KIRKOS MANUFACTURING COLLEGE

Building Electrical Installation Level III

TEACHER GUIDE
TTLM Code:- EIS BEI3 M11 112021v1

Prepared by: - Soresa Tamene

Introduction
 his Teacher’s Guide is developed to assist trainers in delivering the BEI Level III training
program. It is usually designed as a resource to support the learning activity.

The BEI III Training is developed to equip the trainees with the required competences in use
The Program is consists of fiften (15) learning modules covering the fiften units of competence
The expected outputs of this program are the learners’ acquisition and implementation of the
following competence in Building Electrical Installation L –III.
EIS BEI3 01 1118 Prepare Working Drawing (CAD)
EIS BEI3 02 1118 Select Wiring Systems and Cables for Low Voltage General Electrical Installations
EIS BEI3 03 1118 Install Electrical System Protection
EIS BEI3 04 1118 Install and Maintain Cabling for Multiple Access to Telecommunication Services
EIS BEI3 05 1118 Trouble- Shoot and Repair Faults in Low Voltage Electrical Apparatus and Circuits
EIS BEI3 06 1118 Perform Maintenance of Electrical Equipment
EIS BEI3 07 1118 Inspect and Commission Electrical Installation
EIS BEI3 08 1118 Work Safely in the Construction Industry
EIS BEI3 09 1118 Identity OHS Hazards and Risk
EIS BEI3 10 1118 Monitor Implementation of Work Plan/Activities
EIS BEI3 11 1118 Apply Quality Control
EIS BEI3 12 1118 Lead Workplace Communication
EIS BEI3 13 1118 Lead Small Teams
EIS BEI3 14 1118 Improve Business Practice

This teacher’s guide covers all the fiften (15) learning modules and it will assist trainers in
delivering the said program and achieving its learning objectives and outcomes. It also provides
information in the organization of the learning guides and assessment packets. The learning
guides are aid to the trainees by telling them what need to do, when and how to do it and the
expectations once the learning activities are completed. While the assessment packet guide you
in developing the tools or instruments to measure trainee’s overall achievement of the stated
competence. Thus it is important for trainer to understand the design of this program and the
mechanics in which it shall be delivered.

Learning Guide BEI Date: april 2013 E.C

Level III
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Version: 1 Revision: 1 Author: soresa tamene
 Learning Module

Unit of Competence Module Learning Outcomes D

Code &
Title
EIS BEI3 01 Prepare Working EIS BEI3 01 PreparingWorkin
1118 Drawing (CAD) 1118 g Drawing (CAD)  Determine drawing requirements .
 Produce drawings in third angle views, sections
 Issue and/or file drawing

EIS BEI3 02 Select Wiring EIS BEI3 02 Selecting Wiring

1118 Systems and 1118 Systems and  Prepare to select wiring systemse electrical insta
Cables for Low Cables for Low  Select wiring systems and cables ectrical installa
Voltage General Voltage General  Document electrical installation.
Electrical Electrical
Installations Installations
EIS BEI3 03 Install Electrical EIS BEI3 03 Installing
1118 System Protection 1118 Electrical System  Plan and prepare for fault findings
Protection  Install electrical protection system
 Notify completion of work
 Clean up

EIS BEI3 04 Install and EIS BEI3 04 Installing and

1118 Maintain Cabling 1118 Maintain Cabling  Prepare to install and maintain cabling.
for Multiple Access for Multiple  Install and maintain cabling.
Access to

to Telecommunication Services Telecommunication Services

 Terminate and test cable and e
records and reporting

EIS BEI3 05 1118 Trouble- Shoot and EIS BEI3 05 Troubling- Shoot
Repair Faults in Low 1118 and Repairing  Prepare to trouble-shoot and
Voltage Electrical Faults in Low rectify faults
Apparatus and Circuits Voltage Electrical  Trouble-shoot and repair
Apparatus and faults.
Circuits  Completion and report
.

