Eim 8 1-4

Republic of the Philippines
DEPARTMENT OF EDUCATION
K to 12 Basic Education
Curriculum
Technology and Livelihood Education
Learning Module
ELECTRICAL INSTALLATION AND

MAINTENANCE
SPECIALIZATION
GRADE -8
ELECTRICAL INSTALLATION MAINTENANCE 1
K to 12 – Technology and Livelihood Education
TABLE OF CONTENTS
Duration Quarter 1
LESSON 1 USE OF HAND TOOLS
WEEK 1 Assess quality of received material or components within
workplace standards and specifications.
WEEK 1-3 assess own work in accordance with the workplace’
standard operating procedures.
WEEK 3-4 Engage in quality improvement in accordance with
process improvement procedures
LESSON 2 PERFORM MENSURATION AND CALCULATION
WEEK 4-6 Carry out measurements and calculations.
WEEK 6-7 Select appropriate measuring instruments in line with
job requirements
WEEK 7-8 Maintain measuring instruments according to
manufacturer’s specifications and standard operating
procedures
Duration Quarter 2
LESSON 3 PREPARE AND INTERPRET TECHNICAL DRAWING
WEEK 1 Identify different kinds of technical drawings
WEEK 1-4 Interpret technical drawing against job requirements or
equipment in accordance with standard operating
procedures
WEEK 4-8 Prepare/make changes to electrical/ electronic
schematics and drawings
WEEK 8 store technical drawings and equipment/instruments
Duration Quarter 3
LESSON 5 TERMINATE AND CONNECT ELECTRICAL WIRING
AND ELECTRONICS CIRCUIT
WEEK 1-3 Plan for termination/ connection of electrical
wiring/electronics circuits
WEEK 3-6 Terminate/connect electrical wiring/electronic circuits
according to specifications, manufacturer’s requirements
and safety
WEEK 6-8 Test termination/connections of electrical wiring/
electronics circuits in accordance with established
procedures
Duration Quarter 4
LESSON 6 MAINTAIN TOOLS AND EQUIPMENT
WEEK 1 Determine criteria for testing electronics components
based on technical and quality requirements
WEEK 1-2 Plan an approach for component testing in accordance
with established procedures
WEEK 3-7 Test components based on manufacturer’s specifications
and testing criteria
WEEK 8 Evaluate the testing process and records system based
on standard procedures

What Is This Module About?
Welcome to the world of Electrical Installation and Maintenance!
This Module is a specialization course which leads you to Electrical

Installation and Maintenance National Certificate Level II ( NC II) 1. It
covers 6 common competencies that a Grade 8 Technology and Livelihood
Education (TLE) student like you ought to possess, namely:
1. Use Hand Tools

2. Perform Mensuration and Calculation
3. Prepare and Interpret Technical Drawing
4. Apply Quality Standards
5. Terminate and Connect Electrical Wiring and Electronic Circuits
6. Maintain tools and equipment
1
NATIONAL CERTIFICATE (NC) is a certification issued to individuals who achieved all the required units
of competency for a national qualification as defined under the Training Regulations. NCs are aligned to
specific levels within the PTQF. (TESDA Board Resolution No. 2004-13, Training Regulations
Framework)
NATIONAL CERTIFICATE LEVEL refers to the four (4) qualification levels defined in the Philippine TVET
Qualifications Framework (PTQF) where the worker with:
a) NC I performs a routine and predictable tasks; has little judgment; and, works under supervision;
b) NC II performs prescribed range of functions involving known routines and procedures; has
limited choice and complexity of functions, and has little accountability.
Your success in this specialization course on Electrical Installation and

Maintenance is shown in your ability to perform the performance standards
found in each learning outcome.

How Do You Use This Module?
This Module has 5 Lessons. Each Lesson has the following parts.
 Learning Outcomes
 Performance Standards
 Materials/Resources
 Definition of Terms
 What Do You Already Know?
 What Do You Need to Know?
 How Much Have You Learned?
 How Do You Apply What You Learned?
 How Well Did You Perform?
 How Do You Extend Your Learning?
 References
To get the most from this Module, you need to do the following:
1. Begin by reading and understanding the Learning Outcome/s and

Performance Standards. These tell you what you should know and be
able to do at the end of this Module.
2. Find out what you already know by taking the Pretest then check your
answer against the Answer Key. If you get 99 to 100% of the items
correctly, you may proceed to the next Lesson. This means that you
need not go through the Lesson because you already know what it is
about. If you failed to get 99 to 100% correctly, go through the Lesson
again and review especially those items which you failed to get.
3. Do the required Learning Activities. They begin with one or more
Information Sheets. An Information Sheet contains important notes or
basic information that you need to know.
4. After reading the Information Sheet, test yourself on how much you
learned by means of the Self-check. Refer to the Answer Key for
correction. Do not hesitate to go back to the Information Sheet when
you do not get all test items correctly. This will ensure your mastery of
basic information.
5. Demonstrate what you learned by doing what the Activity /
Operation /Job Sheet directs you to do.
6. You must be able to apply what you have learned in another activity or in
real life situation.
7. Accomplish the Scoring Rubrics for you to know how well you performed.
8. Each Lesson also provides you with references and definition of key
terms for your guide. They can be of great help. Use them fully.

