Program Management Guide

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Table of Contents

CEWD Legacy I³ Credential: Background........................................................................................................................ 3

Center for Energy Workforce Development .............................................................................................................. 3

The Legacy I³ Model ................................................................................................................................................... 3

Competencies Addressed by the CEWD Legacy I³ Energy Industry Credential ......................................................... 3

Energy Industry Competency Model Graphic ............................................................................................................ 4

Program Elements .......................................................................................................................................................... 5

Legacy I³ Employability Skills Curriculum ................................................................................................................... 5

CSM High Performance Course .................................................................................................................................. 6

SkillsUSA Professional Development Program......................................................................................................... 10

CEWD Hand and Power Tools Curriculum ............................................................................................................... 11

Energy Industry Fundamentals Course .................................................................................................................... 12

OSHA-10 Construction Industry Certification .......................................................................................................... 14

Credential Requirements ............................................................................................................................................. 15

Microcredentials ...................................................................................................................................................... 15

Assessments ............................................................................................................................................................. 16

Verification Procedures ................................................................................................................................................ 17

Certificate Issuance and Use ........................................................................................................................................ 17

Certificate Issuance Criteria ..................................................................................................................................... 17

Paper Credential....................................................................................................................................................... 17

Digital Credential ...................................................................................................................................................... 18

Ownership of the Credential Logo ............................................................................................................................... 18

Property.................................................................................................................................................................... 18

Persons Authorized to Use the Marks ..................................................................................................................... 19

Non-Assignability and Non-Transferability .............................................................................................................. 19

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Mark and Logo Use .................................................................................................................................................. 19

Appeals ......................................................................................................................................................................... 19

Definition .................................................................................................................................................................. 19

Appeal Submission ................................................................................................................................................... 20

Appeal Review and Determination .......................................................................................................................... 20

Appeal Determination Impacting Others ................................................................................................................. 20

Program Appeals Tracking ....................................................................................................................................... 20

Certificate Program Complaints ................................................................................................................................... 20

Resolution of Concerns ............................................................................................................................................ 20

Submission of Program Complaints ......................................................................................................................... 21

Staff Level Review .................................................................................................................................................... 21

Executive Council Review ......................................................................................................................................... 21

Appeal of Complaint Determinations ...................................................................................................................... 21

Program Complaints Tracking .................................................................................................................................. 21

Confidentiality and Security ......................................................................................................................................... 22

Privacy of Individuals and Confidentiality and Security of Individual Information ................................................. 22

Credential Verification ............................................................................................................................................. 22

Program Evaluation ...................................................................................................................................................... 22

Appendix A ................................................................................................................................................................... 23

Appendix B ............................................................................................................................................................... 2435

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CEWD LEGACY I³ CREDENTIAL: BACKGROUND

CENTER FOR ENERGY WORKFORCE DEVELOPMENT

The Center for Energy Workforce Development (CEWD) is at the forefront of forecasting the demand for

workers, communicating the skills and knowledge for current and the future workforce, and partnering

with educators across the country to create scalable career pathways for energy jobs. CEWD provides

ready-to-use resources that allow energy companies to attract, train, and hire from a variety of

demographic groups including youth, military, women, and transitioning adults.

As part of its efforts to assist CEWD members create a diverse, qualified energy workforce pipeline,

CEWD has partnered with TCI Solutions to help CEWD members create a diverse, qualified energy

workforce pipeline in the communities they serve through their Legacy I³ Model. As part of this, CEWD

and TCI Solutions is instituting a new portable energy industry credential to prepare students for a

variety of energy career pathways. Students who complete the Legacy I³ program and meet the

assessment requirements for the energy industry version of the Legacy I³ Model are eligible to earn the

CEWD Legacy I³ Energy Industry Credential to recognize their achievements and to present to potential

energy employers.

THE LEGACY I³ MODEL

The Legacy I³ Model was developed by TCI Solutions to identify and systematically address the factors

that cause industries to falter in attracting, developing, and retaining qualified, local, and diverse young

adults. It is based on a collaborative approach that synchronizes and leverages existing resources from

industry, education, and support organizations and prepares high school juniors and seniors for entry

level employment or further education.

Legacy I³ Model is designed to help students who are native to an area become aware of energy as a

career and adopt the skills and qualities that will make them high-quality job candidates for the industry.

Legacy I³ teaches students and their families about the energy industry, creating a positive image of the

industry and building excitement about possible career paths. It provides character and skills training

after school and on weekends and connects families with community-based agencies that provide

support services. Legacy I³ has incorporated the Legacy I³ Energy Industry Credential as part of its

programming for seniors in high school and in their intensive summer program for high school

graduates.

COMPETENCIES ADDRESSED BY THE CEWD LEGACY I³ ENERGY INDUSTRY CRED ENTIAL

The CEWD Legacy I³ Energy Industry Credential addresses competencies specifically needed for energy

industry career pathways. The credential is a comprehensive one that covers all the knowledge and skills

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in Tiers 1-5 of the Energy Industry Competency Model. Below is a graphic of the competency model. A

detailed list of the competencies is included in Appendix A.

ENERGY INDUSTRY COMPETENCY MODEL GRAPHIC

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PROGRAM ELEMENTS

LEGACY I³ EMPLOYABILITY SKILLS CURRICULUM

Legacy I³ students complete an employability skills program that addresses many of the Personal

Effectiveness Competencies in Tier 1 and Workplace Competencies in Tier 3 of the Energy Industry

Competency Model. Several Academic Competencies are also covered since the students are completing

several writing projects and learning about topics, such as personal finance, which incorporates math

skills. Below is the list of the Legacy I³ lessons and learning objectives.

Lesson 1: Articulating Yourself Students will understand Legacy’s purpose, commitments, ethics code, and “Camp Drills.” Students will also prepare a short speech, describing why they are in the Legacy Program. Lesson 2: Critical Thinking in the Real World Students will learn to evaluate their decisions and make critical choices about their futures. Lesson 3: Improving Your Study Habits Students will understand how to study more effectively and improve their grades throughout core subjects. Lesson 4: Group Budgeting Students will understand the basics of monthly budgeting for their lives during and after post-secondary school. Lesson 5: HR, Diversity & Ethics Students will learn the basics of how HR Departments function and gain a better understanding of how to navigate diversity in the workplace and ethics. Lesson 6: Critical Thinking: Navigating Personal Relationships Students will learn to develop discrepancy in their logic as it relates to school, life choices - including behavior and relationships. Lesson 7: Ladies 101 & Gentlemen 101 Students will understand the basics of social, personal, and professional etiquette. Lesson 8: Mental & Emotional Health Students will learn the importance of mental and emotional health. Lesson 9: Real Money, Real World Students will understand the basics of monthly budgeting for their personal lives after post-secondary school.

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Lesson 10: Paying for College Students will understand the basics of post-secondary loans, interest rates, DACA & FAFSA related funding. Lesson 11: Improving Student Performance at Our School Students will understand how to work in groups to present an arts-based project focused on strategies for students to use to improve academic performance. Lesson 12: Real Money, Real World Simulation Experience: Prep Day Students will understand the process of planning, organizing, and executing a large-scale event. Students will also understand how to budget the entry-level salaries they’ll be earning as young professionals. Lesson 13: From the Heart Students will understand how to work in groups to present an arts-based project focused on world-hunger/famine/issues to their peers. Lesson 14: Critical Thinking: Developing Logical Discrepancy and Navigating Personal Relationships Students will learn to develop discrepancy in their logic as it relates to school, behavior, and opportunity. Lesson 15: Resume Writing Students will learn the art of cover letter and resume writing. Lesson 16: Your Legacy I³ Portfolio Students will learn the components of an employment portfolio. Lesson 17: Cultural Awareness & Influence Students will identify and embrace their cultures, sharing it with others to discover the common grounds we all share as a “human family” – while exploring the characteristics of themselves that make them unique. Lesson 18: The Art of Debate Students will discuss why debate is important, how they might use this skill in the future, and conduct a debate with their peers. Lesson 19: The Art of Public Speaking Students will discuss why public speaking is important, how they might use this skill in the future, and conduct a presentation to their peers.

CSM HIGH PERFORMANCE COURSE

The CSM online course builds the essentials of High Performance: deep, fluent workplace math and

literacy; problem-solving strategies; the ability to learn on one’s own; attention to detail; persistence

and self-reliance; and self-efficacy. CSM utilizes an adaptive technology, so students complete the CSM

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course based on their current level and at their own pace. Upon completion of the course, which

involves students mastering all learning objectives through scoring 100% on every skill, can repeat this

within a few attempts and repeat this two weeks later, students earn a High Performance Certificate.

The energy industry has begun recognizing the value of this credential given its alignment with the

Energy Industry Competency Model in key areas where improvements in the quality of the workforce

pipeline are needed.

Below are the core skills that are integrated into the CSM program.

