Local 424 - Hammond & Associates...

Analyzing the Language Demands of Electricians A Project for the Electrical Contractors Association of Alberta and the International Brotherhood of Electrical Workers Local 424

Funded by The Electrical Industry Education Trust Fund of Alberta and Alberta Employment and Immigration

Conducted by Karen Hammond & Tara Holmes Hammond & Associates Inc. January 2011

Analyzing the Language Demands of Electricians

Hammond & Associates Inc. Page 1

Acknowledgments Many organizations and individuals contributed to this project. Thanks to:

• Project sponsors Electrical Contractors Association of Alberta and the International Brotherhood of Electrical Workers, Local 424

• The Electrical Industry Education Trust Fund of Alberta for primary funding and Alberta Employment & Immigration for supplemental funding

• The members of the Industry Advisory Committee, who guided key decisions in the research and opened doors to critical information and individuals in the industry:

Patrick Barnes, Labour Relations, Electrical Contractors Association of Alberta

James Stevenson, Assistant Business Manager, IBEW Local 424

Ray Matthews, Provincial Training Director, Electrical Industry Training Centres of Alberta

Todd Chrunik, Assistant Training Director, Electrical Industry Training Centres of Alberta

Larry Gatner; Trustee, Electrical Industry Education Trust Fund of Alberta

Carolyn Dieleman, Manager of Language Training, Immigration, Policy and Programs Branch, Alberta Employment & Immigration

Christine Land, Senior Consultant, Innovative Language Programs, Immigration Policy & Programs Branch, Alberta Employment & Immigration

Dave Hagen, Occupational Health & Safety Manager, Chemco Electrical Contractors Ltd.

Kevin Pretty, Labour Relations Supervisor, Jacobs Industrial Services Ltd.

Jim Wall, Suncor Site Manager, NorCan Electric Inc.

Zhou Hongwei, Chinese Electricians Association of Canada

Brian Small, HR Manager, Chemco Electrical Contractors Ltd.

• The Centre for Canadian Language Benchmarks for permission to use the CLB 2010 Working Document.

• Paul Holmes for assistance in data collection and analysis

Special thanks to the contractors and the site owners for allowing us generous access and time in site visits:

Chemco Electrical Contractors Ltd. and the Keephills #3 Generating Station

Jacobs Industrial Services Ltd. and Syncrude Canada

NorCan Electric Inc. and Suncor Energy

And most of all, thanks to the journeyman and apprentice electricians, foreman and staff whose experience, expertise, cooperation and time provided the foundation for this research.

- Project Team: Karen Hammond and Tara Holmes



Table of Contents Executive Summary ....................................................................................................4

Introduction........................................................................................................13

Overview of the Project.....................................................................................14 Objectives and Expected Outcomes ........................................................14

Terms of Reference .................................................................................15

Project Team............................................................................................16

Research Method.....................................................................................16

Research Sample.....................................................................................17

Overview of the Canadian Language Benchmarks ........................................18 What are the CLB and how can they describe language competence? ..18

How is CLB proficiency assessed? ..........................................................18

Limitations of Occupational Benchmarking ..............................................19

Nature and Context of the Work.......................................................................20 The Work of Electricians in Industrial Contexts........................................20

The Union Context ...................................................................................21

Data Collection...................................................................................................21 Occupation Profiles Consulted.................................................................21

Profile of Participating Companies ...........................................................22

Data Collection Activities .........................................................................23

The Language Demands of Electricians..........................................................24 Preliminary Analysis of Exiting Occupational Profiles ..............................24

Speaking and Listening Task Summary...................................................24

Speaking and Listening Task Analysis.....................................................31

Reading and Writing Task Summary .......................................................33

Reading and Writing Task Analysis .........................................................40

Conclusion of the Advisory Committee ....................................................41

Key Contextual Factors.....................................................................................41 Contextual Factors in Language Analysis................................................41

Significant Contextual Factors Identified in this Study .............................42

Technical Competence.................................................................43



Intercultural Competence .............................................................44

Communication Support...............................................................45

Training and Orientation...............................................................46

English Language Instruction .......................................................47

Next Steps: Options for Consideration ...........................................................48 Appendices ........................................................................................................50

#1: Introductory Letter from Project Sponsors ........................................50

#2: Letter to Participating Companies ......................................................52

#3: What a Worker “Can Do” at Selected Levels of CLB Proficiency.......55

#4: Communication Tasks from the NOA and Essential Skills Profile .....56

#5: Electrician Interview Guide.................................................................57

#6: Foreman/Supervisor Interview Guide.................................................62

#7: Participant Consent Form ..................................................................68

#8: Speaking/Listening Task Inventory ....................................................69

#9: Reading/Writing Task Inventory .........................................................98

Analyzing the Language Demands of Electricians - Executive Summary


Executive Summary Introduction The Canadian labour market has been undergoing a dramatic transformation in the last decade – from one of excess supply of labour to one of excess demand, especially in certain professions and skilled trades. As baby boomers begin to retire and fertility rates among the Canadian population remain low, labour will increasingly become a scarce resource. If Canada is to maintain labour force growth as a foundation for a rising standard of living, immigration is undeniably part of the solution. In fact, immigration is predicted to account for no less than 100% of new labour force growth within the next decade.1

Faced with these demographic realities, the Electrical Contractors Association of Alberta (ECAA) and the International Brotherhood of Electrical Workers, Local 424 (IBEW) decided that 2011, the year that the first baby boomers begin to retire, is a good year to prepare the way for this certain future. In the coming competition for skilled workers, those trades, unions and contractors who are able to attract, retain and maximize the potential of all workers, regardless of country of origin, will have a distinct advantage.

Where to begin? Communication – a core skill for anyone working as a tradesperson – is a good place to start. The ability to interact with others, to give and receive instruction, delegate and coordinate work tasks, take training and understand both the ‘spirit and the law’ of safety training is foundational to working safely and working well. Ensuring that all workers are able to function in the language of work requires an understanding of the specific language demands of the job – i.e., the speaking, listening, reading and writing tasks that the worker needs to be able to perform, under what conditions and what factors influence the complexity of those tasks.

ECAA and IBEW wish to answer these questions with regard to journeyman electricians2 employed in industrial worksites in Alberta. As a growing number of internationally-trained electricians (ITEs) are working in Alberta and the trade looks to ITEs to meet labour market demand, the ECAA and IBEW are seeking a fair, clear and transparent description of the language demands of the occupation as a basis for improved communication and integration of all members of the workforce.

The Electrical Industry Training Centres of Alberta agreed to project manage this initiative on behalf of ECAA and IBEW, and, with funding from the Electrical Industry Education Trust Fund of Alberta, hired the Calgary-based consulting firm of Hammond & Associates Inc. to conduct the research study, guided by an advisory committee representing key stakeholders. Alberta Employment & Immigration subsequently joined the project as partial funder and the work was conducted between the months of July and December, 2010.

1 Citizenship and Immigration Canada, http://www.tbs-sct.gc.ca/rpp/2008-2009/inst/imc/imc01-eng.asp 2 The Advisory Committee decided that for this report ,the term ‘journeyman’ vs. ‘journeyperson’ would be used.



Objectives The objectives of this project were to:

1. Analyze the language demands of the trade (specifically, journeyman electricians working in industrial settings) and relate those demands to the Canadian Language Benchmarks (CLB)3

2. Recommend the English language proficiency, expressed as a CLB level or a range, required to meet these language demands

3. Develop an inventory of common speaking, listening, reading and writing tasks as a basis for training / resource development

4. Identify contextual factors that influence the language demands and suggest workplace supports to facilitate integration of internationally-trained electricians

The overall intent was to facilitate a fair and transparent evaluation of English language skills as a basis for providing supports for Internationally-trained electricians. In the words of one project sponsor, “this project is not intended as a tool for exclusion from membership but a means of increasing membership, opening doors to all qualified workers”. Rather than creating barriers, this research is seen as the foundation for enabling and equipping all workers, ensuring that journeypersons dispatched to jobsites have the communication competencies they need to succeed. Participants in the Research With the encouragement and support of the Electrical Contractors Association of Alberta ECAA, three electrical contractors volunteered to participate in the research:

Chemco Electrical Contractors Ltd., onsite at the Keephills #3 Generating Station construction site near Stony Plain, Alberta. This site is a ‘greenfield’ operation, doing the completed Electrical & Instrumentation Package for the new power plant.

Jacob Industrial Services Ltd, onsite at the Syncrude Canada site north of Fort McMurray. Jacobs is working on the Syncrude Emissions Reduction Project, constructing a sulphur dioxide emissions reduction plant within a functioning refinery.

NorCan Electric Inc., onsite at the Suncor site near Fort McMurray, Alberta. NorCan’s crews are involved in maintenance as well as construction in Suncor’s operating plant.

These projects have anywhere from 126 to 432 employees onsite. All employ speakers of English as a Second Language. The estimated percentage of ESL speakers ranges from 8% to 20% of the project workforce. All respondents suggested that ITEs from China would be the dominant group, followed by workers from European countries, Russia and Quebec. In all worksites, English is the language of work.

3 The Canadian Language Benchmarks (CLB) as presented in the CLB 2000 are the national standard used in Canada for describing, measuring and recognizing the second language proficiency of adult immigrants and prospective immigrants for living and working in Canada. The CLB provide a descriptive scale of communicative proficiency in English as a Second Language, expressed as twelve benchmarks or levels for four skill areas: reading, writing, speaking and listening.



Data Collection Activities In an average of 16 - 20 hours at each worksite, the consultants conducted a total of 51 interviews with locally-trained and internationally-trained electricians, foremen, apprentices, and other individuals (e.g., superintendents; safety leads, shop stewards) to identify key responsibilities and communication tasks of the job. Researchers attended toolbox talks, safety meetings, orientation and training sessions and ‘shadowed’ electricians to observe communication on the job. Collection of reading/writing and training documentation was completed prior to the worksite visit (documents faxed, scanned and emailed or forwarded as electronic files) or provided in hard copy during the site visit. A total of 79 reading and writing samples, including policies and procedures, standard forms, training materials, orientation documentation, incident reports and safety bulletins were reviewed. The Language Demands of Electricians Speaking and Listening Tasks Fifteen key speaking and listening tasks were identified based on observations and interviews. Speaking and listening tasks are presented as ‘routine’ tasks – those that most electricians perform daily or regularly, and ‘spikes’ – important but less frequent tasks where the speaking and/or listening requirements are higher, for some reason. An example of a listening spike is training and orientation, where workers need to listen to a great deal of content in a different format (e.g., larger group vs. individual or small group). A benchmark level or range is suggested for each of the tasks. There are several factors to be considered in benchmarking any listening or speaking task. These include: the complexity of the message (what must be accomplished or communicated); the audience (one person or a group; supportive and sympathetic or unsupportive and impatient); predictability/frequency of task (occurs daily or rarely); risk level (low or high risk – e.g., miscommunication could result in injury or damage). It is also important to note that any one task may be accomplished at many levels of proficiency: for example, a speaker with proficiency at Benchmark 2 level could communicate that there is a problem with a piece of equipment with an expressions such as, “Machine broken.” A speaker at Benchmark 5 or 6 would have sufficient language to describe what happened to the machine, or what is wrong with it, and make suggestions for what needs to be done. It is important to consider the level of detail that is required for any task and also the nuances that may be important to convey. Routine Activities: • Task #1 Participate in toolbox talks (Speaking 5-6; Listening CLB 5-7) • Task #2 – Receive and give work instructions (Speaking/Listening 5-6) • Task #3 – Coach an apprentice or explain a process to a new hire (Speaking CLB 6) • Task #4 – Ask for clarification (Speaking CLB 5) • Task #5 – Give clarification (Speaking CLB 5-6) • Task #6 – Give or respond to requests (Speaking CLB 4-5; Listening CLB 3-5)



• Task #7 – Give and respond to warnings of hazards or danger in an immediate (e.g. emergency) context (Speaking/Listening CLB 3-5)

• Task #8 – Engage in informal conversations (CLB Speaking/Listening 4-6+) • Task #9 – Coordinate work with others (Speaking/Listening CLB 4-6) • Task #10 – Discuss a problem/troubleshoot (Speaking/Listening CLB 5-6) • Task #11 – Communicate by radio (Speaking/Listening CLB 3-6) • Task #12 – Participate in safety meetings (Speaking CLB 5-6; Listening CLB 6-7) Communication Spikes (less routine but important): • Task #13 – Describe an incident (Speaking CLB 5-6) • Task #14 – Participate in training (Listening CLB 6-8) • Task #15 – Participate in a disciplinary review meeting (Listening/Speaking 6-7)

Based on an analysis of the speaking and listening tasks observed in worksite visits, in general, the suggested speaking and listening demands of electricians are within the ranges of:

Skill Routine Spikes Speaking 5 – 6 6 Listening 5 - 6 7 - 8

Reading and Writing Tasks Seventeen reading and writing tasks were identified as follows:

Routine Activities: • Task #1 – Complete a Field Level Hazard Assessment (FLHA, FLRA, HART)

(Reading/Writing CLB 5) • Task #2 – Complete Job Hazard Analyses (Reading CLB 5-6; Writing CLB 5) • Task #3 – Read toolbox talk forms and topics (if required) (Reading CLB 6-7) • Task #4 – Read health and safety bulletins (Reading CLB 6) • Task #5 – Read signs, tags and warning labels (Reading CLB 2-4) • Task #6 – Read and complete simple forms (e.g., pull sheets) (Reading/Writing CLB

3) • Task #7 – Read notes on blueprints and schematics • Task #8 – Read and verify information in schedules (e.g., termination schedules) Communication Spikes (less routine but important): • Task #9 – Complete orientation materials (Reading CLB 6-7; Writing CLB 3) • Task #10 – Read PowerPoint slides in training (Reading CLB 7) • Task #11 – Read training materials and handouts (Reading CLB 6-7) • Task #12 – Read policies and procedures (Reading CLB 7-8) • Task #13 – Read Material Safety Data Sheets (Reading CLB 7) • Task #14 – Write a witness statement (Writing CLB 5) • Task #15 – Read an incident report (Reading CLB 6-7) • Task #16 – Make notes in a log book (Writing CLB 4) • Task #17 – Complete written quizzes and tests (Writing CLB 3; Reading CLB 5-7)



Based on an analysis of the reading and writing tasks observed in worksite visits, in general, the suggested reading and writing demands of electricians are within the ranges of:

Skill Routine Spikes Reading 5 – 6 6 – 8 Writing 5 5

Again, as noted for speaking and listening, there are many factors that influence the complexity of reading and writing tasks, and the language demands of one worksite may be very different from another. There are some special circumstances, for example, a team of electricians selected to work on a plant commissioning, where the reading and writing tasks may be significantly more complex than this general range. On these projects, electricians may have to read and write reports with considerable detail. In these circumstances, the communication ‘spikes’ of 6-8 may in fact be routine for those workers involved in the project. Conclusion of the Advisory Committee The Advisory Committee met to discuss and confirm the analysis of the communication tasks. As part of the discussion, they reviewed speaking/listening exemplars at CLB 5 and 6. They concluded that, in general, a journeyman electrician with skills in the range of CLB 5 for all communication tasks should have sufficient English proficiency to meet the language demands of the job, provided that they also have sufficient technical skills. Key Contextual Factors

Contextual Factors in Language Analysis There are a number of factors that impact communication in the workplace, as suggested in the following model4 for analyzing the language demands of an occupation:

4 © Karen Hammond & Tara Holmes

Communicative proficiency (the ability to communicate, interact, express, interpret and negotiate meaning and create discourse in a variety of contexts and situations) will also depend on: • technical competence – knowledge of and skill in the exercise of practices required

for the successful completion of a job or task.

• intercultural competence – a person’s ability to function with awareness, knowledge and interpersonal skill when interacting with people of different backgrounds, beliefs, values and behaviours.

Significant Contextual Factors Identified in this Study In the apprenticeship model a great deal of learning occurs on the job as apprentices participate and learn from more experienced tradespersons, who teach, coach and oversee the work of novices. In some cases a journeyman may instruct another journeyman electrician who has not had experience in industrial contexts. Over time the novice learns more than the technical aspects of the work. Learning includes coming to understand what it means to be part of the community (‘brotherhood’) of electricians - how ‘seasoned’ members of the trade interact with one another and with those outside of the trade, what is respected and admired, what constitutes excellence. It involves learning through observation, through instruction and explanation, and through stories and sharing of striking experiences that are passed on through the ranks. This kind of teaching depends on relationships of good will and trust. In the interviews we conducted a certain level of tension was apparent in relationships between locally-trained and internationally-trained electricians. Locally-trained electricians generally identified that the source of these tensions related to the issue of training.

Technical Competence A recurring comment from locally-trained electricians was, “this is not a language issue – it’s a training issue.” There is a widespread perception on the part of locally-trained electricians that many internationally-trained electricians are “not working at the journeyman level.” Frustrations and misunderstanding seem to cluster around three issues:

1. Lack of direct one-to-one equivalency between training and accreditation standards in Canada and other countries. Many countries have well-established apprenticeship systems with documented training and accreditation standards and in these cases it is possible to establish equivalencies with Canadian standards. Some countries do not have a similar apprenticeship system. Many of the electricians from one country, for example, have training as electrical engineers, supplemented by five years ‘work-on-tools’ experience as ‘practice engineers’ before they write their exams and become engineers. In some cases this ‘hands on’ experience may be very similar to the work of electricians in industrial contexts in Canada. In other cases, it may not be. Several electricians that had related hands-on experience noted that they also had the skills and training to design the systems that they worked on. However, many locally-

trained electricians described their co-workers who had an engineering background as “not real electricians”.

2. ‘Fake ticket’ issue It is rumoured that some internationally-trained electricians have not ‘earned’ their ticket and there is resentment that these electricians are being paid as journeymen. It is rumoured that these so-called ‘fake tickets’ have been obtained in one of the following ways:

a. buying a ticket b. having an interpreter who provided answers on the Red Seal exam c. having someone else write the exam d. being ‘trained’ to take the exam e. falsifying work experience

3. Assessment Booth An assessment booth was set up in response to complaints by employers about the skill level of some of the internationally-trained electricians. The Practical Skills Evaluation, developed by the National Joint Apprenticeship and Training Committee for the Electrical Construction Industry is now required of all applicants who have been granted Qualification or Equivalency certification from Alberta Apprenticeship and Industry Training but have not completed an apprenticeship in Canada. Approximately 70 internationally-trained electricians have been referred and have gone through the assessment booth.

Clarification and clear communication around these three issues is important to improving relationships between locally-trained and internationally-trained electricians.

Intercultural Competence Many foremen and supervisors spoke of their respect for the strong work ethic of internationally-trained electricians. However, questions around the technical competence of internationally-trained electricians seem to fuel a number of negative comments. Some of the perceptions that were shared do not seem to be substantiated by fact. Most internationally-trained electricians expressed satisfaction with their workplace interactions, but also suggested that there were instances of discrimination. As one ITE, who had worked as an electrician for several years in the U.S. before coming to Alberta, lamented, “I don’t know what happened (referring to the ‘fake ticket’ issue) but it affects us all. We all have the same face.”

There are a number of factors that put a strain on intercultural communication and in some cases, may contribute to miscommunication and misunderstandings. Differences in norms of communication can have a major impact on communication. For example, the miscommunication examples that were cited often revolved around simple misunderstanding of instructions. E.g., “I asked him to get me an “X” and he came back with a “Y.” Or, “I gave him the instructions for the day and he was nodding like he



understood. But, when I went off and looked back, he was standing there doing nothing. He had no idea what I wanted him to do.” The supervisor expects that the journeyman will clarify if he isn’t sure what the supervisor wants. However, in some cultures it may be improper to question a supervisor’s instructions – it suggests the supervisor did a poor job of explaining. Furthermore, simple communication can be strained in an environment where there are trust issues. Several internationally-trained electricians noted that they were hesitant to ask questions because they felt it would reinforce their supervisors’ view that they were stupid. Communication Support In the worksites visited, a limited number of strategies were employed to modify or support communication. For example, the orientation trainer might sit down one-on-one to assist a new hire in completing forms, or journeymen described strategies such as repeating the instruction, repeating it more slowly or showing vs. telling. There are many more ways that the level of difficulty of speaking and listening tasks can be reduced to enhance clear communication on the worksite. The report details a number of practical strategies to support all communication tasks. Training and Orientation In all of the worksites that we visited a high priority was placed on training and orientation. In some cases the training is developed and offered by the company; in other cases outside consultants come onsite to offer specific training. Generally, the language demands of the training we observed were unnecessarily high. A number of practical strategies to lower the language demands and make the training more accessible to all trainees are identified in this section of the report.

Next Steps - Options for Consideration The research findings point to a number of options that IBEW and the ECAA may wish to consider. Some of these options are beyond the mandate of IBEW-ECAA and would require working with other stakeholder groups. All are presented as helpful steps that might be considered in a strategic approach to meeting identified needs.

1. Clear communication regarding issues related to internationally-trained electricians, including the ‘fake ticket’ issue and the validation of the assessment booth process.

2. Seek ways to evaluate the ‘fit’ between apprenticeship systems in Canada and those of other countries and to assess the equivalency of training and experience for ITEs.

3. Develop and offer a two-part trade-specific course for Internationally-trained electricians. Part 1 would be a brief but focused course for ITEs planning to work or working in industrial contexts would assist ITEs to communicate and integrate more effectively. The focus of this course would include: technical/trade terminology; key language functions such as asking for clarification and giving and receiving instructions; strategies to work effectively as part of a team and clear communication (pronunciation/intonation). Ideally, the course would be co-facilitated by an ESL specialist and journeyman electrician.



Part 2 of the course could be a short (e.g., half-day) session on Communicating across Cultures that would include internationally-trained electricians and locally-trained electricians, foremen and/or supervisors. The session would introduce the concept of intercultural competence through discussion of authentic worksite scenarios (based on actual case examples).

4. Develop and offer online resources that focus on the tools of the trade – e.g., a picture dictionary that includes the name, pronunciation and synonyms for common terms (e.g., pliers, also referred to as ‘kleins’ or ‘linesman’); a glossary of key terms, abbreviations and acronyms; common idioms or trade expressions (e.g., radio language: 10-4; What’s your 20?); key terms, equipment and vocabulary related to specific training (e.g., Fall Protection; Confined Space; preparing for the CSTS) etc.

5. Training in how to write and train for an intercultural workforce. In many cases, the reading and listening demands observed were unnecessarily high. The language demands for reading (forms, bulletins, toolbox talks, procedures) and the listening (safety meetings, toolbox talks; training) could be significantly reduced with a few, key strategies. A brief 5-6 hour hands-on workshop with safety or HR personnel – anyone who writes for or trains workers – would go a long way toward effective communication for ALL workers, not just those who speak English as a second language.



Introduction

The Canadian labour market has been undergoing a dramatic transformation in the last decade – from one of excess supply of labour to one of excess demand, especially in certain professions and skilled trades. As baby boomers begin to retire and fertility rates among the Canadian population remain low, labour will increasingly become a scarce resource. If Canada is to maintain labour force growth as a foundation for a rising standard of living, immigration is undeniably part of the solution. In fact, immigration is predicted to account for no less than 100% of new labour force growth within the next decade.5

Faced with these demographic realities, the Electrical Contractors Association of Alberta (ECAA) and the International Brotherhood of Electrical Workers, Local 424 (IBEW) decided that 2011, the year that the first baby boomers begin to retire, is a good year to prepare the way for this certain future. In the coming competition for skilled workers, those trades, unions and contractors who are able to attract, retain and maximize the potential of all workers, regardless of country of origin, will have a distinct advantage.

Where to begin? Communication – a core skill for anyone working as a tradesperson – is a good place to start. The ability to interact with others, to give and receive instruction, delegate and coordinate work tasks, take training and understand both the ‘spirit and the law’ of safety training is foundational to working safely and working well. Ensuring that all workers are able to function in the language of work requires an understanding of the specific language demands of the job – i.e., the speaking, listening, reading and writing tasks that the worker needs to be able to perform, under what conditions and what factors influence the complexity of those tasks.

ECAA and IBEW wish to answer these questions with regard to journeyman electricians6 employed in industrial worksites in Alberta. As a growing number of internationally-trained electricians (ITEs) are working in Alberta and the trade looks to ITEs to meet labour market demand, the ECAA and IBEW are seeking a fair, clear and transparent description of the language demands of the occupation as a basis for improved communication and integration of all members of the workforce.

The Electrical Industry Training Centres of Alberta (EITCA) agreed to project manage this initiative on behalf of ECAA and IBEW, and, with funding from the Electrical Industry Education Trust Fund of Alberta, hired the Calgary-based consulting firm of Hammond & Associates Inc. to conduct the research study, guided by an advisory committee representing key stakeholders. Alberta Employment & Immigration subsequently joined the project as partial funder and the work was conducted between the months of July and December, 2010.

5 Citizenship and Immigration Canada, http://www.tbs-sct.gc.ca/rpp/2008-2009/inst/imc/imc01-eng.asp 6 The Advisory Committee decided that for this report the term ‘journeyman’ vs. ‘journeyperson’ would be used.



Overview of the Project Objectives and Expected Outcomes The objectives of this project were to:

1. Analyze the language demands of the trade and relate those demands to the CLB

2. Recommend the English language proficiency, expressed as a CLB level or a range, required to meet these language demands

3. Develop an inventory of common speaking, listening, reading and writing tasks as a basis for training / resource development

4. Identify contextual factors that influence the language demands and suggest workplace supports to facilitate integration of internationally-trained electricians

In the longer term, the results of this project may serve as a foundation for a wide range of options, including:

• increased understanding of the language demands of electricians and the importance of communication on the job

• setting a minimum level/range of CLB proficiency for electricians • increased awareness and buy-in of the role all stakeholders play in effective

communication • identifying appropriate training or other resources to meet communication needs,

such as: o English in the workplace training o print or online resources to support workers with limited language

skills (e.g., photo dictionary) o new or modified occupational training that is more accessible for ESL

speakers o bridging programs for ITEs wishing to enter the trade o resources or training for people who work with ITEs

The overall intent is to facilitate a fair and transparent evaluation of English language skills as a basis for providing supports for Internationally-trained electricians. In the words of one project sponsor, “this project is not intended as a tool for exclusion from membership but a means of increasing membership, opening doors to all qualified workers”. Rather than creating barriers, this research is seen as the foundation for enabling and equipping all workers, ensuring that journeypersons dispatched to jobsites have the communication competencies they need to succeed.



Terms of Reference The following terms, definitions and acronyms are used in this report. • AEI – Alberta Employment & Immigration • Canadian Language Benchmarks (CLB) – a national standard and descriptive

scale of communicative proficiency in English as a Second Language (ESL) expressed as 12 benchmarks or reference points

• CEAC – Chinese Electricians Association of Alberta

• communication spikes – tasks or contexts where the communication requirements are higher than usual, for some reason. For example, training and orientation is often considered a ‘spike’ – where the amount and complexity of listening/speaking and reading/writing is higher than the norm.

• communicative proficiency – the ability to communicate, interact, express, interpret and negotiate meaning and create discourse in a variety of contexts and situations) will also depend on technical and intercultural competence

• ECAA – Electrical Contractors Association of Alberta

• EIETFA - Electrical Industry Education Trust Fund of Alberta

• EITCA – Electrical Industry Training Centres of Alberta • electricians – for the purposes of this report “electricians” refer to journeyperson

electricians working in an industrial context. They install, maintain, test, troubleshoot and repair industrial electrical equipment and associated electrical and electronic controls.

• English language proficiency – communicative ability expressed as four integrated skills: speaking, listening, reading and writing

• ESL – English as a Second Language; also known as EAL (English as an Additional Language) or ESOL (English as a Second or Other Language)

• intercultural competence – a person’s ability to function with awareness, knowledge and interpersonal skill when interacting with people of different backgrounds, beliefs, values and behaviours

• IBEW – International Brotherhood of Electrical Workers

• ITEs – internationally-trained electricians

• language demands – the speaking, listening, reading and writing tasks conducted by members of the occupation, categorized as “routine” (typical) tasks and “spikes” (occasional but important tasks where the language requirements are higher, for some reason)

• technical competence – knowledge of and skill in the exercise of practices required for the successful completion of a job or task. If you understand the job well, you don’t depend on language to the same extent as someone who is learning the task for the first time. For example, there is less need to ask for clarification and further instruction.



Project Team Karen Hammond and Dr. Tara Holmes were the consultants for this project, assisted by Paul Holmes in data collection and analysis. Research Method The research method for this project was structured in five key phases:

• Phase 1 – Project Planning

• Phase 2 – Design and Development

• Phase 3 – Data Collection

• Phase 4 – Data Analysis and Interpretation

• Phase 5 – Summarizing and Reporting Results

Key steps in the process:

1. Establish an Advisory Committee of industry representatives and key stakeholders to oversee the progress and outcomes of the project

2. Consult with the Advisory Committee to confirm the objectives, resources, methodology and deliverables of the project, review source documents and define the scope of the occupation

3. Develop a work plan to define key milestones and deliverables

4. Plan and develop data collection processes and tools

5. Solicit and engage industry partners for worksite observations and data collection

6. Collect data to describe the English language demands of electricians in each worksite through several activities, providing multiple reference points:

a. Review and analyze existing occupational skills profiles for the occupation

b. Conduct on-site tours and job shadowing of a representative sample of electricians

c. Conduct structured information interviews with job incumbents, co-workers, foremen, supervisors and safety personnel

d. Observe training and orientation of new hires and other jobsite meetings (e.g., toolbox or safety meetings)

e. Collect and analyze authentic workplace materials used in daily practice, training and orientation (e.g., forms, procedures, manuals, memos)

7. Pursue leads and investigate issues and key contributing factors identified through the site visits (e.g., additional conversations with IBEW re: the assessment booth; meetings with the Chinese Electricians Association of Canada; auditing the Construction Safety Training System)



8. Summarize and analyze the communication tasks evident at each worksite. Researchers for each worksite developed and benchmarked a list of identified tasks, considering such factors as the complexity of the task, the level of detail required, the familiarity of the speakers and the risks of miscommunication.

9. Synthesize the data from all worksites into one master task inventory All researchers came together to compare notes and create one composite summary to describe the language demands of electricians and come to consensus on how they should be benchmarked, adding descriptive/contextual information and sample tasks or verbatim phrases. Finally, categorize these tasks as ‘routine’ (those that most electricians perform daily or regularly) or ‘communication spikes’ (important but less frequent tasks where the requirements are higher, for some reason).

10. Describe key contextual factors

11. Draft options for consideration to address identified needs

12. Meet with representatives of ECAA and IBEW for a preliminary review and discussion of key findings

13. Prepare and submit of a full draft of a final report for review by the Advisory Committee.

14. Revise the report as needed and create the final report Research Sample At the initial meeting of the Advisory Committee for the project it was decided that: the research project would focus on electricians in industrial contexts, who may or

may not be industrial electricians commercial and residential contexts are out of scope apprentices would be out of scope for this project, but the researchers would ask

questions to gain some information about the communication tasks of apprentices three sites would be sufficient to analyze the language demands of electricians

working in industrial contexts, since the work of electricians is fairly standard from one industrial context to the next

it would be important to interview journeymen who have experienced the full range of work from start up to commissioning of projects.

Guided by these parameters, the research team set about identifying and contacting employers who would agree to participate in the research. In the end, three electrical contractors were able to allow access to researchers on jobsite. (See more information about the participants under Data Collection)



Overview of the Canadian Language Benchmarks What are the Canadian Language Benchmarks and how can they help describe language competence? The Canadian Language Benchmarks (CLB) as presented in the CLB 20007 are the national standard used in Canada for describing, measuring and recognizing the second language proficiency of adult immigrants and prospective immigrants for living and working in Canada. The Centre for Canadian Language Benchmarks (CCLB) promotes and supports the recognition and use of the CLB as a practical, fair and reliable national standard of second language proficiency in educational, training, community and workplace settings.

The CLB provide a descriptive scale of communicative proficiency in English as a Second Language, expressed as twelve benchmarks or levels. They cover four skill areas: reading, writing, speaking and listening, presented in 12 levels of increasing proficiency. The 12 levels are presented in three stages of general proficiency: Stage 1 Basic (Levels 1-4); Stage 2 Intermediate (Levels 5 -8); Stage 3 Advanced (Levels 9 – 12).

Note: The CLB 2000 is the current version of the benchmarks in Canada. At the time of this research study the CCLB is piloting a new version of the CLB, referred to as the CLB 2010 Working Document. Citizenship and Immigration Canada and the Centre for Canadian Language Benchmarks allowed the consultants to use a draft of the new Benchmarks for the purposes of this research.

Appendix #3 provides a summary and selection of tasks that a worker might be able to do in several CLB ‘bands’ indicating communication proficiencies at speaking/listening and reading/writing CLB levels 2,4,6 and 8.

How is CLB proficiency assessed? The most commonly used CLB proficiency assessments are the Canadian Language Benchmarks Placement Test (CLBPT) and the Canadian Language Benchmarks Assessment (CLBA). In Alberta these assessment tests are administered through designated assessment centres – in Edmonton through the Language Assessment and Referral Centre (LARC) and in Calgary through the Immigrant Language Vocational Assessment Referral Centre (ILVARC) and in Fort McMurray at Keyano College. The CLBPT is a streamlined assessment instrument that is used to place adult learners in ESL programs. It is task-based, assesses four language skills (Reading, Writing, Listening, and Speaking), and is aligned with the Canadian Language Benchmarks levels 1 – 8. The CLBPT and CLBA are not intended for use in high-stakes contexts, such as entry to professions or trades.

A few CLB-related occupational assessments have been developed – most notably the Canadian English Language Benchmarks Assessment for Nurses (CELBAN).

7 Canadian Language Benchmarks 2000: English as a second language for adults. Citizenship and Immigration Canada, Ottawa, ON.



Development of a valid and reliable occupation-specific language assessment requires a significant allocation of time and resources.

The CCLB is currently developing the CLB “Milestones” test (working title), which will identify achievement at several key milestones of language proficiency. This standardized CLB assessment has been designed to serve the needs of newcomers and other ESL users wishing to have their communicative language proficiency recognized by educational institutions, employers and others. As the time of this report extensive piloting of the test is underway in several Canadian cities.

Additional information about CLB-related assessment can be found on the CCLB website at: www.language.ca . Limitations of Occupational Benchmarking The methodology used in this project was, by design, brief and to the point. It was meant to collect a reasonable but limited amount of data within a short amount of time as a basis for describing the language demands of the occupation. The survey size was necessarily small. The benchmarks that result, therefore, should be interpreted as:

• Suggestive, not definitive for any one context – based on a small sample; specific requirements for one workplace and/or one job/position may vary greatly

• Broadly defined – a very general assessment, based on a cross-section of data from three workplaces

• Limited to the target occupation (e.g., journeyman electricians employed in industrial contexts). Generalizing beyond this occupation and context (e.g., to electricians working in residential construction; to apprentice electricians) would require further research.

• Focused on communicative ability at work – ability to function in other contexts (e.g., social, community) may require different skills and different levels of proficiency.

• A sub-set of a broad range of competencies (knowledge, skills and attitudes) required to work competently and safely.



Nature and Context of the Work The Work of Electricians in an Industrial Context This project focuses on the work of electricians in an industrial context, as opposed to work in residential or commercial projects. In Alberta, electrician is a compulsory certification trade. There is no provincial certificate for industrial electrician, so workers in industrial settings may come in as a construction electrician or with their Red Seal (interprovincial) ticket if they have passed the Red Seal exam in another province. According to National Occupational Classification (NOC): #7241, electricians (including construction electricians)

lay out, assemble, install, test, troubleshoot and repair electrical wiring, fixtures, control devices and related equipment in buildings and other structures.8

By comparison industrial electricians, according to NOC #7242:

install, maintain, test, troubleshoot and repair industrial electrical equipment and associated electrical and electronic controls. They are employed by electrical contractors and maintenance departments of factories, plants, mines, shipyards and other industrial establishments.9

Alberta’s Apprenticeship and Industry Training website features the following description of electricians:10

Electricians install, alter, repair and maintain electrical systems designed to provide heat, light, power, control, signal or fire alarms for all types of buildings, structures and premises.

In general, electricians:

• read and interpret electrical, mechanical and architectural drawings and electrical code specifications to determine wiring layouts

• cut, thread, bend, assemble and install conduits and other types of electrical conductor enclosures and fittings

• pull wire through conduits and holes in walls and floors

• position, maintain and install distribution and control equipment such as switches, relays, circuit breaker panels and fuse enclosures

• install, replace, maintain and repair electrical systems and related electrical equipment

• install data cabling

• splice, join and connect wire to form circuits

• test circuits to ensure integrity and safety

8 NOC #7241 9 NOC #7242 10 www.tradesecrets.gov.ab.ca

• install and maintain fibre optic systems Some electricians specialize in specific types of installations:

• residential (housing developments) • commercial (office buildings) • institutional (hospitals) • industrial (plants, factories)

Working conditions for electricians can vary from one company to another and one project to another. In industrial contexts, electricians may be working outdoors or indoors. Working conditions can be hot, noisy and dirty, and they often have to work in confined areas. Industrial electricians can spend much of their time standing and often work on ladders and scaffolds and near large machinery. Risk of injury includes falls from heights and electric shock. Following safety procedures is essential

The Union Context The International Brotherhood of Electrical workers is 725,000 members strong, representing workers in Canada and the US working in utilities, construction, telecommunications, broadcasting, manufacturing, railroads and government. IBEW Local 424 represents more than 7000 workers. Of that total, an estimated 20-25% of members speak English as a Second language and an estimated 15% are internationally-trained electricians.

Occupational Profiles Consulted As a foundation for the research, the project team reviewed five references that describe the occupational tasks and work context of electricians:

• NOC # 7241 – Electricians (Except Industrial and Power System) • NOC #7242 – Industrial Electricians • Essential Skills Profile for Construction Electricians NOC #7241 • Essential Skills Profile for Industrial Electricians NOC #7242 • National Occupational Analyses for Industrial Electrician and for Construction

and Maintenance Electrician

Profile of Participating Companies The Industry Advisory Committee felt that, given that the work of industrial electricians is fairly standard between jobsites, three jobsites would provide sufficient range and depth of data to analyze the language demands of electricians. With the encouragement and support of the Electrical Contractors Association of Alberta ECAA, three electrical contractors volunteered to participate in the research: Chemco Electrical Contractors Ltd., onsite at the Keephills #3 Generating

Station construction site near Stony Plain, Alberta. This site is a ‘greenfield’ operation, doing the completed Electrical & Instrumentation Package for the new power plant.

Jacob Industrial Services Ltd, onsite at the Syncrude Canada site north of Fort McMurray. Jacobs is working on the Syncrude Emissions Reduction Project, constructing a sulphur dioxide emissions reduction plant within a functioning refinery.

NorCan Electric Inc., onsite at the Suncor site near Fort McMurray, Alberta. NorCan’s crews are involved in maintenance as well as construction in Suncor’s operating plant.

Table 1 provides some description of the general work context for each worksite that participated in this research, as reported informally by the key contact at each site. The projects have anywhere from 126 to 432 employees onsite. All employ speakers of English as a Second Language. The estimated percentage of ESL speakers ranges from 8% to 20% of the project workforce.

Table 1: Context of Participating Companies/Jobsites Electrical

Contractor NorCan - Suncor Jacobs -Syncrude

Chemco -Keephills

Jobsite Suncor Operating Plant

Syncrude Canada Site

Keephills #3 Generating Station

Location Near Fort McMurray Near Fort McMurray Near Stony Plain

Type of work Maintenance as well as construction at an operating oilsands

facility

Construction of an emissions reduction

facility inside an active refinery

Construction (greenfield, E&I) for a

power generation facility

Estimated # of employees onsite 126 150+ 432

Estimated % of employees onsite who speak ESL

20% 10% 8%



Data Collection Activities As summarized in Table 2, in an average of 16 - 20 hours at each worksite, the consultants conducted a total of 51 interviews with locally-trained and internationally-trained electricians, foremen, apprentices, and other individuals (e.g., superintendents; safety leads, shop stewards) to identify key responsibilities and communication tasks of the job. Researchers attended toolbox talks, safety meetings, orientation and training sessions and ‘shadowed’ electricians to observe communication on the job. Collection of reading/writing and training documentation was completed prior to the worksite visit (documents faxed, scanned and emailed or forwarded as electronic files) or provided in hard copy during the site visit. A total of 79 reading and writing samples, including policies and procedures, standard forms, training materials, orientation documentation, incident reports and safety bulletins were reviewed.

Table 2: Summary of Data Collection Activities

Worksite NorCan Jacobs Chemco Total

Interviews*

▪ Journeyman 5 7 13 25

▪ Foreman or Supervisor 4 2 3 9

▪ Apprentice 1 - 5 6

▪ Other

Site Manager Lead Safety

Advisor/ Trainer

Acting Shop Steward

Labour Relations Supervisor

Trainer

Production Supervisor Safety Officer EH&S Manager 2 Safety Team

Members Shop Steward

11

Site Tour and Job Shadowing (# hrs; 2 researchers)

8 2 5 15

Tool box Talk 4 x 2 6

Start of Shift Instructions 2 x 2 2

Safety Sessions x 2

New Hire Orientation x 2

Training Sessions

Upgrading Area Orientation

Introduction to New Toolbox Format

New Hire Orientation

Pay & Benefits 1:1 sessions

Fall Protection Training 1-on-1 tool training

5

Reading/Writing Sample Reviewed (Including training materials/ presentations)

18, ranging in size from 1 – 23 pages

24, ranging from 1 – 103 pages

37, ranging in size from 1 to 55 pages

79

*Formal, structured and informal, unstructured



The Language Demands of Electricians Preliminary Analysis of Existing Occupational Profiles A review of the National Occupational Classification descriptions and Essential Skills Profiles for Electrician and Industrial Electrician and the National Occupational Analysis for Industrial Electrician resulted in a summary of key communication tasks, which are included as Appendix 4. This summary was presented at the first meeting of the Advisory Committee. Committee members reviewed the list of tasks and agreed that all were tasks that would be common to the work of an electrician in an industrial work context. This task summary then became the basis for developing the structured interview guides for electricians, foremen, shop steward and HR representatives and/or trainers. See Appendices 5 and 6 for samples of the interview guides. Speaking and Listening Task Summary Fifteen key speaking and listening tasks were identified based on observations and interviews. Speaking and listening tasks are presented as ‘routine’ tasks – those that most electricians perform daily or regularly, and ‘spikes’ – important but less frequent tasks where the speaking and/or listening requirements are higher, for some reason. An example of a listening spike is training and orientation, where workers need to listen to a great deal of content in a different format (e.g., larger group vs. individual or small group). A benchmark level or range is suggested for each of the tasks. There are several factors to be considered in benchmarking any listening or speaking task. These include: the complexity of the message (what must be accomplished or communicated); the audience (one person or a group; supportive and sympathetic or unsupportive and impatient); predictability/frequency of task (occurs daily or rarely); risk level (low or high risk – e.g., miscommunication could result in injury or damage). In several cases factors that would make the task more like the upper end of the range or, alternatively, more like the lower end of the range, are indicated. It is also important to note that any one task may be accomplished at many levels of proficiency: for example, a speaker with proficiency at Benchmark 2 level could communicate that there is a problem with a piece of equipment with an expressions such as, “Machine broken.” A speaker at Benchmark 5 or 6 would have sufficient language to describe what happened to the machine, or what is wrong with it, and make suggestions for what needs to be done. A speaker at CLB 2 could make a simples request with a sentence such as, “(Please) get me a …..” A speaker at CLB 5 or 6 would be able to express this in many ways, appropriate to the situation, such as “When you’re at the tool crib, can you get me another …..” It is important to consider the level of detail that is required for any task and also the nuances that may be important to convey. At the end of the Speaking and Listening Tasks section there is a brief analysis of the speaking and listening tasks and overall benchmark ranges for speaking and listening are suggested.



Routine Activities Task #1 Participate in toolbox talks (Speaking 5-6; Listening CLB 5-7)

Start-of-shift toolbox talks led by the crew foreman appear to be a standard practice for industrial worksites. Some worksites also have an end-of-shift debrief. The toolbox talks that were observed all focused on the day ahead and had a strong safety focus, often reviewing a prescribed topic or bulletin on a safety topic. What differed significantly among the worksites was the manner of presentation, with direct bearing on the complexity of the task:

• In one worksite, workers stood around the crew foreman outside while he read the memo aloud, with little voice inflection or emphasis. Listening was impeded by the noise of machinery and equipment and few workers appeared to be paying attention. The topic was written in a conversational style but included numerous examples of idiomatic language, e.g., “We have had two rolled ankles and one head banger. Let’s take our time walking on uneven/rough surfaces and try to keep our mind on task,” as well as specialized vocabulary and no visual support. The only interaction was at the end of the reading, when the foreman asked if there were any questions (none were volunteered). If a worker wished to read the toolbox topic, he or she had to ask the foreman to see a copy; the form was not posted or placed for easy access.

