SHIELDED METAL ARC WELDING NC II

Type of Competency : Basic Competency

Introduction Module Title : BASIC COMPTENCY MODULE
How to use this module

HOW TO USE THIS MODULE

Welcome to the Module: BASIC COMPETENCY MODULE. This module contains training
materials and activities for you to complete. The unit of competency BASIC COMPETENCY
contains the knowledge, skills and attitudes required for. Shielded Metal Arc Welding NC II It is
one of the Core Modules at National Certificate II.

You are required to go through a series of learning activities in order to complete each learning
outcome of the module. In each learning outcome there are Instruction Sheets, you may refer
to other reference materials for further reading to help you better understand the required
activities. Follow these activities on your own and answer the self-check at the end of each
learning outcome. Get the answer key from your instructor and check your work honestly. If you
have questions, please don’t hesitate to ask your facilitator for assistance.

Recognition of Prior Learning (RPL)

You may already have some or most of the knowledge and skills covered in this module
because you have:
 been working for someone
 already completed training in this area

If you can demonstrate to your trainer that you are competent in a particular skill or skills, talk to
him/her about having them formally recognized so you won’t have to do the same training again.
If you have qualifications or Certificates of Competency from previous trainings, show them to
your trainer. If the skills you acquired are still relevant to this module, they may become part of
the evidence you can present for RPL.
At the end of this learning material is a Learner’s Diary, use this diary to record important dates,
jobs undertaken and other workplace events that will assist you in providing further details to
your trainer or assessors. A Record of Achievement is also provided for your trainer to complete
once you completed the module.

This learning material was prepared to help you achieve the required competency in
National Certificate NC II. This will be source of information for you to acquire the knowledge
and skills in this particular trade independently and your own pace with minimum supervision or
help from your instructor.

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In doing the activities to complete the requirements of this module, please be guided by the
following:

 Talk to your trainer and agree on how you will both organize the training under this module.
Read through the module carefully. It is divided into sections, which cover all the skills, and
knowledge you need to successfully complete.
 Work through all information and complete the activities in each section. Read the
information sheets and complete the self-checks provided. Suggested references are
included to supplement the materials provided in this module.
 Most probably your trainer will also be your supervisor or manager. He/She is there to
support you and show you the correct way to do things. Ask for help.
 Your trainer will tell you about the important things you need to consider when you are
completing the activities and it is important that you listen and take notes.
 You will be given plenty of opportunities to ask questions and practice on the job. Make
sure you practice your new skills during regular work shifts. This way you will improve both
your speed and memory and also your confidence.
 Talk to more experienced work mates and ask for their guidance.
 Use self-check questions at the end of each section to test your own progress.
 When you are ready, ask your trainer to watch you perform the activities outlined in this
module.
 As you work through the activities, ask for written feedback on your progress. Your
trainer keeps feedback/pre-assessment reports for this reason. When you have completed
this learning material and feel confident that you had sufficient knowledge and skills, your
trainer will arrange an appointment with a registered assessor to assess you. The results of
the assessment will be recorded in your Competency Achievement Record.

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TABLE OF CONTENT

How to use this module _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _1 - 3

What is Welding _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 4
The History of Welding _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 5 - 9
Shielded Metal Arc Welding (SMAW)_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _10
SMAW Operation _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 11-12
SMAW System Setup_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _13
Advantages and Disadvantages_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 15
Welding Position_ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _16
List of Welding Organization of the World _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 17
Summary of Competency and Learning Outcome _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 20
Competency 1: Participate in Workplace Communication _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 21-22
Information Sheet No.1.1_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _23-30
Information Sheet No.1.2_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 31-37
Competency No.2: Working in a Team Environment_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 38
Information Sheet NO.2.1 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 39-44
Information Sheet NO.2.2 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _45-46
Information Sheet NO.2.3 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 47-48
Competency No.3: Practice Career Professionalism_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _49-50
Information Sheet NO.3.1 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 51-52
Information Sheet NO.3.2 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 53-58
Information Sheet NO.3.3 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 59-62
Information Sheet NO.3.4 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 63-64
Information Sheet NO.3.5 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 65-68
Information Sheet NO.3.6 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 69-73
Information Sheet NO.3.7 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 74-77
Information Sheet NO.3.8 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 78-84
Competency No.4 Practicing Occupational Health and Safety Procedures _ _ _ _ _ _ 85-86
Information Sheet No.4.1_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _87-92
Information Sheet No.4.2 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 93-96
Information Sheet No.4.3 _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 97-119
Information Sheet No.4.4 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 120-122

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INTRODUCTION TO SHIELDED METAL ARC WELDING

What is Welding?

Welding is nothing more than the art of joining metals together. By comparison, wood is joined
by nails, bricks are held together with mortar; metal is joined by welding! What makes welding
such a big deal is that the world’s infrastructure depends on it! Everything you touch everyday
that is made of metal is most likely welded in one form or another. It is one of the most valuable
technologies that played a huge part in the industrial revolution, and is the back bone to the
world’s militaries. Welding today is comprised of three main ingredients which are required to
join metals together.

 An electrical power source to produce an arc.

 Some form of shielding to protect the weld from the air.
 Filler material to fill the weld joint.

The ways these three ingredients work together are:

 First, the weld area needs to be shielded from any air around it. This is important
because oxygen and other gasses in the air make welds brittle and porous.
 Second, is the electricity to produce an arc. An electrical arc melts metal in fractions of a
second and is hot enough to melt any known metal!
 Finally, the filler metal is added, which is how two pieces of metal become one.

Stick Welding

Stick Welding is a slang term commonly used for Shielded Metal Arc Welding or “SMAW”.
Stick welding is the most basic and common type of welding processes used. It is also the first
process learned in any welding school. Stick is the most trouble free of all of the welding
processes and is the fundamental basis for all the skills needed to learn how to weld!

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Stick welders have four main components.

 A ground lead or clamp.
 A welding lead or stinger.
 A constant amperage power source.
 The electrode or welding rod to weld with.

The process is simple! The ground clamp is attached to the work or metal to be welded. Then
the welding lead, or stinger, gets the electrode inserted in it. Finally, the power supply is turned
on and only requires the user to strike the metal to ignite it. Once that is done the arc starts and
the electrode begins to burn. This creates a shielding gas and deposits metal into the joint that
is being welded. The slag from the electrode needs to be cleaned or chipped off as soon as the
weld is finished.

THE SMAW PROCESS

The History of Welding

Middle Ages

Welding can trace its historic development back to ancient times. The earliest examples come
from the Bronze Age. Small gold circular boxes were made by pressure welding lap joints

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together. It is estimated that these boxes were made more than 2000 years ago. During the Iron
Age the Egyptians and people in the eastern Mediterranean area learned to weld pieces of iron
together. Many tools were found which were made approximately 1000 B.C.

During the Middle Ages, the art of blacksmithing was developed and many items of iron were
produced which were welded by hammering. It was not until the 19th century that welding, as
we know it today was invented.

1800

Edmund Davy of England is credited with the discovery of acetylene in 1836. The production of
an arc between two carbon electrodes using a battery is credited to Sir Humphry Davy in 1800.
In the mid-nineteenth century, the electric generator was invented and arc lighting became
popular. During the late 1800s, gas welding and cutting was developed. Arc welding with the
carbon arc and metal arc was developed and resistance welding became a practical joining
process.

1880

Auguste De Meritens, working in the Cabot Laboratory in France, used the heat of an arc for
joining lead plates for storage batteries in the year 1881. It was his pupil, a Russian, Nikolai N.
Benardos, working in the French laboratory, who was granted a patent for welding. He, with a
fellow Russian, Stanislaus Olszewski, secured a British patent in 1885 and an American patent
in 1887. The patents show an early electrode holder. This was the beginning of carbon arc
welding. Bernardos' efforts were restricted to carbon arc welding, although he was able to weld
iron as well as lead. Carbon arc welding became popular during the late 1890s and early 1900s.

1890

In 1890, C.L. Coffin of Detroit was awarded the first U.S. patent for an arc welding process using
a metal electrode. This was the first record of the metal melted from the electrode carried across
the arc to deposit filler metal in the joint to make a weld. About the same time, N.G. Slavianoff, a
Russian, presented the same idea of transferring metal across an arc, but to cast metal in a
mold.

1900

Approximately 1900, Strohmenger introduced a coated metal electrode in Great Britain. There
was a thin coating of clay or lime, but it provided a more stable arc. Oscar Kjellberg of Sweden
invented a covered or coated electrode during the period of 1907 to 1914. Stick electrodes were
produced by dipping short lengths of bare iron wire in thick mixtures of carbonates and silicates,
and allowing the coating to dry.
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Meanwhile, resistance welding processes were developed, including spot welding; seam
welding, projection welding and flash butt welding. Elihu Thompson originated resistance
welding. His patents were dated 1885-1900. In 1903, a German named Goldschmidt invented
thermite welding that was first used to weld railroad rails.

Gas welding and cutting were perfected during this period as well. The production of oxygen
and later the liquefying of air, along with the introduction of a blow pipe or torch in 1887, helped
the development of both welding and cutting. Before 1900, hydrogen and coal gas were used
with oxygen. However, in about 1900 a torch suitable for use with low-pressure acetylene was
developed.

World War I brought a tremendous demand for armament production and welding was pressed
into service. Many companies sprang up in America and in Europe to manufacture welding
machines and electrodes to meet the requirements.

1919

Immediately after the war in 1919, twenty members of the Wartime Welding Committee of the
Emergency Fleet Corporation under the leadership of Comfort Avery Adams, founded the
American Welding Society as a nonprofit organization dedicated to the advancement of welding
and allied processes.

Alternating current was invented in 1919 by C.J. Holslag; however it did not become popular
until the 1930s when the heavy-coated electrode found widespread use.

1920

In 1920, automatic welding was introduced. It utilized bare electrode wire operated on direct
current and utilized arc voltage as the basis of regulating the feed rate. Automatic welding was
invented by P.O. Nobel of the General Electric Company. It was used to build up worn motor
shafts and worn crane wheels. It was also used by the automobile industry to produce rear axle
housings.

During the 1920s, various types of welding electrodes were developed. There was considerable
controversy during the 1920s about the advantage of the heavy-coated rods versus light-coated
rods. The heavy-coated electrodes, which were made by extruding, were developed by
Langstroth and Wunder of the A.O. Smith Company and were used by that company in 1927. In
1929, Lincoln Electric Company produced extruded electrode rods that were sold to the public.
By 1930, covered electrodes were widely used. Welding codes appeared which required higher-
quality weld metal, which increased the use of covered electrodes.

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During the 1920s there was considerable research in shielding the arc and weld area by
externally applied gases. The atmosphere of oxygen and nitrogen in contact with the molten
weld metal caused brittle and sometime porous welds. Research work was done utilizing gas
shielding techniques. Alexander and Langmuir did work in chambers using hydrogen as a
welding atmosphere. They utilized two electrodes starting with carbon electrodes but later
changing to tungsten electrodes. The hydrogen was changed to atomic hydrogen in the arc. It
was then blown out of the arc forming an intensely hot flame of atomic hydrogen during to the
molecular form and liberating heat. This arc produced half again as much heat as an
oxyacetylene flame. This became the atomic hydrogen welding process. Atomic hydrogen never
became popular but was used during the 1930s and 1940s for special applications of welding
and later on for welding of tool steels.

H.M. Hobart and P.K. Devers were doing similar work but using atmospheres of argon and
helium. In their patents applied for in 1926, arc welding utilizing gas supplied around the arc was
a forerunner of the gas tungsten arc welding process. They also showed welding with a
concentric nozzle and with the electrode being fed as a wire through the nozzle. This was the
forerunner of the gas metal arc welding process. These processes were developed much later .

1930

Stud welding was developed in 1930 at the New York Navy Yard, specifically for attaching wood
decking over a metal surface. Stud welding became popular in the shipbuilding and construction
industries.

The automatic process that became popular was the submerged arc welding process. This
"under powder" or smothered arc welding process was developed by the National Tube
Company for a pipe mill at McKeesport, Pennsylvania. It was designed to make the longitudinal
seams in the pipe. The process was patented by Robinoff in 1930 and was later sold to Linde
Air Products Company, where it was renamed Unionmelt® welding. Submerged arc welding was
used during the defense buildup in 1938 in shipyards and in ordnance factories. It is one of the
most productive welding processes and remains popular today.

1940

Gas tungsten arc welding (GTAW) had its beginnings from an idea by C.L. Coffin to weld in a
nonoxidizing gas atmosphere, which he patented in 1890. The concept was further refined in the
late 1920s by [Link], who used helium for shielding, and P.K. Devers, who used argon.
This process was ideal for welding magnesium and also for welding stainless and aluminum. It
was perfected in 1941, patented by Meredith, and named Heliarc welding. It was later licensed
to Linde Air Products, where the water-cooled torch was developed. The gas tungsten arc
welding process has become one of the most important.

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The gas shielded metal arc welding (GMAW) process was successfully developed at Battelle
Memorial Institute in 1948 under the sponsorship of the Air Reduction Company. This
development utilized the gas shielded arc similar to the gas tungsten arc, but replaced the
tungsten electrode with a continuously fed electrode wire. One of the basic changes that made
the process more usable was the small-diameter electrode wires and the constant-voltage poser
source. This principle had been patented earlier by H.E. Kennedy. The initial introduction of
GMAW was for welding nonferrous metals. The high deposition rate led users to try the process
on steel. The cost of inert gas was relatively high and the cost savings were not immediately
available.

1950

In 1953, Lyubavskii and Novoshilov announced the use of welding with consumable electrodes
in an atmosphere of CO2 gas. The CO2 welding process immediately gained favor since it
utilized equipment developed for inert gas metal arc welding, but could now be used for
economically welding steels. The CO2 arc is a hot arc and the larger electrode wires required
fairly high currents. The process became widely used with the introduction of smaller-diameter
electrode wires and refined power supplies. This development was the short-circuit arc variation
which was known as Micro-wire®, short-arc, and dip transfer welding, all of which appeared late
in 1958 and early in 1959. This variation allowed all-position welding on thin materials and soon
became the most popular of the gas metal arc welding process variations.

1960

Another variation was the use of inert gas with small amounts of oxygen that provided the spray-
type arc transfer. It became popular in the early 1960s. A recent variation is the use of pulsed
current. The current is switched from a high to a low value at a rate of once or twice the line
frequency.

Soon after the introduction of CO2 welding, a variation utilizing a special electrode wire was
developed. This wire, described as an inside-outside electrode, was tubular in cross section with
the fluxing agents on the inside. The process was called Dualshield, which indicated that
external shielding gas was utilized, as well as the gas produced by the flux in the core of the
wire, for arc shielding. This process, invented by Bernard, was announced in 1954, but was
patented in 1957, when the National Cylinder Gas Company reintroduced it.

In 1959, an inside-outside electrode was produced which did not require external gas shielding.
The absence of shielding gas gave the process popularity for noncritical work. This process was
named Inner shield.

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The electroslag welding process was announced by the Soviets at the Brussels World Fair in
Belgium in 1958. It had been used in the Soviet Union since 1951, but was based on work done
in the United States by R.K. Hopkins, who was granted patents in 1940. The Hopkins process
was never used to a very great degree for joining. The process was perfected and equipment
was developed at the Paton Institute Laboratory in Kiev, Ukraine, and also at the Welding
Research Laboratory in Bratislava, Czechoslovakia. The first production use in the U.S. was at
the Electromotive Division of General Motors Corporation in Chicago, where it was called the
Electro-moulding process. It was announced in December 1959 for the fabrication of welded
diesel engine blocks. The process and its variation, using a consumable guide tube, is used for
welding thicker materials.

The Arcos Corporation introduced another vertical welding method, called Electro gas, in 1961.
It utilized equipment developed for electros lag welding, but employed a flux-cored electrode
wire and an externally supplied gas shield. It is an open arc process since a slag bath is not
involved. A newer development uses self-shielding electrode wires and a variation uses solid
wire but with gas shielding. These methods allow the welding of thinner materials than can be
welded with the electro slag process.

Gage invented plasma arc welding in 1957. This process uses a constricted arc or an arc
through an orifice, which creates an arc plasma that has a higher temperature than the tungsten
arc. It is also used for metal spraying and for cutting.

The electron beam welding process, which uses a focused beam of electrons as a heat source
in a vacuum chamber, was developed in France. J.A. Stohr of the French Atomic Energy
Commission mad the first public disclosure of the process on November 23, 1957. In the United
States, the automotive and aircraft engine industries are the major users of electron beam
welding.