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 trouble-shoot and repair
activities

EIS BEI3 06 1118 Perform Maintenance EIS BEI3 06 Performing

of Electrical 1118 Maintenance of  Plan and prepare for
Equipment Electrical maintenance of
Equipment
electrical equipment
 Maintain electrical
equipment and associated
circuits
 Notify completion and
document results of

Maintenance of electrical
equipment.
EIS BEI3 07 1118 Inspect and EIS BEI3 07 Inspecting and
Commission Electrical 1118 Commission  Plan and prepare to
Installation Electrical commission electrical system
Installation  Commission electrical
system

EIS BEI3 08 1118 Work Safely in the EIS BEI3 08 Working Safely
Construction 1118 in the  Identify OHS legislative
Industry Construction requirements.
Industry  Identify construction
hazards and control

Measures
 Identify OHS
communication and reporting
processes.
 Identify OHS incident
response

procedures.
EIS BEI3 09 1118 Identity OHS EIS BEI3 09 Identifying
Hazards and Risk 1118 OHS Hazards  Contribute to workplace
and Risk hazard

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 Identification
 Gather information about
workplace

Hazards
 Contribute to OHS risk
assessment

EIS BEI3 10 1118 Monitor EIS BEI3 10 Monitoring

Implementation of 1118 Implementation  Monitor and improve
Work Plan/Activities of Work
Plan/Activities workplace operations
 Plan and organize
workflow
 Maintain workplace
records
 Solve problems and make
decisions

EIS BEI3 11 1118 Apply Quality EIS BEI3 11 1118 Applying Quality
Control Control  Implement quality
standards
 Assess quality of
service delivered.
 Record information
 Study causes of
quality deviations
 Complete
documentation

EIS BEI3 12 1118 Lead Workplace EIS BEI3 12 1118 Leading

Communication Workplace  Communicate
Communication information about

workplace processes
 Lead workplace
discussion
 Identify and
communicate issues

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 arising in the
workplace

EIS BEI3 13 1118 Lead Small Teams EIS BEI3 13 1118 Leading Small
Teams  Provide team
Leadership
 Foster individual
and organizational
growth
 Monitor and
evaluate workplace
learning
 Develop team
commitment and

Cooperation
 Facilitate
accomplishment of
organizational goals

EIS BEI3 14 1118 Improve Business EIS BEI2 M14 0919 Improving
Practice Business Practice  Diagnose the
business
 Benchmark the
business

Learning Guide BEI Date: april 2013 E.C

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 Learning Outcomes and Assessment Criteria
Unit of Competence Apply Quality Control

Module- Title Applying Quality Control

Establish quality standards

LO1
 Quality standard procedures for masonry work are
developed and agreed upon
 Quality standard procedures are documented in accordance
Assessment Criteria with the organization policy
 Standard procedures are introduced to organizational staff /
personnel
 Standard procedures are revised / updated when necessary
LO2 Assess quality of service delivered
 Services delivered are checked against organization quality
standards and specifications
 Service delivered are evaluated using the appropriate
evaluation parameters and in accordance with organization
Assessment Criteria standards
 Causes of any identified faults are identified and corrective
actions are taken in accordance with organization policies
and procedures
LO3 record information
 Basic information on the quality performance is recorded in
accordance with organization procedures
Assessment Criteria  Records of work quality are maintained according to the
requirements of the organization
LO4: Study causes of quality deviations

Assessment Criteria  Causes of deviations from final outputs or services are

investigated and reported in accordance with organization
procedures
 Suitable preventive action is recommended based on
organization quality standards and identified causes of
deviation from specified quality standards of final service or
output
.

Learning Guide BEI Date: april 2013 E.C

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LO5: Complete documentation

Assessment Criteria  Information on quality and other indicators of service

performance is recorded
 All service processes and outcomes are recorded

Learning Guide BEI Date: april 2013 E.C

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 Training Mechanics
The Outcome-Based Training is one form of an independent learning approach. This approach
enables trainees to be master of their own environment and in charge of their learning. It is also
characterized by the integration of theory and application as two dimensions of an effective
learning process. In this program, the outcome-based system is consists of a combination of
lecture-discussion, individualized learning activities, mentoring, field immersion and feedback.

In this program the trainees will be given individual learning guide to go through and
accomplish. They will be instructed through this learning guide to accomplish learning
activities as part of the mechanism for transfer of learning from the training situation to the job
situation. For each competence area, trainees will formulate a specific learning plan as a guide
for applying their learning to work setting and for their own continuing self-development. At
this point, your role as the teacher/facilitator is to guide the trainee in preparing and
accomplishing their plan.

Lecture and discussion of the topics outlined in the session plan should be performed first before
the trainees are instructed to go to the workshop. You are also required to demonstrate the
correct steps/procedures and techniques to your trainees before you let them practice. Insure
that they are practicing safely.

