Major Work Activity A – Performs common occupational skills

Task A‑1 Performs safety-related functions.

Task Descriptor

Construction electricians are responsible for ensuring the safety of themselves and others in the work environment. They must follow company, client and jurisdictional regulations.

It is critical that construction electricians be constantly aware of their surroundings and the hazards they may encounter.

Industry Expected Performance

The task must be performed according to the applicable jurisdictional codes and standards. All health and safety standards must be respected. Specific regulations and standards for this task include WHMIS, OH&S, Canadian Standards Association (CSA) Z460, Z462 and Z463, and client and company safety policy. Work should be done efficiently and at a high quality without material waste or harm to the environment. All requirements of the manufacturer, client specifications and the authority having jurisdiction (AHJ) must be met.

At a journeyperson level of performance, all tasks must be done with minimal direction and supervision.

A‑1.01 Uses personal protective equipment (PPE) and safety equipment.

Essential Skills

Thinking Skills, Document Use, Reading

NL	NS	PE	NB	QC	ON	MB	SK	AB	BC	NT	YT	NU
yes	yes	yes	yes	NV	yes	yes	yes	yes	yes	NV	NV	NV

	Skills
	Performance Criteria	Evidence of Attainment
A‑1.01.01P	identify *site hazards* and regulations requiring the use of *PPE* and *safety equipment*	*site hazards* are determined by site visits and by doing a pre-job analysis
A‑1.01.02P	select *PPE* and *safety equipment*	*PPE* and *safety equipment* are selected to match tasks and hazardous situations
A‑1.01.03P	ensure fit of *PPE* for the application	*PPE* are adjusted to provide maximum protection for the individual
A‑1.01.04P	recognize worn, damaged or defective *PPE* and *safety equipment* and tag and replace damaged or faulty *PPE* and *safety equipment*	*PPE* and *safety equipment* are inspected prior to use and not used when damaged or faulty, and tagged as such
A‑1.01.05P	apply *safety regulations and standards*	*safety regulations and standards* are followed according to company, client, site and AHJ requirements
A‑1.01.06P	organize, clean and store *PPE* and *safety equipment*	organizing, cleaning and storage procedures are done according to company procedures and manufacturers’ specifications
A‑1.01.07P	recognize limitation of use of *PPE* and *safety equipment*	*PPE* and *safety equipment* are not used for other than their intended purposes according to manufacturers’ limitation specifications

Range of Variables

PPE includes: shock hazard PPE, arc flash hazard PPE, hard hats, safety glasses, safety footwear, gloves, hearing protection

safety equipment includes: fall protection (fall arrest and fall restraint), confined space equipment, respiratory protection, tag-out and lock-out equipment, fire extinguishers, first aid equipment, eye wash stations, signage, fume and toxic gas detectors

safety regulations and standards include: WHMIS, OH&S, CSA Z460, Z462 and Z463, client and company safety policy, general/prime contractor policies

site hazards include: working at heights, confined space, open excavation, live equipment, extreme weather conditions, hazardous locations

	Knowledge
	Learning Outcomes	Learning Objectives
A‑1.01.01L	demonstrate knowledge of *PPE* and *safety equipment, their applications*, maintenance, storage and procedures for use	identify types of *PPE* and *safety equipment*
		describe *applications* and limitations of *PPE* and *safety equipment*
		describe the procedures used to care for, maintain and store *PPE* and *safety equipment*
A‑1.01.02L	demonstrate knowledge of regulatory requirements pertaining to *PPE* and *safety equipment*	identify and interpret the regulatory requirements and responsibilities

Range of Variables

PPE includes: shock hazard PPE, arc flash hazard PPE, hard hats, safety glasses, safety footwear, gloves, hearing protection

applications include: hazardous locations, height, confined space

A‑1.02 Maintains safe work environment.

Essential Skills

Thinking Skills, Document Use, Reading

NL	NS	PE	NB	QC	ON	MB	SK	AB	BC	NT	YT	NU
yes	yes	yes	yes	NV	yes	yes	yes	yes	yes	NV	NV	NV

	Skills
	Performance Criteria	Evidence of Attainment
A‑1.02.01P	perform housekeeping practices	work area is clean and clutter-free
A‑1.02.02P	identify, report and eliminate potential and existing *hazards*	*hazards* are identified and mitigated
A‑1.02.03P	set up *barriers* and *signage* to explain *hazards*	*hazards* are well marked by *barriers* and *signage*
A‑1.02.04P	store materials and equipment	materials and equipment are stored in designated areas, according to WHMIS, client and company policies and practices, site-specific practices and AHJ
A‑1.02.05P	identify and respect physical limitations of self and others	identify physical limitations and work within them
A‑1.02.06P	set up and identify locations containing *safety* *components*	locations are identified with signage and on jobsite map
A‑1.02.07P	enforce safe work practices	safe work practices are followed

Range of Variables

hazards include: arc flashes, liquid spills (flammable, corrosive, toxic), electric shocks, designated substance (asbestos, mercury, lead, silica), open holes, confined space, fire, tripping hazards, overhead work, hazardous locations

barriers and signage include: caution and danger tapes, fences, tags, signs

safety components include: first aid kits, fire extinguishers, material safety data sheets (MSDS) , eye wash stations

items include: inspections, potential hazards, safety meetings, injuries, training

	Knowledge
	Learning Outcomes	Learning Objectives
A‑1.02.01L	demonstrate knowledge of safe work practices	identify *hazards* and describe safe work practices to maintain safe work environment
		describe the procedures used in *emergency* *situations*
A‑1.02.02L	demonstrate knowledge of regulatory requirements pertaining to *hazards* and *emergency situations*	identify and interpret the regulatory requirements pertaining to *hazards* and *emergency situations*

Range of Variables

emergency situations include: evacuation, fire, hazardous chemical alarms

A‑1.03 Performs lock-out and tag-out procedures.