Most Recent

Friction welding, which uses rotational speed and upset pressure to provide friction heat, was
developed in the Soviet Union. It is a specialized process and has applications only where a
sufficient volume of similar parts is to be welded because of the initial expense for equipment
and tooling. This process is called inertia welding.

Laser welding is one of the newest processes. The laser was originally developed at the Bell
Telephone Laboratories as a communications device. Because of the tremendous concentration
of energy in a small space, it proved to be a powerful heat source. It has been used for cutting
metals and non-metals. Continuous pulse equipment is available. The laser is finding welding
applications in automotive metalworking operations.

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Welding as a Career Choice

If you are thinking about a career in welding there are many types of welding and welding
related positions. Welding skills are in high demand and with the world becoming
environmentally friendly; it is only going to create more demand. Welding have so much variety
it’s almost endless. Some jobs can be very dirty, while others are done in an environment
almost like a sterile operating room. Most welders go to work to the same place every day, while
others travel around the country doing industrial shut downs earning six figures a year allowing
them to take a lot of time off. Actually, there is a nick name for these folks - “Road Warriors”. An
elite few welders work at the bottom of the ocean and a select few in outer space. Many welding
jobs are more than just welding. Outside of a strictly being a welder, the industry has a strong
demand for people who are good at solving problems and who are good at math. Having a
welding background opens many more career options and opportunities.

The American Welding Society released a press release and in their words this is what they
have to say about welding as a career.

January 18, 2005 — (NAPS)—A growing number of men and women are finding financial
freedom by taking up a welding torch and beginning a new career. Here, from the American
Welding Society, are ten reasons they are "taking up the torch:"
1. Welders can make more money than doctors.
2. Welding is an "excellent job prospect," says the Occupational Outlook Handbook.
3. Welders have more career choices. Engineering, computer programming, education,
and science involve welding.
4. Qualified welders are in demand by many U.S. industries.
5. Welders are like athletes—great hand-eye coordination, physical stamina, and they
perform well under pressure.
6. Welders work underwater, on land, in laboratories or even in outer space.
7. Welders make a difference in the world. Almost everything we see and touch is a result
of welding technology.
8. Welding skills are in demand all over the world.
9. Jobs in skilled trades are expected to increase 50 percent in the next ten years.
10. You or someone you know might be a welder. Visit [Link] or call 800-
443-WELD, ext. 416 to learn more about welding careers.

Many welding positions are more than just welding. For example, Welder/Fitters need to do
mathematical calculations, read blue prints, and make thing fit! Welder/Fabricator needs to do
all the above, but the hardest part of the job that many people have trouble with is looking at a
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blue print and being able to visualize the finished product in your mind. Also, Welder/Fabricators
spend a great deal of time drawing out patterns and laying out parts that only exists on paper at
that moment. This is the job I love to do because you never know what you will be building next!
SHIELDED METAL ARC WELDING

Shielded metal arc welding (SMAW), also known as manual metal arc welding (MMA or
MMAW), flux shielded or informally as stick welding, is a manual arc welding process that
uses a consumable
electrode coated in flux to lay the weld. An electric current, in the form of either alternating
current or direct current from a welding power supply, is used to form an electric arc between
the electrode and the metals to be joined. As the weld is laid, the flux coating of the electrode
disintegrates, giving off vapors that serve as a shielding gas and providing a layer of slag, both
of which protect the weld area from atmospheric contamination.
Because of the versatility of the process and the simplicity of its equipment and operation,
shielded metal arc welding is one of the world's most popular welding processes. It dominates
other welding processes in the maintenance and repair industry, and though flux-cored arc
welding is growing in popularity, SMAW continues to be used extensively in the construction of
steel structures and in industrial fabrication. The process is used primarily to weld iron and
steels (including stainless steel) but aluminum, nickel and copper alloys can also be welded with
this method.
Development
After the discovery of the electric arc in 1800 by Humphry Davy, there was little development in
electrical welding until Auguste de Méritens developed a carbon arc torch that was patented in
1881. In 1885, Nikolay Benardos and Stanisław Olszewskideveloped carbon arc
welding, obtaining American patents from 1887 showing a rudimentary electrode holder. In
1888, the consumable metal electrode was invented by Nikolay Slavyanov. Later in 1890, C. L.

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Coffin received U.S. Patent 428,459 for his arc welding method that utilized a metal electrode.
The process, like SMAW, deposited melted electrode metal into the weld as filler.
Around 1900, A. P. Strohmenger and Oscar Kjellberg released the first coated electrodes.
Strohmenger used clay and limecoating to stabilize the arc, while Kjellberg dipped iron wire into
mixtures of carbonates and silicates to coat the electrode. In 1912, Strohmenger released a
heavily coated electrode but high cost and complex production methods prevented these early
electrodes from gaining popularity. In 1927, the development of an extrusion process reduced
the cost of coating electrodes while allowing manufacturers to produce more complex coating
mixtures designed for specific applications. In the 1950s, manufacturers introduced iron powder
into the flux coating, making it possible to increase the welding speed.
In 1938 K. K. Madsen described an automated variation of SMAW, now known as gravity
welding. It briefly gained popularity in the 1960s after receiving publicity for its use
in Japanese shipyards though today its applications are limited. Another little used variation of
the process, known as firecracker welding, was developed around the same time by George
Hafergut in Austria.

Operation

Electrode core
wire
Flux coating

Gaseous Shield

Protecting Sheath

Slag
Penetration

Base metal
Molten weld Crater
Weld Deposited metal

To strike the electric arc, the electrode is brought into contact with the work piece by a very light
touch with the electrode to the base metal then is pulled back slightly. This initiates the arc and
thus the melting of the work piece and the consumable electrode, and causes droplets of the
electrode to be passed from the electrode to the weld pool. As the electrode melts, the flux
covering disintegrates, giving off shielding gases that protect the weld area from oxygen and

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other atmospheric gases. In addition, the flux provides molten slag which covers the filler metal
as it travels from the electrode to the weld pool. Once part of the weld pool, the slag floats to the
surface and protects the weld from contamination as it solidifies. Once hardened, it must be
chipped away to reveal the finished weld. As welding progresses and the electrode melts, the
welder must periodically stop welding to remove the remaining electrode stub and insert a new
electrode into the electrode holder. This activity, combined with chipping away the slag, reduces
the amount of time that the welder can spend laying the weld, making SMAW one of the least
efficient welding processes. In general, the operator factor, or the percentage of operator's time
spent laying weld, is approximately 25%.
The actual welding technique utilized depends on the electrode, the composition of the work
piece, and the position of the joint being welded. The choice of electrode and welding position
also determine the welding speed. Flat welds require the least operator skill, and can be done
with electrodes that melt quickly but solidify slowly. This permits higher welding speeds. Sloped,
vertical or upside-down welding requires more operator skill, and often necessitates the use of
an electrode that solidifies quickly to prevent the molten metal from flowing out of the weld pool.
However, this generally means that the electrode melts less quickly, thus increasing the time
required to lay the weld.

Quality

The most common quality problems associated with SMAW include weld spatter, porosity, poor
fusion, shallow penetration, and cracking. Weld spatter, while not affecting the integrity of the
weld, damages its appearance and increases cleaning costs. It can be caused by excessively
high current, a long arc, or arc blow, a condition associated with direct current characterized by
the electric arc being deflected away from the weld pool by magnetic forces. Arc blow can also
cause porosity in the weld, as can joint contamination, high welding speed, and a long welding
arc, especially when low-hydrogen electrodes are used. Porosity, often not visible without the
use of advanced nondestructive testing methods, is a serious concern because it can potentially
weaken the weld. Another defect affecting the strength of the weld is poor fusion, though it is
often easily visible. It is caused by low current, contaminated joint surfaces, or the use of an
improper electrode. Shallow penetration, another detriment to weld strength, can be addressed
by decreasing welding speed, increasing the current or using a smaller electrode. Any of these
weld-strength-related defects can make the weld prone to cracking, but other factors are
involved as well. High carbon, alloy or sulfur content in the base material can lead to cracking,
especially if low-hydrogen electrodes and preheating are not employed. Furthermore, the work
pieces should not be excessively restrained, as this introduces residual stresses into the weld
and can cause cracking as the weld cools and contracts.

Safety

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SMAW welding, like other welding methods, can be a dangerous and unhealthy practice if
proper precautions are not taken. The process uses an open electric arc, which presents a risk
of burns which are prevented by personal protective equipment in the form of heavy leather
gloves and long sleeve jackets. Additionally, the brightness of the weld area can lead to a
condition called arc eye, in which ultraviolet light causes inflammation of the cornea and can
burn the retinas of the eyes. Welding helmets with dark face plates are worn to prevent this
exposure, and in recent years, new helmet models have been produced that feature a face plate
that self-darkens upon exposure to high amounts of UV light. To protect bystanders, especially
in industrial environments, translucent welding curtains often surround the welding area. These
curtains, made of a polyvinyl chloride plastic film, shield nearby workers from exposure to the
UV light from the electric arc, but should not be used to replace the filter glass used in helmets.
In addition, the vaporizing metal and flux materials expose welders to dangerous gases and
particulate matter. The smoke produced contains particles of various types of oxides. The size of
the particles in question tends to influence the toxicity of the fumes, with smaller particles
presenting a greater danger. Additionally, gases like carbon dioxide and ozone can form, which
can prove dangerous if ventilation is inadequate. Some of the latest welding masks are fitted
with an electric powered fan to help disperse harmful fumes.

Application and materials

Shielded metal arc welding is one of the world's most popular welding processes, accounting for
over half of all welding in some countries. Because of its versatility and simplicity, it is
particularly dominant in the maintenance and repair industry, and is heavily used in the
construction of steel structures and in industrial fabrication. In recent years its use has declined
as flux-cored arc welding has expanded in the construction industry and gas metal arc welding
has become more popular in industrial environments. However, because of the low equipment
cost and wide applicability, the process will likely remain popular, especially among amateurs
and small businesses where specialized welding processes are uneconomical and unnecessary.
SMAW is often used to weld carbon steel, low and high alloy steel, stainless steel, cast iron, and
ductile iron. While less popular for nonferrous materials, it can be used on nickel and copper
and their alloys and, in rare cases, on aluminum. The thickness of the material being welded is
bounded on the low end primarily by the skill of the welder, but rarely does it drop below 1.5 mm
(0.06 in). No upper bound exists: with proper joint preparation and use of multiple passes,
materials of virtually unlimited thicknesses can be joined. Furthermore, depending on the
electrode used and the skill of the welder, SMAW can be used in any position.

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Equipment

Electrode holder/
Electrode Stinger

Work piece Electrode Power

Cable Source

Ground Clamp

Ground Cable

Welding Machine

SMAW system setup

Shielded metal arc welding equipment typically consists of a constant current welding power
supply and an electrode, with an electrode holder, aground clamp, and welding cables (also
known as welding leads) connecting the two.
Power supply
The power supply used in SMAW has constant current output, ensuring that the current (and
thus the heat) remains relatively constant, even if the arc distance and voltage change. This is
important because most applications of SMAW are manual, requiring that an operator hold the
torch. Maintaining a suitably steady arc distance is difficult if a constant voltage power source is
used instead, since it can cause dramatic heat variations and make welding more difficult.

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However, because the current is not maintained absolutely constant, skilled welders performing
complicated welds can vary the arc length to cause minor fluctuations in the current. A high
output welding power supply for Stick, GTAW, MIG, Flux-Cored, & Gouging The preferred
polarity of the SMAW system depends primarily upon the electrode being used and the desired
properties of the weld. Direct current with a negatively charged electrode (DCEN) causes heat
to build up on the electrode, increasing the electrode melting rate and decreasing the depth of
the weld. Reversing the polarity so that the electrode is positively charged (DCEP) and the work
piece is negatively charged increases the weld penetration. With alternating current the polarity
changes over 100 times per second, creating an even heat distribution and providing a balance
between electrode melting rate and penetration.
Typically, the equipment used for SMAW consists of a step-down transformer and for direct
current models a rectifier, which converts alternating current into direct current. Because the
power normally supplied to the welding machine is high-voltage alternating current, the welding
transformer is used to reduce the voltage and increase the current. As a result, instead of
220 V at 50 A, for example, the power supplied by the transformer is around 17–45 V at currents
up to 600 A. A number of different types of transformers can be used to produce this effect,
including multiple coil and inverter machines, with each using a different method to manipulate
the welding current. The multiple coil type adjusts the current by either varying the number of
turns in the coil (in tap-type transformers) or by varying the distance between the primary and
secondary coils (in movable coil or movable core transformers). Inverters, which are smaller and
thus more portable, use electronic components to change the current characteristics
Electrical generators and alternators are frequently used as portable welding power supplies,
but because of lower efficiency and greater costs, they are less frequently used in industry.
Maintenance also tends to be more difficult, because of the complexities of using a combustion
engine as a power source. However, in one sense they are simpler: the use of a separate
rectifier is unnecessary because they can provide either AC or DC. However, the engine driven
units are most practical in field work where the welding often must be done out of doors and in
locations where transformer type welders are not usable because there is no power source
available to be transformed. In some units the alternator is essentially the same as that used in
portable generating sets used to supply mains power, modified to produce a higher current at a
lower voltage but still at the 50 or 60 Hz grid frequency. In higher-quality units an alternator with
more poles is used and supplies current at a higher frequency, such as 400 Hz. The smaller
amount of time the high-frequency waveform spends near zero makes it much easier to strike
and maintain a stable arc than with the cheaper grid-frequency sets or grid-frequency mains-
powered units.

Electrode

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The choice of electrode for SMAW depends on a number of factors, including the weld material,
welding position and the desired weld properties. The electrode is coated in a metal mixture
called flux, which gives off gases as it decomposes to prevent weld contamination, introduces
deoxidizers to purify the weld, causes weld-protecting slag to form, improves the arc stability,
and provides alloying elements to improve the weld quality. Electrodes can be divided into three
groups those designed to melt quickly are called "fast-fill" electrodes, those designed to solidify
quickly are called "fast-freeze" electrodes, and intermediate electrodes go by the name "fill-
freeze" or "fast-follow" electrodes. Fast-fill electrodes are designed to melt quickly so that the
welding speed can be maximized, while fast-freeze electrodes supply filler metal that solidifies
quickly, making welding in a variety of positions possible by preventing the weld pool from
shifting significantly before solidifying. The composition of the electrode core is generally similar
and sometimes identical to that of the base material. But even though a number of feasible
options exist, a slight difference in alloy composition can strongly impact the properties of the
resulting weld. This is especially true of alloy steels such as HSLA steels. Likewise, electrodes
of compositions similar to those of the base materials are often used for welding nonferrous
materials like aluminum and copper. However, sometimes it is desirable to use electrodes with
core materials significantly different from the base material. For example, stainless steel
electrodes are sometimes used to weld two pieces of carbon steel, and are often utilized to weld
stainless steel work pieces with carbon steel work pieces.
Electrode coatings can consist of a number of different compounds, including rutile, calcium
fluoride, cellulose, and iron powder. Rutile electrodes, coated with 25%–45% TiO 2, are
characterized by ease of use and good appearance of the resulting weld. However, they create
welds with high hydrogen content, encouraging embrittlement and cracking. Electrodes
containing calcium fluoride (CaF 2), sometimes known as basic or low-hydrogen electrodes,
are hygroscopic and must be stored in dry conditions. They produce strong welds, but with a
coarse and convex-shaped joint surface. Electrodes coated with cellulose, especially when
combined with rutile, provide deep weld penetration, but because of their high moisture content,
special procedures must be used to prevent excessive risk of cracking. Finally, iron powder is a
common coating additive that increases the rate at which the electrode fills the weld joint, up to
twice as fast.
To identify different electrodes, the American Welding Society established a system that assigns
electrodes with a four- or five-digit number. Covered electrodes made of mild or low alloy steel
carry the prefix E, followed by their number. The first two or three digits of the number specify
the tensile strength of the weld metal, in thousand pounds per square inch (psi). The
penultimate digit generally identifies the welding positions permissible with the electrode,
typically using the values 1 (normally fast-freeze electrodes, implying all position welding) and 2
(normally fast-fill electrodes, implying horizontal welding only). The welding current and type of
electrode covering are specified by the last two digits together. When applicable, a suffix is used
to denote the alloying element being contributed by the electrode. Common electrodes include

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the E6010, a fast-freeze, all-position electrode with a minimum tensile strength of 60 psi
(410 MPa) which is operated using DCEP. E6011 is similar except its flux coating allows it to be
used with alternating current in addition to DCEP. E7024 is a fast-fill electrode, used primarily to
make flat or horizontal welds using AC, DCEN, or DCEP. Examples of fill-freeze electrodes are
the E6012, E6013, and E7014, all of which provide a compromise between fast welding speeds
and all-position welding.
Process variations
Though SMAW is almost exclusively a manual arc welding process, one notable process
variation exists, known as gravity welding or gravity arc welding. It serves as an automated
version of the traditional shielded metal arc welding process, employing an electrode holder
attached to an inclined bar along the length of the weld. Once started, the process continues
until the electrode is spent, allowing the operator to manage multiple gravity welding systems.
The electrodes employed (often E6027 or E7024) are coated heavily in flux, and are typically
71 cm (28 in) in length and about 6.35 mm (0.25 in) thick. As in manual SMAW, a constant
current welding power supply is used, with either negative polarity direct current or alternating
current. Due to a rise in the use of semiautomatic welding processes such as flux-cored arc
welding, the popularity of gravity welding has fallen as its economic advantage over such
methods is often minimal. Other SMAW-related methods that are even less frequently used
include firecracker welding, an automatic method for making butt and fillet welds, and massive
electrode welding, a process for welding large components or structures that can deposit up to
27 kg (60 lb) of weld metal per hour.