If you have q questions, ask your teacher for assistance.

LESSON 1
Use Hand Tools
LEARNING OUTCOMES:
At the end of this Lesson, you are expected to
do the following:
LO 1 Assess quality of received material or components within

workplace standards
i and specifications
LO 2 Assess own work in accordance with the workplace’ standard
operating procedures
LO 3 Engage in quality improvement in accordance with process
improvement procedures

Definition of Terms

LEARNING OUTCOME 1
Assess quality of received material or components within
Workplace standards and specifications
PERFORMANCE STANDARDS
 Tools and materials are identified as per job requirement.

 Tools are classified according to its function as per job requirement.
 Materials are classified according to its uses on a specific project.
 Tools and materials are selected.
Materials/ Resources
1. Utility box 8. Electrical Wires

2. Connectors 9. Corrugated Plastic Conduit (CPC)
3. Male Plug 10. Receptacles
4. Fuse 11. Fuse Panel/ Safety switch
5. Junction Box 12. Square boxes
6. Conduits 13. PVC conduit
7. Circuit Breaker 14. Switches
15. Cut-out boxes
TOOLS:
1. Long Nose Pliers 9. Hacksaw
2. Stubby Screw Driver 10. Diagonal cutting pliers
3. Wire Stripper 11. Half-round file
4. Portable Electric Drill 12. Round file
5. Philips Screw Driver 13. Spirit level
6. Combination Pliers
7. Hammer
8. Electrician’s Knife

What Do You Already
Know?
Let us determine how much you already know about preparing electrical supplies,
materials and tools. Take this test.
Pretest LO1 1
Explain the following
1. Selection of Materials
2. Testing of Materials
3. Cost of Materials
Now check your answers using the Answer Key. If you

got 90-100% of the items correctly, proceed to the next Learning
Outcome. If not, do the next activity/ies again to gain knowledge
and skills required for mastery.

What Do You Need To Know?
Read the Information Sheet 1.1 ve ry well then find out how much you can
remember and how much you learned by doing Self - check.
Information Sheet 1.1
These are the factors that must be taken into consideration when
choosing the right material for their components and assemblies:
1. Selection of material
Material selection is one of the most common tasks for design
engineering. The ability to assess the material’s impact on the
performance of a product is crucial for reliable performance.
Sometimes, buyers are also considering the label or name of the
company which are producing great quality of materials and are
known in the market.
2. Testing of material
The testing of material properties is widely understood to be the key to
obtaining data for a project, performing failure analysis, or
understanding material interactions.
3. Cost of material
The cost of material is also considered when buying or selecting
materials for a specific project. The amount may vary but never taken
for granted the quality and the reliability of the material. Will you buy
material which is less expensive but worst quality? Will you buy
material which you cannot afford? People look for places which can
meet their standards and right cost for materials to buy.
The characteristic of the materials to be used for specific project must be:
 of good quality
This is the most important factor when choosing materials to buy.
Products with good quality are long-lasting and safe to use because
you know that it follows certain standards before being
commercialized.
 reliable

It means that you can be sure that it will perform its function well,
will operate safely and will give the best it could give.
 suitable for the application/purposes

Choose the materials which are very necessary to make the project
possible. Making a list of products/materials to buy is a good trait of
a wise consumer. Products which are not to be used must be crossed
out.
 low cost
It doesn’t mean that you will choose for the less expensive one and
exclude the quality. Low cost means you can afford to buy the
materials without hurting your pocket and assure of better quality.
How Much Have You Learned?
Self-Check 1.1
. Enumerate the following.
1. Give three factors to be considered when choosing the right material?

______________________________________________
______________________________________________
______________________________________________
2. Give three characteristics of materials to be used for specific project?

______________________________________________
______________________________________________
______________________________________________
II. What Good Quality means?

______________________________________________
______________________________________________
_____________________________________________
Refer to the Answer Key. What is your score?

How Do You Apply What You Have Learned?
Show that you learned something by doing this activity.
Activity Sheet .1
1
DRAMATIZATION ON RECEIVING SUPPLIES, MATERIALS, TOOLS AND

EQUIPMENT
I. OBJECTIVE
To practice how to receive and inspect supplies and materials for a specific
job
I. PERSONS INVOLVED
1 student to act as supply officer/ tool and 1 student will act as delivery
personnel
III. SITUATION
The delivery man arrived to deliver the electrical supplies and materials. The
supply officer (the other student) will inspect before receiving the supplies
and materials.

REFERENCES
http://en.wikipedia.org/wiki/Customer_service
http://en.wikipedia.org/wiki/Quality_standard
http://www.technet.unsw.edu.au/tohss/swp.htm
https://www.slideshare.net/BongBandola/applying-qualitystandard-
css-85792577?from_action=save
remember and how much you learned by doing Self -check .
A. Receiving Materials:
1. Match the packing slip to the items received and ensures that the
materials are destined on tour department.
2. That you are receiving the materials indicated on the purchase order
regarding quantity and discount.
3. That the materials are in acceptable condition.
4. That terms regarding installation and/or set-up of equipment are met.
B. Receiving Reports
Whenever goods are received:
1. The person receiving the goods must document, using the
administrative software, that all goods were received for each
requisition before any payment can be made to the vendor.
2. Any exceptions must be noted so that partial payments can be
processed, or defective goods can be returned.
C. Return of Merchandise
When merchandise is received which is incomplete or defective, the
supervisor will return the materials to the supplier or to the store where it
was bought and make arrangements with the vendor for replacement.