Essential Skills

Thinking Skills, Document Use, Reading

NL	NS	PE	NB	QC	ON	MB	SK	AB	BC	NT	YT	NU
yes	yes	yes	yes	NV	yes	yes	yes	yes	yes	NV	NV	NV

	Skills
	Performance Criteria	Evidence of Attainment
A‑1.03.01P	coordinate lock-out and tag-out requirements with appropriate authorities and other trades	authorities and other trades are informed of isolation of system or equipment
A‑1.03.02P	identify circuit for lock-out and tag-out, and recognize other equipment that may present a hazard	circuit isolation point(s) and voltage is identified by referring to panel schedules, drawings, single-line diagrams, cable and equipment tags; other energy sources and hazards are identified and secured
A‑1.03.03P	select *approved device* to ensure lock-out and tag-out	*approved device* is selected to match the equipment
A‑1.03.04P	identify power source, and de-energize and lock-out equipment	identified circuit is isolated
A‑1.03.05P	test system for zero potential using *voltage-rated* *equipment*	system is tested for absence of voltage
A‑1.03.06P	verify lock-out and tag-out	lock-out and tag-out is completed

Range of Variables

approved devices include: breaker lock, scissors, tag and arc flash protection equipment

voltage-rated equipment include: voltmeters, ground straps, high voltage testers

	Knowledge
	Learning Outcomes	Learning Objectives
A‑1.03.01L	demonstrate knowledge of lock-out and tag-out procedures and legislation governing minimum standards	describe lock-out and tag-out procedures and legislation
A‑1.03.02L	demonstrate knowledge of safety checks of equipment	describe safety checks to be performed to ensure zero energy state
A‑1.03.03L	demonstrate knowledge of procedures for voltage testing	describe how to determine the testing equipment to be used is matched to the voltage and energy rating

Task A‑2 Uses tools and equipment.

Task Descriptor

Construction electricians must be able to select, use and maintain tools and equipment in a safe and effective manner relevant to the task being performed.

Industry Expected Performance

The task must be performed according to the applicable jurisdictional codes and standards. All health and safety standards must be respected. Work should be done efficiently and at a high quality without material waste or harm to the environment. All requirements of the manufacturer, client specifications and the AHJ must be met.

At a journeyperson level of performance, all tasks must be done with minimal direction and supervision.

A‑2.01 Uses common and specialty tools and equipment.

Essential Skills

Thinking Skills, Document Use, Reading

NL	NS	PE	NB	QC	ON	MB	SK	AB	BC	NT	YT	NU
yes	yes	yes	yes	NV	yes	yes	yes	yes	yes	NV	NV	NV

	Skills
	Performance Criteria	Evidence of Attainment
A‑2.01.01P	organize and store *tools, equipment* and *components*	*tools, equipment* and *components* are organized and stored in designated cases and areas according to company and job site requirements
A‑2.01.02P	clean, lubricate and adjust *tools* *and* *equipment*	*tools and equipment* are maintained according to manufacturers’ specifications
A‑2.01.03P	ensure calibration of measuring equipment	measuring equipment is calibrated according to manufacturers’ specifications
A‑2.01.04P	identify worn, damaged and defective *tools and equipment*	damaged and defective *tools and equipment* are tagged and replaced or repaired according to manufacturers’ specifications
A‑2.01.05P	change tool *components*	*components* are changed according to job requirements
A‑2.01.06P	identify hazards associated with *tools and equipment*	*tools* *and* *equipment* are used with PPE and safety equipment according to location, environment and application

Range of Variables

tools and equipment include: standard tools, power tools and equipment, specialty tools and equipment, measuring equipment

components include: chucks, bits, blades, cords, attachment plugs

	Knowledge
	Learning Outcomes	Learning Objectives
A‑2.01.01L	demonstrate knowledge of *tools and* *equipment*, their applications and procedures for use	identify types of *tools and equipment* and describe their applications and procedures for use
A‑2.01.02L	demonstrate knowledge of manufacturers’ specifications, and operating and maintenance instructions	describe operating and maintenance procedures of *tools and equipment*
A‑2.01.03L	demonstrate knowledge of inspection procedures	describe the procedures used to inspect *tools and equipment*
A‑2.01.04L	demonstrate knowledge of limitations and ratings of electrical measuring equipment	describe limitations of measuring equipment and identify measuring equipment for task at hand
A‑2.01.05L	demonstrate knowledge of certification requirements to operate powder-actuated tools	describe certification requirements to use powder-actuated tools

Range of Variables

tools and equipment include: standard tools, power tools and equipment, specialty tools and equipment, measuring equipment

A‑2.02 Uses access equipment.