Advantages and Disadvantages

Advantages
1. Lower equipment cost than GTAW, FCAW and GMAW. (No bottle, gas hose, flow meter,
and tig rig/Wire feeder needed.
2. Quick Change from one material to another.
3. The process lends itself to welding in confined spaces and various positions with few
problems.
4. Deposition Rates faster than GTAW Manual
5. Easy to move from one location to another. No Wire Feeder and Bottle.
6. Some special electrodes are made for cutting/gouging
7. Requires no outside shielding gas and can be used outdoors in light to medium wind.
8. The ability to bend the electrode and the small space the electrode takes allows the
process to be used in comparatively tight spaces. However keep in mind that for some
jobs one of the other processes may also work or even work better. The FCAW-Self
Shielded process can weld with a very long electrode stick out.
Disadvantages

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1. Low deposition rate compared to GMAW/FCAW.

2. Filler metal cost per weld can be greater due to a low deposition efficiency that can vary
greatly with stub length.
3. Production factor is typically lower (Unless welding on various materials) due to rod
changes and chipping slag.
4. Needs more hand eye coordination than GMAW/FCAW.
5. Slag must be removed as compared to GTAW/GMAW
WELDING POSITION

FILLET WELD

FLAT POSITION HORIZONTAL POSITION VERTICAL POSITION OVERHEAD POSITION

1F 2F 3F 4F

Axis of the weld Axis of the weld is Axis of the weld is Axis of the weld is
is horizontal horizontal vertical horizontal

GROOVE WELD

FLAT POSITION HORIZONTAL POSITION VERTICAL POSITION OVERHEAD POSITION

1G 2G 3G 4G

Plates Horizontal Plates Horizontal Plates Vertical Plates Horizontal

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FLAT 1G HORIZONTAL 2G VERTICAL 5G 6G POSITION

Pipe shall be turn

or rolled while
welding. Axis of the
Pipe axis is vertical Pipe is fixed and horizontal Fixed pipe inclined 45o
pipe is horizontal
position

LIST OF WELDING ORGANIZATION IN THE WORLD:

IEC, International Electrotechnical Commission, is a nonprofit

organization that develops and publishes standards concerning electrical
technologies. Headquartered in Geneva, Switzerland, IEC standards reach
over 150 countries. IEC plays the crucial role of coordinating efforts carried
out in different countries and unifying them, such as the development of
various units of measurement and the standardization of the modern form
of the metric system.

ISO, International Organization for Standardization, is a nonprofit

organization that develops and publishes standards of virtually every
possible sort, ranging from standards for information technology to fluid
dynamics and nuclear energy. Headquartered in Geneva, Switzerland, ISO
is composed of 162 members, each one the sole representative for their
home country. As the largest developer and publisher of standards in the
world, ISO fills the vital role of a medium for agreement between individual
standards developers, spreading progress made by one country's local
developers across the world to further the goal of standardization.

AHAM, Association of Home Appliance Manufacturers, represents the

manufacturers of household appliances and products/services associated
with household appliances sold in the United States. AHAM also develops
and maintains technical standards for various appliances to provide
uniform, repeatable procedures for measuring specific product
characteristics and operates several voluntary product certification
programs.

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AWS, American Welding Society, is a nonprofit organization that develops

and publishes standards that apply to welding and related joining
disciplines. Headquartered in Miami, AWS standards are spread by its over
65,000 worldwide members, a significant portion of which are located within
the United States. AWS is heavily involved in educational initiatives, with
many conferences around the world, student scholarships and a wide
variety of courses. AWS also serves as the administrator for the U.S. TAGs
(United States Technical Advisory Group) to ISO/TCs 44 and 167
(International Organization for Standardization/Technical Committee) and to
many of the subcommittees for ISO/TC 44.

IAPMO, International Association of Plumbing and Mechanical

Officials, is a nonprofit organization that develops and publishes standards
focused on plumbing products. Headquartered near Los Angeles, IAPMO
develops the Uniform Plumbing Code, used throughout the United States,
as well as having voting members around the world. In addition to
developing IAPMO standards, IAPMO also offers extensive certification and
testing services.

IES, Illuminating Engineering Society, is a nonprofit organization that

develops and publishes standards regarding lighting. Headquartered in
New York City, IES standards are in effect throughout all of North America
with its nearly 8,000 members. Internationally, IES collaborates with the
International Commission on Illumination to promote uniformity with the rest
of the world.

NEMA, National Electrical Manufacturers Association, is a nonprofit

organization that develops and publishes over 500 standards regarding the
production and manufacturing processes for technologies involving the
generation, transmission and use of electricity. Headquartered near
Washington, D.C., NEMA has approximately 450 member companies and,
through them, NEMA standards affect over $120 billion dollars’ worth of
United States domestic production. NEMA also serves as the administrator
for the U.S. TAGs (United States Technical Advisory Group) to ISO/TC 145
(International Organization for Standardization/Technical Committee) and to
some of its subcommittees.

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APA-The Engineered Wood Association has focused on helping the

industry create structural wood products of exceptional strength, versatility,
and reliability. Combining the research efforts of scientists at APA’s 42,000
square-foot research center with the knowledge gained from decades of
field work, and cooperation with its member manufacturers, APA promotes
new solutions and improved processes that benefit the entire industry.

American Petroleum Institute (API) is the only national trade association

that represents all aspects of America’s oil and natural gas industry. Its
more than 500 corporate members, from the largest major oil company to
the smallest of independents, come from all segments of the industry. They
are producers, refiners, suppliers, pipeline operators, and marine
transporters, as well as service and supply companies that support all
segments of the industry. Although its focus is primarily domestic, in recent
years API's work has expanded to include a growing international
dimension, and today API is recognized around the world for its broad
range of programs.

ASHRAE, the American Society of Heating, Refrigerating and Air

Conditioning Engineers, is a nonprofit organization that develops and
publishes standards for the heating, ventilating, and air conditioning
industry. Headquartered in Atlanta, ASHRAE is an international society with
over 50,000 members. ASHRAE standards are spread by the organization’s
heavy engagement in Washington, D.C., and through its wide assortment of
international events. ASHRAE also serves as the administrator for the U.S.
TAGs (United States Technical Advisory Group) to ISO/TCs 86, 142, 180
and 205 (International Organization for Standardization/Technical
Committee) and to many of the subcommittees for ISO/TCs 86 and 180.

ICC, International Code Council, is a nonprofit organization that develops

and publishes standards related to building safety and fire prevention.
Headquartered in Washington, ICC standards have been codified and
enforced in all 50 American states, as well as in various foreign countries.
With nearly 340 chapters worldwide, each with many members, ICC
building safety standards are used everywhere.

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Manufacturers Standardization Society (MSS) of the Valve and Fittings

Industry is a non-profit technical association organized for development and
improvement of industry, national, and international codes and standards
for valves, valve actuators, valve modification, pipe fittings, pipe hangers,
pipe supports, flanges, and associated seals. The primary function of MSS
is to provide its members the means to develop engineering standard
practices for the use and benefit of the industry and users of its products.

NACE International, founded as the National Association of Corrosion

Engineers, is a nonprofit organization that develops and publishes
standards focusing on the prevention of corrosion, a major issue concerning
many industries. Headquartered in Houston, NACE standards are used by
over 22,000 members in over 100 countries. NACE also serves as the
administrator for the U.S. TAGs (United States Technical Advisory Group) to
two subcommittees in ISO/TC 35 (International Organization for
Standardization/Technical Committee).

NFPA, National Fire Protection Association, is a leader in providing fire,

electrical, and life safety standards since 1896. The mission of NFPA is to
reduce the worldwide burden of fire and other hazards on quality of life by
providing and advocating scientifically based consensus codes and
standards, research, training, and education. NFPA membership totals
more than 75,000 individuals from around the world and more than 80
national trade and professional organizations.

UL is a global independent safety science company offering expertise

across five key strategic businesses: Product Safety, Environment, Life &
Health, Verification Services, and Knowledge Services. The company’s
breadth, established objectivity, and proven history have established UL as
a symbol of trust, helping to provide peace of mind globally.

References:

1. Information courtesy of Hobart Institute Of Welding Technology.

This article was excerpted from Modern Welding Technology, 4th edition, 1998, by
Howard B. Cary. Published by Prentice-Hall, the book may be ordered from the Training
Materials Dept., Hobart Institute of Welding Technology, 400 Trade Square East, Troy,
OH 45373.
2. [Link]
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Type of Competency : BASIC Competency

Summary of
Module Title : BASIC COMPETENCY MODULE
Competency
Summary of Learning Outcome and Assessment Criteria

Qualification: SHIELDED METAL ARC WELDING (SMAW) NC II

Module Title: BASIC COMPETENCY MODULE

Module Description
This module covers the knowledge, skills and attitudes in Participating in Workplace
Communication, Working in a team environment, Practicing career professionalism, Practicing
occupational health and safety

SUMMARY OF COMPETENCY AND LEARNING OUTCOMES:

Upon completion of this module the students/ trainees will be able to:

COMPETENCY 1. PARTICIPATE IN WORKPLACE COMMUNICATION

LO1. Obtain and convey workplace information

LO2. Complete relevant work related documents.
LO3. Participate in workplace meeting and discussion.

COMPETENCY 2. WORKING IN A TEAM ENVIRONMENT

LO1. Describe and identify team role and responsibility in a team.

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LO2. Describe work as a team.

COMPETENCY 3. PRACTICING CAREER PROFESSIONALISM

LO1. Integrate personal objectives with organizational goals

LO2. Set and meet work priorities
LO3. Maintain professional growth and development

COMPETENCY 4. PRACTICING OCCUPATIONAL HEALTH AND SAFETY

LO1. Identity hazards and risks

LO2. Evaluate hazards and risks
LO3. Control hazards and risks
LO4. Maintain occupational health and safety awareness

COMPETENCY 1

PARTICIPATE IN WORKPLACE COMMUNICATION

UNIT CODE: 500311105

LO 1. OBTAIN AND CONVEY WORKPLACE INFORMATION

Learning Activities:
At the completion of this competency the trainee will be able:

1. Access specific relevant information from appropriate sources.

2. Use effective questioning, active listening and speaking skills to gather and convey
information.
3. Use appropriate medium to transfer information and ideas.
4. Use appropriate non-verbal communication is used.
5. Identify and follow appropriate lines of communication with superiors and colleagues ‘
6. Use defined workplace procedures for the location and storage of information.
7. Carry out clearly and concisely personal interaction.

ASSESSMENT CRITERIA:

 Specific relevant information is accessed from appropriate sources.

 Effective questioning, active listening and speaking skills are used to gather and convey
information.
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 Appropriate medium is used to transfer information and ideas.

 Appropriate non-verbal communication is used.
 Appropriate lines of communication with superiors and colleagues are identified and
followed.
 Defined workplace procedures for the location and storage of information are used.
 Personal interaction is carried out clearly and concisely.

LO2. COMPLETE RELEVANT WORK RELATED DOCUMENTS.

Learning Activities:
At the completion of this competency the trainee will be able:

1. Complete ranges of forms relating to conditions of employment accurately and legibly.

2. Record workplace data on standard workplace forms and documents.
3. Use basic mathematical processes for routine calculations.
4. Identify and rectify errors in recording information on forms/ documents.
5. Complete reporting requirements to superior according to enterprise guidelines.
ASSESSMENT CRTERIA:

 Ranges of forms relating to conditions of employment are completed accurately and

legibly.
 Workplace data is recorded on standard workplace forms and documents.
 Basic mathematical processes are used for routine calculations.
 Errors in recording information on forms/ documents are identified and rectified.
 Reporting requirements to superior are completed according to enterprise guidelines.

LO 3. PRACTICING CAREER PROFESSIONALISM

Learning Activities:
At the completion of this competency the trainee will be able:

1. Attend team meetings on time.

2. Express own opinions clearly and listen to others without interruption.
3. Consistent meeting inputs with the meeting purpose and establish protocols.
4. Conduct workplace interaction in a courteous manner appropriate to cultural background
and authority in the enterprise procedures.
5. Ask and respond questions about simple routine workplace procedures and matters
concerning conditions of employment.
6. Interpret and implement meeting outcomes.

ASSESSMENT CRITERIA:
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 Team meetings are attended on time.

 Own opinions are clearly expressed and those of others are listened to without
interruption.
 Meeting inputs are consistent with the meeting purpose and established protocols.
 Workplace interaction is conducted in a courteous manner appropriate to cultural
background and authority in the enterprise procedures.
 Questions about simple routine workplace procedures and matters concerning conditions
of employment are asked and responded.
 Meeting outcomes are interpreted and implemented.

COMPETENCY Type of Competency : Basic Competency

1 Module Title : BASIC COMPETENCY MODULE
TITLE : PARTICIPATING IN WORKPLACE COMMUNICATION

Information Sheet 1.0

PARTICIPATING IN WORKPLACE COMMUNICATION

Communicating information

Workers must be able to communicate information to work effectively. Information is

communicated in two directions - sometimes you receive information and sometimes you
convey it. You communicate regularly with your employer or supervisor and your co-workers.
You might also communicate with customers and suppliers, contractors, local government
employees, or other people from outside your workplace.

Gathering information for work

Every day, you have to gather information that you need for your work. Some information comes
from your supervisor, co-workers, clients, suppliers and other people you speak with each day.
Some information, such as work rosters, vehicle logbooks, or telephone messages, comes in
written form. You might also gather information from your own observations by, for example,
looking at a rain gauge, or checking supplies of materials.

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Information sources:

 Letters memos Plans

 internet websites faxes email
 Newsletters work notes order sheets
 SMS industry magazines

Listening

Quite a lot of information is collected by listening to someone. You can listen to the other person.
 face-to-face
 by telephone
 by radio

Observing:

You can also collect information by observation. 'For instance you might:
 count items of stock
 check the condition of equipment or livestock
 check a thermometer, vermin traps, a fuel gauge
 watch a TV program or DVD

Recording Information:

Workplaces rely on large amounts of information from many different sources to operate
effectively. Most of that information is recorded either manually (on paper) or electronically (on
computer). Work schedules, product catalogues, orders and receipts, time sheets and memos
are all examples of written information, or records, found in most workplaces.
Locating written information
Before you can use records, you need to know where to find them. Written information may be
located in:
 computer databases
 filing cabinets
 shelving
 drawers
 counters
 pin boards or whiteboards.

Organising written information:

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Records need to be kept in the same place all the time so that everyone knows where to get
them when they want to use them. It would very frustrating to find that the vehicle logbook was
not in the truck as it should be, or that someone had moved the order book just when you
needed it to answer a customer inquiry.

Sometimes many records are kept together in one place, such as in a filing cabinet. They are
often organised in alphabetical order so that they are easy to find. There are many ways to
organise records, so you must use the method preferred in your workplace. Records stored
together must be replaced in the correct order to make it easy for everyone to find them. Some
records are only needed for a short time. Ex. A message telling you to collect a parcel from the
post office can be thrown away afterwards, and the social club newsletter can be replaced on
the pin board when the new one arrives.

Recording information accurately and legibly

Written information is only useful if it is accurate and legible. A great deal of time and effort can
be saved in the longer term if you take care to check that the information is correct before you
write it down. If your handwriting is not very clear, it might be better to print the information so
that it can be easily read.