D. Make an Inventory Report of the Materials
All materials received must be listed and be reported to monitor how

many materials are already on hand, purchased or damaged.
Effective management checks are an important means of providing

assurance of the integrity and security of the benefit processes. They are
also useful in identifying training needs; indicating possible weaknesses in
procedure and ensuring the section meets its accuracy target set for Best
Value Performance Indicators purposes.
Methodology
The teacher will be the assessor. Students will be randomly assigned

that will: 1.) act as Quality Checker; 2.) responsible for monitoring and
coordinating the checking arrangements and 3.) must generate reports
when receiving the equipment.
The Quality checker will record the date of receipt, name of the
materials purchased, quantity, official receipt number, signature of the
person who bought the materials and signed his name afterwards. The
Quality checker will identify if the materials are in good condition or damage
and /or needing for replacements. This will also be recorded on his report.
Feedback
Once the Quality checker has completed all the reports, the assessor
will check if the Quality Checker provides all the data needed in the report.
Example of Log Report (to be completed by the Quality checker)
Example of Assessment of Materials Received (to be completed by the Quality

checker)

Self-Check 1.2
Answer the following:
1. What will be your basis in selecting good materials in electrical

installation? Explain.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________
2. In receiving reports of the mterials/supplies used what are the things

you need to consider? Elaborate your answer.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________

Activity Sheet .2
1
You are assigned to be the Quality checker for the Month of October. Make a
Log Report, and Assessment Report using the following data below. Make
sure you will record all the items listed and if they were in good condition or
not. Write your answer on a sheet of paper.
1. -October 9, 2008
- 8 Screw Drivers (5 Flat Screw Drivers & 3 Philip Screw Drivers
- Received from Dominador Ganitano (Electric Drill), OR #20256
- Found out that Wire Stippers has error need for replacement
2. - October 15, 2008

- Bought Pliers at Baylon Shop, OR# 5623
3. - October 20, 2008

- 7, Utility Boxes, 7 Receptacles & 7 Junction Boxes
- Received from Cezar Ian Senido (Multi Tester), OR#12544
- 3 defective Bulbs need replacement
4. - October 28, 2008

- 2 Switches (Two Gang)
- Received from Dominador Ganitano (Multi meter), OR#20400

C ongratulations! You did a great job! Re st
and re lax a while then move on to the next
lesson. Good luck!
REFERENCES
 http://en.wikipedia.org/wiki/Quality_standard
 http://www.technet.unsw.edu.au/tohss/swp.htm
 http://xnet.rrc.mb.ca/healthsafety/safeworkprocedures

LEARNING OUTCOME 2
Assess own work in accordance with the workplace’ standard
operating procedures
Needed materials and tools listed as per job requirement.
Materials and tools are requested according to the list prepared.
Requests are done as per company standard operating procedures (SOP)
Materials and tools are substituted and provided unavailable without
sacrificing cost and quality of work

15. Cut-out boxes
TOOLS:
2. Stubby Screwdriver 10. Diagonal cutting pliers
5. Philips Screwdriver 13. Spirit level
7. Hammer

What Do You Already
Know?
Pretest LO1 1
Enumerate the following:
TYPES AND WORK-RELATED ERRORS

1.
2
WORK BEHAVIOR WHICH RESULT IN PERFORMANCE PROBLEMS

1.
2
3
4.
Now check your answers using the Answer Key. If you

got 90-100% of the items correctly, proceed to the next Learning

These are the factors that must be taken into consideration when
choosing the right material for their components and assemblies:
Workplace Procedure is a set of written instructions that identifies the health

and safety issues that may arise from the jobs and tasks that make up a
system of work.
A safe working procedure should be written when:

 designing a new job or task
 changing a job or task
 introducing new equipment and assess risk, as well as follow
instructions and procedure in the workplace with minimal
supervision. The students will also be capable of participating and
contributing to OHS management issues.
 reviewing a procedure when problems have been identified, example
from an accident or incident investigation
The safe working procedure should identify:

 the teacher for the task or job and the students who will undertake
the task
 the tasks that are to be undertaken that pose risks
 the equipment to be used in these tasks
 the control measures that have been formulated for these tasks
 any training or qualification needed to undertake the task
 the personal protective equipment to be worn
 action to be undertaken to address safety issues that may arise while
undertaking the task

Following certain procedures is very important to perform a given operation.
The table below shows different elements and their corresponding
performance criteria to be able to identify occupational health and safety
hazards,
ELEMENT PERFORMANCE CRITERIA