Essential Skills

Thinking Skills, Document Use, Writing

NL	NS	PE	NB	QC	ON	MB	SK	AB	BC	NT	YT	NU
yes	yes	yes	yes	NV	yes	yes	yes	yes	yes	NV	NV	NV

	Skills
	Performance Criteria	Evidence of Attainment
A‑2.02.01P	identify traffic areas and *potential hazards*	traffic areas and *potential hazards* are identified according to job site
A‑2.02.02P	install barricades and signage to contain work zone	barricades and signage are installed according to regulations and *potential hazards*
A‑2.02.03P	select *access equipment*	*access equipment* is selected according to their limitation and task at hand
A‑2.02.04P	set up and secure step ladders and extension ladders	ladders are set up and used according to manufacturers’ recommendations and AHJ requirements
A‑2.02.05P	visually and mechanically inspect for worn, damaged and defective *access equipment*	*access equipment* is inspected for *damages*
A‑2.02.06P	report, tag and decommission unsafe, worn, damaged and defective *access equipment*	worn, damaged and defective *access equipment* is tagged and removed from service
A‑2.02.07P	organize and store *access equipment*	*access equipment* is stored according to manufacturers’ specifications and job site requirements
A‑2.02.08P	work from approved and certified *access equipment*	*access equipment* is certified and approved for job task

Range of Variables

potential hazards include: overhead hazards, ladder footing and stability, confined spaces, trenches

access equipment includes: ladders, scissor-lifts, scaffoldings, articulating booms, fall protection (fall arrest and fall restraint)

damages include: broken ladder, leaking oil, out-of-line safety chains and gates

	Knowledge
	Learning Outcomes	Learning Objectives
A‑2.02.01L	demonstrate knowledge of *access equipment*, their applications, limitations and procedures for use	identify types of *access equipment* and describe their characteristics and applications
		identify hazards and describe safe work practices pertaining to *access equipment*
		describe the procedures used to erect and dismantle ladders and scaffolding, respecting AHJ
		describe the procedures used to inspect, maintain and store *access equipment*
		identify certification for use of *access equipment*
A‑2.02.02L	demonstrate knowledge of *regulatory requirements* pertaining to *access equipment*	identify and interpret the regulatory requirements and responsibilities pertaining to *access equipment*

Range of Variables

access equipment includes: ladders, scissor-lifts, scaffoldings, articulating booms and fall protection (fall arrest and fall restraint)

regulatory requirements include: inspection documentation, training and certification

A‑2.03 Uses rigging, hoisting and lifting equipment.

Essential Skills

Thinking Skills, Document Use, Numeracy

NL	NS	PE	NB	QC	ON	MB	SK	AB	BC	NT	YT	NU
yes	yes	yes	yes	NV	yes	yes	yes	yes	yes	NV	NV	NV

	Skills
	Performance Criteria	Evidence of Attainment
A‑2.03.01P	identify traffic areas and *potential hazards*	traffic areas and *potential hazards* are identified according to job site
A‑2.03.02P	install barricades and signage to contain work zone	barricades and signage are installed according to regulations and *potential hazards*
A‑2.03.03P	select rigging, hoisting and lifting equipment	rigging, hoisting and lifting equipment is selected according to their limitation and task at hand
A‑2.03.04P	secure rigging, hoisting and lifting equipment	rigging, hoisting and lifting equipment is secured according to manufacturers and AHJ requirements
A‑2.03.05P	use and interpret hand and audible signals	hand and audible signals are used to direct load to intended position
A‑2.03.06P	ensure capacity of rigging, hoisting and lifting equipment	rigging, hoisting and lifting equipment loading capacity meets engineering and AHJ requirements
A‑2.03.07P	visually and mechanically inspect for worn, damaged and defective rigging, hoisting and lifting equipment	rigging, hoisting and lifting equipment is inspected for *damages*
A‑2.03.08P	report, tag and decommission unsafe, damaged and defective rigging, hoisting and lifting equipment	damaged and defective rigging, hoisting and lifting equipment is tagged and removed from service
A‑2.03.09P	secure load for application	load is secured according to engineer and manufacturers’ specifications, AHJ requirements and company policy
A‑2.03.10P	clean, lubricate and store rigging, hoisting and lifting equipment	rigging, hoisting and lifting equipment is cleaned, lubricated and stored according to company procedures and manufacturers’ specifications
A‑2.03.11P	perform minor field maintenance on rigging, hoisting and lifting equipment	rigging, hoisting and lifting equipment is maintained according to manufacturers’ specifications
A‑2.03.12P	move load to final position	load is moved to final position according to drawings and specifications

Range of Variables

potential hazards include: overhead hazards, dropped loads, damaged rigging hardware, congested worksites, confined spaces, trenches

damages include: worn slings, worn shackles, missing or distorted safety catches, frayed ropes and slings, oil leaks

	Knowledge
	Learning Outcomes	Learning Objectives
A‑2.03.01L	demonstrate knowledge of hoisting, lifting and rigging equipment, their applications, limitations and procedures for use	identify types of rigging equipment and accessories and describe their applications and procedures for use
		identify types of hoisting and lifting equipment and accessories and describe their applications and procedures for use
		identify *potential* *hazards* and describe safe work practices pertaining to hoisting, lifting and rigging
		describe the procedures used to inspect, maintain and store hoisting, lifting and rigging equipment
A‑2.03.02L	demonstrate knowledge of *regulatory requirements* pertaining to hoisting, lifting and rigging equipment	identify and interpret codes and regulations pertaining to hoisting, lifting and rigging
A‑2.03.03L	demonstrate knowledge of basic hoisting and lifting operations	identify types of knots, hitches, splices and bends and describe their applications and the procedures used to tie them
		describe the *considerations* when rigging material/equipment for lifting
		identify and describe *procedures used to communicate* during hoisting, lifting and rigging operations

Range of Variables

potential hazards include: overhead hazards, dropped loads, damaged rigging hardware, congested worksites, confined spaces, trenches

regulatory requirements include: inspection documentation, training, certification

considerations include: load characteristics, working load limit (WLL), equipment and accessories, environmental factors, anchor points, sling angles

procedures used to communicate include: hand signals, electronic communications, audible/visual

Task A‑3 Organizes work.