Core Skills

Percent and Prediction

Calculate percentages of errors from quality control information given in a table. Predict future error rates.

L-shaped Figures

Find the area and perimeter of an L-shaped figure and calculate a cost (using a conversion of area units).

Reading a Ruler

Measure using a ruler scale divided into sixteenths of an inch, and fully reduce the measurement.

Reading Meters

Read the value of a meter to the closest tick mark. Includes interpolation and negative values.

Conversions and Person-Hours

Read data from bar graph, do multi-step conversions, use concept of people-hours.

Averaging and Prediction

Use information from a line graph to calculate an average. Then, use the average to predict the future.

Decimal Number Relationships

Identify numbers that are larger/smaller than a given number, order decimals and fractions, change mixed numbers to decimals, and place decimals on a number line.

Using Time Schedules

Use a time schedule to find the earliest and latest times to do a task. Calculate the difference between two times.

Invoice

Fill out an invoice and calculate discount, tax, and total.

Fractions, Decimals, Percentages

Know the corresponding decimal numbers, percentages, and common fractions like 1/4 or 1/3.

Proof-reading

Correct errors in grammar, punctuation, and word usage in short paragraphs.

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Reporting a Problem

Choose important information for a problem report: 1) what is broken, 2) what is wrong, 3) what happened just before the problem started, 4) what has been tried.

Conversions

Convert lengths using US and metric units, including in, ft, yd, mi, mm, cm, m, and km.

Facts and Requirements

Determine whether the facts of a situation meet a set of requirements. Requirement types include X of Y (e.g., 2 of 3 requirements), all/none, multiple ands/ors (e.g., a AND b, OR c).

Connecting Information

Connect multiple pieces of information from a memo and use inference (e.g., all men are mortal, Socrates is a man => Socrates is mortal) to answer questions about the memo.

Advanced percentages

Calculate percentages less than 1% and more than 99% in your head. Interpret pie charts as percentages.

Money Planning

Calculate how much would be saved by paying off a loan early based on interest rates, choose between payment plans, and understand a multi-line graph showing how money grows in accounts with different interest rates.

Length

Memorize common length conversions including both US and metric units and show relative knowledge of length units on number lines.

Weight

Memorize common weight conversions including both US and metric units, show relative knowledge of weight units on number lines, and know weights of common objects in various units.

Volume

Memorize common volume conversions including both US and metric units, show relative knowledge of volume units on number lines, and know volumes of common objects in various units.

Graphs Without Numbers

Learn what types of information can be determined from a graph with no numbers on the vertical axis. Includes relative positioning and slope.

Estimations

Use rounding to estimate addition, subtraction, multiplication, and division problems in your head. Problems include large numbers and small decimal numbers.

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Multistep Problems

Given sentences with conversion factors with the numbers blanked out (e.g., each cabin is constructed from X planks is a conversion factor between cabins and planks), create a plan for getting from a start to a goal. No calculations are necessary.

Answer Units

Pick which choices could answer questions based on whether the units are compatible. E.g., "How long is a wongblum?" could have answers in ft or m, but not in qts or m/sec. Includes lengths, volumes, weights, rates, ratios, and speeds.

Information Relevance

Given a situation and a list of pieces of information, identify which pieces of information are important to know to answer a specific question.

Strategic Planning

Create a plan for calculating a goal by working backwards from the goal to intermediate stages to inputs. Operations used are addition, subtraction, creating conversion factors, and using conversion factors. No calculations are required.

Sources

Predict how information is likely to be organized in tables and graphs using their titles. Predict what will be in a corporate report from the title of a report and the organizational outline of the company that the report is about.

Add/Subtract Medium Difficulty

Add and subtract numbers with one or two digits with decimal points and ending zeros, such as 610 + 80, 2.0 + 3.5, and 340 - 30. Problems do not have carries.

Add/Subtract Highest Difficulty

Add and subtract numbers with one or two digits with decimal points and ending zeros, such as 630 + 80, 2.5 + 0.8, and 340 - 80. Problems DO have carries.

Multiplication Introduction

Multiply single digits with ending zeros, such as 30 x 600. Multiply decimal numbers by 10, 100, and 1000, such as 7.41 x 100 or 94.67 x 10.

Division Introduction

Divide double digits with ending zeros by single digits with ending zeros, such as 3600 / 90. Divide decimal numbers by 10, 100, or 1000, such as 9.89 / 100.

Multiply/Divide by 0.1, 0.01

Multiply and divide by 0.1, 0.01 and 0.001, such as 97.2 x 0.1 or 0.43 / 0.01.

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Most Difficult Multiply/Divide

Multiply and divide combinations of decimal numbers, such as 0.04 x 300, 2400 / 0.3, 0.3 x 0.8, and 2.7 / 9.

Thousands and Millions

Multiplying thousands by tens, hundreds, or thousands. Dividing millions and thousands by thousands.

CSM also helps students build several employability skills, including:

• Problem-solving strategies, such as planning, and the problem-solving mindset to help them

tackle real-world challenges.

• Understanding how one learns.

• Mastering skills through persistence and self-reliance.

• Attention to detail and carefulness.

SKILLSUSA PROFESSIONAL DEVELOPMENT PROGRAM

As part of the Legacy I³ program, students participate in several SkillsUSA Professional Development

Program (PDP) facilitated lessons, which focus on employability skills. While PDP is no longer available

through SkillsUSA since it has been replaced by its Career Essentials and Experiences programs, there

has been value for continuing to use the lessons that have already been integrated into the Legacy I³

since they are high quality and timeless for the development of employability skills. Following are the

levels, activities, and learning objectives for the lessons that are used in Legacy I³.

Level 1.1

• Activity 1: Students will complete the self-assessment inventory.

• Activity 2: Students will identify individual strengths and areas of improvement. Level 1.5

• Activity 1: Students will research a culture or tradition for which they have very little knowledge.

• Activity 2: Students will write their personal philosophy statements regarding gender equity.

• Activity 3: Students will complete the statement in the What is Your Equity Quotient table. Level 1.10

• Activity 1: Students will brainstorm for items that could be included in a portfolio.

• Activity 2: Students will design a portfolio cover sheet. Level 2.3

• Activity 1: Students will select from a list of behaviors which express a positive self-image.

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Level 2.9

• Activity 1: Students will research workplace codes of ethics.

• Activity 2: Students will compare and contrast their school’s code of ethics to a workplace code of ethics.

Level 2.10

• Activity 1: Students will practice proper introductions and handshakes.

• Activity 2: Students will evaluate situations to determine if they demonstrate social etiquette and discuss etiquette when traveling.

• Activity 3: Students will calculate proper tips.

Level 3.3

• Activity 1: Students will devise personal budgets. Level 3.7

• Activity 1: Students will research what is an acceptable cover letter and resume for their chosen career areas.

• Activity 2: Students will create their own resumes, write a cover letter, and complete a job application based on a real job posting.

Level 3.10

• Activity 1: Students will apply what they know about conflict resolution to a case study where they answer questions related to this topic.

• Activity 2: Students will consider a controversy in their chosen career field and list the pros and cons to each side, using three author’s opinions.

Level 3.12

• Activity 1: Students will work independently or as part of a team to depict a social behavior or norm.

CEWD HAND AND POWER TOOLS CURRICULUM

CEWD’s Hand and Power Tools curriculum introduces students to a variety of tools that are used by

professionals in the utility industry. Throughout the program, students complete short activities,

worksheets, and hands-on activities. They keep a spiral notebook or composition book where they can

collect data, record answers to questions, and take notes.

Throughout the program, students view videos or instructor demonstrations pertaining to the tools or

equipment covered in each unit. Students work in groups to complete hands-on activities and evaluate

each other at the end of these activities. Students are also tested on their proficiency with the tools by

the instructor. Tools included in the Legacy I³ program include:

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• Screwdrivers

• Hammers

• Wrenches and socket sets

• Pliers, cutters, cable and wire cutters

• Voltmeters

• Ladders

• Drills and threaders

ENERGY INDUSTRY FUND AMENTALS COURSE

Developed as a 130-hour course and credential to provide those entering the industry a solid knowledge

base of the energy industry and careers, Energy Industry Fundamentals is offered through high school

career and technical education programs or community/technical colleges across the country. Energy

Industry Fundamentals provides a broad understanding of the electric and natural gas utility industry

and the energy generation, transmission, and distribution infrastructure, commonly called the "largest

machine in the world," which forms the backbone for the industry.

The course includes business models, regulations, types of energy and their conversion to useable

energy such as electric power, how generated power is transmitted and distributed to the point of use,

emerging technologies, and the connection to careers in the energy industry. Through the Legacy I³

program, students can see how what they are learning applies to the real-world through the partnership

with local employers where they receive tours, hands-on learning, and the chance to explore the variety

of careers integrated into the Energy Industry Fundamentals course through job-shadowing and

mentoring.

Below are the modules and learning objectives included in Energy Industry Fundamentals.