COMMUNICATING WITH PEOPLE IN THE WORKPLACE

Communicating courteously and clearly

An important part of your job is to pass on information to other people. Lots of messages and
instructions that you receive in person, or by telephone or radio, have to be passed on to
someone else. You could use the phone or a written note to pass on the information, or you
could speak to the other person face to face.
Much of the time you will be communicating with co-workers or your supervisor, but you might
also have to talk to clients. Anyone that you provide with a product or service is your client. You
can have both internal and external clients. Internal clients are the people you deal with in other
sections of your workplace. External clients are customers, suppliers, industry bodies,
government employees, contractors or anyone else in your industry network.
There is good reason for you to communicate courteously and clearly with all these people. You
have to get along with the people at your workplace, and you can do that better if you treat them
with respect and help them as much as you can. When you are dealing with people from outside
your workplace, you are representing your employer and you need to present a good image.

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Communicating face to face

Communicating face to face with other people involves:

 speaking observing
 listening being observed

When you are face to face with another person, you don't just hear the words they say - you also
hear their tone of voice, see what they look like and watch how they behave. At the same time,
they can hear, see and watch you.

Observing and being observed

Would you be convinced by the advice of safety inspector who forgot

his hard hat and steel-capped boots? Would you want a sandwich
made by a lunch bar attendant with filthy hands and clothes?
Your personal presentation dress and hygiene all contribute to the
impression you make on others. Appropriate personal presentation
demonstrates your respect for yourself, your employer, and the people
you interact with through your work.
Make sure your clothes are suitable for the work you do. If your work
calls for personal protective equipment, make sure you wear it. In
some jobs you will need to cover long hair and jewellery. You should
be neat, clean and well groomed for a job that involves personal
contact with others - especially the general public.

People also notice 'body language'. The way you use your hands, your posture and the
expressions on your face are all examples of non-verbal behaviour that you can use to get your
message across. When you are face to face with someone, you pick up a lot of information from
their non-verbal communication. Some people can be very quiet, yet still show aggressive body
language. They might have a pained look on their face, they might look tense, or they might
shake with anger. You interpret as much from their mannerisms and gestures, tone of voice and
level of eye contact, as you do from their words

Choosing the right way to share information depends on the needs and interests of the other
person, not just on what you want to say. When sharing information:
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DO DON'T
 stand or sit up straight  slouch
 make eye contact  look around read the newspaper & pretend
 smile and greet the other person you haven't noticed anyone
 listen and observe carefully  interrupt or be distracted
 speak clearly  mumble
 get straight to the point  waffle

Listening

Listening is more than hearing, and it requires some effort. It involves nonverbal communication
as well. When people are giving you instructions, you need to listen carefully so that the job is
done safely and accurately. By being a good listener, you will follow instructions more accurately
and reduce the risk of accidents.

As a listener you should:

 listen for people's feelings

 show you are listening by the answer you give
 use non-verbal means to encourage the speaker to continue

Speaking

A lot of workplace communication involves asking questions or responding to inquiries. To get

the answers you want, you have to ask the right questions. Be specific about what you need to
find out so that the other person understands clearly. If you need to ask a number of questions,
it will help you to remember them all if you write them down first. Speak slowly and clearly so
that you are heard and understood the first time. The other person must be able to pay full
attention to what you are saying, so choose a time that is mutually convenient. If you need to
know the answer urgently, you might have to interrupt. Just make sure you explain that it is
important. Before you ask a question of anyone, think about.

Responding to inquiries

Be sure to use your listening and observing skills when someone asks you a question. Pay
attention to the persons tone of voice, facial expression and gestures - your observations will
help you to decide what you need to explain.

For instance, if you are asked 'Where is the instruction manual? - should you explain:

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 Where it is kept (the person doesn't know where to look)?

 Why it is not in its usual place (the person is angry that it is not where it should be)?
 Why you are not using the instruction manual (the person thinks you should be using it)?

If you still don't understand what the person is asking, say so right away. Once you are sure
about the question, answer it promptly and concisely. Long, complicated answers waste time
and confuse the issue. If you need to supply more information, you will be asked for it.
Often your response will take the form of an explanation. For instance, you could be asked how
to do something, how to get somewhere or how something works. An explanation takes some
thought. You must not only provide the facts, but you must do so in a way the person can
understand. That could mean speaking slowly, using words that are familiar to the other person,
and perhaps making a drawing or map.

Communicating by telephone or radio

The procedures for telephone and radio communications are very similar because they both rely
solely on speech. It is more difficult to communicate when you can't see how the other person is
responding, so you need to be well prepared. You will feel much more confident if you are
prepared -especially if you have to speak to someone you don't know.

Because you are representing your workplace or section, you should know some basic facts
about it. You should know:

 what services or products you provide

 the main sections of your business and what they do
 the approximate number of people employed
 workplace guidelines and policies for matters you deal with

Whenever YOU are speaking to clients you should:

 be discreet
 don't discuss internal workplace problems
 accept responsibility for handling the call
 if you can't help the caller, offer to find someone or some way to help
 don't blame someone else for problems or difficulties
 stay calm and cool

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Making calls

List the calls you have to make in order of importance and make a checklist for each one . The
check list should include items such as:

 the name of the person you are calling

 the section where the person works (in case there's another person with the same name)
 the extension number
 the reason for calling
 how to address the person
 What you want to know
 What you want done
 When you want the information (or delivery etc)
 how you want the job done

Receiving calls

You should also be prepared for receiving calls. Always:

 have a pen or sharpened pencil and a message pad ready
 answer the call promptly
 greet the caller with a pleasant voice
 identify your business and section, and yourself
 write down the caller's name
 find out all the information

GIVING AND FOLLOWING INSTRUCTIONS

Good instructions are simple, logical and clear.

Learning a new skill

Instructions can be used to teach someone a new skill. These are the 5 steps to learning a
new skill:
 be introduced to the skill
 get to know it
 try it out
 get feedback on how you're going
 apply the skill

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Clarifying instructions

You will often have to follow instructions and then pass them on to someone else. Sometimes
the person giving the instructions doesn't follow the five steps described earlier. This is when
you should ask questions to find out how you are going or to clarify what the instructions are.

Written instructions should.

 be clear, exact and logical
 be set out in the order in which they have to be done
 be set out in small, manageable steps
 have space between the steps to show that they are separate
 explain what to expect at each step
 be written to suit the person who will read them
 be free of jargon and unnecessary technical terms
 include advice on safety and troubleshooting

WORKING IN GROUPS

Work groups

Many workplaces set up groups of workers to perform a certain job

or achieve a particular goal. The work group may be split up
afterwards or given a new job or goal. The people who make up the
group may all be from the one section of the business with similar
skills and qualifications, or they may be from different sections.
Work groups can be set up for many different reasons. They could
work on:
 shutting down equipment for annual maintenance
 organising a revegetation program
 revising OHS guidelines planning a special event
Your group discussions

When people come together in groups they bring many different ideas, experiences and skills.
Working in groups fosters initiative, tolerance and trust.

Work groups can:

 share information
 solve problems
 make decisions
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 accomplish tasks

For work groups to be successful, people have to communicate and cooperate. Here is an
example of how a work group can communicate and cooperate effectively.

A group meets with the supervisor every Monday morning to work out the jobs for the coming
week. At the start of the meeting, the supervisor tells the Workers the goals for the week. He
encourages them to join in. As they prioritise the tasks and allocate them, they have a chance to
discuss any problems.

For more serious problems, he lets the group brainstorm possible solutions. They often come up
with quite novel solutions by working together. They feel more committed to these ideas too,
because they have discovered and discussed them as a group.
The supervisor encourages everyone to join in the discussion without letting anyone take it over.
He makes sure they keep on track and on time.
He listens to what the employees say and he encourages them to listen to each other. He
accepts their views and is concerned about their problems. He considers their ideas and gives
them feedback on their suggestions. At the end of the meeting he asks one team member to
write up the decisions.

Structuring
meetings

Meetings
need a
structure.
Without
structure, the discussion usually takes far too much time without reaching any firm decisions. An
agenda is used to give some structure to a group discussion. An agenda lets people know what
the meeting will be about so that they can think about it before they come. It makes sure that
everything necessary is included for discussion and nothing gets forgotten at the meeting.
During the meeting, it keeps the discussion on track.

Formal meetings

A typical agenda for a formal meeting includes the following items:

 opening
 welcome and apologies
 minutes from the previous meeting
 business arising from the minutes
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 correspondence, inwards and outwards

 business arising from the correspondence
 'reports - financial and subcommittees
 general business
 other business
 date, time and place of next meeting
 close

Informal meetings

Informal meetings also need an agenda, although it might be much simpler than the one shown
above. It should include opportunities to discuss:
 the purpose of the meeting
 What has happened so far
 What problems still need to be addressed
 how the work group will achieve its goals

Obligations of work group members

As a member of a work group, you have an obligation to:

 attend meetings
 participate to the best of your ability
 behave courteously towards other members of the group
 comply with meeting decisions
 carry out instructions decided at meetings
 keep sensitive matters confidential

If your obligations are not obvious or clear, you should ask your supervisor or co-workers for
advice.

TYPES OF COMMUNICATION

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Assertive communication is that which is open, direct and honest. When communicating
assertively you state your personal view without attacking or blaming others. Assertive
communication respects the feelings and values of others. It does not try to compete by "scoring
points" off others in the team. The message assertive communicators give is "'I'm OK, you're
OK'.
Some people confuse assertiveness with aggression. Aggressive communication occurs
when the speaker attacks the other person or tries to promote themselves at the other's
expense. The message aggressive communicators give is " I'm OK, you're not OK". Other
people retreat from stating clearly what's on their minds and will agree with the group rather than
express a different opinion.

Non-assertive communicators tend to feel "hardly done by" and often feel angry and resentful
towards others. The message they project is -You're OK; I'm not OK".

Assertive communication Aggressive Non-assertive

communication communication
 clear, honest,  verbal abuse  withholds opinion
 direct open  name calling  does not share ideas
Style communication  one-upmanship"  agrees with others without
 listens attentively to  win at all costs expressing a personal
others  does not listen to view
others loud voice

 eye contact  sarcastic tone

 relaxed posture  finger pointing  avoids eye contact
Non-  smiles, nods when  table thumping etc.  quiet voice closed posture
verbal others speak  angry/ tense
signs  speaks in a friendly expression
 tone

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 respects others ideas and  does not respect  believes other people’s
opinions others opinions and ideas are better than their
Unde  enjoys communicating ideas own
rlying with others  enjoys power over  feels threatened by open
value  "I'm OK; you're Ok' others communication
 "I'm OK; you're not  'You're OK; I'm not OK"
OK"

References: [Link] / tsftfmoodle / mod / resource / [Link]

Information Sheet 1.1

BASIC SENTENCE STRUCTURE

Parts of Sentences: Subject, Predicate, Object, Indirect Object, Complement
Every word in a sentence serves a specific purpose within the structure of that particular
sentence. According to rules of grammar, sentence structure can sometimes be quite
complicated. For the sake of simplicity, however, the basic parts of a sentence are discussed
here.
The two most basic parts of a sentence are the subject and predicate.
SUBJECT
The subject of a sentence is the person, place, or thing that is performing the action of the
sentence. The subject represents what or whom the sentence is about. The simple subject
usually contains a noun or pronoun and can include modifying words, phrases, or clauses.
The man . . .
PREDICATE
The predicate expresses action or being within the sentence. The simple predicate contains the
verb and can also contain modifying words, phrases, or clauses.

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The man / builds a house.

The subject and predicate make up the two basic structural parts of any complete sentence. In
addition, there are other elements, contained within the subject or predicate that adds meaning
or detail. These elements include the direct object, indirect object, and subject complement. All
of these elements can be expanded and further combined into simple, compound, complex, or
compound/complex sentences.
DIRECT OBJECT
The direct object receives the action of the sentence. The direct object is usually a noun or
pronoun.
The man builds a house.
The man builds it.

INDIRECT OBJECT

The indirect object indicates to whom or for whom the action of the sentence is being done. The
indirect object is usually a noun or pronoun.
The man builds his family a house.
The man builds them a house.

SUBJECT COMPLEMENT
A subject complement either renames or describes the subject, and therefore is usually a noun,
pronoun, or adjective. Subject complements occur when there is a linking verb within the
sentence (often a linking verb is a form of the verb to be).
The man is a good father. (father = noun which renames the subject)
The man seems kind. (kind = adjective which describes the subject)
Note: As an example of the difference between parts of speech and parts of a sentence, a noun
can function within a sentence as subject, direct object, indirect object, object of a preposition,
or subject complement.

SENTENCE TYPE AND PURPOSE

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Sentences come in a variety of shapes and lengths. Yet whatever their shapes and lengths (or
types), all sentences serve one of only a few very basic purposes.

Sentence Type

Sentence variety is not about mere novelty; it is about meaning. You can avoid boredom (yours
and your readers') and choppiness by varying your sentence types. Longer, more complex
sentences can increase the impact of a shorter, simpler sentence.

Every sentence is one of the following types.

 Simple
 Compound
 Complex
 Compound/Complex

In order to vary your writing, you want to be able to construct sentences of each kind. To master
these four types, though, you really only need to master two things: independent and dependent
clauses. This is because the four types of sentences are really only four different ways to
combine independent and dependent clauses.
(Let's review: independent clauses are essentially simple, complete sentences. They can stand
alone or be combined with other independent clauses. Dependent clauses are unfinished
thoughts that cannot stand alone; they are a type of sentence fragment and must be joined to
independent clauses. For more information, see the TIP Sheet Independent & Dependent
Clauses: Coordination and Subordination.)

The simple sentence

A simple sentence is simple because it contains only one independent clause:
Justin dropped his Agricultural Economics class.
A simple sentence is not necessarily short or simple. It can be long and involved, with many
parts and compound elements. But if there is only one independent clause, it is, nevertheless, a
simple sentence. The following example has a single independent clause with a single subject
(Justin) and a compound verb (gulped, swallowed, groaned, and decided):
Justin gulped down his fourth cup of coffee, swallowed a Tylenol for his pounding headache,
groaned, and decided he would have to drop his Agricultural Economics class.

The compound sentence

When you join two simple sentences properly, you get a compound sentence. Conversely, a
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compound sentence can be broken into two complete sentences, each with its own subject and
its own verb. You can join simple sentences to create compound sentences either of two ways:
 With a semicolon
 With a comma and coordinating conjunction (for, and, nor, but, or, yet, so)

For example, the following pairs of independent clauses can be joined either way:
Homer has Basic Plant Science on Mondays and Wednesdays; Environmental Horticulture
conflicted with his schedule.
Homer has Basic Plant Science on Mondays and Wednesdays, but Environmental Horticulture
conflicted with his schedule.
(Be aware that if you join two simple sentences improperly, you do not get a compound
sentence; you get a run-on, most likely either a comma splice or a fused sentence. For more
information, see the TIP Sheets Comma Splices and Run-on Sentences and Independent &
Dependent Clauses: Coordination & Subordination.)

The complex sentence

A complex sentence is a sentence that contains both a dependent and an independent clause.
In the following example, both clauses contain a subject and a verb, but the dependent clause
has, in addition, the dependent-making words even though. If you start the sentence with the
dependent-making words (or subordinating conjunction), place a comma between the clauses.
On the other hand, if you start with the independent clause and place the dependent-making
words in the middle of the sentence, do not use a comma:
Even though Eva took Turf Management just to fill out her schedule, she found it unexpectedly
interesting.
Eva found Turf Management unexpectedly interesting even though she took it just to fill out her
schedule.
(For more on subordinating conjunctions, see the TIP Sheet Independent & Dependent
Clauses: Coordination & Subordination.)

The compound-complex sentence

A compound-complex sentence combines at least two independent clauses and at least one
dependent clause. The punctuation rules remain the same: the two simple sentences are joined
by one of the two methods described above, and the dependent clause is punctuated (or not)
depending on whether it precedes or follows an independent clause. In the following example,
the dependent-making word signaling the beginning of the dependent clause is while:

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Homer was already in class, and Eva was in the lab while Justin was sleeping off his headache.
While Justin was sleeping off his headache, Homer was already in class, and Eva was in the
lab.
Homer was already in class while Justin slept off his headache; Eva was in the lab.

Sentence Purpose

Sentences can do different things. The purpose of some sentences is to make statements.
Declarative sentences make statements and end with periods:
I am planning to drop Agricultural Economics.
The purpose of another sentence may be to pose a question. These interrogative sentences
ask questions and end with question marks:
Have you taken any Agricultural Engineering classes?
Imperative sentences give commands or make demands or requests. They usually end with a
period. An imperative sentence often has as its subject an unstated "you" (giving to beginners in
English grammar the appearance of lacking a subject altogether). The subject of each of the
following four sentences is "you:"
Hand in your homework assignments, please.
Stop. Drop. Roll.
Exclamatory sentences convey strong emotion and end with exclamation marks; use them
sparingly:
Watch out for the rattlesnake!