Task Descriptor

Construction electricians organize projects in order to safely and efficiently use material, labour, tools and equipment. They interpret drawings, plans and specifications to identify required resources. Prior to starting they must plan their tasks, prepare the worksite and organize the materials and supplies needed. Construction electricians must document their work and prepare as-built drawings and operations and maintenance (O&M) manuals.

Industry Expected Performance

At a journeyperson level of performance, all tasks must be done with minimal direction and supervision.

A‑3.01 Interprets plans, drawings and specifications.

Essential Skills

Document Use, Reading, Numeracy

NL	NS	PE	NB	QC	ON	MB	SK	AB	BC	NT	YT	NU
yes	yes	yes	yes	NV	yes	yes	yes	yes	yes	NV	NV	NV

	Skills
	Performance Criteria	Evidence of Attainment
A‑3.01.01P	identify symbols found on drawings and specifications	symbols are identified from legends, notes and specifications
A‑3.01.02P	scale dimensions to determine location of devices	location of devices is determined by making a measurement using scaling from drawings
A‑3.01.03P	locate and cross-reference information on plans, drawings, specifications and contract documents	installation information is obtained by interpreting plans, drawings, specifications and contract documents
A‑3.01.04P	visualize finished product based on information in plans, drawings and specifications	visualization is described to supervisor and confirmed as matching the job requirements
A‑3.01.05P	determine if plans, drawings, schematics and specifications are current	plans, drawings, schematics and specifications are compared with the existing installation

	Knowledge
	Learning Outcomes	Learning Objectives
A‑3.01.01L	demonstrate knowledge of *drawings*, schematics and specifications and their applications	identify types of *drawings, schematics and specifications,* and describe their applications
		identify documentation requirements for modifying drawings and specifications
		describe the procedures used to document changes made to equipment and wiring
A‑3.01.02L	demonstrate knowledge of imperial and SI (système internationale) units in trade documentation	interpret imperial and SI units of measure used
A‑3.01.02L	demonstrate knowledge of interpreting and extracting *information* from drawings, schematics and specifications	interpret and extract *information* from drawings, schematics and specifications
		explain how scaling is performed to position devices

Range of Variables

drawings, schematics and specifications include: civil/site, architectural, mechanical, structural, electrical, shop, sketches, as-builts

information includes: elevations, scales, legends, symbols and abbreviations, notes and specifications, addendums, Construction Specifications Canada (CSC) Specification Divisions 25, 26, 27 and 28

A‑3.02 Organizes materials and supplies.

Essential Skills

Document Use, Thinking Skills, Numeracy

NL	NS	PE	NB	QC	ON	MB	SK	AB	BC	NT	YT	NU
yes	yes	yes	yes	NV	yes	yes	yes	yes	yes	NV	NV	NV

	Skills
	Performance Criteria	Evidence of Attainment
A‑3.02.01P	identify and select *materials* and *supplies*	*materials* and *supplies* are selected according to drawings, specifications and CEC requirements
A‑3.02.02P	locate, order and schedule delivery of *materials and supplies*	*materials* and *supplies* are ordered and delivered according to *criteria*
A‑3.02.03P	load, unload and store *materials* and *supplies*	*materials* and *supplies* are loaded, unloaded and stored according to *factors*
A‑3.02.04P	perform material take-off to identify required *materials and supplies*	*materials* and *supplies* are identified according to drawings and specifications
A‑3.02.05P	coordinate receiving of *materials* and *supplies* to ensure delivery of shipment	*materials* and *supplies* are received according to established schedule
A‑3.02.06P	verify shipments of *materials* and *supplies* to ensure that quality and quantity match order	*materials* and *supplies* are counted and compared to order, and are inspected for shipping damage
A‑3.02.07P	perform inventory control	inventory is counted and stored in secured area

Range of Variables

materials include: wires and cables, luminaires, panel boards, starters and contactors, transformers, distribution equipment, fittings, raceways, support hardware

supplies (consumables) include: pulling compounds, tape, thread compounds

criteria include: storage availability, shelf life, product availability, delivery and site schedules

factors include: installation sequence, job specifications, site conditions

	Knowledge
	Learning Outcomes	Learning Objectives
A‑3.02.01L	demonstrate knowledge of the procedures used to plan and organize *materials* and *supplies*	identify *sources of information* relevant to organize *materials* and *supplies*
		describe the *considerations* to organize *materials* and *supplies*

Range of Variables

materials include: wires and cables, luminaires, panel boards, starters and contactors, transformers, distribution equipment, fittings, raceways, support hardware

supplies (consumables) include: pulling compounds, tape, thread compounds

sources of information include: drawings, specifications, client requirements

considerations include: available space, schedule, storage location

A‑3.03 Plans project tasks and procedures.