Module 1: Demonstrate knowledge of the basic and emerging principles and concepts that impact the energy industry

Students will be able to:

• Explain the flow of energy from generation through distribution to the customer.

• Discuss the history of the United States energy industry/infrastructure (refer to Energy Information Administration www.eia.doe.gov).

• Identify the role and function of generation, transmission, and distribution organizations.

• Explains the role of regulatory bodies in the energy industry (Federal Energy Regulatory Commission www.ferc.gov). Discuss environmental laws and regulations that impact the energy industry (local, state, and federal) and explain the importance of proper documentation to ensure compliance.

• Explain the different structures of energy companies, including investor-owned utilities, municipalities (and associated utility practices such as water/wastewater), electric cooperatives,

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independent power producers, and explain the different lines of energy business, including electric and gas.

• Describe the process of electric metering and billing for energy consumption.

• Discuss the importance and role of unions in the industry. Module 2: Apply compliance with procedures necessary to ensure a safe and healthy work environment Students will be able to:

• Review the role of the U.S. Department of Labor/ Occupational Safety and Health Administration in work place safety.

• Identify both potential hazards and accident scenarios in the work environment.

• Follow established safety procedures (OSHA regulations and utility company procedures).

• Evaluate changes in the environment with respect to their impact on safety of self and others.

• Promote effective local, state, and national security operations for the protection of people, data, property, and institutions.

• Comply with energy industry safety procedures and proper ways to perform work.

• Name potential threats created by deviation from safety procedures and improper use of tools and equipment.

• Use safety equipment as specified by user manuals and safety training.

• Use Personal Protective Equipment (PPE) including safety glasses, hearing protection, gloves, work boots, and hard hats.

• Keep personal safety equipment in good working order.

• Use tools and equipment in compliance with user manuals and training.

• Call attention to potential and actual hazardous conditions as they arise.

• Alert coworkers and supervisory personnel to hazardous conditions and deviations from safety procedures in a timely manner.

• Maintain appropriate certification and is knowledgeable in first aid or first response procedures.

• Demonstrate understanding and knowledge of lock/tag out practices in the work place.

• Notify person in charge and/or coworkers of unsafe work conditions.

• Stop the job if there are unsafe working conditions. Module 3: Understand electric power generation

Students will be able to:

• Explain the conventional electric power generation systems and process (coal, gas, hydroelectric, and nuclear).

• Identify electric power generation equipment and systems.

• Identify various conventional electric power generation fuel sources and the cost/ efficiency/environmental issues associated with each:

a. Explain how oil was created and list its advantages and disadvantages. b. Explain how coal was created and what are its advantages and disadvantages. c. Explain how natural gas was created and what are its advantages and

disadvantages. d. Explain how water is used in hydroelectric power generation and what are its

advantages and disadvantages. e. Explain how uranium is created and what are its advantages and disadvantages.

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• Discuss emerging and alternative electric power generation technologies and fuel sources.

• Explain how solar energy is used to produce electricity in photovoltaic systems and what are its advantages and disadvantages.

• Explain how solar energy is used to produce electric energy using steam and what are its advantages and disadvantages.

• Explain how wind energy is used to produce electric energy and what are its advantages and disadvantages.

• Explain how geothermal energy is used to produce electric energy and what are its advantages and disadvantages.

• Explain how biomass energy is used to produce electric energy and what are its advantages and disadvantages.

• Explain how ocean wave energy is used to produce electric energy and what are its advantages and disadvantages.

• Discuss pros and cons of various energy producing technologies and fuels in the electrical infrastructure (including fossil, nuclear, and emerging alternative energy systems).

Module 4: Understand electric power transmission

Students will be able to:

• Explain the electric power transmission process.

• Discuss the application of different electric power transmission principles (including AC vs. DC).

• Name electric power transmission equipment and systems.

• Discuss the emerging technologies in electric power transmission (including Smart Grid).

• Explain ownership/governance of the electric transmission system. Module 5: Understand electric power and natural gas distribution

Student will be able to:

• Explain the electric power distribution process.

• Discuss the need for electric distribution systems and how they are designed to operate.

• Name electric power distribution system equipment and what the various components do.

• Discuss the emerging technologies in electric power distribution, including distribution automation and SmartGrid systems.

• Explain the fundamental concepts of natural gas.

• Identify the components and workings of the gas transmission and distribution network, including metering and regulating stations.

OSHA-10 CONSTRUCTION INDUSTRY CERTIFICATION

As part of the Legacy I³ program, students take The CareerSafe® OSHA 10-Hour Construction Industry at

their own pace. This addresses the high priority safety training needs of young workers. Once students

successfully complete the online CareerSafe OSHA 10-Hour Construction Industry training course, they

receive an OSHA 10-Hour Construction Industry “wallet card.”

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CareerSafe’s OSHA 10-Hour Construction Industry training course consists of interactive modules

discussing various safety tips and procedures one should follow while working in the workplace. The

modules include:

• Introduction to OSHA (Part 1)

• Introduction to OSHA (Part 2)

• StartSafe. StaySafe®

• Materials Handling

• Hand and Power Tools

• Excavations

• Health Hazards in Construction

• Personal Protective Equipment

• Fall Hazards (Part 1)

• Fall Hazards (Part 2)

• Struck-By Hazards

• Caught-In or Between

• Electrocution Hazards Each module contains a brief assessment, which must be successfully completed before students can move on to the next module. Once all modules have been viewed and the corresponding assessments are passed, there is a comprehensive final assessment.

CREDENTIAL REQUIREMENTS

MICROCREDENTIALS

To achieve the CEWD Legacy I³ Energy Industry Credential, students must earn the following

microcredentials according to the criteria listed below.

CSM High Performance Certificate

For all core skills, students must score 100% on each skill test, can repeat this within a few attempts and

repeat this two weeks later to earn the CSM High Performance Certificate.

Energy Industry Fundamentals Certificate

Student must complete the full EIF certificate program as offered by a CEWD Approved Course Provider

and pass the EIF assessment with a score of 68% or higher.

OSHA-10 Construction Industry Certification

Students must earn a wallet card from CareerSafe. This is an indicator that the students have met the

following requirements of the OSHA-10 Construction Industry Certification:

• Passed all assessments with a grade of 70% or higher.

• Completed the course within six (6) months from the course enrollment date.

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• Spent a minimum of two (2) days taking the course with no more than 7 1/2 hours (450 minutes) in a single day.

• Viewed and completed all course material, including the course survey.

ASSESSMENTS

Students must also be evaluated by Legacy I³ instructors using four assessment tools according to the

requirements detailed below. These checklists encompass the remaining knowledge and skill

components of Tiers 1-5 of the Energy Industry Competency Model. Copies of the Assessment Tools are

included in Appendix B.

Learning Activities/Project Checklist

Students must earn a minimum score of 4 on a 5-point scale, with 5 being the highest, on all activities

and projects listed on the checklist. The scores can include revised grades, as long as the activities or

projects are resubmitted and re-graded by the conclusion of the Legacy I³ program completion date.

Behavioral Assessment Form

Students are evaluated on a number of employability skills that are considered “behavioral.” These

types of skills are classified as personal effectiveness or workplace skills that can be best evaluated

through observation. Since students are part of the Legacy I³ program a full school year or an extended

period of time over the summer, they have ample opportunities to practice these skills and aren’t

necessarily expected to demonstrate them consistently until they’ve had the opportunity to practice

them in both school and workplace settings through Legacy I³. Therefore, to qualify for the CEWD Legacy

I³ Energy Industry Credential, students have until the conclusion of the Legacy I³ program to be marked

“Demonstrates Consistently” in all areas on the Common Employability Skills Behavioral Assessment

Form.

Hand and Power Tools Checklist

All Legacy I³ students are exposed to hand and power tools as part of the program. However, not every

student will enter career pathways where they will be using hand and power tools. Students are,

therefore, only required to be proficient in 80% of the tools they attempt to learn to use during the

program in order to earn the CEWD Legacy I³ Energy Industry Credential.

Information Technology Checklist

Given the essential nature of information technology in the workplace, to earn the CEWD Legacy I³

Energy Industry Credential, students must demonstrate, either through coursework or during work-

based learning experiences as part of Legacy I³, all information technology skills included on the

Information Technology Checklist. This should be indicated by the instructor with an “X” in the

“Observed Through Coursework” or “Demonstrated” in every row by the conclusion of the Legacy I³

program.

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VERIFICATION PROCEDURES

CSM High Performance Certificate: CEWD will request a student roster from CSMlearn to include Legacy

I³ students in a specific location and period of time who have earned the CSM High Performance

Certificate.

Energy Industry Fundamentals Certificate: Since CEWD is the credential issuer of the Energy Industry

Fundamentals Certificate, they shall use their internal processes to verify students who have earned this

credential.

OSHA-10 Construction Industry Certification: Students must satisfy all OSHA requirements prior to

receiving the OSHA 10-Hour Construction Industry wallet card. TCI Solutions shall send CEWD a pdf file

that contains a photo of each student’s wallet card.