• At another worksite, a notice from the employer or the site manager may be read out

loud by the foreman. The foreman will then expand or discuss any points that need more detail or clarification. Bulletins are then posted in the tool crib or on the safety board in the lunch room. Questions are welcomed but not required. (Note: toolbox talks were described but not observed at this worksite, so the context of the talk (e.g., noise, sitting or standing) is not clear.)

• At a third worksite, the workers sat around a table while the foreman read a toolbox

topic clearly and slowly. The topics ranged in length and complexity but had limited idiomatic language. He had a clipboard in front of him where he could make a quick sketch if needed. Then a standard set of questions was asked, including “What jobs are we going to do today? What could go wrong? What can we do to prevent those injuries?” This part of the talk was interactive and the foreman wrote their answers down on the toolbox form. An interactive format encourages listeners to pay attention as they are expected to contribute to the conversation.

Factors that increase the complexity/difficulty of this listening task (making it more like CLB 7):

• Colloquial/idiomatic expressions – “we are now in full swing”; “manpower is peaking”; “we need to step up”; “someone didn’t pick up their mess and someone else had to pay for it”; “foreign bodies can be kept at bay”;“cleaning up puzzle pieces that others have dropped”

• Complex grammatical structures – “Under no circumstances shall…”; “When you receive x, if any defects are found, you must . . . .”

• Abstract language or language that is not commonly used – “A common misconception exists amongst electricians that working on live power is just a part of our job. This is a mentality that our industry is trying hard to change . . . it typically means complacency is creeping into that task” ; “It is imperative that . . .”



Factors that decrease the difficulty of this listening task (making it more like CLB 5):

• Common vocabulary and talking versus reading – When we talk rather than read we tend to adjust our language and pacing to the listeners. We tend to use more common vocabulary (e.g., “fix” vs. “rectify”) and use pauses, inflection and pacing to get across our meaning.

• Using examples – that are relevant and relate to everyday experience • Simple sentence structure

Task #2 – Receive and give work instructions (Speaking/Listening 5-6)

Electricians receive verbal instructions for the day or next work task. These instructions include requests, warnings, directions and questions. Sequence markers and conjunctions (e.g., first, after, if, so, then) are common. Crew members are expected to ask questions to confirm understanding. Listening may be impeded by the noise of equipment and tools in the area. The delivery is often characterized by fast, reduced speech (e.g., “gonna,” “wanna,” “didja”), by jargon or idiomatic expressions. Speakers who speak too quickly, are impatient or unwilling to modify their delivery or to say it another way using different words, or who do not appear open to questions/clarification can make this task more difficult. Factors that increase the complexity/difficulty of this listening task (making it more like CLB 6):

• Jargon or idiomatic expressions - e.g., “I don’t want to go much smaller than that, cablewise.” “Let’s see how that plays out.” “You’re good to go.”

• Fast, reduced speech – e.g., “Wellwazzygonnagetiternot?” (Well, was he going to get it, or not?)

Factors that decrease the complexity/difficulty of this listening task (making it more like CLB 5):

• Clear sequence markers – e.g., first, next, then, or 1, 2, 3 • Simple, direct order of steps – e.g., “Do X, then Y.” rather than “Prior to starting

X, it’s important to do Y.” • Using simpler words (or explaining terms)

Factors that increase the difficulty of the speaking task (making it more like CLB 6):

• Vocabulary for the process/procedure or equipment is not used on a regular basis

• Instructions must be given in some detail • Complex structures: i.e., “Before you turn on the X, make sure that the Y is

disconnected.”

Factors that decrease the difficulty of the speaking task (making it more like CLB 5) • Instructions and directions are for everyday activities and processes • Sequence markers are used (e.g., first, next, after, that) together with simple

grammatical structures. • Few complex structures needed • Visual clues support the interaction (you can demonstrate)



Task #3 – Coach an apprentice or explain a process to a new hire (Speaking CLB 6)

Electricians may have to give instructions to an apprentice or to another journeyman who is new to the site or new to working in an industrial context. The instructions may range from simple requests (e.g., put X there) to more complex explanations about multi-step processes and why as well as how something is done. Explaining the safety requirements and the consequences of an action is important. They need to confirm that the listener understands and may have to reframe or rephrase the instructions, perhaps providing metaphors or analogies (e.g., “this is like a freezer…”) to explain. They also need to be able to give suggestions and feedback in a way that comes across as encouragement more than correction. Factors that are consistent with speaking tasks at CLB 6:

• The need for detailed explanations or instructions • The need to convey confidence and credibility e.g., fewer pauses, hesitations • The need for complex sentence structures, e.g. Clauses that show relation

(cause, result, time sequence) e.g. “if…then…;” “while doing this, you need to do X”

• The need for more “nuanced” communication, i.e., how you say it is as important as what you say. For example, indirect speech such as “How about trying this?” vs.”Do it this way.” or “You might want to try…”

Task #4 – Ask for clarification (Speaking CLB 5)

Electricians need to ask questions of their foreman, partner, apprentice or other tradespeople to clarify actions taken or planned. They need to confirm their understanding of directions given. This requires knowing how to ask for clarification appropriately and also cultural norms that encourage asking questions, especially of supervisors. Task #5 – Give clarification (Speaking CLB 5-6)

Electricians need to confirm that others, especially apprentices, have understood them. Giving clarification can often require slightly more advanced proficiency than asking for clarification, as it requires the ability to understand the point or extent of the misunderstanding and to rephrase or reframe it. Depending on the topic, there may be a need for extensive elaboration to close the gap in understanding. Task #6 – Give or respond to requests (Speaking CLB 4-5; Listening CLB 3-5)

Electricians need to know how to make requests or respond to requests in a correct and appropriate manner. For example, they may ask another crew member to pick up something from the tool crib or ask another tradesperson to move a scaffold or stop welding for a moment. Making requests is moderately higher in complexity than responding to a request, given the need to incorporate subtleties based on context. That is, you need to change the way you ask a big favour vs. a small one, or to ask something of your supervisor vs. an apprentice, or for an urgent matter vs. a small matter.



Task #7 – Give and respond to warnings of hazards or danger in an immediate (e.g. emergency) context (Speaking/Listening CLB 3-5)

Warnings may be communicated to electricians in advance as part of a safety discussion or giving advice re: expected behaviour. They may be stated directly, e.g. “Don’t use X in Y situations” or they may be embedded in less obvious types of statements, e.g. “If you don’t use X, you risk Y.” These types of warning are part of many speaking/listening tasks, including toolbox talks, safety meetings and giving/receiving instructions. Warnings may also be given ‘in the moment’ and under stress, as in a hazardous or emergency situation where a worker is doing something he should not do and/or is in danger of hurting himself or others. Examples in these situations are usually simple and direct, such as “Hey! You’re in a red flag area!” or idiomatic in nature “Heads up!” or “Watch out!” Occasionally, they may also include brief explanations or instructions. Task #8 – Engage in informal conversations (CLB Speaking/Listening 4-6+)

Electricians tend to work in partners, paired with another journeyman or an apprentice. They may require constant communication to check details (e.g., checking a panel to compare shop drawings to what is actually in place) or they may be doing something more repetitive (e.g., installing new heat trace) and chat to ‘pass the time’. In these cases the challenge is not necessarily the level of difficulty of the language, but the topics & relationships. If you are not interested in hockey, the latest episode of a television show, or jokes, it’s hard to participate in the conversation no matter what your language level. This makes for uncomfortable silence. Knowing strategies for how and why to engage in small talk and informal conversations is an important part of building relationships on the crew. This often includes idiomatic expressions as well. While it is certainly important, assigning a CLB benchmark to informal conversations is difficult as so much depends on the topic of conversation. Task #9 – Coordinate work with others (Speaking/Listening CLB 4-6) Coordinating work with others, including members of other crews or other trades, may be as simple as asking a welder to turn off his blow torch for a few minutes until a procedure with a flammable substance is completed or talking to pipefitters to coordinate pulling cable or laying pipe. This task is really a composite of several other tasks: making and responding to requests, making suggestions, and at times, problem-solving. The nuance of how to do this in a way that is well-received is important. Task #10 – Discuss a problem/troubleshoot (Speaking/Listening CLB 5-6)

Electricians are often involved in discussing problems and possible solutions. For example, one electrician described a situation where “we are pulling cable into a pretty small tray and we have to cross some ground cables and we discuss how we will do that to make it look the best.” Or an electrician might need to tell a welder that his flame is too close and ask him to use a smoke eater or stop until the electrician finishes his job. Another example might be where two journeymen discuss how to repair a machine. This is a complex task that can involve several language tasks: describing something that happened in the past (e.g., “while I was doing X, Y happened”), making suggestions/indirect speech (“maybe we could…”; “perhaps it would work if we…”) offering opinions, agreeing or disagreeing politely, e.g., “I’m not sure that would work because…”; “that’s a good point, but…”



Task #11 – Communicate by radio (Speaking/Listening CLB 3-6) The importance and frequency of communication by radio varies considerably at the three worksites visited. At the two construction operations radios are used minimally and for very short instructions, such as “Don’t pull, we need slack” or “1-2-3, pull!” At the third worksite where much more of the work involves maintenance vs. construction, radios are used extensively to communicate over the course of a day. The instructions are typically very short, but understanding accurately and confirming comprehension is critical as the journeymen are working in a live facility. Instructions often involve specifying a location using coordinates and radio-specific expressions such as “10-4” or “What’s your 20?” Factors that influence the complexity of the task:

• Importance/criticality of the communication – risk of error • Length/detail of the communication • Familiarity of the topic – if the command and expected response (e.g., “give me

some slack on the cable”) is commonly used, this will be easier to follow • Common, familiar words – if less common phrases such as “loosen up” or

“don’t tighten” are substituted this would make the command more difficult

Task #12 – Participate in safety meetings (Speaking CLB 5-6; Listening CLB 6-7)

Weekly safety meetings appear to be a common feature of industrial worksites. Topics of discussion include recent incidents and statistics regarding safety in the workplace, discussion of safety concerns and new initiatives or directives regarding safety. The format of these discussions varied considerably between worksites. In one, safety meetings were held with the entire workforce at once – approximately 200 workers gathered in the lunchroom, listening to a series of speakers on specific topics. Some of the sessions were PowerPoint presentations, others involved demonstrations (e.g., how hoodies may/may not be worn on site) and the final session involved the chief safety officer roaming around the room with a microphone soliciting comments or questions from individuals. In the other worksites safety meetings were either held with just the crew present (similar to toolbox meetings) or several crews might meet together for the safety meeting. Factors that increase the complexity/ difficulty of the listening task (making it more like CLB 7):

• Jargon/colloquial language – e.g., “Obligations and rights go hand in hand.” “It’s up to each and every one of us.” “All clear on the hoodies?”; “I’m on side with ya.”; “That’s a ticket to the gate.”

• More complex sentence structure – e.g., “You have the right to receive adequate training prior to performing tasks that require specific industry training.”

Factors that decrease the complexity/difficulty of the listening task (making it more like CLB 6):

• Topic and vocabulary are familiar • Common vocabulary and idioms



Communication Spikes (less routine but important) Task #13 – Describe an incident (Speaking CLB 5-6)

Electricians may have to describe a situation, condition, problem, incident, accident or series of events. This may be describing events in the past (e.g., an incident or accident that they were part of or witnessed), present (as in describing/reporting a problem with equipment) or future events (e.g., what they will do to ensure control or eliminate hazards for a job task they are about to perform). The description may require suggestions/opinions, for example, describing why a $500 knockout set (hydraulic ram holes) is not working. Electricians may make such descriptions to a foreman or co-worker who documents the details (e.g., on a HART (Hazard Analysis Review Task) form or an incident/accident report) or it may be part of a small group discussion as part of a toolbox talk, safety meeting or training session. Factors that influence the level of difficulty include the participants/audience – speaking to someone in authority (a foreman or superintendent) vs. your partner; speaking in a larger group vs. a smaller group; to an unfamiliar vs. a familiar audience, and the formality of the discussion – e.g., a description that will be transcribed/documented for an accident/incident report vs. talking with a co-worker. Factors that increase the complexity/difficulty of this task (making it more like CLB 6):

• Highly detailed description of situations or problems required • Need to convey information confidently, with little hesitation • Use of complex structures to show causal or temporal relationships

Factors that decrease the complexity/difficulty of this task (making it more like CLB 5): • Situation or problem relates to an everyday, routine process or problem • Information can be conveyed using only occasional complex structures

Task #14 – Participate in training (Listening CLB 6-8)

Training sessions are situations where the volume of information often dramatically increases above the norm, the nature of the topic is often new/unfamiliar with specialized vocabulary (hence the need to train), the context is qualitatively different (more formal, in larger, less familiar groups) and the manner of delivery (presentation, instruction versus talking/discussing) is also very different. The orientation and safety training sessions observed a reliance on PowerPoint slides with dense text. Two sessions provided brief quizzes at the beginning of the session, which served to guide the participants’ listening. One session, provided by an external contractor, provided coil bound participant guides with spaces for workers to complete brief exercises or write in single answers regarding key points. Factors that increase the complexity/difficulty of this task (making it more like CLB 8):

• Topic may include abstract ideas and specialized vocabulary • Use of colloquial language and idioms in examples and ‘aside’ comments

Factors that decrease the complexity of this task (making it more like CLB 6): • Key information is repeated • Visual clues support the listening (e.g., PowerPoint with key terms, pictures, or

diagrams that clearly relate to what is being said) • Idiomatic and colloquial language is kept to a minimum



Task #15 – Participate in a disciplinary review meeting (Listening/Speaking 6-7) All workplaces referred to a formal review process where a worker has been found to be negligent in the performance of his/her duties, particularly with regard to safety or other key rules defined for employee performance. Typically, the supervisor will address the issue informally with a verbal warning, and if this fails to result in the required performance change, a formal meeting with written documentation is carried out by the supervisor and possibly others (e.g., a safety officer or the shop steward). These disciplinary reviews are for very tangible, concrete infractions where there is little need for subtlety, but perhaps some explanation or justification will be necessary. (e.g., fighting on the job, going onto an unsafe scaffold). The employee needs to be able to listen and understand what is being communicated, but may also need to explain or defend his behaviour in an appropriate manner. Failure to understand and comply with expectations has serious repercussions up to and including suspension or termination of employment. Speaking and Listening Task Analysis Several factors influence the complexity of the speaking and listening tasks for journeyman electricians:

• Safety is a key focus of orientation and training at all worksites. An employee must be able to listen and confirm understanding of standards and policies regarding health and safety. Especially for workers from countries where the same standards may not apply, it is essential that they can understand and meet these expectations from ‘day one’ on the job.

• Noise is a common characteristic of the work environment of electricians in industrial setting. Noise from equipment, tools, the work of the crew or other trades, even wind (when working outside) may challenge the ability to communicate between two people who are completely fluent in the same language, let along crew members who speak a different language.

• Communication by radio is common, especially in maintenance work where electricians may work in the far corners of a worksite. This, added to the noise in the environment, can make communication by radio very challenging. While radio communication is are often limited to very factual, concrete exchanges, comprehensible pronunciation and good listening skills are required to manage communication via radio or cell phone.

• Changing worksites, while infrequent, presents new rules, new specifications, new terms for the same thing (e.g., HART card, START card, FLHA or ‘Fla-Ha’) and new norms of communication

• Co-workers and other trades. The people you interact with on a daily or regular basis affect the quality of communication. Their level of understanding and patience with intercultural differences, their degree of willingness or knowledge of how to adjust their speech and approach to overcome a language barrier; all work to increase or reduce the communicative challenges of the workplace.

• Scope of work. If an electrician is assigned the same work, day after day (e.g., pulling cable) then the communication tasks are soon mastered through



familiarity and repetition. Moving to new types of work more frequently adds to the communication requirements.

Based on an analysis of the speaking and listening tasks observed in worksite visits, in general, the suggested speaking and listening demands of electricians are within the ranges of:

Skill Routine Spikes Speaking 5 – 6 6 Listening 5 - 6 7 - 8

A person at CLB 5 speaking proficiency:

• Can communicate with some effort; with pauses and hesitations • Can give sequential instructions and directions for everyday activities and

processes • Can provide details and give reasons • Can give opinions; agree and disagree appropriately • Uses a range of everyday common vocabulary and a limited number of idioms

A person at CLB 6 speaking proficiency:

• Can communicate with some confidence in routine situations • Can communicate in some detail about familiar topics • Can summarize information to and ideas to confirm understanding • Can use a range of everyday vocabulary and some common phrases and idioms • Can give instructions and directions for a broad range of everyday activities and

processes • Gives reasons and predicts consequences of not following through

A person at CLB 5 listening proficiency:

• Can understand with some effort, the gist of moderately complex, concrete formal and informal communication

• Can understand moderately complex directions and instructions for generally familiar and relevant procedures (instructions are about 7 to 8 steps, with up to 10 details)

A person at CLB 6 listening proficiency:

• Can understand most moderately complex formal and informal communication, including some abstract concepts and ideas relate to life experience

• Can understand moderately complex directions and instructions for technical or non-technical tasks (instructions have up to 9 or 10 steps, with up to 12 details).



Reading and Writing Task Summary Seventeen key reading and writing tasks were identified based on observations and interviews. As for speaking and listening, these are presented as ‘routine’ tasks – those that most electricians perform daily or regularly, and ‘spikes’ – important but less frequent tasks where the reading and/or writing requirements are higher, for some reason. Reading and writing requirements in training and orientation, for example, often require a higher level of proficiency. Routine Activities: Task #1 – Complete a Field Level Hazard Assessment (FLHA, FLRA, HART) (Reading/Writing CLB 5)

A very similar two-page form was used at all three worksites and was completed by all electricians. These forms are completed at the start of each work shift or new job or when new workers come on site. The form includes anywhere from 7 to 20 categories of types of hazards and other considerations where workers check off any of up to 64 items that might apply. On the reverse side, a table is provided to write in a brief task breakdown, the related hazards, causes or priority of hazards and actions to eliminate/control the hazard. The standard format, familiarity with the form, the fact that this is written with a partner and reviewed by a foreman and that grammatical errors are overlooked decreases the complexity of this task. However, the technical/specialized nature of this form and the importance of accuracy and completeness push this to a CLB 5 in reading and writing. Task #2 – Complete Job Hazard Analyses (Reading CLB 5-6; Writing CLB 5)

High risk activities and activities which are new to crews and seldom performed must be evaluated using a JHA procedure. In two companies this form is completed by electricians and signed off by the foreman after reviewing it with crew members and adding additional detail, if required. In the third worksite the JHA is completed by supervisors and reviewed with crew members, who sign that they have understood all elements. The form prepared by the supervisor contained more text and more complex language and sentence structure than the forms completed by journeymen, including expressions such as “Ensure clear lines of communication.”; “Egress worker will maintain a close proximity to the basket.”; “Spotter required when positioning lift at all times.” The range of reading/writing complexity depends on whether electricians complete the entire chart or receive it as mostly completed and check off items. JHAs completed by supervisors and safety personnel tended to have more complex writing and detail (Reading CLB 6) but less writing (CLB 5). Conversely, where the electricians completed the forms the reading requirement was reduced but the writing requirement may be slightly more challenging.



Task #3 – Read toolbox talk forms and topics (if required) (Reading CLB 6-7) Start-of-shift toolbox talks led by the crew foreman appear to be a standard practice for industrial worksites. In addition to discussing the day’s work, a toolbox topic or memo generated by the safety division is reviewed by the group. The content and complexity of these forms varied. In all cases, it seemed to be assumed that the workers would understand the content by listening and/or asking questions. If, however, a worker did not understand the content, he or she had the option of reading the toolbox topics or the summary of the discussion. Therefore, this task is included as a reading task even though the worker may not have to read the materials on a regular basis. Task #4 – Read health and safety bulletins (Reading CLB 6) Safety bulletins are issued in all worksites and are typically reviewed at a toolbox meeting or safety meeting if they are of any significance. The bulletins are then posted on bulletin boards for workers to review if needed/interested. In one worksite similar information was also communicated in the form of a site newsletter. The fact that these bulletins are typically introduced at a safety or toolbox meeting and are easily accessible for later/independent review modifies the complexity of this task. Factors that are consistent with a CLB 6 level of complexity:

• Variety of topics may introduce unfamiliar/specialized vocabulary, e.g.,(in a bulletin regarding insect stings and blood poisoning) “you might have to use tweezers if the venom sac breaks off”

• Idiomatic and colloquial language, e.g., “Keep the risks top of mind.”; “…can permits be passed over”; “PPE is the last line of defence.”; “Good housekeeping is the cornerstone to safety.”

• Complex phrasing, words or sentence structure, e g., “under no circumstances are you to modify your PPE”; “share pertinent information”; “take the incentive…”; “With immediate effect hard hats must either be tied off or a chin strap used when the use of personal fall arrest equipment is required.”

• Format is often continuous text (paragraphs) without bullets/sub-headings Task #5 – Read signs, tags and warning labels (Reading CLB 2-4)

Tags on equipment, flagging and construction materials (e.g., scaffolds) are common. Colour coding is used to differentiate between tags and flags, for example red = danger/do not use; yellow = caution/warning, but the colours of other tags (blue/green) can vary by worksite. Tags may have some limited writing on them to provide details about the situation or hazard (e.g., “welding above”). Signs are posted throughout the workplace, with a range of text/key messages. Many have a uniform style, such as the red and white “Restricted Area: No Unauthorized Personnel” signs. Others may be in a similar format and repeated throughout the worksite, such as “Caution: Equipment is in service” or “Caution: Oil Flush in progress.” Others are handwritten and unique for that context, such as “Any worker caught cutting the shrink wrap in the boiler house will be TERMINATED.”



Factors that increase the difficulty of this task (making it more of a CLB 4) include: • Longer texts • Unique or uncommon communications as in the note about shrink wrap

above Factors that decrease the difficulty of this task (making it more like a CLB 2) include:

• Standard colour coding and formatting • Common/repeated messages

Task #6 – Read and complete simple forms (e.g., pull sheets) (Reading/Writing CLB 3)

Cable pull sheets are common in construction work and itemize which type and length of cable is required and from what point to what point. The forms are brief and simple and include blank spaces or a table where electricians copy the name and number of the cable onto the form. The standard nature of the form and the cable, the very limited text and largely numerical response required limit the difficulty of this task. Task #7 – Read notes on blueprints and schematics

Electricians need to read a wide range of blueprints, schematics and technical drawings, such as ISO drawings, cable tray and equipment layout or mechanical drawings. This is a technical task that requires very little actual reading, other than brief notes in the margins, legend and labels within the drawing. Accurate interpretation is paramount but much of the interpretation relates to numbers and visuals, not language. Blueprint reading is difficult to benchmark as it depends on the amount and complexity of the text on the document and this can vary widely. Task #8 – Read and verify information in schedules (e.g., termination schedules)

Electricians read termination sheets to verify correct placement and point to point of cables. These forms are often lengthy tables (e.g., 11x17 sheets with 14 columns) featuring fine print and largely numerical data. The electrician scans across rows and down columns of, for example, equipment name and number; terminal number, cable number and type. Accuracy is important as an incorrect installation could cause damage, delays and/or costly repairs. Workers are expected to identify inconsistencies between what they observe and what is in the data and may refer to related documentation to troubleshoot the error. “For example, the pull sheet says to pull a 214 cable and the termination schedule says it should be a 6 conductor 214. They are different cables. You have to compare the two forms and find out what is appropriate as pulling the wrong cable is time consuming and costly.” This verification is often checked by a partner or foreman. As for blueprints, spreadsheets of largely numerical data are not easily defined in the CLB Framework. The actual reading requirement may be closer to a Reading CLB 3, but the length and detail of the format and the importance of accuracy may suggest a range of 4-5.



Communication Spikes (less routine but important): Task #9 – Complete orientation materials (Reading CLB 6-7; Writing CLB 3)

New hires have to read and write a range of forms related to personal information, payroll and benefits (e.g., federal/provincial tax forms; electronic deposits) and employee rights and expectations (e.g., confidentiality agreement; privacy policy; driver authorization forms). Extensive information related to safe work practices and various policies and procedures is also provided. Letters from the company on various matters may also be included. Factors that increase the difficulty of this reading task (pushing it to a CLB 7):

• The range of topics • More complex grammatical structures, e.g., “neither insurance companies nor

brokers are able to obtain abstracts from jurisdictions other than Alberta. Accordingly, if you are from a different jurisdiction, your authorization will not be valid.”; “I, the undersigned, do hereby authorize…”; “terminations without warnings will be issued for…insubordination…blatant disregard for…being in possession of…excessive absenteeism or tardiness…”

• Length/detail of the content • Idiomatic and colloquial language, e.g. “preventing job-related injuries and

illnesses isn’t something we put on hands-off cruise control.”; “staying in the moment”; “group safety requires a shoulder-to-shoulder effort”; “we can’t let our vigilance fall down on the job.”

Factors that decrease the complexity of this reading task (pushing it to a CLB 6):

• Most of the forms are relatively short • Many of the forms are somewhat familiar (encountered at each worksite) • Workers have the opportunity to ask questions, use dictionaries or other

references Task #10 – Read PowerPoint slides in training (Reading CLB 7) PowerPoint slides appear to be a standard part of all training and orientation. Slides vary in density and format but typically include bulleted lists and point form instructions that may include sequences up to about ten steps. For example, a 1-hour module observed at one worksite orientation included 115 slides explaining the purpose and layout of the project, the expectations for safety procedures and processes as well as for health and well-being, payroll and work schedules. Some training programs observed have strong visual components, others are slide after slide of bulleted text that are provided as summary notes for the participants, who must cross-reference several slides to answer questions for a final test. Factors that increase the complexity of this task:

• Variety of topics and specialized vocabulary, acronyms and abbreviations • High density of text and detail, on each slide and in the overall presentation • Small font size • The need to cross-reference and integrate text from the slide presentation



Task #11 – Read training materials and handouts (Reading CLB 6-7) Safety training programs and some orientation programs provide written materials in the form of handouts, or guidebooks for participants to note answers to targeted questions or complete exercises to apply and practice the learning content. The format and complexity of these documents varies considerably, from handouts that are essentially copies of the slides to detailed worksheets with or without visual support. Factors that increase the difficulty of this task

• Specialized vocabulary • Text density and detail • Consequences of error, e.g., misunderstanding may mean failing the

knowledge test Factors that decrease the complexity of this task

• Support for the reader, e.g., opportunity to ask questions; work with the trainer or with a partner in completing the tasks) (Is this listed as characteristic of CLB 6?)

• Well organized text, e.g., effective use of heading/sub-headings; bulleted lists; white space

• Simpler grammatical structures Task #12 – Read policies and procedures (Reading CLB 7-8) All worksites expect workers to understand and follow policies and procedures that may take the form of an employee handbook or a series of documents following a standard format. Topics include policies related to conditions of work and employment, such as harassment, drug and alcohol use and absenteeism and health and safety (e.g., PPE, tagging and flagging, ladder safety, rigging, vehicle operation, welding and cutting and ergonomics). The length and format of these policies varies considerably, from a 5-page bulleted safety policy to a 49-page field safety guide to 15 sections of text ranging from 5 to 15 pages each. The specialized and technical nature and detail of the content makes this a more challenging reading task. Factors that increase the difficulty of this task (pushing it to a CLB 8):

• Idiomatic expressions, e.g., “We are not trying to breathe down your neck”; “It goes without saying that…”; “Don’t use makeshift tools or methods.”; “Think of yourself as the gatekeeper.”; “We can’t emphasize these rules enough. Etch them in your mind.”

• Abstract language or language that is less commonly used, e.g., “Abuse in any form erodes the mutual trust and confidence that are essential to operational effectiveness.”

• Complex grammatical structures, e.g., “Traditionally, this term has been synonymous with…fully-fledged with withdrawal symptoms”; “Upon completion of the JHA, controls will be developed and discussed with the crew at a pre-job meeting prior to commencing the work.”; “…the boom must be lowered and a boom walker must be stationed to direct the operator.”



Factors that decrease the complexity of this task (pushing it to a CLB 7): • Clear formatting, e.g. generous white space, limited space, clear headers and

sub-sections, effective use of bulleted lists (some evidence of this) • Using more common, less idiomatic descriptions • Simpler grammatical structures • Guided reading (e.g., reviewing together as a group) and/or easy access to

review later/independently - decreasing the stress of comprehending these “in the moment”.

Task #13 – Read Material Safety Data Sheets (Reading CLB 7)

All workers are expected to be able to read Material Safety Data Sheets (MSDS) as part of the Workplace Hazardous Materials Information System (WHMIS). Workers are advised as to their location and directed to review the MSDS for a specific product (e.g., cleaning solvents, glues) if they have questions about safe handling and storage. MSDS are written in a standard format but include 1-2 pages of dense text and specialized vocabulary. While the specialized nature of the content and formatting make this a more challenging reading task, the standard format of these documents and fact that workers are required to take training in WHMIS, including the format of MSDS sheets, moderates the difficulty of the task. Task #14 – Write a witness statement (Writing CLB 5)

If a worker has witnessed or been involved in an accident, incident or near miss, he or she will be asked to write a brief statement describing the incident. The witness statement is typically one or two paragraphs but the writer may provide as much detail as required to document the facts. These documents may be entered as evidence in a court case and can have direct and significant consequences for the individual writing the statement and/or other workers. The difficulty of this task is moderated by the fact that the form is standard, brief and simple and the task is typically well supported: the writer is able to use a bilingual dictionary or ask for assistance from a trusted advisor to write the statement or have his oral statement transcribed by someone else. Additionally, the statement is typically reviewed by a supervisor before final submission. Task #15 – Read an incident report (Reading CLB 6-7)

In exceptional circumstances, an electrician may have to read a report of an incident that they were involved in or witnessed These reports are typically completed by a foreman or supervisor. The content includes a two-page standard form and witness statements, a brief analysis of contributing causes and an indication of corrective and/or disciplinary action. The worker is asked to review the entire report and sign to acknowledge their understanding and acceptance of the report. In this case, the key difference between a CLB 6 and a CLB 7 is the presence or significance of implied meanings/nuances in the description. If the way the document is written is purely factual the reading task is less difficult. If there are subtle indications of blame in the choice or words or phrasing this requires a moderately higher level of reading skill.



Task #16 – Make notes in a log book (Writing CLB 4) In one worksite electricians may write notes in logbooks describing work tasks, such as what cable was pulled at one station. Notes may be a few lines, a list or a brief paragraph. Log books are kept as part of formal documentation. The fact that these log books are kept as part of formal documentation increases the difficulty of this writing task. However, the brief and largely numerical nature of most entries and the fact that the topics are usually familiar, concrete and repetitive limits the complexity of the writing task.

. Task #17 – Complete written quizzes and tests (Writing CLB 3; Reading CLB 5-7) All workers on industrial sites must pass the Construction Safety Training System (CSTS), a computer-based training which includes brief quizzes at the end of each lesson and each of 15 modules. The training and the quiz questions may include audio and video-based support and/or delivery. In addition, several worksites include tests and quizzes as part of their orientation or safety training. One worksite asks all new hires to complete a 25-item multiple choice test of basic electrical knowledge at approximately a second year apprentice level. Most of the tests are multiple choice; some require brief yes/no or single word answers. Some of the tests are graded by a supervisor or trainer; others are taken up as a group and discussed. Factors that increase the complexity of this reading task (making it more to a CLB 7):

• Specialized terminology • Detail/length of the content in the reading task

Factors that decrease the complexity of this reading task (making it more to a CLB 5)

• Familiarity with trade terminology is expected • Some tests are given at the beginning of the training, so that the test is more of

a guided listening exercise than a summative test of knowledge • The opportunity to use a bilingual dictionary or ask questions of a neighbour

or the trainer • Informal/group marking vs. formal assessment and recording of test results • Flexible time allowance or the opportunity to reconsider questions, take the test

over again, moderates the stress of the context and the need to “get it right” the first time



Reading and Writing Task Analysis Based on an analysis of the reading and writing tasks observed in worksite visits, in general, the suggested reading and writing demands of electricians are within the ranges of:

Skill Routine Spikes Reading 5 – 6 6 – 8 Writing 5 5

Again, as noted for speaking and listening, there are many factors that influence the complexity of reading and writing tasks, and the language demands of one worksite may be very different from another. There are some special circumstances, for example, a team of electricians selected to work on a plant commissioning, where the reading and writing tasks may be significantly more complex than this general range. On these projects, electricians may have to read and write reports with considerable detail. In these circumstances, the communication ‘spikes’ of 6-8 may in fact be routine for those workers involved in the project. A person at CLB 5 reading proficiency:

• can understand an adequate range of moderately complex texts in predictable, practical and relevant social, educational and work-related situations

• identifies purpose, main ideas, specific details and links between paragraphs • understands instructions or instructional texts that are clear and explicit, for 7- to

10-step routine procedures that are presented step-by-step • is comfortable with continuous texts that are up to about 5 paragraphs with clear

organization • understands language that is mostly factual, concrete and literal, with some

abstract words • often rereads and needs clarification while reading

A person at CLB 6 reading proficiency:

• can understand an expanded range of moderately complex texts in predictable, practical and relevant social, educational and work-related situations

• Identifies purpose, main ideas, specific details and some implied meanings • understands instructions or instructional texts that are clear and explicit and are

for 10-step routine procedures that are not always presented step-by-step • is comfortable with continuous texts that are up to about 7 paragraphs with clear

organization • understands language that is mostly factual, concrete and literal, but may also be

abstract and specialized • may reread and ask for clarification



A person at CLB 5 writing proficiency: • can write short, simple texts about familiar, concrete topics related to daily life

and experience • writes relatively short texts for a familiar or clearly defined audience • has adequate vocabulary for the topic and good control of simple grammatical

structures • has adequate control of spelling, punctuation and format • can communicate some moderately complex messages • completes tasks requiring about 1 paragraph of writing or moderately complex

forms requiring up to about 20 to 30 item responses • may produce some awkward-sounding phrases and word combinations

Conclusion of the Advisory Committee The Advisory Committee met to discuss and confirm the analysis of the communication tasks. As part of the discussion, they reviewed speaking/listening exemplars at CLB 5 and 6. They concluded that, in general, a journeyman electrician with skills in the range of CLB 5 for all communication tasks should have sufficient English proficiency to meet the language demands of the job, provided that they also have sufficient technical skills.

Key Contextual Factors Contextual Factors in Language Analysis There are a number of factors that impact communication in the workplace, as suggested in the following model for analyzing the language demands of an

occupation11:




• completes tasks requiring about 1 paragraph of writing or moderately complex forms requiring up to about 20 to 30 item responses

• may produce some awkward-sounding phrases and word combinations


Key Contextual Factors Contextual Factors in Language Analysis There are a number of factors that impact communication in the workplace, as suggested in the following model for analyzing the language demands of an occupation11:

Communicative proficiency (the ability to communicate, interact, express, interpret and negotiate meaning and create discourse in a variety of contexts and situations) will also depend on:

• technical competence – knowledge of and skill in the exercise of practices required for the successful completion of a job or task. If we understand the job well, we may




• completes tasks requiring about 1 paragraph of writing or moderately complex forms requiring up to about 20 to 30 item responses

• may produce some awkward-sounding phrases and word combinations


Key Contextual Factors Contextual Factors in Language Analysis There are a number of factors that impact communication in the workplace, as suggested in the following model for analyzing the language demands of an occupation11:


• technical competence – knowledge of and skill in the exercise of practices required for the successful completion of a job or task. If we understand the job well, we may





• technical competence – knowledge of and skill in the exercise of practices required for the successful completion of a job or task. If we understand the job well, we may not need to depend on language to the same extent as someone who is learning the task for the first time. For example, there is less need to ask for clarification and further instruction.

• intercultural competence – a person’s ability to function with awareness, knowledge and interpersonal skill when interacting with people of different backgrounds, beliefs, values and behaviours.

Within the workplace context, there are several key contributing factors that influence the language demands:

• training and orientation – how these are delivered and if and how they have been modified to accommodate varying levels of English proficiency is significant.

• communication support – tools, resources and services (e.g., plain language documents, translated materials; interpretation services, if necessary) available to accommodate, mediate or reduce a language barrier.

• English language instruction – the quality, quantity, purpose and integration of ESL instruction, which provides an opportunity to debrief incidents and teach communication strategies.

• intercultural competence of others – the ability and willingness of co-workers, supervisors, managers, trainers, inspectors, customers (etc.) to effectively mediate cultural differences and to modify their approach to suit the audience.

Significant Contextual Factors Identified in this Study In the apprenticeship model a great deal of learning occurs on the job as apprentices participate and learn from more experienced tradespersons, who teach, coach and oversee the work of novices. In some cases a journeyman may instruct another journeyman electrician who has not had experience in industrial contexts. Over time the novice learns more than the technical aspects of the work. Learning includes coming to understand what it means to be part of the community (‘brotherhood’) of electricians - how ‘seasoned’ members of the trade interact with one another and with those outside of the trade, what is respected and admired, what constitutes excellence. It involves learning through observation, through instruction and explanation, and through stories and sharing of striking experiences that are passed on through the ranks. This kind of teaching depends on relationships of good will and trust.

In the interviews we conducted a certain level of tension was apparent in relationships between locally-trained and internationally-trained electricians. Locally-trained electricians generally identified that the source of these tensions related to the issue of training.

Technical CompetenceIn our interviews with journeymen electricians we asked about the language demands of the job as well as intercultural communication strategies and challenges. A recurring comment from locally-trained electricians was, “this is not a language issue – it’s a training issue.” There is a widespread perception on the part of locally-trained electricians that many internationally-trained electricians are “not working at the journeyman level.” Frustrations and misunderstanding seem to cluster around three issues:

1. Lack of direct one-to-one equivalency between training and accreditation standards in Canada and other countries. Many countries have well-established apprenticeship systems with documented training and accreditation standards and in these cases it is possible to establish equivalencies with Canadian standards. Some countries do not have a similar apprenticeship system. In one country, for example, electricians have training as electrical engineers, supplemented by five years ‘work-on-tools’ experience as ‘practice engineers’ before they write their exams and become engineers. In some cases this ‘hands on’ experience may be very similar to the work of electricians in industrial contexts in Canada. In other cases, it may not be. Several electricians that had related hands-on experience noted that they also had the skills and training to design the systems that they worked on. However, many locally-trained electricians described their co-workers who had an engineering background as “not real electricians”.

2. ‘Fake ticket’ issue It is rumoured that some internationally-trained electricians have not ‘earned’ their ticket and there is resentment that these electricians are being paid as journeymen. It is rumoured that these so-called ‘fake tickets’ have been obtained in one of the following ways:

a. buying a ticket b. having an interpreter who provided answers on the Red Seal exam c. having someone else write the exam d. being ‘trained’ to take the exam e. falsifying work experience

3. Assessment Booth An assessment booth was set up in response to complaints by employers about the skill level of some of the internationally-trained electricians. The Practical Skills Evaluation, developed by the National Joint Apprenticeship and Training Committee for the Electrical Construction Industry (NJATC), is now required of all applicants who have been granted Qualification or Equivalency certification from Alberta Apprenticeship and Industry Training but have not completed an apprenticeship in Canada. Approximately 70 internationally-trained electricians have been referred and have gone through the assessment booth.

Clarification and clear communication around these three issues is important to improving relationships between locally-trained and internationally-trained electricians.

Intercultural CompetenceIn the worksite visits there were opportunities to speak with both locally-trained and internationally-trained electricians. A wide range of opinions and perspectives were expressed – some of these would facilitate interactions across cultures, others would not. Many foremen and supervisors spoke of their respect for the strong work ethic of internationally-trained electricians. However, questions around the technical competence of internationally-trained electricians seem to fuel a number of negative comments that we heard. Some of the perceptions that were shared do not seem to be substantiated by fact. Most internationally-trained electricians expressed satisfaction with their workplace interactions, but also noted that there were instances of discrimination. As one ITE, who had worked as an electrician for several years in the U.S. before coming to Alberta, lamented, “I don’t know what happened (referring to the ‘fake ticket’ issue) but it affects us all. We all have the same face.”

There are a number of factors that put a strain on intercultural communication and in some cases, may contribute to miscommunication and misunderstandings. Differences in norms of communication can have a major impact on communication. For example, the miscommunication examples that were cited often revolved around simple misunderstanding of instructions. E.g., “I asked him to get me an “X” and he came back with a “Y.” Or, “I gave him the instructions for the day and he was nodding like he understood. But, when I went off and looked back, he was standing there doing nothing. He had no idea what I wanted him to do.” The supervisor expects that the journeyman will clarify if he isn’t sure what the supervisor wants. However, in some cultures it may be improper to question a supervisor’s instructions – it suggests the supervisor did a poor job of explaining. Furthermore, simple communication can be strained in an environment where there are trust issues. Several internationally-trained electricians noted that they were hesitant to ask questions because they felt it would reinforce their supervisors’ view that they were stupid. Several people noted that small talk is important on the job. Some of the work is repetitive and chatting with one’s partner helps to “pass the time” and build good relationships. However, for many it was a challenge to find common topics for conversation. There were differences in interests (e.g., hockey). Several internationally-trained electricians mentioned that understanding humour was particularly difficult. “Even when I understand all the words, I don’t know what’s so funny.”



Communication Support In the worksites visited, a limited number of strategies were employed to modify or support communication. For example, the orientation trainer might sit down one-on-one to assist a new hire in completing forms, or journeymen described strategies such as repeating the instruction, repeating it more slowly or showing vs. telling. There are many more ways that the level of difficulty of speaking and listening tasks can be reduced to enhance clear communication on the worksite. Ways to support routine listening and speaking tasks include:

• Supportive listeners/speakers – i.e., demonstrating openness, encouragement, patience, an ability or willingness to overcome a communication gap, can significantly reduce the language demand

• Visual support – showing vs. telling or providing a visual example; pointing to a concrete example (e.g., “Get me this part.” vs. “Get me “part X.”)

• Stressing key words or syllables – e.g., saying “cannot” vs “can’t” (which can sound like ‘can’ if said quickly); saying NOT necessary vs. unnecessary; emphasizing the syllable that changes the meaning, e.g. DISconnect; UNhook; MISaligned; DISassemble

• Rephrasing using different (and preferably simpler) words – e.g., “fix” vs. “rectify”; “tell” vs. “notify”; “begin” vs. “commence” or “initiate”

• Using clear sequence markers – e.g., first, next, then, or 1, 2, 3 • Stating steps in the order they are done – e.g., “do X, then Y.” rather than

“prior to starting X, it’s important to do Y.” • Keeping idiomatic/colloquial language to a minimum, and explain it when

you do use it Ways to support large group listening tasks e.g., safety meetings, training and orientation:

• The option to read the topic before, during or after – placing copies on each table, for example, as some workers may have stronger reading than listening skills

• Visual support – e.g., demonstrating vs. talking about how to wear hoodies • Brief, well-ordered PowerPoint summaries – to summarize key points • Talking vs. reading – speaking often adds voice inflection/emphasis and

examples to help cue the listener to what is important • Limiting large group exposure – e.g., asking general questions of the entire

group rather than singling out individuals to respond; soliciting feedback from pairs or small groups rather than the whole group; summarizing/rephrasing comments to the whole group, rather than asking individuals to address the whole group or speak into the microphone.

There are many ways that the level of difficulty of reading and writing tasks can be reduced to enhance clear communication on the worksite, including:

• Using clear formatting – larger font; headings and bullets; generous white space

• Using standard and distinct structure – memos, procedures, site directives etc. follow a standard and distinct format to identify the nature of the content “at a glance” and readers know where to find key information



• Allowing easy access to the document (e.g., toolbox topics) before and after the meeting, and time to read it - this makes the context less demanding than having to read it and understand it “in the moment” or very quickly, before work commences

• Using numbered and bulleted lists rather than long paragraphs • Using active (subject-verb-object) order of sentences starting with the verb

rather than passive (object – verb-subject) order. This results in shorter and more easily understood instructions. For example, “Employees (subject) complete (verb) the form (object)” is more straightforward and easier to understand than “The form (object) must be completed (verb) by employees (subject).”

• Avoiding or explaining complex terms (e.g., insubordination, infractions, harassment)

• Using clear sequence markers – e.g., first, next, then, or 1, 2, 3 • Stating steps in the order they are done – e.g., “Do X, then Y.” rather than

“Prior to starting X, it’s important to do Y.” • Avoiding or explaining idiomatic expressions

Training and Orientation In all of the worksites that we visited a high priority was placed on training and orientation. In some cases the training is developed and offered by the company; in other cases outside consultants come onsite to offer specific training. Generally, the language demands of the training we observed were unnecessarily high. Incorporating strategies such as the following could lower the language demands and make the training more accessible to all trainees.