Essential Skills

Thinking Skills, Document Use, Working with Others

NL	NS	PE	NB	QC	ON	MB	SK	AB	BC	NT	YT	NU
yes	yes	yes	yes	NV	yes	yes	yes	yes	yes	NV	NV	NV

	Skills
	Performance Criteria	Evidence of Attainment
A‑3.03.01P	visually inspect work environment to determine job requirements from approved documentation	job requirements are determined by site visit, and approved documentation
A‑3.03.02P	determine labour and equipment requirements	labour and equipment requirements are determined according to *job* *specifications*
A‑3.03.03P	establish and maintain schedules	schedules are maintained according to *criteria*
A‑3.03.04P	coordinate work with other trades	work is coordinated with other trades according to *requirements*
A‑3.03.05P	draw and sketch layouts	layouts are drawn according to the installation task at hand

Range of Variables

job specifications include: CEC, conductor sizes, load requirements locations

criteria include: weather, product availability project progression

requirements include: shutdown and installation sequencing

	Knowledge
	Learning Outcomes	Learning Objectives
A‑3.03.01L	demonstrate knowledge of the procedures used to plan and organize job tasks and procedures	identify *sources of information* relevant to planning job tasks and procedures
		describe the *considerations* to plan and organize job tasks and procedures
		describe the function of project schedule charts

Range of Variables

sources of information include: drawings, specifications, client requirements

considerations include: available space, schedule/sequence, permits, hazards assessment, personnel, tools and equipment, materials and supplies, storage location

A‑3.04 Prepares worksite.

Essential Skills

Thinking Skills, Document Use, Reading

NL	NS	PE	NB	QC	ON	MB	SK	AB	BC	NT	YT	NU
yes	yes	yes	yes	NV	yes	yes	yes	yes	yes	NV	NV	NV

	Skills
	Performance Criteria	Evidence of Attainment
A‑3.04.01P	perform pre-job assessment	pre-job assessment is performed by site visit
A‑3.04.02P	visually inspect to identify traffic areas and *potential hazards*	traffic areas and *potential hazards* are identified by site visit
A‑3.04.03P	install barricades and signage to contain work zone	work zone is contained according to job requirements and safety codes
A‑3.04.04P	create openings and penetrations in structures and equipment	openings and penetrations are created according to job requirements and building codes
A‑3.04.05P	ensure sufficient lighting and ventilation of work area	work area is ventilated and level of lighting is according to safety and building codes
A‑3.04.06P	ensure required materials and equipment are on site	materials and equipment are readily accessible for installation
A‑3.04.07P	control workplace and storage access	workplace and storage access is controlled by gates, fences and barriers to limit access
A‑3.04.08P	ensure surveys and *locates* are completed and marked-out	*locates* are identified on the ground with paint and on site plan

Range of Variables

potential hazards include: confined spaces and trenches, overhead hazards, uneven ground, high traffic area, elevated work areas

locates include: underground services and utilities, concealed building elements

	Knowledge
	Learning Outcomes	Learning Objectives
A‑3.04.01L	demonstrate knowledge of the procedures used to prepare worksite	identify *sources of information* relevant to prepare worksite
		identify *potential hazards* relevant to prepare worksite
		describe the *considerations* to prepare worksite
A‑3.04.02L	demonstrate knowledge of the procedures used to locate *elements* encased in concrete and soil	identify types of surveying equipment used to locate *elements* in concrete walls and floors, concrete slab on grade and in soil
		describe the safety requirements taken when x-ray surveying equipment is used in occupied buildings

Range of Variables

sources of information include: drawings, specifications, AHJ and client requirements

potential hazards include: confined spaces and trenches, overhead hazards, uneven ground, high traffic area, elevated work areas

considerations include: available space, schedule/sequence, permits, hazards assessment, personnel, tools and equipment, materials and supplies, storage location

elements include: conduits, heating cables, pipes, reinforcement bar, post-tensioned cables

A‑3.05 Finalizes required documentation.

Essential Skills

Document Use, Writing, Thinking Skills

NL	NS	PE	NB	QC	ON	MB	SK	AB	BC	NT	YT	NU
yes	yes	yes	yes	NV	yes	yes	yes	yes	yes	NV	NV	NV

	Skills
	Performance Criteria	Evidence of Attainment
A‑3.05.01P	document alterations by modifying plans, schematics and drawings to reflect changes and additions made to original application	plans, schematics and drawings are modified to reflect changes
A‑3.05.02P	log data from various *sources* to assist with maintenance and replacement	paper and digital copies of setting files are saved to assist with maintenance
A‑3.05.03P	compile maintenance manuals from installed equipment manufacturers’ specifications	product data sheets for various equipment are included in the maintenance manuals
A‑3.05.04P	submit required final documentation, including as-built drawings, to client	as-built drawings and O&M manuals are submitted to client according to job specifications

Range of Variables

sources include: equipment parameters such as VFD, HMI, PLC, prints, schematics, programs

	Knowledge
	Learning Outcomes	Learning Objectives
A‑3.05.01L	demonstrate knowledge of documentation, its purpose, application and use	describe and identify types of documentation developed from different tasks
		describe procedures for finalizing documentation

Task A‑4 Fabricates and installs support components.

Task Descriptor

Construction electricians fabricate support structures to protect and support equipment and components. They use various methods to secure equipment to structures in order to maintain a safe installation, and reduce hazards and unwanted movements. Seismic restraint systems are used as a secondary support.

Industry Expected Performance

At a journeyperson level of performance, all tasks must be done with minimal direction and supervision.

A‑4.01 Installs single-phase consumer/supply services and metering equipment.