Most part of the training activities will be conducted in the workshop for better development of
specific skills. Aside from motivating them to relate concepts and skills to their own work
situations, make sure to provide the necessary opportunity for competence practice and better
internalization of such concepts and techniques. The trainees should also be provided the
opportunity to blend with the actual working unit in the industry.

In this system, it is important to develop a sustained relationship with the trainees through a
continued involvement, where you are to offer support, guidance and assistance as the trainee go
through the learning activities and actual work.

With the mentoring approach, the trainees are grouped in learning teams with one facilitator-
mentor per team. Before learning session or workshop start in the morning, each team and
mentor meets to give feedback regarding their work, or how the group improves, acquire set of
skills for the members to become more effective trainees. You are also to asses them at the end.

Assessment Context

There are two types of evaluation used in determining the extent to which learning outcomes are
achieved. The specific learning outcomes are stated in the modules. In assessing them,
verifiable and observable indicators and standards shall be used.
.

Learning Guide BEI Date: april 2013 E.C

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 The formative assessment is incorporated in the learning modules and form part of the learning
process. Formative evaluation provides the trainee with feedback regarding success or failure in
attaining learning outcomes. It identifies the specific learning errors that need to be corrected,
and provides reinforcement for successful performance as well. For the trainer/facilitator,
formative evaluation provides information for making instruction and remedial work more
effective. In this program the LAP Test serves as the formative assessment.

Summative Evaluation the other form of evaluation is given when all the modules of the
program have been accomplished. It determines the extent to which competence have been
achieved. This will be given in the form of written test for the underpinning knowledge and
demonstration for the attitudes and skills portion. And, the result of the assessment decision
shall be expressed in the term ‘competent or not yet competent’. In this program the summative
assessment shall also serves as the final examination.

These two types of evaluation form part of the training and they are considered as institutional
assessment.

Evaluation Tools

a) Formative Assessment
 Written
 Practical
 Reading and presentation
b) Summative Evaluation
 Written test

Learning Guide BEI Date: april 2013 E.C

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Version: 1 Revision: 1 Author: soresa tamene
 Self-check
Choose the Best answer
1._______________ includes all the activities that organizations use to direct,
control, and coordinate quality
A.Standard
B.Strategy
C.Quality policy
D.Quality management

2. _________is a document. It is a set of rules that control how people develop and
manage materials, products, services, technologies, processes, and systems.

A.Standard
B.Strategy
C.Quality policy
D.Quality management
3. ____________defines top management’s commitment to quality
A.Standard
B.Strategy
C.Quality policy
D.Quality management
4. --------------- is a logically structured plan or method for achieving long term goals.
A,Standard
B,Strategy
C,Quality policy
D,Quality management

Learning Guide BEI Date: april 2013 E.C

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 5. What will be Quality improvement?
A.Refers to anything that enhances an organization's ability to meet quality
requirements
B.A set of activities intended to ensure that quality requirements are actually
being met.
C.A set of activities that an organization carries out in order to enhance its ability
to meet requirements
D.A set of activities intended to establish confidence that quality requirements
will be met
6. What will be Quality control?
A. Refers to anything that enhances an organization's ability to meet quality
requirements
B.A set of activities intended to ensure that quality requirements are actually
being met.
C.A set of activities that an organization carries out in order to enhance its ability
to meet requirements
D.A set of activities intended to establish confidence that quality requirements
will be met
7. What will be Continual improvement?
A.Refers to anything that enhances an organization's ability to meet quality
requirements
B.A set of activities intended to ensure that quality requirements are actually
being met.
C.A set of activities that an organization carries out in order to enhance its ability
to meet requirements
D.A set of activities intended to establish confidence that quality requirements
will be met

Learning Guide BEI Date: april 2013 E.C

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 8. What will be Quality assurance (QA)?
A. Refers to anything that enhances an organization's ability to meet quality
requirements
B. A set of activities intended to ensure that quality requirements are actually
being met.
C. A set of activities that an organization carries out in order to enhance its ability
to meet requirements
D. set of activities intended to establish confidence that quality requirements will
be met

Evidence Plan
TVET Program Building Electrical Installation level III

Learning Modules Applying Quality Control

Ways in which evidence will be collected:

Demonstration
Written Test

Discussion
The evidence must show that the trainee…
Develop and implementing quality standards

Document quality standards

Learning Guide BEI Date: april 2013 E.C

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 Update quality standards
Identify Organizations should interrelated processes and
treat them as a system.
Improve Organizations should make a permanent
commitment to continually their overall performance
Maintain Organizations should a mutually beneficial
relationship with their suppliers
Manage Organizations should use a process approach to
activities and related resources
Evaluate techniques

