Toolkit 2 - Apprentice Training and Profiling

Transcription

1 Attachment 3 Toolkit 2 - Apprentice Training and Profiling Page 1

2 The Apprentice Training and Profiling Tool has been developed to support Apprentice Training that best suit business needs and the needs of apprentices. It features; A Job Skill Profile for an apprenticeship within the Electro technology sector that can be developed using units of competency from the Training Package - a list of the competencies that an apprentice will need to effectively perform a job. The process can become an important component of individual development used to underpin learning and development plans, performance management and job descriptions. It can also play a key part in linking structured off-the-job training to the practical work-based experience gained by apprentices and identify apprentice Training that best suit business needs and the needs of apprentices The process can be used to group and customise units of competencies to suit an employer s specific work needs and circumstances and the profile of a specific apprenticeship including the skills needed to perform the role. The Job Skill Profile template can be used to create a job profile by following each of the steps below which can link job descriptions to an appropriate skills profile. The tool could be used for analysing and managing the table within the template. The basic functions should be relatively easy to use to modify the table and analyse work requirements, link work activities to competency standards units and analyse training needs. It should provide an easy to use, intuitive interface, with features such as drag-and-drop structure (linked to Attachment 1) that makes the process of modelling an apprenticeship easy. Page 2

3 Steps in Developing the Job Skill Profile Step 1 Review the documented description of an apprenticeship to identify a listing of duties and tasks, and skills, knowledge and abilities required by the job. This will be recorded in; Column 1 Job Functions Column 2 - Range of Workplace Activities (Refer to Template) Step 2 Remembering that the qualification contains a number of core units as well as electives, this step will involve identifying the Training Focus and review the units of Competency suggested in a Training Plan - For Core Units of Competency (Column 3&4) - Assess each unit of competency listed against the Job Functions/Range of Workplace Activities to identify the skills, knowledge and abilities required by the person who will be doing the job. Additional (elective) appropriate units of competency (Column 5 & 6) which cover the job functions (specialisation etc.) Assess each unit of competency listed against the Job Functions/Range of Workplace Activities to identify the skills, knowledge and abilities required by the person who will be doing the job. Use the table in the template to list the code, title and elements of each unit. Step 3 Column 7 will allow employers to match (or map ) as many of the elements from the units, to the duties and tasks identified in Step 1. They can examine the element of each unit, and decide if the element is relevant to the functions and responsibilities of the job. They will need to carefully consider how core units of competency are dealt with in line with the specific requirements of the job. They may choose to make some alterations to make it fit in better with the requirements of the job. This process is called customisation. Units can be customised to meet the specific needs of the apprenticeship. In essence, this means adding to a unit (e.g. selecting specific items of equipment from the Range of Variables), rather than taking aspects away. Use the final column of the table to record your decisions about the units of competency, for example whether it is to be kept or discarded and why, whether it should be core or elective, whether it is required for licensing purposes, and aspects that will need to be customised. Step 4 Use the Column 8 of the table to record decisions about the units of competency, for example whether it is to be kept or discarded and why, whether it is required for licensing purposes, and aspects that will need to be customised. If there are outstanding duties or tasks from the job description which have not been matched to units, the tool should allow you to identify units of competency from the Training Packages that match the remaining duties and tasks or specialisation. Every unit of competency that is fully matched will naturally become part of the job profile. Remaining units need to be further examined to decide if these will remain in the competency profile, or be removed. Page 3

4 If there are outstanding duties or tasks from the Job Functions Columns which have not been matched to units the tool should identify units of competency from the Training Packages that match the remaining duties and tasks. Step 5 Column 8 will be used to record decisions about the units of competency, for example whether it is to be kept or discarded and why, whether it should be core or elective, whether it is required for licensing purposes and aspects that will need to be customised. This should include decisions about additional units which may need to be incorporated into the profile i.e. units which were not included in the original selection for the apprenticeship. Step 6 The final column will identify how the Units of Competency meet the 66 essential capabilities requirements for a licensed Electrician. Page 4

5 Job Skill Profile Template - Apprenticeship Title: Duties & Tasks Training Focus ESC Job Function Workplace Activities Core Units Elements Additional Unis Elements Mapping to Duties and Tasks Summary of Decision ESC Coverage Page 5

6 Generating Reports The tool should be able to provide a predefined set of standard reports which can be used to populate the template. These reports should be stored in organisational table as described below Reports Generated from the Job Functions - examples Reports Generated from the Workplace Activities - Populate the template, with on the job workplace activities carried out as part of the apprentice daily work activities Reports Generated from the Units of Competencies (UoCs) showing the list of UoCs for each apprentice, and the link to certain work Reports of Coverage of Essential Performance Capabilities Page 6