Essential Skills

Numeracy, Document Use, Thinking Skills

NL	NS	PE	NB	QC	ON	MB	SK	AB	BC	NT	YT	NU
yes	yes	yes	yes	NV	yes	yes	yes	yes	yes	NV	NV	NV

	Skills
	Performance Criteria	Evidence of Attainment
A‑4.01.01P	measure equipment to determine support structure size, strength and weight	dimensions of support structure is determined according to equipment size
A‑4.01.02P	draw sketch	sketch is drawn with dimensions and measurements of support structure and equipment
A‑4.01.03P	determine *material* for support structure	*materials* are selected according to job specifications and *factors*
A‑4.01.04P	select and use *fasteners*	*fasteners* are selected to meet job specifications and site conditions
A‑4.01.05P	prepare *material* by cutting to size and drilling holes	*materials* are cut and drilled to size according to sketch
A‑4.01.06P	assemble material to create structure	structure is assembled according to sketch, and is straight and free of sharp protrusions

Range of Variables

materials include: wood, steel, aluminum

factors include: environment, strength and durability ratings, cost

service fasteners include: anchors, nuts, bolts, screws

fasteners include: screws, straps, inserts, anchors, wedge clamps, seismic restraints, insulators

	Knowledge
	Learning Outcomes	Learning Objectives
A‑4.01.01L	demonstrate knowledge of interpreting, creating and extracting information from sketches, drawings and specifications	create, interpret and extract information from sketches, drawings and specifications
		identify support *materials*, their characteristics and application
		identify *fasteners*, their characteristics and application according to job specifications and site conditions
A‑4.01.02L	demonstrate knowledge of procedures for fabricating support structures	describe procedures used to fabricate support structures

Range of Variables

materials include: wood, steel, aluminum

fasteners include: anchors, nuts, bolts, screws

A‑4.02 Installs brackets, hangers and fasteners.

Essential Skills

Document Use, Thinking Skills, Numeracy

NL	NS	PE	NB	QC	ON	MB	SK	AB	BC	NT	YT	NU
yes	yes	yes	yes	NV	yes	yes	yes	yes	yes	NV	NV	NV

	Skills
	Performance Criteria	Evidence of Attainment
A‑4.02.01P	select *brackets, hangers* and *fasteners*	*brackets, hangers* and *fasteners* are selected according to job specifications and intended purposes
A‑4.02.02P	determine installation location to avoid *obstructions*	*obstructions* are avoided
A‑4.02.03P	secure *brackets, hangers* and *fasteners* to structure	*brackets, hangers* and *fasteners* are secured level, square, following building lines to structure according to job specifications and intended purposes

Range of Variables

obstructions include: duct work, plumbing pipes, structural members, equipment

brackets include: angle brackets, T brackets, L brackets, floor brackets, ceiling brackets

hangers include: trapezes, pipe clamps, beam clamps

fasteners include: spring nuts, bolts, screws, concrete anchors

	Knowledge
	Learning Outcomes	Learning Objectives
A‑4.02.01L	demonstrate knowledge of *brackets, hangers* and *fasteners*, their applications, and their use	identify types of *brackets, hangers* and *fasteners*, their characteristics and application
		describe procedures for securing *brackets, hangers* and *fasteners* to structure
		identify *building materials*, their characteristics and application
A‑4.02.02L	demonstrate knowledge of measurement and layout techniques	identify measurement and layout techniques to ensure *brackets, hangers* and *fasteners* are positioned and mounted according to job specifications

Range of Variables

brackets include: angle brackets, T brackets, L brackets, floor brackets, ceiling brackets

hangers include: trapezes, pipe clamps, beam clamps

fasteners include: spring nuts, bolts, screws, concrete anchors

building materials include: steel, concrete, brick, block, wood

A‑4.03 Installs seismic restraint systems.

Essential Skills

Document Use, Reading, Thinking Skills

NL	NS	PE	NB	QC	ON	MB	SK	AB	BC	NT	YT	NU
no	yes	yes	yes	NV	yes	no	yes	yes	yes	NV	NV	NV

	Skills
	Performance Criteria	Evidence of Attainment
A‑4.03.01P	select and fabricate *seismic restraint systems*	*seismic restraint systems* are selected and fabricated according to job specifications and jurisdictional regulations
A‑4.03.02P	determine installation location to avoid *obstructions*	*obstructions* are avoided
A‑4.03.03P	position, mount and secure *seismic restraint systems* to structure	*seismic restraint systems* are positioned, mounted and secured according to structure location, job specifications and jurisdictional regulations

Range of Variables

seismic restraint systems include: chains, cables, rods, aircraft wires

obstructions include: duct work, plumbing pipes

	Knowledge
	Learning Outcomes	Learning Objectives
A‑4.03.01L	demonstrate knowledge of *seismic restraint systems,* their applications and their use	identify types of *seismic restraint systems*, their characteristics and requirements
		describe procedures for mounting and securing *seismic restraint* *systems* to structure
		identify materials to be installed

Range of Variables

seismic restraint systems include: chains, cables, rods, aircraft wires

Task A‑5 Commissions and decommissions electrical systems.

Task Descriptor

Construction electricians start up and commission electrical systems to ensure safe and intended operation. Commissioning of electrical systems may require liaison with equipment manufacturers. Construction electricians also shut down systems to perform preventative maintenance or to replace defective equipment. They decommission systems to prepare them for removal.

Industry Expected Performance

At a journeyperson level of performance, all tasks must be done with minimal direction and supervision.

A‑5.01 Performs startup and shutdown procedures.