• Providing advance reading or access to course materials, if possible • Pre-teaching specialized vocabulary specific to the topic • Pre-teaching or stopping to explain idiomatic expressions or key terms

e.g., ‘dog collar’, ‘beaver tail’ • Limiting the amount of information to what is truly essential – in the training

and on screen • Slowing down the pace of delivery, articulating clearly and allowing time for

reading • Using visual support – real objects in the room or illustrations/videos on screen • Using pictures liberally and clean layout of slides • Regular comprehension checks – opportunities to apply key tasks • Guided listening – providing note taking sheets or quizzes that cue the listener

to the key points • Asking open-ended questions (e.g., who/what/when/where/why/how vs. yes/no

questions) • Asking vs. telling – e.g., “What could go wrong? How can we work safely

today?” • Clearly stating and emphasizing key points, using the slides as additional

reinforcement only • Providing guided reading/listening forms that cue listeners to key points



English Language Instruction None of the companies that participated in this research were currently offering English language instruction and none indicated offering ESL instruction in the past. For a short time IBEW and ECAA ran a pilot English language program for electricians through the Edmonton Mennonite Centre for Newcomers. The course focused on General ESL rather than trade-specific language, and was offered in Edmonton on consecutive Thursday evenings between January and May, 2008. The course was free to IBEW members but was not compulsory. However, participation rates were low, due in part to the fluctuating nature of workers’ schedules.

What are the elements of good quality ESL instruction?

1. Qualified instructors – ideally: accredited with a professional association such as ATESL (Alberta Teachers of English as a Second Language) and a graduate of a recognized university TESL program with experience in teaching adult ESL and preferably contextualized ESL such as English in the Workplace or English for Specific Purposes. In contexts where this expertise is not readily available, this role may be filled by individuals with proven skills in teaching and instructional design who receive specific training in how to teach English in and for a workplace context.

2. Tailored curriculum – topics that are relevant to the workers (their work context, their community, their living situation); focusing on communicative competence; focusing on speaking and listening skills

3. Engaging and interactive delivery – these individuals work long hours at physically demanding jobs, There is no room for boring lessons or frivolous games that demonstrate little relevance to concrete, worthwhile objectives.

4. Effective learning materials – handouts, lessons, workbooks that are tailored to the needs and level of the learners

5. Effective assessment – summative and formative, to regularly monitor progress and ensure the learners are moving toward their targets

6. Strategies for transfer of learning – involving supervisors and co-workers in facilitating early and frequent application of learning outside of the classroom

7. Cross-cultural communication strategies – building awareness of cultural assumptions and approaches to cultural differences; teaching cultural norms and expectations as well as strategies for mediating differences.

8. Joint support of all stakeholders (e.g., management; staff/union representatives) who work as partners to ensure workers maximize the benefit of the opportunity for ESL instruction and/or understand the consequences of poor attendance or participation.



Next Steps - Options for Consideration The research findings point to a number of options that IBEW and the ECAA may wish to consider. Some of these options are beyond the mandate of IBEW-ECAA and would require working with other stakeholder groups. All are presented as helpful steps that might be considered in a strategic approach to meeting identified needs.

1. Clear communication regarding issues related to internationally-trained electricians. This would include:

Clarification of the match and equivalency of training/experience for Alberta accreditation as an electrician vs. that of other international jurisdictions.

Communication of the results of the investigation conducted by AIT related to the ‘fake ticket’ issue to clarify the situation and the action that has been taken so that rumours are dispelled.

Clarification and communication of the purpose, validation and outcomes of the assessment booth. A validation study that documents results of using the Practical Skills Evaluation with locally-trained electricians working in industrial contexts would enhance the validity of using the assessment in the Alberta context.

2. Seek ways to evaluate the ‘fit’ between apprenticeship systems in Canada and those of other countries and to assess the equivalency of training and experience for ITEs.

3. Develop and offer a trade-specific course for Internationally-trained electricians. The course could have two parts. Part 1 would be a brief but focused course for ITEs planning to work or working in industrial contexts that would assist them to communicate and integrate more effectively. Ideally, the course would be co-facilitated by an ESL specialist and journeyman electrician. The focus of this course would be on:

technical/trade terminology (jargon, acronyms, abbreviations)

key language functions (e.g., asking for clarification; giving and receiving instructions; listening to instructions and safety updates; indicating comprehension; persuading);

developing intercultural competence (becoming aware of the values and beliefs that affect our interactions and behaviour in the workplace.)

developing strategies to work effectively in a Canadian workplace team (e.g., small talk; humour; non-verbal communication; concepts of time/authority/participation/respect)

clear communication (e.g., strategies for pronunciation/intonation)

strategies for self-directed learning (on the job)

Part 2 of the course could be a short (e.g., half-day) session on Communicating across Cultures that would include internationally-trained electricians and locally-trained electricians, foremen and/or supervisors. The session would introduce the concept of intercultural competence through discussion of authentic worksite scenarios (based on actual case examples).



The logistics of how and where the course would be offered would need to be worked out, but a face-to-face (vs. online) delivery format is important to accommodate the communication content/skills focus. Offering the course either as a one-week session every quarter or on successive Saturdays from the union hall in Edmonton or Fort McMurray might be considered. IBEW and the ECAA would need to work closely with organizations that hire industrial electricians in planning the course, and might consider partnering with groups such as the Chinese Electricians Association of Canada to offer the course.

4. Develop and offer online resources that focus on the tools of the trade – e.g., a picture dictionary that includes the name, pronunciation and synonyms for common terms (e.g., pliers, also referred to as ‘kleins’ or ‘linesman’); a glossary of key terms, abbreviations and acronyms; common idioms or trade expressions (e.g., radio language: 10-4; What’s your 20?); key terms, equipment and vocabulary related to specific training (e.g., Fall Protection; Confined Space; preparing for the CSTS) etc.

5. Training in how to write and train for an intercultural workforce. In many cases, the reading and listening demands observed were unnecessarily high. The language demands for reading (forms, bulletins, toolbox talks, procedures) and the listening (safety meetings, toolbox talks; training) could be significantly reduced with a few, key strategies. A brief 5-6 hour hands-on workshop with safety or HR personnel – anyone who writes for or trains workers – would go a long way toward effective communication for ALL workers, not just those who speak English as a second language.



Appendices Appendix 1: Introductory Letter from Project Sponsors

July 12, 2010 To whom it might concern, Re : English Language Benchmarks for Electricians The International Brotherhood of Electrical Workers – Local Union 424 (IBEW) and Unionized members of the Electrical Contractors Association of Alberta (ECAA) are partnering to analyze the English language demands of the electrician trade in a fair, clear and transparent way. The project will be funded by the Electrical Industry Education Trust Fund of Alberta (EIETFofA). The Chinese Electricians Association of Canada will serve in an advisory capacity for the project. The partnership has retained the services of Hammond & Associates Inc. to administer this project. This company has much experience benchmarking the language demands of occupations including trades. The consultants for the project will be Karen Hammond, President, Hammond & Associates Inc. and Dr. Tara Holmes, President, Tara Holmes & Associate Inc. It will be necessary for these individuals to visit various Industrial Worksites to interview workers who are English speaking, workers whose first language is not English, Site Supervisors and perhaps some representatives from the owner community. If you are asked to participate in this project, know that it has the full backing of IBEW and ECAA.



As our trade, along with Canada’s labour force, welcomes workers from around the world, we need to ensure that all workers are able to work competently and safely in the language of work and to the standards required by Industry. Communication is a core skill for anyone working as a tradesperson. The ability to give and receive instruction, delegate and coordinate work tasks, take training and understand both the spirit and the intent of the law regarding safety is foundational to working safely and working well. It is for these reasons that we are asking for your cooperation in providing access by the named consultants to your worksites. Furthermore, the consultants will need to interview some employees of site electrical contractors during working hours and we look for your understanding in this regard. We would like to thank you in advance for your assistance and cooperation in analyzing the language demands of Journeyman Electricians working on industrial sites. Brian Halina Kevin Levy Chairman Business Manager ECAA Labour Committee IBEW L.U. 424



Appendix 2: Text for Letter to Participating Companies

Thank you for agreeing to participate in the Analyzing the Language Demands of Electricians project. This project is a joint initiative of the International Brotherhood of Electrical Workers – Local Union 424 (IBEW) and unionized members of the Electrical Contractors Association of Alberta (ECAA). The purpose of the research is to describe the English language demands of electricians working in industrial contexts as a foundation for ensuring all workers are able to work competently and safely in the language of work and to the standards required by Industry.

To do this, we need to talk to electricians and see them at work. We need to observe all important speaking and listening, reading and writing tasks that they have to do in the course of a day, including orientation to the workplace and training.

What do we need to ask of you? We would like to have two researchers (Karen Hammond and Tara Holmes) on site for 2 days in early October.

Here is our “wish list” for when we are onsite, understanding that not all of these may not be possible and that your priority is the work you have to accomplish. We appreciate whatever you are able to arrange for us.

Over the course of the two days, in whatever combination that is possible, we would like to do the following. (Note: all interviews can be done two at a time, if possible, one with each researcher)

• Go on a brief tour of where electricians are working, ideally before we do interviews

• Attend 1 hour of the site safety orientation or other training, if it is happening while we are there.

• Interview two journeyman electricians (45 minutes) who speak English as a Second Language (ESL). These should be good, competent workers who know the job well (i.e., not new to the job), have no additional duties beyond electrician (e.g., not a lead hand or foreman) and can communicate well. They will need to know we are not interviewing them about them personally, but about their job – what they have to read and write, who they talk to everyday, etc. All they tell us will be confidential.



o Note: We can do both interviews at the same time, one with each researcher. We would appreciate about 15 minutes following each interview to finalize some notes before the next interview

• Interview two journeyman electricians who speak English as a first language. (45 minutes) Again, just good workers – not the rookie or the superstar.

• Interview two foremen or supervisors who directly supervise electricians who speak ESL. (30-45 minutes)

Observe (and audiotape, if possible) a toolbox meeting or similar sessions where workers receive instructions.

Spend several hours ‘job shadowing’ (observing) electricians at work, ideally when some communication is happening – e.g., talking with other trades, reviewing blueprints, training an apprentice. Perhaps we could do some on each day, to spread this out a bit?

Spend some time reviewing reading and writing in the workplace – forms electricians fill out (HART cards? JHAs?); memos they read; toolbox talks; signs, training materials (PowerPoint presentations; participant workbooks) – anything that they read or write when they start work, take training or in the day-to-day of the job. This might include finished samples that indicate where there may be communication challenges (e.g., an incident/accident report where limited English skills might have played a role).

o If possible, we would like to receive copies of these in advance, and electronically, ideally. This will allow us to become familiar with some your terminology and processes in advance; do the analysis without rushing and prepare some questions for you. We understand that all materials are completely confidential and will not be shared with any third parties and will be returned or destroyed once we have completed our analysis.

Interview, time permitting (30 minutes each?)

o A trainer (someone who does orientation or technical training)

o Someone responsible for safety; OH&S audits; incident reporting

o The shop steward for IBEW

o Anyone else that you think we should talk to.

All researchers have WCB coverage and will come with steel toed boots and appropriate clothing for the worksite.

Your contribution is vitally important to make sure we have a true picture of the job and the language needed to do it safely and well. Your contribution will also be completely confidential. Your name, the names of your employees and your Company will not be identified in the research. All participants will be asked to sign a waiver indicating they agree to participate in this research and confirming that all data will be kept confidential. No information will be traced back to your company or any of your employees. If needed, we are happy to sign or provide a copy of a non-disclosure agreement, guaranteeing the confidentiality of all Company information and documentation.



Thank you very much for considering this request. We are very much looking forward to meeting and working with you.

Best regards,

Karen Hammond, President

Hammond & Associates Inc.

Under contract to IBEW and ECAA Phone: 403-249-5244 Email: [email protected]

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Appendix 4: Communication Tasks from the NOA & Essential Skills Profile Speaking Importance Frequency

• Give instructions to others • Coordinate work with others (suppliers; other trades or crews) • Teach/mentor apprentices • Participate in staff meetings • Problem-‐solve technical problems with several operators • Explain the cause of equipment breakdown to plant managers • •

Listening • Follow directions and instructions • Take training • Participate in staff meetings • • •

Reading • Read and interpret blueprints and electrical, mechanical and architectural

drawings

• Read and interpret electrical code specifications in the CSA Canadian Electrical Code

• Read and interpret local codes such as building codes, the Canadian Electrical Code (CEC and jurisdictional codes)

• Cross-‐reference plans, drawings and specifications • Read manufacturer’s specifications, manuals, codes, regulations • Read company and site safety policies and procedures • Read notices (longer than a paragraph) on bulletin boards • Read email messages from supervisors and co-‐workers • Read Material Safety Data Sheets • Take information from pre-‐maintenance work orders • Search the Internet to find technical information •

•

Writing • Write short comments in a logbook for the next shift • Write e-‐mail messages of several paragraphs to supervisors and managers of

departments.

• Write service reports that include descriptions of problems/solutions. • • •



Appendix 5: Electrician Interview Guide

ECAA/IBEW Project Interview Guide – Journeyman Electrician

Researcher: ________________________ Date: _________________ Time: ______________

Company Code: ____________________

Employee #:________________________ Job Title: _________________________________

Opening Remarks Thank you for taking the time to meet with me. Has your supervisor explained what this is about? We are doing research to analyze the language demands to work as a journeyman electrician. This project is funded by IBEW Local 424 and the Electrical Contractors Association of Alberta. As you know this trade, along with Canada’s labour force, is becoming increasingly international. IBEW and ECAA want to ensure all workers to work competently and safely in the language of work. Our job is to describe what language is required to do this job well as a member of this trade – what you have to speak, listen, read and write everyday. We are interviewing journeymen electricians who work in industrial plants in Alberta. Your supervisor asked me to talk to you because you have done this job for awhile and you know it very well. My questions are about the job and about how language is used on the job. I’ll also ask about communication challenges. My questions are about the job – not about you personally. I need to write some notes down, but your answers will be anonymous. I don’t write your name anywhere or the name of the company, and I don’t give these notes to anyone – not to your supervisor. We are interviewing electricians at many work sites, then we put the responses all together and see what we learn. This will take about 30 – 45 minutes Any questions? Are you okay with proceeding? Then, I need you to sign one paper – saying it’s okay for me to interview you (provide waiver). Let’s get started. A. Work Context

Just a couple of questions about your background.

1. How long have you worked as an electrician? For this company? On this project?

2. What are the key attributes/skills needed to be a good journeyman electrician?



I’m going to ask you some specific questions about the communication tasks on the job. These tasks were taken from descriptions of the work of journeyman electricians, but they may or may not apply to your work. I’m going to ask you if you do these things, how often you do them, and how important it is to your work. I’ll also ask you to give me examples.

Speaking Examples Give brief instructions to others (who to?) Give more detailed instructions to others (who to?)

Teach apprentices or helpers – explain procedures,

Problem solve technical problems with others (another electrician?) Suggest solutions. Disagree with others.

Participate in tool box meetings Ask questions to clarify? Give opinions and reasons? Give suggestions/advice and give reasons? Make requests /ask permission?



Speaking Examples Explain technical problems – e.g., equipment breakdown to plant managers, other?

Describe events (what happened) e.g., for an incident report, investigation

Coordinate work with others (suppliers? Other trades? or crews?)

Casual conversation – over lunch, etc.

When do you have to speak with foreman? What kind of situations?

When would an electrician have to speak with other trades? What kind of situations?

When would you speak to the shop steward? What kinds of situations? When would you speak with other union reps? Participate in meetings?

Would you ever speak with an inspector? In what situation?

In what situations would you speak with someone from HR?

Which of the above tasks do you need to do by phone? Intercom? or pager?



Listening Examples Listen for directions and instructions: toolbox meetings From foreman/supervisor?

Listen for explanations – new procedures, safety information, company rules

Listen for suggestions? Advice? Warnings?

Listen for questions from others? Who? What situations?

Take training? What kind? How often?

Do you need to do any of the above tasks by phone? Pager? Intercom?

What do you have to read in your work?

What writing do you have to do in your work? Fill out forms?



1. (To native English speaker) What is your experience of working with internationally-trained electricians? OR (To ESL speaker) What is it like to work in an English-speaking work environment? What communication situations are most challenging for you in English? How do you manage these situations?

2. What kind of miscommunication/communication challenges can happen on the job? Can you give me some examples? How are/were they handled?

3. What do you do if you don’t understand or if someone doesn’t’ understand you? Can you give me an example?

4. What do you think is the main cause of miscommunications on the job? How could the situation be improved?

Those are all the questions I have. Thank you so much for your time. What you have told me has been very helpful in helping me to understand how English is used in your job. Any final comments or questions? Thank you for your time!



Appendix 6: Foreman/Supervisor Interview Guide ECAA/IBEW Foreman/Supervisor Interview Guide

Researcher: ________________________ Date: _________________ Time: ______________

Company Code:_____________________ Location Code: ____________________________

Foreman #:___________________ Title: ___________________________________________

Contact Info: (In case follow-up is required): Telephone: _______ E-mail:____________________ Opening Remarks: Thank you for taking the time to meet with me. Has your manager explained what this is about? We are doing research to analyze the language demands to work as a journeyman electrician. This project is funded by IBEW Local 424 and the Electrical Contractors Association of Alberta. As you know this trade, along with Canada’s labour force, is becoming increasingly international. IBEW and ECAA want to ensure all workers to work competently and safely in the language of work. Our job is to describe what language is required to do this job well as a member of this trade – what you have to speak, listen, read and write everyday. We are interviewing journeymen electricians who work in industrial plants in Alberta. I have to write down some notes but they are completely confidential – they won’t be shared with anyone other than the researcher(s) and the notes I take will not be traced back to you or to this company. We will put what you tell me together with what I hear from the other worksites to come up with a general profile of what the language requirements of the job are. This will take about 30-45 minutes, Any questions? Are you okay with proceeding? Then, I need you to sign one paper – saying it’s okay for me to interview you (provide waiver). Let’s get started. A. Work Context The first set of questions is about the company and the work context.

1. How is the work in this site managed – e.g., x crews of x workers report to one foreman…

2. What percentage of electricians speak English as a Second Language (ESL)? How many different languages would you estimate are spoken here? Which would be the most dominant first language(s)? (Optional – if not already ascertained)

3. What is it like working with Internationally-trained electricians? Please describe.

4. (Optional – if it seems important) Can you briefly describe what are the attributes/qualities of a good journeyman electrician? Delete this?



5. What are the most challenging language situations for electricians who speak English as a Second Language? What miscommunications may occur and what do you think is the major cause of miscommunication? Can you give examples? How are these situations handled?

6. What are effective strategies for working with ITEs? For example, do you use

interpretation and translation (how often and in what situations?) What needs to be in place and isn’t?

7. We've been asked to look at the language demands of journeymen, but there is also a question about how the language demands would differ for apprentices, someone just starting in this work. Can you suggest 3 main differences between the language demands of a journeyman and apprentice?"

I’m going to ask you some specific questions about the communication tasks on the job. These tasks were taken from descriptions of the work of journeyman electricians, but they may or may not apply to your worksite. I’m going to ask you if electricians have to do these things, how often they do each, and how important it is to your work. I’ll also ask you to give me examples.



Speaking Examples and Challenges

Give brief instructions to others (who to?) Give more detailed instructions to others (who to?)

Teach apprentices or helpers – explain procedures

Participate in tool box meetings Ask questions to clarify? Give opinions and reasons? Make suggestions and give reasons? Make requests /ask permission?

Problem solve technical problems with others (another electrician?)

Explain technical problems – e.g., equipment breakdown to plant managers, other?

Describe events (what happened) e.g., for incident report, investigation



Speaking Examples and Challenges Coordinate work with others (suppliers? other trades? or crews?)

Casual conversation – over lunch, etc.

When do they have to speak with a foreman? What kind of situations?

When would an electrician have to speak with other trades? What kind of situations?

When would they speak to a shop steward? What kinds of situations? When would you speak with other union reps? Participate in meetings?

In what situations would they speak with someone from HR?

Which of the above tasks do they need to do by phone? Intercom? or pager?

Listen for directions and instructions: toolbox meetings From foreman/supervisor?

Listen for explanations – new procedures, safety information, company rules



Listening Examples and Challenges Listen for warnings

Take training – how often, what kind?

Other?

Do they need to do any of the above tasks by phone? Pager? Intercom?

Reading Examples and Challenges Read and interpret blueprints and electrical, mechanical and architectural drawings

Read and interpret electrical code specifications in the CSA Canadian Electrical Code

Read and interpret local codes such as building codes, the Canadian Electrical Code (CEC and jurisdictional codes

Cross-reference plans, drawings and specifications

Read manufacturer’s specifications, manuals, codes, regulations

Read company and site safety policies and procedures

Read notices (longer than a paragraph) on bulletin boards

Read email messages from supervisors and co-workers



Reading Examples and Challenges Read Material Safety Data Sheets

Take information from pre-maintenance work orders

Search the Internet to find technical information

Daily checklists e.g. safety checklists, equipment checks?

Other?

Writing Examples and Challenges Write short comments in a logbook for the next shift

Write e-mail messages of several paragraphs to supervisors and managers of departments.

Write service reports that include descriptions of problems/solutions.

Fill out forms – what kind? For what purpose?

Other?

General Comments That is all the questions I have. Thank you so much for your time. What you have told me has been very helpful in helping me to understand how electricians communicate on the job. As I mentioned, I will be filing these notes (again, no one here will see this but me or my team) and then add it to what we learn at other workplaces in order to finally develop a general profile of language requirements of this job. Any questions or final comments? Thank you again.



Appendix 7: Participant Consent Form Dear Participant: Thank you for agreeing to participate in the Analyzing the Language Demands of Electricians project. This project will describe the English language speaking, listening, reading and writing tasks of electricians working in industrial contexts. We would like to: (check any that apply):

interview you about the speaking, listening, reading and writing requirements of journeyman electricians

watch you do your work for awhile and write notes about speaking and listening tasks that we observe. We will not make notes about you, but about the job.

Your answers or results are completely confidential. We will not pass this information on to your employer or anyone else. Your name and company name will not be used in any reports. Participation is voluntary. If you do not want to participate, you can withdraw at any time. You do not have to give a reason and it will not affect your work situation. You may ask questions at any time.

Consent of Subject Do you understand that … Yes No …you have been asked to be part of a project?

…you are free to withdraw or refuse to participate and there is no penalty?

…all the information you provide will be confidential?

Signatures

This project was explained to me by: ___________________________. (Print name of researcher)

Date: _________________________________________

I agree to take part in this project. Signature of Participant: ___________________________

(Print Name): ___________________________________

I believe that the person signing this form understands what is involved in this project and voluntarily agrees to participate.

Signature of Researcher: ___________________________

(Print Name):____________________________________

Thank you

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

69

App

endi

x 8:

Spe

akin

g/Li

sten

ing

Task

In

ven

tory

App

endi

x 8:

Lis

teni

ng/S

peak

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed s

peec

h)

Task

Des

crip

tion

& v

erba

tim e

xam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent

to ju

stify

cho

ice

of le

vel

Task

#1

Part

icip

ate

in to

olbo

x ta

lks

L

L 6-

7 S

5-6

Wor

ksite

A –

Lis

ten

to to

olbo

x ta

lk* –

Thes

e ar

e w

ritte

n by

the

Saf

ety

divi

sion

an

d th

e sa

me

‘talk

’ is

read

out

loud

to

ever

y cr

ew b

y th

e fo

rem

an a

t the

sta

rt of

ea

ch d

ay. T

opic

s va

ry. T

he to

olbo

x ta

lk

obse

rved

incl

uded

: •

advi

ce: e

nsur

e yo

u ar

e w

ell

hydr

ated

thro

ugho

ut th

e da

y, ta

ke

your

mic

ro-b

reak

s an

d m

ake

sure

yo

u re

port

any

heat

rela

ted

sym

ptom

s;

• in

form

atio

n: e

ar p

lugs

as

wel

l as

little

pou

ches

are

due

to a

rriv

e on

si

te n

ear t

he e

nd o

f thi

s w

eek

• de

scrip

tion

of re

cent

inci

dent

s an

d w

arni

ngs/

advi

ce in

idio

mat

ic

phra

sing

: w

e ha

ve h

ad tw

o ro

lled

ankl

es a

nd o

ne h

ead

bang

er.

Let’s

take

our

tim

e w

alki

ng o

n un

even

/roug

h su

rface

s an

d try

to

keep

our

min

d on

task

as

wel

l as

• in

stru

ctio

ns; i

f you

kno

w y

ou a

re

goin

g to

ban

g yo

ur h

ead…

flag

it of

f as

a re

min

der.

Cre

w fo

rem

an re

ads

alou

d a

writ

ten

safe

ty to

pic

abou

t hal

f to

thre

e qu

arte

rs o

f a p

age

in le

ngth

at t

he

begi

nnin

g of

the

day

(7:0

0 a.

m.)

to

a cr

ew o

f abo

ut 6

-8 p

eopl

e,

stan

ding

aro

und

him

in a

circ

le,

outs

ide.

For

eman

read

s at

nor

mal

to

fast

pac

e w

ith m

inim

al in

flect

ion.

N

o vi

sual

sup

port

is p

rovi

ded.

B

ackg

roun

d no

ise

(mac

hine

ry,

vehi

cles

; oth

er w

orke

rs ta

lkin

g)

mak

es it

slig

htly

diff

icul

t to

hear

. S

ever

al c

rew

mem

bers

do

not

appe

ar to

be

liste

ning

clo

sely

, if a

t al

l. Fo

rem

an a

sks

if th

ere

are

any

ques

tions

; non

e pu

t for

war

d.

Tool

box

talk

is a

vaila

ble

to c

rew

m

embe

rs b

y as

king

the

fore

man

but

is

not

pos

ted

for d

ispl

ay; t

ask

resp

onse

may

requ

ire w

ritin

g or

sp

eaki

ng o

r phy

sica

lly fo

llow

ing

dire

ctio

ns.

Freq

uenc

y: D

aily

Im

porta

nce:

Var

ies

L -

Com

preh

endi

ng

Info

rmat

ion

(Info

) L

– G

ettin

g Th

ings

D

one

(GTD

)

L7

Spo

ken

clea

rly a

t a n

orm

al ra

te (L

7)

Und

erst

and

mod

erat

ely

com

plex

form

al a

nd

info

rmal

com

mun

icat

ion,

incl

udin

g ab

stra

ct

conc

epts

and

idea

s re

late

d to

gen

eral

kn

owle

dge,

life

exp

erie

nce,

and

spe

cial

ized

or

wor

k-re

late

d si

tuat

ions

(L8)

Id

entif

ies

mai

n id

eas,

sup

porti

ng d

etai

ls a

nd

impl

ied

mea

ning

(L5-

7)

Rel

ated

to g

ener

al k

now

ledg

e, li

fe e

xper

ienc

e,

and

spec

ializ

ed o

r tec

hnic

al m

atte

rs (L

8)

In m

oder

atel

y de

man

ding

con

text

s (L

5-8)

Li

sten

ing

text

s ca

n be

info

rmal

or s

emi-f

orm

al

mon

olog

ues,

pre

sent

atio

ns, d

ialo

gues

or g

roup

in

tera

ctio

ns. (

L7)

Inst

ruct

ions

are

cle

ar a

nd e

xplic

it, b

ut n

ot a

lway

s pr

esen

ted

step

-by-

step

(L6-

7)

Topi

cs a

re g

ener

ally

fam

iliar

, rel

evan

t, an

d m

ay

be a

bout

gen

eral

kno

wle

dge

or w

ork-

rela

ted

(L7)

R

esea

rche

r’s N

otes

: the

sem

i-for

mal

nat

ure

of

the

task

(whi

ch s

tarts

at L

7) th

e pa

ce o

f del

iver

y an

d fo

rmat

as

read

ing

vs s

peak

ing

push

es it

to a

7,

pos

sibl

y hi

gher

bec

ause

of r

eadi

ng v

s.

spea

king

, the

tech

nica

l and

idio

mat

ic la

ngua

ge

and

the

back

grou

nd n

oise

.

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

70

App

endi

x 8:

Lis

teni

ng/S

peak

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed s

peec

h)

Task

Des

crip

tion

& v

erba

tim e

xam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent

to ju

stify

cho

ice

of le

vel

Wor

ksite

A R

esea

rche

r #2

- Lis

ten

to

tool

box

talk

E

xam

ples

of t

opic

s in

clud

e: D

ehyd

ratio

n in

hot

wea

ther

(Jul

y 27

) E

lect

rical

saf

ety,

Bad

Saf

ety

Hab

its

Topi

c re

late

s to

wor

k bu

t voc

abul

ary,

ph

rasi

ng is

form

al. L

iste

n E

.g.

A c

omm

on m

isco

ncep

tion

exis

ts a

mon

gst

elec

trici

ans

that

wor

king

on

live

pow

er is

ju

st a

par

t of o

ur jo

b. T

his

is a

men

talit

y th

at o

ur in

dust

ry is

tryi

ng h

ard

to c

hang

e .

. . ty

pica

lly m

eans

com

plac

ency

is

cree

ping

into

that

task

.

List

en to

a o

ne p

age

mem

o re

ad

alou

d on

a s

afet

y re

late

d to

pic.

D

one

outs

ide

– 12

peo

ple

stan

ding

ar

ound

a c

ircle

with

fore

man

- w

ith

lots

of b

ackg

roun

d no

ise

(oth

er

grou

ps, m

achi

nery

) and

it is

7:0

0 a.

m.

In th

e da

y ob

serv

ed p

eopl

e di

d no

t se

em to

be

liste

ning

ver

y in

tent

ly –

bu

t if s

omet

hing

impo

rtant

com

es

up –

you

nee

d to

be

able

to

reco

gniz

e it’

s im

porta

nt a

nd a

ttend

. M

emos

are

not

rout

inel

y po

sted

af

ter t

he ta

lks,

but

cou

ld b

e.

No

visu

al s

uppo

rt.

Freq

uenc

y: D

aily

Im

porta

nce:

Var

ies

L- In

fo

L7–

8 S

poke

n cl

early

at a

nor

mal

rate

(L7)

U

nder

stan

d m

oder

atel

y co

mpl

ex fo

rmal

and

in

form

al c

omm

unic

atio

n, in

clud

ing

abst

ract

co

ncep

ts a

nd id

eas

rela

ted

to g

ener

al

know

ledg

e, li

fe e

xper

ienc

e, a

nd s

peci

aliz

ed o

r w

ork-

rela

ted

situ

atio

ns (L

8)

Iden

tifie

s m

ain

idea

s, s

uppo

rting

det

ails

and

im

plie

d m

eani

ng (L

5-7)

R

elat

ed to

gen

eral

kno

wle

dge,

life

exp

erie

nce,

an

d sp

ecia

lized

or t

echn

ical

mat

ters

(L8)

Li

sten

ing

text

s ca

n be

info

rmal

or s

emi-f

orm

al

mon

olog

ues,

pre

sent

atio

ns, d

ialo

gues

or g

roup

in

tera

ctio

ns. (

L7)

Has

diff

icul

ty fo

llow

ing

fast

er c

onve

rsat

ions

be

twee

n na

tive

spea

kers

(L7)

R

esea

rche

r’s N

otes

; Th

is e

xam

ple

incl

udes

co

ncep

tual

lang

uage

, pus

hing

it to

an

8 W

orks

ite B

- Li

sten

to T

oolb

ox T

alks

(N

ote:

not

obs

erve

d at

this

wor

ksite

–

base

d on

des

crip

tions

of t

he p

roce

ss)

Tool

box

talk

s ar

e do

ne in

eac

h cr

ew o

f 10-

12 p

eopl

e; le

d by

the

fore

man

. A n

otic

e fro

m th

e co

ntra

ctor

or s

ite (c

lient

) may

be

read

out

loud

. He

will

exp

and

or

disc

uss

any

poin

ts th

at n

eed

mor

e de

tail

or m

ay n

ot b

e cl

ear.

Bul

letin

s ar

e th

en p

oste

d in

the

tool

crib

or

on s

afet

y bo

ard

in th

e lu

nch

room

. Q

uest

ions

are

wel

com

ed b

ut n

ot

requ

ired

L - I

nfo

L6-7

C

omm

unic

atio

n is

live

, fac

e-to

-face

(one

-on-

one

or in

sm

all g

roup

s), o

n th

e ph

one,

aud

io- o

r vi

deo-

med

iate

d (6

) S

peec

h is

cle

ar a

nd a

t a n

orm

al ra

te (7

) Li

sten

ing

text

s ca

n be

info

rmal

mon

olog

ues,

pr

esen

tatio

ns, d

ialo

gues

or s

mal

l gro

up

inte

ract

ions

.(6)

Lang

uage

is g

ener

ally

con

cret

e an

d co

ntai

ns a

ra

nge

of c

omm

on v

ocab

ular

y an

d id

iom

s (6

) To

pics

are

gen

eral

ly fa

mili

ar, r

elev

ant,

and

may

be

abo

ut g

ener

al k

now

ledg

e or

wor

k-re

late

d (7

) M

onol

ogue

s an

d pr

esen

tatio

ns a

re u

p to

abo

ut

10 m

inut

es. (

6)

Vis

ual c

lues

and

set

ting

may

enh

ance

co

mpr

ehen

sion

whe

n th

e to

pic

is u

nfam

iliar

or

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

71

App

endi

x 8:

Lis

teni

ng/S

peak

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed s

peec

h)

Task

Des

crip

tion

& v

erba

tim e

xam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent

to ju

stify

cho

ice

of le

vel

the

situ

atio

n is

not

pre

dict

able

. (7)

La

ngua

ge is

con

cret

e or

abs

tract

and

som

etim

es

spec

ializ

ed, w

ith a

n ex

pand

ed ra

nge

of

voca

bula

ry a

nd s

ome

less

-com

mon

idio

mat

ic

expr

essi

ons.

(7)

Wor

ksite

C -

Lis

ten

to T

oolb

ox ta

lk

(Rea

d cl

early

& s

low

ly) S

afet

y m

omen

t: P

re-jo

b in

spec

tions

. Whe

n yo

u re

ceiv

e . .

if

any

defe

cts

are

foun

d. If

a s

caffo

ld is

to

be u

sed…

if a

har

ness

is re

quire

d . .

. an

y qu

estio

ns w

ith th

ose?

The

re a

re tw

o in

cide

nts

On

Oct

26

a gu

y bu

rned

his

ch

eek

on a

hea

t tra

ce. .

. .

W

hat j

obs

are

bein

g do

ne to

day?

•

We’

re o

n U

PS

W

hat c

an g

o w

rong

? •

We

can

burn

our

face

on

heat

tra

ce

• P

unct

ures

from

tie

wire

end

s •

Stra

ins

& s

prai

ns

• W

orki

ng o

n liv

e eq

uipm

ent.

Wha

t can

we

do to

pre

vent

thes

e in

jurie

s?

• W

ear l

eath

er g

love

s, P

PE

•

Spi

t tes

t on

pipe

s •

Stra

ins

& S

prai

ns –

•

With

tool

s –

som

etim

es y

ou’v

e go

t no

choi

ce b

ut to

get

in th

ere

• E

SL

spea

ker s

aid

prop

er

stre

tchi

ng. W

e ha

d a

kine

thio

logi

st in

onc

e an

d he

sai

d yo

u sh

ould

do

a br

ief w

arm

up.

B

: Yea

h, y

ou d

on’t

wan

t to

stre

tch

Two

shop

talk

s ob

serv

ed w

ith th

e sa

me

grou

p of

4 e

lect

ricia

ns. T

hey

used

the

‘new

’ for

mat

whi

ch is

ver

y in

tera

ctiv

e, a

lmos

t lik

e a

conv

ersa

tion.

One

of t

he s

peak

ers

is E

SL

– he

is a

ppar

ently

one

of t

he

wea

ker E

SL

spea

kers

cur

rent

ly o

n th

e si

te, (

may

be a

bout

CLB

6??

) He

had

no d

iffic

ulty

follo

win

g or

in

terje

ctin

g w

ith o

pini

ons

and

ques

tions

, whi

ch w

ere

alw

ays

on

topi

c, p

ertin

ent.

The

lead

per

son

(a

very

gen

tle &

pat

ient

per

son)

beg

an

with

read

ing

the

‘Saf

ety

Mom

ent’

and

guid

ed th

e co

nver

satio

n an

d w

rote

not

es o

n th

e fo

rm, b

ut a

ll pa

rtici

pate

d an

d co

ntrib

uted

idea

s th

at w

ere

reco

rded

. Th

ese

shop

talk

s w

ere

done

insi

de

thei

r tra

iler,

sitti

ng in

thei

r lun

ch

area

– th

ere

was

n’t a

lot o

f di

stra

ctin

g ba

ckgr

ound

noi

se.

Muc

h of

the

voca

bula

ry is

tech

nica

l an

d ve

ry jo

b-sp

ecifi

c (P

PE

, hea

t tra

ys, t

ie w

ire, s

pit t

est,

UP

S) b

ut

fam

iliar

to th

e el

ectri

cian

s w

orki

ng

L- In

fo;

GTD

; In

stru

ctio

ns

(Inst

r.)

L5-6

Li

sten

er c

an u

nder

stan

d w

ith s

ome

effo

rt, th

e gi

st o

f mod

erat

ely

com

plex

, con

cret

e fo

rmal

and

in

form

al c

omm

unic

atio

n. (L

5)

Whe

n th

e co

mm

unic

atio

n is

: •

Rel

ated

to re

leva

nt, e

very

day

topi

cs

• In

mod

erat

ely

dem

andi

ng c

onte

xts(

L5)

Sam

ple

task

s •

List

en to

a p

ublic

ser

vice

ann

ounc

emen

t ab

out g

ettin

g a

flu s

hot a

nd d

ecid

e if

you

shou

ld g

et o

ne. (

L5)

• Li

sten

to c

omm

erci

als

abou

t 2 d

iffer

ent

cell

phon

e co

mpa

nies

and

com

pare

thei

r se

rvic

es to

det

erm

ine

the

best

offe

r. (L

5)

List

ener

can

und

erst

and

mos

t mod

erat

ely

com

plex

form

al a

nd in

form

al c

omm

unic

atio

n,

incl

udin

g so

me

abst

ract

con

cept

s an

d id

eas

rela

ted

to li

fe e

xper

ienc

e. (L

6)

Und

erst

and

shor

t gro

up in

tera

ctio

ns a

nd

disc

ussi

ons

on fa

mili

ar to

pics

(L6)

S

peak

er c

an c

omm

unic

ate

with

som

e ef

fort

in

shor

t rou

tine

soci

al s

ituat

ions

, and

pre

sent

co

ncre

te in

form

atio

n ab

out n

eeds

and

fam

iliar

to

pics

of p

erso

nal r

elev

ance

. (S

5)

Ade

quat

ely

fluen

t for

mod

erat

ely

dem

andi

ng

cont

exts

; spe

ech

rate

is s

low

to n

orm

al w

ith

som

e pa

uses

and

hes

itatio

ns (S

5)

Pro

nunc

iatio

n di

fficu

lties

may

som

etim

es im

pede

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

72

App

endi

x 8:

Lis

teni

ng/S

peak

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed s

peec

h)

Task

Des

crip

tion

& v

erba

tim e

xam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent

to ju

stify

cho

ice

of le

vel

cold

mus

cles

W

ork

Con

ditio

ns:

• It’

s ch

illy

– m

ake

sure

you

’re

dres

sed

war

m. I

t’s n

ot s

uppo

sed

to s

now

so

it sh

ould

n’t b

e sl

ippe

ry.

• B

ut b

ird p

oop

(ther

e’s

lots

of b

ird

drop

ping

in o

ur a

rea

(laug

hter

) •

If its

uns

afe

we

can

get s

caffo

lder

–

stay

out

of t

he ta

ped

area

•

Wor

king

on

heig

hts?

I do

n’t t

hink

w

e’ll

be d

oing

any

of t

hat.

John

’s

getti

ng th

e pe

rmits

we

need

. H

uman

per

form

ance

tool

s S

top

whe

n yo

u’re

not

sur

e. S

elf-c

heck

ing

– ke

ep a

n ey

e on

you

r atti

tude

If y

ou n

eed

to ta

ke a

bre

ak, g

ettin

g co

mpl

acen

t, ju

st

step

bac

k –

wat

ch o

ut fo

r eac

h ot

her –

cl

ear c

omm

unic

atio

n. C

hann

el 9

A fo

r our

ge

nera

l wor

k. B

uddy

sys

tem

toda

y.

in m

aint

enan

ce.

com

mun

icat

ion

(S6)

C

lear

evi

denc

e of

con

nect

ed d

isco

urse

(S6)

In

tera

ctio

n is

in a

gro

up c

an b

e a

smal

l-gro

up

disc

ussi

on o

r mee

ting

(S6)

C

omm

unic

ate

with

som

e co

nfid

ence

in ro

utin

e so

cial

situ

atio

ns, a

nd p

rese

nt c

oncr

ete

info

rmat

ion

abou

t nee

ds a

nd fa

mili

ar to

pics

of

pers

onal

refe

renc

e. (S

6)

Ask

and

giv

e in

form

atio

n in

som

e de

tail;

exp

ress

op

inio

ns, f

eelin

gs, o

blig

atio

n, a

bilit

y an

d ce

rtain

ty

one-

on-o

ne a

nd in

sm

all g

roup

dis

cuss

ions

or

mee

tings

. (S

6)

Sum

mar

izes

info

rmat

ion

and

idea

s to

con

firm

un

ders

tand

ing

(S6)

A

gree

s an

d di

sagr

ees

appr

opria

tely

, if n

eces

sary

(S

6)

Task

#2

– R

ecei

ve a

nd g

ive

wor

k in

stru

ctio

ns

L5-6

Wor

ksite

A -

Rec

eive

and

con

firm

in

stru

ctio

ns fo

r the

day

* –Th

e in

stru

ctio

ns in

clud

e re

ques

ts, w

arni

ngs

and

ques

tions

. Seq

uenc

e m

arke

rs a

nd

conj

unct

ions

are

com

mon

(firs

t, af

ter,

if,

so, t

hen)

Cre

w m

embe

rs m

ay a

sk

ques

tions

to c

onfir

m th

eir u

nder

stan

ding

or

sug

gest

ion

optio

ns.

Ver

batim

Exa

mpl

es:

Fore

man

:

Fore

man

giv

es in

stru

ctio

ns to

the

crew

, who

are

gat

here

d ar

ound

him

in

a s

mal

l sem

i-circ

le. S

ome

inst

ruct

ions

are

for a

ll, o

ther

s ar

e di

rect

ed a

t spe

cific

indi

vidu

als.

The

in

stru

ctio

ns m

ay v

ary

with

eac

h da

y bu

t with

in a

pre

dict

able

rang

e an

d ar

e ge

nera

lly s

uppo

rted

by th

e co

ntex

t, as

they

are

giv

en in

the

gene

ral w

ork

area

.

L –

Inst

r. L6

R

elat

ed to

gen

eral

kno

wle

dge,

life

exp

erie

nce,

an

d sp

ecia

lized

or t

echn

ical

mat

ters

(L8)

M

ay re

quire

repe

titio

n (L

6)

Com

mun

icat

ion

is li

ve, f

ace-

to-fa

ce (o

ne-o

n-on

e or

in s

mal

l gro

ups)

, on

the

phon

e or

vid

eo- o

r au

dio-

med

iate

d. (L

5-8)

In

stru

ctio

ns a

re c

lear

and

exp

licit,

but

not

alw

ays

pres

ente

d st

ep-b

y-st

ep. (

L6)

Lang

uage

is g

ener

ally

con

cret

e w

ith s

ome

abst

ract

ele

men

ts, a

nd c

onta

ins

a ra

nge

of

com

mon

voc

abul

ary

and

idio

ms

(L6)

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

73

App

endi

x 8:

Lis

teni

ng/S

peak

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed s

peec

h)

Task

Des

crip

tion

& v

erba

tim e

xam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent

to ju

stify

cho

ice

of le

vel

• To

day

you

are

prim

arily

wor

king

in th

e B

ag H

ouse

. •

Tina

, you

’re g

oing

to w

ork

with

Ped

ro

• If

we

can

brin

g th

at li

ft by

we’

ll ha

ve to

ge

t you

guy

s an

HA

for a

n ex

iting

ba

sket

, jus

t in

case

. You

nee

d an

HA

or

a H

AR

T ca

rd.

• Y

ou g

uys

need

a lo

ckou

t for

m, d

on’t

you?

•

I wou

ld li

ke to

find

a 2

pai

r 14

for t

his.

M

aybe

look

out

side

the

turb

ine

– on

th

e W

est s

ide,

I’m

thin

king

? I d

on’t

wan

t to

go m

uch

smal

ler t

han

that

, ca

ble-

wis

e.

• W

hat w

e’re

gon

na d

o is

take

the

outs

ide

jack

et o

ff…w

e w

ant a

stra

in

relie

f to

com

e ®

out o

f her

e. W

e m

ay

get a

pie

ce o

f fle

x. L

et’s

see

how

that

pl

ays

out.

E

lect

ricia

n:

• W

here

do

we

get t

hose

from

?

• Th

is is

2 p

air 1

6. C

an w

e us

e th

at?

• S

orry

– y

ou’re

righ

t. It’

s 2

pair

14.

