(! D!"i#$ NC III: the can#i#ate must #emonstrate in all the units liste# in 0ection 1, 0uccess ul can#i#ates shall "e a/ar#e# a N%(i+$%l C!r(i,ic%(! III si$ne# "' the T?051 5irector @eneral, 4,2 The &uali ication o PV S'"(! " D!"i#$ NC III ma' "e attaine# throu$h #emonstration o competence throu$h a sin$le comprehensi!e proBect-t'pe assessment co!erin$ all re&uire# units o competenc' o the &uali ication, 4,2,1, 4,3 4,4 Pr!.%r! PV S'"(! D!"i#$ 5etermine Customer ;e&uirements Calculate 0'stem Component ;e&uirements (0'stem 0i%in$) 0peci ' Components in Bill o .aterials 9repare -nstallation 5ra/in$
1ssessment shall ocus on the core units o competenc', The "asic an# common units shall "e inte$rate# or assesse# concurrentl' /ith the core units, The ollo/in$ are &uali ie# to appl' or assessment an# certi ication3 4,4,1, 4,4,2, @ra#uate o ormal: non- ormal: an# in ormal inclu#in$ enterprise"ase# trainin$ pro$rams, ?2perience# /or*ers (/a$e emplo'e# or sel emplo'e#)
4,5
The $ui#elines on assessment an# certi ication are #iscusse# in #etail in the MProcedures Manual on Assessment and Certification N an# MGuidelines on the Implementation of the Philippine TVET Qualification an# Certification System (PTQCS N,
ANNEA A
9er orm 9< 0'stem Testin$ an# Commissionin$ ;epair o 9< 0'stem
proce#ures
PV S'"(!
D!"i#$ NC III
DEFINITION OF TERMS 1, 2, 3, 4, 5, 6, 7, P7+(+&+l(%ic =PV? a technolo$' that uses a solar mo#ule in or#er to con!ert li$ht or ener$' rom the sun to electricit' PV M+/ul! a #e!ice compose# o solar cells that con!ert li$ht or ener$' rom the sun to electricit', PV P%$!l a $roup o 9< mo#ules connecte# in series an#Aor parallel in a sin$le support structure PV Arr%' a $roup o 9< mo#ules connecte# in series an#Aor parallel in #i erent support structures L+%/ are #e!ices such as li$htin$ i2tures: appliances: or the li*es that re&uires electricit' B%((!r' a #e!ice that stores electricit' t'picall' rate# in 1mpere-hours, Cor 9< s'stems in the 9hilippines: car "atteries are commonl' use#, C+$(r+ll!r an electronic #e!ice use# to cut o char$in$ to the "atter' /hen the "atter' is ull an# to #isconnect the "atter' rom the loa# /hen the "atter' char$e is $ettin$ lo/ Dir!c( curr!$( uni#irectional lo/ o electricit': usuall' t'pe o po/er "ein$ store# in "atteries Al(!r$%(i$# curr!$( current that perio#icall' chan$es its ma$nitu#e an# #irection: commonl' #eri!e# #irectl' rom the $ri#-connecte# po/er sources Fu$c(i+$%l T!"( test proce#ures "ein$ #one on the #i erent 9< components "ase# on their rate# operatin$ ran$es such as controller set-points: "atter' !olta$e: <oc an# -sc o 9< mo#ules, C+$(r+ll!r S!(-.+i$(" the ma2imum an# minimum settin$s that correspon#s to the pre#etermine# #epth o #ischar$e an# ma2imum char$e o a "atter' M%Bi u /!.(7 +, /i"c7%r#! is the state o char$e o a "atter' that /ill pro!i#e ma2imum li e c'cles "e ore it nee#s replacement C+ i""i+$i$# the process in /hich a machine or s'stem is put in operation
8, 9, 10,