SENTENCE FRAGMENTS
A sentence is a group of words that contains three things:
 A subject (that makes sense with the verb
 A verb (that goes with the subject)
 A complete thought

A sentence fragment is a group of words that lacks one or more of these three things. While
there are many ways to end up with a fragment, almost every fragment is simply a result of one
of the following three problems:
 It is missing a subject

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 It is missing a verb.
 It fails to complete the thought it starts.

Fragments are no big deal in conversation; spoken English is full of them. In fact, if you spoke in
complete sentences for one entire day, you would probably get some strange looks. But English
conventions require that you avoid writing fragments (except in very rare instances), so you
must be able to identify them in your writing and fix them.
To begin to identify fragments in your writing, read a sentence aloud. Does it sound complete? If
you walked up to a stranger and said it to him, would it sound like a complete thought to him? Or
would he be waiting expectantly for you to finish? Even if it sounds okay to you (because you
already know what you mean), look at it and identify the subject (who or what did the action) and
the verb (what the subject did) to make sure they're there. (For help identifying subjects and
verbs, see the TIP Sheet Parts of Sentences.) If you think a subject is missing, or the verb
sounds a little strange, or the thought is left hanging, refer to the tips below.

MISSING SUBJECTS
Some fragments are missing subjects. Often the subject appears nearby, perhaps in the
preceding sentence; however, each sentence must have a subject of its own. The following
fragment lacks a subject:
Fragment
Was running late that day.
Who was running late? The instructor? The train? The simplest (but by no means only) way to
correct this fragment is to add a subject:
I was running late that day.
Phrases which include words ending in -ing often appear as fragments:
Fragment

Biking and swimming after work on Thursday.

What about biking and swimming? Who is biking and swimming? Are you proposing that we all
go biking and swimming? Add both a subject and a verb to correct this (again, not the only
solution):
Mitchell went biking and swimming after work on Thursday.
Another suspect in the missing subject category is a phrase like this one:

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Fragment

To register for class before the deadline.

Who wants to register? Or failed to register? Or plans to register? This fragment lacks both
subject and verb. ("To register" is not really a verb, but another thing entirely; see the TIP
Sheet Other Phrases: Verbal, Appositive, Absolute). The simplest fix is to add a subject and
verb:
Stan hopes to register for class before the deadline.
(Avoid the mistake of thinking that a command, demand, or request lacks a subject. This kind of
sentence has an unstated subject, you. So the subject of "Turn in your schedule changes at the
counter" is you: "[You] turn in your schedule changes at the counter.")

MISSING VERBS

Some fragments are fragments because they are missing a verb or an essential part of a verb.
Any phrase, no matter how long, is a fragment if the verb is missing:
Fragment
The birch trees with their rattling yellow leaves.
What about the birch trees? Adding a verb makes this fragment complete:
The birch trees with their rattling yellow leaves swayed in the wind.
Some verbs require helpers in order to be complete. Words ending in -ing, for example, must
include helpers such as is, are, was, were, will be, or has been to be real verbs; without these
helpers, they are not verbs. (If you want to know more about verb look-alikes, see the TIP
Sheet Other Phrases: Verbal, Appositive, Absolute.) The fragment below contains an incomplete
verb:
Fragment
Caroline studying her sociology tonight at Moxie's downtown.
Did your ear hear the strangeness? Add helpers to make the verb complete and repair the
fragment:
Caroline will be studying her sociology tonight at Moxie's downtown.

UNFINISHED THOUGHTS
A very common type of fragment is the unfinished thought fragment. While other kinds of
fragments require you to add something--a subject, or a verb, or both--you can often fix
unfinished thought fragments simply by joining them to a preceding or following sentence. The
following example, while it contains a subject and a verb, fails to complete the thought:

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Fragment
Because tuition increased again this semester.
The word to blame for making this thought incomplete is because. (Contrary to rumor, it's
perfectly okay to start a sentence with because; you just have to finish what you're saying--in
the same sentence.) If you find a fragment of this kind, see if the sentence before or the
sentence after it would complete it:
Because tuition increased again this semester, Kou got a second job as a Student Assistant.
Or
Kou must take fewer units because tuition increased again this semester.
If the preceding or following sentence does not complete the unfinished thought, add the
missing information to the fragment to make it complete. There are many words that, by their
mere presence, make a clause incomplete, for example, since, while, when, unless, although.
For more about these words, see the TIP Sheet Independent & Dependent Clauses.
In spite of the rules of grammar, language is plastic and can be shaped a great many ways, so
for any fragment problem, many solutions exist. The more you practice writing, the more you will
be able to spot fragments and fix them. And the more you learn about English, the more ways
you will find to make your grammatically correct sentences say exactly what you mean.

THE EIGHT PARTS OF SPEECH

There are eight parts of speech in the English language: noun, pronoun, verb, adjective, adverb,
preposition, conjunction, and interjection. The part of speech indicates how the word functions in
meaning as well as grammatically within the sentence. An individual word can function as more
than one part of speech when used in different circumstances. Understanding parts of speech is
essential for determining the correct definition of a word when using the dictionary.
1. NOUN
A noun is the name of a person, place, thing, or idea.
man... Butte College... house... happiness
A noun is a word for a person, place, thing, or idea. Nouns are often used with an article
(the, a, an), but not always. Proper nouns always start with a capital letter; common nouns do
not. Nouns can be singular or plural, concrete or abstract. Nouns show possession by
adding 's. Nouns can function in different roles within a sentence; for example, a noun can be a
subject, direct object, indirect object, subject complement, or object of a preposition.
The young girl brought me a very long letter from the teacher, and then she quickly
disappeared. Oh my!

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2. PRONOUN
A pronoun is a word used in place of a noun.
She... we... they... it
A pronoun is a word used in place of a noun. A pronoun is usually substituted for a specific
noun, which is called its antecedent. In the sentence above, the antecedent for the
pronoun she is the girl. Pronouns are further defined by type: personal pronouns refer to specific
persons or things; possessive pronouns indicate ownership; reflexive pronouns are used to
emphasize another noun or pronoun; relative pronouns introduce a subordinate clause; and
demonstrative pronouns identify, point to, or refer to nouns.
The young girl brought me a very long letter from the teacher, and then she quickly
disappeared. Oh my!
3. VERB
A verb expresses action or being.
jump... is... write... become
The verb in a sentence expresses action or being. There is a main verb and sometimes one or
more helping verbs. ("She can sing." Sing is the main verb; can is the helping verb.) A verb must
agree with its subject in number (both are singular or both are plural). Verbs also take different
forms to express tense.
The young girl brought me a very long letter from the teacher, and then she
quickly disappeared. Oh my!

4. ADJECTIVE
An adjective modifies or describes a noun or pronoun.
pretty... old... blue... smart
An adjective is a word used to modify or describe a noun or a pronoun. It usually answers the
question of which one, what kind, or how many. (Articles [a, an, the] are usually classified as
adjectives.)
The young girl brought me a very long letter from the teacher, and then she quickly
disappeared. Oh my!
5. ADVERB
An adverb modifies or describes a verb, an adjective, or another adverb.
gently... extremely... carefully... well
An adverb describes or modifies a verb, an adjective, or another adverb, but never a noun. It
usually answers the questions of when, where, how, why, under what conditions, or to what
degree. Adverbs often end in -ly.
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The young girl brought me a very long letter from the teacher,
andthen she quickly disappeared. Oh my!

6. PREPOSITION
A preposition is a word placed before a noun or pronoun to form a phrase modifying another
word in the sentence.
by... with.... about... until
(by the tree, with our friends, about the book, until tomorrow)
A preposition is a word placed before a noun or pronoun to form a phrase modifying another
word in the sentence. Therefore a preposition is always part of a prepositional phrase. The
prepositional phrase almost always functions as an adjective or as an adverb. The following list
includes the most common prepositions:
The young girl brought me a very long letter from the teacher, and then she quickly
disappeared. Oh my!
See the TIP Sheet on "Prepositions" for more information.

7. CONJUNCTION
A conjunction joins words, phrases, or clauses.
and... but... or... while... because
A conjunction joins words, phrases, or clauses, and indicates the relationship between the
elements joined. Coordinating conjunctions connect grammatically equal elements: and, but, or,
nor, for, so, yet. Subordinating conjunctions connect clauses that are not equal: because,
although, while, since, etc. There are other types of conjunctions as well.
The young girl brought me a very long letter from the teacher, and then she quickly
disappeared. Oh my!
See the TIP Sheet on "Conjunctions" for more information.

8. INTERJECTION
An interjection is a word used to express emotion.
Oh!... Wow!... Oops!
An interjection is a word used to express emotion. It is often followed by an exclamation point.

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The young girl brought me a very long letter from the teacher, and then she quickly
disappeared. Oh my!

References: Richard Nordquist [Link] Grammar & Composition

COMPETENCY 2

WORKING IN A TEAM ENVIRONMENT

UNIT CODE: 500311106

LO1. DESCRIBE AND IDENTIFY TEAM ROLE AND RESPONSIBILITY IN A TEAM

LEARNING ACTIVITIES

1. Identify role and objective of the team.

2. Identify team parameters, relationships and responsibilities.
3. Identify individual role and responsibilities within team environment.
4. Identified and recognized roles and responsibilities of other team members.
5. Identify reporting relationships within team and external to team.

ASSESSMENT CRITERIA:

1. Role and objective of the team is identified.

2. Team parameters, relationships and responsibilities are identified.
3. Individual role and responsibilities within team environment are identified.
4. Roles and responsibilities of other team members are identified and recognized.
5. Reporting relationships within team and external to team are identified.

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LO2. DESCRIBE WORK AS A TEAM MEMBER

LEARNING ACTIVITIES

1. Undertake appropriate forms of communication and interactions.

2. Make appropriate contributions to complement team activities and objectives.
3. Follow reporting using standard operating procedures.
4. Contributed development of team work plans based from role team.

ASSESSMENT CRITERIA:

1. Appropriate forms of communication and interactions are undertaken.

2. Appropriate contributions to complement team activities and objectives were made.
3. Reporting using standard operating procedures followed.
4. Development of team work plans based from role team were contributed.

COMPETENCY Type of Competency : Basic Competency

2 Module Title: BASIC COMPETENCY MODULE
TITLE : WORKING IN A TEAM ENVIRONMENT

Information Sheet 2.1

WORKING IN A TEAM ENVIRONMENT

What is a team?

A team can be defined as a unit of two or more individuals who interact interdependently to
achieve a common objective (Hackman & Wageman, 2005).

Teams are a composition of people whose talents complement each other. Two or more people
make up a team whose main objective is to reach a common unilateral goal as identified
through a common source. This source could be a coach, your boss, or a teacher. Teams work
in various contexts and are not identified in only one facet. Characteristics are easily identified
as norms, size, and roles.

Team composition
Team composition can be defined as the aspect of a team created by the configuration of team
member attributes (Bell, 2007). It also has been identified as a causal factor that affects other

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aspects of a team (Moreland & Levine, 1992). The composition of a team is considered to have
a strong influence on team processes and outcomes (Bell, 2007).
Team composition can either be homogeneous, all the same, or heterogeneous, containing
differences. There are conflicting opinions on which is best. Homogeneous teams may perform
better due to similarities in experience and thought, while heterogeneous teams may perform
better due to diversity and greater ability to take on multiple roles (Mello & Ruckes, 2006).
These terms, however, must be given a framework, as a team could be homogeneous for some
characteristics and heterogeneous for others. The importance placed on team design derives
from the need to align a team's composition with organizational goals and resources. (Koslowski
& Ilgen, 2006).
Team composition is a complex issue with an endless number and combination of elements
contributing to each team configuration. The possible outcomes resulting from a team's
composition are as numerous.
Antecedents of team composition
Size
The preferred team size influences team composition (Moreland & Levine, 1992). Team size is
determined by organizational tasks, goals, and amount of work.
While the size of a team is dependent on many variables, the concept of "ideal" team size also
varies. Traditionally, it was perceived that increasing the size of a team had more powerful
effects on team structure, dynamics, and performance (Thomas & Fink, 1963) because
increased size generally translates into a wide range of member abilities and skills (Mathieu,
Maynard, Rapp, & Gilson, 2008; Moreland & Levine, 1992). This, however, has been proven
false. The more members on a team that aren't directly proportional to the amount of available
work will create negative results and hinder the team as a whole. Social loafing will occur and
the leader will have to focus energy on fixing this and keeping the rest of the team on task.
Recently, however, some researchers have identified a general preference for a small team,
containing less than 10 members (Katzenbach & Smith, 1993; Moreland, Levine, & Wingert,
1996). Smaller teams experience better work-life quality (Campion et al., 1993; Hausknecht et
al., 2009) and work outcomes (Aube et al., 2011). Smaller teams also may experience less
conflict, stronger communication, and more cohesion (Moreland & Levine, 1992; Mathieu et al.,
2008). Regardless of the chosen "ideal" size, organizational preference of team size determines
team composition and its effects (Mathieu et al., 2008).
Team structure
Team structure can be seen as a "bridge between organization-level strategy and staffing
decisions" (Hollenbeck et al., 2002, p. 600). Team structure is an essential element in
establishing guidance for team composition. It is helpful to consider the desired composition of
the team when deciding which type of structure will be used to unite team members.

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Functional structure
Functional structure is present when members within a team are organized around performing
similar tasks (Mathieu et al., 2008).

Divisional structure

Divisional structure is present when members within a team are organized based on the similar
organizational area (i.e. working on the same, specific product) in which they have responsibility
(Mathieu et al., 2008).

Leadership structure
Teams generally have a leader (Mello & Ruckes, 2006). Leadership within a team has been
shown to impact the outcome of team processes (Koslowski & Ilgen, 2006) such as team
member selection. A standard leadership structure for teams involves a hierarchical leadership
structure where there are leaders and subordinates.
Top Management Teams

An alternative leadership structure is when the team itself is composed of individuals who hold
top management positions. Top Management Teams (TMTs) consists of an organization's
administrative members, in the upper echelons of the organization. New venture groups (i.e.
technology start-ups), are commonly known for embracing the TMT model. TMT members are
often selected by founders of organizations and have origins from sources with which the
founders share network ties; thus, the level of homogeneity in these groups is often high (Ensley
& Hmieleski, 2005). The similarity among TMT members could influence decisions regarding the
composition of teams they create within the organization, as characteristics of TMT's have been
shown to strongly align with organizational outcomes because of their administrative powers
(Mathieu et al., 2008).

Outcomes of team composition

Demographic traits
Diversity of age, gender, and race are considered to be the most important demographic factors
resulting from team composition (Moreland & Levine, 1992).
Age is more than just number to team composition: as tenure with an organization and age
increase, so can performance (Avolio, 1986; Ng & Feldman, 2008). Older individuals may
contribute more professional expertise, years of experience, and gathered knowledge (Hess &
Auman, 2001; Ng & Feldman, 2008).
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Gender is another important factor of demographic team composition (Moreland & Levine,
1992). Men and women differ in their levels of conformity, preference of power distribution, and
behavioral norms. These differences influence team behavior, climate, leadership, and norms
(Wood & Rhodes, 1992; Moreland & Levine, 1992).
Race is a third demographic factor of team composition and has gained additional salience due
to the globalization and increasing diversity of the workforce (Riordan & Shore, 1997).
Traditionally, researchers have focused primarily on Whites and African Americans for race
studies. That scope has more recently been extended to other races, such as Asians, Native
Americans, Middle Easterners, and Hispanics.
Differences in ability, culture, and personalities among races have been shown to impact job-
related outcomes (Harrison & Klein, 2007). The level of individual similarity and dissimilarity in
racial attributes affect work-related processes (Riordan & Shore, 1997; Tsui & O'Reilly, 1989).
Knowledge, skills, and abilities (KSAs)
The team composition determines the array of knowledge, skills, and abilities within a team.
Knowledge includes the facts and principles that apply to the domain of the team (The O*Net
Content Model, n.d.).
Skills can be either basic or cross-functional. Basic skills include developed capabilities that
assist in the learning or faster acquisition of knowledge. Cross-functional skills assist in the
ability to carry out tasks that occur across jobs. Skills can also be categorized into technical
skills (adequate ability to do a variety of jobs), human skills (the ability to interact with others),
and conceptual skills (the ability to learn and use newly acquired knowledge). (The O*Net
Content Model, n.d.)
Abilities are long-lasting individual traits that impact performance (The O*Net Content Model,
n.d.). Abilities can include multiple dimensions ranging from scope (general vs. specific) to origin
(innate vs. learned) to focus (task vs. social) (Moreland et al., 1996).
Researchers have focused on different abilities, varying on dimensions such as scope (general
vs. specific), origin (innate vs. learned), and focus (task vs. social). They found that individual
abilities combine additively to determine team performance (Moreland & Levine, 1992), and "if
members collectively lack necessary knowledge, skills, abilities, or resources to resolve the
team task, the team cannot be effective," (Koslowski & Ilgen, 2006, p. 80).