Freq

uenc

y: D

aily

Im

porta

nce:

Hig

h

Und

erst

and

mod

erat

ely

com

plex

inst

ruct

ions

for

tech

nica

l or n

on-te

chni

cal t

asks

(L6)

R

esea

rche

r’s N

otes

: the

idio

mat

ic n

atur

e of

th

ese

exam

ples

pus

hes

it m

ore

to a

6 th

an th

e ot

her r

esea

rche

r’s e

xam

ples

from

this

wor

ksite

. Th

is e

xam

ple

also

has

a b

road

er ra

nge

of

cont

exts

.

Wor

ksite

A –

Res

earc

her #

2- L

iste

n to

in

stru

ctio

ns fo

r day

’s w

ork

Mak

e su

re y

ou w

ork

safe

. Hav

e yo

u go

t yo

ur h

arne

ss o

n if

you

need

it?

We

need

th

e kl

eins

. We’

re g

oing

in 1

50 m

eter

s an

d w

e m

ay e

nd u

p in

the

boile

r roo

m o

r we

coul

d en

d up

in th

e M

CC

room

.

Nor

mal

to fa

st s

peed

M

ay h

ave

back

grou

nd n

oise

of

mac

hine

ry (n

oise

leve

l var

ies)

In

stru

ctio

ns a

re g

iven

at b

egin

ning

of

day

and

thro

ugho

ut th

e da

y as

re

quire

d. M

ay o

r may

not

be

acco

mpa

nied

by

dem

onst

ratio

n bu

t w

orke

rs s

houl

d be

fam

iliar

with

the

basi

c w

ork

proc

edur

es.

L –

Inst

r.

5 –

6

Und

erst

and

sim

ple

to m

oder

atel

y co

mpl

ex

dire

ctio

ns a

nd in

stru

ctio

ns fo

r gen

eral

ly fa

mili

ar

and

rele

vant

pro

cedu

res

(inst

ruct

ions

are

abo

ut

7 –

8 st

eps

with

up

to 1

0 de

tails

. (L5

) S

eeks

cla

rific

atio

n an

d co

nfirm

atio

n if

requ

ired

(L5)

R

espo

nds

with

act

ions

to d

irect

ions

and

in

stru

ctio

ns,

e.g.

Fol

low

inst

ruct

ions

on

safe

ty o

r sec

urity

pr

oced

ures

at w

ork.

(L5)

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

74

App

endi

x 8:

Lis

teni

ng/S

peak

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed s

peec

h)

Task

Des

crip

tion

& v

erba

tim e

xam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent

to ju

stify

cho

ice

of le

vel

Impo

rtanc

e: H

igh

Freq

uenc

y: D

aily

Iden

tifie

s m

ain

inte

nt, m

ain

idea

, fac

tual

det

ails

, w

ords

, exp

ress

ions

and

impl

ied

mea

ning

s (L

5)

In

stru

ctio

ns a

re c

lear

, and

exp

licit

with

som

e vi

sual

clu

es, b

ut n

ot a

lway

s pr

esen

ted

step

by

step

(L6)

La

ngua

ge is

gen

eral

ly c

oncr

ete

and

cont

ains

a

rang

e of

com

mon

voc

abul

ary

and

idio

ms

(L6)

U

nder

stan

d a

set o

f dire

ctio

ns o

r ins

truct

ions

for

sim

ple

tech

nica

l or n

on-te

chni

cal t

asks

. In

stru

ctio

ns a

re a

bout

9 –

10

step

s w

ith u

p to

12

deta

ils,(6

) R

esea

rche

r’s N

otes

: Lan

guag

e co

mpl

exity

is 5

-6

but s

peed

of s

peec

h an

d ba

ckgr

ound

noi

se c

an

mak

e it

mor

e di

fficu

lt.

Wor

ksite

B -

Rec

eive

inst

ruct

ions

–E

xam

ples

: he

ight

of a

pan

el b

ox; a

ny

prot

ocol

s; s

peci

al m

ount

ing

brac

kets

(?);

how

to u

se th

e to

ols;

wha

t pro

cedu

re to

do

/seq

uenc

e of

task

s; s

afet

y m

easu

res

Usu

ally

giv

en b

y th

e fo

rem

an; g

iven

at

the

star

t of e

ach

day

and

thro

ugho

ut th

e da

y if/

as n

eede

d;

e.g.

, whe

n ch

angi

ng ta

sks

or

loca

tions

. Ele

ctric

ians

repo

rted

that

if

they

are

not

sur

e th

ey h

ave

been

un

ders

tood

they

will

sho

w th

em o

r ge

stur

e/dr

aw to

con

firm

un

ders

tand

ing.

L –

Inst

r. L6

U

nder

stan

d m

oder

atel

y co

mpl

ex d

irect

ions

and

in

stru

ctio

ns fo

r tec

hnic

al a

nd n

on-te

chni

cal

task

s. (I

nstru

ctio

ns a

re a

bout

9 to

10

step

s, w

ith

up to

12

deta

ils) (

L5)

Spe

ech

is c

lear

and

at a

slo

w to

nor

mal

rate

(L6)

M

ay re

quire

repe

titio

n (L

6)

Inst

ruct

ions

are

cle

ar a

nd e

xplic

it, b

ut n

ot a

lway

s pr

esen

ted

step

by

step

. (L6

-7)

Com

mun

icat

ion

is fa

ce-to

-face

(one

-on-

one

or in

sm

all g

roup

s) o

n th

e ph

one,

aud

io- o

r vis

ual -

med

iate

d (L

5-7)

V

isua

l clu

es a

nd s

ettin

g m

ay e

nhan

ce

com

preh

ensi

on w

hen

the

topi

c is

unf

amili

ar o

r th

e si

tuat

ion

is n

ot p

redi

ctab

le. (

L7)

Rel

ated

to g

ener

al k

now

ledg

e, li

fe e

xper

ienc

e,

and

spec

ializ

ed o

r tec

hnic

al m

atte

rs. (

L8)

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

75

App

endi

x 8:

Lis

teni

ng/S

peak

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed s

peec

h)

Task

Des

crip

tion

& v

erba

tim e

xam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent

to ju

stify

cho

ice

of le

vel

Wor

ksite

C -

List

enin

g to

inst

ruct

ions

fo

r the

day

’s w

ork

(Fro

m s

hop

talk

Day

#1)

JE

: Wha

t’s o

ur s

ched

uled

tim

e?

F: T

enta

tivel

y w

e’re

set

ting

it up

for 1

0:00

. H

e’s

(ref

errin

g to

Joh

n) m

akin

g ar

rang

emen

ts fo

r tha

t. W

e’ll

be k

nock

ing

out t

he h

oles

to g

o in

. We’

ll be

pre

ppin

g th

e tra

nsfo

rmer

to g

o in

. So

ther

e’s

no

dow

n tim

e on

the

____

_, ri

ght?

It’s

so

tight

in th

ere

we

may

hav

e to

cut

out

the

cabl

e.

The

mai

n in

stru

ctio

ns fo

r the

day

ar

e do

ne a

s pa

rt of

the

tool

box

talk

as

they

revi

ew th

e jo

bs a

nd s

afet

y co

nsid

erat

ions

. Loc

atio

ns a

nd

proc

edur

es a

re a

ll fa

mili

ar.

The

voca

bula

ry is

tech

nica

l (6)

but

th

e nu

mbe

r is

step

s is

lim

ited

(5)

and

the

proc

edur

es a

re g

ener

ally

fa

mili

ar a

nd re

leva

nt (5

)

L –

Inst

r. L5

U

nder

stan

d si

mpl

e to

mod

erat

ely

com

plex

di

rect

ions

and

inst

ruct

ions

for g

ener

ally

fam

iliar

an

d re

leva

nt p

roce

dure

s. In

stru

ctio

ns a

re a

bout

7

to 8

ste

ps, w

ith u

p to

10

deta

ils (f

ewer

on

the

phon

e). (

L5)

Sam

ple

task

: Fol

low

inst

ruct

ions

on

safe

ty o

r se

curit

y pr

oced

ures

at w

ork

(L5)

S

poke

n cl

early

at a

slo

w to

nor

mal

rate

(L5)

U

nder

stan

d a

set o

f dire

ctio

ns o

r ins

truct

ions

for

sim

ple

tech

nica

l or n

on-te

chni

cal t

asks

. In

stru

ctio

ns a

re a

bout

9 –

10

step

s w

ith u

p to

12

deta

ils, l

ess

on th

e ph

one)

. (L6

)

#3 C

oach

an

appr

entic

e or

exp

lain

a

proc

ess

to a

new

hire

S6

Wor

ksite

A -

Giv

e in

stru

ctio

ns to

an

appr

entic

e w

ith ra

tiona

le a

nd s

afet

y w

arni

ngs*

. A

jour

neym

an in

stru

cts

an

appr

entic

e in

wha

t the

y ar

e go

ing

to b

e do

ing

and

why

/how

it w

orks

. He

asks

qu

estio

ns to

con

firm

com

preh

ensi

on. H

e th

en g

ives

a li

st o

f ite

ms

they

will

nee

d to

do

the

job.

V

erba

tim E

xam

ples

: Fo

rem

an:

• W

hat w

e ar

e go

ing

to in

stal

l loo

ks

like

this

(ske

tchi

ng).

It’s

like

a fre

ezer

in th

at…

It’s

goin

g to

go

in

here

and

com

e ou

t her

e…lik

ely

a lo

w v

olta

ge c

able

and

afte

r tha

t w

e’re

goi

ng to

mou

nt th

is th

ing

The

inte

ract

ion

has

stro

ng a

nd

cons

iste

nt v

isua

l sup

port.

The

jo

urne

yman

mak

es a

qui

ck s

ketc

h to

dem

onst

rate

wha

t the

y w

ill b

uild

(a

form

of a

junc

tion

box)

and

ex

plai

ns h

ow it

will

wor

k as

wel

l as

how

they

will

bui

ld it

. The

jo

urne

yman

use

s ev

eryd

ay

voca

bula

ry a

nd e

xam

ples

to

com

mun

icat

e m

eani

ng (e

.g.,

it’s

like

a fre

ezer

) and

exp

lain

s th

e pu

rpos

e of

the

obje

ct, n

ot ju

st w

hat t

hey

have

to d

o. A

bout

5 s

teps

are

gi

ven.

S –

Inst

r. S

6-7

Com

mun

icat

e w

ith s

ome

conf

iden

ce in

rout

ine

soci

al s

ituat

ions

, and

pre

sent

con

cret

e in

form

atio

n in

som

e de

tail

abou

t fam

iliar

topi

cs o

f pe

rson

al re

leva

nce.

(S6)

U

ses

a ra

nge

of e

very

day

voca

bula

ry a

nd s

ome

com

mon

phr

ases

and

idio

ms

(S6)

C

lear

evi

denc

e of

con

nect

ed d

isco

urse

(S5/

6)

Use

s a

rang

e of

eve

ryda

y vo

cabu

lary

and

som

e co

mm

on p

hras

es a

nd id

iom

s (S

6)

Pro

nunc

iatio

n di

fficu

lties

may

som

etim

es im

pede

co

mm

unic

atio

n. (S

6)

Giv

es in

stru

ctio

ns a

nd d

irect

ions

for t

echn

ical

an

d no

n-te

chni

cal t

asks

, pro

cedu

res

and

proc

esse

s. (S

7)

Fam

iliar

, con

cret

e an

d so

me

abst

ract

topi

cs.

(S7)

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

76

App

endi

x 8:

Lis

teni

ng/S

peak

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed s

peec

h)

Task

Des

crip

tion

& v

erba

tim e

xam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent

to ju

stify

cho

ice

of le

vel

abou

t her

e w

ith a

Hilt

i Gun

…

• S

o, w

e ne

ed s

ome

4 3/

8 flu

sh

shel

ls, ¼

inch

bol

ts, 2

was

hers

. A

jour

neym

en a

lso

give

s fe

edba

ck to

ap

pren

tices

. Thi

s m

ay in

volv

e id

iom

s or

id

iom

atic

exp

ress

ions

(e.g

., on

e at

tabo

y go

es a

long

way

; I n

eed

to le

t him

kno

w

whe

re h

e’s

at; n

ow I’

m g

onna

giv

e yo

u a

little

mor

e ro

pe; y

ou h

ave

a lo

t of c

atch

ing

up to

do

R

esea

rche

r’s N

otes

: the

pow

er d

iffer

entia

l (jo

urne

yman

to a

ppre

ntic

e) w

ould

requ

ire s

ome

conf

iden

ce. A

t ben

chm

ark

6 yo

u ca

n ex

plai

n so

met

hing

in a

rela

tivel

y flu

id w

ay –

at 5

ther

e ar

e fre

quen

t pau

ses

and

hesi

tatio

ns. C

ourte

sy

form

ulas

sta

rt at

CLB

5.

Whe

n w

orki

ng w

ith a

n ap

pren

tice,

you

hav

e to

be

abl

e to

sho

w s

uppo

rt, e

ncou

rage

men

t. Fe

edba

ck c

an c

ome

acro

ss a

s en

cour

agem

ent

or c

orre

ctio

n.

Wor

ksite

A –

Res

earc

her #

2 -

Teac

h ap

pren

tice

how

to d

o a

proc

edur

e H

ow to

read

wire

, lay

cab

le, h

ow to

ben

d w

ire, w

hen

to te

ar u

p th

e ca

ble.

Impo

rtanc

e: H

igh

Freq

uenc

y: O

ccas

iona

lly

S –

Inst

r. S

- GTD

5-

7 G

ive

sequ

entia

l ins

truct

ions

and

dire

ctio

ns fo

r ev

eryd

ay a

ctiv

ities

and

pro

cess

es (S

5)

Use

s ap

prop

riate

exp

ress

ions

to s

eque

nce

inst

ruct

ions

. (S

5)

Giv

e in

stru

ctio

ns a

nd d

irect

ions

for a

bro

ad

rang

e of

eve

ryda

y ac

tiviti

es a

nd p

roce

sses

(S6)

G

ives

reas

ons

and

pred

icts

con

sequ

ence

s of

not

fo

llow

ing

thro

ugh.

(S6)

U

ses

mod

als

with

app

ropr

iate

leve

l of p

olite

ness

(S

6)

Use

s co

rrec

t seq

uenc

e of

ste

ps ((

6 &

7)

Use

s cl

ear r

efer

ence

s (6

& 7

) U

ses

sequ

enci

ng in

tona

tion

so th

e lis

tene

r can

fo

llow

. (S

6,7)

C

heck

s to

con

firm

und

erst

andi

ng (S

6+)

Rea

sona

bly

fluen

t for

mod

erat

ely

dem

andi

ng

cont

exts

(S6)

S

peec

h is

slo

w to

nor

mal

with

a fe

w h

esita

tions

(S

6)

Use

s a

rang

e of

eve

ryda

y vo

cabu

lary

and

som

e co

mm

on p

hras

es &

idio

ms

(S6)

U

ses

an e

xpan

ding

rang

e of

con

cret

e an

d

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

77

App

endi

x 8:

Lis

teni

ng/S

peak

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed s

peec

h)

Task

Des

crip

tion

& v

erba

tim e

xam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent

to ju

stify

cho

ice

of le

vel

idio

mat

ic la

ngua

ge (S

7)

Wor

ksite

B –

Giv

e in

stru

ctio

ns

- To

a p

artn

er o

r an

appr

entic

e or

so

meo

ne w

ho is

new

-

E.g

.: I n

eed

a qu

arte

r inc

h dr

ill b

it or

a

cord

less

dril

l – g

o ge

t it f

rom

the

tool

cr

ib o

r job

box

; whe

re to

put

a c

able

tra

y –

how

man

y an

d w

hat s

ize

to p

ull

in; h

ow to

use

a s

tain

less

ste

el

bend

er; b

rack

ets

for a

cab

le tr

ay –

w

here

to p

ut th

em (h

ow fa

r aw

ay fr

om

the

end)

and

spa

cing

in b

etw

een

Eve

n jo

urne

ymen

nee

d in

stru

ctio

ns

if th

ey a

re n

ew to

the

plan

t or t

o th

e un

ion

or n

ew to

an

indu

stria

l co

ntex

t. In

com

mer

cial

ther

e is

m

ore

pipi

ng th

an c

able

tray

. D

iffer

ent p

lant

s ha

ve d

iffer

ent r

ules

ab

out t

ying

off

at c

erta

in h

eigh

ts, f

or

exam

ple

– at

Sco

tford

you

nee

d to

be

tied

off

to a

n an

chor

poi

nt fo

r an

ythi

ng o

ver t

he fi

rst r

ung

of a

la

dder

; her

e it

is a

nyth

ing

over

six

fe

et.

S- I

nstr.

S

6 C

lear

evi

denc

e of

con

nect

ed d

isco

urse

(S5-

8)

Rea

sona

bly

fluen

t for

mod

erat

ely

dem

andi

ng

cont

exts

; spe

ech

rate

is s

low

to n

orm

al w

ith fe

w

hesi

tatio

ns (S

6)

Com

mun

icat

ion

is fa

ce-to

-face

or o

n th

e ph

one,

w

ith o

ne p

erso

n at

a ti

me

or in

sm

all g

roup

s.

(S5-

6)

Situ

atio

n is

som

ewha

t pre

dict

able

. (S

6)

Pro

nunc

iatio

n di

fficu

lties

may

som

etim

es im

pede

co

mm

unic

atio

n (S

6)

Giv

es in

stru

ctio

ns fo

r tec

hnic

al a

nd n

on-te

chni

cal

task

s, p

roce

dure

s an

d pr

oces

ses

(S7)

W

orks

ite C

- Sp

eaki

ng G

ive

inst

ruct

ions

to a

n ap

pren

tice

– so

met

imes

with

ratio

nale

and

saf

ety

war

ning

s.

Exp

lain

how

to re

inst

all h

eat t

race

. H

ere

we’

re T

his

is s

uppo

sed

to h

ave

a lo

op in

her

e, th

e lo

op s

houl

dn’t

be h

ere

(poi

ntin

g) S

unco

r spe

cs s

tate

this

. Thi

s is

w

here

it fe

eds

it po

wer

. The

min

eral

al

low

s th

e he

at to

tran

sfer

. A

ny s

uppo

rt is

hea

t sen

sitiv

e so

it’s

su

ppos

ed to

be

3 in

ches

from

her

e.

If yo

u ge

t a p

unct

ure

you

can…

In

stal

l thr

ee s

tatio

n lig

hts

acco

rdin

g to

the

blue

prin

ts. A

ll 3

will

be

pow

ered

up

by o

ne

circ

uit.

Bac

kgro

und

nois

e is

alw

ays

a fa

ctor

th

at m

akes

com

mun

icat

ion

chal

leng

ing.

In

stru

ctio

ns a

re s

trong

ly s

uppo

rted

by d

emon

stra

tion

and

visu

al c

lues

(w

orke

rs a

re s

tand

ing

toge

ther

at

the

wor

k st

atio

n, p

iece

of

equi

pmen

t)

S

5-6

Spe

aker

can

com

mun

icat

e w

ith s

ome

effo

rt in

sh

ort r

outin

e so

cial

situ

atio

ns, a

nd p

rese

nt

conc

rete

info

rmat

ion

abou

t nee

ds a

nd fa

mili

ar

topi

cs o

f per

sona

l rel

evan

ce. (

S5)

G

ive

sequ

entia

l ins

truct

ions

and

dire

ctio

ns fo

r ev

eryd

ay a

ctiv

ities

and

pro

cess

es (S

5)

Use

s ap

prop

riate

cou

rtesy

form

s an

d st

ruct

ures

(S5)

U

ses

appr

opria

te e

xpre

ssio

ns to

seq

uenc

e in

stru

ctio

ns (S

5)

• S

ampl

e: G

ive

inst

ruct

ions

to a

new

co

wor

ker o

n ho

w to

use

an

appl

ianc

e,

mac

hine

etc

. (S

5)

Pro

vide

s de

tails

and

giv

es re

ason

s (S

5)

Com

mun

icat

e w

ith s

ome

conf

iden

ce in

rout

ine

soci

al s

ituat

ions

, and

pre

sent

con

cret

e in

form

atio

n in

som

e de

tail

abou

t fam

iliar

topi

cs o

f pe

rson

al re

leva

nce.

(S6)

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

78

App

endi

x 8:

Lis

teni

ng/S

peak

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed s

peec

h)

Task

Des

crip

tion

& v

erba

tim e

xam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent

to ju

stify

cho

ice

of le

vel

I nee

d th

ese

two

light

s to

wor

k ou

t of t

his

junc

tion

box.

Giv

e in

stru

ctio

ns a

nd d

irect

ions

for a

bro

ad

rang

e of

eve

ryda

y ac

tiviti

es a

nd p

roce

sses

.(S6)

S

ampl

e: G

ive

inst

ruct

ions

to a

co-

wor

ker o

n w

hat

to d

o if

the

fire

alar

m s

ound

s.(S

6)

Giv

es re

ason

s an

d pr

edic

ts c

onse

quen

ces

of n

ot

follo

win

g th

roug

h (S

6)

Res

earc

her’s

Not

es: W

hile

a s

peak

er a

t CLB

5

can

com

mun

icat

e pr

oces

ses,

it is

with

pau

ses

and

hesi

tatio

ns –

take

s m

ore

wor

k fo

r the

lis

tene

r tha

n a

spea

ker a

t CLB

6

Task

#4

Ask

for c

larif

icat

ion

S

5

Wor

ksite

A –

Ask

for c

larif

icat

ion;

co

nfirm

und

erst

andi

ng. E

lect

ricia

ns

need

to a

sk q

uest

ions

of t

heir

fore

man

, pa

rtner

, app

rent

ice

or o

ther

trad

espe

rson

s to

cla

rify

actio

ns ta

ken

or p

lann

ed. T

hey

need

to c

onfir

m th

eir u

nder

stan

ding

of

dire

ctio

ns g

iven

and

con

firm

that

ap

pren

tices

hav

e un

ders

tood

them

.

Freq

uenc

y: D

aily

Im

porta

nce:

Hig

h S

-GTD

; In

fo.

S5-

6 C

omm

unic

atio

n is

face

-to-fa

ce o

r on

the

phon

e,

with

one

per

son

at a

tim

e or

in s

mal

l gro

ups

(S5)

A

sks

rele

vant

que

stio

ns (S

5,6)

R

epea

ts in

form

atio

n an

d id

eas

to c

onfir

m

unde

rsta

ndin

g –

(S 5

) C

heck

s to

con

firm

und

erst

andi

ng (S

6)

Giv

e an

d re

spon

d to

info

rmal

and

form

al

sugg

estio

ns a

nd in

dire

ct re

ques

ts (S

6)

Situ

atio

n is

som

ewha

t pre

dict

able

(S6)

In

dica

tes

parti

al c

ompr

ehen

sion

by

aski

ng

clar

ifyin

g qu

estio

ns (S

6)

Wor

ksite

B -

Ask

for c

larif

icat

ion

– e.

g.,

if yo

u ar

e un

clea

r on

assi

gned

wor

k –

ask

the

fore

man

to c

larif

y.

S

- Inf

o;

GTD

S

5 A

sk fo

r and

giv

e in

form

atio

n in

som

e de

tail;

ex

pres

s op

inio

ns, f

eelin

gs, o

blig

atio

n, a

bilit

y an

d ce

rtain

ty o

ne-o

n-on

e an

d in

sm

all g

roup

di

scus

sion

s or

mee

tings

. (S

6)

Ask

for a

nd g

ive

info

rmat

ion

rela

ted

to ro

utin

e da

ily a

ctiv

ities

in o

ne-o

n-on

e in

tera

ctio

ns. (

S5)

C

omm

unic

atio

n is

face

-to-fa

ce o

r on

the

phon

e,

with

one

per

son

at a

tim

e or

in s

mal

l gro

ups.

(S

5-6)

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

79

App

endi

x 8:

Lis

teni

ng/S

peak

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed s

peec

h)

Task

Des

crip

tion

& v

erba

tim e

xam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent

to ju

stify

cho

ice

of le

vel

Pro

nunc

iatio

n di

fficu

lties

som

etim

es im

pede

co

mm

unic

atio

n (S

5)

Wor

ksite

C –

See

k cl

arifi

catio

n an

d/or

co

nfirm

und

erst

andi

ng o

f day

’s

inst

ruct

ions

, inf

orm

atio

n fr

om s

hop

talk

, or s

afet

y ta

lk.

Impo

rtanc

e: H

igh

Freq

uenc

y: D

aily

S

- GTD

; In

fo

S 5

-6

R

easo

nabl

y flu

ent f

or m

oder

atel

y de

man

ding

co

ntex

ts (S

6)

Spe

ech

rate

is s

low

to n

orm

al w

ith h

esita

tions

(S

6)

Spe

ech

rate

is s

low

to n

orm

al w

ith s

ome

paus

es

and

hesi

tatio

ns (S

5)

Pro

nunc

iatio

n di

fficu

lties

som

etim

es im

pede

co

mm

unic

atio

n. (S

5,6)

H

as s

ome

awar

enes

s of

app

ropr

iate

non

-ver

bal

cues

and

sig

nals

(S5)

U

ses

a ra

nge

of c

omm

on e

very

day

voca

bula

ry

and

a lim

ited

num

ber o

f idi

oms;

avo

ids

topi

cs

with

unf

amili

ar v

ocab

ular

y (S

5)

Has

dev

elop

ing

awar

enes

s of

app

ropr

iate

non

-ve

rbal

cue

s an

d si

gnal

s (S

6)

Use

s a

rang

e of

eve

ryda

y vo

cabu

lary

and

som

e co

mm

on p

hras

es a

nd id

iom

s (S

6)

Indi

cate

s pa

rtial

com

preh

ensi

on b

y as

king

cl

arify

ing

ques

tions

(S6)

R

esea

rche

r’s N

otes

: Th

is c

an b

e ac

com

plis

hed

at m

uch

low

er C

LB le

vels

but

pos

sibl

y w

ith

adve

rse

reac

tion

from

the

conv

ersa

tion

partn

er.

This

nee

ds to

be

done

as

a fir

st la

ngua

ge

spea

ker w

ould

do

this

so

as n

ot to

dra

w

atte

ntio

n to

one

’s la

ck o

f com

preh

ensi

on –

e.g

., D

id y

ou s

ay th

e ”k

lein

s?” O

r Whe

re?

as

oppo

sed

to P

leas

e re

peat

or I

don

’t un

ders

tand

.

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

80

App

endi

x 8:

Lis

teni

ng/S

peak

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed s

peec

h)

Task

Des

crip

tion

& v

erba

tim e

xam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent

to ju

stify

cho

ice

of le

vel

Task

#5

– G

ive

Cla

rific

atio

n

S

5-6

Wor

ksite

C –

an

appr

entic

e as

ks

ques

tions

to c

larif

y w

hat t

he jo

urne

yman

ha

s di

rect

ed o

r exp

lain

ed; a

fore

man

ask

s th

e el

ectri

cian

to c

larif

y w

hat h

e ha

s sa

id

or d

one

S

- G

TD

S 5

-6

Com

mun

icat

es w

ith s

ome

conf

iden

ce in

s ro

utin

e so

cial

situ

atio

ns, a

nd p

rese

nt c

oncr

ete

info

rmat

ion

is s

ome

deta

il ab

out f

amili

ar to

pics

of

pers

onal

rele

vanc

e. (S

6)

Use

s ap

prop

riate

per

suas

ive

argu

men

ts (S

7)

Giv

es re

ason

s an

d pr

edic

ts c

onse

quen

ces

of n

ot

follo

win

g th

roug

h (S

6)

Exp

ress

es o

pini

ons

and

feel

ings

, if n

eces

sary

(S

6)

Com

mun

icat

ion

is i

nfor

mal

to s

omew

hat f

orm

al

(S5,

6)

Pro

nunc

iatio

n di

fficu

lties

may

impe

de

com

mun

icat

ion

(S5,

6)

Task

#6

- Giv

e an

d re

spon

d to

requ

ests

L

3-5

S 4-

5

Wor

ksite

A –

Giv

e an

d re

spon

d to

sh

ort r

eque

sts

from

fo

rem

an/jo

urne

yman

C

an y

ou g

et m

e a

rolle

r?

E.g

., as

k a

fore

man

if it

’s o

kay

to c

hang

e jo

bs b

ecau

se a

noth

er tr

ade

is in

the

way

E

.g.,

Ask

ing

to b

orro

w a

n ex

tens

ion

cord

or

wel

ding

cab

les

or p

iece

s of

met

al o

r yo

u as

k th

e si

ding

guy

s to

ben

d th

is m

etal

–

you

expl

ain

how

and

they

’ll d

o it

for y

ou.

List

enin

g ta

sk m

ay b

e m

ade

mor

e di

fficu

lt by

bac

kgro

und

nois

e, n

ot

bein

g ab

le to

see

spe

aker

(CLB

do

esn’

t acc

ount

for t

hese

var

iabl

es)

List

enin

g ta

sk a

ssum

es th

e lis

tene

r kn

ows

the

voca

bula

ry (w

hat a

rolle

r is

) and

cor

rect

pro

toco

l su

ch a

s w

here

and

how

to g

et o

ne.

Impo

rtanc

e: H

igh

Freq

uenc

y: D

aily

S –

GTD

L

3-4

S 4

-5

Com

mun

icat

ion

is fa

ce-to

-face

(S3)

S

peec

h is

cle

ar a

nd a

t a s

low

to n

orm

al ra

te

(S3+

) V

isua

l clu

es a

nd s

ettin

g su

ppor

t the

mea

ning

(S

3)

List

enin

g te

xts

can

be s

hort

info

rmal

m

onol

ogue

s, d

ialo

gues

or s

impl

e in

stru

ctio

ns

(S3)

In

stru

ctio

ns c

onta

in s

impl

e an

d co

mpo

und

stru

ctur

es, a

nd lo

nger

phr

ases

of l

ocat

ion,

m

ovem

ent a

nd m

anne

r (S

4)

Giv

e an

d re

spon

d to

info

rmal

requ

ests

, pe

rmis

sion

, sug

gest

ions

and

adv

ice

(S5)

P

rovi

de d

etai

ls a

nd g

ive

reas

ons

(S5)

U

se m

odal

s w

ith th

e ap

prop

riate

leve

l of

polit

enes

s (S

5)

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

81

App

endi

x 8:

Lis

teni

ng/S

peak

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed s

peec

h)

Task

Des

crip

tion

& v

erba

tim e

xam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent

to ju

stify

cho

ice

of le

vel

Res

earc

her’s

Not

es: s

peak

ing

will

be

high

er th

an

liste

ning

bec

ause

of t

he n

eed

to in

corp

orat

e su

btle

ties

of th

e co

ntex

t (as

king

in th

e rig

ht w

ay)

If th

e re

ques

t nee

ds to

be

acco

mpa

nied

by

any

reas

on o

r exp

lana

tion

you

wou

ld n

eed

a ce

rtain

de

gree

of f

luen

cy, p

ushi

ng th

is to

a 5

, at l

east

, or

mor

e, d

epen

ding

on

the

deta

il.

Wor

ksite

B –

Mak

e re

ques

ts –

e.g

., se

nt

to th

e to

ol c

rib to

get

som

ethi

ng;

ask

the

fore

man

to c

hang

e jo

bs o

r get

inst

ruct

ions

fo

r the

nex

t job

; ask

to b

orro

w a

tool

– a

sk

anot

her c

rew

(e.g

., w

e on

ly h

ave

one

saw

pe

r cre

w –

mig

ht a

sk a

noth

er c

rew

to

borr

ow o

ne fo

r a m

inut

e) o

r we

are

runn

ing

cond

uit c

able

we

need

to a

sk

anot

her c

rew

if w

e ca

n us

e th

e th

read

er

(one

thre

ader

is s

hare

d be

twee

n tw

o cr

ews)

;

S

- GTD

S

4 M

ake

and

resp

ond

to s

impl

e re

ques

ts re

late

d to

co

mm

on e

very

day

activ

ities

(S2)

A

sks

and

resp

onds

to q

uest

ions

abo

ut c

omm

on,

ever

yday

rout

ines

(S4)

U

ses

appr

opria

te c

ourte

sy fo

rms

and

stru

ctur

es

(Cou

ld y

ou?

Wou

ld y

ou?)

(S4,

5)

Mak

e an

d re

spon

d to

a ra

nge

of re

ques

ts a

nd

offe

rs (s

uch

as g

ettin

g as

sist

ance

, and

ask

ing

for,

offe

ring,

acc

eptin

g or

reje

ctin

g go

ods

or

serv

ices

) (S

4)

Ta

sk #

7 –

Giv

e an

d re

spon

d to

w

arni

ngs

of h

azar

ds, d

ange

r

L3

-5

Wor

ksite

A –

Lis

ten

and

obey

and

giv

e ve

rbal

war

ning

s.

War

ning

s m

ay b

e cl

early

and

cal

mly

co

mm

unic

ated

to e

lect

ricia

ns in

adv

ance

as

par

t of a

saf

ety

disc

ussi

on o

r giv

ing

advi

ce re

: exp

ecte

d be

havi

our (

e.g.

, any

em

ploy

ee w

ho d

oes

X w

ill b

e te

rmin

ated

). W

arni

ngs

may

als

o be

giv

en ‘i

n th

e m

omen

t’, a

s in

a h

azar

dous

or e

mer

genc

y

In m

ost c

ases

war

ning

s ar

e st

rong

ly

supp

orte

d by

vis

ual c

ues

and/

or

gest

ures

. Fr

eque

ncy:

Dai

ly

Impo

rtanc

e: H

igh

L& S

–

GTD

L/

S 3

U

nder

stan

d ex

pres

sion

s us

ed to

attr

act a

ttent

ion

and

to re

ques

t ass

ista

nce

in s

ituat

ions

of

imm

edia

te p

erso

nal n

eed.

Sam

ples

-‐

Iden

tifie

s ke

y w

ords

and

exp

ress

ions

(H

elp!

Wat

ch o

ut!)

-‐ R

espo

nds

appr

opria

tely

with

phy

sica

l or

verb

al re

spon

ses

(L1)

U

nder

stan

d a

rang

e of

exp

ress

ions

use

d to

m

ake

and

resp

ond

to re

ques

ts a

nd to

exp

ress

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

82

App

endi

x 8:

Lis

teni

ng/S

peak

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed s

peec

h)

Task

Des

crip

tion

& v

erba

tim e

xam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent

to ju

stify

cho

ice

of le

vel

situ

atio

n w

here

a w

orke

r is

doin

g so

met

hing

he

shou

ld n

ot o

r is

abou

t to

be

hurt.

Ele

ctric

ians

may

nee

d to

war

n a

crew

mem

ber o

r ano

ther

trad

espe

rson

of

a po

tent

ial o

r exi

stin

g da

nger

Ex

ampl

es:

- H

ey! Y

ou’re

in a

red

flag

area

! -

Hey

you

! Get

off

of th

at s

caffo

ld!

It’s

red

tagg

ed!

- Y

ellin

g Fi

re! o

r Sho

t! w

hen

usin

g th

e H

ilti G

un.

and

resp

ond

to w

arni

ngs

in s

ituat

ions

of

imm

edia

te p

erso

nal n

eed.

(L2)

G

ive

very

sim

ple

war

ning

s an

d ca

utio

ns (S

2)

Giv

e an

exp

ande

d ra

nge

of s

impl

e w

arni

ngs

and

caut

ions

(S3)

P

rovi

des

som

e ba

sic

deta

ils (S

3)

Elic

its o

r pro

vide

s de

tails

as

nece

ssar

y (S

4)

Und

erst

ands

key

wor

ds, f

orm

ulai

c ph

rase

s an

d m

ost s

hort

sent

ence

s on

topi

cs o

f im

med

iate

pe

rson

al re

leva

nce.

(L3)

V

isua

l clu

es a

nd s

ettin

g su

ppor

t the

m

eani

ng…

spee

ch is

acc

ompa

nied

by

pict

ures

or

gest

ures

(S2,

3)

W

orks

ite A

– R

esea

rche

r #2

- Res

pond

to

war

ning

s E

.g.,

Wat

ch b

ehin

d yo

u.

Or a

dvis

e a

co-w

orke

r of n

egat

ive

cons

eque

nces

of a

giv

en a

ctio

n, F

allin

g as

leep

on

the

job

is a

n au

tom

atic

te

rmin

atio

n.

The

exam

ples

of w

arni

ngs

that

w

ere

give

n w

ere

very

sho

rt an

d si

mpl

e. H

owev

er, w

arni

ngs

can

also

be

imbe

dded

in lo

nger

, les

s ob

viou

s ty

pes

of s

tate

men

ts. I

f you

don

’t us

e X

, you

risk

Y.

S- I

nfo

S3

-5

Pro

vide

s de

tails

and

giv

es re

ason

s (S

5)

Giv

es re

ason

s an

d pr

edic

ts c

onse

quen

ces

of n

ot

follo

win

g th

roug

h (S

6)

Task

#8

Eng

age

in in

form

al

conv

ersa

tions

L/

S 4-

6+

Wor

ksite

A –

Info

rmal

con

vers

atio

n –

talk

ing

abou

t pas

t exp

erie

nces

* –Jo

urne

yman

cha

ts w

ith a

ppre

ntic

e w

hile

sh

e as

sist

s hi

m in

inst

allin

g a

junc

tion

box.

He

asks

her

whe

re s

he a

s w

orke

d so

fa

r on

site

and

then

abo

ut o

ther

pla

ces

Bot

h sp

eake

rs a

re lo

okin

g at

the

junc

tion

box

and

wha

t the

y ar

e w

orki

ng o

n, n

ot e

ach

othe

r. In

tera

ctio

n is

abo

ut 5

min

utes

in

leng

th a

nd in

terr

upte

d by

in

stru

ctio

ns (p

ass

me

the

leve

l,

L&S

–

Inte

ract

ing

with

Oth

ers

(IWO

)

L5

S5-

6 P

artic

ipat

e in

bas

ic s

ocia

l con

vers

atio

ns fo

r a

rang

e of

pur

pose

s (s

uch

as e

xpre

ssin

g fe

elin

gs,

mak

ing,

acc

eptin

g or

dec

linin

g in

vita

tions

, pr

ovid

ing

quic

k up

date

s an

d en

gagi

ng in

sm

all

talk

. [Li

mite

d su

ppor

t fro

m in

terlo

cuto

rs.]

(S5)

A

sks

and

resp

onds

to q

uest

ions

abo

ut c

omm

on,

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

83

App

endi

x 8:

Lis

teni

ng/S

peak

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed s

peec

h)

Task

Des

crip

tion

& v

erba

tim e

xam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent

to ju

stify

cho

ice

of le

vel

she

has

wor

ked

and

talk

s ab

out h

is o

wn

expe

rienc

es a

t diff

eren

t wor

ksite

s.

Con

vers

atio

n in

clud

es s

ome

wor

kpla

ce

term

inol

ogy

and

idio

mat

ic e

xpre

ssio

ns a

s w

ell a

s re

duce

d sp

eech

. E

xam

ples

: •

List

enin

g - B

een

on th

e si

te lo

ng?

Wha

t par

t you

bee

n w

orki

ng in

? It

took

me

the

long

est t

ime

to fi

gure

ou

t the

sw

itch

light

eve

n th

ough

th

ey e

xpla

ined

it in

sch

ool…

.I w

as

wor

king

at t

he U

of C

and

then

th

at d

ried

up.

• S

peak

ing

– I w

ante

d to

get

into

th

at. I

got

laid

off,

then

I w

ent a

nd

sign

ed u

p at

the

Hal

l. In

indu

stria

l yo

u ar

e ba

sica

lly to

ld to

pul

l cab

le

from

this

poi

nt to

this

poi

nt a

nd b

y th

e tim

e th

e pr

ojec

t’s d

one

you’

re

gone

.

okay

, lin

e th

is u

p he

re) t

hen

resu

min

g th

e co

nver

satio

n. N

oise

le

vel i

mpa

cts

com

mun

icat

ion

som

ewha

t. D

eliv

ery

is a

t a n

orm

al

rate

. Fr

eque

ncy:

Dai

ly

Impo

rtanc

e: H

igh?

ever

yday

rout

ines

(S4)

U

ses

a ra

nge

of s

mal

l-tal

k ph

rase

s an

d ex

pres

sion

s (S

4)

With

one

per

son

at a

tim

e or

in a

sm

all,

supp

ortiv

e gr

oup

(S4)

Li

sten

ers

are

supp

ortiv

e an

d en

cour

agin

g (S

4)

Task

s re

quire

con

nect

ed d

isco

urse

(S5)

U

nder

stan

d, w

ith s

ome

effo

rt, th

e gi

st o

f m

oder

atel

y co

mpl

ex, c

oncr

ete

form

al a

nd

info

rmal

com

mun

icat

ion.

(L5)

R

elat

ed to

rele

vant

, eve

ryda

y to

pics

(L5)

S

omet

imes

requ

ires

repe

titio

n (L

5)

Lang

uage

is c

oncr

ete

and

incl

udes

mos

tly

com

mon

voc

abul

ary

and

a lim

ited

num

ber o

f id

iom

s (L

5)

Lang

uage

is g

ener

ally

con

cret

e w

ith s

ome

abst

ract

ele

men

ts, a

nd c

onta

ins

a ra

nge

of

com

mon

voc

abul

ary

and

idio

ms

(L6)

R

esea

rche

r’s N

otes

: Ben

chm

arki

ng s

mal

l tal

k is

di

fficu

lt as

so

muc

h de

pend

s on

the

topi

c –

fam

iliar

ity, c

ompl

exity

, etc

.

Wor

ksite

B –

Sm

all t

alk/

cha

tting

whi

le

wor

king

– b

etw

een

crew

mem

bers

and

/or

with

you

r par

tner

. It t

akes

you

r min

d of

f w

ork;

It’s

impo

rtant

for r

elat

ions

hips

on

the

team

.

S

– IW

O

S5

Use

a ra

nge

of c

ourte

sy fo

rmul

as a

nd s

ome

casu

al s

mal

l tal

k in

sho

rt, o

ne-o

n-on

e or

sm

all

grou

p in

tera

ctio

ns. [

Inte

rlocu

tors

are

fam

iliar

and

su

ppor

tive]

. (S

4)

Par

ticip

ate

in b

asic

soc

ial c

onve

rsat

ions

for a

ra

nge

of p

urpo

ses

(suc

h as

exp

ress

ing

feel

ings

, m

akin

g, a

ccep

ting

or d

eclin

ing

invi

tatio

ns,

prov

idin

g qu

ick

upda

tes

and

enga

ging

in s

mal

l ta

lk. [

Lim

ited

supp

ort f

rom

inte

rlocu

tors

.] (S

5)

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

84

App

endi

x 8:

Lis

teni

ng/S

peak

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed s

peec

h)

Task

Des

crip

tion

& v

erba

tim e

xam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent

to ju

stify

cho

ice

of le

vel

Wor

ksite

C -

C

hatti

ng o

n th

e jo

b an

d in

the

lunc

hroo

m.

Ele

ctric

ians

tend

to w

ork

in p

artn

ers.

The

y m

ay re

quire

con

stan

t com

mun

icat

ion

to

chec

k de

tails

(e.g

., ch

ecki

ng a

pan

el to

co

mpa

re s

hop

draw

ings

to w

hat i

s ac

tual

ly in

pla

ce).

Or t

hey

may

be

doin

g so

met

hing

mor

e re

petit

ive

(e.g

., in

stal

ling

new

hea

t tra

ce) a

nd c

hat t

o ‘p

ass

the

time.

L/

S IW

O

L/S

4-6

Flue

ncy

is a

dequ

ate

for s

impl

e co

nver

satio

ns

(S4)

V

ocab

ular

y is

ade

quat

e fo

r bas

ic e

very

day

rout

ine

conv

ersa

tions

(S4)

Fa

mili

ar, m

ostly

con

cret

e to

pics

(S5-

6)

Par

ticip

ate

in b

asic

soc

ial c

onve

rsat

ions

for a

ra

nge

of p

urpo

ses

(suc

h as

exp

ress

ing

feel

ings

, m

akin

g, a

ccep

ting

or d

eclin

ing

invi

tatio

ns,

prov

idin

g qu

ick

upda

tes

and

enga

ging

in s

mal

l ta

lk. [

Lim

ited

supp

ort f

rom

inte

rlocu

tors

.] (S

5)

Lang

uage

is c

oncr

ete

and

incl

udes

mos

tly

com

mon

voc

abul

ary

and

a lim

ited

num

ber o

f id

iom

s (L

5)

R

esea

rche

r’s N

otes

: In

thes

e ca

ses

the

chal

leng

e is

not

nec

essa

rily

the

leve

l of d

iffic

ulty

of

the

lang

uage

, but

the

topi

cs &

rela

tions

hips

. If

you’

re n

ot in

tere

sted

in h

ocke

y, th

e la

test

sto

ry

from

the

bar,

or o

ff-co

lor j

oke,

it’s

har

d to

pa

rtici

pate

in th

e co

nver

satio

n no

mat

ter w

hat

your

lang

uage

leve

l. Th

is m

akes

for

unco

mfo

rtabl

e si

lenc

e.