Assessment Checklists: TCI Solutions shall provide CEWD a pdf for each Legacy I³ student who qualifies

for the credential that contains all four assessment checklists, confirming that each one has met the

proficiency requirements for each checklist as detailed in this handbook.

CERTIFICATE ISSUANCE AND USE

CERTIFICATE ISSUANCE CRITERIA

A non-transferable pdf certificate shall be issued only to individuals found to meet all the credential

requirements as detailed by the criteria and program requirements in this handbook. No other factors

shall be used to determine an individual’s qualification to earn the credential.

PAPER CREDENTIAL

A pdf certificate shall be issued to all CEWD Legacy I³ Energy Industry Credential earners, and shall

include the following:

1) Certificate holder’s name

2) CEWD/Legacy I³ logo

3) CEWD as the certificate issuer

4) Signature of CEWD executive director

5) Issue date

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DIGITAL CREDENTIAL

A digital credential shall be issued to all credential earners, utilizing the Credly badging system. This

system provides credential holders and credential viewers access to the following:

• Credential holder’s name

• No expiration date

• CEWD as issuer and verifier

• Description: The CEWD Legacy I³ Energy Industry Credential addresses competencies specifically

needed for energy industry career pathways. The credential is a comprehensive one that covers

all the knowledge and skills in Tiers 1-5 of the Energy Industry Competency Model, including

personal effectiveness, academic and workplace skills, as well as industry-wide and industry-

specific technical competencies. The credential also includes three microcredentials--the CSM

High Performance Certificate, Energy Industry Fundamentals Certificate, and the OSHA-10

Construction Industry Certification.

• Criteria: To earn the CEWD Legacy I³ Energy Industry Credential, an individual must have

completed the full Energy Industry Fundamentals certificate program as offered by a CEWD

Approved Course Provider and pass the assessment with a score of 68% or higher, master the

CSM learning objectives through scoring 100% on every skill, attain the OSHA-10 Construction

Industry certification, and meet assessment criteria for the Legacy I³ employability skills

program.

• Evidence: This pdf includes a description of the credential, the microcredentials, and the

detailed list knowledge and skill sets for Tiers 1-5 of the Energy Industry Competency Model.

• Testimonial: The location where the individual completed the Legacy I³ program and the date

the credential was earned.

Each student must claim his or her digital credential once it is issued by CEWD. The CEWD Legacy I³

Energy Industry Credential Student Handbook provides credential earners guidance on how to claim

their digital credential and use it on social media platforms, such as Facebook, Twitter, and LinkedIn, and

how to imbed it in Gmail signatures.

OWNERSHIP OF THE CREDENTIAL LOGO

PROPERTY

The certificate mark and logo are the property of CEWD. Permission to use the certificate mark or logo is

granted to credentialed persons at the discretion of CEWD for permissible uses only.

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PERSONS AUTHORIZED TO USE THE MARKS

Use of the CEWD and Legacy I³ Credential marks and logos are limited to those persons who have been

granted the credential by CEWD. Use of the mark and logo by individuals who have not been granted

the credential is expressly prohibited.

NON-ASSIGNABILITY AND NON-TRANSFERABILITY

Permission to use the credential mark is limited to the credential holder, and shall not be transferred to,

assigned to, or otherwise used by any other individual, organization, or entity.

MARK AND LOGO USE

Those persons who have been granted permission to use the credential mark and logo shall do so

pursuant to the rules and guidelines established by CEWD. Persons granted permission to use the

certificate mark and logo must familiarize themselves with the established rules and guidelines for use

and must execute approved agreements setting forth such rules and guidelines for use, as detailed

below.

The CEWD and Legacy I³ marks and logo may not be revised or altered in any way. They must be

displayed in the same form as produced by CEWD and cannot be reproduced unless such reproduction is

identical to the mark provided by CEWD.

The mark or logo may be used only on business cards, stationary, letterhead, and similar documents on

which the name of the individual credentialed is prominently displayed.

The mark or logo may not be used in any manner which could bring CEWD or Legacy I³ into disrepute or

in any way considered misleading or unauthorized. The mark or logo may not be used in any manner

which would tend to imply a connection between any business and the credential which, in fact, may

not exist. This includes any use of the mark or logo that the public might construe as an endorsement,

approval, or sponsorship by CEWD or Legacy I³ of a credential holder's business or any product or

service thereof.

APPEALS

DEFINITION

An appeal is a formal request for reconsideration of an adverse decision made by CEWD related to an

individual’s achievement of a credential.

20

APPEAL SUBMISSION

An appeal must be made in writing to the CEWD Education Consultant within 30 days of receiving the

determination being appealed. The written appeal must include the stated appeal, the reason for the

appeal (including relevant supporting materials), and appellant's contact information.

APPEAL REVIEW AND DETERMINATION

When an appeal is received, the CEWD Education Consultant shall convene a three-person Appeals

Panel (from the CEWD Executive Council) to consider the appeal, ensuring that no members of the Panel

have actual or apparent conflicts of interest with the case at hand. The function of the Appeals Panel in

a given case is to review the decision being appealed based on the record that was presented at the

time of the determination. The appeal shall be considered within 60 days. The CEWD Education

Consultant shall notify the appellant of appeal decisions within 14 days from the Appeals Panel

determination. Appeals Panel decisions shall be final.

APPEAL DETERMINATION IMPACTING OTHERS

Should the Appeals Panel grant an appeal on an issue that impacts other certificate program participants

or credential holders, a review of all those potentially impacted shall automatically be conducted. The

CEWD Education Consultant shall notify the individuals of the review and final decision within 60 days of

the decision.

PROGRAM APPEALS TRACKING

All appeals and dispositions shall be recorded in the Appeals Register, which shall be maintained by the

CEWD Education Consultant. The Appeals Register shall be reviewed periodically, at a minimum as part

of the internal audit of the appeals policies and procedures, to identify the need for corrective or

preventive action.

CERTIFICATE PROGRAM COMPLAINTS

RESOLUTION OF CONCERNS

Individuals with concerns regarding the assessments, personnel, or other elements of the CEWD Legacy

I³ Energy Industry credentialing program are encouraged to discuss these with the individuals involved

to try to resolve the matter informally. In some cases, however, informal resolution is not possible, and

individuals may wish to file a formal complaint.

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SUBMISSION OF PROGRAM COMPLAINTS

A complaint shall be submitted in writing to the CEWD Education Consultant within 90 days of the

incident’s occurrence. In the case of complaints related to an assessment tool used as part of the Legacy

I³ program, those must be submitted in writing within two weeks after the applicable assessment by the

Legacy I³ has been completed. The submission may be mailed, e-mailed, or faxed. The submission shall

include sufficient objective evidence to substantiate the claims and allow for a decision to be made and

the appropriate action to be taken. Dissatisfaction based on hearsay shall not be considered as a

complaint. Only written complaints shall be considered. Anonymous complaints shall not be considered.

STAFF LEVEL REVIEW

The CEWD Education Consultant shall serve as the first level of complaint consideration to determine its

validity. He or she shall investigate the circumstances of any valid complaint and 1) determine and

implement corrective action, 2) refer the complaint to a different suitable personnel member to

determine and implement correction action, or 3) escalate it to the CEWD Executive Council for review.

If addressed by personnel, the CEWD Education Consultant shall communicate the resolution to the

complainant within a period of no longer than 30 days.

EXECUTIVE COUNCIL REVIEW

If a complaint is found to warrant escalation, the Executive Council Chair is notified, and the complaint

shall be reviewed by the Executive Council and a decision shall be communicated to the complainant

within a period of no longer than 60 days.

APPEAL OF COMPLAINT DETERMINATIONS

The determination of personnel or the Executive Council is appealable, and the Appeals policy shall

apply.

PROGRAM COMPLAINTS TRACKING

All complaints and dispositions shall be recorded in the Complaints Register, which shall be maintained

by the CEWD Education Consultant. The Complaints Register shall be reviewed periodically, at a

minimum as part of the internal audit of the complaints policies and procedures, to identify the need for

corrective or preventive action.

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CONFIDENTIALITY AND SECURITY

PRIVACY OF INDIVIDUALS AND CONFIDENTIALITY AND SECURITY OF I NDIVIDUAL

INFORMATION

CEWD shall safeguard the privacy of individuals, where applicable, and shall hold in confidence and in a

secure manner the information obtained during program activities at all levels of the organization.

Except as required in this Program Management Plan, information about a particular individual shall not

be disclosed to a third party by CEWD personnel without the written consent of the individual. Where

the law requires information to be disclosed to a third party, the individual shall be notified of the

information provided.

CREDENTIAL VERIFICATION

Requests for verification of progress in attaining a credential shall be responded to in writing and

electronically which is provided only to the applicant/candidate, unless permission is granted in writing

by the participant for release to others.