Experience – tenure
A member's expertise and industry experience also contribute to the composition of the team
(Ensley & Hmieleski, 2005). Job experience can be characterized by job knowledge,
backgrounds, and patterns of behavior. (Schmidt, Hunter, & Outerbridge, 1986) Experience,

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overall, has been shown to have direct and indirect effects on performance (Schmidt & Hunter,
1998).

Personality
Since the early 1990s, researchers have considered the effects of individual personality traits on
team dynamics and performance to be an important team factor (Moreland & Levine, 1992).
The Big Five personality traits include extraversion, onscientiousness, agreeableness, openness
to experience, and neuroticism (also referred to as emotional stability).
It is evident that individual personality traits affect the team's processes and outcomes (Barrick,
Stewart, Neubert, & Mount, 1998; Bell, 2007; Bradley & Herbert, 1997). Empirical support has
shown the following: the presence of extraversion in team members leads to increased team
viability and communication; the presence of conscientiousness leads to an increase in overall
performance; the presence of agreeableness in team members leads to an increase in
cohesion, communication, productivity, and overall performance; the presence of openness to
experience in team members leads to an increase in communication; the presence of
neuroticism in team members leads to an increase in cohesion and overall performance
(Mathieu et al., 2008).

Faultlines
A faultline is an imaginary line that divides a heterogeneous team into homogenous sub-teams.
For example, a mixed team of men and women would have an imaginary split between the two
genders. When a team is in its initial stages of forming, members may use demographic traits,
such as gender, to place themselves into a sub-team (Lau & Murnighan, 1998).
Similar to faults, or breaks, in the earth's crust, faultlines often need to be activated by external
forces (i.e. task demands) in order to shake things up, or, cause an "earthquake." When this
happens, team members split along faultlines to form sub-teams. Individuals begin to create
more interpersonal connections within the sub-team than with the team as a whole (Lau &
Murnighan, 2005). In severe cases, the members of a sub-team may feel like the split is
irreconcilable and break away completely from the team or organization (Dyck & Starke, 1999).
Context
The composition of a team creates a context—conditions that surround and influence the team
—for individual team members' actions as well as teamwork and performance (Moreland &
Levine, 1992).
For example, high levels of diversity in the team roles (such as coordinator and implementer)
held by members have been shown to better help teams successfully complete complex tasks
(Higgs, Plewnia, & Ploch, 2005). This does not mean, however, that high levels of diversity

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always enhances actions, teamwork, or performance. For example, the chosen attribute could
be disagreeableness, where high levels could lead to decreased sharing of ideas by team
members, lower amounts of teamwork (such as less communication), and poorer performance.
In addition to highs and lows in diversity, the ideal composition of a team may also exist at a
moderate level. For example, using extraversion as the chosen attribute, a team with a high or
low number of extraverts does not perform as well as a team with a moderate (around a third of
the members) number of extraverts (Barry & Stewart, 1997). In all of these scenarios, the team
composition, in terms of a chosen attribute, affect the team differently at different levels.
Climate
Climate is most commonly thought of as the typical way that members in the organization
describe their team or organization (Chan, 1998). Team composition creates climate, and team
climate moderates the relationship between individual perception of an organization and
organizational outcomes such as performance and satisfaction (Schneider, Salvaggio, and
Subirats, 2002).
Although climate is influenced by individuals' attributes, it is manifested at the organizational or
team level (Schneider et al., 2002). Generally, climate encompasses the work environment,
acting as a continuous factor that influences team composition and team performance. When
individuals in the workplace create a positive climate, job satisfaction and job performance
increase (Wiley and Brooks, 2000; Schneider et al., 2002). As a moderator, team climate
influences the relationship between team composition and team performance.
Ways to measure team composition
There are a variety of ways in which team composition can be operationalized, or turned into a
measurable team characteristic. The common element of the methodologies involves first
measuring characteristics of individual team members.
Maximum and minimum scores
Maximum and minimum characteristic scores are considered most important when one team
member having or lacking a characteristic will significantly impact the team's performance. For
example, a very disagreeable team member may obstruct a team's ability to agree and cause
poorer performance (Bell, 2007).
Mean score
A team score for a particular characteristic can also be measured by taking the average, or
mean, of all team member scores. Using this method, the amount of each trait for individual
members is combined to form a group-level measurement of that trait. For example, cohesion, a
characteristic sensibly measured using a team score due to its synergistic nature, could be
measured this way. This would be accomplished by providing team members with a survey for
them to assess cohesive traits (i.e. cooperation, harmony) and then calculating the average of
the survey scores (Barrick, et al., 1998).
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Variability
It is possible to look at how much diversity there is on a team by calculating the standard
deviation, or how much team member differs on a characteristic. For example, team experience,
quantified as the continuous number of years a team member has been on a specific team,
could be measured this way. A standard deviation of experience would show the variability in
team members' amount of experience in comparison to each other, (Humphrey et al., 2009).
Future research and implications
As organizations continues to change in part due to globalization of business and
advancements in technology, the way in which team composition strategies are implemented
must keep up. There is a strong need for further research on how to measure team composition
as well as which methods of measurement are most appropriate for which characteristics. Are
teams better off with a balance of a trait? Should minima or maxima of particular traits be
avoided? How can it be determined when a team has enough cohesion or social awareness?
Should decision-making be facilitated by someone external to the group?
To answer these questions, there is also a need to more concretely define the characteristics in
order to allow for the generalizability of research findings from one organization to another. To
strengthen research results, studies also need to be conducted longitudinally in order to capture
changing team characteristics such as emergent states.
There are innumerable decisions to be made upon constructing a team of individuals who will be
able to successfully perform. It is crucial to consider all of the discussed variables that determine
team composition as well as monitor those that are determined by team composition.
The overarching perspective looks at the homogeneity and heterogeneity of a team's
composition. There is a continuous debate of which type of composition is most desirable. For
this, and all factors of team composition, it is truly on a case-by-case basis. This leaves the door
wide open for continued research on different teams in different settings with different
compositions.

HOW TO WORK EFFECTIVELY IN A TEAM ENVIRONMENT

When you consider how to work effectively on a team from the business owner's perspective,
the issue is really how to model collaboration for your staff. You might believe it's necessary to
structure your company as a system of work teams. However, this kind of organizational
structure is not required. Every employee in the small business needs to understand how to
participate on a work team. You can set a good example for employees by promoting attitudes
and values that support teamwork and by showing how to contribute effectively to a team.

Focus on Goals

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If you're serious about achieving a profit before your company runs out of cash, you need a
strategy to focus employees on rapid growth. Your focus should include setting goals for
individuals and for teams. You must motivate individuals to meet their respective goals and
convince them that contributing to team goals is also good for them. Employees are motivated
by different things; some will be motivated by their individual efforts and some will be motivated
by what their team is able to achieve through collaborative efforts.

Be Selective in Hiring

Your job is to create a business culture that values teamwork and related concepts, such as
collaboration, problem solving, two-way communication, openness to new ideas, shared goals,
joint decision making, personal responsibility and respect for diversity. Who you hire will affect
the kind of team culture that you can build. One idea, writes Entrepreneur contributor Mark
Cuban, is to plan an open office space and avoid hiring executives in the small company. Hire
people who have the kind of expertise you need and people who are compatible with the team
culture that you are building.

Design Communication Protocols

Part of building your culture is serving as a role model for appropriate communication. Team
members must communicate ideas and listen to the diverse ideas of one another. Start by
thinking about what communication formats you want employees to use to share information,
such as web discussion boards, email, face-to-face communication, telephone conversations
and office meetings. Next, create a series of meetings that will foster communication between
key groups, such as a companywide staff meeting and team meetings. Establish protocols for
the appropriate reasons to use each communication format.

Improve the Workplace Environment

For you and your staff to work effectively in a team environment, consider the office
environment. You can plan simple changes such as dissembling cubicles and converting work
rooms and store rooms into common work areas. Give employees flexibility in where they work
and how they work. For example, give each employee a tabletop on which to place her
individual computer and personal belongings. Alternatively, provide employees with a laptop to
use anywhere and a locker or cabinet in which to store their stuff. If you're worried about issues
such as where employees will talk to clients, set up a dedicated work area for this activity.
Create other areas for small groups and large groups to meet and share information. The more
flexible that you can make your work environment, the more collaboration you can inspire in
employees.

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Differences Between Groups and Teams

A group doesn't necessarily constitute a team because a team requires a coordinated effort. A
team is a more specialized in that it includes common resources and collective effort.
Characteristics of a group are interdependence, interaction, synergy, common goals, shared
norms, and cohesiveness. A group can be informal, such as 3-12 people that are in a meeting to
discuss a business problem. Teams are structured more formally and are sometimes assigned.
Teams have a purpose, specific goals, and assigned duties. Teams need to have different
members with special roles in order to help achieve a common goal. On the other hand, groups
are often comprised of people with similar abilities and goals and may not have participating
members with different skill sets. Groups come together more casually and will typically have
less structured meetings than teams. A successful business needs both groups and teams in
order to function effectively. Groups may come together to solve less complex issues in
meetings, while teams will be structured and formed in order to solve more difficult issues that
take a longer time to solve.

References:
[Link]
[Link]
[Link]

Information Sheet 2.2

The Communication Process & the Elements of Communication

Msg Msg Msg Msg

Sourc Encoding Channel Decoding Receive

e r

Feedback

Context

SYSTEMATIC STEP BY STEP PROCESS

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Communication as a Process

Human communication is interpersonal, it is purposive and it is a process.

Question: What do we mean by process?
Answer: By process we mean that steps have to be taken and in a set/particular order to
achieve a desired result/goal. These are the important elements of the communication process:

1. SENDER/ENCODER

The sender also known as the encoder decides on the message to be sent, the best/most
effective way that it can be sent. All of this is done bearing the receiver in mind. In a word, it is
his/her job to conceptualize.
The sender may want to ask him/herself questions like: What words will I use? Do I need signs
or pictures?

2. MEDIUM

The medium is the immediate form which a message takes. For example, a message may be
communicated in the form of a letter, in the form of an email or face to face in the form of a
speech.

3. CHANNEL

The channel is that which is responsible for the delivery of the chosen message form. For
example post office, internet, radio.

4. RECEIVER

The receiver or the decoder is responsible for extracting/decoding meaning from the message.
The receiver is also responsible for providing feedback to the sender. In a word, it is his/her job
to INTERPRET.

5. FEEDBACK

This is important as it determines whether or not the decoder grasped the intended meaning
and whether communication was successful.

6. CONTEXT
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Communication does not take place in a vacuum. The context of any communication act is the
environment surrounding it. This includes, among other things, place, time, event, and attitudes
of sender and receiver.

7. NOISE (also called interference)

This is any factor that inhibits the conveyance of a message. That is, anything that gets in the
way of the message being accurately received, interpreted and responded to. Noise may be
internal or external. A student worrying about an incomplete assignment may not be attentive in
class (internal noise) or the sounds of heavy rain on a galvanized roof may inhibit the reading of
a storybook to second graders (external noise).
The communication process is dynamic, continuous, irreversible, and contextual. It is not
possible to participate in any element of the process without acknowledging the existence and
functioning of the other elements.

Reference:
[Link]

COMPETENCY 3

PRACTICE CAREER PROFESSIONALISM

UNIT CODE: 500311107

LO1. INTEGRATE PERSONAL OBJECTIVES WITH ORGANIZATIONAL GOALS

Learning Activities:

1. Evident personal growth and work plans towards improving the qualifications set for
professionalism.
2. Maintain intra and interpersonal relationship in the course of managing oneself based on
performance evaluation.
3. Demonstrate in the performance of duties and commitment to the organization and its
goal.
4. Observe practice of appropriate personal hygiene.
5. Attain job targets within key result areas.

ASSESSMENT CRITERIA:

1. Personal growth and work plans towards improving the qualifications set for
professionalism are evident.
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2. Intra and interpersonal relationship in the course of managing oneself based on

performance evaluation is maintained.
3. Commitment to the organization and its goal is demonstrated in the performance of
duties.
4. Practice of appropriate personal hygiene is observed.
5. Job targets within key result areas are attained.

LO2. SET AND MEET WORK PRIORITIES

LEARNING ACTIVITIES:

1. Prioritize competing demands to achieve personal, team and organizational goals and
objectives.
2. Utilize resources efficiently and effectively to manage work priorities and commitments.
3. Follow as per establish procedures, practices and economic use and maintenance of
equipment and facilities
4. Attain job targets within key result areas.

ASSESSMENT CRITERIA:

1. Competing demands to achieve personal, team and organizational goals and objectives
are prioritized.
2. Resources are utilized efficiently and effectively to manage work priorities and
commitments.
3. Practices and economic use and maintenance of equipment and facilities are followed as
per established procedures.
4. Job targets within key result areas are attained.

LO3. MAINTAIN PROFESSIONAL GROWTH AND DEVELOPMENT

LEARNING ACTIVITIES:

1. Identify and avail training and career opportunities relevant to the job requirements
2. Acquire and maintain licenses and/or certifications according to the requirements of the
qualifications.
3. Manifest/ observe fundamental rights at work including gender sensitivity.
4. Complete and update training and career opportunities based on the requirements of
industry.

ASSESSMENT CRITERIA:

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1. Training and career opportunities relevant to the job requirements are identified and
availed.
2. Licenses and/or certifications according to the requirements of the qualifications are
acquired and maintained
3. Fundamental rights at work including gender sensitivity are manifested/ observed
4. Training and career opportunities based on the requirements of industry are completed
and updated.

COMPETENCY Type of Competency : Basic Competency

3 Module Title : BASIC COMPETENCY MODULE
TITLE : PRACTICE CARREER PROFESSIONALISM

Information Sheet 3.1

PRACTICE CARREER PROFESSIONALISM

Career

The progress and actions taken by a person throughout a lifetime, especially those related to
that person's occupations. A career is often composed of
the jobs held, titles earned and work accomplished over a long period of time, rather than just
referring to one position.
While employees in some cultures and economies stay with one job during their career, there is
an increasing trend to employees changing jobs more frequently. For example,
an individual's career could involve being a lawyer, though the individual could work for several
different firms and in several different areas of law over a lifetime.

Describes an individuals' journey through learning, work and other aspects of life. There are a
number of ways to define a career and the term is used in a variety of ways.

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1O STEPS TO CAREER PROFESSIONALISM

In today’s competitive work environment, your reputation matters more than ever. Employees
no longer retire from a job after 30 years of service with a great pension and excellent
healthcare. Moving to a new company every three to six years is the norm. It’s what keeps you
competitive. And, it means you will go through the entire interview process all over again,
multiple times throughout your career. Interviewing is as much about letting your future employer
judge your character as it is about your actual skillset and [Link] addition to the questions
you answer during an interview, you will provide professional references.

Your references give feedback on your performance, and their opinion on whether or not you
can do the job at hand. Their impression of you will be based largely on your ability to be a
professional. Veering too far from this path can land you in a PR nightmare, and decrease the
chances you will land the job you want.

Here are 10 tips on how to be a true professional. They may seem obvious, but when we get
comfortable, these things can sometimes slide.

1. Dress professionally

You’re not going to a concert, to a friend’s house, or to the gym. You’re going to work.
Whether your dress code is business casual or suit-and-tie, dress the part. Ensure that your
clothes are clean, ironed, and neat looking.

2. Be on time

A good friend has always said, “Being on time is being late, and being early is on time.”
Regardless of your philosophy, being late is never a good thing. Show up on time and show
commitment to your job.

3. Get enough sleep

We all have things going on outside of work that can impact our sleep schedule from time to
time. It’s important not to make a habit of nights, as they can have negatively effect our work
the next day. Prioritize seven to eight hours of sleep a night in order to be your best.

4. Stay positive

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Office gossip is one of the worst paths to get on, as it rarely leads to a good place. Do your
best to keep the negative words to a minimum. Who knows who your next boss might be?

5. Be honest

Honesty is always the best policy, especially at work. Don’t intentionally share inaccurate
information or you will set yourself for future failure when your colleagues no longer take you
at your word.