1. Identify hazards and assess 1.1 Identify hazards in the work
risk. area and during the performance of
workplace duties.
1.2 Assess level of risk
2. Follow procedures and 2.1 Report hazards in the work area to
strategies for risk control designated
personnel according to workplace
procedures
2.2 Follow workplace procedures and
work instructions for assessing and
controlling risks with minimal
supervision.
2.3 Whenever necessary, within the
scope of responsibilities and
competencies, follow workplace
procedures for dealing with hazards
and incidents, fire and/or other
emergencies.
3. Contribute to OHS in the 3.1 Describe employee rights
workplace regarding consultation on OHS
matters
3.2 Raise task and/or job specific
OHS issues with appropriate people
in accordance with workplace
procedures and relevant OHS
legislative requirements
3.3 Contribute to participative
arrangement for OHS management in
the workplace within organisational
procedures and the scope of
responsibilities and competencies
3.4 Provide feedback to supervisor on
hazards in work area in line with
organisational OHS policies and
procedures
3.5 Provide support in implementing
procedures to control risks in
accordance with organisational
procedures
Work instruction may be: Verbal Written In English In a
community language Provided visually
eg. video, OHS signs, symbols and other
pictorial, presentation, etc.
Controlling risks in the Application of the hierarchy of control,
work area may include: namely: Eliminate the risk
Reduce/minimise the risk through
Engineering controls Administrative
controls Personal protective equipment
Reports identifying Face to face Phone messages Notes
workplace hazards may Memos Specially designed report forms
be verbal or written and
may include:
Examples of OHS issues Recommendations on changes to work
which may need to be raised processes, equipment or practices
by workers with designated Listening to the ideas and opinions of
personnel may include: others in the team Sharing opinions,
views, knowledge and skills Identifying
and reporting risks and hazards Using
equipment according to guidelines and
operating manuals
OHS Management Issues
TYPES AND WORK-RELATED ERRORS
A. Quantity of work (untimely completion, limited production)

1. Poor prioritizing, timing, scheduling
2. Lost time
 Tardiness, absenteeism, leaving without permission
 Excessive visiting, phone use, break time, use of the Internet
 Misuse of sick leave
3. Slow response to work requests, untimely completion of assignments
4. Preventable accidents
B. Quality of work (failure to meet quality standards)

1. Inaccuracies, errors
2. Failure to meet expectations for product quality, cost or service
3. Customer/client dissatisfaction
4. Spoilage and/or waste of materials
5. Inappropriate or poor work methods
WORK BEHAVIOR WHICH RESULT IN PERFORMANCE PROBLEMS
A. Inappropriate behavior (often referred to as "poor attitude")

 Negativism, lack of cooperation, hostility
 Failure or refusal to follow instructions
 Unwillingness to take responsibility ("passing the buck")
 Insubordination
 Power games
B. Resistance to change
 Unwillingness, refusal or inability to update skills
 Resistance to policy, procedure, work method changes
 Lack of flexibility in response to problems
C. Inappropriate interpersonal relations

 Inappropriate communication style: over-aggressive, passive
 Impatient, inconsiderate, argumentative
 Destructive humor, sarcasm, horseplay, fighting

 Inappropriate conflict with others, customers, co-workers,
supervisors
D. Inappropriate physical behavior

 Smoking, eating, drinking in inappropriate places
 Sleeping on the job
 Alcohol or drug use
 Problems with personal hygiene
 Threatening, hostile, or intimidating behavior

Self-Check 1.1
I. Write QN if the statement affects the quantity of work and QL if the

statement affects the quality of work. Write your answer on the space
provided before each number.
______ 1. Poor scheduling of work

______ 2. Failure to meet expectations for product quality, cost or service
______ 3. Customer/client dissatisfaction
______ 4. Preventable accidents
______ 5. Misuse of sick leave
______ 6. Tardiness
______ 7. Slow response to work requests
______ 8. Break time
______ 9. Excessive visiting
______ 10. Spoilage and/or waste of materials

Activity Sheet .1
1
I. Write TRUE if the statement is correct and FALSE if the otherwise

is wrong.
__________ 1. Poor attitude results in performance problem.

__________ 2. A safe working procedure should be written when
retrieving old tasks.
__________ 3. Preventable accidents may affect the quantity of work.
__________ 4. Following certain procedure is very important in
performing given operation or to a given event.
__________ 5. Safe working procedure should not identify the tasks
that are to be undertaken that pose risks.
II. What is Workplace Procedure?

____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
III. Use a T-Chart to compare the activities of the student inside the
classroom against workplace procedure. Write your answer on a
sheet of paper.
Similarities Difference

REFERENCES
http://en.wikipedia.org/wiki/Quality_standard
http://www.technet.unsw.edu.au/tohss/swp.htm

LEARNING OUTCOME 3
Engage in quality improvement in accordance with process
improvement procedures
Received and inspected materials and tools as per quantity and specification
based on requisition.
Tools and materials are checked for damages and manufacturing defects.
Materials and tools received are handled with appropriate safety devices.
Materials and tools are set aside to appropriate location nearest to the
workplace.