Essential Skills

Document Use, Thinking Skills, Oral Communication

NL	NS	PE	NB	QC	ON	MB	SK	AB	BC	NT	YT	NU
yes	yes	yes	yes	NV	yes	yes	yes	yes	yes	NV	NV	NV

	Skills
	Performance Criteria	Evidence of Attainment
A‑5.01.01P	identify equipment that needs to be energized	equipment is identified and its source of supply is verified by documentation
A‑5.01.02P	identify equipment that needs to be de-energized	equipment is identified and its source of supply is locked out and tagged out
A‑5.01.03P	test cables and conductors for ground faults and phase identification	cables and conductors are tested with an insulation resistance tester and continuity tester
A‑5.01.04P	follow specifications sequence for startup	system is energized according to job specifications, type of system and manufacturers’ specifications
A‑5.01.05P	follow specifications sequence for shutdown	system is de-energized according to job specifications, type of system and manufacturers’ specifications
A‑5.01.06P	check *system peripherals* for specified operation	*system peripherals* operate according to job and manufacturers’ specifications
A‑5.01.07P	apply temporary safety ground on shutdown, and remove on startup	temporary safety grounds are used and removed according to safety codes, CEC and job requirements
A‑5.01.08P	verify busbar connections and torquing of bolts	busbars are torqued according to manufacturers’ specifications
A‑5.01.09P	verify that safety and shipping material has been removed from equipment and check for tools and loose hardware prior to startup	shipping material, construction debris and tools are removed from equipment and loose equipment hardware is secured prior to startup
A‑5.01.10P	notify required personnel of startup and shutdown procedures	personnel is cleared from area prior to startup and shutdown procedures

Range of Variables

system peripherals include: detection, status and alarm systems

	Knowledge
	Learning Outcomes	Learning Objectives
A‑5.01.01L	demonstrate knowledge of startup and shutdown procedures and their purpose	identify *hazards* and describe safe work practices pertaining to starting up and shutting down systems or equipment
		identify the purpose of starting up and shutting down and the types of systems and equipment requiring it
		identify and interpret *information sources* and documentation pertaining to the starting up and shutting down of systems or equipment

Range of Variables

hazards include: arc flash/blast, moving and rotating equipment, electric shocks

information sources include: O&M manuals, single line diagrams, schematics, panel schedules, CEC Z460, Z462 and Z463

A‑5.02 Performs commissioning and decommissioning of systems.

Essential Skills

Document Use, Numeracy, Working with Others

NL	NS	PE	NB	QC	ON	MB	SK	AB	BC	NT	YT	NU
yes	yes	yes	yes	NV	yes	yes	yes	yes	yes	NV	NV	NV

	Skills
	Performance Criteria	Evidence of Attainment
A‑5.02.01P	check documentation and nameplate data for operational parameters	operational parameters are set or adjusted according to manufacturers’ and job specifications
A‑5.02.02P	confirm *system peripherals* are functional	*system peripherals* are operating to their intended purpose
A‑5.02.03P	perform *operational* *checks*	results of *operational checks* are recorded and documented
A‑5.02.04P	visually inspect system for *problems*	*problems* are identified
A‑5.02.05P	adjust components to achieve desired operation	adjustments are completed so that equipment operates as an integrated system
A‑5.02.06P	isolate power from equipment	equipment is de-energized using lockout and tagging procedures
A‑5.02.07P	identify and remove *equipment feed* from distribution source	*equipment feed* is disconnected and removed
A‑5.02.08P	collaborate with other trades to ensure all services are disconnected	other trades are informed of disconnected services and all hazards are removed
A‑5.02.09P	confirm system is de-energized	system is checked to confirm absence of potential energy

Range of Variables

system peripherals include: detection, status and alarm systems

operational checks include: current, winding temperature, phase rotation, voltage, protection settings

problems include: wrong direction of rotation, out of specification rotation speed, alarm tripping, equipment malfunction

equipment feed include: cable, conduit, conductors

	Knowledge
	Learning Outcomes	Learning Objectives
A‑5.02.01L	demonstrate knowledge of commissioning and decommissioning and their purpose	identify *hazards* and describe safe work practices pertaining to commissioning and decommissioning systems or equipment
		identify the purpose of commissioning and decommissioning and the types of systems and equipment requiring them
		identify and interpret *information sources* and documentation pertaining to the commissioning and decommissioning of systems or equipment
		identify *diagnostic and test equipment* for the purpose of commissioning and decommissioning systems

Range of Variables

hazards include: arc flash/blast, moving and rotating equipment, electric shocks

information sources include: O&M manuals, single line diagrams, schematics, panel schedules, CEC Z460, Z462 and Z463

diagnostic and test equipment includes: multimeters, voltage testers, ammeters, oscilloscopes, power quality analyzers, high pot testers, thermographic imaging devices, phase/motor rotation meters, insulation resistance testers, ground loop testers

Task A‑6 Uses communication and mentoring techniques.

Task Descriptor

Learning in the trades is done primarily in the workplace with tradespeople passing on their skills and knowledge to apprentices, as well as sharing knowledge among themselves. Apprenticeship is, and always has been about mentoring – learning workplace skills and passing them on. Because of the importance of this to the trade, this task covers the activities related to communication in the workplace and mentoring skills.

Industry Expected Performance

Communication and mentoring on the job must be done with mutual respect and must take into account personal responsibilities, attitude, oral communication and career outcomes. Construction electricians must communicate with appropriate trade terminology as defined in occupational health and safety requirements and the trades’ codes, such as the Canadian Electrical Code (CEC) and the National Building Code (NBC).

All communication must be done in accordance with the Canadian Human Rights Act and be free from harassment and discrimination.

Mentoring styles can vary by workplace and individual. Different things work for different people. A focus on workplace mentoring is about helping ensure that the skills, tips, techniques and best practices are passed on. This benefits industry as a whole by raising productivity and creating safer and healthier workplaces.

A‑6.01 Uses communication techniques.