Requests by any person for verification of an individual’s certificate status shall be responded to by

phone, online, or in writing. Only an indication of whether an individual has a valid credential shall be

provided and date of issue; the status of in-progress or unsuccessful participants is not disclosed.

PROGRAM EVALUATION

A program evaluation shall be conducted on an annual basis to 1) evaluate the quality, effectiveness,

and value of the CEWD Legacy I³ Energy Industry Credential against stated performance objectives, 2)

evaluate the performance of the learner assessments, 3) monitor the appropriate linkage of the

methods and instruments to the intended learning outcomes, 4) consider stakeholder feedback on the

program design, content, delivery and assessment tools, and 5) affirm or change the program’s purpose,

intended learning outcomes, program requirements, and components.

Appendix A

Framework of Competencies for the Energy Generation,

Transmission and Distribution Industry

Tier 1: Personal Effectiveness

PERSONAL EFFECTIVENESS

1. Interpersonal Skills: Displaying skills to work with people

• Demonstrates concern for others by being sensitive to their needs and feelings

• Shows understanding of others behavior by demonstrating appropriate responses • Demonstrates respect for the opinions, perspectives, customs and individual differences of others by including

others in problem solving and decision making • Maintains open communication with others

• Recognizes and accurately interprets the verbal and nonverbal behaviors of others

• Demonstrates flexibility and open mindedness when dealing with a wide range of people • Listens to and considers others’ viewpoints and alters own opinion when it is appropriate

2. Integrity: Displaying accepted social and work behaviors

• Treats all in a fair and equitable manner

• Behaves ethically through responsible use of company time and property • Reports unethical behavior demonstrated by others

3. Professionalism: Maintaining a professional presence and adhering to ethical standards

• Demonstrates self‐control by maintaining composure and keeping emotions in check even in difficult situations

• Maintains a professional appearance by dressing appropriately for the job and maintaining personal hygiene

• Uses professional language when speaking with others

• Maintains a positive attitude

• Takes pride in one’s work and the work of the organization

4. Reputation: Maintaining a high degree of personal ethics and behaviors

• Is free from substance abuse • Demonstrates financial responsibility

• Maintains an acceptable grade point average in school

• Has not embarrassed oneself through internet postings

• Maintains a good driving record

5. Motivation: Demonstrating a commitment to effective job performance

• Ensures that job is done safely, accurately, and completely

• Identifies new and better processes or procedures

• Follows instructions and direction from others

• Takes responsibility for completing one's own work assignment

6. Dependability/Reliability: Displaying responsible behaviors at work

• Comes to work when scheduled and on‐time

• Complies with company policies

• Does not attend to personal business while on the job

• Manages stressful situations effectively

• Fulfills obligations of the job

7. Self‐Development: Demonstrating a commitment to self-development and improvement

• Identifies goals and career interests

• Demonstrates an interest in learning • Seeks opportunities to learn new skills and tasks and to refine current skills

• Adapts quickly to changes in process or technology

• Accepts help from others

8. Flexibility & Adaptability: Adjusting to changing work requirements

• Adjusts to changing priorities

• Identifies logical stopping points in work

• Refocuses attention to new assignment quickly

• Quickly learns new assignments

• Shifts gears and changes direction when working on multiple projects

• Anticipates and accepts changes in work

9. Ability to Learn: Incorporating classroom and on the job training into work performance

• Understands and uses material taught in the classroom and on the job training in work situations

• Applies information provided in training to work tasks • Desires and shows willingness to learn new assignments, procedures, and technologies

Tier 2: Academic Requirements

ACADEMIC COMPETENCIES

1. Mathematics: Using mathematics to solve problems

• Adds, subtracts, multiplies, and divides with whole numbers, fractions, decimals, and percentages; calculates averages, ratios, proportions, and rates

• Reads and understands tables and graphs

• Takes measurement of time, temperature, distance, length, width, height, perimeter, etc

• Correctly converts from one measurement to another • Translates practical problems into useful mathematical expressions and uses appropriate mathematical formulas

and techniques • Solves simple algebraic equations

• Is able to determine slope, midpoint, and distance

• Calculates perimeters, areas, and volumes of basic shapes and solids • Reads, tracks, and calculates gauge measurements

2. Locating, Reading and Using Information: Knowing how to find information and identifying essential information

• Is able to read and understand written material

• Sorts through distracting information • Scans written material for subject of interest

• Is able to identify main ideas in written material

• Correctly interprets written material • Integrates what is learned from written materials with prior knowledge

• Applies what is learned from the written material to complete specific tasks

3. Writing: Using standard business English to write messages to co‐workers and reports to managers and associates

• Creates documents such as work orders or memos

• Uses standard syntax and sentence structure, correct spelling, punctuation and capitalization, and appropriate grammar

• Writes clearly and concisely in a professional and courteous manner

• Writes effectively for a variety of audiences • Communicates thoughts, ideas, and information which may contain technical material in a logical, organized,

and coherent manner • Clearly develops ideas and elaborates on them with relevant supporting examples and specific details

• Shows insight, perception, and depth in writing

4. Listening: Listening carefully in order to incorporate information into work activities

• Listens carefully to others

• Correctly interprets information provided by others • Is able to incorporate information into actions

5. Speaking: Communicating in spoken English well enough to be understood by supervisors, co‐workers and customers

• Uses standard sentence structure and appropriate grammar

• Speaks clearly, in precise language and in a logical organized and coherent manner

• Keeps language simple and appropriate for the audience’s level of knowledge of the subject

6. Engineering and Technology: Possessing an appropriate mastery of knowledge, techniques, skills, modern tools and advanced technology

• Applies basic engineering principles • Applies the appropriate technical solution • Applies principles of engineering science and technology, techniques, procedures, and equipment to the

design and production of various goods and services • Applies the basics of electricity

• Identifies and selects the appropriate hand or small electric tools or diagnostic equipment for the work

• Solves problems where a variety of mechanical, electrical, thermal, or fluid faults could be the reason for the problem

7. Science: Using scientific rules and methods to solve problems

• Discusses the role of creativity in constructing scientific questions, methods, and explanations

• Formulates scientifically investigable questions, constructs investigations, collects and evaluates data and develops scientific recommendations based on findings

• Understands physical principles such as force, friction, and energy

• Understands weight and mass and how it relates to rigging, wind, and structure supports

• Understands and evaluates the characteristics and hazards of electricity

• Recognizes and understands the interactions of compatible and incompatible substances

• Applies basic scientific principles and technology to solve problems and complete tasks

8. Information Technology: Demonstrating basic IT skills for workplace efficiency and work flow

• Uses Personal Information Management (PIM) applications to increase workplace efficiency • Employs technological tools to expedite workflow including word processing, databases, reports, spreadsheets,

multimedia presentations, electronic calendar, contacts, email, and internet applications • Employs computer operations applications to access, create, manage, integrate, and store information • Employs collaborative/groupware applications to facilitate group work

9. Critical and Analytical Thinking: Using logical thought processes to analyze information and draw conclusions

• Identifies inconsistent or missing information

• Critically reviews, analyzes, synthesizes, compares, and interprets information

• Draws conclusions from relevant and/or missing information

• Tests possible hypotheses to ensure the problem is correctly diagnosed and the best solution is found • Perceives and understands relationships appropriate to the task

Tier 3: Workplace Competencies

WORKPLACE COMPETENCIES

1. Business Fundamentals: Understanding the relationship between an individual’s own job and the goals and operations of company and industry

• Is able to articulate the organization's mission and functions and its position in the marketplace

• Recognizes one's role in the functioning of the company • Complies with applicable laws and rules governing work and reports loss, waste, or theft of company property

to appropriate personnel • Acts in the best interest of the company, community, and environment

2. Teamwork: Developing capacities used to work with others

• Accepts membership in the team

• Identifies with the goals, norms, values, and customers of the team

• Uses a group approach to identify problems and develop solutions based on group consensus

• Effectively communicates with all members of the team to achieve goals

• Develops constructive and cooperative working relationships with others

• Shows sensitivity to the thoughts and opinions of others

• Responds appropriately to positive and constructive feedback

• Encourages others to express their ideas and opinions

• Learns from other team members

• Applies interpersonal skills to help team achieve goals • Gives full attention to what others are saying, taking time to understand the points being made, asking

questions as appropriate, and not interrupting at inappropriate times • Keeps all parties informed of progress and all relevant changes to project timelines • Demonstrates loyalty to the team

3. Following Directions: Receiving, understanding and carrying out assignments with minimal supervision

• Receives, interprets, understands, and responds to verbal messages and other cues

• Picks out important information in verbal messages

• Interprets complex instructions and their relevance to the work assignment

• Asks questions to clarify unclear directions

• Acts upon the instruction to complete an assignment

4. Planning/Organizing/Scheduling: Demonstrating the ability to work within a schedule using prescribed procedures

• Prioritizes various competing tasks and performs them quickly and efficiently according to their urgency