15. Cut-out boxes
TOOLS:
2. Stubby Screwdriver 10. Diagonal cutting pliers
5. Philips Screwdriver 13. Spirit level
7. Hammer

What Do You Already
Know?
Pretest LO1 1
Answer the following:
1. What is the importance of standards in electrical? Explain your

answer.
2. Give the different production processes in engaging quality

improvement in accordance with process improvement procedures
Now check your answers using the Answer Key. If you got 90 -
100% of the items correctly, proceed to the next Learning

Standards are sets of rules that outline specification of dimensions, design

of operation, materials and performance, or describe quality of materials,
products or systems. These standards should cover the performance
expectations of the product for applications. The intent of standards is to
provide at least minimum quality, safety or performance specifications to
ensure relatively uniform products and performance, and to remove
ambiguity as to the suitability of certain commercial products for particular
applications. Following standards may reduce the risk of error in working.
Specific quality standards for:
1. Hardware
The durability of the work depends on the quality of its component parts
and the assembly skills of those who install it. If the best-quality
products or hardware are used but are installed incorrectly, the system
will be a failure.
The application of suitable hardware and products must be supported by
adequate levels of training of person who use them so that they can
identify and use only appropriate products.
In judging a product or hardware, the person must consider factors such as

the following:
 Is the product or hardware under consideration suitable for the

application or purpose?
 Will it be harmful to the health of the community in its normal use?
 Is there a risk of this hardware being released into the environment
(e.g. the water) in the first instance or after the working life of the
product or hardware has expired?
2. Production Process
In production process, checking of quality assurance must be highly
considered. Quality assurance covers all activities from design,
development, production, installation, servicing and documentation. This

introduced the rules: "fit for purpose" and "do it right the first time". It
includes the regulation of the quality of raw materials, assemblies,
products and components; services related to production; and
management, production, and inspection processes.
A. FAILURE TESTING
A valuable process to perform on a whole consumer product is failure
testing, the operation of a product until it fails, often under stresses
such as increasing vibration, temperature and humidity. This exposes
many unanticipated weaknesses in a product, and the data is used
to drive engineering and manufacturing process improvements.
B. STATISTICAL CONTROL
Many organizations use statistical process control to bring the
organization to Six Sigma levels of quality, in other words, so that the
likelihood of an unexpected failure is confined to six standard
deviations on the normal distribution. Traditional statistical process
controls in manufacturing operations usually proceed by randomly
sampling and testing a fraction of the output. Variances of critical
tolerances are continuously tracked, and manufacturing processes
are corrected before bad parts can be produced.
C. COMPANY QUALITY
The company-wide quality approach places an emphasis on three
aspects:
1. Elements such as controls, job management, adequate processes,
performance and integrity criteria and identification of records
2. Competence such as knowledge, skills, experience and
qualifications
3. Soft elements, such as personnel integrity, confidence,
organizational culture, motivation, team spirit and quality
relationships.
The quality of the outputs is at risk if any of these three aspects are
deficient in any way.
D. TOTAL QUALITY CONTROL

Total Quality Control is the most necessary inspection control of all in
cases where, despite statistical quality control techniques or quality
improvements implemented, sales decrease.
As the most important factor had been ignored, a few refinements had to be
introduced:
1. Marketing had to carry out their work properly and define the
customer’s specifications.

2. Specifications had to be defined to conform to these requirements.
3. Conformance to specifications i.e. drawings, standards and other
relevant documents, were introduced during manufacturing,
planning and control.
4. Management had to confirm all operators are equal to the work
imposed on them and holidays, celebrations and disputes did not
affect any of the quality levels.
5. Inspections and tests were carried out, and all components and
materials, bought in or otherwise, conformed to the specifications,
and the measuring equipment was accurate, this is the
responsibility of the QA/QC department.
6. Any complaints received from the customers were satisfactorily dealt
with in a timely manner.
7. Feedback from the user/customer is used to review designs.
8. Consistent data recording and assessment and documentation
integrity.
9. Product and/or process change management and notification. To

conclude, the above forms are the basis from which the philosophy of
Quality Assurance has evolved, and the achievement of quality or the
“fitness-for-purpose” is “Quality Awareness” throughout the
company.
3. Final Product
Table 1.2.1 shows the Quality System Elements required by ISO 9000 in the
making of the final product.
Quality System Contents
Requirements
1 Management Define and document commitment, policy and
responsibilit objec- tives, responsibility and authority,
y verification resources and personnel. Appoint a
management representative and conduct regular
reviews of the system
2 Quality Establish and maintain a documented quality
system system ensuring that products conform to specified
requirements
3 Contract Ensure that customer's contractual requirements
Review are evaluated and met
4 Product Plan, control and verify product development to
development ensure that specified requirements are met
5 Document System for control and identification of all
control documents regarding quality, e.g. procedures,
instructions, and specifications
6 Purchasing Ensure that purchased products conform to
specified requirements

7 Product System to identify and control traceability of
identification product at all stages from raw materials through
and production to the final product as delivered to the
traceability customer
8 Process Ensure and plan the control of production which
control direct- ly effects quality by documented work
instructions, monitoring and control of processes
9 Inspection Inspect and test incoming products, intermediate
and testing and final product; establish product conformance
to specified requirements and identify non-
conforming products; maintain inspection and
test records
10 Inspection, Selection and control of equipment to ensure
measuring reliability and accuracy in measuring data
and test
equipment
11 Inspection For the whole process the products shall be
and test identified and clearly marked concerning test
status status, including indication of conformance or non-
conformance
12 Control of Identification, documentation, evaluation, isolation
non- (if possible) and disposition of non-conforming
conforming products
products
13 Corrective Prevention of reoccurrence of failures (non-
actions conformance)
14 Handling, Protection of the quality of the product during
storage handling, storage, packaging and delivery
packaging
and
15 Quality Records, including those which demonstrate that
records the specified requirements have been met, shall be
control- led and maintained
16 Internal Regular, planned internal audits shall be carried
Quality out, documented and recorded to verify the
Audits effectiveness of the quality system
17 Training Training requirements at all levels shall be
identified and the training planned, conducted and
recorded
18 Cleaning and Although not required by the ISO 9000 standards,
Disinfection these two points should be given special attention
in all food companies
19 Personal hygiene
4. Customer Service

According to Turban et al, 2002, “Customer service is a series of activities
designed to enhance the level of customer’s satisfaction – that is, the feeling
that a product or service has met the customer’s expectation”. Its
importance varies by product, industry and customer.