Task

#9

- C

oord

inat

e w

ork

with

oth

ers

L/

S 4-

6

Wor

ksite

A –

Coo

rdin

ate

wor

k w

ith

crew

mem

bers

and

oth

er tr

ades

. For

ex

ampl

e, a

skin

g a

wel

der t

o tu

rn o

ff hi

s bl

ow to

rch

for a

few

min

utes

unt

il a

proc

edur

e w

ith a

flam

mab

le s

ubst

ance

is

Inte

ract

ion

typi

cally

occ

urs

whe

n di

ffere

nt tr

ades

sha

re th

e sa

me

wor

kspa

ce o

r adj

oini

ng

wor

kspa

ces.

The

inte

ract

ion

ofte

n in

volv

es s

ome

degr

ee o

f

L/S

S –

G

TD

L/S

5-6

G

ive

and

resp

ond

to in

form

al re

ques

ts,

perm

issi

on, s

ugge

stio

ns a

nd a

dvic

e (S

5)

Pro

vide

s de

tails

and

giv

es re

ason

s (S

5)

Agr

ees

and

disa

gree

s ap

prop

riate

ly, i

f nec

essa

ry

(S5-

6)

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

85

App

endi

x 8:

Lis

teni

ng/S

peak

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed s

peec

h)

Task

Des

crip

tion

& v

erba

tim e

xam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent

to ju

stify

cho

ice

of le

vel

com

plet

ed o

r tal

king

to th

e pi

pefit

ters

to

coor

dina

te p

ullin

g ca

ble

whe

re th

ey a

re

layi

ng p

ipe.

e.

g., o

ne e

lect

ricia

n is

term

inat

ing

and

the

othe

r is

pulli

ng c

able

– y

ou p

ull o

n th

is

side

and

I’ll

wor

k on

this

sid

e e.

g., p

ipef

itter

s ru

nnin

g tra

y on

the

mai

n flo

or a

nd a

t the

sam

e el

evat

ion

as y

ou a

re

wor

king

– ta

lk it

ove

r, m

ay n

eed

to g

o to

th

e su

perv

isor

to d

iscu

ss

e.g.

, a p

ipef

itter

sta

rts g

roun

ding

. Hey

bu

ddy,

you

nee

d to

put

up

a sh

ield

. e.

g., s

caffo

ldin

g/tu

bing

in th

e w

ay –

can

I ge

t thi

s m

oved

? or

Hey

Ed

– w

e ne

ed th

is

tube

mov

ed o

ver 1

foot

. Is

that

pos

sibl

e?

nego

tiatio

n/pr

oble

m-s

olvi

ng in

ord

er

to a

rriv

e at

a m

utua

lly a

ccep

tabl

e so

lutio

n. S

omet

imes

, ref

errin

g to

a

pers

on in

aut

horit

y (e

.g.,

fore

man

) is

requ

ired

or c

onsu

lting

oth

er

refe

renc

es (e

.g.,

blue

prin

ts) i

n or

der

to re

solv

e th

e is

sue.

C

omm

unic

atio

n ca

n of

ten

be

impe

ded

by n

oise

in th

e w

orkp

lace

, so

that

ges

ture

s ar

e of

ten

part

of

com

mun

icat

ing

conc

erns

or

requ

ests

. Fr

eque

ncy:

Reg

ular

ly

Impo

rtanc

e: M

ediu

m

Use

s m

odal

s w

ith th

e ap

prop

riate

leve

l of

polit

enes

s (S

5-6)

G

ive

and

resp

ond

to in

form

al re

ques

ts,

perm

issi

on, s

ugge

stio

ns a

nd a

dvic

e (S

5)

Ask

for a

nd g

ive

info

rmat

ion

rela

ted

to ro

utin

e da

ily a

ctiv

ities

in o

ne-o

n-on

e in

tera

ctio

ns (S

5)

Ade

quat

ely

fluen

t for

mod

erat

ely

dem

andi

ng

cont

exts

; spe

ech

rate

is s

low

to n

orm

al w

ith

som

e pa

uses

and

hes

itatio

ns (S

5)

Mak

e in

dire

ct re

ques

ts a

nd s

ugge

stio

ns fo

r th

ings

that

you

wou

ld li

ke o

ther

s to

do

(suc

h as

I w

ould

n’t d

o th

at if

I w

ere

you;

You

mig

ht w

ant t

o re

cons

ider

; I d

on’t

thin

k sm

okin

g is

allo

wed

in

here

.) S

ampl

e (S

6)

Som

etim

es re

quire

s re

petit

ion

(L5)

La

ngua

ge is

con

cret

e an

d in

clud

es m

ostly

co

mm

on v

ocab

ular

y an

d a

limite

d nu

mbe

r of

idio

ms

(L5)

C

omm

unic

atio

n is

live

, fac

e-to

-face

(one

on

one

or in

sm

all g

roup

s), o

n th

e ph

one

or v

ideo

-aud

io-

med

iate

d. (L

5)

Res

earc

her’s

Not

es:

Coo

rdin

atin

g w

ork

is a

co

mpo

site

task

of m

akin

g an

d re

spon

ding

to

requ

ests

, mak

ing

sugg

estio

ns, a

nd p

robl

em

solv

ing.

The

nua

nces

of h

ow to

say

this

in a

way

th

at is

wel

l rec

eive

d is

impo

rtant

, rai

sing

the

com

plex

ity.

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

86

App

endi

x 8:

Lis

teni

ng/S

peak

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed s

peec

h)

Task

Des

crip

tion

& v

erba

tim e

xam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent

to ju

stify

cho

ice

of le

vel

Wor

ksite

B –

Coo

rdin

ate

wor

k w

ith

othe

rs –

sm

all a

nd b

rief t

ype

of th

ings

. E

.g. C

an y

ou m

ove

your

ladd

er fo

r 30

seco

nds?

; ask

a s

caffo

lder

to m

ove

pipe

to

inst

all t

he p

anel

;

This

hap

pens

fairl

y of

ten

– tw

ice

a w

eek?

S

- GTD

S

4 U

nder

stan

d sh

ort c

omm

unic

atio

n in

tend

ed to

in

fluen

ce o

r per

suad

e ot

hers

in fa

mili

ar,

ever

yday

situ

atio

ns (L

4)

Mak

e an

d re

spon

d to

a ra

nge

of re

ques

ts a

nd

offe

rs (s

uch

as g

ettin

g as

sist

ance

, and

ask

ing

for,

offe

ring,

acc

eptin

g or

reje

ctin

g go

ods

or

serv

ices

.) (S

4)

Ask

s qu

estio

ns a

nd m

akes

requ

ests

and

su

gges

tions

pol

itely

and

app

ropr

iate

ly. (

S4)

Ta

sk #

10 -

Dis

cuss

a p

robl

em/

trou

bles

hoot

S5

-6

Wor

ksite

A –

Sta

te o

r exp

lain

pro

blem

an

d m

ake

requ

ests

or s

ugge

st

solu

tions

to s

omeo

ne.

May

nee

d to

agr

ee o

r dis

agre

e w

ith

som

eone

on

your

cre

w o

r fro

m a

noth

er

crew

or t

rade

. E

xam

ples

: -

Tell

a w

elde

r his

flam

e is

too

clos

e. A

sk h

im to

use

a s

mok

e ea

ter o

r sto

p w

hile

you

fini

sh y

our

task

.

- W

ith y

our p

artn

er –

the

cabl

e go

es th

e w

rong

way

– s

omeo

ne

did

som

ethi

ng w

rong

. Thi

s w

ork

need

s to

be

redo

ne

- In

a ti

ght s

truct

ure

with

littl

e lig

ht –

de

cide

who

will

go

to fi

nd a

ligh

t. -

The

cabl

e go

es th

e w

rong

way

–

som

eone

did

som

ethi

ng w

rong

. N

eed

to d

ecid

e if

it ne

eds

to b

e re

done

. -

Exp

lain

a p

robl

em w

ith a

tool

that

Nee

d to

mak

e su

gges

tions

ap

prop

riate

ly –

to n

ot o

ffend

Im

porta

nce:

Hig

h Fr

eque

ncy:

Wee

kly

S- G

TD

L/S

5-7

C

omm

unic

ate

with

som

e co

nfid

ence

in ro

utin

e so

cial

situ

atio

ns, a

nd p

rese

nt c

oncr

ete

info

rmat

ion

in s

ome

deta

il ab

out f

amili

ar to

pics

of

pers

onal

rele

vanc

e. (S

6)

Rea

sona

bly

fluen

t for

mod

erat

ely

dem

andi

ng

cont

exts

; spe

ech

rate

is s

low

to n

orm

al w

ith fe

w

hesi

tatio

ns (S

6-7)

S

ituat

ion

is s

omew

hat p

redi

ctab

le (S

5-6)

A

gree

, dis

agre

e an

d gi

ve o

pini

ons

in s

mal

l gro

up

disc

ussi

ons

or m

eetin

gs (S

5)

Agr

ees

and

disa

gree

s ap

prop

riate

ly, i

f nec

essa

ry

(S5-

6)

Par

ticip

ates

effe

ctiv

ely

in in

tera

ctio

ns w

ith s

ome

degr

ee o

f sup

port

from

oth

ers.

(S6)

M

ake

indi

rect

requ

ests

and

sug

gest

ions

for

thin

gs th

at y

ou w

ould

like

oth

ers

to d

o (s

uch

as I

wou

ldn’

t do

that

if I

wer

e yo

u; Y

ou m

ight

wan

t to

reco

nsid

er; I

don

’t th

ink

smok

ing

is a

llow

ed in

he

re.)

Sam

ple

(S6)

C

omm

unic

atio

n is

spo

ken

clea

rly a

t a n

orm

al

rate

(L7)

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

87

App

endi

x 8:

Lis

teni

ng/S

peak

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed s

peec

h)

Task

Des

crip

tion

& v

erba

tim e

xam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent

to ju

stify

cho

ice

of le

vel

you

are

taki

ng b

ack

to th

e to

ol

crib

M

ay re

quire

repe

titio

n (L

6)

Topi

cs a

re g

ener

ally

fam

iliar

, rel

evan

t, an

d m

ay

be a

bout

gen

eral

kno

wle

dge

or w

ork-

rela

ted

(L7)

R

esea

rche

r’s N

otes

: You

mig

ht b

e ab

le to

do

30%

of t

hese

task

s at

a C

LB 4

, but

man

y ta

sks

will

requ

ire e

xpla

natio

n (m

ore

like

a 5)

and

the

abili

ty to

spe

ak w

ith c

onfid

ence

and

in s

ome

deta

il (S

6)

Wor

ksite

B -

Expl

ain/

disc

uss

tech

nica

l pr

oble

ms

– as

sist

in tr

oubl

esho

otin

g M

ost s

erio

us tr

oubl

esho

otin

g is

don

e by

th

e fo

rem

an, b

ut th

e jo

urne

yman

may

ha

ve in

put.

Exa

mpl

es:

- To

day

we

are

pulli

ng c

able

into

a

pret

ty s

mal

l tra

y an

d yo

u ha

ve to

cr

oss

som

e gr

ound

cab

les

and

we

disc

uss

how

we

will

do

that

to m

ake

it lo

ok th

e be

st.

- W

e ha

d a

bunc

h of

hea

vy s

crap

ca

ble.

We

wer

e cu

tting

it in

to

wor

kabl

e ch

unks

and

the

gato

r cab

le

cars

(bat

tery

ope

rate

d cu

tter)

we

wer

e us

ing

to d

o th

is b

roke

. -

You

mig

ht h

ave

to d

escr

ibe

a pr

oble

m

with

a to

ol

- I m

ight

say

“Sto

p - h

ow a

bout

tryi

ng it

th

is w

ay…

; mig

ht e

ven

be to

a

fore

man

– e

.g.,

we

wer

e pu

lling

cab

le

and

the

fore

man

say

s pu

t the

se in

the

orde

r of 1

,2,3

and

I su

gges

t tha

t 3-2

-1

wou

ld a

llow

mor

e ro

om to

do

it.

S

-GTD

S

5-6

In

sm

all f

amili

ar g

roup

s (S

5)

Agr

ee, d

isag

ree

and

give

opi

nion

s in

sm

all g

roup

di

scus

sion

s or

mee

tings

(S5)

R

elat

ed to

rele

vant

topi

cs (L

5-7)

G

ive

a pr

esen

tatio

n ab

out s

eque

nces

of e

vent

s;

inci

dent

s in

the

past

, pre

sent

or f

utur

e; o

r to

desc

ribe

scen

es, p

ictu

res

or d

aily

rout

ines

. (S

5)

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

88

App

endi

x 8:

Lis

teni

ng/S

peak

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed s

peec

h)

Task

Des

crip

tion

& v

erba

tim e

xam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent

to ju

stify

cho

ice

of le

vel

Wor

ksite

C -

Dis

cuss

a p

robl

em,

sugg

est s

olut

ions

or a

ltern

ativ

es

Dis

cuss

with

a c

o-w

orke

r how

to re

pair

a m

achi

ne.

Dis

cuss

whi

ch e

nd to

sta

rt fro

m w

hen

inst

allin

g th

e he

at tr

ace

Face

to fa

ce –

stro

ngly

sup

porte

d by

vis

ual c

lues

(the

pie

ce o

f eq

uipm

ent,

mac

hine

, too

ls) a

re

typi

cally

in fr

ont o

f the

spe

aker

s.

S- G

TD

S5-

6 G

ive

and

resp

ond

to in

form

al re

ques

ts,

perm

issi

on, s

ugge

stio

ns a

nd a

dvic

e. P

rovi

des

deta

ils a

nd g

ives

reas

ons.

Use

s m

odal

s w

ith

appr

opria

te le

vel o

f pol

itene

ss. (

S5)

G

ive

and

resp

ond

to in

form

al a

nd fo

rmal

su

gges

tions

and

indi

rect

requ

ests

. Giv

es

reas

ons

and

pred

icts

con

sequ

ence

s of

not

fo

llow

ing

thro

ugh

(S6)

C

onve

ys a

dev

elop

ing

abili

ty to

mak

e in

dire

ct

requ

ests

app

ropr

iate

ly, e

.g.,

give

a fo

rmal

su

gges

tion

in a

wor

kpla

ce s

ettin

g an

d pr

esen

t po

ssib

le c

onse

quen

ces

if th

e su

gges

tion

is n

ot

follo

wed

. (S

6)

Task

#11

– C

omm

unic

ate

by ra

dio

S/L3

-6

Wor

ksite

B -

Rec

eive

/giv

e in

form

atio

n vi

a th

e ra

dio

– ra

rely

and

brie

fly; e

.g.,

you

have

a p

robl

em w

ith y

our w

ork

and

you

call

a fo

rem

an o

ver t

o fin

d a

tool

. -

Not

e w

arni

ngs/

sign

als

over

the

inte

rcom

; on

ly in

exc

eptio

nal c

ircum

stan

ces

– em

erge

ncy

situ

atio

ns

S

– In

fo;

Inst

r. L/

S5-

6 C

omm

unic

atio

n is

face

-to-fa

ce o

r…on

the

phon

e (L

4+)

Dia

logu

es in

clud

e na

tive-

spea

ker

conv

ersa

tions

…an

d ra

dio

disc

ussi

ons

(L6)

Fa

mili

ar, m

ostly

con

cret

e to

pics

(S5-

6)

Ask

for a

nd g

ive

info

rmat

ion

rela

ted

to ro

utin

e da

ily a

ctiv

ities

in o

ne-o

n-on

e in

tera

ctio

ns. (

S5)

Wor

ksite

B –

Lis

ten

to s

hort

co

mm

ands

on

radi

o E

.g.,

Don

’t tig

hten

we

need

sla

ck;

1-2-

3- P

ull!

Rad

io h

as lo

ts o

f sta

tic

If co

mm

and

and

expe

cted

resp

onse

(e

.g. g

ive

som

e sl

ack

to th

e ca

ble)

is

fam

iliar

this

is a

sim

ple

ever

yday

si

tuat

ion.

If w

ords

are

sub

stitu

ted

e.g.

, loo

sen

up fo

r don

’t tig

hten

this

m

akes

the

com

man

d m

ore

diffi

cult

than

CLB

3.

Impo

rtanc

e: H

igh

L- In

str.

CLB

3+

Und

erst

and

an e

xpan

ded

rang

e of

exp

ress

ions

us

ed to

mak

e an

d re

spon

d to

requ

ests

and

to

expr

ess

and

resp

ond

to w

arni

ngs

and

assi

stan

ce

in fa

mili

ar e

very

day

situ

atio

ns (L

3)

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

89

App

endi

x 8:

Lis

teni

ng/S

peak

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed s

peec

h)

Task

Des

crip

tion

& v

erba

tim e

xam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent

to ju

stify

cho

ice

of le

vel

Freq

uenc

y: D

aily

Wor

ksite

C -

List

enin

g to

inst

ruct

ions

an

d di

rect

ions

ove

r the

radi

o E

xam

ples

: -

Go

to S

2C30

9 an

d ta

ke E

HT

off P

SV

25

0. (r

elat

es to

taki

ng h

eat t

race

off

a va

lve)

-

We’

re a

t the

mot

or, r

ack

it ou

t. -

Go

to th

e ex

chan

ger 5

-E17

and

see

if

ther

e’s

pow

er o

n th

e te

mpe

ratu

re

prob

e.

- I n

eed

the

ohm

read

ing.

The

radi

o is

use

d ex

tens

ivel

y to

co

mm

unic

ate

over

the

cour

se o

f a

day.

The

inst

ruct

ions

are

ver

y sh

ort,

but u

nder

stan

ding

acc

urat

ely

and

conf

irmin

g co

mpr

ehen

sion

is c

ritic

al

as th

e JE

are

wor

king

in a

live

fa

cilit

y.

Inst

ruct

ions

ofte

n in

volv

e sp

ecify

ing

a lo

catio

n us

ing

coor

dina

tes.

N

OTE

: Sug

gest

ions

cou

ld in

clud

e st

anda

rdiz

ed s

trate

gies

for

chec

king

com

preh

ensi

on o

n th

e ph

one.

Fi

fteen

(One

five

) vs.

Fift

y (fi

ve

zero

)

L-In

st

L5?

Und

erst

and

sim

ple

to m

oder

atel

y co

mpl

ex

dire

ctio

ns a

nd in

stru

ctio

ns fo

r gen

eral

ly fa

mili

ar

and

rele

vant

pro

cedu

res.

Inst

ruct

ions

are

abo

ut

7 to

8 s

teps

, with

up

to 1

0 de

tails

(few

er o

n th

e ph

one)

. (L5

) S

poke

n cl

early

at a

slo

w to

nor

mal

rate

(L5)

Fa

ce to

face

, on

the

phon

e, a

udio

or v

ideo

-m

edia

ted

(L5)

R

elat

ed to

rele

vant

, eve

ryda

y to

pics

(L5)

In

mod

erat

ely

dem

andi

ng c

onte

xts

(L5)

R

esea

rche

r’s N

otes

: The

cha

lleng

ing

fact

or h

ere

is th

e po

or re

cept

ion

qual

ity o

f the

radi

o tra

nsm

itter

s. H

owev

er, e

ven

at C

LB 9

Lis

teni

ng,

the

perfo

rman

ce c

ondi

tions

sta

te th

at s

peec

h is

“c

lear

and

at a

nor

mal

rate

” One

of t

he li

mita

tions

of

CLB

fram

ewor

k is

the

assu

mpt

ion

that

Sta

ge I

refe

rs to

con

text

s “w

ithin

the

area

of b

asic

ne

eds,

com

mon

eve

ryda

y ac

tiviti

es, a

nd fa

mili

ar

topi

cs o

f im

med

iate

per

sona

l rel

evan

ce.”

Wor

k co

ntex

ts a

re n

ot a

ssum

ed u

ntil

Sta

ge II

. H

owev

er, t

he re

ality

is th

ere

are

(hun

dred

s of

) th

ousa

nds

of E

SL

spea

kers

in C

anad

a w

orki

ng

in E

nglis

h w

ith la

ngua

ge s

kills

in th

e C

LB 1

-4

rang

e.

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

90

App

endi

x 8:

Lis

teni

ng/S

peak

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed s

peec

h)

Task

Des

crip

tion

& v

erba

tim e

xam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent

to ju

stify

cho

ice

of le

vel

Task

#12

– P

artic

ipat

e in

saf

ety

mee

tings

S5

-6;

L6-7

Wor

ksite

A -

Atte

nd a

nd p

artic

ipat

e in

w

eekl

y sa

fety

mee

tings

. Wor

kers

are

ex

pect

ed to

voi

ce c

once

rns

at th

e sa

fety

m

eetin

g an

d to

sug

gest

/dis

cuss

cor

rect

ive

actio

ns. S

ampl

e co

nten

t in

the

writ

ten

scrip

t inc

lude

s:

• Id

iom

s e.

g., o

blig

atio

ns a

nd ri

ghts

go

hand

in h

and;

its

up to

eac

h an

d ev

ery

one

of u

s •

Som

e co

mpl

ex s

ente

nce

stru

ctur

e –

e.g.

, you

hav

e th

e rig

ht to

rece

ive

adeq

uate

trai

ning

prio

r to

perfo

rmin

g ta

sks

that

requ

ire s

peci

fic in

dust

ry

train

ing.

S

ampl

e po

ints

of d

iscu

ssio

n in

clud

e:

• C

once

rn (C

): W

elde

rs a

re n

ot u

sing

co

rrec

t scr

eeni

ng a

nd p

eopl

e ar

e ge

tting

flas

hed.

Cor

rect

ive

Act

ion

(CA

): A

sk to

hav

e m

ore

fire

blan

kets

pl

aced

in th

e ar

ea

• C

: Gra

ting

on lo

adin

g do

ck is

ben

t up,

ca

usin

g m

ajor

trip

ping

haz

ards

. CA

: la

y do

wn

plyw

ood

and

secu

re it

to th

e gr

atin

g.

• C

: Peo

ple

putti

ng th

eir w

ater

bot

tle

mou

ths

on w

ater

dis

pens

er s

pout

. CA

: K

eep

wat

er b

ottle

s an

inch

from

the

disp

ense

r as

touc

hing

the

disp

ense

r ca

n sp

read

ger

ms.

Wee

kly

safe

ty m

eetin

gs a

re a

bout

30

min

utes

in le

ngth

and

typi

cally

fo

cus

on o

ne o

r sev

eral

topi

cs o

f co

ncer

n. L

ike

tool

box

talk

s, w

ritte

n ta

lk n

otes

are

pro

vide

d to

the

fore

man

, who

read

s th

em to

the

grou

p.

Last

wee

ks’ c

once

rns

are

disc

usse

d an

d ne

w c

once

rns

are

then

bro

ught

forw

ard

by th

e w

orke

rs. S

afet

y ite

ms

and

corr

ectiv

e ac

tions

are

doc

umen

ted.

Fr

eque

ncy:

Wee

kly

Impo

rtanc

e: H

igh

L/S

– In

fo.

L/S

6

Com

mun

icat

ion

is li

ve, f

ace-

to-fa

ce (o

ne-o

n-on

e or

in s

mal

l gro

ups)

(L5)

S

peec

h is

cle

ar a

nd a

t a n

orm

al ra

ge (L

7)

List

enin

g te

xts

can

be in

form

al m

onol

ogue

s,

pres

enta

tions

, dia

logu

es o

r sm

all g

roup

in

tera

ctio

ns. (

L6)

Mon

olog

ues

and

pres

enta

tions

are

up

to a

bout

10

min

utes

. (L6

) La

ngua

ge is

gen

eral

ly c

oncr

ete

with

som

e ab

stra

ct e

lem

ents

, and

con

tain

s a

rang

e of

co

mm

on v

ocab

ular

y an

d id

iom

s. (L

6)

Com

mun

icat

ion

is in

fam

iliar

sm

all g

roup

s (S

5)

Info

rmal

to s

omew

hat f

orm

al (S

5-6)

Fa

mili

ar,,

mos

tly c

oncr

ete

topi

cs (S

5)

Inte

ract

ion

is a

sm

all g

roup

can

be

a sm

all-g

roup

di

scus

sion

or a

mee

ting.

(S6)

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

91

App

endi

x 8:

Lis

teni

ng/S

peak

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed s

peec

h)

Task

Des

crip

tion

& v

erba

tim e

xam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent

to ju

stify

cho

ice

of le

vel

Wor

ksite

B –

Par

ticip

ate

in s

afet

y m

eetin

gs* -

wee

kly

safe

ty m

eetin

gs o

f th

e en

tire

wor

kfor

ce; u

sual

ly a

bout

30

min

utes

in le

ngth

. A s

erie

s of

sev

eral

sp

eake

rs; F

irst o

ne u

ses

Pow

erP

oint

sc

reen

s –

7 m

inut

es, f

ive

slid

es; y

ou a

re

acco

unta

ble

for y

our o

wn

safe

ty a

nd th

e sa

fety

of y

our f

ello

w w

orke

rs: t

ethe

r the

to

ol; c

ontro

l the

spa

ce (b

arric

ades

and

de

bris

net

ting)

;

Spe

aker

#2

– S

afet

y M

anag

er o

f the

pr

ojec

t – u

ses

a fe

llow

with

a h

oodi

e to

de

mon

stra

te w

hat t

ypes

of h

oodi

es (F

RC

–

fire

resi

stan

t clo

thin

g) m

ay b

e us

ed a

t w

ork

and

how

(e.g

., no

rest

rictio

n of

pe

riphe

ral v

isio

n). I

diom

atic

exp

ress

ions

in

clud

ed, e

.g.,

all c

lear

on

the

hood

ies?

; I’m

on

side

with

ya;

that

’s a

tick

et to

the

gate

; the

n he

spe

aks

to s

afet

y st

ats

for

the

mon

th o

n th

e P

F si

de w

e di

dn’t’

mee

t th

e P

F fo

r Sep

tem

ber;

it’s

prog

ress

ive

for

the

craf

t..

Fina

l spe

aker

doe

s a

wal

k ar

ound

with

a

mic

roph

one

to g

et q

uest

ions

/com

men

ts

re: s

afet

y co

ncer

ns fo

r the

wee

k; to

pics

ra

ised

incl

uded

: pr

ogre

ssiv

e le

nses

re

quire

d; w

hen

the

win

ter j

acke

ts a

re

com

ing

in; m

ore

fire

wat

ch v

ests

are

ne

eded

; in

an e

mer

genc

y ev

acua

tion

all

wor

k st

ops

and

red

flagg

ing

(e.g

., in

do

orw

ays)

goe

s do

wn.

Full

staf

f (20

0 pe

ople

) in

lunc

h ro

om; 3

0 m

inut

es;

L –

GTD

; In

fo

L7-8

D

id th

is o

ne

Face

-to-fa

ce, o

n th

e ph

one,

aud

io- o

r vid

eo-

med

iate

d. (L

5-8)

S

poke

n cl

early

at a

nor

mal

rate

(L7-

8)

Rel

ated

to g

ener

al k

now

ledg

e, li

fe e

xper

ienc

e,

and

spec

ializ

ed o

r tec

hnic

al m

atte

rs (L

8)

Lang

uage

is c

oncr

ete

or a

bstra

ct a

nd s

omew

hat

spec

ializ

ed, w

ith a

n ex

pand

ed ra

nge

of

voca

bula

ry a

nd s

ome

less

-com

mon

idio

mat

ic

expr

essi

ons.

(L7)

Id

entif

ies

mai

n id

eas,

sup

porti

ng d

etai

ls a

nd

impl

ied

mea

ning

s (L

5-7)

M

onol

ogue

s an

d pr

esen

tatio

ns a

re u

p to

abo

ut

15 m

inut

es (L

7)

List

enin

g ta

sks

can

be in

form

al o

r sem

i-for

mal

m

onol

ogue

s, p

rese

ntat

ions

, dia

logu

es o

r gro

up

inte

ract

ions

(L7-

8)

Und

erst

and

mod

erat

ely

com

plex

com

mun

icat

ion

inte

nded

to in

fluen

ce o

r per

suad

e (s

uch

as

requ

ests

, rem

inde

rs, o

rder

s an

d pl

eas)

in

situ

atio

ns re

late

d to

per

sona

l or g

ener

al

expe

rienc

es (L

7)

Und

erst

and

com

plex

com

mun

icat

ion

inte

nded

to

influ

ence

or p

ersu

ade

(suc

h as

ext

ende

d w

arni

ngs,

thre

ats,

sug

gest

ions

, re

com

men

datio

ns a

nd p

ropo

sed

solu

tions

) in

situ

atio

ns re

late

d to

per

sona

l dec

isio

ns o

r to

wor

k-re

late

d is

sues

in o

wn

field

. (L8

)

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

92

App

endi

x 8:

Lis

teni

ng/S

peak

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed s

peec

h)

Task

Des

crip

tion

& v

erba

tim e

xam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent

to ju

stify

cho

ice

of le

vel

Task

#13

– D

escr

ibe

an in

cide

nt

S5-6

Wor

ksite

A –

Des

crib

e a

situ

atio

n,

cond

ition

, pro

blem

, inc

iden

t, ac

cide

nt

or s

erie

s of

eve

nts.

Thi

s m

ay b

e de

scrib

ing

even

ts in

the

past

(e.g

., an

in

cide

nt o

r acc

iden

t tha

t the

y w

ere

part

of

or w

itnes

sed)

, pre

sent

(as

in

desc

ribin

g/re

porti

ng a

pro

blem

with

eq

uipm

ent)

or fu

ture

eve

nts

(e.g

., w

hat

they

will

do

to e

nsur

e co

ntro

l or e

limin

ate

haza

rds

for a

job

task

they

are

abo

ut to

pe

rform

). e.

g., d

escr

ibe

why

a $

500

knoc

kout

set

(h

ydra

ulic

ram

hol

es) i

sn’t

wor

king

.

Ele

ctric

ians

may

mak

e su

ch

desc

riptio

ns to

a fo

rem

an o

r co-

wor

ker w

ho d

ocum

ents

the

deta

ils

(e.g

., on

a H

AR

T (H

azar

d A

naly

sis

Rev

iew

Tas

k fo

rm) o

r an

Inci

dent

/ A

ccid

ent R

epor

t or i

t may

be

part

of

a sm

all g

roup

dis

cuss

ion

as p

art o

f a

Tool

Box

Tal

k, S

afet

y M

eetin

g or

w

hen

taki

ng tr

aini

ng.

Freq

uenc

y: R

egul

arly

Im

porta

nce:

Hig

h

S- I

nfo

S 5

-6

Giv

e a

brie

f des

crip

tion

of a

per

sona

l ex

perie

nce,

situ

atio

n or

a s

impl

e pr

oces

s (S

4)

Giv

e a

pres

enta

tion

abou

t seq

uenc

es o

f eve

nts;

in

cide

nts

in th

e pa

st, p

rese

nt o

r fut

ure;

or t

o de

scrib

e sc

enes

, pic

ture

s or

dai

ly ro

utin

es (S

5)

Ask

for a

nd p

rovi

de in

form

atio

n re

late

d to

rout

ine

daily

act

iviti

es in

one

-on-

one

inte

ract

ions

. (S

5)

Sam

ple:

-

Giv

e a

brie

f pre

sent

atio

n ab

out a

new

s ev

ent

or in

cide

nt (S

5)

- D

escr

ibe

a m

inor

car

acc

iden

t to

a po

lice

offic

er (S

5)

Com

mun

icat

ion

is in

form

al to

som

ewha

t for

mal

in

som

e m

oder

atel

y de

man

ding

con

text

s (S

5,6)

A

sk fo

r and

pro

vide

info

rmat

ion

in s

ome

deta

il re

late

d to

dai

ly a

ctiv

ities

in o

ne-o

n-on

e in

tera

ctio

ns (p

erso

nal,

fam

ily, o

ther

s, w

ork)

(S6)

C

omm

unic

atio

n is

face

-to-fa

ce o

r in

a ph

one

conv

ersa

tion

on a

fam

iliar

mat

ter (

S6)

R

esea

rche

r’s N

otes

: CLB

6 c

an p

rovi

de a

n in

crea

sing

leve

l of d

etai

l W

orks

ite B

– D

escr

ibe

an e

vent

that

ha

ppen

ed (e

.g.,

safe

ty in

cide

nt) –

de

scrib

e w

hat y

ou w

ere

doin

g w

hen

som

ethi

ng h

appe

ned

– an

acc

iden

t oc

curr

ed o

r som

ethi

ng b

roke

.

S

- Inf

o S

5 A

sk fo

r and

giv

e in

form

atio

n re

late

d to

rout

ine

daily

act

iviti

es in

one

-on-

one

inte

ract

ions

(S5)

G

ive

a pr

esen

tatio

n ab

out s

eque

nces

of e

vent

s;

inci

dent

s in

the

past

, pre

sent

or f

utur

e; o

r to

desc

ribe

scen

es, p

ictu

res

or d

aily

rout

ines

. (S

5)

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

93

App

endi

x 8:

Lis

teni

ng/S

peak

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed s

peec

h)

Task

Des

crip

tion

& v

erba

tim e

xam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent

to ju

stify

cho

ice

of le

vel

Task

#14

– P

artic

ipat

e in

trai

ning

S6

-8

W

orks

ite A

– P

artic

ipat

e in

com

pany

tr

aini

ng, e

.g.,

Fall

Prot

ectio

n Tr

aini

ng*.

This

one

day

cer

tific

atio

n co

urse

is

deliv

ered

by

an e

xter

nal c

ontra

ctor

and

te

ache

s th

e ba

sics

of f

all p

rote

ctio

n fu

ndam

enta

ls a

nd re

gula

tions

, sys

tem

s an

d eq

uipm

ent.

At t

he s

tart

of th

e co

urse

, pa

rtici

pant

s re

ceiv

e a

wor

kboo

k w

hich

th

ey c

ompl

ete

as p

art o

f the

trai

ning

, co

mpl

etin

g sh

ort e

xerc

ises

des

igne

d to

ch

eck

com

preh

ensi

on. P

artic

ipan

ts a

re

enco

urag

ed to

dis

cuss

/ask

que

stio

ns b

ut

they

may

sit

sile

ntly

if

Ane

cdot

es c

onta

ined

idio

ms,

sla

ng,

refe

renc

es th

at m

ight

not

be

fam

iliar

. E.g

. Fo

rd 1

50; Y

ou c

ould

blo

w th

roug

h th

e ga

te; G

ot h

ung

up o

n a

347?

; His

hee

ls

took

the

impa

ct fu

ll fo

rce.

The

Fall

Pro

tect

ion

cour

se is

a fu

ll da

y se

ssio

n w

ith o

ccas

iona

l bre

aks

Abo

ut 1

2 pa

rtici

pant

s si

t in

the

room

, boa

rdro

om s

tyle

. Lec

ture

fo

rmat

, sup

porte

d by

a g

uide

book

fo

r par

ticip

ants

. Pre

sent

er

supp

orte

d th

e pr

esen

tatio

n w

ith

pict

ures

and

exa

mpl

es o

f fal

l su

ppor

t equ

ipm

ent &

sup

plem

ente

d th

e P

ower

Poi

nt n

otes

with

an

ecdo

tes

to il

lust

rate

con

cept

s an

d de

tails

. Fr

eque

ncy:

Occ

asio

nally

Im

porta

nce:

Hig

h

L –

Info

L6

-8

Face

-to-fa

ce…

audi

o- o

r vid

eo-m

edia

ted

(L5-

8)

Vis

ual c

lues

and

set

ting

supp

ort t

he m

eani

ng

whe

n th

e to

pic

is u

nfam

iliar

or t

he s

ituat

ion

is

unpr

edic

tabl

e (L

6)

Und

erst

and

mod

erat

ely

com

plex

form

al a

nd

info

rmal

com

mun

icat

ion,

incl

udin

g ab

stra

ct

conc

epts

and

idea

s re

late

d to

gen

eral

kn

owle

dge,

life

exp

erie

nce,

and

spe

cial

ized

w

ork-

rela

ted

situ

atio

ns (L

8)

Com

mun

icat

ion

is s

poke

n at

a n

orm

al ra

te (L

7-8)

La

ngua

ge is

con

cret

e or

abs

tract

and

som

etim

es

spec

ializ

ed, w

ith a

n ex

pand

ed ra

nge

of

voca

bula

ry a

nd s

ome

less

-com

mon

idio

mat

ic

expr

essi

ons

(L7)

La

ngua

ge is

con

cret

e or

abs

tract

and

co

ncep

tual

, with

an

expa

nded

rang

e of

vo

cabu

lary

, idi

oms

and

collo

quia

l exp

ress

ions

(L

8)

May

stil

l req

uire

repe

titio

n (L

7)

Res

earc

her’s

Not

es:

Stro

ng v

isua

l sup

port

and

the

book

let w

ith p

ract

ice

exer

cise

s/co

mpr

ehen

sion

che

cks

mea

ns th

is

coul

d be

don

e at

a 6

or 7

W

orks

ite B

– T

ake

trai

ning

pro

gram

s –

orie

ntat

ion

trai

ning

; orie

ntat

ion

train

ing,

al

so c

ours

es li

ke A

WP

/ope

ratin

g th

e m

anul

ifts

– fu

ll da

y tra

inin

g; F

all A

rres

t –

one

day;

Con

tinuo

us G

as M

onito

ring

– tra

inin

g is

alw

ays

hand

s on

– e

.g. h

arne

ss

train

ing

Obs

erve

d a

one-

hour

por

tion

of th

e 6

hour

new

hire

orie

ntat

ion

train

ing.

P

rese

ntat

ion

with

Pow

erP

oint

and

vi

deo

clip

s ra

ngin

g fro

m 1

min

ute

to

ten

min

utes

in le

ngth

. Tra

iner

in

dica

tes

she

aim

s to

incl

ude

inte

ract

ion

– e.

g., g

roup

wor

k w

here

L- In

fo

L8

Spo

ken

clea

rly a

t a n

orm

al to

fast

rate

(L11

) S

poke

n cl

early

at a

nor

mal

rate

(L7-

10)

Rel

ated

to u

nfam

iliar

, abs

tract

, con

cept

ual o

r te

chni

cal m

atte

rs (L

9)

Com

mun

icat

ion

is le

ngth

y (L

9)

Und

erst

and

exte

nded

mon

olog

ues

or

pres

enta

tions

on

topi

cs th

at a

re g

ener

ally

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

94

App

endi

x 8:

Lis

teni

ng/S

peak

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed s

peec

h)

Task

Des

crip

tion

& v

erba

tim e

xam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent

to ju

stify

cho

ice

of le

vel

At s

ever

al p

oint

s th

e tra

iner

talk

ed a

bout

so

met

hing

in th

e te

xt o

n sc

reen

(e.g

., E

MP

– E

mer

genc

y M

eetin

g P

oint

of F

GD

–

Flui

d G

as D

esul

phan

izat

ion)

with

out

expl

aini

ng th

e ac

rony

m o

r poi

ntin

g to

it.

Som

e m

ore

com

plex

lang

uage

, e.g

., he

lp

rect

ify th

ese

prob

lem

s. S

ome

idio

mat

ic

expr

essi

ons

e.g.

, you

r bes

t bet

is to

…;

mak

e su

re y

ou’re

all

good

to g

o… T

he

vide

os ra

nge

from

qui

ck, f

unny

‘c

omm

erci

al’ t

ype

clip

s to

ten

min

ute

scen

ario

s. O

ne o

f the

CE

O s

peak

ing

is

wel

l con

stru

cted

, the

e ke

y po

ints

in

trodu

ced,

then

exp

lain

ed o

ne o

n on

e;

one

Brit

ish

publ

icat

ion

Put

ting

You

r Saf

ety

Firs

t – v

ery

good

, vis

ual,

som

e ch

alle

ngin

g la

ngua

ge b

ecau

se o

f cul

tura

l di

ffere

nces

e.g

., G

ave

him

a b

it of

a

ticki

ng o

ff…; w

hils

t wor

king

… a

nd s

ome

diffi

cult

cons

truct

ions

e.g

. Had

he

rem

aine

d a

scaf

fold

er h

e w

ould

hav

e…

pairs

or t

hree

are

giv

en a

task

to

deve

lop

and

task

bre

akdo

wn…

or

she

mig

ht a

sk “H

as a

nyon

e ev

er

been

invo

lved

in a

n ac

cide

nt?

Tell

us y

our s

tory

…” T

akes

a fi

ve

min

ute

brea

k ev

ery

hour

and

a h

alf

hour

lunc

h br

eak.

A q

uiz

is h

ande

d ou

t at t

he b

egin

ning

of t

he s

essi

on

whi

ch is

take

n up

as

a gr

oup

at th

e en

d –

not m

arke

d, s

o it

serv

es a

s a

guid

ed li

sten

ing

tool

with

que

stio

ns

in th

e or

der o

f the

pre

sent

atio

n. T

he

Trai

ner t

alks

ver

y qu

ickl

y an

d no

t ve

ry c

lear

ly –

a lo

t of r

educ

ed

spee

ch.

fam

iliar

, and

rela

ted

to g

ener

al k

now

ledg

e or

te

chni

cal/w

ork-

rela

ted

issu

es in

ow

n fie

ld. (

L8)

Und

erst

and

mod

erat

ely

com

plex

form

al a

nd

info

rmal

com

mun

icat

ion,

incl

udin

g ab

stra

ct

conc

epts

and

idea

s re

late

d to

gen

eral

kn

owle

dge,

life

exp

erie

nce,

and

spe

cial

ized

w

ork-

rela

ted

situ

atio

ns. (

L8)

Has

diff

icul

ty fo

llow

ing

collo

quia

l or i

diom

atic

la

ngua

ge b

etw

een

nativ

e sp

eake

rs (L

8)

Iden

tifie

s m

ain

idea

s, s

uppo

rting

det

ails

and

im

plie

d m

eani

ngs

(L7)

R

esea

rche

r’s N

otes

: Th

e pr

esen

tatio

n w

as

clos

er to

a 1

0 bu

t wha

t is

expe

cted

of t

he le

arne

r is

clo

ser t

o a

7.

Wor

ksite

C -

List

enin

g –

to tr

aini

ng a

nd

orie

ntat

ion

O

bser

ved

a on

e-ho

ur p

ortio

n of

new

hire

tra

inin

g fo

cusi

ng o

n sp

ecifi

cs o

f wor

k in

on

e ar

ea o

f the

wor

ksite

.

The

train

ing

sess

ions

wer

e pi

tche

d at

a h

ighe

r lev

el b

ecau

se o

f poo

r qu

ality

vid

eos,

poo

r ins

truct

iona

l te

chni

ques

(rea

ding

Pow

erP

oint

or

lect

ure

form

at w

ith li

ttle

inte

ract

ion

to c

heck

for c

ompr

ehen

sion

). Th

e co

nten

t is

conc

rete

, not

ove

rly

com

plex

, con

cept

ual o

r abs

tract

.

L –

Info

L6

-8

Spo

ken

clea

rly a

t a n

orm

al ra

te (L

7-10

) C

omm

unic

atio

n is

live

, fac

e-to

-face

…vi

deo-

or

audi

o-m

edia

ted

(L5-

8)

Con

text

is m

oder

atel

y de

man

ding

(L5-

8)

Iden

tifie

s m

ain

idea

s, s

uppo

rting

det

ails

and

im

plie

d m

eani

ngs

(L5)

S

ampl

e ta

sks;

Res

pond

with

act

ions

to a

n in

stru

ctio

nal v

ideo

in a

wor

kpla

ce tr

aini

ng

sess

ion

(L5)

Li

sten

er c

an u

nder

stan

d m

ost m

oder

atel

y co

mpl

ex fo

rmal

and

info

rmal

com

mun

icat

ion,

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

95

App

endi

x 8:

Lis

teni

ng/S

peak

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed s

peec

h)

Task

Des

crip

tion

& v

erba

tim e

xam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent

to ju

stify

cho

ice

of le

vel

incl

udin

g so

me

abst

ract

con

cept

s an

d id

eas

rela

ted

to li

fe e

xper

ienc

e. (L

6)

Und

erst

and

shor

t gro

up in

tera

ctio

ns a

nd

disc

ussi

ons

on fa

mili

ar to

pics

(L6)

R

elat

ed to

gen

eral

kno

wle

dge,

life

exp

erie

nce,

an

d sp

ecia

lized

or t

echn

ical

mat

ters

(L8)

R

esea

rche

r’s N

otes

: The

con

tent

and

wha

t is

expe

cted

of t

he le

arne

r cou

ld b

e m

ore

of a

5-6

bu

t the

pre

sent

atio

n ob

serv

ed w

as m

ore

of a

6-8

be

caus

e of

the

deliv

ery

styl

e A

ll W

orks

ites

- Tak

e au

dio-

med

iate

d po

rtio

ns o

f the

CST

S Tr

aini

ng

Incl

udes

15

mod

ules

, an

intro

duct

ion

with

in

stru

ctio

ns to

gui

de th

e pe

rson

thro

ugh

the

CST

S pr

ogra

m, a

nd a

Con

clus

ion.