I$"(%ll%(i+$ /%(% "7!!( recor# or #ocument o in ormation containin$ the inal installation la'-out an# s'stem speci ication P+6!r the #eli!er' o ener$' t'picall' measure# in +atts E$!r#' actual /or* #one "' the electricit': t'picall' measure# in +att-hours
17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30,
P%r%ll!l c+$$!c(i+$ connectin$ the positi!es to$ether an# separatel' to connect the ne$ati!es to$ether S!ri!" c+$$!c(i+$ connectin$ the positi!es o one source to the ne$ati!e o another C!r(i,ic%(i+$ - is the process o !eri 'in$ an# !ali#atin$ the competencies o a person throu$h assessment C!r(i,ic%(! +, C+ .!(!$c' =COC? is a certi ication issue# to in#i!i#uals /ho pass the assessment or a sin$le unit or cluster o units o competenc' C+ +$ C+ .!(!$ci!" - are the s*ills an# *no/le#$e nee#e# "' all people /or*in$ in a particular in#ustr' C+ .!(!$c' - is the possession an# application o *no/le#$e: s*ills an# attitu#es to per orm /or* acti!ities to the stan#ar# e2pecte# in the /or*place C+ .!(!$c' A""!"" !$( - is the process o collectin$ e!i#ence an# ma*in$ Bu#$ments on /hether competenc' has "een achie!e# C+ .!(!$c' S(%$/%r/ =CS? - is the in#ustr'-#etermine# speci ication o competencies re&uire# or e ecti!e /or* per ormance C+$(!B( +, A""!"" !$( - re ers to the place /here assessment is to "e con#ucte# or carrie# out C+r! C+ .!(!$ci!" - are the speci ic s*ills an# *no/le#$e nee#e# in a particular area o /or* - in#ustr' sectorAoccupationABo" role Cri(ic%l %".!c(" +, c+ .!(!$c' - re ers to the e!i#ence that is essential or success ul per ormance o the unit o competenc' El!c(i&! C+ .!(!$ci!" - are the a##itional s*ills an# *no/le#$e re&uire# "' the in#i!i#ual or enterprise or /or* El! !$(" - are the "uil#in$ "loc*s o a unit o competenc', The' #escri"e in outcome terms the unctions that a person per orms in the /or*place, E&i/!$c! Gui/! - is a component o the unit o competenc' that #e ines or i#enti ies the e!i#ences re&uire# to #etermine the competenc' o the in#i!i#ual, -t pro!i#es in ormation on Critical aspects o competenc': un#erpinnin$ *no/le#$e: 6n#erpinnin$ s*ills: ;esource implications: assessment metho# an# conte2t o assessment L!&!l - re ers to the cate$or' o s*ills an# *no/le#$e re&uire# to #o a Bo" M!(7+/ +, A""!"" !$( - re ers to the /a's o collectin$ e!i#ence an# /hen: e!i#ence shoul# "e collecte#
31, 32,
33,
N%(i+$%l C!r(i,ic%(! =NC? is a certi ication issue# to in#i!i#uals /ho achie!e all the re&uire# units o competenc' or a national &uali ication #e ine# un#er the Trainin$ ;e$ulations, 8Cs are ali$ne# to speci ic le!els /ithin the 9TQC P!r,+r %$c! Cri(!ri% - are e!aluati!e statements that speci ' /hat is to "e assesse# an# the re&uire# le!el o per ormance Qu%li,ic%(i+$ - is a cluster o units o competencies that meet Bo" roles an# are si$ni icant in the /or*place, -t is also a certi ication a/ar#e# to a person on success ul completion o a course in reco$nition o ha!in$ #emonstrate# competencies in an in#ustr' sector R%$#! +, V%ri%8l!" - #escri"es the circumstances or conte2t in /hich the /or* is to "e per orme# R!c+#$i(i+$ +, Pri+r L!