• Finds new ways of organizing work area or planning work to accomplish work more efficiently

• Estimates resources needed for project completion; allocates time and resources effectively • Anticipates obstacles to project completion and develops contingency plans to address them; takes necessary

corrective action when projects go off‐track • Plans and schedules tasks so that work is completed on time

• Makes arrangements that fulfill all requirements as efficiently and economically as possible • Responds to the schedules of others affected by arrangements; informs others of arrangements, giving them

complete, accurate and timely information • Keeps track of details to ensure work is performed accurately and completely • Takes steps to verify all arrangements; recognizes problems, generates effective alternatives and takes

corrective action • Effectively coordinates the transition of employees at the beginning and end of each work shift; disseminates

crucial information in an organized manner to rapidly bring employees up to speed at the start of their shifts

5. Problem Solving/Decision‐Making: Applying problem‐solving and critical‐thinking skills to help grow the business and/or to resolve workplace conflict

• Anticipates or recognizes the existence of a problem

• Identifies the true nature of the problem by analyzing its component parts • Effectively uses both internal and external resources to locate and gather information; examine information

obtained for relevance and completeness; recognizes important gaps in existing information and takes steps to eliminate those gaps; recalls previously learned information that is relevant to the problem; organizes information as appropriate to gain a better understanding of the problem

• Integrates previously learned and externally obtained information to generate a variety of high quality alternative approaches to the problem

• Skillfully uses logic and analysis to identify the strengths and weaknesses, the costs and benefits and the short and long‐term consequences of different approaches

• Decisively chooses the best solution after contemplating available approaches to the problem; makes difficult decisions even in highly ambiguous or ill‐defined situations; quickly chooses an effective solution without assistance when appropriate

• Commits to a solution in a timely manner and develops a realistic approach for implementing the chosen solution; observes and evaluates the outcomes of implementing the solution to assess the need for alternative approaches and to identify lessons learned

• Uses scientific rules and methods to solve problems

6. Ethics: Describing the importance of personal ethics and legal responsibility

• Anticipates or recognizes the existence of a problem

• Evaluates and justifies decisions based on ethical reasoning • Evaluates alternative responses to workplace situations based on personal, professional, ethical and legal

responsibilities and employer policies

• Identifies and explains personal and long‐term consequences of unethical or illegal behaviors in the workplace • Interprets and explains written organizational policies and procedures

7. Employability and Entrepreneurship Skills: Defining ongoing career development

• Identifies and demonstrates positive work behaviors needed to be employable

• Develops personal career plan that includes goals, objectives, and strategies

• Examines licensing, certification, and industry credentialing requirements

• Maintains a career portfolio to document knowledge, skills, and experience

• Evaluates and compares employment opportunities that match career goals • Identifies and exhibits traits for retaining employment

• Identifies opportunities and researches requirements for career advancement

• Researches the benefits of ongoing professional development • Examines and describes entrepreneurship opportunities as a career planning option

8. Working with Basic Hand and Power Tools and Technology: Having capability to operate and troubleshoot electric and electronic equipment, mechanical and electrical products

• Selects and applies appropriate tools or technological solutions to frequently encountered problems • Carefully considers which tools or technological solutions are appropriate for a given job and

consistently chooses the best tool or technological solution for the problem at hand • Demonstrates an interest in learning about new and emerging tools and technologies; seeks out opportunities

to improve knowledge of tools and technologies that may assist in streamlining work and improving productivity • Knows how to maintain and troubleshoot tools and technologies

• Uses basic computer technology to receive work orders, report progress, and maintain records

Tier 4: Industry‐wide Technical Competencies

INDUSTRY‐WIDE TECHNICAL COMPETENCIES

1. Safety Awareness: Complying with the procedures necessary to ensure a safe and healthy work environment

• Is cognizant of the environment and potential hazards

• Follows established safety procedures

• Evaluates changes in the environment with respect to their impact on safety of self and others • Promotes effective local, state or national security operations for the protection of people, data, property,

and institutions • Complies with safety procedures and proper ways to perform work • Understands potential threats created by deviation from safety procedures and improper use of tools

and equipment • Follows safety procedures and uses safety equipment as specified by user manuals and safety training

• Uses personal protection equipment including safety glasses, work boots, and hard hats

• Keeps personal safety equipment in good working order

• Uses tools and equipment in compliance with user manuals and training

• Calls attention to potential and actual hazardous conditions as they arise • Alerts co‐workers and supervisory personnel to hazardous conditions and deviations from safety procedures in

a timely manner • Maintains appropriate certification and is knowledgeable in first aid or first response procedures

• Demonstrates knowledge of lock out/tag out practices

• Notifies person in charge and/or co‐workers of unsafe work conditions

• Stops the job if there are unsafe working conditions

2. Industry Principles and Concepts: Knowing the basic and emerging principles and concepts that impact the energy industry, including: energy production, energy transmission and alternative energy technologies

• Is able to explain the flow of energy from generation through distribution to the customer

• Is able to explain the role of regulators and unions in the industry • Discusses the history of the United States energy industry/infrastructure (refer to Energy Information

Administration ‐ www.eia.doe.gov ) • Identifies the role and function of generation, transmission, and distribution organizations • Explains the role of regulatory bodies in the energy industry (such as: Federal Energy Regulatory Commission ‐

www.ferc.gov ; State Public Service Commissions) highlighting the concept of “obligation to serve” • Explains the different structures of energy companies, including investor‐owned utilities, municipalities

(associated utility practices such as water/wastewater), electric cooperatives, independent power producers and is able to explain the different lines of energy business, including electric and gas

• Describes the process of metering and billing for energy consumption • Demonstrates an awareness of alternative and renewable energy technologies, including geothermal energy,

solar energy, wind energy, water energy and biofuel

3. Environmental Laws and Regulations: Complying with relevant local, state, and federal environmental laws and regulations that impact the energy industry

• Discusses environmental laws and regulations that impact the energy industry (local, state, and federal) and explains the importance of proper documentation to ensure compliance

• Demonstrates professional responsibility for maintaining all policies and standards for health, safety, and the environment

• Complies with all relevant environmental laws issued by federal agencies, including EPA

• Follows energy standards produced by industry organizations, such as ANSI, API, NACE, and NFPA

• Identifies appropriate jurisdiction for local, state and federal regulatory agencies as they pertain to the energy

industry • Maintains current knowledge of regulatory procedures governing operations

4. Quality Control/Continuous Improvement: Demonstrating the ability to design, analyze and effectively use systems, components and methods with a framework of quality and continuous improvement

• Conducts tests and inspections of products, services, or processes to evaluate quality or performance • Incorporates new information into both current and future problem solving and decision making • Monitors/assesses performance of self, other individuals or organizations to make improvements or take

corrective action • Determines how a system should work and how changes in conditions, operations, and the environment

will affect outcomes

• Uses logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems

5. Troubleshooting: Diagnosing and correcting abnormalities and malfunctions in equipment and production processes

• Monitors equipment to ensure maintenance schedules are adhered to • Demonstrates knowledge of normal equipment operation (how the individual pieces of equipment relate to

each other) in order to spot potential equipment problems before they occur

• Determines causes of operating errors, decides what to do about them and knows when to notify more senior personnel

Tier 5: Industry‐Specific Technical Competencies | Energy Generation, Transmission and

Distribution

INDUSTRY‐SECTOR TECHNICAL COMPETENCIES | ENERGY GENERATION, TRANSMISSION AND DISTRIBUTION

1. Non‐Nuclear Generation: Technical skills and knowledge necessary for gas, oil, coal, hydro, solar, wind, biofuel or geothermal power plant personnel

Science and Engineering Theory and Concepts: • Is able to define and explain the differences and similarities of power generation, including use of different fuel

types (fossil fuels – gas and oil, hydro and marine, alternative fuels – solar, wind, biofuel, and geothermal) and different plant uses (i.e., peaking, load following, base load)

• Is able to explain the advantages and disadvantages of alternative energy sources

• Understands the behavior of matter • Applies direct current (DC) concepts and laws; performs calculations and measurements including the following:

o basic electrical circuits such as series and parallel, series‐parallel combinations o conductors and insulators o direct current (DC) theory and DC sources (such as ideal voltage and current, non‐ideal voltage and

current) o electrical laws (such as Ohm's law, Kirchhoff's voltage, and current laws) o electron theory o units of electrical measurement (such as ohms, volts, amps, watts, coulombs, joules) o voltage, current, resistance, and power

• Applies alternating current (AC) concepts and laws; performs calculations and measurements including the following:

o alternating current (AC) theory and AC sources (such as ideal voltage and current, non‐ideal voltage, and current)

o basic electrical circuits such as series and parallel o units of electrical measurement (such as henries, farads, reactance, impedance) o passive components, capacitors and inductors o single‐phase versus three‐phase o voltage, current, impedance, real, reactive, apparent power, and power factor relationships