M

odul

es

The

15 m

odul

es/to

pics

cov

er: Y

our

Wor

ksite

and

the

Law

, Per

sona

l Phy

sica

l C

are

and

Con

duct

, Per

sona

l Pro

tect

ive

Equi

pmen

t, W

orkp

lace

Haz

ards

, Fie

ld

Leve

l Haz

ard

Asse

ssm

ent,

WH

MIS

, W

orks

ite C

ondi

tions

, Env

ironm

enta

l Fa

ctor

s, E

mer

genc

y R

espo

nse,

Lad

ders

an

d Sc

affo

ldin

g, M

obile

Equ

ipm

ent,

Mac

hine

ry, T

ools

and

Equ

ipm

ent,

Exca

vatin

g an

d Tr

ench

ing,

Def

ensi

ve

Driv

ing,

and

Fal

l Pro

tect

ion.

Le

sson

s

Each

of t

he 1

5 m

odul

es is

sep

arat

ed in

to

less

ons.

Mos

t mod

ules

hav

e be

twee

n 4

to

The

text

for e

ach

less

on is

spo

ken

at a

slo

w to

nor

mal

rate

, with

goo

d us

e of

pau

se.

Sent

ence

cho

ice

incl

udes

sim

ple

and

com

poun

d, w

ith s

ome

com

plex

st

ruct

ures

, mos

tly to

com

mun

icat

e ca

use

and

effe

ct a

nd c

ondi

tiona

ls.

The

spea

ker i

s al

way

s su

ppor

ted

by

sync

hron

ized

read

ing

text

at t

he

botto

m o

f eac

h fra

me.

The

spe

aker

is

als

o su

ppor

ted

by v

ideo

vis

uals

of

wor

kers

per

form

ing

the

actu

al

poin

t at a

n au

then

tic w

orks

ite. T

he

pers

on ta

king

the

CST

S is

in fu

ll co

ntro

l of t

he a

udio

and

vis

uals

for

test

. He

or s

he c

an p

ause

, rew

ind,

or

mov

e ar

ound

the

fifte

en m

odul

es

and

less

ons

at a

ny ti

me.

L –

Info

L7

U

nder

stan

d fo

rmal

and

info

rmal

com

mun

icat

ion

that

incl

udes

som

e co

mpl

ex...

idea

s re

late

d to

fa

milia

r top

ics…

, tec

hnic

al o

r wor

k-re

late

d di

scou

rse

perta

inin

g to

ow

n fie

ld (L

8).

Lang

uage

is c

oncr

ete

and

desc

riptiv

e w

ith a

n ex

pand

ed ra

nge

of v

ocab

ular

y an

d so

me

less

co

mm

on id

iom

atic

exp

ress

ions

(L7)

. Sp

oken

cle

arly

at a

slo

w to

nor

mal

rate

(L6)

. R

esea

rche

rʼs N

otes

: Th

e fre

quen

cy o

f idi

oms

and

jarg

on a

re w

hat r

aise

the

CLB

for t

he C

STS.

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

96

App

endi

x 8:

Lis

teni

ng/S

peak

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed s

peec

h)

Task

Des

crip

tion

& v

erba

tim e

xam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent

to ju

stify

cho

ice

of le

vel

6 le

sson

s. T

here

is a

fina

l qui

z fo

r eac

h m

odul

es, o

nce

all t

he le

sson

s ha

ve b

een

com

plet

ed.

Sa

mpl

e La

ngua

ge-W

orkp

lace

Haz

ards

H

ouse

keep

ing

is e

very

oneʼ

s re

spon

sibi

lity

and

doin

g a

good

job

of it

will

bene

fit

ever

yone

. H

ouse

keep

ing

isnʼ

t abo

ut c

osm

etic

s of

the

appe

aran

ce o

f the

jobs

ite, i

tʼs a

bout

co

ntro

lling

haza

rds.

M

ost g

as ta

nks

are

colo

r-cod

ed, b

ut d

onʼt

go b

y th

is.

Sam

ple

Lang

uage

-Exc

avat

ing

and

Tren

chin

g

One

way

to p

rote

ct a

gain

st c

ave-

ins

is

shor

ing.

Th

e sl

ope

angl

e re

quire

d in

har

d, c

ompa

ct

soil

is d

iffer

ent f

rom

the

angl

e re

quire

d in

ot

her l

ess

stab

le ty

pes

of s

oil.

Task

# 1

5 –

Part

icip

ate

in a

dis

cipl

inar

y re

view

L/

S 6-

7

All

wor

kpla

ces

refe

rred

to a

form

al re

view

pr

oces

s w

here

a w

orke

r has

bee

n fo

und

to b

e ne

glig

ent i

n th

e pe

rform

ance

of

his/

her d

utie

s, p

artic

ular

ly w

ith re

gard

to

safe

ty o

r oth

er k

ey ru

les

defin

ed fo

r em

ploy

ee p

erfo

rman

ce. T

ypic

ally

, the

su

perv

isor

wou

ld a

ddre

ss th

e is

sue

info

rmal

ly w

ith a

ver

bal w

arni

ng, a

nd if

th

is fa

ils to

resu

lt in

the

requ

ired

perfo

rman

ce c

hang

e, a

form

al m

eetin

g

The

empl

oyee

, the

sup

ervi

sor a

nd

othe

rs (e

.g.,

a sa

fety

offi

cer)

mee

t to

form

ally

revi

ew th

e pr

oced

ures

an

d ac

tions

of t

he e

mpl

oyee

. In

so

me

circ

umst

ance

s, th

e em

ploy

ee

may

be

perm

itted

to h

ave

a fri

end/

shop

ste

war

d pr

esen

t to

ensu

re th

at th

e co

mm

unic

atio

n is

cl

early

und

erst

ood.

GTD

L/

S 6

-7

Req

uest

a ra

ise

from

an

empl

oyer

and

pro

vide

pe

rsua

sive

arg

umen

ts a

s to

why

it is

des

erve

d.

Sam

ple

(S 6

) As

k fo

r and

giv

e in

form

atio

n in

som

e de

tail;

ex

pres

s op

inio

ns, f

eelin

gs, o

blig

atio

n, a

bilit

y an

d ce

rtain

ty o

ne-o

n-on

e an

d in

sm

all g

roup

di

scus

sion

s or

mee

tings

. Sum

mar

izes

in

form

atio

n an

d id

eas

to c

onfir

m u

nder

stan

ding

. Ag

rees

and

dis

agre

es a

ppro

pria

tely

, if

nece

ssar

y. (S

6)

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

97

App

endi

x 8:

Lis

teni

ng/S

peak

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed s

peec

h)

Task

Des

crip

tion

& v

erba

tim e

xam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent

to ju

stify

cho

ice

of le

vel

with

writ

ten

docu

men

tatio

n is

car

ried

out

by th

e su

perv

isor

and

pos

sibl

y ot

hers

(e

.g.,

a sa

fety

offi

cer o

r the

sho

p st

ewar

d).

The

empl

oyee

nee

ds to

be

able

to li

sten

an

d un

ders

tand

wha

t is

bein

g co

mm

unic

ated

, but

may

als

o ne

ed to

ex

plai

n or

def

end

his

beha

viou

r in

an

appr

opria

te m

anne

r.

Failu

re to

und

erst

and

and

follo

w th

e st

eps

outli

ned

coul

d re

sult

in

susp

ensi

on o

r ter

min

atio

n of

em

ploy

men

t.

Giv

e de

taile

d in

form

atio

n: e

xpre

ss a

nd q

ualif

y op

inio

ns a

nd fe

elin

gs, e

xpre

ss re

serv

atio

ns,

appr

oval

, dis

appr

oval

, pos

sibi

litie

s an

d pr

obab

ilitie

s on

e-on

-one

and

in s

mal

l gro

up

disc

ussi

ons

or m

eetin

gs. A

sks

and

addr

esse

s re

leva

nt q

uest

ions

. Sum

mar

izes

info

rmat

ion

and

idea

s to

cla

rify

and

conf

irm u

nder

stan

ding

. (S7

) Li

sten

er c

an u

nder

stan

d m

ost m

oder

atel

y co

mpl

ex fo

rmal

and

info

rmal

com

mun

icat

ion,

in

clud

ing

som

e ab

stra

ct c

once

pts

and

idea

s re

late

d to

life

exp

erie

nce.

(L6)

C

an u

nder

stan

d m

oder

atel

y co

mpl

ex

com

mun

icat

ion

inte

nded

to in

fluen

ce o

r pe

rsua

de (s

uch

as re

ques

ts, r

emin

ders

, ord

ers

and

plea

s) in

situ

atio

ns re

late

d to

per

sona

l or

gene

ral e

xper

ienc

es. (

L7)

List

en to

a d

etai

led

rem

inde

r to

com

plet

e a

spec

ific

serie

s of

wor

kpla

ce ta

sks

befo

re a

de

adlin

e an

d ta

ke n

otes

of i

mpo

rtant

dat

es. (

L 7)

La

ngua

ge is

gen

eral

ly c

oncr

ete

with

som

e ab

stra

ct e

lem

ents

, and

con

tain

s a

rang

e of

co

mm

on v

ocab

ular

y an

d id

iom

s. (L

6)

Lang

uage

is c

oncr

ete

or a

bstra

ct a

nd s

omet

imes

sp

ecia

lized

, with

an

expa

nded

rang

e of

vo

cabu

lary

and

som

e le

ss-c

omm

on id

iom

atic

ex

pres

sion

s. (L

7)

Situ

atio

n is

less

pre

dict

able

(S7)

R

esea

rche

rʼs N

otes

: The

sup

port

of th

e sh

op s

tew

ard,

ba

ck u

p w

ith w

ritte

n do

cum

enta

tion

and

clea

r effo

rt to

en

sure

key

poi

nts

are

unde

rsto

od m

odifi

es th

e co

mpl

exity

of t

his

task

som

ewha

t.

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

98

App

endi

x 9:

Rea

din

g/W

riti

ng

Task

In

ven

tory

A

ppen

dix

9: R

eadi

ng/W

ritin

g Ta

sk In

vent

ory

(ital

ics

= qu

oted

text

) Ta

sk D

escr

iptio

n &

ver

batim

ex

ampl

es

Perf

orm

ance

con

ditio

ns &

oth

er

note

s C

LB

Cod

e C

LB

Leve

l Ex

cerp

ts fr

om C

LB 2

010

Wor

king

Doc

umen

t to

just

ify c

hoic

e of

leve

l Ta

sk #

1 - C

ompl

ete

a Fi

eld

Leve

l H

azar

d A

sses

smen

t (FL

HA

or

HA

RT)

R 5

W

5

Wor

ksite

A –

Haz

ard

Ana

lysi

s R

evie

w T

ask

(HA

RT)

Car

d* -

stan

dard

2 p

age

form

. The

form

in

clud

es 8

cat

egor

ies

of h

azar

ds/ty

pes

of w

ork

whe

re th

ey c

heck

off

any

of 6

4 ite

ms

that

mig

ht a

pply

list

ed in

sho

rt co

ncre

te la

ngua

ge, o

ccup

atio

nal

jarg

on a

nd a

cron

yms

e.g.

, aw

kwar

d bo

dy p

ositi

on, t

ie-o

ff po

ints

and

a ta

ble

of fo

ur c

olum

ns w

here

wor

kers

fill

in a

br

ief t

ask

brea

kdow

n, th

e re

late

d ha

zard

s an

d th

eir c

ause

and

act

ions

to

elim

inat

e/co

ntro

l the

haz

ard.

Wor

kers

com

plet

e th

e fo

rm fo

r the

ta

sk th

ey w

ill b

e pe

rform

ing

that

day

in

the

area

they

will

be

wor

king

. The

y ne

ed to

com

plet

e a

new

form

whe

n th

ey c

hang

e ta

sks

or a

reas

, so

this

m

ay b

e do

ne d

aily

or s

ever

al ti

mes

a

wee

k. T

he H

AR

T ca

rd is

sub

mitt

ed

and

revi

ewed

by

the

fore

man

and

ke

pt a

s fo

rmal

doc

umen

tatio

n. In

the

even

t of a

n in

cide

nt/a

ccid

ent,

this

is

the

first

thin

g re

ques

ted

by th

e in

vest

igat

ors.

R/W

- G

ettin

g Th

ings

D

one

(GTD

)

W5

R

5 C

omm

unic

atio

n is

rela

tivel

y sh

ort,

inte

nded

for a

fa

mili

ar a

udie

nce,

in m

oder

atel

y de

man

ding

co

ntex

ts (W

5)

Ade

quat

e vo

cabu

lary

for t

he to

pic

(W5)

G

ood

cont

rol o

f sim

ple

stru

ctur

es (W

5)

Topi

cs a

re p

erso

nally

rele

vant

and

fam

iliar

(W5)

U

nder

stan

d an

ade

quat

e ra

nge

of m

oder

atel

y co

mpl

ex te

xts

in p

redi

ctab

le, p

ract

ical

and

re

leva

nt…

wor

k-re

late

d si

tuat

ions

. (R

5)

Text

is m

ostly

con

cret

e, fa

ctua

l and

des

crip

tive

(R5)

Fo

rmat

ted

text

s ar

e si

mpl

e, w

ith c

lear

labe

ls a

nd

may

incl

ude

form

s, ta

bles

… (R

4)

In m

oder

atel

y de

man

ding

con

text

s (R

5)

Wor

ksite

B -

Com

plet

e FL

HA

haz

ard

asse

ssm

ent f

orm

s.

The

haza

rd a

sses

smen

t for

m h

as u

p to

20

sect

ions

that

nee

d to

be

com

plet

ed. 4

of t

hose

sec

tions

eac

h re

quire

sho

rt se

nten

ces

or b

ulle

ted

poin

ts o

f pot

entia

l haz

ards

on

a sh

ift,

the

plan

to re

mov

e or

lim

it th

em, a

nd

the

reso

urce

s to

acc

ompl

ish

it.

The

chec

klis

ts u

sual

ly re

quire

bot

h th

e ch

ecki

ng o

f spe

cific

que

stio

ns

(yes

/no)

and

the

reco

rdin

g of

pe

rson

al in

form

atio

n su

ch a

s na

me,

da

te, t

ime

etc.

Th

e ha

zard

ass

essm

ent f

orm

is

com

plet

ed a

t the

sta

rt of

eve

ry s

hift

to

troub

lesh

oot p

oten

tial h

azar

ds fo

r th

at d

ay. I

t is

chec

ked

by th

e fo

rem

an.

W -

GTD

W

–

Info

rmat

ion

(Info

)

W5

Form

s ar

e m

oder

atel

y co

mpl

ex in

form

at, r

equi

ring

up to

abo

ut 2

0 to

30

item

resp

onse

s (W

5).

Con

text

is m

oder

atel

y de

man

ding

(W5)

. Ta

sks

requ

ire a

bout

1 p

arag

raph

of w

ritin

g (W

5).

Aud

ienc

e is

fam

iliar

or c

lear

ly d

efin

ed (W

5).

Topi

cs a

re p

erso

nally

rele

vant

and

fam

iliar

(W5)

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

99

App

endi

x 9:

Rea

ding

/Writ

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed te

xt)

Task

Des

crip

tion

& v

erba

tim

exam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent t

o ju

stify

cho

ice

of le

vel

Wor

ksite

C -

Com

plet

e Fi

eld

Leve

l H

azar

d A

sses

smen

t (FL

HA

) car

d

The

form

is tw

o pa

ges,

ver

y si

mila

r to

othe

r HA

RT/

STA

RT

card

s se

en a

t ot

her p

lant

s. T

he fi

rst p

age

cons

ists

of

a ch

eckl

ist u

nder

nam

ed h

azar

ds a

nd

emer

genc

y pr

epar

edne

ss c

ateg

orie

s.

On

the

seco

nd p

age

the

elec

trici

an

ente

rs b

rief p

hras

es o

n a

tabl

e w

ith

four

col

umns

: Tas

ks; H

azar

ds, P

riorit

y an

d P

lans

to E

limin

ate/

Con

trol.

This

form

is c

ompl

eted

eve

ry m

orni

ng

by th

e jo

urne

yman

or b

y th

e jo

urne

yman

and

his

par

tner

. A

ccur

ate,

com

plet

e an

d co

mpr

ehen

sibl

e co

nten

t is

impo

rtant

(e

.g.,

listin

g al

l ide

ntifi

ed h

azar

ds) b

ut

gram

mat

ical

/spe

lling

err

ors

will

be

over

look

ed. T

he F

LHA

mus

t be

carr

ied

by th

e el

ectri

cian

at a

ll tim

es

and

prod

uce

it in

the

even

t of a

ny

inci

dent

. FLH

As

are

subm

itted

at a

dr

op b

ox a

t the

end

of e

ach

day.

R /W

– In

fo;

Inst

r. R

5 W

5 C

omm

unic

atio

n is

rela

tivel

y sh

ort,

inte

nded

for a

fa

mili

ar a

udie

nce,

in m

oder

atel

y de

man

ding

co

ntex

ts (W

5)

Ade

quat

e vo

cabu

lary

for t

he to

pic

(W5)

G

ood

cont

rol o

f sim

ple

stru

ctur

es (W

5)

Topi

cs a

re p

erso

nally

rele

vant

and

fam

iliar

(W5)

U

nder

stan

d an

ade

quat

e ra

nge

of m

oder

atel

y co

mpl

ex te

xts

in p

redi

ctab

le, p

ract

ical

and

re

leva

nt…

wor

k-re

late

d si

tuat

ions

. (R

5)

Text

is m

ostly

con

cret

e, fa

ctua

l and

des

crip

tive

(R5)

Fo

rmat

ted

text

s ar

e si

mpl

e, w

ith c

lear

labe

ls a

nd

may

incl

ude

form

s, ta

bles

… (R

4)

In m

oder

atel

y de

man

ding

con

text

s (R

5)

Task

#2

– C

ompl

ete

a Jo

b H

azar

d A

naly

sis

(JH

A o

r JSA

)

R

5-6;

W

5

Wor

ksite

A –

Job

Haz

ard

Ana

lysi

s Th

e st

anda

rd fo

rm is

3 p

ages

, co

nsis

ting

of b

rief b

ulle

t poi

nts

form

atte

d in

a th

ree

colu

mn

tabl

e de

scrib

ing

the

job

step

s/ta

sks;

haz

ards

an

d re

com

men

ded

cont

rols

or s

afe

job

proc

edur

es.

e.

g., E

xitin

g th

e ba

sket

of A

WP

eq

uipm

ent o

r sca

ffold

to a

cces

s pi

pe

and

tray.

JHA

s ar

e co

mpl

eted

by

the

supe

rvis

or o

r saf

ety

pers

onne

l and

pr

ovid

ed a

nd re

view

ed fo

r tas

ks th

at

have

sig

nific

ant h

azar

ds a

nd w

hich

m

ay n

ot b

e do

ne s

o of

ten

that

w

orke

rs re

mem

ber k

ey p

oint

s. T

he

JHA

is re

ad b

y th

e w

orke

rs a

nd th

en

disc

usse

d w

ith th

e su

perv

isor

.

R –

In

fo/In

str.

R5-

6 U

nder

stan

d an

ade

quat

e ra

nge

of m

oder

atel

y co

mpl

ex te

xts

in p

redi

ctab

le, p

ract

ical

and

re

leva

nt…

wor

k-re

late

d si

tuat

ions

. (R

5)

Text

is m

ostly

con

cret

e, fa

ctua

l and

des

crip

tive

(R5)

W

ith c

omm

on, a

nd s

ome

abst

ract

and

spe

cial

ized

vo

cabu

lary

and

onl

y oc

casi

onal

idio

ms

(R5)

Id

entif

ies

purp

ose,

mai

n id

eas,

impo

rtant

det

ails

and

so

me

impl

ied

mea

ning

s (R

6)

May

rere

ad a

nd a

sk fo

r cla

rific

atio

n (R

6)

Inst

ruct

ions

or i

nstru

ctio

nal t

exts

are

cle

ar a

nd

expl

icit,

and

are

for 7

- to

10-s

tep

rout

ine

proc

edur

es

that

are

pre

sent

ed s

tep-

by-s

tep.

(R5)

W

orks

ite B

- W

rite

Pre-

Job

Che

cklis

ts

The

pre-

job

chec

klis

ts re

late

to

activ

ities

like

wor

king

at h

eigh

ts, f

ire

wat

ch, h

azar

d as

sess

men

t etc

. The

Pre

-job

chec

klis

ts a

re c

ompl

eted

be

fore

ent

erin

g sp

ecifi

c w

ork

site

s th

at re

quire

spe

cific

saf

ety

train

ing.

Th

e ch

eckl

ists

are

typi

cally

a

com

bine

d st

rate

gy to

trou

bles

h0ot

W -

GTD

W

– In

fo.

W5

Form

s ar

e m

oder

atel

y co

mpl

ex in

form

at, r

equi

ring

up to

abo

ut 2

0 to

30

item

resp

onse

s (W

5).

Con

text

is m

oder

atel

y de

man

ding

(W5)

. Ta

sks

requ

ire a

bout

1 p

arag

raph

of w

ritin

g (W

5).

Aud

ienc

e is

fam

iliar

or c

lear

ly d

efin

ed (W

5).

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

100

App

endi

x 9:

Rea

ding

/Writ

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed te

xt)

Task

Des

crip

tion

& v

erba

tim

exam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent t

o ju

stify

cho

ice

of le

vel

form

s va

ry in

leng

th fr

om 1

to 2

pag

es.

They

can

hav

e up

to 1

5 se

ctio

ns w

ith

abou

t 5 to

10

poin

ts to

be

chec

ked

in

each

.

poss

ible

haz

ards

and

to c

heck

the

empl

oyee

has

the

requ

isite

saf

ety

certi

ficat

ion.

Topi

cs a

re p

erso

nally

rele

vant

and

fam

iliar

(W5)

.

Wor

ksite

B -

Rea

d to

fill

out p

re-jo

b ch

eckl

ists

and

haz

ard

asse

ssm

ent

form

s.

Thes

e ar

e 1-

page

form

s to

be

com

plet

ed b

efor

e w

orki

ng in

spe

cific

ar

eas

or p

erfo

rmin

g sp

ecifi

c ta

sks

e.g.

W

orki

ng a

t hei

ghts

, fire

wat

ch, h

azar

d as

sess

men

t etc

. The

form

s va

ry in

le

ngth

from

1 to

2 p

ages

. The

y ca

n ha

ve u

p to

15

sect

ions

with

abo

ut 5

to

ten

poin

ts in

eac

h se

ctio

n th

at n

eed

to

be c

heck

ed.

E

.g.,

Are

the

exis

ting

safe

guar

ds

satis

fact

ory

- Wor

king

at H

eigh

ts: (

1)

ungu

arde

d le

adin

g ed

ges,

(2) h

and

tool

s tie

d of

f...

Som

e fo

rms

are

to c

onfir

m th

at a

w

orke

r has

the

corr

ect s

afet

y tra

inin

g.

Oth

ers

form

s su

ch a

s th

e S

afe

Pla

n of

Act

ion

form

are

com

plet

ed b

y ea

ch

empl

oyee

at t

he b

egin

ning

of e

very

sh

ift to

ens

ure

empl

oyee

s ar

e tro

uble

shoo

ting

pote

ntia

l haz

ards

be

fore

they

occ

ur.

R –

Inst

r.

R 5

-6

Und

erst

and

mod

erat

ely

com

plex

, ste

p-by

-ste

p in

stru

ctio

ns a

nd in

stru

ctio

nal t

exts

for m

ultis

tep

proc

edur

es re

late

d to

eve

ryda

y si

tuat

ions

(R5)

In

stru

ctio

ns a

re a

bout

7 to

10

step

s, a

re p

rese

nted

in

poi

nt fo

rm o

r in

a te

xt o

f abo

ut 2

or 3

par

agra

phs

(R5)

Te

xts

have

com

mon

, and

som

e ab

stra

ct a

nd

spec

ializ

ed v

ocab

ular

y an

d on

ly o

ccas

iona

l idi

oms

(R5)

U

nder

stan

d m

oder

atel

y co

mpl

ex in

stru

ctio

ns a

nd

inst

ruct

iona

l tex

ts fo

r mul

tiste

p pr

oced

ures

rela

ted

to

fam

iliar t

asks

whi

ch m

ay b

e sp

ecia

lized

or t

echn

ical

(R

7)

Wor

ksite

C -

Rea

d/W

rite

the

Job

Safe

ty A

naly

sis

This

one

pag

e do

cum

ent f

eatu

res

a th

ree

colu

mn

char

t lis

ting

Seq

uent

ial

Job

Ste

ps o

r Tas

ks; H

azar

ds a

nd

Haz

ard

Con

trols

. 12

row

s ar

e pr

ovid

ed

unde

r eac

h co

lum

n to

list

sho

rt ph

rase

s. T

he fo

rm in

clud

es s

igna

ture

s of

app

rove

rs. E

xam

ple

phra

ses

for j

ob

step

s:

1.

Flag

and

tag

area

aro

und

Pan

el 5

2PA

-301

/160

0

The

fore

man

or t

he e

lect

ricia

n co

mpl

etes

this

form

whe

n th

ey a

re

wor

king

on

a ta

sk th

at is

less

co

mm

on b

ut p

rese

nts

sign

ifica

nt

safe

ty c

once

rns

or h

azar

ds. A

ccur

acy

and

com

plet

enes

s is

impo

rtant

; gr

amm

ar a

nd s

pelli

ng is

not

as

long

as

the

cont

ent i

s co

mpr

ehen

sibl

e.

The

writ

ing

is s

uppo

rted

as y

our

fore

man

revi

ews

it rig

ht a

way

.

R/W

–

Inst

r.; In

fo

R5

W5

Und

erst

and

an a

dequ

ate

rang

e of

mod

erat

ely

com

plex

text

s in

pre

dict

able

, pra

ctic

al a

nd

rele

vant

…w

ork-

rela

ted

situ

atio

ns. (

R5)

Te

xt is

mos

tly c

oncr

ete,

fact

ual a

nd d

escr

iptiv

e (R

5)

With

com

mon

, and

som

e ab

stra

ct a

nd s

peci

aliz

ed

voca

bula

ry a

nd o

nly

occa

sion

al id

iom

s (R

5)

Iden

tifie

s pu

rpos

e, m

ain

idea

s, im

porta

nt d

etai

ls a

nd

som

e im

plie

d m

eani

ngs

(R6)

M

ay re

read

and

ask

for c

larif

icat

ion

(R6)

In

stru

ctio

ns o

r ins

truct

iona

l tex

ts a

re c

lear

and

ex

plic

it, a

nd a

re fo

r 7- t

o 10

-ste

p ro

utin

e pr

oced

ures

th

at a

re p

rese

nted

ste

p-by

-ste

p. (R

5)

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

101

App

endi

x 9:

Rea

ding

/Writ

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed te

xt)

Task

Des

crip

tion

& v

erba

tim

exam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent t

o ju

stify

cho

ice

of le

vel

2.

Con

firm

fuse

U-lo

ck c

ct #

&

lock

out b

reak

er

3.

Test

con

duct

ors

usin

g vo

ltmet

er

Exa

mpl

es o

f Haz

ard

Con

trols

: -

Flag

and

tag

wor

k ar

ea

- R

emov

e fu

se –

lock

out

appr

opria

te b

reak

er

Not

sel

ectin

g an

swer

s yo

u ar

e ge

nera

ting

them

all.

Fo

rms

are

mod

erat

ely

com

plex

in fo

rmat

, req

uirin

g up

to a

bout

20

to 3

0 ite

m re

spon

ses

(W5)

. C

onte

xt is

mod

erat

ely

dem

andi

ng (W

5).

Task

s re

quire

abo

ut 1

par

agra

ph o

f writ

ing

(W5)

. A

udie

nce

is fa

mili

ar o

r cle

arly

def

ined

(W5)

. To

pics

are

per

sona

lly re

leva

nt a

nd fa

mili

ar (W

5).

Task

#3

Rea

d To

olbo

x Ta

lk

mat

eria

ls, i

f req

uire

d

R

6-7

Wor

ksite

A –

Rea

d th

e to

olbo

x ta

lk

or s

afet

y m

eetin

g st

atem

ent

Topi

cs a

re tw

o-th

irds

to a

full

page

; la

ngua

ge c

an ra

nge

from

co

lloqu

ial/i

diom

atic

(see

exa

mpl

es

unde

r S/L

task

sum

mar

y) (

E.g

., w

e ar

e no

w in

full

swin

g; m

anpo

wer

is

peak

ing;

we

need

to s

tep

up; t

he

hosp

ital i

s fu

ll of

pro

ud p

eopl

e;

som

eone

did

n’t p

ick

up th

eir m

ess

and

som

eone

els

e ha

d to

pay

for i

t; fo

reig

n bo

dies

can

be

kept

at b

ay; p

ick

out

thos

e he

ad a

nd k

nee

bang

ers

befo

re

you

hit t

hem

hea

d on

; elim

inat

e ha

zard

s th

at y

ou s

ee o

n th

e sp

ot;

clea

ning

up

the

puzz

le p

iece

s th

at

othe

rs h

ave

drop

ped

to m

ore

form

al

and

abst

ract

, e.g

., A

com

mon

m

isco

ncep

tion

exis

ts a

mon

gst

elec

trici

ans

that

wor

king

on

live

pow

er

is ju

st a

par

t of o

ur jo

b. T

his

is a

Thes

e ar

e re

ad o

ut lo

ud a

t the

to

olbo

x m

eetin

g, w

here

the

cont

ext i

s no

isy

and

it is

ofte

n di

fficu

lt to

hea

r. If

crew

mem

bers

wis

h to

see

a c

opy

of

the

writ

ten

stat

emen

t the

y as

k th

eir

fore

man

to s

ee it

– it

is n

ot o

ther

wis

e po

sted

for e

ase

of a

cces

s.

R-G

ettin

g Th

ings

D

one

(GTD

)

R7

Topi

cs a

re p

erso

nally

rele

vant

, mos

tly fa

mili

ar a

nd

partl

y pr

edic

tabl

e (R

6-7)

Te

xt is

fact

ual,

desc

riptiv

e or

arg

umen

tativ

e, w

ith

opin

ions

, exp

licit

and

impl

ied

mea

ning

s (R

7)

Text

has

con

cret

e, a

bstra

ct o

f spe

cial

ized

vo

cabu

lary

, and

som

e id

iom

s (R

7)

Lang

uage

is c

oncr

ete

or a

bstra

ct, a

nd m

ay b

e sp

ecia

lized

(R7)

R

eade

r can

und

erst

and

an e

xpan

ded

rang

e of

m

oder

atel

y co

mpl

ex te

xts

in le

ss p

redi

ctab

le b

ut

rele

vant

… w

ork-

rela

ted

situ

atio

ns (R

7)

Iden

tifie

s pu

rpos

e, m

ain

idea

s, im

porta

nt d

etai

ls a

nd

som

e im

plie

d m

eani

ngs

(R6)

S

omet

imes

gue

sses

the

mea

ning

of u

nkno

wn

term

s, p

hras

es o

r idi

oms

from

the

cont

ext w

ithou

t a

dict

iona

ry (R

6)

May

rere

ad a

nd a

sk fo

r cla

rific

atio

n (R

6)

Res

earc

her’s

Not

es: T

he fa

ct th

at th

is is

read

out

fir

st a

nd th

ere

is a

n op

portu

nity

for q

uest

ions

or

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

102

App

endi

x 9:

Rea

ding

/Writ

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed te

xt)

Task

Des

crip

tion

& v

erba

tim

exam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent t

o ju

stify

cho

ice

of le

vel

men

talit

y th

at o

ur in

dust

ry is

tryi

ng

hard

to c

hang

e . .

. ty

pica

lly m

eans

co

mpl

acen

cy is

c

reep

ing

into

that

task

.

disc

ussi

on re

duce

s th

e co

mpl

exity

of t

his

task

. Th

e id

iom

atic

lang

uage

mak

es th

e ta

sk m

ore

diffi

cult.

Wor

ksite

B -

Rea

d th

e da

ily to

olbo

x in

form

atio

n sh

eets

. Th

ese

are

usua

lly 1

-pag

e, o

utlin

ing

key

cont

ent f

or th

e m

orni

ng to

olbo

x m

eetin

g. T

hey

are

mad

e up

of 1

0 se

ctio

ns th

at n

eed

to b

e co

vere

d,

incl

udin

g in

form

atio

n su

ch a

s w

eath

er

cond

ition

s, a

nd in

stru

ctio

ns s

uch

as

rule

s ab

out s

pitti

ng in

the

wor

kpla

ce

etc.

E

.g.,

The

bact

eria

whi

ch s

prea

d th

ese

dise

ases

are

pre

sent

in s

aliv

a. W

hen

the

saliv

a is

spi

t out

, the

bac

teria

en

velo

p th

emse

lves

in d

ust a

nd

beco

me

sim

ilar t

o sp

ores

...

Afte

r dis

cuss

ion

at th

e to

olbo

x m

eetin

g th

ese

are

avai

labl

e on

the

bulle

tin b

oard

afte

rwar

ds.

R –

Inst

r.

R -

Info

R6

The

text

is m

ostly

con

cret

e, fa

ctua

l and

des

crip

tive

(R6)

. W

ith c

omm

on, a

nd s

ome

abst

ract

and

spe

cial

ized

vo

cabu

lary

and

occ

asio

nal i

diom

s (R

6).

Rel

ativ

ely

shor

t (R

6).

In m

oder

atel

y de

man

ding

con

text

s (R

6).

Inst

ruct

ions

are

up

to 1

0 st

eps,

pre

sent

ed p

artia

lly in

po

int f

orm

or i

n a

text

of a

bout

3 to

5 p

arag

raph

s,

not a

lway

s st

ep-b

y-st

ep s

ome

visu

al c

lues

mig

ht

supp

ort c

ompr

ehen

sion

(R6)

. U

nder

stan

d m

oder

atel

y co

mpl

ex d

escr

iptiv

e or

na

rrativ

e te

xts

on fa

milia

r top

ics

(R6)

.

Wor

ksite

C -

Rea

d co

mpl

eted

to

olbo

x ta

lk fo

rms.

D

ocum

ent i

s a

stan

dard

tem

plat

e, tw

o pa

ges

with

num

bere

d lis

ts in

resp

onse

to

sta

ndar

d qu

estio

ns, e

.g.,

Wha

t job

s ar

e be

ing

perfo

rmed

toda

y? W

hat

coul

d go

wro

ng d

urin

g th

ese

jobs

? W

hat c

an w

e do

on

thes

e jo

bs to

pr

even

t inj

urie

s an

d/or

dam

age

to

equi

pmen

t? P

lus

a ch

eckl

ist f

or w

ork

cond

ition

s an

d a

sect

ion

that

is

com

plet

ed a

t the

Eve

ning

Clo

se O

ut.

Thes

e ar

e co

mpl

eted

by

the

fore

man

, ba

sed

on a

dis

cuss

ion

with

the

crew

. Th

ey a

re a

vaila

ble

afte

rwar

d fo

r an

yone

that

wan

ts to

revi

ew th

em.

R- I

nfo.

R

5 Te

xt is

con

cret

e, fa

ctua

l and

des

crip

tive

(R5,

6)

Text

is re

lativ

ely

shor

t (R

5.6)

La

ngua

ge is

mos

tly c

oncr

ete,

fact

ual a

nd

desc

riptiv

e w

ith c

omm

on, a

nd s

ome

abst

ract

and

sp

ecia

lized

voc

abul

ary

and

only

occ

asio

nal i

diom

s.

(R5)

U

nder

stan

d an

ade

quat

e ra

nge

of m

oder

atel

y co

mpl

ex te

xts

in p

redi

ctab

le, p

ract

ice

and

rele

vant

…w

ork-

rela

ted

situ

atio

ns. (

R6)

Fo

rmat

ted

text

s ar

e si

mpl

e, w

ith c

lear

labe

ls a

nd

may

incl

ude

form

s, ta

bles

… (R

3-4)

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

103

App

endi

x 9:

Rea

ding

/Writ

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed te

xt)

Task

Des

crip

tion

& v

erba

tim

exam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent t

o ju

stify

cho

ice

of le

vel

Res

earc

her’s

Not

es: T

he fa

ct th

at th

ese

are

effe

ctiv

ely

a su

mm

ary

of a

con

vers

atio

n th

at th

e re

ader

par

ticip

ated

in a

nd th

at th

ere

is n

o ov

ert

requ

irem

ent t

o re

ad th

em if

they

hav

e fo

llow

ed th

e co

nver

satio

n; a

nd th

at th

e fo

rm li

mits

/doe

s no

t use

or

sol

icit

idio

mat

ic la

ngua

ge lo

wer

s th

e co

mpl

exity

of

the

read

ing

task

. W

orks

ite C

- R

ead

Tool

Box

Top

ics

Thes

e ar

e ha

lf – ¾

pag

e de

scrip

tions

on

spe

cific

saf

ety

topi

cs, s

uch

as H

and

Saf

ety

Thro

ugh

Pro

per H

and

Pos

ition

an

d H

and

Pro

tect

ion;

Impo

rtant

Col

our

Cod

es a

t (C

ompa

ny);

Haz

ard

Ass

essm

ent;

Con

fined

Spa

ce E

ntry

. B

rief t

ext a

nd b

ulle

ted

form

at.

The

cont

ent v

ary

in s

tyle

and

co

mpl

exity

; one

(Han

d S

afet

y) u

ses

activ

e vo

ice

and

writ

ten

in s

econ

d pe

rson

(you

/we)

or t

he im

pera

tive

– E

.g.,

Look

for o

ppor

tuni

ties

to…

do n

ot

wea

r rin

gs o

r bra

cele

ts. I

mpo

rtant

C

olou

r Cod

es h

owev

er, a

ppea

rs to

be

a cu

t and

pas

te fr

om a

pro

cedu

re

man

ual a

nd u

ses

mor

e fo

rmal

la

ngua

ge, e

.g. R

ed: S

hall

be th

e ba

sic

colo

ur fo

r the

iden

tific

atio

n of

…

Con

fined

Spa

ce E

ntry

is in

sec

ond

pers

on a

nd re

lays

a s

tory

in d

etac

hed

lang

uage

as

if so

meo

ne is

obs

ervi

ng

the

actio

n in

real

tim

e –

It ha

s be

en

seve

ral m

inut

es s

ince

you

talk

ed to

the

crew

, but

you

can

pee

r dow

n in

to th

e sp

ace

and

see…

A tr

ivia

que

stio

n is

Thes

e ar

e no

tices

that

are

read

out

lo

ud a

nd d

iscu

ssed

at t

oolb

ox

mee

tings

and

then

left

in th

e lu

nch

room

and

late

r pos

ted

on b

ulle

tin

boar

ds.

R–

Info

. R

6-7

Topi

cs a

re p

erso

nally

rele

vant

, mos

tly fa

mili

ar a

nd

partl

y pr

edic

tabl

e (R

7)

Text

is fa

ctua

l, de

scrip

tive

or a

rgum

enta

tive,

with

op

inio

ns, e

xplic

it an

d im

plie

d m

eani

ngs

(R8)

Te

xt h

as c

oncr

ete,

abs

tract

or s

peci

aliz

ed

voca

bula

ry w

ith s

ome

idio

ms

(8)

Lang

uage

is c

oncr

ete

or a

bstra

ct, a

nd m

ay b

e sp

ecia

lized

(R7,

8)

Rea

der c

an u

nder

stan

d an

exp

ande

d ra

nge

of

mod

erat

ely

com

plex

text

s in

less

pre

dict

able

but

re

leva

nt …

wor

k-re

late

d si

tuat

ions

(R7)

Id

entif

ies

purp

ose,

mai

n id

eas,

impo

rtant

det

ails

and

so

me

impl

ied

mea

ning

s (R

6)

Som

etim

es g

uess

es th

e m

eani

ng o

f unk

now

n te

rms,

phr

ases

or i

diom

s fro

m th

e co

ntex

t with

out a

di

ctio

nary

(R6)

M

ay re

read

and

ask

for c

larif

icat

ion

(R6)

R

esea

rche

r’s N

otes

: th

e fa

ct th

at th

is is

read

out

lo

ud a

nd d

iscu

ssed

, the

n av

aila

ble

in th

e lu

nch

room

for m

ore

casu

al re

view

low

ers

the

com

plex

ity

of th

is re

adin

g ta

sk.

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

104

App

endi

x 9:

Rea

ding

/Writ

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed te

xt)

Task

Des

crip

tion

& v

erba

tim

exam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent t

o ju

stify

cho

ice

of le

vel

som

etim

es in

clud

ed a

t the

bot

tom

of

each

form

. Exa

mpl

e: T

en y

ears

ago

, th

e E

nsch

ede

Fire

wor

ks D

isas

ter

happ

ened

in th

e N

ethe

rland

s. W

hat

happ

ened

? Th

e an

swer

is p

rovi

ded

on

the

reve

rse

Task

#4

Rea

d he

alth

and

saf

ety

bulle

tins

R

6

Wor

ksite

A –

Rea

d oc

cupa

tiona

l he

alth

and

saf

ety

mem

os.

Thes

e ar

e w

ritte

n by

spe

cific

su

perv

isor

s. T

he h

ealth

mem

os

anal

yzed

incl

uded

: •

info

rmat

ion

and

inst

ruct

ions

with

a

rang

e of

hea

lth ja

rgon

suc

h as

av

oidi

ng a

nd tr

eatin

g he

atst

roke

, er

gono

mic

con

cern

s, in

sect

stin

gs

and

bloo

d po

ison

ing

e.g.

You

m

ight

hav

e to

use

twee

zers

if th

e ve

nom

sac

bre

aks

off;

Th

e sa

fety

mem

os a

naly

zed

incl

uded

: •

tabl

es o

f spe

cific

saf

ety

conc

erns

w

ith c

orre

spon

ding

act

ions

to b

e ta

ken,

e.g

., V

alve

leak

ing

on fl

oor

in tu

rbin

e - s

igns

of s

lippe

ry a

rea

•

form

atte

d te

xt g

ivin

g in

form

atio

n on

saf

ety

equi

pmen

t; e.

g., E

ar

plug

s ar

e on

bac

k-or

der

• fo

rmat

ted

text

giv

ing

inst

ruct

ions

ab

out r

ecen

t cha

nges

at a

w

orks

ite, r

eadi

ng s

caffo

ldin

g ta

gs

e.g.

, con

sult

draw

ings

and

iden

tify

all p

ossi

ble

ener

gy s

ourc

es

Tool

box

mem

os a

re n

ot ro

utin

ely

post

ed, b

ut a

cop

y ca

n be

requ

este

d if

clar

ifica

tion

is n

eede

d. S

afet

y m

emos

are

pos

ted

afte

r mee

tings

for

empl

oyee

s to

revi

ew if

nec

essa

ry.

Em

ploy

ees

sign

off

afte

r a m

eetin

g th

at th

ey u

nder

stan

d th

e sa

fety

di

rect

ives

and

wha

t is

expe

cted

of

them

.

R –

Info

; G

TD

R6

The

text

is fa

ctua

l, de

scrip

tive

or a

rgum

enta

tive;

w

ith o

pini

ons,

exp

licit

and

impl

ied

mea

ning

s (R

7)

With

con

cret

e, a

bstra

ct o

r spe

cial

ized

voc

abul

ary,

an

d so

me

idio

ms

(R7)

S

omet

imes

sup

porte

d by

vis

uals

(R5)

U

nder

stan

d an

ade

quat

e ra

nge

of m

oder

atel

y co

mpl

ex te

xts

in p

redi

ctab

le, p

ract

ical

and

re

leva

nt…

wor

k-re

late

d si

tuat

ions

. (R

5)

Topi

cs a

re p

erso

nally

rele

vant

, mos

tly fa

mili

ar a

nd

partl

y pr

edic

tabl

e (R

6)

Iden

tifie

s pu

rpos

e, m

ain

idea

s, s

peci

fic d

etai

ls a

nd

links

bet

wee

n pa

ragr

aphs

(R5)

M

ay re

read

and

ask

for c

larif

icat

ion

(R6)

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

105

App

endi

x 9:

Rea

ding

/Writ

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed te

xt)

Task

Des

crip

tion

& v

erba

tim

exam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent t

o ju

stify

cho

ice

of le

vel

• fo

rmat

ted

text

giv

ing

war

ning

s ab

out w

orki

ng w

ith li

ve w

ires

and

pres

suriz

ed a

irlin

es e

.g.,

a re

d ta

gged

sca

ffold

cou

ld b

e pa

rtial

ly

dism

antle

d an

d m

ay c

olla

pse

unde

r a p

erso

n’s

wei

ght

W

orks

ite A

– R

ead

notic

es o

n th

e bu

lletin

boa

rd –

mem

os c

an ra

nge

from

hea

lth a

dvis

orie

s to

site

dire

ctiv

es

that

are

con

side

red

very

impo

rtant

. E

xam

ple:

Men

ingi

tis A

lert;

Impo

rtant

mes

sage

s ar

e us

ually

pr

esen

ted

at to

olbo

x or

sta

ff m

eetin

gs, s

o th

e re

quire

men

t to

read

th

is m

ay o

nly

be in

exc

eptio

nal

circ

umst

ance

s of

mor

e di

fficu

lt or

un

fam

iliar

topi

cs.