Essential Skills

Oral Communication, Working with Others, Continuous Learning, Digital Technology

NL	NS	PE	NB	QC	ON	MB	SK	AB	BC	NT	YT	NU
yes	yes	yes	yes	NV	yes	yes	yes	yes	yes	NV	NV	NV

	Skills
	Performance Criteria	Evidence of Attainment
A‑6.01.01P	demonstrates two-way communication practices	instructions and messages are understood by both parties involved in communication
A‑6.01.02P	listens using *active listening* practices	steps of *active listening* are utilized
A‑6.01.03P	receives and responds to feedback on work	response to feedback indicates understanding and corrective measures are taken
A‑6.01.04P	uses questioning to improve communication	questions enhance understanding, on-the-job training and goal setting
A‑6.01.05P	participates in safety and information meetings	meetings are attended and information is understood and applied

Range of Variables

active listening includes: hearing, interpreting, reflecting, responding, paraphrasing

	Knowledge
	Learning Outcomes	Learning Objectives
A‑6.01.01L	demonstrate knowledge of trade terminology	define terminology used in the trade
A‑6.01.02L	demonstrate knowledge of effective communication practices	describe the importance of using effective verbal and non-verbal communication with *people in the workplace*
		identify *sources of information* to effectively communicate
		identify communication and *learning styles*
		identify *personal responsibilities and attitudes* that contribute to on-the-job success
		identify communication that constitutes *harassment* and *discrimination*

Range of Variables

people in the workplace include: other tradespeople, colleagues, apprentices, supervisors, clients, AHJ, manufacturers

sources of information include: regulations, codes, occupational health and safety requirements, AHJ requirements, prints, drawings, specifications, company and client documentation

learning styles include: seeing it, hearing it, trying it

personal responsibilities and attitudes include, but are not limited to: asking questions, working safely, accepting constructive feedback, time management and punctuality, respect for authority, good stewardship of materials, tools and property, efficient work practice

harassment includes objectionable conduct, comment or display made either on a one-time or continuous basis that demeans, belittles, or causes personal humiliation or embarrassment to the recipient

discrimination is prohibited based on race, national or ethnic origin, colour, religion, age, sex, sexual orientation, marital status, family status, disability or conviction for which a pardon has been granted

A‑6.02 Uses mentoring techniques.

Essential Skills

Oral Communication, Working with Others, Continuous Learning

NL	NS	PE	NB	QC	ON	MB	SK	AB	BC	NT	YT	NU
yes	yes	yes	yes	NV	yes	yes	yes	yes	yes	NV	NV	NV

	Skills
	Performance Criteria	Evidence of Attainment
A‑6.02.01P	identify and communicate learning objective and point of lesson	apprentice or learner can explain the objective and point of the lesson
A‑6.02.02P	link lesson to other lessons and the job	lesson order and unplanned learning opportunities are defined
A‑6.02.03P	demonstrates performance of a skill to an apprentice or learner	*steps required to demonstrate a skill* are performed
A‑6.02.04P	set up conditions required for an apprentice or learner to practice a skill	*practice conditions* are set up so that the skill can be practiced safely by the apprentice or learner
A‑6.02.05P	assess apprentice or learner’s ability to perform tasks with increasing independence	performance of apprentice or learner improves with practice to a point where skill can be done with little supervision
A‑6.02.06P	give supportive and corrective feedback	apprentice or learner adopts best practice after having been given supportive or corrective feedback
A‑6.02.07P	support apprentices in pursuing technical training opportunities	technical training is completed within timeframe prescribed by apprenticeship authority
A‑6.02.08P	support equity group learners and apprentices	workplace is harassment and discrimination-free
A‑6.02.09P	implement probationary period for learners to assess their suitability to the trade	commitment is demonstrated by the learner and more suitable career options are provided to others

Range of Variables

steps required to demonstrate a skill include: 5 Ws, explaining, showing, giving encouragement, following up to ensure skill is performed correctly

practice conditions means: guided, limited independence, full independence

	Knowledge
	Learning Outcomes	Learning Objectives
A‑6.02.01L	identify, explain and demonstrate strategies for learning skills in the workplace	describe the importance of individual experience
		describe the shared responsibilities for workplace learning
		determine one’s own learning preferences and explain how these relate to learning new skills
		describe the importance of different types of skills in the workplace
		describe the importance of *essential skills* in the workplace
		identify different ways of learning
		identify different *learning needs* and strategies to meet *learning needs*
		identify *strategies to assist in learning a skill*
A‑6.02.02L	identify, explain and demonstrate *strategies for teaching* workplace skills	identify different roles played by a workplace mentor
		describe the *steps* involved in teaching skills
		explain the importance of identifying the point of a lesson
		identify how to choose a good time to present a lesson
		explain the importance of linking the lessons
		identify the components of the skill (the context)
		describe considerations in setting up opportunities for skill practice
		explain the importance of providing feedback
		identify techniques for giving effective feedback
		describe a skills assessment
		identify methods of assessing progress
		explain how to adjust a lesson to different situations

Range of Variables

essential skills are: reading, writing, document use, oral communication, numeracy, thinking skills, working with others, digital technology, continuous learning

learning needs include: learning disabilities, learning preferences, language proficiency

strategies to assist in learning a skill include: understanding the basic principles of instruction, developing coaching skills, being mature and patient, providing feedback

steps for teaching skills include: identifying the point of the lesson, linking the lesson, demonstrating the skill, providing practice, giving feedback, assessing skills and progress

Date modified:: 2015-12-10