• Has a basic knowledge of water and general chemistry

Basic Components Knowledge: • Is knowledgeable of the location of equipment in the plant, how the equipment operates, and normal

operating parameters • Is able to use tools such as hand tools, power tools, and meters • Describes the theory, construction, and application of the mechanical components such as air compressors,

heat exchangers, steam condensers, steam generators, pumps, ejectors, strainers, filters and traps, steam traps, steam turbines, and valves

• Describes the theory, construction, and application of diesel engines including main structural components, main moving components, principles of operations, failure mechanisms and systems, and accessories and support systems

• Describes the theory, construction, and application of air conditioning, heating and ventilation systems, including refrigeration machines and the basic refrigeration cycle

• Describes the theory, construction, and application of structural and auxiliary equipment such as boilers, elevators, fire barriers, hangers and snubbers for support and restraint and hoists and cranes

• Describes the theory, construction, and application of rotating equipment including generators, motors, and motor‐generators

• Describes the theory, construction, and application of resistive electrical equipment including heaters and heat tracing

• Describes the theory, construction and application of electrical supply components including the following: o batteries and chargers o circuit breakers (such as protection) o inverters and uninterruptible power supplies o switchgear, load centers, and motor control centers (such as protective relaying and schematics of

a basic system from high voltage to lower voltage) o transformers (such as step‐up transformers and step‐down transformers)

• Describes the theory, construction, and application of electrical control components including cables, control circuits, meters, and relays

• Describes the theory, construction, and application of valve actuator types (such as motors, pneumatic, hydraulic)

• Describes the theory and application of electronic equipment including the following: o analyzers (such as H2, O2 and chemical) o signal converters

• Explains the principles associated with instrumentation and control and describes the following: o basic control circuits (such as proportional, integral, derivative and a combination of the

three; saturation cutoff, steady‐state error, limiters, effects of disturbances) o pneumatic devices (such as actuators) o sensors (such as types of sensors, for example, pressure, flow, temperature)

o hydraulic controls (such as actuators)

• Explains bearing design and lubrication principles associated with the following: o determination of oil levels and requirements and addition of correct oil to plant components o environmental hazards o factors that affect lubrication o friction and wear o fluid lubrication o lubricant types and characteristics o purpose and necessity o storage and transfer o symptoms and problems associated with improper lubrication o safety hazards

• Explains the principles associated with thermodynamics and combustion

• Is knowledgeable of hazardous and safety procedures

• Is able to calibrate and certify tools

• Is able to plan and organize relevant materials and tools prior to job site work

Computer Skills:

• Is knowledge of procedures to access, file, and use record‐keeping logs

• Understands computer operation, utilizes integrated/multiple software and networks

• Is able to use Microsoft Office (or equivalent) software to prepare spreadsheets for data analysis and reports for management review and approval

2. Nuclear Generation: Technical skills and knowledge necessary for nuclear power plant personnel

Electrical Science:

• Explains and uses the fundamental concepts associated with electricity (e.g., electric charge, electric current) • Understands the components of electrical systems including switchyard construction, transformers, relays,

circuit breakers, and motors

Reactor Theory and Operations:

• Explains the general design overview of the basic reactor types

• Demonstrates understanding of reactor startup and shutdown procedures

• Explains the fission process including the construction of fission product barriers

Operations and Repair: • Complies with the procedures necessary to ensure a safe and healthy work environment • Operates, repairs and tests machines, devices and equipment based on electrical or mechanical principles in

order to diagnose machine malfunctions • Operates basic hand and small electric tools and equipment

• Conducts tests and inspections of products, services or processes to evaluate quality or performance

• Determines the kind of tools and equipment needed to do a job

• Watches gauges, dials or other indicators to make sure a machine is working properly • Is able to read, interpret, and create basic prints used in the design, operation, and maintenance of

electrical systems including engineering drawings, diagrams, and schematics ‐ documentation diagrams, single line diagrams

Additional Academic Requirements: • Physics – Explains and uses physics terms, units, definitions, and basic concepts including mechanical

principles (laws of motion, energy, conditions of equilibrium) and units (pressure, temperature, flow, volume) • Basic Atomic & Nuclear Physics ‐ Explains the basic atomic and nuclear physics terms, unit, definitions, and basic

concepts including atomic structure, nuclear interactions and reactions, sources of residual heat/decay heat and reactor operation

• Chemistry – Explains the chemistry terms, units, definitions, and basic concepts and applies the concepts successfully on the job, including fundamentals of chemistry (molecules, mixtures, solutions and compounds, corrosion control), water chemistry control, reactor water chemistry and the corrosion process

• Mathematics – Has experience and knowledge in scientific notation, dimensional analysis, geometry, trigonometry, graphs and control charts, relational charts, exponents, and logarithms and basic statistics

3. Electric Transmission and Distribution: Knowledge and skills necessary for the transmission and distribution of electricity from the generation source to the end customer

Science and Technology:

• Understands the components and workings of the electric transmission and distribution network • Applies direct current (DC) concepts and laws and performs calculation and measurements including the

following:

o basic electrical circuits such as series and parallel, series-parallel combinations o conductors and insulators o direct current (DC) theory and DC sources (such as ideal voltage and current, non‐ideal voltage and

current) o electrical laws (such as Ohm's law, Kirchhoff's voltage, and current laws) o electron theory o units of electrical measurement (such as ohms, volts, amps, watts, coulombs, joules) o voltage, current, resistance, and power

• Applies alternating current (AC) concepts and laws and performs calculations and measurements including the following:

o alternating current (AC) theory and AC sources (such as ideal voltage and current, non‐ideal voltage, and current)

o basic electrical circuits such as series and parallel o units of electrical measurement (such as henries, farads, reactance, impedance) o passive components, capacitors and inductors o single‐phase versus three‐phase o voltage, current, impedance, real, reactive, apparent power, and power factor relationships

• Understands how electrical current moves through a circuit or a system and how electricity affects a circuit or system. Understands how to control current and resistance.

• Understands the way solid things move and how leverage, force, friction, and momentum affect that motion and is able to solve problems with simple machines, complex machines, and mechanical systems

• Understands the way fluids (liquids and gases such as water and air) act as conductors or insulators • Understands the movement of heat, specifically which substances warm up quickly when heated and

which ones warm up more slowly

• Understands how specific heat works, including how different materials hold heat for different amounts of time

• Understands and applies tag out/lock out procedures

Basic Components Knowledge:

• Is knowledgeable of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings and models

• Is knowledgeable of machines and tools, including their designs, uses, repair, and maintenance

• Is able to work with electrical instruments such as voltmeters, ammeters, fault locators, etc.

• Understands the application of hosts, tackle and knots used in construction and maintenance work • Understands the interrelationships among components of systems in order to understand how

such components affect each other, act together, fit together, etc.

• Is able to identify “unusual” sounds or vibrations from among competing, “normal” sounds or vibrations

• Is able to detect deviations or exceptions from normal operating conditions

Customer Focus:

• Interacts directly with the public listening to and understanding customer needs and determining how to address them

• Interacts with customers regarding the termination and restoration of electric service, which is required as a result of maintenance and construction work

4. Gas Transmission and Distribution: Knowledge and skills necessary for the transmission and distribution of natural gas from the refinery to the end customer

Science and Technology: • Understands and applies the fundamental concepts of natural gas

• Understands the components and workings of the gas transmission and distribution network, including metering and regulating stations

• Applies direct current (DC) concepts and laws and performs calculation and measurements including the following:

o basic electrical circuits such as series and parallel, series‐parallel combinations o conductors and insulators o direct current (DC) theory and DC sources (such as ideal voltage and current, non‐ideal voltage and

current) o electrical laws (such as Ohm's law, Kirchhoff's voltage, and current laws) o electron theory o units of electrical measurement (such as ohms, volts, amps, watts, coulombs, joules) o voltage, current, resistance, and power

• Applies alternating current (AC) concepts and laws and performs calculations and measurements including the following:

o alternating current (AC) theory and AC sources (such as ideal voltage and current, non‐ideal voltage and current)

o basic electrical circuits such as series and parallel o units of electrical measurement (such as henries, farads, reactance, impedance) o passive components, capacitors, inductors o single‐phase versus three‐phase o voltage, current, impedance, real, reactive, apparent power and power factor relationships

• Understands the way solid things move and how leverage, force, friction, and momentum affect that motion and is able to solve problems with simple machines, complex machines and mechanical systems

• Understands the way fluids (liquids and gases such as water and air) move through systems and is able to solve problems with plumbing, hydraulics or pneumatics (compressed gas)

• Understands the movement of heat, specifically which substances warm up quickly when heated and which ones warm up more slowly

• Understands how specific heat works, including how different materials hold heat for different amounts of time

Basic Components Knowledge: • Is knowledgeable of design techniques, tools, and principles involved in the production of precision

technical plans, blueprints, drawings and models

• Is knowledgeable of machines and tools, including their designs, uses, repair, and maintenance

Customer Focus:

• Interacts directly with the public listening to and understanding customer needs and determining how to address them

• Interacts with customers regarding the termination and restoration of gas service, which is required as a result of maintenance and construction work

Appendix B

Activities/Project ChecklistTo Be Completed by Instructor.