R –

Inst

r.;

GTD

R

6 Id

entif

ies

purp

ose,

mai

n id

eas,

impo

rtant

det

ails

and

so

me

impl

ied

mea

ning

s (R

6)

Con

tinuo

us te

xts

are

mod

erat

ely

com

plex

, up

to

abou

t 5 p

arag

raph

s w

ith c

lear

org

aniz

atio

n (R

5)

Lang

uage

is c

oncr

ete

or a

bstra

ct, a

nd m

ay b

e sp

ecia

lized

(R7)

To

pics

are

per

sona

lly re

leva

nt b

ut a

re n

ot a

lway

s fa

mili

ar o

r pre

dict

able

(R8)

W

ith c

oncr

ete,

abs

tract

or s

peci

aliz

ed v

ocab

ular

y,

and

som

e id

iom

s (R

7)

Text

is fa

ctua

l, de

scrip

tive

or a

rgum

enta

tive;

with

op

inio

ns, e

xplic

it an

d im

plie

d m

eani

ngs

(R7)

O

ccas

iona

lly s

uppo

rted

by v

isua

ls (R

6)

Sam

ple:

Acc

ess

and

read

a s

hort

heal

th re

port

or a

cu

rren

t new

s ite

m. (

R6)

W

orks

ite B

– R

ead

info

rmat

ion

shee

ts o

n bu

lletin

boa

rds.

Th

ese

are

usua

lly 1

-pag

e an

d ar

e av

aila

ble

on th

e bu

lletin

boa

rds.

The

y co

ver i

nfor

mat

ion

and

emph

asiz

e w

orkp

lace

gui

delin

es a

nd p

olic

ies.

E

.g.,

Red

Shi

rt Fr

iday

s ha

s be

en

initi

ated

by

a pu

blic

aw

aren

ess

com

pany

...

R

- In

fo

R6

Und

erst

and

an e

xpan

ding

rang

e of

mod

erat

ely

com

plex

text

s in

pre

dict

able

, pra

ctic

al a

nd

rele

vant

...w

orkp

lace

situ

atio

ns (R

6)

The

text

is m

ostly

con

cret

e, fa

ctua

l and

des

crip

tive.

(R

6)

With

com

mon

, and

som

e ab

stra

ct a

nd s

peci

aliz

ed

voca

bula

ry a

nd o

ccas

iona

l idi

oms

(R6)

R

elat

ivel

y sh

ort (

R6)

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

106

App

endi

x 9:

Rea

ding

/Writ

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed te

xt)

Task

Des

crip

tion

& v

erba

tim

exam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent t

o ju

stify

cho

ice

of le

vel

Wor

ksite

B –

Rea

d sa

fety

bul

letin

s.

Thes

e ar

e us

ually

1-p

age.

The

y ca

n be

from

a c

oupl

e of

sen

tenc

es to

abo

ut

five

para

grap

hs lo

ng. S

ome

have

bu

llete

d po

ints

. The

mai

n po

int i

s us

ually

sup

porte

d by

a v

isua

l. To

pics

va

ry fr

om p

edes

trian

and

veh

icle

in

tera

ctio

n, to

usi

ng h

ard

hat t

ethe

rs,

to a

pol

icy

rem

inde

r on

faci

al h

air e

tc.

E.g

., W

ith im

med

iate

effe

ct h

ard

hats

m

ust b

e ei

ther

tied

off

or a

chi

n st

rap

used

whe

n th

e us

e of

per

sona

l fal

l ar

rest

equ

ipm

ent i

s re

quire

d.

They

are

par

t of t

he c

onte

nt fo

r the

m

orni

ng to

olbo

x m

eetin

g, a

nd a

re

avai

labl

e on

the

bulle

tin b

oard

af

terw

ards

.

R -

Info

R

– In

str.

R6

The

text

is m

ostly

con

cret

e, fa

ctua

l and

des

crip

tive

(R6)

W

ith c

omm

on, a

nd s

ome

abst

ract

and

spe

cial

ized

vo

cabu

lary

and

occ

asio

nal i

diom

s (R

6)

Occ

asio

nally

sup

porte

d by

vis

uals

(R6)

R

elat

ivel

y sh

ort (

R6)

In

mod

erat

ely

dem

andi

ng c

onte

xts

(R6)

Wor

ksite

C –

Rea

d Sa

fety

N

ewsl

ette

r Th

is tw

o pa

ge n

ewsl

ette

r sty

le b

ulle

t in

clud

es b

rief a

rticl

es o

n to

pics

suc

h as

K

eep

You

rsel

f Saf

e fro

m B

urns

, whi

ch

cons

ists

of a

num

bere

d lis

t of s

ix

thin

gs to

do,

writ

ten

in d

irect

voi

ce

(you

/you

r) a

nd p

lain

lang

uage

. The

ar

ticle

s do

incl

ude

idio

mat

ic

expr

essi

ons

and

tech

nica

l jar

gon

(e.g

., ke

ep th

e ris

ks to

p of

min

d; a

hot

line

; ca

n pe

rmits

be

pass

ed o

ver;

PP

E is

th

e la

st li

ne o

f def

ence

; goo

d ho

usek

eepi

ng is

the

corn

erst

one

to

safe

ty;)

and

som

e co

mpl

ex p

hras

ing

and

less

com

mon

voc

abul

ary,

suc

h as

un

der n

o ci

rcum

stan

ces

are

you

to

mod

ify y

our P

PE

; sha

re p

ertin

ent

info

rmat

ion;

take

the

ince

ntiv

e…

Thes

e ar

e re

ad o

ut/d

iscu

ssed

at

safe

ty m

eetin

gs a

nd th

en a

re p

oste

d on

a b

ulle

tin b

oard

for l

ater

revi

ew, i

f de

sire

d.

R- I

nfo

R6

The

text

is fa

ctua

l, de

scrip

tive

or a

rgum

enta

tive;

w

ith o

pini

ons,

exp

licit

and

impl

ied

mea

ning

s (R

7)

With

con

cret

e, a

bstra

ct o

r spe

cial

ized

voc

abul

ary,

an

d so

me

idio

ms

(R7)

S

omet

imes

sup

porte

d by

vis

uals

(R5)

U

nder

stan

d an

ade

quat

e ra

nge

of m

oder

atel

y co

mpl

ex te

xts

in p

redi

ctab

le, p

ract

ical

and

re

leva

nt…

wor

k-re

late

d si

tuat

ions

. (R

5)

Topi

cs a

re p

erso

nally

rele

vant

, mos

tly fa

mili

ar a

nd

partl

y pr

edic

tabl

e (R

6)

Iden

tifie

s pu

rpos

e, m

ain

idea

s, s

peci

fic d

etai

ls a

nd

links

bet

wee

n pa

ragr

aphs

(R5)

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

107

App

endi

x 9:

Rea

ding

/Writ

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed te

xt)

Task

Des

crip

tion

& v

erba

tim

exam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent t

o ju

stify

cho

ice

of le

vel

Task

#5

Rea

d si

gns,

tags

and

w

arni

ng la

bels

R

2-4

Wor

ksite

A, B

and

C –

Rea

d si

gns,

ta

gs a

nd w

arni

ng la

bels

* e.

g., t

ag h

olde

r tha

t rea

ds D

ange

r – d

o no

t use

. Sca

ffold

und

er c

onst

ruct

ion.

e.

g., r

ed ta

gs (d

ange

r); y

ello

w ta

gs

(war

ning

s –

e.g.

wel

ding

abo

ve; b

lue

tags

; sig

ns s

ayin

g R

estri

cted

Are

a;

Cau

tion:

equ

ipm

ent i

s in

ser

vice

. Oil

Flus

h in

pro

gres

s. S

park

Wat

ch

requ

ired

to w

ork

in a

rea.

H

andw

ritte

n si

gns:

Any

wor

ker c

augh

t cu

tting

the

shrin

k w

rap

in th

e bo

iler

hous

e w

ill b

e TE

RM

INA

TED

.

R

- GTD

; In

fo

R2-

3 Fi

nds

key

wor

ds a

nd a

few

sim

ple

deta

ils (R

2.3)

M

ay re

ly o

n gr

aphi

cs a

nd o

ther

vis

ual c

lues

whe

n in

terp

retin

g te

xt (R

3)

Com

mon

and

fam

iliar

vis

uals

sup

port

mea

ning

(R2)

R

ecog

nize

s in

divi

dual

wor

ds, p

hras

es a

nd s

ymbo

ls

com

mon

ly u

sed

in in

stru

ctio

ns (R

2,3)

G

et in

form

atio

n fro

m s

impl

e fo

rmat

ted

text

s (s

uch

as s

impl

e fo

rms…

sign

s, la

bels

) (R

2)

Form

atte

d te

xts

are

very

sho

rt or

sim

plifi

ed, a

nd

may

incl

ude

basi

c co

mm

on fo

rms…

diag

ram

s,

labe

ls…

(R2)

Res

earc

her’s

Not

es: T

he c

olou

r tag

, sta

ndar

d fo

rmat

, im

med

iate

con

text

and

brie

f nat

ure

of th

e fo

rm a

nd th

e fa

ct th

at m

any

wor

ds a

re re

peat

ed

(e.g

., da

nger

, cau

tion)

mak

es th

is a

n ea

sier

read

ing

task

. How

ever

, man

y ta

gs h

ave

spac

e fo

r writ

ten

deta

il th

at m

ay p

rese

nt n

ew v

ocab

ular

y or

be

writ

ten

less

legi

bly

– e

.g.,

the

caut

ion

tag

may

hav

e a

shor

t st

atem

ent t

o in

dica

te th

e na

ture

of t

he c

autio

n th

at

coul

d be

diff

eren

t eve

ry ti

me

Task

#6

Rea

d an

d co

mpl

ete

sim

ple

form

s (e

.g.,

cabl

e pu

ll sh

eets

)

W

3 R

3

Wor

ksite

A –

Cab

le P

ull S

heet

s* -

One

pag

e lo

ng; s

tand

ard

form

at;

indi

cate

whi

ch p

anel

and

to w

hich

eq

uipm

ent c

able

is ru

n; w

hat l

engt

h is

ne

eded

. Tex

t is

12 p

t. fo

nt a

nd th

ere

is

gene

rous

whi

te s

pace

aro

und

it.

Jour

neym

an re

ads

it an

d co

mpl

etes

it

ever

y da

y, s

o co

mpr

ehen

sion

is

supp

orte

d by

regu

lar u

se/fa

mili

arity

an

d th

e fa

ct th

at it

refe

rs to

con

cret

e ta

sks

(cab

le o

n a

reel

in fr

ont o

f you

).

R -

GTD

W

-GTD

R

3 W

3 Te

xt is

legi

ble,

cle

arly

org

aniz

ed a

nd w

ith s

impl

e la

yout

(R4)

Te

xts

are

spar

se w

ith c

lear

org

aniz

atio

n (R

3,4)

Id

entif

ies

purp

ose,

mai

n id

eas,

spe

cific

det

ails

(R4)

U

nder

stan

d an

d ge

t inf

orm

atio

n fro

m s

hort,

sim

ple

text

s re

late

d to

fam

iliar

topi

cs o

f dai

ly li

fe a

nd

expe

rienc

e. (R

4)

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

108

App

endi

x 9:

Rea

ding

/Writ

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed te

xt)

Task

Des

crip

tion

& v

erba

tim

exam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent t

o ju

stify

cho

ice

of le

vel

Lang

uage

is s

impl

e, c

oncr

ete

and

fact

ual (

R3)

To

pics

are

fam

iliar

, per

sona

lly re

leva

nt a

nd

pred

icta

ble

(R3)

Lim

ited

to le

tters

, num

bers

, sin

gle

fam

iliar

wor

ds

and

shor

t fam

iliar

phr

ases

(W1)

In

tend

ed fo

r a fa

mili

ar re

ader

(W1-

4)

Sho

rt (W

3-4)

W

rite

sim

ple

1-cl

ause

sen

tenc

es a

bout

fam

iliar

in

form

atio

n re

late

d to

per

sona

l exp

erie

nce

and

ever

yday

situ

atio

ns (W

3)

Task

s re

quire

onl

y si

ngle

wor

ds o

r a fe

w s

hort

phra

ses

(W1)

Ta

sk #

7 R

ead

note

s on

blu

eprin

ts

and

sche

mat

ics

? Th

e C

LB F

ram

ewor

k do

es n

ot s

erve

wel

l for

be

nchm

arki

ng b

luep

rints

. W

orks

ite A

– R

ead

sche

mat

ics,

bl

uepr

ints

and

tech

nica

l dra

win

gs*

e.g.

, IS

O d

raw

ings

; cab

le tr

ay a

nd

equi

pmen

t lay

out;

mec

hani

cal

draw

ings

May

refe

r to

thes

e re

gula

rly a

nd

inde

pend

ently

, cro

ss-r

efer

enci

ng a

nd

valid

atin

g in

form

atio

n ac

ross

sev

eral

ty

pes

of b

luep

rints

/dra

win

gs. T

here

is

limite

d te

xt in

fine

prin

t. A

ccur

ate

inte

rpre

tatio

n is

par

amou

nt b

ut m

uch

of th

e in

terp

reta

tion

rela

tes

to

num

bers

and

vis

uals

, not

lang

uage

.

R -

GTD

?

Text

s ar

e sp

arse

with

cle

ar o

rgan

izat

ion

(R1-

4)

Con

tinuo

us te

xts

are

up to

abo

ut tw

o pa

ragr

aphs

(R

3)

Com

mon

and

fam

iliar v

isua

ls s

uppo

rt m

eani

ng (R

2)

Lang

uage

is s

impl

e, c

oncr

ete

and

fact

ual (

R3)

Fi

nds,

inte

grat

es, c

ompa

res

and

cont

rast

s in

form

atio

n (R

7)

Form

atte

d te

xts

vary

in le

ngth

, may

be

visu

ally

de

nse

(can

incl

ude

tabl

es, g

raph

s, p

roce

ss fl

ow

char

ts, p

icto

grap

hs, d

iagr

ams…

blue

prin

ts a

nd

asse

mbl

y an

d sc

hem

atic

dra

win

gs (R

9)

Find

s, in

tegr

ates

and

ana

lyze

s in

form

atio

n (R

8)

Res

earc

her’s

Not

es: T

he li

mite

d am

ount

of w

ritin

g an

d th

e co

mpl

exity

of t

he n

otes

wou

ld b

e le

gibl

e fo

r so

meo

ne w

ith a

CLB

pro

ficie

ncy

of re

adin

g 3-

4 bu

t th

e C

LB fr

amew

ork

sugg

ests

that

read

ing

blue

prin

ts

is a

read

ing

CLB

9 ta

sk.

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

109

App

endi

x 9:

Rea

ding

/Writ

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed te

xt)

Task

Des

crip

tion

& v

erba

tim

exam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent t

o ju

stify

cho

ice

of le

vel

Wor

ksite

B –

Rea

d pr

ojec

t bl

uepr

ints

. Th

ese

vary

in n

umbe

r fro

m a

few

pr

ints

to a

nyth

ing

from

5 to

20

or m

ore

if an

em

ploy

ee is

wor

king

on

mul

tiple

as

pect

s of

the

proj

ect.

The

form

at is

st

anda

rd w

ith a

spa

ce fo

r writ

ten

note

s on

the

right

han

d si

de. N

o w

ritte

n no

tes

wer

e ob

serv

ed in

the

exam

ples

re

view

ed, b

ut th

is s

pace

may

con

tain

up

to a

bout

two

para

grap

hs o

f lim

ited

and

bulle

ted

text

, with

nu

mer

ical

/fact

ual c

onte

nt.

Cop

ies

of th

e bl

uepr

ints

are

typi

cally

pr

ovid

ed to

the

empl

oyee

s fo

r the

pa

rt of

the

proj

ect t

hey

are

wor

king

on

. If t

hey

are

not h

ande

d ou

t, th

e or

igin

als

are

alw

ays

avai

labl

e w

ith

the

crew

fore

man

. As

indu

stria

l el

ectri

cian

s do

ing

cons

truct

ion,

they

ne

ed to

read

the

num

bers

and

cod

es

that

rela

te to

tech

nica

l asp

ects

of t

he

site

con

stru

ctio

n e.

g. th

e si

ze o

f tra

ys, t

he lo

catio

n w

here

the

tray

need

s to

be

mod

ified

etc

.

R –

Inst

r.

R3-

4?

Text

s ar

e sp

arse

with

cle

ar o

rgan

izat

ion

(R1-

4)

Con

tinuo

us te

xts

are

up to

abo

ut tw

o pa

ragr

aphs

(R

3)

Com

mon

and

fam

iliar v

isua

ls s

uppo

rt m

eani

ng (R

2)

Lang

uage

is s

impl

e, c

oncr

ete

and

fact

ual (

R3)

M

ay re

ly o

n gr

aphi

cs a

nd o

ther

vis

ual c

lues

whe

n in

terp

retin

g te

xt. (

R4)

W

ith c

omm

on, a

nd s

ome

abst

ract

and

spe

cial

ized

vo

cabu

lary

. (R

5)

Ta

sk #

8 R

ead

and

verif

y in

form

atio

n in

sch

edul

es

? Th

is ta

sk, a

s fo

r blu

eprin

ts, i

s di

fficu

lt to

ben

chm

ark

usin

g th

e C

LB

Wor

ksite

A –

Rea

d an

d ve

rify

info

rmat

ion

in te

rmin

atio

n sc

hedu

les*

- a

spre

adsh

eet o

f dat

a on

an

11x

17 c

hart

with

ver

y sm

all p

rint,

mul

tiple

row

s, 1

4 co

lum

ns; s

tand

ard

form

at –

sca

nnin

g ac

ross

row

s, d

own

colu

mns

; Equ

ipm

ent n

ame;

num

ber;

term

inal

#, c

able

#, t

ype

Acc

urac

y is

impo

rtant

as

an in

corr

ect

inst

alla

tion

coul

d ca

use

dam

age,

de

lays

and

/or c

ostly

repa

irs. W

orke

rs

are

expe

cted

to id

entif

y in

cons

iste

ncie

s be

twee

n th

is a

nd

rela

ted

data

set

s or

with

wha

t the

y ob

serv

e an

d to

refe

r to

rela

ted

docu

men

tatio

n to

trou

ble

shoo

t the

er

ror.

For e

xam

ple,

the

pull

shee

t sa

ys to

pul

l a 2

14 c

able

and

the

term

inat

ion

sche

dule

say

s it

shou

ld

be a

6 c

ondu

ctor

214

. The

y ar

e di

ffere

nt c

able

s. Y

ou h

ave

to

com

pare

the

two

form

s an

d fin

d ou

t w

hat i

s ap

prop

riate

as

pulli

ng th

e w

rong

cab

le is

tim

e co

nsum

ing

and

cost

ly. T

his

verif

icat

ion

is o

ften

R- I

nfo

R7

The

text

is c

oncr

ete,

fact

ual,

and

desc

riptiv

e (R

5)

Find

s sp

ecifi

c de

taile

d in

form

atio

n fo

r com

parin

g an

d co

ntra

stin

g (R

6)

Find

s, in

tegr

ates

, com

pare

s an

d co

ntra

sts

info

rmat

ion

(R7)

Fo

rmat

ted

text

s ar

e m

oder

atel

y co

mpl

ex, a

nd m

ay

incl

ude

map

s, fo

rms,

tabl

es, s

ched

ules

.(R5-

8)

Con

text

is m

oder

atel

y de

man

ding

(R5-

8)

Res

earc

her’s

Not

es: A

s fo

r blu

eprin

ts, s

prea

dshe

ets

of la

rgel

y nu

mer

ical

dat

a ar

e no

t eas

ily d

efin

ed in

th

e C

LB F

ram

ewor

k. T

he a

ctua

l rea

ding

re

quire

men

t may

be

clos

er to

a R

eadi

ng C

LB 3

, but

th

e le

ngth

and

det

ail o

f the

form

at a

nd th

e im

porta

nce

of a

ccur

acy

may

sug

gest

a ra

nge

of 4

-5.

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

110

App

endi

x 9:

Rea

ding

/Writ

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed te

xt)

Task

Des

crip

tion

& v

erba

tim

exam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent t

o ju

stify

cho

ice

of le

vel

chec

ked

by a

par

tner

or f

orem

an.

Task

#9

Com

plet

e or

ient

atio

n m

ater

ials

W

3 R

6-7

Wor

ksite

B –

Com

plet

e th

e co

mpa

ny o

rient

atio

n pa

ckag

e.

Form

s as

k fo

r per

sona

l inf

orm

atio

n,

som

e m

edic

al h

isto

ry, e

mer

genc

y co

ntac

ts, e

xpla

natio

ns fo

r any

phy

sica

l lim

itatio

ns e

tc.

The

form

s in

the

orie

ntat

ion

pack

age

are

com

plet

ed d

urin

g th

e or

ient

atio

n.

The

train

er is

pre

sent

to p

rovi

de

supp

ort a

nd a

nsw

er a

ny q

uest

ions

.

W -

GTD

W

3 Fo

rms

to c

ompl

ete

are

shor

t (ab

out 1

5 to

20

item

s),

sim

ple

in fo

rmat

, and

requ

ire b

asic

per

sona

l in

form

atio

n an

d so

me

resp

onse

s to

sim

ple

ques

tions

abo

ut s

elf o

r exp

erie

nce

(W3)

.

Wor

ksite

B –

Rea

d th

e ne

w

empl

oyee

orie

ntat

ion

pack

age.

Th

is in

clud

es a

2-p

age

sect

ion

for

med

ical

info

rmat

ion

and

phys

ical

lim

itatio

ns, a

2-p

age

47-p

oint

info

sh

eet o

n S

ER

P ru

les

and

regu

latio

ns,

a 1-

page

she

et o

f 13

poin

ts o

n em

ploy

ee re

spon

sibi

litie

s, a

1-p

age

2-pa

ragr

aph

form

to a

ckno

wle

dge

unde

rsta

ndin

g of

the

safe

ty ru

les

and

guid

elin

es

E.g

., na

me,

add

ress

, em

erge

ncy

cont

acts

etc

; Do

you

have

lim

itatio

ns

to w

ork

in s

ituat

ions

suc

h as

wea

ring

a sa

fety

har

ness

etc

; The

follo

win

g is

an

outli

ne o

f som

e of

the

vario

us o

ffens

es

that

wou

ld re

quire

dis

cipl

ine:

thef

t, ha

rass

men

t, po

sses

sion

und

er th

e in

fluen

ce e

tc; E

mpl

oyee

s ar

e re

spon

sibl

e fo

r thi

nkin

g ab

out H

SE

re

quire

men

ts fi

rst,

and

inte

grat

ing

HS

E

for a

ll ac

tiviti

es e

tc; I

und

erst

and

that

th

e gu

idel

ines

of t

he O

ccup

atio

nal

The

form

s in

the

orie

ntat

ion

pack

age

are

com

plet

ed d

urin

g th

e or

ient

atio

n.

The

train

er is

pre

sent

to p

rovi

de

supp

ort a

nd a

nsw

er a

ny q

uest

ions

.

R –

Info

; In

str.

R6

The

text

is m

ostly

con

cret

e, fa

ctua

l and

des

crip

tive

(R6)

. W

ith c

omm

on, a

nd s

ome

abst

ract

and

spe

cial

ized

vo

cabu

lary

and

occ

asio

nal i

diom

s (R

6).

R

elat

ivel

y sh

ort (

R6)

. In

mod

erat

ely

dem

andi

ng c

onte

xts

(R6)

. U

nder

stan

d m

oder

atel

y co

mpl

ex in

stru

ctio

ns a

nd

inst

ruct

iona

l tex

ts fo

r mul

tiste

p pr

oced

ures

rela

ted

to

fam

iliar t

asks

, whi

ch m

ay b

e sp

ecia

lized

or t

echn

ical

(R

7).

Inst

ruct

ions

are

up

abou

t 10

to 1

3 st

eps,

in c

lear

an

d ex

plic

it te

xt o

f abo

ut 5

to 1

0 pa

ragr

aphs

, not

al

way

s st

ep-b

y-st

ep (R

7).

Res

earc

herʼs

Not

es: M

ost f

orm

s w

ould

be

in th

e ra

nge

of a

CLB

6; o

ccas

iona

l spi

kes

to a

7.

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

111

App

endi

x 9:

Rea

ding

/Writ

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed te

xt)

Task

Des

crip

tion

& v

erba

tim

exam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent t

o ju

stify

cho

ice

of le

vel

Hea

lth a

nd S

afet

y A

ct...

Th

e ru

les,

regu

latio

ns a

nd g

uide

lines

ar

e lis

ted

in s

hort

sent

ence

s an

d hi

ghlig

ht th

e m

ost i

mpo

rtant

ex

pect

atio

ns th

at, i

f bre

ache

d, re

sult

in

term

inat

ion.

The

inst

ruct

ions

are

in

shor

t bul

lete

d pa

ragr

aphs

of b

etw

een

8 to

22

num

bere

d po

ints

.

Wor

ksite

C –

Rea

d an

d C

ompl

ete

New

Hire

Orie

ntat

ion

Mat

eria

ls

A s

tapl

ed p

acka

ge c

onsi

stin

g of

-

A ¾

pag

e de

scrip

tion

of th

e C

ompa

ny B

ackg

roun

d

- Le

tters

from

Sen

ior M

anag

emen

t::

o

time

and

atte

ndan

ce

o

Insu

ranc

e le

tter o

f ex

perie

nce

- Fo

rms

to re

ad, u

nder

stan

d an

d si

gn: o

In

form

atio

n C

olle

ctio

n Fo

rm; W

ritte

n E

xpre

ssed

C

onse

nt F

orm

(ind

icat

ing

revi

ew a

nd a

ccep

tanc

e of

th

e C

ompa

ny p

rivac

y po

licy)

; pro

vinc

ial a

nd

fede

ral t

ax fo

rms;

Driv

er

Abs

tract

con

sent

form

; D

river

Aut

horiz

atio

n Fo

rm;

Com

pany

Veh

icle

Driv

ing

Aut

horiz

atio

n;

Con

fiden

tialit

y A

gree

men

t; S

afe

Wor

k A

gree

men

t

Thes

e fo

rms

are

com

plet

ed b

y in

divi

dual

s as

par

t of e

mpl

oyee

or

ient

atio

n in

a g

roup

set

ting.

In

divi

dual

s ar

e gi

ven

abou

t 45

min

utes

to re

view

and

com

plet

e al

l fo

rms

and

may

ask

thei

r nei

ghbo

ur o

r th

e tra

iner

for a

ssis

tanc

e. O

nce

the

form

s ha

ve b

een

com

plet

ed, t

he

train

er re

view

s m

ost f

orm

s w

ith th

e w

orke

rs to

mak

e su

re th

ey

unde

rsta

nd.

R- I

nfo

W3

R 7

Fo

rms

to c

ompl

ete

are

shor

t (ab

out 1

5 to

20

item

s),

sim

ple

in fo

rmat

, and

requ

ire b

asic

per

sona

l in

form

atio

n an

d so

me

resp

onse

s to

sim

ple

ques

tions

abo

ut s

elf o

r exp

erie

nce

(W3)

. Te

xt h

as c

oncr

ete,

abs

tract

or s

peci

aliz

ed

voca

bula

ry, a

nd s

ome

idio

ms.

(R7)

M

oder

ate

in le

ngth

(R7,

8)

Iden

tifie

s pu

rpos

e, m

ain

idea

s, im

porta

nt d

etai

ls a

nd

som

e im

plie

d m

eani

ngs

(R6)

To

pics

are

per

sona

lly re

leva

nt b

ut a

re n

ot a

lway

s fa

mili

ar a

nd p

redi

ctab

le (R

8)

Con

tinuo

us te

xts

are

mod

erat

ely

com

plex

, up

to

abou

t 3 p

ages

with

cle

ar o

rgan

izat

ion

(R8)

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

112

App

endi

x 9:

Rea

ding

/Writ

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed te

xt)

Task

Des

crip

tion

& v

erba

tim

exam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent t

o ju

stify

cho

ice

of le

vel

- E

mer

genc

y C

onta

ct L

ist

- Th

e w

ritin

g ta

sks

are

very

sim

ple

(mos

tly s

igni

ng, d

atin

g an

d pr

ovid

ing

pers

onal

info

rmat

ion)

but

th

e re

adin

g te

xts

are

not i

n pl

ain

lang

uage

and

som

e pr

esen

t ver

y co

mpl

ex s

truct

ures

, e.g

.,nei

ther

in

sura

nce

com

pani

es n

or b

roke

rs

are

able

to o

btai

n ab

stra

cts

from

ju

risdi

ctio

ns o

ther

than

Alb

erta

. A

ccor

ding

ly, i

f you

are

from

a

diffe

rent

juris

dict

ion,

you

r au

thor

izat

ion

will

not

be

valid

; I,

the

unde

rsig

ned,

do

here

by

auth

oriz

e…

Task

#10

Rea

d Po

wer

Poin

t slid

es in

tr

aini

ng

R7

Wor

ksite

A –

Fal

l Pro

tect

ion

Trai

ning

Th

is tr

aini

ng w

as d

eliv

ered

by

an

exte

rnal

con

tract

or a

nd fe

atur

ed 1

18

slid

es fo

llow

ing

a st

anda

rd te

mpl

ate.

M

ostly

fact

ual w

ith v

ery

few

idio

mat

ic

expr

essi

ons

(e.g

., H

ave

a he

alth

y re

spec

t for

all

heig

hts.

)

The

maj

ority

of s

lides

feat

ured

lim

ited

text

and

gen

erou

s w

hite

spa

ce, w

ith

stro

ng v

isua

l sup

port

– si

mpl

e lin

e di

agra

ms

or c

olou

r pho

tos.

Slid

es

refe

renc

ed th

e sa

me

or re

late

d co

nten

t in

thei

r coi

l bou

nd

parti

cipa

nt’s

gui

de.

R

5-6

Text

is m

ostly

con

cret

e, fa

ctua

l and

des

crip

tive

(R5)

S

omet

imes

sup

porte

d by

vis

uals

(R5)

M

ay re

ly o

n gr

aphi

cs a

nd o

ther

vis

ual c

lues

whe

n in

terp

retin

g te

xt (R

4)

With

com

mon

, and

som

e ab

stra

ct a

nd s

peci

aliz

ed

voca

bula

ry a

nd o

nly

occa

sion

al id

iom

s (R

5)

Rea

der c

an u

nder

stan

d an

exp

andi

ng ra

nge

of

mod

erat

ely

com

plex

text

s in

pre

dict

able

, pra

ctic

al

and

rele

vant

…w

ork-

rela

ted

situ

atio

ns. (

R6)

W

ith c

oncr

ete,

abs

tract

or s

peci

aliz

ed v

ocab

ular

y an

d so

me

idio

ms

(R7)

W

orks

ite B

– R

ead

the

new

em

ploy

ee o

rient

atio

n Po

wer

Poin

t sl

ides

. A

bout

115

slid

es e

xpla

inin

g th

e

An

orie

ntat

ion

train

er le

ads

new

em

ploy

ees

thro

ugh

the

one-

day

orie

ntat

ion.

Em

ploy

ees

follo

w a

long

us

ing

the

orie

ntat

ion

quiz

, whi

ch is

42

R –

Inst

r.;

Info

R6-

7 In

stru

ctio

ns a

re u

p to

10

step

s, p

rese

nted

par

tially

in

poin

t for

m o

r in

a te

xt o

f abo

ut 3

to 5

par

agra

phs,

no

t alw

ays

step

-by-

step

, som

e vi

sual

clu

es m

ight

su

ppor

t com

preh

ensi

on (R

6).

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

113

App

endi

x 9:

Rea

ding

/Writ

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed te

xt)

Task

Des

crip

tion

& v

erba

tim

exam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent t

o ju

stify

cho

ice

of le

vel

purp

ose

and

layo

ut o

f the

) pro

ject

and

th

e ex

pect

atio

ns fo

r saf

ety

proc

edur

es

and

proc

esse

s, a

s w

ell a

s fo

r hea

lth

and

wel

l-bei

ng, p

ayro

ll, a

nd w

ork

sche

dule

s. S

lide

info

rmat

ion

is in

bu

llete

d po

int-f

orm

and

inst

ruct

ions

are

se

quen

ced

in u

p to

10

step

s

E.g

., di

agra

m e

xpla

inin

g dr

y-lim

e te

chno

logy

; bas

ic p

rinci

ples

of h

ealth

y ea

ting.

..will

low

er c

hole

ster

ol…

; ga

s de

tect

ion

equi

pmen

t will

ala

rm

whe

n an

y of

the

targ

et g

ases

reac

h ea

rly a

larm

set

tings

(H2S

, car

bon

mon

oxid

e);

The

Are

a A

utho

rity

is re

quire

d to

co

nfirm

(ver

bally

) tha

t thi

s pe

rson

has

co

mpl

eted

this

aw

aren

ess

cour

se. A

S

ticke

r will

be

prov

ided

to b

e pl

aced

on

the

back

of (

Com

pany

) ID

Bad

ge to

in

dica

te C

ompl

etio

n of

this

Aw

aren

ess

Cou

rse.

ques

tions

seq

uenc

ed to

sup

port

the

Pow

erP

oint

. The

que

stio

ns a

re b

asic

m

ultip

le c

hoic

e, tr

ue o

r fal

se, a

nd

sing

le w

ord/

phra

se a

nsw

ers.

The

qu

iz is

com

plet

ed c

olle

ctiv

ely.

Tes

ts

are

not c

heck

ed in

divi

dual

ly b

y th

e tra

iner

.

The

text

is m

ostly

con

cret

e, fa

ctua

l and

des

crip

tive

(R6)

. W

ith c

oncr

ete,

abs

tract

, or s

peci

aliz

ed v

ocab

ular

y an

d so

me

idio

ms

(R7)

. U

nder

stan

d m

oder

atel

y co

mpl

ex e

xten

ded

desc

riptio

ns, r

epor

ts a

nd n

arra

tions

on

fam

iliar

to

pics

(R7)

.

Wor

ksite

B –

Rea

d co

urse

-pac

ks fo

r sa

fety

trai

ning

cou

rses

and

the

corr

espo

ndin

g Po

wer

Poin

t slid

es

e.g.

Con

fined

Spa

ce E

ntry

/Mon

itor

(CSE

M).

CS

EM

is a

74-

slid

e P

ower

Poi

nt

pres

enta

tion

on le

gisl

atio

n &

st

anda

rds;

con

fined

spa

ce e

ntry

pr

epar

atio

n; c

lass

ifica

tion

of c

onfin

ed

spac

e en

tries

; ele

men

ts o

f haz

ardo

us

atm

osph

eres

; gas

test

ing

The

CS

EM

cou

rse

is a

ppro

xim

atel

y fo

ur h

ours

and

incl

udes

an

inst

ruct

or

led

pres

enta

tion,

revi

ew e

xerc

ises

, cl

ass

disc

ussi

on, D

VD

pre

sent

atio

n,

and

a w

ritte

n kn

owle

dge

test

. Not

e:

unce

rtain

if p

artic

ipan

ts h

ave

to re

ad

the

note

s pa

ges

prov

ided

with

the

Pow

erP

oint

. One

of t

he m

ost d

ense

se

t of i

nstru

ctio

ns is

on

Con

fined

S

pace

Ent

ry P

erm

its, s

lide

47 in

the

CS

EM

cou

rse-

pack

.

R –

Inst

r.;

Info

R6-

7 Th

e te

xt is

fact

ual,

desc

riptiv

e, w

ith c

oncr

ete,

ab

stra

ct, o

r spe

cial

ized

voc

abul

ary

and

som

e id

iom

s (R

7)

Mod

erat

e in

leng

th (R

7)

In m

oder

atel

y de

man

ding

con

text

s. (R

7)

Und

erst

and

exte

nded

, mod

erat

ely-

com

plex

, m

ultis

tep

inst

ruct

ions

and

inst

ruct

iona

l tex

ts fo

r es

tabl

ishe

d pr

oced

ures

rela

ted

to fa

milia

r sp

ecia

lized

task

s (R

8).

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

114

App

endi

x 9:

Rea

ding

/Writ

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed te

xt)

Task

Des

crip

tion

& v

erba

tim

exam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent t

o ju

stify

cho

ice

of le

vel

requ

irem

ents

; ent

ry a

utho

rizat

ion;

si

gnag

e an

d ta

ggin

g; is

olat

ions

; and

re

spon

sibi

litie

s. P

artic

ipan

ts m

ust r

ead

and

answ

er 4

8 qu

estio

ns fo

r the

kn

owle

dge

test

at t

he e

nd o

f the

co

urse

. The

test

is m

ostly

mul

tiple

-ch

oice

. E

.g.,

The

OH

&S

Cod

e P

art 5

, Sec

tion

44, r

equi

res

that

an

empl

oyer

hav

e a

writ

ten

code

of p

ract

ice

gove

rnin

g th

e pr

actic

es a

nd p

roce

dure

s to

be

follo

wed

...;

The

haza

rds

can

be d

ivid

ed in

to tw

o di

stin

ct c

ateg

orie

s –

phys

ical

haz

ards

an

d da

nger

ous

atm

osph

eres

. The

se

haza

rds

may

cau

se a

ccid

enta

l inj

ury

or

incr

ease

the

poss

ibili

ty o

r sev

erity

of

such

inju

ries;

N

orm

al o

utsi

de a

ir co

ntai

ns a

bout

21%

ox

ygen

. If t

he c

once

ntra

tion

of o

xyge

n ex

ceed

s 23

.0%

it is

con

side

red

“enr

iche

d”;

If a

wor

ker i

ndic

ates

sym

ptom

s of

ex

posu

re to

air

cont

amin

ants

...;

Isol

atio

n of

ele

ctric

al, h

ydra

ulic

, or

pneu

mat

ic p

ower

sup

plie

s;

One

of t

he m

ost i

mpo

rtant

con

tent

pi

eces

is c

lass

ifica

tion

of C

onfin

ed

spac

e en

tries

into

Lev

el 1

, Lev

el 2

, an

d Le

vel 3

to re

flect

the

rela

tive

haza

rds,

and

to e

nsur

e a

cons

iste

nt

appr

oach

. Thi

s is

fund

amen

tal t

o th

e C

SE

M c

ours

e. T

here

is a

leve

l cl

assi

ficat

ion

quiz

, or e

xerc

ise,

in th

e m

iddl

e of

the

cour

se to

pre

pare

pa

rtici

pant

s fo

r the

test

at t

he e

nd o

f th

e co

urse

. 19

out o

f the

48

test

qu

estio

ns fo

cus

on th

is a

spec

t of t

he

cour

se. P

artic

ipan

ts w

ill n

eed

to

acce

ss, l

ocat

e an

d in

tegr

ate

this

in

form

atio

n ov

er 9

slid

es to

ans

wer

th

e ex

erci

se q

uest

ions

and

ove

r 19

slid

es to

ans

wer

the

test

que

stio

ns.

e.g.

Q

uest

ion:

for 2

2-29

, ass

ume

that

all

haza

rds,

bes

ides

thos

e lis

ted,

are

kn

own.

..Cla

ssify

eac

h as

Lev

el 1

, 2,

3 or

Pro

hibi

ted

from

Ent

ry...

P

ossi

ble

answ

er: T

he a

rea

atm

osph

ere

exce

eds

the

prot

ectiv

e lim

its o

f air

purif

ier r

espi

rato

ry

equi

pmen

t.

Inst

ruct

ions

are

abo

ut 1

0 to

13

step

s in

a c

lear

and

ex

plic

it te

xt o

f abo

ut 8

to 1

5 pa

ragr

aphs

, not

alw

ays

pres

ente

d st

ep-b

y-st

ep (R

8).

Wor

ksite

C –

Rea

d Po

wer

Poin

t sl

ides

M

ost t

rain

ing

incl

udes

Pow

erP

oint

sl

ides

with

a ra

nge

of d

ensi

ty o

f tex

t

Orie

ntat

ion

train

ing

typi

cally

take

s a

full

day,

incl

udin

g bo

th S

ite a

nd

Com

pany

orie

ntat

ion

and

wor

k ar

ea

orie

ntat

ion

(e.g

., U

pgra

ding

).

R- I

nfo

R7

The

text

is fa

ctua

l, de

scrip

tive,

with

con

cret

e,

abst

ract

, or s

peci

aliz

ed v

ocab

ular

y an

d so

me

idio

ms

(R7)

. M

oder

ate

in le

ngth

(R7)

.

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

115

App

endi

x 9:

Rea

ding

/Writ

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed te

xt)

Task

Des

crip

tion

& v

erba

tim

exam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent t

o ju

stify

cho

ice

of le

vel

and

wor

ksite

-spe

cific

voc

abul

ary.

The

tra

iner

spe

aks

from

/refe

rs to

thes

e sl

ides

.

In m

oder

atel

y de

man

ding

con

text

s (R

7).

Task

#11

Rea

d tr

aini

ng m

ater

ials

an

d ha

ndou

ts

R 6

-7

Wor

ksite

A –

Rea

d tr

aini

ng

mat

eria

ls

- In

the

Fall

Pro

tect

ion

Trai

ning

O

bser

ved

wor

kers

wer

e gi

ven

a 7x

10

inch

coi

l bou

nd p

artic

ipan

t’s g

uide

with

ke

y po

ints

, brie

f pra

ctic

e ex

erci

ses

and

spac

e to

writ

e in

ans

wer

s. T

he b

ookl

et

was

42

page

s lo

ng, c

lear

ly la

id o

ut

with

gen

erou

s us

e of

vis

uals

, bul

lets

an

d fo

rmat

ting

to e

mph

asiz

e ke

y po

ints

. - T

he A

rc F

lash

Aw

aren

ess

Trai

ning

P

artic

ipan

t’s M

anua

l con

sist

s of

65

page

s of

cop

ies

of P

ower

Poi

nt s

lides

pr

esen

ted

in e

nlar

ged

form

at w

ith

spac

e fo

r writ

ing

besi

de e

ach

slid

e.

Text

on

each

slid

e is

lim

ited,

in

bulle

ted

poin

ts w

ith v

isua

l sup

port.

- t

echn

ical

lang

uage

, e.g

., Ta

il sw

ing

occu

rs w

hen

the

read

end

of t

he

turn

tabl

e ro

tatio

n m

echa

nism

(tur

ret)

exte

nds

beyo

nd a

ny e

dge

of th

e ch

assi

s w

hen

the

lift i

s ro

tate

d.

In th

e Fa

ll P

rote

ctio

n Tr

aini

ng

parti

cipa

nts

wer

e gu

ided

in g

oing

th

roug

h th

e w

orkb

ook

thro

ugho

ut th

e on

e da

y tra

inin

g se

ssio

n. T

he

wor

kboo

k is

kep

t by

each

wor

ker a

s a

reco

rd o

f lea

rnin

g an

d re

fere

nce

guid

e fo

r fut

ure

use.

The

writ

ing

is

clea

rly s

uppo

rted

by th

e co

ntex

t and

re

spon

ses

are

limite

d to

sin

gle

wor

ds

or s

hort

phra

ses,

cop

ied

or p

rom

pted

by

the

Pow

erP

oint

slid

es. N

o on

e ch

ecks

the

note

s, a

nd in

fact

, the

w

orke

r may

writ

e in

thei

r firs

t la

ngua

ge, n

otin

g ke

y w

ords

or

expr

essi

ons

in E

nglis

h.

R -

Info

R

6

The

text

is fa

ctua

l, de

scrip

tive,

with

con

cret

e,

abst

ract

, or s

peci

aliz

ed v

ocab

ular

y an

d so

me

idio

ms

(R7)

M

oder

ate

in le

ngth

(R7)

O

ccas

iona

lly s

uppo

rted

by v

isua

ls (R

5,6)

Id

entif

ies

purp

ose,

mai

n id

eas,

impo

rtant

det

ails

(R

6)

Find

s, in

tegr

ates

, com

pare

s an

d co

ntra

sts

info

rmat

ion

(R7)

In

mod

erat

ely

dem

andi

ng c

onte

xts

(R5-

9)

Wor

ksite

B –

Rea

d co

urse

-pac

ks fo

r sa

fety

trai

ning

cou

rses

and

the

corr

espo

ndin

g P

ower

Poi

nt s

lides

e.g

. C

onfin

ed S

pace

Ent

ry/M

onito

r (C

SE

M).

The

CS

EM

cou

rse

is a

ppro

xim

atel

y fo

ur h

ours

and

incl

udes

an

inst

ruct

or

led

pres

enta

tion,

revi

ew e

xerc

ises

, cl

ass

disc

ussi

on, D

VD

pre

sent

atio

n,

and

a w

ritte

n kn

owle

dge

test

.