Self-Check3 .1
Quality Standards
I. Write T if the statement is correct and F if the otherwise.
________ 1. Standards are set of rules that describe quality of materials,

product or system.
________ 2. Quality assurance does not cover all the activities from design,
development, up to documentation.
________ 3. Customer service is a series of activities designed to enhance the
level of customer satisfaction.
________ 4. Customer service is not important in the company’s customer
value proposition.
________ 5. The durability of the work do not depend on the skills of those
who install it.

Activity Sheet 3.1
I. Conduct a Simulation on: “Production Process and Customer Service” In

this activity you will be rated according to the following:
Descriptive Criteria Scoring Criteria

Excellently done 5
Very Satisfactorily done 3-4
Satisfactorily done 1-2
Unsatisfactorily done 0
II. When do you say that your work is of good quality?
1. What are quality checking procedures?
2. Give the processes for quality improvement?

REFERENCES
http://www.paramounthealthcare.com/body.cfm?id=65
http://www.mcrcc.osmre.gov.ph
http://www.standards.dfes.gov.uk
http://www.swce.gov.uk
http://deming.eng.clemson.edu/pub/tutorials/qctools/flowm.htm
http://en.wikipedia.org/wiki/Quality_management
http://www.empf.org/empfasis/aug04/prop.htm

In technical usage, quality can have two meanings:
1. the characteristics of a product or service that bear on its ability to

satisfy stated or implied needs.
2. a product or service free of deficiencies.
The quality of a product or service refers to the perception of the

degree to which the product or service meets the customer's expectations.
Quality has no specific meaning unless related to a specific function and/or
object. Quality is a perceptual, conditional and somewhat subjective
attribute.
The dimensions of quality refer to the attributes that quality achieves

in Operations Management:
Quality <-> Dependability <-> Speed <-> Flexibility <-> Cost
 Quality supports dependability

 Dependability supports Speed
 Speed supports Flexibility
 Flexibility supports Cost.
In the manufacturing industry it is commonly stated that “Quality drives

productivity.” Improved productivity is a source of greater revenues,
employment opportunities and technological advances. The best way to
think about quality is in process control. If the process is under control,
inspection is not necessary. However, there is one characteristic of modern
quality that is universal. In the past, when we tried to improve quality,
typically defined as producing fewer defective parts, we did so at the
expense of increased cost, increased task time, longer cycle time, etc.

Quality and Task-Completion Checking
With development teams of two or three in daily contact and

frequently exchanging views and criticisms, detailed, written quality and
task-completion checking procedures may be felt to be unnecessary.
Procedures still need to be agreed and the results need to be documented.
The need to check quality and task completion applies at all stages of the
development process but is underlined especially during the prototype
validation stages.
The importance of documenting checks applies whatever the size of the
team and whatever the complexity of the software. In the production of
assets, this may involve checking to confirm the following:
 that all the asset files listed in the product specification document
have been produced;
 that files are correctly named;
 that files are the correct byte size or near the projected file
 size (examining the file-sizes in a directory listing can be
 helpful in identifying problem files which are either much
 too large or much too small);
 that files are the correct resolution (screen-size and bit-
 depth in the case of graphics; duration, sampling
 frequency and bit-depth in the case of sound files);
 that the quality of files displaying on the target monitor or heard on
target listening equipment is acceptable.
Note that sampling is seldom a satisfactory checking method. Checking

should be exhaustive, unless for reasons of time or economy this is
impossible. Usually, however, trying to economize on checking and testing
is a false economy and cutting corners here will often come back to haunt
the development team. At the end of the day, all files will need to be tested
and, if at all possible, this should be done sooner rather than at a later trial
stage.
Quality Improvement Processes

Manufacturers can choose from a variety of tools to improve their
quality processes. The trick is to know which tools to use for each situation
and increasing the sophistication of the tools in the repertoire.
Easy to implement and follow up, the most used and well-known
quality process is the plan/do/check/act (PDCA) cycle (Figure 1). Other
processes are a takeoff of this method, much in the way that computers
today are takeoffs of the original IBM system. The PDCA cycle promotes
continuous improvement and should thus be visualized as a spiral instead
of a closed circle.