7 Column1 - Apprentice Job Functions Assembling non-electro technology associated hardware and/or equipment Installing cabling/wiring support and protection systems Lay wiring/cabling and terminate accessories for extra low voltage Installing apparatus Maintaining and repairing apparatus and associated circuits Undertaking commissioning procedures of apparatus and associated circuits Testing apparatus and circuits Diagnosing and rectifying faults in apparatus and associated circuits Disconnecting and reconnecting fixed wired electrical equipment connected to supply up to 1000 volts a.c. or 1500 volts d.c. Attaching flexible cords and plugs Monitoring Energy Usage Working on Electrical Equipment in Hazardous Areas (EEHA) Following safety procedures Using information systems Protecting the environment Documenting activities Read and interpret drawings, circuit diagrams and electrical code specifications to plan wiring layouts. Install brackets and hangers to support electrical equipment. Install, replace and repair lighting fixtures and electrical control and distribution equipment, such as switches, relays and circuit breaker panels. Join and connect wire to fixtures and components to form circuits Test completion of circuits using test equipment Troubleshoot and isolate faults in electrical and electronic systems and remove and replace faulty parts. Connect electrical power to sound and visual communication equipment, signalling devices and heating and cooling systems General tasks housekeeping, transporting, etc. Page 7

8 Column 2 - On the job workplace activities carried out as part of the apprentice daily work activities - Workplace Activities Related to - Applying safety principles, cable selection for consumer s mains, sub-mains and final sub-circuits, selection of equipment, isolation and lockout procedures, fixing/securing and connections of various types of electrical apparatus Single phase a.c. circuits, power factor correction, three phase circuits (star, delta, open delta), broken neutral conductors, resonance effects, harmonics, fault loop impedance. Lighting circuits, socket outlets, mixed final sub circuits, lighting, heating (water, space and controls), batteries, battery banks, emergency equipment UPS, exit signs, smoke detectors. Protection devices fuses, circuit breakers, overloads, over voltage protection (surge), residual current devices (RCDs), earthing systems MEN. Cable and equipment selection, voltage drop, maximum demand, fault level calculations, selection of protection equipment, derating of cables. Transformers double wound, auto, isolation, transformer auxiliary equipment, -CTs, VTs, transformer testing and maintenance. Machines single phase motors (split phase, capacitor start, permanent split capacitor PSC, shaded pole, universal), three phase motors (squirrel cage, slip ring induction), Synchronous machines motors and alternators Trouble shooting techniques, fault finding electrical power and control circuits - lighting, water heating, space heating, appliances, single/three motors, motor starters, electrical installations. Relay circuits, contactor circuits, remote stop-start circuits, jogging circuits, control devices including sensors and transducers, motor control, motor starters, motor braking circuits, motor speed control, programmable relays Hazard identification (construction sites, ELV, LV, high current, HV, harmful devices, materials, gases, dusts and airborne contaminant) Control measures Documentation of risk assessment - Job Safety Analysis (JSAs) or Safe Work Methods (SWMs). Hand tools, power tools, drilling, tapping, threading, sheet metal, assembly, disassembly of electrical equipment Circuits basic, series, parallel, series parallel, using basic test instruments to measure voltage, current, resistance (including IR and continuity testing), emf sources, resistors and capacitors Environmental policies and procedures, sustainable work practices, saving energy. WHS legislation, regulations, codes of practice, toolbox talks, working at heights, confirm spaces, PPE, working with electricity, first aid, electric shock Fixing to solid walls, hollow walls, metal fixing, using adhesives and tapes Symbols, using drawings (circuit, wiring, single line, architecture, floor plans), diagrams, manuals, electrical regulations and standards, codes Magnetic devices such as reed switches, solenoids, relays, contactors, inductive sensors, motors and generators, bells, lifting magnets, core balance devices, magnetic overloads, magnetic brakes and magnetic circuit breakers Termination of cables and conductors (XLPE, armoured, fire rated cable Radox/MIMS, TPI, TPS flat and circular, aluminium) cable support/protection (aerial, cable tray/ladder, catenary, metallic conduit, non-metallic conduit, ducts/trunking, underground systems, unenclosed support clips/ties, earth mat/systems), flexible cords/cables and plugs Page 8

9 Column 3,4,5,6 - Training Focus Install support and mechanical protection Install & terminate cables exceeding extra-low voltage Install apparatus & equipment Maintain apparatus & circuits Commission apparatus & circuits Test apparatus & circuits (Verification of installation circuits and equipment) Testing for System integrity and operability Isolation of Installations and Equipment to verify isolation from all sources of supply Find and repair faults associated with apparatus & circuits (non energised) Install & maintain explosion protect equipment Participate in electrical work and competency development activities Apply OHS practices in the workplace Dismantle, assemble and fabricate electro technology components Solve problems in extra-low voltage single path circuits Solve problems in multiple path d.c. circuits Fix and secure equipment Use drawings, diagrams, schedules and manuals Lay wiring and terminate accessories for extra-low voltage circuits Document occupational hazards and risks in electrical Solve problems in electromagnetic circuits Solve problems in single and three phase low voltage circuits Install wiring and accessories for low voltage circuits Install low voltage electrical apparatus and associated equipment Verify compliance and functionality of general electrical installations Select and arrange equipment for general electrical installations Find and repair faults in electrical apparatus and circuits Other work related activities and tasks Page 9