R –

Inst

r.;

Info

R6-

7 Th

e te

xt is

fact

ual,

desc

riptiv

e, w

ith c

oncr

ete,

ab

stra

ct, o

r spe

cial

ized

voc

abul

ary

and

som

e id

iom

s (R

7).

Mod

erat

e in

leng

th (R

7).

In m

oder

atel

y de

man

ding

con

text

s (R

7).

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

116

App

endi

x 9:

Rea

ding

/Writ

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed te

xt)

Task

Des

crip

tion

& v

erba

tim

exam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent t

o ju

stify

cho

ice

of le

vel

CS

EM

is a

74-

slid

e P

ower

Poi

nt

pres

enta

tion

on le

gisl

atio

n &

st

anda

rds;

con

fined

spa

ce e

ntry

pr

epar

atio

n; c

lass

ifica

tion

of c

onfin

ed

spac

e en

tries

; ele

men

ts o

f haz

ardo

us

atm

osph

eres

; gas

test

ing

requ

irem

ents

; ent

ry a

utho

rizat

ion;

si

gnag

e an

d ta

ggin

g; is

olat

ions

; and

re

spon

sibi

litie

s. P

artic

ipan

ts m

ust r

ead

and

answ

er 4

8 qu

estio

ns fo

r the

kn

owle

dge

test

at t

he e

nd o

f the

co

urse

. The

test

is m

ostly

mul

tiple

-ch

oice

.

One

of t

he m

ost i

mpo

rtant

con

tent

pi

eces

is c

lass

ifica

tion

of C

onfin

ed

spac

e en

tries

into

Lev

el 1

, Lev

el 2

, an

d Le

vel 3

to re

flect

the

rela

tive

haza

rds,

and

to e

nsur

e a

cons

iste

nt

appr

oach

. Thi

s is

fund

amen

tal t

o th

e C

SE

M c

ours

e. T

here

is a

leve

l cl

assi

ficat

ion

quiz

, or e

xerc

ise,

in th

e m

iddl

e of

the

cour

se to

pre

pare

pa

rtici

pant

s fo

r the

test

at t

he e

nd o

f th

e co

urse

. 19

out o

f the

48

test

qu

estio

ns fo

cus

on th

is a

spec

t of t

he

cour

se. P

artic

ipan

ts w

ill n

eed

to

acce

ss, l

ocat

e an

d in

tegr

ate

this

in

form

atio

n ov

er 9

slid

es to

ans

wer

th

e ex

erci

se q

uest

ions

and

ove

r 19

slid

es to

ans

wer

the

test

que

stio

ns.

E.g

., qu

estio

n: fo

r 22-

29, a

ssum

e th

at

all h

azar

ds, b

esid

es th

ose

liste

d, a

re

know

n...C

lass

ify e

ach

as L

evel

1, 2

, 3

or P

rohi

bite

d fro

m E

ntry

...

Pos

sibl

e an

swer

.: Th

e ar

ea

atm

osph

ere

exce

eds

the

prot

ectiv

e lim

its o

f air

purif

ier r

espi

rato

ry

equi

pmen

t.

Und

erst

and

exte

nded

, mod

erat

ely-

com

plex

, m

ultis

tep

inst

ruct

ions

and

inst

ruct

iona

l tex

ts fo

r es

tabl

ishe

d pr

oced

ures

rela

ted

to fa

milia

r sp

ecia

lized

task

s (R

8).

Inst

ruct

ions

are

abo

ut 1

0 to

13

step

s in

a c

lear

and

ex

plic

it te

xt o

f abo

ut 8

to 1

5 pa

ragr

aphs

, not

alw

ays

pres

ente

d st

ep-b

y-st

ep (R

8).

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

117

App

endi

x 9:

Rea

ding

/Writ

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed te

xt)

Task

Des

crip

tion

& v

erba

tim

exam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent t

o ju

stify

cho

ice

of le

vel

Task

#12

Rea

d po

licie

s an

d pr

oced

ures

R

7-8

Wor

ksite

A –

Rea

d C

ompa

ny

polic

ies

and

proc

edur

es.

Thes

e ar

e fo

und

in th

e em

ploy

ee

hand

book

and

are

intro

duce

d to

new

em

ploy

ees

at o

rient

atio

n. T

he p

olic

ies

and

proc

edur

es a

naly

zed

usin

g th

e ha

ndbo

ok a

nd th

e co

rres

pond

ing

Pow

erP

oint

pre

sent

atio

n, a

nd

incl

uded

: ·H

aras

smen

t pol

icy

e.g.

Abu

se in

any

fo

rm e

rode

s th

e m

utua

l tru

st a

nd

conf

iden

ce th

at a

re e

ssen

tial t

o op

erat

iona

l effe

ctiv

enes

s.

·Alc

ohol

and

dru

g po

licy

e.g.

Tr

aditi

onal

ly, t

his

term

has

bee

n sy

nony

mou

s w

ith...

fully

-fled

ged

with

draw

al s

ympt

oms.

·In

add

ition

, the

follo

win

g w

ere

revi

ewed

: abs

ente

eism

, site

co

nditi

ons,

mod

ified

wor

k,

pers

onal

pro

tect

ive

equi

pmen

t, w

ork

plat

form

s, c

ylin

ders

, ba

rric

ades

, fla

ggin

g, ta

ggin

g,

conf

ined

spa

ces,

har

ness

fitti

ng,

ladd

er s

afet

y, ri

ggin

g, s

caffo

ldin

g,

tool

s, e

xcav

atio

ns, v

ehic

le

oper

atio

n, w

eldi

ng a

nd c

uttin

g,

and

ergo

nom

ics.

The

empl

oyee

han

dboo

k ha

s 39

to

pics

as

fund

amen

tal p

olic

ies

and

proc

edur

es fo

r wor

king

saf

ely

and

com

pete

ntly

. The

com

pani

on v

ideo

is

23 m

inut

es lo

ng a

nd p

rese

nts

high

light

s of

the

empl

oyee

han

dboo

k.

At o

rient

atio

n, e

mpl

oyee

s fo

llow

al

ong

in th

e ha

ndbo

ok a

t the

ir ow

n di

scre

tion.

Onc

e on

the

job,

they

can

re

fer t

o th

e ha

ndbo

ok w

hen

any

clar

ifica

tion

is n

eede

d.

R -

Inst

r. C

LB 7

The

text

is m

ostly

con

cret

e, fa

ctua

l and

des

crip

tive

(R6)

W

ith c

oncr

ete,

abs

tract

, or s

peci

aliz

ed v

ocab

ular

y an

d so

me

idio

ms

(R7)

M

oder

ate

in le

ngth

(R7)

In

mod

erat

ely

dem

andi

ng c

onte

xts

(R7)

U

nder

stan

d m

oder

atel

y co

mpl

ex in

stru

ctio

ns a

nd

inst

ruct

iona

l tex

ts fo

r mul

tiste

p pr

oced

ures

rela

ted

to

fam

iliar t

asks

, whi

ch m

ay b

e sp

ecia

lized

or t

echn

ical

(R

7)

Inst

ruct

ions

are

up

abou

t 10

to 1

3 st

eps,

in c

lear

an

d ex

plic

it te

xt o

f abo

ut 5

to 1

0 pa

ragr

aphs

, not

al

way

s st

ep-b

y-st

ep (R

7)

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

118

App

endi

x 9:

Rea

ding

/Writ

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed te

xt)

Task

Des

crip

tion

& v

erba

tim

exam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent t

o ju

stify

cho

ice

of le

vel

Wor

ksite

A –

Rea

d C

ompa

ny S

afet

y Pr

ogra

m

Con

sist

s of

15

sect

ions

, eac

h se

ctio

n is

2 –

55

page

s on

topi

cs s

uch

as

Env

ironm

enta

l Hea

lth a

nd S

afet

y P

olic

y, S

afe

Wor

k P

ract

ices

and

R

espo

nsib

ilitie

s an

d D

utie

s. A

n ou

tline

fo

rmat

is u

sed

with

no

visu

als

and

the

lang

uage

is la

rgel

y pa

ssiv

e vo

ice

and

mor

e co

mpl

ex c

onst

ruct

ion

(e.g

.,

Upo

n co

mpl

etio

n of

the

JHA

, con

trols

w

ill b

e de

velo

ped

and

disc

usse

d w

ith

the

crew

at a

pre

-job

mee

ting

prio

r to

com

men

cing

the

wor

k.; …

the

boom

m

ust b

e lo

wer

ed a

nd a

boo

m w

alke

r m

ust b

e st

atio

ns to

dire

ct th

e op

erat

or.;

Whe

n se

tting

up

for a

lift,

ou

trigg

ers

shal

l be

fully

ext

ende

d, s

et

on p

ads

and

supp

orte

d by

sol

id fo

otin

g pr

ior t

o re

mov

al o

f any

tie

dow

ns.

- S

ome

limite

d us

e of

idio

ms,

e.g

. ha

nds

on a

ppro

ach

and

num

erou

s ac

rony

ms

that

are

usu

ally

spe

lled

out w

hen

first

pre

sent

ed, e

.g.

MS

DS

; MO

P (M

ovem

ent O

rder

P

erm

it);H

AR

T C

ard

Man

ual i

s gi

ven

to a

ll em

ploy

ees

at

orie

ntat

ion

and

revi

ewed

as

part

of

orie

ntat

ion,

with

Pow

erP

oint

bac

k up

of

key

poi

nts.

Wor

kers

are

exp

ecte

d to

refe

r to

it as

nee

ded

and

to a

bide

by

all

rule

s de

scrib

ed th

erei

n.

R -

GTD

7

Und

erst

and

mod

erat

ely

com

plex

text

s re

late

d to

fa

mili

ar, m

ostly

pre

dict

able

, pra

ctic

al a

nd re

leva

nt

cont

exts

of d

aily

soc

ial,

educ

atio

nal a

nd w

ork-

rela

ted

life

expe

rienc

e.(R

7)

Text

has

con

cret

e, a

bstra

ct o

f spe

cial

ized

vo

cabu

lary

, and

som

e id

iom

s (R

7)

Iden

tifie

s pu

rpos

e, m

ain

idea

s, im

porta

nt d

etai

ls a

nd

som

e im

plie

d m

eani

ngs

(R6)

Fo

rmat

ted

text

s ca

n co

ntai

n m

ultip

le p

iece

s of

in

form

atio

n or

gani

zed

in s

ectio

ns w

ith s

ubpa

rts (R

7)

Loca

te a

nd u

se 2

or 3

pie

ces

of in

form

atio

n fro

m

mod

erat

ely

com

plex

form

atte

d te

xts

(R6)

To

pics

are

per

sona

lly re

leva

nt, m

ostly

fam

iliar

and

pa

rtly

pred

icta

ble

(R7)

Wor

ksite

B –

Rea

d th

e C

ompa

ny

field

saf

ety

guid

e.

The

guid

e ha

s 49

pag

es, d

ivid

ed in

to

29 s

ectio

ns. E

ach

sect

ion

rang

es fr

om

shor

t par

agra

phs

to e

xten

ded

sets

of

inst

ruct

ions

of u

p to

19

poin

ts. E

ach

poin

t has

from

1 to

2 s

ente

nces

eac

h,

Eac

h ne

w e

mpl

oyee

rece

ives

a c

opy

of th

e sa

fety

gui

de. A

t the

end

of t

he

safe

ty o

rient

atio

n, n

ew e

mpl

oyee

s si

gn to

con

firm

they

hav

e re

ceiv

ed a

co

py a

nd a

n or

ient

atio

n to

the

cont

ent,

and

agre

e to

follo

w w

hat i

s ou

tline

d in

the

49 p

ages

.

R –

Info

; In

str.

R7

The

text

is m

ostly

con

cret

e, fa

ctua

l and

des

crip

tive

(R6)

. W

ith c

oncr

ete,

abs

tract

, or s

peci

aliz

ed v

ocab

ular

y an

d so

me

idio

ms

(R7)

. M

oder

ate

in le

ngth

(R7)

. In

mod

erat

ely

dem

andi

ng c

onte

xts

(R7)

.

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

119

App

endi

x 9:

Rea

ding

/Writ

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed te

xt)

Task

Des

crip

tion

& v

erba

tim

exam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent t

o ju

stify

cho

ice

of le

vel

up to

a s

ectio

n w

ith 9

poi

nts

each

with

m

ultip

le p

arag

raph

s. S

ectio

n co

nten

t ra

nges

from

the

15 g

ener

al s

afet

y pr

inci

ples

to m

anua

l lift

ing,

bar

ricad

es,

ladd

ers,

fire

pro

tect

ion

etc.

E

.g. W

e ar

e no

t try

ing

to b

reat

he d

own

your

nec

k. W

e ju

st w

ant y

ou to

be

safe

; the

se li

quid

s re

quire

spe

cial

co

ntai

ners

and

han

dlin

g pr

ecau

tions

: pe

trole

um fu

els,

sol

vent

s, th

inne

rs,

degr

ease

rs...

It g

oes

with

out s

ayin

g th

at..;

don

’t us

e m

akes

hift

tool

s or

m

etho

ds; T

hink

of y

ours

elf a

s th

e ga

teke

eper

; We

can’

t em

phas

ize

thes

e ru

les

enou

gh. E

tch

them

in y

our m

ind.

Und

erst

and

mod

erat

ely

com

plex

inst

ruct

ions

and

in

stru

ctio

nal t

exts

for m

ultis

tep

proc

edur

es re

late

d to

fa

milia

r tas

ks, w

hich

may

be

spec

ializ

ed o

r tec

hnic

al

(R7)

. In

stru

ctio

ns a

re u

p ab

out 1

0 to

13

step

s, in

cle

ar

and

expl

icit

text

of a

bout

5 to

10

para

grap

hs, n

ot

alw

ays

step

-by-

step

(R7)

.

Wor

ksite

C –

Rea

d Sa

fety

Pr

oced

ures

E

xam

ples

: 1)

S

afe

Wor

k P

ract

ice

– 1

page

; bu

llete

d fo

rmat

; som

e m

ore

com

plex

sen

tenc

e st

ruct

ures

and

vo

cabu

lary

, for

exa

mpl

e:

- Th

e fla

ggin

g is

to b

e in

stal

led

such

that

it p

rovi

des

an

adeq

uate

leve

l of p

rote

ctio

n fo

r per

sonn

el w

ho a

re w

orki

ng

in o

r tra

vers

ing

an a

rea

next

to

the

haza

rd.

- N

o in

divi

dual

sha

ll cr

oss

a re

d fla

g w

ithou

t per

mis

sion

from

th

e pe

rson

who

has

ere

cted

it.

2)

Ele

ctric

al Is

olat

ion

– 2

page

s;

bulle

ted

form

at; m

ore

com

plex

Thes

e ar

e re

ad o

ut b

y th

e fo

rem

en o

r su

perv

isor

as

need

ed a

nd a

re th

en

post

ed o

n bu

lletin

boa

rd fo

r rev

iew

by

an e

lect

ricia

n if

desi

red.

R –

Info

; In

str.

R7-

8 Th

e te

xt is

mos

tly c

oncr

ete,

fact

ual a

nd d

escr

iptiv

e (R

6).

With

con

cret

e, a

bstra

ct, o

r spe

cial

ized

voc

abul

ary

and

som

e id

iom

s (R

7).

Mod

erat

e in

leng

th (R

5-8)

. In

mod

erat

ely

dem

andi

ng c

onte

xts

(R5-

8).

Und

erst

and

mod

erat

ely

com

plex

inst

ruct

ions

and

in

stru

ctio

nal t

exts

for m

ultis

tep

proc

edur

es re

late

d to

fa

milia

r tas

ks, w

hich

may

be

spec

ializ

ed o

r tec

hnic

al

(R7)

. In

stru

ctio

ns a

nd in

stru

ctio

nal t

exts

are

cle

ar a

nd

expl

icit,

and

are

for 1

0- to

13-

step

pro

cedu

res

that

ar

e no

t alw

ays

pres

ente

d st

ep b

y st

ep (R

7)

Con

tinuo

us te

xts

may

be

leng

thy,

and

may

be

up to

ab

out 5

pag

es (R

9)

Text

s ar

e lin

guis

tical

ly c

ompl

ex, a

nd a

re a

bstra

ct,

conc

eptu

al o

r spe

cial

ized

(R9)

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

120

App

endi

x 9:

Rea

ding

/Writ

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed te

xt)

Task

Des

crip

tion

& v

erba

tim

exam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent t

o ju

stify

cho

ice

of le

vel

cons

truct

ions

, e.g

., U

nder

no

circ

umst

ance

s sh

all…

The

only

ex

cept

ion

to th

is ru

le is

…Th

e de

viat

ion

from

the

norm

al lo

ckou

t ac

tivity

will

onl

y be

per

form

ed if

ab

solu

tely

nec

essa

ry

3)

Loca

l Are

a an

d G

ener

al P

lant

E

vacu

atio

n fo

r Non

-Ope

ratio

ns

Per

sonn

el –

(Com

pany

) pro

cedu

re

– 8

page

s of

text

follo

wed

by

flow

ch

arts

and

a s

ampl

e fo

rm; b

ulle

ted

form

at; t

ypic

ally

pro

cedu

ral

lang

uage

; pas

sive

voi

ce

Lang

uage

is c

oncr

ete

or a

bstra

ct, a

nd m

ay b

e sp

ecia

lized

. (R

8)

Rea

der m

ay re

read

and

ask

for c

larif

icat

ion

(R6)

R

esea

rche

rʼs N

otes

: The

text

itse

lf is

mor

e lik

e an

8

or a

9, b

ut th

e fa

ct th

at th

ese

are

disc

usse

d be

fore

ha

nd a

nd th

e re

ader

may

ask

for c

larif

icat

ion

low

ers

the

com

plex

ity a

bit

Wor

ksite

C –

Rea

d C

ompa

ny S

afet

y Po

licy

5

page

s; te

chni

cal l

angu

age;

bul

lete

d fo

rmat

Ele

ctric

ians

read

and

then

sig

n th

at

they

hav

e re

ceiv

ed a

nd u

nder

stan

d th

e H

S&

E o

rient

atio

n; a

ckno

wle

dgin

g th

at th

ey h

ave

a th

orou

gh k

now

ledg

e of

the

HS

&E

Man

ual a

s a

cond

ition

of

empl

oym

ent.

R –

Info

; In

str.

R7-

8 Th

e te

xt is

mos

tly c

oncr

ete,

fact

ual a

nd d

escr

iptiv

e (R

6).

With

con

cret

e, a

bstra

ct, o

r spe

cial

ized

voc

abul

ary

and

som

e id

iom

s (R

7).

Mod

erat

e in

leng

th (R

5-8)

. In

mod

erat

ely

dem

andi

ng c

onte

xts

(R5-

8).

Und

erst

and

mod

erat

ely

com

plex

inst

ruct

ions

and

in

stru

ctio

nal t

exts

for m

ultis

tep

proc

edur

es re

late

d to

fa

milia

r tas

ks, w

hich

may

be

spec

ializ

ed o

r tec

hnic

al

(R7)

. In

stru

ctio

ns a

nd in

stru

ctio

nal t

exts

are

cle

ar a

nd

expl

icit,

and

are

for 1

0- to

13-

step

pro

cedu

res

that

ar

e no

t alw

ays

pres

ente

d st

ep b

y st

ep (R

7)

Con

tinuo

us te

xts

may

be

leng

thy,

and

may

be

up to

ab

out 5

pag

es (R

9)

Rea

der m

ay re

read

and

ask

for c

larif

icat

ion

(R6)

R

esea

rche

rʼs N

otes

: Len

gth

and

impo

rtanc

e of

un

ders

tand

ing

push

es it

to a

n 8

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

121

App

endi

x 9:

Rea

ding

/Writ

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed te

xt)

Task

Des

crip

tion

& v

erba

tim

exam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent t

o ju

stify

cho

ice

of le

vel

Task

#13

Rea

d M

ater

ial S

afet

y D

ata

Shee

ts

R7

Wor

ksite

A –

Rea

d M

SDS

M

SD

S a

re w

ritte

n in

a s

tand

ard

form

at

but i

nclu

de 1

-2 p

ages

of d

ense

text

an

d sp

ecia

lized

voc

abul

ary.

All

wor

kers

are

exp

ecte

d to

be

able

to

read

Mat

eria

l Saf

ety

Dat

a S

heet

s (M

SD

S) a

s pa

rt of

the

Wor

kpla

ce

Haz

ardo

us M

ater

ials

Info

rmat

ion

Sys

tem

(WH

MIS

). W

orke

rs a

re

advi

sed

as to

thei

r loc

atio

n an

d di

rect

ed to

revi

ew th

e M

SD

S fo

r a

spec

ific

prod

uct (

e.g.

, cle

anin

g so

lven

ts, g

lues

) if t

hey

have

qu

estio

ns a

bout

saf

e ha

ndlin

g an

d st

orag

e.

R-G

TD

7 Te

xt is

mos

tly c

oncr

ete,

fact

ual a

nd d

escr

iptiv

e (R

7)

Mod

erat

e in

leng

th (R

7)

With

con

cret

e, a

bstra

ct o

r spe

cial

ized

voc

abul

ary

(R7)

Id

entif

ies

purp

ose,

mai

n id

eas,

spe

cific

fact

ual

deta

ils a

nd s

ome

impl

ied

mea

ning

s (R

7)

Inst

ruct

ions

or i

nstru

ctio

nal t

exts

are

cle

ar a

nd

expl

icit,

and

are

for 7

- to

10-s

tep

rout

ine

proc

edur

es

that

are

pre

sent

ed s

tep-

by-s

tep.

(R5)

Task

#14

Writ

e a

witn

ess

stat

emen

t

W

5

Wor

ksite

A –

Com

plet

e a

witn

ess

stat

emen

t for

an

inci

dent

repo

rt.

The

inci

dent

form

is a

two-

page

do

cum

ent t

hat m

ust b

e co

mpl

eted

w

hene

ver a

n in

cide

nt o

r acc

iden

t oc

curs

at a

wor

ksite

. The

inci

dent

form

w

as a

naly

zed

and

incl

uded

: •fi

ve s

ectio

ns, e

.g. p

roje

ct a

nd te

am

deta

ils, d

escr

iptio

n of

inci

dent

, im

med

iate

cau

ses,

bas

ic c

ause

s,

and

corr

ectiv

e ac

tion.

•a

bout

28

poin

ts n

eed

to b

e re

ad a

nd

then

ans

wer

ed e

.g. n

atur

e of

in

jury

, im

med

iate

and

long

-term

co

rrec

tive

actio

ns.

•the

desc

riptio

n of

the

inci

dent

A w

orke

r who

witn

esse

d or

was

in

volv

ed in

an

inci

dent

mus

t writ

e th

e w

itnes

s st

atem

ent (

who

, wha

t, w

hen,

w

here

, why

and

how

) Wor

ker m

ay

refe

r to

a bi

lingu

al d

ictio

nary

or

cons

ult w

ith o

ther

s to

writ

e th

eir

stat

emen

t. O

ther

s in

volv

ed w

rite

sim

ilar s

tate

men

ts fo

r com

paris

on.

Fact

ual d

etai

l is

impo

rtant

but

gr

amm

atic

al a

ccur

acy

is n

ot, a

s lo

ng

as it

is c

ompr

ehen

sibl

e.

W –

Info

; G

TD

W5

Writ

e sh

ort t

exts

abo

ut fa

mili

ar, c

oncr

ete

topi

cs

rela

ted

to d

aily

life

and

exp

erie

nce

(W5)

C

omm

unic

atio

n is

on

a fa

mili

ar a

nd p

erso

nally

re

leva

nt to

pic;

inte

nded

for a

fam

iliar

aud

ienc

e; is

re

lativ

ely

shor

t and

in m

oder

atel

y de

man

ding

co

ntex

ts (W

5)

Ade

quat

e pa

ragr

aph

stru

ctur

e w

ith a

mai

n id

ea a

nd

som

e su

ppor

ting

deta

ils (W

5)

Goo

d co

ntro

l of s

impl

e st

ruct

ures

(W5-

6)

Writ

ing

styl

e re

quire

men

ts a

re in

form

al to

form

al

(W5)

Ta

sks

requ

ire a

bout

1 p

arag

raph

of w

ritin

g (W

5)

Task

s re

quire

up

to a

bou

t 2 p

arag

raph

s of

writ

ing

(W6)

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

122

App

endi

x 9:

Rea

ding

/Writ

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed te

xt)

Task

Des

crip

tion

& v

erba

tim

exam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent t

o ju

stify

cho

ice

of le

vel

requ

ires

desc

ribin

g ev

ents

prio

r to

, dur

ing

and

imm

edia

tely

af

terw

ards

, inc

ludi

ng w

ho, w

hat

whe

re, w

hen,

how

and

why

; thi

s do

cum

enta

tion

requ

ires

a m

inim

um o

f sat

isfa

ctor

y co

ntro

l ov

er c

ompl

ex s

truct

ures

, spe

lling

, an

d m

echa

nics

.

Wor

ksite

B –

Com

plet

e w

itnes

s st

atem

ent f

or a

n in

cide

nt re

ports

. Th

e st

atem

ent c

ould

be

a co

uple

of

para

grap

hs to

2 o

r mor

e pa

ges,

de

pend

ing

on th

e fa

cts

that

nee

d do

cum

enta

tion.

Witn

ess

stat

emen

ts n

eed

to b

e m

ade

if an

inci

dent

occ

urs

at s

ite. I

f ne

cess

ary,

an

empl

oyee

is a

ble

to

prov

ide

a st

atem

ent o

rally

and

hav

e it

reco

rded

by

som

eone

els

e. H

e or

she

w

ould

onl

y ha

ve to

read

and

sig

n to

co

nfor

m it

. The

fact

s le

adin

g up

to

the

inci

dent

are

seq

uenc

ed (w

ho,

wha

t, w

here

, whe

n, w

hy a

nd h

ow).

W -

Info

W

5 W

rite

a pa

ragr

aph

to re

late

a fa

mili

ar s

eque

nce

of

even

ts…

(W5)

. E.g

., sa

mpl

e ta

sks:

Writ

e a

para

grap

h to

repo

rt a

fact

ual e

vent

or i

ncid

ent,

such

as

an

acci

dent

, a w

orkp

lace

inci

dent

…

Com

plet

e ex

tend

ed fo

rms

requ

iring

det

aile

d pe

rson

al in

form

atio

n (W

5). E

.g. s

ampl

e ta

sk: F

ill o

ut

an a

ccid

ent r

epor

t for

m a

t wor

k.

Wor

ksite

C –

Writ

e a

stat

emen

t de

scrib

ing

an in

cide

nt

Writ

e on

e or

two

para

grap

hs to

de

scrib

e an

inci

dent

that

hap

pene

d to

yo

u or

that

you

witn

esse

d. T

his

stat

emen

t bec

omes

ent

ered

as

part

of

the

full

inci

dent

repo

rt.

Com

preh

ensi

bilit

y, c

ompl

eten

ess

and

accu

racy

are

impo

rtant

. Gra

mm

atic

al

or s

pelli

ng e

rror

s ar

e ov

erlo

oked

as

long

as

the

cont

ent i

s cl

ear.

The

fore

man

will

revi

ew th

e st

atem

ent

with

the

wor

ker t

o co

nfirm

un

ders

tand

ing

and

clar

ify a

ny

ques

tions

.

W

5 W

rite

a pa

ragr

aph

to re

late

a fa

mili

ar s

eque

nce

of

even

ts…

(W5)

. E.g

., sa

mpl

e ta

sks:

Writ

e a

para

grap

h to

repo

rt a

fact

ual e

vent

or i

ncid

ent,

such

as

an

acci

dent

, a w

orkp

lace

inci

dent

…

Com

plet

e ex

tend

ed fo

rms

requ

iring

det

aile

d pe

rson

al in

form

atio

n (W

5). E

.g. s

ampl

e ta

sk: F

ill o

ut

an a

ccid

ent r

epor

t for

m a

t wor

k.

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

123

App

endi

x 9:

Rea

ding

/Writ

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed te

xt)

Task

Des

crip

tion

& v

erba

tim

exam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent t

o ju

stify

cho

ice

of le

vel

Task

#15

Rea

d an

inci

dent

repo

rt

R6-

7

Wor

ksite

A –

Rea

d a

com

plet

ed

inci

dent

repo

rt.

The

inci

dent

form

is a

two-

page

do

cum

ent t

hat m

ust b

e re

ad a

nd

com

plet

ed w

hene

ver a

n in

cide

nt o

r ac

cide

nt o

ccur

s at

a w

orks

ite.

Th

e in

cide

nt fo

rm w

as a

naly

zed

and

incl

uded

: ·

five

sect

ions

e.g

. pro

ject

and

team

de

tails

, des

crip

tion

of in

cide

nt,

imm

edia

te c

ause

s, b

asic

cau

ses,

an

d co

rrec

tive

actio

n.

· ab

out 2

8 po

ints

nee

d to

be

read

an

d th

en a

nsw

ered

e.g

. nat

ure

of

inju

ry, i

mm

edia

te a

nd lo

ng-te

rm

corr

ectiv

e ac

tions

.

·

R

– In

fo.

R6-

7

Con

tinuo

us te

xts

are

mod

erat

ely

com

plex

, up

to

abou

t 2 p

ages

with

cle

ar o

rgan

izat

ion

(R7)

La

ngua

ge is

mos

tly fa

ctua

l, co

ncre

te a

nd li

tera

l, bu

t m

ay a

lso

be a

bstra

ct a

nd s

peci

aliz

ed (R

6)

Iden

tifie

s pu

rpos

e, m

ain

idea

s, im

porta

nt d

etai

ls

and

som

e im

plie

d m

eani

ngs

(R6-

7)

Text

is fa

ctua

l, de

scrip

tive

or a

rgum

enta

tive,

with

op

inio

ns, e

xplic

it an

d im

plie

d m

eani

ngs

(R7)

W

ith c

oncr

ete,

abs

tract

or s

peci

aliz

ed v

ocab

ular

y,

and

som

e id

iom

s (R

7)

Res

earc

her’s

Not

es: t

he im

porta

nce

of th

is

docu

men

t and

the

need

to u

nder

stan

d th

e nu

ance

s of

wor

d ch

oice

(whi

ch m

ay im

ply

blam

e, fo

r ex

ampl

e) m

akes

this

a m

ore

com

plex

task

.

Wor

ksite

C –

Rea

d in

cide

nt re

port

s In

cide

nt re

ports

are

two

page

sta

ndar

d fo

rms

incl

udin

g a

desc

riptio

n of

eve

nts;

th

e ty

pe o

f los

s, th

e pe

rson

s in

volv

ed;

pote

ntia

l or a

ctua

l los

s; d

irect

and

in

dire

ct c

ause

s an

d co

rrec

tive

actio

ns.

A s

tate

men

t fro

m a

n el

ectri

cian

who

is

invo

lved

in th

e in

cide

nt is

atta

ched

The

fore

man

or s

uper

viso

r com

plet

es

the

inci

dent

repo

rt an

d th

e el

ectri

cian

m

ay b

e as

ked

to re

view

it a

s pa

rt of

po

st-in

cide

nt d

ebrie

f or d

isci

plin

ary

actio

n.

R –

Info

. R

7 Id

entif

ies

purp

ose,

mai

n id

eas,

impo

rtant

det

ails

and

so

me

impl

ied

mea

ning

s (R

6-7)

Te

xt is

fact

ual,

desc

riptiv

e or

arg

umen

tativ

e, w

ith

opin

ions

, exp

licit

and

impl

ied

mea

ning

s (R

7)

With

con

cret

e, a

bstra

ct o

r spe

cial

ized

voc

abul

ary,

an

d so

me

idio

ms

(R7)

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

124

App

endi

x 9:

Rea

ding

/Writ

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed te

xt)

Task

Des

crip

tion

& v

erba

tim

exam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent t

o ju

stify

cho

ice

of le

vel

Task

#16

Mak

e no

tes

in a

log

book

W

4

Wor

ksite

A –

Writ

e no

tes

in a

log

book

* - b

lack

, har

d co

ver b

ooks

with

ru

led

shee

ts fo

r not

es. E

ntry

may

be

a sh

ort p

arag

raph

or a

list

of i

tem

s an

d fig

ures

.

Sub

-fore

men

or c

rew

mem

bers

writ

e no

tes

abou

t the

day

’s w

orks

, tas

ks,

e.g.

, wha

t cab

le w

as p

ulle

d. T

opic

is

fam

iliar

, con

cret

e, p

redi

ctab

le a

nd

repe

titiv

e. L

og b

ooks

are

kep

t as

part

of fo

rmal

doc

umen

tatio

n.

W -

GTD

W

4 W

rite

shor

t, si

mpl

e te

xts

abou

t fam

iliar

, con

cret

e to

pics

rela

ted

to d

aily

life

and

exp

erie

nce.

(W5)

C

omm

unic

atio

n is

gra

mm

atic

ally

and

lexi

cally

si

mpl

e an

d sh

ort (

W3-

4)

Ade

quat

e co

ntro

l of s

impl

e st

ruct

ures

(W4)

A

ble

to c

omm

unic

ate

a si

mpl

e m

essa

ge (W

4)

Task

#17

Com

plet

e w

ritte

n qu

izze

s an

d te

sts

W

3 R

5-7

All

Site

s –

Con

stru

ctio

ns S

afet

y Tr

aini

ng S

yste

m (C

STS)

(pre

-em

ploy

men

t or r

e-ce

rtifi

catio

n)

Con

sist

s of

15

com

pute

r-bas

ed

train

ing

mod

ules

, an

intro

duct

ion

with

in

stru

ctio

ns to

gui

de th

e pe

rson

th

roug

h th

e C

STS

prog

ram

, and

a

Con

clus

ion.

M

odul

es:

The

15 m

odul

es/to

pics

cov

er: Y

our

Wor

ksite

and

the

Law

, Per

sona

l Ph

ysic

al C

are

and

Con

duct

, Per

sona

l Pr

otec

tive

Equi

pmen

t, W

orkp

lace

H

azar

ds, F

ield

Lev

el H

azar

d

Elec

trici

ans

mus

t pas

s an

d re

certi

fy th

eir

CST

S tra

inin

g as

a c

ondi

tion

of

empl

oym

ent.

Th

e te

xt fo

r eac

h le

sson

is s

poke

n at

a

slow

to n

orm

al ra

te, w

ith g

ood

use

of

paus

e.

Sent

ence

cho

ice

incl

udes

sim

ple

and

com

poun

d, w

ith s

ome

com

plex

st

ruct

ures

, mos

tly to

com

mun

icat

e ca

use

and

effe

ct a

nd c

ondi

tiona

ls. T

he

frequ

ency

of i

diom

s an

d ja

rgon

are

wha

t ra

ise

the

CLB

for t

he C

STS.

Th

e sp

eake

r is

alw

ays

supp

orte

d by

R –

Info

.

R7

Con

cret

e, a

bstra

ct o

r spe

cial

ized

voc

abul

ary

and

som

e id

iom

s (C

LB7)

. U

nder

stan

d m

oder

atel

y co

mpl

ex e

xten

ded

desc

riptio

ns, r

epor

ts a

nd n

arra

tions

on

fam

iliar

topi

cs (R

7).

In m

ostly

mod

erat

ely

dem

andi

ng c

onte

xts

(R7)

.

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

125

App

endi

x 9:

Rea

ding

/Writ

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed te

xt)

Task

Des

crip

tion

& v

erba

tim

exam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent t

o ju

stify

cho

ice

of le

vel

Asse

ssm

ent,

WH

MIS

, Wor

ksite

C

ondi

tions

, Env

ironm

enta

l Fac

tors

, Em

erge

ncy

Res

pons

e, L

adde

rs a

nd

Scaf

fold

ing,

Mob

ile E

quip

men

t, M

achi

nery

, Too

ls a

nd E

quip

men

t, Ex

cava

ting

and

Tren

chin

g, D

efen

sive

D

rivin

g, a

nd F

all P

rote

ctio

n.

Less

ons:

Ea

ch o

f the

15

mod

ules

is s

epar

ated

in

to le

sson

s. M

ost m

odul

es h

ave

betw

een

4 to

6 le

sson

s. T

here

is a

fin

al q

uiz

for e

ach

mod

ules

, onc

e al

l th

e le

sson

s ha

ve b

een

com

plet

ed.

Sa

mpl

e La

ngua

ge: W

orkp

lace

H

azar

ds:

Hou

seke

epin

g is

eve

ryon

eʼs

resp

onsi

bilit

y an

d do

ing

a go

od jo

b of

it

will

bene

fit e

very

one.

H

ouse

keep

ing

isnʼ

t abo

ut c

osm

etic

s of

th

e ap

pear

ance

of t

he jo

bsite

, itʼs

ab

out c

ontro

lling

haza

rds.

M

ost g

as ta

nks

are

colo

r-cod

ed, b

ut

donʼ

t go

by th

is.

Sam

ple

Lang

uage

: Exc

avat

ing

and

Tren

chin

g:

One

way

to p

rote

ct a

gain

st c

ave-

ins

is

shor

ing;

The

slo

pe a

ngle

requ

ired

in

hard

, com

pact

soi

l is

diffe

rent

from

the

angl

e re

quire

d in

oth

er le

ss s

tabl

e ty

pes

of s

oil.

sync

hron

ized

read

ing

text

at t

he b

otto

m

of e

ach

fram

e. T

he s

peak

er is

als

o su

ppor

ted

by v

ideo

vis

uals

of w

orke

rs

perfo

rmin

g th

e ac

tual

poi

nt a

t an

auth

entic

wor

ksite

. Th

e pe

rson

taki

ng th

e C

STS

is in

full

cont

rol o

f the

aud

io a

nd v

isua

ls fo

r tes

t. H

e or

she

can

pau

se, r

ewin

d, o

r mov

e ar

ound

the

fifte

en m

odul

es a

nd le

sson

s at

an

y tim

e.

Ther

e ar

e qu

izze

s at

the

end

of e

ach

less

on, a

bout

four

que

stio

ns e

ach.

The

y ar

e tru

e or

fals

e qu

estio

ns o

r int

erac

tive

activ

ities

whe

re th

e pe

rson

nee

ds to

clic

k on

par

ts o

f pic

ture

to a

nsw

er. T

here

is a

fin

al q

uiz

at th

e en

d of

eac

h m

odul

e.

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

126

App

endi

x 9:

Rea

ding

/Writ

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed te

xt)

Task

Des

crip

tion

& v

erba

tim

exam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent t

o ju

stify

cho

ice

of le

vel

Wor

ksite

C –

Com

plet

e qu

izze

s in

or

ient

atio

n tr

aini

ng

Sev

eral

mod

ules

of t

he tr

aini

ng in

clud

e a

brie

f qui

z th

at n

ew h

ires

com

plet

e.

Two

exam

ples

pro

vide

d:

1) A

n O

rient

atio

n Q

uiz

that

is a

1 p

age;

m

ultip

le c

hoic

e an

d sh

ort a

nsw

er (o

ne

wor

d an

swer

) for

mat

with

one

yes

/no

ques

tion.

2)

An

Upg

radi

ng A

rea

Spe

cific

Exa

m

Sev

eral

of t

he m

odul

es in

clud

e a

brie

f qui

z pr

ovid

ed a

t the

beg

inni

ng o

f th

e to

pic

unde

r dis

cuss

ion,

so

that

th

ey s

erve

as

a gu

ided

list

enin

g ta

sk.

The

orie

ntat

ion

quiz

is ta

ken

up a

s a

grou

p af

terw

ards

(not

sub

mitt

ed to

th

e tra

iner

). Th

e U

pgra

ding

qui

z is

su

bmitt

ed a

nd m

arke

d by

the

train

er,

and

any

erro

rs/c

orre

ctio

ns d

iscu

ssed

at

that

poi

nt w

ith th

e ne

w h

ire.

R -

GTD

W

- G

TD

W4

R5

Task

s re

quire

onl

y si

ngle

wor

ds o

r a fe

w s

hort

phra

ses

(W1)

Fo

rms

to c

ompl

ete

are

very

sho

rt (W

1)

Con

text

is m

oder

atel

y de

man

ding

(W4)

Fo

rms

are

mod

erat

ely

com

plex

in fo

rmat

, req

uirin

g up

to a

bout

20

to 3

0 ite

m re

spon

ses

(W5)

A

udie

nce

is fa

mili

ar o

r cle

arly

def

ined

(W4)

A

ble

to c

omm

unic

ate

a si

mpl

e m

essa

ge (W

4)

With

com

mon

, and

som

e ab

stra

ct a

nd s

peci

aliz

ed

voca

bula

ry (R

5)

Lang

uage

is m

ostly

fact

ual,

conc

rete

and

lite

ral,

with

so

me

abst

ract

wor

ds (R

5)

In m

oder

atel

y de

man

ding

con

text

s (R

5)

Som

etim

es s

uppo

rted

by v

isua

ls (R

5)

Iden

tifie

s pu

rpos

e, m

ain

idea

s, s

peci

fic d

etai

ls (R

5)

W

orks

ite C

– C

ompl

ete

Pre-

Q

ualif

icat

ion

Test

for N

ew H

ires

A 2

5 ite

m m

ultip

le c

hoic

e te

st–

no

refe

renc

e m

ater

ials

, cal

cula

tors

or

code

boo

ks a

re re

quire

d or

pro

vide

d.

The

test

is p

refa

ced

by a

lette

r tha

t ex

plai

ns th

at th

is te

st is

des

igne

d to

de

term

ine

the

indi

vidu

al’s

ele

ctric

al

trade

und

erst

andi

ng –

a p

re-

qual

ifica

tion

test

to h

elp

eval

uate

the

indi

vidu

al’s

ele

ctric

al c

ompe

tenc

y. T

he

mat

eria

l was

dra

wn

from

an

onlin

e so

urce

and

targ

ets

2nd

year

ap

pren

tice

know

ledg

e.

This

is a

pre

-em

ploy

men

t tes

t giv

en

to a

ll ne

w h

ires.

The

pas

s m

ark

is

75%

The

Sup

erin

tend

ent w

ill re

view

th

e te

st re

sults

with

the

wor

ker.

If th

e in

divi

dual

fails

he

is s

ent b

ack

to th

e ha

ll.

R- G

TD

W -

GTD

W

4 R

5 C

onte

xt is

mod

erat

ely

dem

andi

ng (W

4)

Form

s ar

e m

oder

atel

y co

mpl

ex in

form

at, r

equi

ring

up to

abo

ut 2

0 to

30

item

resp

onse

s (W

5)

Aud

ienc

e is

fam

iliar

or c

lear

ly d

efin

ed (W

4)

Abl

e to

com

mun

icat

e a

sim

ple

mes

sage

(W4)

W

ith c

omm

on, a

nd s

ome

abst

ract

and

spe

cial

ized

vo

cabu

lary

(R5)

La

ngua

ge is

mos

tly fa

ctua

l, co

ncre

te a

nd li

tera

l, w

ith

som

e ab

stra

ct w

ords

(R5)

In

mod

erat

ely

dem

andi

ng c

onte

xts

(R5)

S

omet

imes

sup

porte

d by

vis

uals

(R5)

Id

entif

ies

purp

ose,

mai

n id

eas

and

spec

ific

deta

ils

(R5)

Ana

lyzi

ng t

he L

angu

age

Dem

ands

of

Elec

tric

ians

Ham

mon

d &

Ass

ocia

tes

Inc.

Page

127

App

endi

x 9:

Rea

ding

/Writ

ing

Task

Inve

ntor

y (it

alic

s =

quot

ed te

xt)

Task

Des

crip

tion

& v

erba

tim

exam

ples

Pe

rfor

man

ce c

ondi

tions

& o

ther

no

tes

CLB

C

ode

CLB

Le

vel

Exce

rpts

from

CLB

201

0 W

orki

ng D

ocum

ent t

o ju

stify

cho

ice

of le

vel

Task

#18

Com

plet

e co

mm

unic

atio

n ca

rd (s

ugge

stio

n bo

x) fo

rms

W4

Wor

ksite

A –

Com

plet

e co

mm

unic

atio

n ca

rds*

C

omm

unic

atio

n ca

rds

are

very

sho

rt (3

x5 in

ch) s

impl

e, s

tand

ard

form

s w

ith

plac

es to

che

ck o

ff th

e ty

pe o

f con

cern

an

d th

ree

lines

to c

omm

unic

ate

a br

ief

ques

tion

or c

omm

ent.

Com

mun

icat

ion

card

s ar

e su

bmitt

ed

anon

ymou

sly

thro

ugh

drop

box

es.

Ris

k of

mis

com

mun

icat

ion

is m

inim

al.

Sta

ndar

d fo

rmat

pro

vide

s cl

ear

guid

ance

to th

e w

riter

.

W -

GTD

W

4 C

omm

unic

atio

n is

sho

rt; in

non

-dem

andi

ng c

onte

xts

(W4)

A

ble

to c

omm

unic

ate

a si

mpl

e m

essa

ge (W

4)

Gra

mm

atic

ally

and

lexi

cally

sim

ple

(W4)

A

udie

nce

is fa

mili

ar (W

4)

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