Check Quality procedures

Apply corrective actions

plan A strategy is a logically structured or method for

achieving long term goals
Define An organization’s quality policy top management’s
commitment to quality.
generate Quality policies should be used quality objectives
and should serve as a general framework for action
Record quality performance

Record information on quality and other indicators

Report procedures on quality and other indicators

Understand and improve operational processes

Learning Guide BEI Date: april 2013 E.C

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 Identify faulty or poor service

Identify Causes of deviations

Identify and applying corrective actions

Prepared by: Soresa Tamene Date: 16/04/2021

Learning Guide BEI Date: april 2013 E.C

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 Summative Assessment

KIRKOS MANUFACTURING COLLEGE

TRAINEE TEST GUIDE

PERFORMANCE TEST
Level
BEI IIIIII
Level

APPLY QUALITY CONTROL

Learning Modules
covered

Rating Sheet for PRACTICAL EXAM

Student’s Name:
Teacher’s Name:

Learning Guide BEI Date: april 2013 E.C

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 Learning Module Title: Applying Quality Control
Learning Outcome covered: Lo1-Lo5

Batch Class:
Date of assessment:
Time of assessment:
Instructions for demonstration

Circuit breakers/Fuses Pilot lamps

Magnetic Contactors Selector Switches
Relays Din rail
Distribution board Wire Strap
Terminal Blocks/Lugs Push buttons
Wire Markers Câble Glands/Grommet
OBSERVATION
During the demonstration of skills, did the trainee: Yes No N/A
Check all lugs are properly crimped or soldered, and
  
connections are tight.
Measure voltage at motor terminals while motor
  
starting
Identify Overload or circuit breaker incorrectly set or
  
sized.
Perform Fit new fuses, reset circuit breakers, etc.   
Check load performance data against motor   
performance data.

Correct setting of overload or breaker or change.   

Obtain Motor does not reach full speed or takes a
  
long time to accelerate.

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 The trainee’s demonstration was:
Satisfactory  Not Satisfactory 

Questions Satisfactory response

The trainee should answer the following questions: Yes No

1. What are the five Quality Performance in Production
 
Management?
2. Explain the Six-Factor Model of Personality in the
 
Workplace.
3. Explain the 5S in Increase Performance in the Workplace.
 

4. What is the use of finalizing product against workplace?

 
5. What is Quality?
 

The trainee’s underpinning knowledge was:

Satisfactory  Not Satisfactory 

Feedback to trainee:

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 The trainee’s overall performance was:
Satisfactory  Not Satisfactory 

Student signature: Date:

Teacher signature: Date:

KEY ANSWERS
TEST ITEM ANSWER MARK

Multiple Choice
1 Answer: D
2 Answer: A
3 Answer: B
4 Answer: C
5 Answer: D
6 Answer: D
7 Answer: C
8 Answer: B

TEST ITEM ANSWER MARK

Short Answer Questions

1  Set direction and meet customers’ expectations

 Improve process control
 Reduce wastage
 Lower costs
2  improved product value,
 improved quality,

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  increased productivity (reduced waste),
 reduced cycle time,
 increased customer satisfaction
.

3  Laundry washing machine

 Presses, compressor
 Water pumps, fans
 Wood working machines, wood planers

4 (DOL) starter is the simplest and the most inexpensive of all

starting methods and is usually used for squirrel cage induction
motors.
5 the quality of something can be determined by comparing a set
of inherent characteristics with a set of requirements
(Short Answer Questions) Total points

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 Assessment Summary Results

Student’s Name
Teacher’s Name
TVET Program Title Building Electrical Installation level III
Batch Class
Module Title Applying Quality Control
Date of Assessment

The performance of the trainee is – Satisfactory Not Satisfactory

A. Demonstration with Oral questioning

B. Written Test

Did the trainee’s overall performance meet the

 Yes  No
required evidences / standards?

OVERALL EVALUATION  COMPETENT  NOT YET COMPETENT

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 General Comments [Strengths / Improvements needed]

Student's signature: Date:

Teacher’s signature: Date:

Building Electrical Installation level 3

TERMINAL REPORT

Batch Class: _______________

FINAL MARK
REGISTRATION
NO. Student’s Name
NUMBER [Competent / Not Yet Competent]

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 Legend: NYC – Not Yet Competent C – Competent

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