Student _______________________________________ School ____________________________________

Instructor _______________________________ Dates Enrolled in Legacy I3 Program __________________

Projected Completion Date _________________________

Each learning activity or project on this checklist should be graded on a scale of 1-5. In order to earn the CEWD Legacy Credential, students must earn a minimum score of 4 on all listed activities or projects. Students who score less than a 4 on a learning activity or project have the opportunity to resubmit and have their activities or projects re-graded. Not all learning activities will be graded since some are for self-discovery and personal growth; therefore, only lessons that require grades are included on this checklist.

Grading scale:5 – Student met the learning objective(s) with maximum effort and product is of outstanding quality.4 – Student met the learning objective(s) with maximum effort and product is of very good quality.3 – Student met the learning objective(s) with some effort and product is of average quality.2 – Student met the learning objective(s) with some effort and product is of below average quality.1 – Student met the learning objective(s) with little effort and product is of poor quality.

Lesson Lesson Learning RevisedNumber Title Activity/Project Grade Resubmitted? Grade

1 Discipline & Self-Confidence: Part I SkillsUSA Activities 1-21 Discipline & Self-Confidence: Part II Speech2 Critical Thinking in the Real World SkillsUSA Level 2.9/

Activity 3(Group Activity)

2 Critical Thinking in the Real World SkillsUSA Level 3.10/ Activity 1

3 Improving Your Study Habits SkillsUSA Level 1.2/Activities 1-2

3 Improving Your Study Habits Blueprint to Your Goal9 Real Money, Real World Simulation Creating Booths13 From the Heart Commercial

(Group Activity)15 Resume Writing Creating a Resume15 Resume Writing Cover Letter16 Your Legacy I3 Portfolio Employment Portfolio19 The Art of Public Speaking Written Public Speech

Behavioral Assessment FormTo Be Completed by Instructor.

Student _______________________________________ School ____________________________________

Instructor _______________________________ Dates Enrolled in Legacy I3 Program __________________

Projected Completion Date _________________________

Please indicate if you have or have not observed the employability skills in the above student by indicating “Y” or “N.” You may also include comments in the comments box for each category. If you did not observe any of the behaviors listed in a category, please indicate that in the comments box.

INITIATIVE: DEMONSTRATING A WILLINGNESS TO WORK AND SEEK OUT NEW CHALLENGES

Takes initiative in seeking out new responsibilities and work challenges, with increasing variety and scope of one’s academic performance.

Q1 Q2 Q3 Q4Demonstrates consistentlyDemonstrates sometimesDoes not demonstrate

Comments:

Pursues work with energy, drive, and effort to complete tasks assigned.

Establishes and maintains personally challenging—but realistic—school and work career goals.

Q1 Q2 Q3 Q4Demonstrates consistentlyDemonstrates sometimesDoes not demonstrate

Comments:

Q1 Q2 Q3 Q4Demonstrates consistentlyDemonstrates sometimesDoes not demonstrate

Comments:

Strives to exceed standards and expectations. Q1 Q2 Q3 Q4Demonstrates consistentlyDemonstrates sometimesDoes not demonstrate

Comments:

REPUTATION: MAINTAINING A HIGH DEGREE OF PERSONAL ETHICS AND BEHAVIORS.

Is free from substance abuse. Q1 Q2 Q3 Q4Demonstrates consistentlyDemonstrates sometimesDoes not demonstrate

Comments:

Demonstrates financial responsibility.

Maintains an acceptable grade point average in school.

Q1 Q2 Q3 Q4Demonstrates consistentlyDemonstrates sometimesDoes not demonstrate

Comments:

Q1 Q2 Q3 Q4Demonstrates consistentlyDemonstrates sometimesDoes not demonstrate

Comments:

Has not embarrassed oneself through Internet posting.

Q1 Q2 Q3 Q4Demonstrates consistentlyDemonstrates sometimesDoes not demonstrate

Comments:

Maintains a good driving record (if applicable). Q1 Q2 Q3 Q4Demonstrates consistentlyDemonstrates sometimesDoes not demonstrate

Comments:

DEPENDABILITY/RELIABILITY: DISPLAYING RESPONSIBLE BEHAVIORS AT SCHOOL AND WORK.

Fulfills obligations, completes assignments, and meets deadlines.

Q1 Q2 Q3 Q4Demonstrates consistentlyDemonstrates sometimesDoes not demonstrate

Comments:

Complies with school rules, policies, and procedures.

Follows written and oral directions.

Q1 Q2 Q3 Q4Demonstrates consistentlyDemonstrates sometimesDoes not demonstrate

Comments:

Q1 Q2 Q3 Q4Demonstrates consistentlyDemonstrates sometimesDoes not demonstrate

Comments:

Does not attend to personal business while in class.

Q1 Q2 Q3 Q4Demonstrates consistentlyDemonstrates sometimesDoes not demonstrate

Comments:

Behaves consistently, predictably, and reliably. Q1 Q2 Q3 Q4Demonstrates consistentlyDemonstrates sometimesDoes not demonstrate

Comments:

Ensures that when in a situation where safety is a consideration, the assignment is done safely, accurately, and completely (e.g. in labs).

Q1 Q2 Q3 Q4Demonstrates consistentlyDemonstrates sometimesDoes not demonstrate

Comments:

TEAMWORK: DEMONSTRATING THE ABILITY TO WORK EFFECTIVELY WITH OTHERS.

Establishes a high degree of trust and credibility with others.

Q1 Q2 Q3 Q4Demonstrates consistentlyDemonstrates sometimesDoes not demonstrate

Comments:

Interacts professionally and respectfully with the instructor and fellow students.

Develops constructive relationships with fellow students and the instructor.

Q1 Q2 Q3 Q4Demonstrates consistentlyDemonstrates sometimesDoes not demonstrate

Comments:

Uses appropriate strategies and solutions for dealing with conflicts and differences when working on a team to ensure continuing flow of projects.

Q1 Q2 Q3 Q4Demonstrates consistentlyDemonstrates sometimesDoes not demonstrate

Comments:

Comments:

Q1 Q2 Q3 Q4Demonstrates consistentlyDemonstrates sometimesDoes not demonstrate

Student Comments

My instructor has reviewed and discussed the performance assessment form with me. My signature means I have been advised of my performance status and does not necessarily imply that I agree with it. If I disagree with my review, I have provided an explanation of the specific areas of disagreement in the space above or on a separate page.

Student Signature _______________________________________________ Date ________________

Instructor Signature ______________________________________________Date ________________

Information Technology Checklist

To Be Completed by Instructor.

Student _______________________________________ School ____________________________________

Instructor _______________________________ Dates Enrolled in Legacy I3 Program __________________

Projected Completion Date _________________________

Use the checklist below to assess a student’s basic IT skills that would be used for workplace efficiency and work flow. Most of these skills most likely will have been used as part of a student’s coursework at school. However, if a student has not used a skill, you can have them demonstrate their mastery of that skill as part of this Common Employability Skills Assessment and place an “x” in the “Demonstrated” column. If a student is not able to demonstrate the task, indicate “Not Demonstrated” in the last column.

Observed Through Skill Coursework Demonstrated Not Demonstrated

Uses Personal Information Management (PIM) applications to increase efficiency.Uses basic computer technology to receive work orders, report progress,and maintain records.Employs technological tools to expedite workflow including word processing, databases, reports spreadsheets, multimedia presentations, electronic calendar, contacts, email, and Internet applications. Employs computer operation applications to access, create, manage, integrate, and store information.Employs collaborative/groupware applications to facilitate group work (e.g. Blackboard).Understands common computer terminology.Uses scroll bars, a mouse, and dialog boxes to work within the computer’s operating system.Accesses and switches between applications and files of interest.Adheres to standard conventions for safeguarding privacy and security.Navigates the Internet to find information.Opens and configures standard browswers.Uses searches, hypertext references, and transfer protocols (enter URLs).Sends and retrieves electronic mail (email).

Hand and Power Tools ChecklistTo Be Completed by Instructor.

Student _______________________________________ School ____________________________________

Instructor _______________________________ Dates Enrolled in Legacy I3 Program __________________

Projected Completion Date _________________________

Please indicate the hand and power tools the student learned to use during the Legacy I3 program and if he or she became proficient in its use. A Tool Demonstration Evaluation Form should be completed and on file for each tool that is included on this summary checklist.

Since not every student will enter career pathways where they will be using hand and power tools and/or will be required to use all hand and power tools for specific energy positions, students should be proficient with 80% of the tools they attempted to learn how to use during the program.

Tool Name Proficient Not Proficient Comments