6. Honor your commitments

If you say that you’ll do something, do it. Send your work in complete and on time. If you
can’t commit to something, be honest about it up front about it. But, once you commit, honor
that.

7. Use work e-mail for work

It’s surprising how many people use their work e-mail for personal business. Don’t use your
work e-mail to buy products online, forward chain messages to your friends, or e-mail photos
of your last big party to your co-workers. E-mail is track-able and filters in your work e-mail
system (along with your boss and HR) are paying attention to what you’re sending.

8. Lock down your social media

Your current and future employers are looking you up online. Ensure the privacy settings on
your social media sites such as Facebook and Twitter are secure. This will prevent any wild
party or throwback Thursday photos from falling into the wrong hands.

9. Take sick days when you’re sick

If you’ve ever had a co-worker that called in sick when they clearly weren’t, you probably
assumed they weren’t very committed to their job. And they certainly weren’t professional.
Do your best to use your sick days for what they’re truly meant for: illness.

10. Keep it clean

Last, but not least, don’t take inappropriate photos of yourself in your personal life. How
many celeb photos must fall into the wrong hands before we all decide that risqué photos on
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our smart phones are not a good idea? Negative photos cans permanently damage your
career and professional [Link] the end of the day, these are all suggestions. It’s up to you
to implement a certain level of professionalism in your life. Over time, you’re building your
own personal brand.

References:
[Link]/definition/[Link]
[Link]

Information Sheet 3.2

ORGANIZATIONAL AND PERSONAL GOALS AND OBJECTIVES

A person when chooses some specific job or field of work or engage him in particular activities
such engagements are known as his profession. Every profession has its own requirements
which the professional has to fulfill being to known as skilled professional of the same.
Economic environment as well as business environment is changing dynamically therefore, it
requires improvement in performing activities or skills of the professional to run with the age.
New discoveries and inventions are being removing problems of business and economic
environment and also are improving the standard of working and making the performance of
work easy and more efficient but a professional can only take the advantage of those
discoveries and inventions when he will improve or develop his skills according to the pace of
changings.
I started my career from the job of an accountant but I now found myself more improve than
before, because when I started the job I had not adept in computer operating and relevant
operating software prevailing at that time but then I observed that if I shall not effort to learn the
prevailing computer software then my skill shall be remained undeveloped and I shall not be
able to grow/develop with the pace of dynamic changes then I started for developing my
professional skills through learning and getting help and assistance from my managers and now
I have become the assistant accountant of the organization.

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Personal development means to improve the innate abilities or learned skills which a person
possesses as God gifted or learned from some institution or his seniors or managers.
Professional development is indeed personal development such as when I started my job I had
lack of confidence that may be I could not be performed my job properly but when I learned the
skills and effort to improve my professional skills then, on the other hand I found myself
confident about my working because my hesitation has been abolished and my morale has
been grown up. Therefore, in my view personal development entirely basis on professional
development because hesitation and confusion are personal factors which become hindrance in
the way of ones professional success and it only remove when ones professional skills develop
and in this way the requirements of the profession are satisfied and it also improve the efficiency
and performance of him.

Organizational and Personal Goals & Objectives

Organizational goals and objectives belongs to goals and objectives of one group who are
working for their mutual benefits because organization’s progress is their progress, in other
words every member of organization represent the goals and objectives of the organization
because his progress and organization progress is interconnected. Organization itself is nothing
but it is known with the group who is running and representing it.
Personal goals and objectives are the ambitions and aims of one individual which he plans and
achieves through his personal and professional skills. Just as every individual desires to be the
best in every aspect as in his personal life and professional life but he can be if he plans for to
achieve them.
An organization expects good and efficient performance from each of its worker/member and
every individual of the organization expects good remuneration as consideration of his
professional skills which should be sufficient to satisfy his demands and desires and indeed the
demands of an individual are the goals and objectives because he supposes that at a particular
post or rank he shall be able to satisfy them therefore, goals and objectives of an organization
and an individual are reciprocal because an individual meets with the expectations of an
organization only when the organization satisfy his goals and objectives and in the same way an
organization do the same when the individual returns the same as the organization expects from
him, therefore, an individual can only achieve his, as well as of organizational goals and
objectives if he improves his personal and professional skills. A better performer achieves more
in short span and lazy one waste a lot and achieves less.

Methods for Developing Personal and Professional Skills

Different people possess different intellectual ability of understanding and performing and also
have different innate and God gifted abilities therefore, when one teacher teaches one class
together then it is impossible to say that all the students have understood the concepts which
have been conveyed to them by the teacher although all the students have different problems in
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same lesson. It is therefore, important for every student or individual to realize the method
through which he can learn easily and whether the method is compatible to his intellectual
abilities. Therefore, different methods attract different person at one time due to the compatibility
of their abilities with the method so adopted or supposed to be adopted because the
efficiency/personal skills and professional skills of every individual are not equal to other.
Following are the methods for developing personal and professional skills:-

Development through Learning

Learning is such a method which keeps one in touch with the inventions, changes and
challenges which directly affect the performance and efficiency of organizations and of
individuals and it also keeps in touch the learners with required solutions and techniques
through which they can get them out from the problems. Learning basically reflects the ideas
and practical works of the authors who share their experiences with other through books, notes
and reports and also provide their conclusions of particular professions on the basis of material
works which help the learners in solving their prevailing problems.
In my view learning is such a method through which only theories and ideology of one or more
authors could be observed or consulted but practical work is missing from such concepts.
Business strategies and methods of doing business are different in different countries because
different countries different factors affect the environment and there are no hard and fast rules of
doing and running businesses and all the businesses have different problems in same economic
environment because nature and size of all the businesses are different and the person doing
the business and the strategies of executive management who is controlling the organization’s
activities are different, political atmosphere and government policies regarding the concern
business are also different then how they could be considered and controlled according to one
or more theories based methods which are also of different persons. In my view development
through learning is not a comprehensive method but partially it is useful for learner to the extent
of knowledge about dynamic changes and future challenges.

Development through Apprenticeship

Development is process in which a person struggles to maintain the quality what he knows and
also struggles in the same time to improve or develop his skills more efficiently so that he could
be able to achieve his personal goals and objectives by playing his effective role also in
achieving the organizational goals and objectives. Apprenticeship a very useful method of
development of personal and professional skills because in this method one can apply his
knowledge what he learnt during his education under the supervision and support of managers
and mentors and also can practically remove his hesitation about concerned working and can
build confidence reliance on the feedback from the seniors.
When I started my apprenticeship right after studies, I was thinking, how I shall do my duties,
what would be behavior of the seniors towards juniors, shall I be able to be a good accountant
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and many more questions were in my mind and I was hesitating because I was joining a new
environment in which I was totally unknown from every work and every person but during my
apprenticeship my seniors played very positive role in removing my hesitations, building my
confidence, facilitation me in my working, supporting me in all the way they can and aware me
with the techniques to removing hindrances. They always answered my every question about
my field. Now up to today I feels that many developments have been occurred in me because
my confidence level has been grown more than my expectations because now I know almost all
the techniques to work effectively even in pressure and I can plan and settle goals. This is all
because of apprenticeship method of development.

Self-Managed Development

It is such a method of development in which the individual arrange for learning and developing
personally through any means which he considered useful for him. Individual takes all the
initiative to learn, training and knowledge with the help of the organization because it is the
organization that has to provide him time to its employee to improve his skills and sometimes
the organization pays the fee to the courses and training of its employee. A skilled employee is
asset of organization but dynamic changes required him to improve his skills to work with the
pace of changes and this is possible only when the process of development of individual is in
accordance to inventions and dynamic changes in the culture of economy and business.
An organization plays very important role in the development of its skilled individual because to
improve the skills of its best employees, it has to arrange training program, seminars, meetings
for discussion and all the other possible ways through which it can help its employees for
development because efficient employee perform good and also plays its effective role in the
achievement of organizational goals and objectives. When an organization provide opportunities
to its employees for development of his professional skills then it is indeed providing opportunity
to develop his personal skills in the main time because when an individual knows all the ways to
perform or face challenges connected to same task then he can work more confidently and his
hesitation has been finished and i.e. is the basic factor through which the assessment of
development could be measured.

Development through Coaching

Coaching is such a development method in which all the focus is kept only on specific work and
all the skills required to perform that very work. Normally coaching method is used for short
span of time in such a scenario when the senior employee is getting retired from the
organization and such senior employee is held with the responsibility to coach his succession
with the all skills and techniques required for effective performance and market culture and all
the other connected ways. Senior has to coach the successor with all the prevailing techniques
and inventions up to date and culture of the organization to face and work in external
environment and he also has to convey the ways with which he can work under pressure and
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work load and also to defeat he rival acts of the competitors. Under the method of development
through coaching the individual is getting advantage from the practical experience of his coach
and the coach as culture of all the organizations is not same even if these are connected one
industry or field therefore, for effective performance it is compulsory for every employee of the
organization to know the culture of the organization.
Coaching is the best way through which one can focus only on the techniques and modes for
effective and considerable performance in one field and can save his time even to waste by
spending in other activities which are general and irrelevant to the profession. It is such a
method in which the individual can improve and develop his personal and professional skills
under the supervision of practical experienced coach to the relevant profession who even
teaches the individual all the aspects with which he can develop his skills more effectively and
get the positive results by applying those skills in his personal and professional life. In my
organization the senior manager account was on leave due to training course in abroad for six
months and for such period I was recommended for additional charge and my senior was held
with the responsibility to coach me as an alternative of senior manager accounts. During the
coaching and practical working under the supervision of my seniors I found myself on such a
stage where I could not be able to arrive after many years and my skills have been developed at
such a stage that I have been promoted for such development. According to me coaching is the
best way of development and now all the factors which hesitates me in performance of my
duties have been removed from me and my personal skills have also been grown up.

Development through Mentoring

When one skilled individual offers guidance, support, help and facilitate other in performing their
work is known as mentor and the method under which he offers help to others in developing
their skills is mentoring. Mentoring is such a method in which an individual is allowed to make
mistakes under the supervision of supervisor and to satisfy their questions by getting answers
from him. Mentoring and coaching are similar to the extent that in both the methods the mentor
and coach help the individuals in developing their skills but in coaching the focus is limited to the
extent of job and in mentoring the focus is upon all the field and works being done in
organization.

Mentoring is a comprehensive method of development which gives knowledge about all the
departments and fields of an organization and in this way it waste the time of the individual in
such works to which he does not intend to perform or adopt in his future, on the other hand
coaching is the best way through which the coach focus only to the extent of particular work and
field and conveys all the best possible techniques and tips regarding the solution of problems so
relevant and for effective performance which develop the personal and professional skills of the
individual.

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Personal Development Plan

Personal and professional skills are reciprocals of each other because without developing
anyone other skills could never be developed. Development of professional skills are mainly
under focus of mine because I concluded in my professional career that when I was just a raw
handed person who had just knowledge about account but no practical experience I was
hesitant and had lack of self-confidence because I was of the opinion that accounts work is very
much difficult but now after starting my professional career and practical working, now I think
that accounts work is not a difficult one and I perform my work with confidence and this is all
because I struggled to improve my professional skills because improvement of these skills is
very much important for me to meet my own goals and objectives and I could not be able to
meet my goals until and unless I shall not play my effective role in achieving the organizational
goals and objectives and the management of the organization assesses my performance more
effective than before.
I planned for the achievement of my settled my goals and objectives that I shall mainly focused
on my professional skills development and for this I planned that I shall keep myself prominent
and dominant through coaching and leadership and shall not miss a single chance of training
from organization and in this way I can develop my professional skills as well as my personal
skills and also can keep myself prominent in organization.
My short term settled goals and objectives are to be the best one in the organization’s account
department.
My long term goals and objectives are to be the best in the company so that the executive
management of the organization promotes me head of the account section/department.
My future goals are to be the best one in accounts field in all over the world.

Action Plan

Now to achieve my own goals and objective through the achievement of organizational goals
and objectives I arose a suggestion before the executive management of the organization that
we should start a learning program in round the department of the organization through which
we could develop the skills of the employees by encouraging and facilitating them with the new
and latest thoughts and methods in their relevant fields and I account section I offered my
services as a coach. If I shall be afforded this opportunity then I shall be able to develop my
skills in all the ways and I shall be recommended for all trainings on behalf of the organization
and this shall be the success of my plan’s first stage.

Through coaching I shall coach number of employees and satisfy their queries with my practical
experience which will improve my position in the organization and also strengthen my
confidence and also keep me integer me with the organization’s management and employees
too.

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When I started my work on my plan then I had weaknesses such as I was over confident and
emotional and my patience was shaky but now I am so calm and believe in practical work not in
assumption and my main strength is, I do not afraid from the load of work because my work has
become my habit and I feel more relaxed in working than to free time. That’s why my executive
likes me a lot and they always want to know my suggestions about the problems solutions and
about any new project which the intend to lay down.
On the success of my this plan I think that in the short time I shall be able to achieve my own
and organizational goals together because both are combined and without the achievement of
organizational goals and objectives I could never achieve my owns therefore, my all efforts are
for the achievement of organizational goals and objectives.

Preferred Learning Styles

Learning styles are different of different peoples and it is the mentality of every person relying on
which he assesses him that what are his weaknesses and strengths and what are his innate
abilities and many other aspects of his professions. As different theorist have difference in their
way of thinking and doing same job they present different styles of learning in different ways but
indeed they all are presenting same styles there is just difference which is due to their
knowledge and mode of explaining. Kolb and Honey and Mumford present different styles but in
my view the styles of Honey and Mumford are compressive and therefore, are preferred.

Honey and Mumford’s Learning Styles

According to Honey and Mumford there are four learning styles which are nearly around the
Kolb’s sequence. They classified they learner into four categories such as activists, reflectors,
theorists and pragmatists relying on the preferences of each group that what are there
preferences.

Activists

Activist learner’s preferences are towards practical working because such learners do not
completely rely on theories and in other words theories are not sufficient to satisfy their
Activists
Activist learner’s preferences are towards practical working because such learners do not
completely rely on theories and in other words theories are not sufficient to satisfy their thirst of
queries and such learners do not possess patience. These learners are active and they want to
sort result quickly on the basis of practical experience not only on the basis of theories.
Generally a great number of such learner is around of us because such learners do not have
patience and therefore, they are not consistently perform one work and different confused
queries remained in them.

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Reflectors

Reflectors are such learners who just take a concept from the phenomena and think about them
and start working on the task. These learners are over confident learner who is anxious in
nature and lack of patience. Such learners are not very much successful because they do not
possess requisitive knowledge about the task and even don’t know about the nature and
diversification of work. Their works reflect their competence and skills and the concepts of such
learners are not based on practical work but based on assumptions and hearsay knowledge.

Theorists

Theorist are analytical learners who always seek to understand the underlying concepts and
they only considers those approaches which are based on logical reasons and reflect logical
solutions of problems because such learners remain in touch with the theories and studies and
they have practical working experiences. They analyze the situations and scrutinize the factors
affecting their work and then do work on the basis of logical and reasonable arguments. Such
learners possess serious personality and so efforts for the sake of development of their skills
relying on practical and acceptable reasons.
Pragmatists

These learners are called common sense learners because these learners do not study to
improve their skills but the carry on research when the face a practical problem in their works
and find the solution of the problems from theories. Pragmatists are best practical experienced
employees or learners who are almost expert of their works which they are doing and are
consistent worker but when the find any problem in their work or require any invention to
improve the working conditions then the carry on study. As they have practical experience of
working their basic concepts are very much clear and they learn quickly. According to me I am a
pragmatist learner because I am working as accountant and as a coach in my organization
therefore, I always doing practical work during my working hours and almost very well aware of
the routine problems and therefore, I do not have need of so much learning but when any
employee or trainee asked a unique or different question which I never observed then I effort to
satisfy my concepts and to rightly answer the question so put to me. On the other hand I don’t
think that I have need of daily study just to repeat my work because account work is routine
practice which is making me more conversant to my profession and also developing my both
personal and professional skills.

Effect of Learning Styles on Development and Personality

It is very much important for everyone to know his weaknesses, strengths and special
competitive abilities which make him special because if someone knows this then he not even
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can choose right profession for him but also can choose the right style of learning because both
profession and learning styles last lasting effect on the personality and development of skills.
A practical instance from my own life is that during my professional education I had a close
friend who was interested to become a doctor but his father wanted him to be an accountant
because he was an accountant in a well-known organization and he got him admitted in my
class but my friend neither be able to become a good accountant because his interests were in
medical studies and he had abilities that he could become a doctor. Right from that time I got it
considered that if a person chooses wrong profession and wrong learning style which is not
compatible to his innate abilities then he could never be develop his skills ever his personal life
adequately.