Another popular quality improvement process is the six-step PROFIT
model in which the acronym stands for:
P = Problem definition.
R = Root cause identification and analysis.
O = Optimal solution based on root cause(s).
F = Finalize how the corrective action will be implemented.
I = Implement the plan.
T = Track the effectiveness of the implementation and verify that the
desired results are met.
If the desired results are not met, the cycle is repeated. Both the
PDCA and the PROFIT models can be used for problem solving as well as for
continuous quality improvement. In companies that follow total quality
principles, whichever model is chosen should be used consistently in every
department or function in which quality improvement teams are working.
Once the basic problem-solving or quality improvement process is

understood, the addition of quality tools can make the process proceed
more quickly and systematically. Seven simple tools can be used by any
professional to ease the quality improvement process: flowcharts, check
sheets, Pareto diagrams, cause and effect diagrams, histograms, scatter
diagrams, and control charts. (Some books describe a graph instead of a
flowchart as one of the seven tools.)
The key to successful problem resolution is the ability to identify the

problem, use the appropriate tools based on the nature of the problem, and
communicate the solution quickly to others. Inexperienced personnel might
do best by starting with the Pareto chart and the cause and effect diagram
before tackling the use of the other tools. Those two tools are used most
widely by quality improvement teams.
FLOWCHARTS
Flowcharts describe a process in as much detail as possible by

graphically displaying the steps in proper sequence. A good flowchart
should show all process steps under analysis by the quality improvement
team, identify critical process points for control, suggest areas for further
improvement, and help explain and solve a problem.
Flowcharts can be simple, such as the one featured in Figure 2, or

they can be made up of numerous boxes, symbols, and if/then directional
steps. In more complex versions, flowcharts indicate the process steps in

the appropriate sequence, the conditions in those steps, and the related
constraints by using elements such as arrows, yes/no choices, or if/then
statements.
CHECK SHEETS
Check sheets help organize data by category. They show how many
times each particular value occurs, and their information is increasingly
helpful as more data are collected. More than 50 observations should be
available to be charted for this tool to be really useful. Check sheets
minimize clerical work since the operator merely adds a mark to the tally on
the prepared sheet rather than writing out a figure (Figure 3). By showing
the frequency of a particular defect (e.g., in a molded part) and how often it
occurs in a specific location, check sheets help operators spot problems.
The check sheet example shows a list of molded part defects on a
production line covering a week's time. One can easily see where to set
priorities based on results shown on this check sheet. Assuming the
production flow is the same on each day, the part with the largest number
of defects carries the highest priority for correction.

Figure-3. Because it clearly organizes data, a check sheet is the easiest way
to track information.
PARETO DIAGRAMS
The Pareto diagram is named after Vilfredo Pareto, a 19th-century

Italian economist. are caused by 20% of the potential sources.
A Pareto diagram puts data in a hierarchical order (Figure 4), which

allows the most significant problems to be corrected first. The Pareto
analysis technique is used primarily to identify and evaluate
nonconformities, although it can summarize all types of data. It is perhaps
the diagram most often used in management presentations.
To create a Pareto diagram, the operator collects random data,

regroups the categories in order of frequency, and creates a bar graph based
on the results.

Figure 4. By rearranging random data, a Pareto diagram identifies and
ranks nonconformities in the quality process in descending order.
CAUSE AND EFFECT DIAGRAMS
The cause and effect diagram is sometimes called an Ishikawa

diagram after its inventor. It is also known as a fish bone diagram
because of its shape. A cause and effect diagram describes a
relationship between variables. The undesirable outcome is shown as
effect, and related causes are shown leading to, the said effect. This
popular tool has one severe limitation, however, in that users can
overlook important, complex interactions between causes. Thus, if a
problem is caused by a combination of factors, it is difficult to use
this tool to depict and solve it.

Figure 5. Fish bone diagrams display the various possible causes of the final
effect. Further analysis can prioritize them.
Identify areas where data should be collected and analyzed. The

major areas of potential causes are shown as the main bones, Later, the
subareas are depicted. Thorough analysis of each cause can eliminate
causes one by one, and the most probable root cause can be selected for
corrective action. Quantitative information can also be used to prioritize
means for improvement, whether it be to machine, design, or operator.
HISTOGRAMS
The histogram plots data in a frequency distribution table. What

distinguishes the histogram from a check sheet is that its data are grouped
into rows so that the identity of individual values is lost. Commonly used to
present quality improvement data, histograms work best with small
amounts of data that vary considerably. When used in process capability
studies, histograms can display specification limits to show what portion of
the data does not meet the specifications.
After the raw data are collected, they are grouped in value and
frequency and plotted in a graphical form (Figure 6). A histogram's shape
shows the nature of the distribution of the data, as well as central tendency
(average) and variability. Specification limits can be used to display the
capability of the process.
Figure 6. A histogram is an easy way to see the distribution of the data, its
average, and variability.

SCATTER DIAGRAMS
A scatter diagram shows how two variables are related and is thus
used to test for cause and effect relationships. It cannot prove that one
variable causes the change in the other, only that a relationship exists and
how strong it is. In a scatter diagram, the horizontal (x) axis represents the
measurement values of one variable, and the vertical (y) axis represents the
measurements of the second variable. Figure 7 shows part clearance values
on the x-axis and the corresponding quantitative measurement values on
the y-axis.
Figure 7. The plotted data points in a scatter diagram show the relationship
between two variables.
CONTROL CHARTS
A control chart displays statistically determined upper and lower

limits drawn on either side of a process average. This chart shows if the
collected data are within upper and lower limits previously determined
through statistical calculations of raw data from earlier trials (Figure 8).