%r$i$# =RPL? is the ac*no/le#$ement o an in#i!i#ualDs s*ills: *no/le#$e an# attitu#es $aine# rom li e an# /or* e2periences outsi#e re$istere# trainin$ pro$rams R!"+urc! i .lic%(i+$" - re ers to the resources nee#e# or the success ul per ormance o the /or* acti!it' #escri"e# in the unit o competenc', -t inclu#es /or* en!ironment an# con#itions: materials: tools an# e&uipment B%"ic C+ .!(!$ci!" - are the s*ills an# *no/le#$e that e!er'one nee#s or /or* Tr%i$i$# R!#ul%(i+$" =TR? re ers to the #ocument promul$ate# an# issue# "' T?051 consistin$ o competenc' stan#ar#s: national &uali ications an# trainin$ $ui#elines or speci ic sectorsAoccupations, The T; ser!e as "asis or esta"lishment o &uali ication an# certi ication un#er the 9TQC, -t also ser!es as $ui#e or #e!elopment o competenc'-"ase# curricula an# instructional materials inclu#in$ re$istration o T<?T pro$rams o ere# "' T<?T pro!i#ers U$/!r.i$$i$# C$+6l!/#! %$/ %((i(u/! - re ers to the competenc' that in!ol!es in appl'in$ *no/le#$e to per orm /or* acti!ities, -t inclu#es speci ic *no/le#$e that is essential to the per ormance o the competenc' U$/!r.i$$i$# "Cill" - re ers to the list o the s*ills nee#e# to achie!e the elements an# per ormance criteria in the unit o competenc', -t inclu#es $eneric an# in#ustr' speci ic s*ills D!.(7 +, Di"c7%r#! =D+D? - is a an alternate metho# to in#icate a "atter'Is 0tate o char$e (07C), The 575 is the in!erse o 07C3 as one increases: the other #ecreases, +hile the 07C units are percent points (0O P empt'= 100O P ull): the units or 575 can "e 1h (e,$,3 0 P ull: 50 1h P empt') or percent points (100O P empt'= 0O P ull) S+l%r i$"+l%(i+$ - is a measure o solar ra#iation ener$' recei!e# on a $i!en sur ace area in a $i!en time, -t is commonl' e2presse# as a!era$e irra#iance in /atts per s&uare meter (+AmQ) or *ilo/att-hours per s&uare meter per #a' (*+RhA(mQR#a')),
34, 35,
36, 37,
38,
39, 40,
41,
42,
43.
44,
ACKNOWLEDGEMENTS
The Technical ?#ucation an# 0*ills 5e!elopment 1uthorit' (T?051) /ishes to e2ten# than*s an# appreciation to the man' representati!es o "usiness: in#ustr': aca#eme an# $o!ernment a$encies /ho #onate# their time an# e2pertise to the #e!elopment an# !ali#ation o this Trainin$ ;e$ulations, T<E TEC<NICAL EAPERT PANEL =TEP?
G!r ili$+ A8i(+ P7D.
1teneo #e .anila 6ni!ersit' 4o'ola Eei$hts: Que%on Cit'
Mr. R% +$ C. T!F!r+
Cirst 9hilippine ?ner$' Corporation Benpress Bl#$, 9asi$ Cit'
ACKNOWLEDGEMENTS
Mr. All%$ M!"i$%
Co$ni%ant Technical 7 icer 7 ice o ?ner$' an# ?n!ironment 6nite# 0tates 1$enc' or -nternational 5e!elopment 98B Bl#$: 5, .acapa$al Boule!ar# 9asa' Cit': 9hilippines
The 9articipants in the national !ali#ation o this Trainin$ ;e$ulations .a$uin#anao B;?C51 Ce#eration Basilan-0ulu B;?C51 Ce#eration Gam"oan$a B;?C51 Ce#eration Ta/i-Ta/i B;?C51 Ce#eration T?051-1;.. T?051 -S T?051 S-T7! M! 8!r" +, (7! TESDA B+%r/ T7! MANAGEMENT %$/ STAFF +, (7! TESDA S!cr!(%ri%( TESDA EACOM
M". Ir!$! M. I"%%c
?2ecuti!e 5irector Quali ications an# 0tan#ar#s 7 ice (Q07AT?051) Competenc' 0tan#ar#s 5i!ision (C05) Curriculum an# Trainin$ 1i#s 5i!ision (CT15)