Figure 8. Data points that fall outside the upper and lower control limits
leads to investigation and correction of the process.
`In preparing a control chart, the mean upper control limit (UCL) and
lower control limit (LCL) of an approved process and its data are calculated.
A blank control chart with mean UCL and LCL with no data points is
created; data points are added as they are statistically calculated from the
raw data.

Self -Check 3.2
I. Define the following.
1. Quality
___________________________________________________
___________________________________________________
___________________________________________________
2. Flow Chart
___________________________________________________
___________________________________________________
___________________________________________________
3. Check Sheet
___________________________________________________
___________________________________________________
___________________________________________________
4. Pareto Diagram
___________________________________________________
___________________________________________________
___________________________________________________

Activity Sheet 3.2
Provided with the needed tools, testing devices and materials in

improving quality processes, classify them using a check sheet to
determine their condition.
CONDITION
TOOLS GOOD DEFECTIVE
1.
2.
3.
EQUIPMENT
1.
2.
3.
MATERIALS
1.
2.
3.

REFERENCES
Mc Laughlin, Robert, Sasser, Susan Ralston, Fix your own PC.

Philippines Graphics Arts, Inc., Tandang Sora St., Caloocan City
Legaspi, Carlos, Caina, Mark Anthony Operate A Personal Computer.
Dasmarinas Computer Learning Center.

ANSWER KEY
ANSWER KEY 1.1.1
1. Selection of material, Testing of Material, Cost of Material

2. Good Quality, Reliable, Low Cost, Suitable for Project
3.
- Match the packing slip to the items received and ensures that the
materials are destined on tour department.
- That you are receiving materials indicated on the purchase order
regard with its quantity and discount.
- That the materials are in acceptable condition.
- The terms regarding installation and/or set-up of equipment are
met.
ANSWER KEY 1.2.2

I. II.
1. QN 1. TRUE
2. QL 2. FALSE
3. QL 3. TRUE
4. QN 4. TRUE
5. QN 5. FALSE
6. QN
7. QN III.
8. QN Workplace procedure is a written
9. QN instructions that identifies the health
10. QL and safety issues that may arise from
jobs and tasks.
ANSWER KEY 1.2.2

1. T
2. F
3. T
4. F
5. F
ANSWER KEY 1.3.1

1. Quality is the characteristics of a product that bear on its ability to
satisfy or implied needs.
2. Flowchart describes a process by graphically displaying the steps
in proper sequence.
3. Check Sheet helps organize data by category.


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Republic of the Philippines

ELECTRICAL INSTALLATION AND

ELECTRICAL INSTALLATION MAINTENANCE 3

Welcome to the world of Electrical Installation and Maintenance!

This Module is a specialization course which leads you to Electrical

1. Use Hand Tools

Your success in this specialization course on Electrical Installation and

ELECTRICAL INSTALLATION MAINTENANCE 4

1. Begin by reading and understanding the Learning Outcome/s and

ELECTRICAL INSTALLATION MAINTENANCE 5

ELECTRICAL INSTALLATION MAINTENANCE 6

Use Hand Tools

LO 1 Assess quality of received material or components within

ELECTRICAL INSTALLATION MAINTENANCE 7

ELECTRICAL INSTALLATION MAINTENANCE 8

 Tools and materials are identified as per job requirement.

1. Utility box 8. Electrical Wires

ELECTRICAL INSTALLATION MAINTENANCE 9

Explain the following

Now check your answers using the Answer Key. If you

ELECTRICAL INSTALLATION MAINTENANCE 10

Information Sheet 1.1

ELECTRICAL INSTALLATION MAINTENANCE 11

 suitable for the application/purposes

How Much Have You Learned?

. Enumerate the following.

1. Give three factors to be considered when choosing the right material?

2. Give three characteristics of materials to be used for specific project?

II. What Good Quality means?

ELECTRICAL INSTALLATION MAINTENANCE 12

Show that you learned something by doing this activity.

DRAMATIZATION ON RECEIVING SUPPLIES, MATERIALS, TOOLS AND

ELECTRICAL INSTALLATION MAINTENANCE 13

What Do You Need To Know?

Information Sheet 1.2

ELECTRICAL INSTALLATION MAINTENANCE 14

All materials received must be listed and be reported to monitor how

Effective management checks are an important means of providing

The teacher will be the assessor. Students will be randomly assigned

Example of Log Report (to be completed by the Quality checker)

Example of Assessment of Materials Received (to be completed by the Quality

ELECTRICAL INSTALLATION MAINTENANCE 15

Answer the following:

1. What will be your basis in selecting good materials in electrical

2. In receiving reports of the mterials/supplies used what are the things

ELECTRICAL INSTALLATION MAINTENANCE 16

How Do You Apply What You Have Learned?

Show that you learned something by doing this activity.

2. - October 15, 2008

3. - October 20, 2008

4. - October 28, 2008

ELECTRICAL INSTALLATION MAINTENANCE 17

ELECTRICAL INSTALLATION MAINTENANCE 18

1. Utility box 8. Electrical Wires

ELECTRICAL INSTALLATION MAINTENANCE 19

Enumerate the following:

TYPES AND WORK-RELATED ERRORS

WORK BEHAVIOR WHICH RESULT IN PERFORMANCE PROBLEMS

Now check your answers using the Answer Key. If you