Important Management Skills

Management is a very difficult job because a manager is responsible for his work and as well as
the work done by any employee under him therefore, a manager should possess the following
personal and professional skills to perform his duties adequately and according to the
requirement of work:-

Personal Skills

Manager is a person whom has been authorizes to supervise the employees under him and get
positive results from them in shape of effective and considerable performance. In my view a
manager should possess the abilities and skills of motivation, goals setting, leadership,
hardworking, loving, patience and many more. A manager is authorize by the authorities to
direct the employee of his team for smooth and effective results from them to complete a task
assigned to him within in the particular time and budget.
Professional Skills

Good professionals are selected as managers because they are supposed to lead and direct
one team and also have to support, help out and facilitate the members of their teams.
Therefore, in my view the managers should possess the skills of team management, task
oriented, work in pressure, calm minded, controlling, briefing, debating and patience etc.

Reference:
[Link]
[Link]

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Information Sheet 3.3

WELDER QUALIFICATION STANDARDS – PHILOSOPHY AND FEEDBACK

One would  think that the experts involved in writing welding standards could agree on
what a welder should be permitted to do in production if that welder takes a test using a
particular welding  process,  filler  metal, size coupon,  material,  position,  progression,  etc.
Granted, one might have some variations depending on the type of product being welded;
for example, welders making welds on pipelines do not usually normally make butt welds
between pipes that are positioned vertically (i.e.,) “2G” in the US or “PC” in Europe) so a
standard for testing of pipeline welders might not have a test for that position. On the other
hand, a standard for testing welders who will install process piping in a refinery would
have such a test because that position will frequently be encountered in production welding.

The basic philosophy, however, would be the same in both standards: the welder has to take
a   test   that   demonstrates   that   they   can   deposit   sound   weld   metal   utilizing   the   welding
process   used   in   production,   under   conditions   that   are   at   least   as   challenging   as   the
conditions encountered in production welding. Once that philosophy is established, then it
is   “simply”   a   matter   of   the   standards   developers   finding   the   transition   points   when   a
change in welding conditions are sufficient to require the welder to take a test under the
more   challenging   conditions.   Obviously,   the   experience   of   the   standards   developers
themselves will dictate when such a change should occur, but ultimately, the industry that

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the standard serves will provide feedback to the standards developers on the adequacy and
accuracy   of   those   transition   points.   This   works   particularly   well   when   some   of   the
standards developers use the standard on a daily basis.

ISO Standards Development

The writer has been involved in welding standards development for the last 20 years as a
member of ASME Subcommittee IX. During the last 8 years, he has also been involved in
development and revision of various International Organization for Standardization (ISO)
welding standards, including a series of ISO standards on welder qualification, ISO!9606.
This standard is being revised under an agreement between ISO and CEN, the European
standards   development   organization.   Under  this   agreement,   CEN   committees   draft   ISO
standards, and, when the documents are almost completed, they are balloted imultaneously
in both CEN and ISO. To ensure representation outside CEN, ISO is allowed to send up to 4
observers such as the writer to the CEN meetings.

The   differences   between   the   CEN/ISO   standards   development   process   and   the   ASME
process are stark. ASME and AWS meetings, are open to the public: CEN meetings are
officially by 
invitation only. ASME and AWS meetings are required to have balanced representation
from all interest groups including manufacturers, owners, engineers, regulatory agencies,
insurance   and   inspection   agencies   and   general   interest.   On   the   other   hand,   CEN/ISO
meetings have no requirement for interest balance. As a result, ISO 9606, meetings were
dominated   by   standards   development   staff   and   training   and   testing   agencies   from   the
various European countries; rarely did a person who actually used the standard attend the
meeting. This is not to say that those present were out of touch with their industries; in
fact, much of the work was held up so those present could consult with their experts. The
ISO voting system is also different: it is “one country, one vote.” As a result, ISO adoption of
whatever the CEN committee agreed on was largely assured since
Europeans have enough votes for any CEN­agreed proposals to pass the vote at ISO.
The current European welder qualification standard, ISO 9606 was originally published
as a derivative of EN 287, and it contains several parts. The first part, ISO!9606­1, covers
only the equivalent of P/S/M­1 through 11 metals; Part 2, ISO!9606­2 covers aluminum, etc.
Drafts of ISO!9606­1were prepared by CEN/TC!121/SC 2 and sent out for review by both
ISO and CEN member countries. Over 280 comments were received, and 5 meetings were
held in Europe to resolve those comments. Consequently, the current draft revision of ISO!

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9606­1 is significantly improved over previous versions in technical content, readability and
clarity. Nevertheless, it does not reflect several critical practices recognized as necessary
outside Europe. It also imposes requirements that have been recognized outside
Europe as not cost­effective. The following are some examples: 

Welding Process

The proposed ISO 9606­1 recognizes the same basic welding processes that are recognized
in the US and Canada except that they are identified by numbers (e.g. SMAW is process
111, GTAW is process 141, etc.) when addressed in the standard. Although the numbering
system for GMAW distinguishes between many variations of GMAW such as welding with
inert   versus   welding   with   active   gas,   it   does   not   distinguish   between   transfer   modes.
Consequently,   the   current   draft   ISO   9606­1   does   not   require   any   special   treatment   for
GMAW­S [short­circuiting (or dip) transfer]. Feedback from industry to US standards
developers is that special training and qualifications are necessary for GMAW­S due to the
tendency of the process to cause lack­of­fusion defects.

Base metals

The   base   metal   grouping   system   that   was   established   by   CEN   and   ISO   for   welding
standards is very similar to the ASME/AWS system for assigning P, S and M­numbers. The
base metals used for welder test coupons are restricted as follows:
To weld on Group 4 or 5 (Cr­Mo steels), the welder has to test on Group 4 or 5 test coupons.
Such a test also qualify Groups 1 through 3 To weld on Group 8 or 10 (stainless steel) the
welder has to test on Group 8 test coupons. No other metals are qualified except if used in a
dissimilar metal joint.

US industry feedback indicated more than 40 years ago that the filler metal has a lot more
to do with welder skill than the base metal; accordingly, US standards allow the use of
carbon steel test coupons for all materials from Groups 1 through 11.

Under the proposed ISO9606­1 rules, the thickness that a welder is qualified to weld is
based on the thickness of the test coupon base metal. Early US welding standards also used
base   metal   thickness   as   the   basis   for   qualification,   but   with   industry   feedback,   those
standards switched largely to using weld deposit thickness as the basis for qualification.

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This   has   proven   to   be   quite   effective   and   practical,   particularly   for   multi­process
qualifications. Under ISO9606­1, a welder who demonstrates his skill to weld on pipe
smaller than 25 mm is only qualified to weld on pipe up to twice the diameter of the test
coupon. US feedback is that a welder who can handle small diameter pipe can weld all
larger diameters of pipe and also plate without difficulty. 

Filler metals

Consumable inserts are not recognized in ISO9606­1. Feedback in the US is that welders
using consumable inserts require special training and qualification. It should be noted that
consumable inserts are widely used in the United Kingdom but not much throughout the
rest   of   Europe.   The   proposed   ISO9606­1   requires   separate   qualification   with   cellulosic
electrodes (EXX10). Industry feedback in the US is that welders who can handle
cellulosic electrodes can use other types except basic flux (i.e., low hydrogen)types.

Duration of Qualification

The proposed ISO9606 (all parts) requires that a welder use a process at least once every six
months in order to continue to be qualified with that process. In addition, a weld made with that
process must be volumetrically examined every 2 years in order for the welder to continue to be
qualified for that process.

Since it was published in 1941, ASME Section IX required that a welder use a process at
least once every six months in order to continue to be qualified with that process. Industry’s
feedback is that this approach is successful and adequate.

Backing Gas

The   use   of   inert   backing   gas   (purge)   has   long   been   recognized   in   US   standards   as   a
condition that makes it easier to make the root pass of a single welded groove weld, yet ISO!
9606­1 does not mention use of gas backing.

Global Relevance

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All   of   the   US   comments   on   the   draft   ISO!9606­1   were   fairly   considered,   discussed   and
voted  on by CEN/TC!121/SC!2, but  the  US  and  Canada  voted  against  the  draft  since  it
deviated from US and Canadian practices so much that it could not be adopted in either
country.   Further,   it   was   recognized   that   US   practices   are   recognized   and   used
internationally,   particularly   via   the   ASME   Boiler   and   Pressure   Vessel   Code   and   B31.3
Process Piping Code. The US and Canada appealed to ISO’s Technical Management Board
(TMB)   that   the   standard   was   not   globally   relevant   and   should   not   be   published   in   its
current form as an ISO standard. ISO/TMB agreed, and TMB has directed ISO/TC44/SC!11
to develop a plan for making ISO9606­1 globally relevant. The situation on ISO 9606­1 is
precedent­establishing since there are other parts of ISO9606 waiting to be published. In
addition, there is a collection of other ISO standards (ISO15607 through 15614) related to
welding procedure qualification that TMB may not consider globally relevant.

What’s the Rush?

ISO standards are either adopted by individual countries as their official standards
or they are not; normally there is little pressure on countries to adopt ISO standards.
Members of the European Union, however, have agreed to have common standards
in order to have a single market. Accordingly, all national standards (DIN, BS, AF
etc.) in any technical area will be abolished on publication of replacement European
(EN) standards.. There is pressure on welding standards developers in Europe to
have one set of standards to complement the European boiler and pressure vessel
code that was recently developed to satisfy the European Pressure Equipment Directive.

What’s the Solution?

Currently, the disposition of ISO!9606-1 is in the hands of the ISO/TMB; ISO TC44
SC11 ignored ISO/TMB direction to prepare a plan to make ISO 9606 globally relevant,
and voted to proceed to the vote on the final standard as it is [Link]/TMB’s response
will only be known later this year. There is hope, however, that ISO standards will be adopted by
the US as well as the rest of the world; after some 23 years of meetings, discussions and
innovation, select welding filler metal and mechanical testing standards that meet US needs and
practices have been published by ISO and are in the process of being adopted as US
standards, The hope for ISO15607/15614 and ISO9606 is to find the common elements in the
CEN/ISO and ASME/AWS systems and publish standards that can be used by everyone with
little requalification. As countries adopt such ISO standards, local concerns, such as GMAW-S,
consumable inserts, etc. can be added to the ISO standard a using locally-mandatory appendix.
If the US Adopts ISO Welding Standards

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If the US is coerced into adopting ISO welding procedure and performance qualification
standards in their current form, US industry would have to requalify all WPSs and all welders at
great cost with no plausible benefit. The US Technical Advisory Groups that represent the US
positions on ISO TC!44 and its subcommittees must continue to work to make ISO welding
standards globally relevant, competent and cost-effective. It has recently become easier to
attend ISO Committee and working group meetings since travel funds are available to
volunteers through AWS. Contributions to this fund from businesses are also needed to ensure
that lack of financial support does not keep them from promoting US practices and experience in
the global standards market.

References:

[Link]
AWS's International Standards Program Manager, Andrew Davis

Information Sheet 3.4

KEY RESULT AREAS (KRA)

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1. Definition of Key Result Areas (KRA)

“Key Result Areas” or KRAs refer to general areas of outputs or outcomes for which the
department’s role is responsible.
Key Result Area in simple Terms may be defined as Primary responsibilities of an Individual, the
core area which each person is accountable.

2. Importance of KRAs.
• Set goals and objectives
• Prioritize their activities, and therefore improve their time/work management
• Make value-added decisions
• Clarify roles of department or individual
• Focus on results rather than activities
• Align their roles to the organization’s business or strategic plan
• Communicate their role’s purposes to others

3. Conditions of KRAs
• Key result areas (KRAs) capture about 80% of the department’s work role. The remainders
are usually devoted to areas of shared responsibility.
• Each KRA should capture at least 5 % of work role

4. Types of KRAs:
• Training KRAs
• Management KRA
• Purchasing KRA
• RD KRA
• Administration KRA
• Finance KRA
• HR KRA
• Manufacturing KRA
• Quality KRA
• Marketing KRA
• Sales KRA
• Key result areas

5. Related documents
• Sample KPI (all KPI for marketing, sales, HR, manufacturing …)
• KPI ebooks (download free and ref all ebooks related to KPI application).

Best performance appraisal resources

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1. Balanced Scorecard Toolkit and Trainings. This ebook provide top managers, CEOs and
independent business consultants with ready-to-use e-products for Balanced Scorecard, such
as Balanced Scorecard Toolkit and Balanced Scorecard Practical Training.

2. Employee Performance Appraisals Forms. Benefits of this ebook include: Make your
“fair” help good & make your “good” help great; Improve efficiency; Save hours upon hours of
time; Get what you want out of every hourly dollar you pay your employees! Even your best
employees need to know they are appreciated; Impress your boss or, if you are the boss,
motivate your staff by giving them the feedback they NEED to be a better employee etc

3. Phrases For Performance Appraisals. Benefits of this ebook include: A collection of

hundreds of ready-to-use impactful appraisal comments and phrases; Phrases to highlight
your key strengths and achievements; Phrases to downplay your weaknesses to soften the
impact on your overall performance; A comprehensive list of phrases covering most of the
categories of KPIs used by many companies; Guidebook provided in Microsoft Word softcopy
for your easy copy, paste and modify in your appraisal form; Guidebook provided in Microsoft
Excel spreadsheet so that you can use it also for your employees’ appraisals and easy
moderation! etc

4. Employee Performance Review: Tips, Templates & Tactics. Contents of this ebook
include: Probation policies and templates, performance review tips, performance appraisal
tips; Performance review tips, performance appraisal tips performance review policies and
templates; Performance review tips, performance appraisal tips learning & development
policies and templates; Performance review tips, performance appraisal tipspoor work
performance policies and templates etc

5. Managers Guide to Performance. Contents of this ebook: How to deal with an employee
who displays negative behavior….help them deal with their own issues and change their
behavior; How to coach an employee to higher performance….employees want your
leadership and will follow a strong manager; How to be clear about what you expect from
them….an employee always wants to know how to best perform; How to give your
employees the opportunities to perform……if they can’t or won’t, then how to let them go.

Reference:
[Link]
Information Sheet 3.5

PERSONAL HYGIENE

The human body can provide places for disease-causing germs and parasites to grow and
multiply. These places include the skin and in and around the openings to the body. It is less

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likely that germs and parasites will get inside the body if people have good personal hygiene
habits.

Good personal hygiene

Good personal hygiene habits include:

 washing the body often. If possible, everybody should have a shower or a bath every day.
However, there may be times when this is not possible, for example, when people are out
camping or there is a shortage of water
 If this happens, a swim or a wash all over the body with a wet sponge or cloth will do
 cleaning the teeth at least once a day. Brushing the teeth after each meal is the best way of
making sure that gum disease and tooth decay are avoided. It is very important to clean teeth
after breakfast and immediately before going to bed
 washing the hair with soap or shampoo at least once a week
 washing hands with soap after going to the toilet
 washing hands with soap before preparing and/or eating food. During normal daily activities,
such as working and playing, disease causing germs may get onto the hands and under the
nails. If the germs are not washed off before preparing food or eating, they may get onto the
food
 changing into clean clothes. Dirty clothes should be washed with laundry soap before wearing
them again
 hanging clothes in the sun to dry. The sun's rays will kill some disease-causing germs and
parasites
 turning away from other people and covering the nose and mouth with a tissue or the hand
when coughing or sneezing. If this is not done, droplets of liquid containing germs from the
nose and mouth will be spread in the air and other people can breathe them in, or the
droplets can get onto food

Fig. 3.17: Washing the body helps keep it free of disease-causing germs

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Fig. 3.18: Cleaning teeth helps keep gums and teeth healthy.

Fig. 3.19: Washing hands after going to the toilet helps stop the spread of germs.

Fig. 3.20: Washing hands before preparing food helps keep germs out of our bodies.

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3.21: Washing hands before eating food helps stop germs getting into our bodies

Fig. 3.22: Washing clothes helps keep them free of disease-causing germs.

Fig. 3.23: Hanging clothes in the sun helps to kill some disease-causing germs and parasites.

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Fig. 3.24: Covering the nose and mouth when sneezing helps stop the spread of germs.

Overcrowding

When there are too many people in any house, the likelihood of them getting disease is greater
than if the house is not overcrowded. This is because people in an overcrowded house will be
much closer to each other and it is therefore easier for any germs to spread from one to another.
For example:
 sneezing and coughing in crowded rooms makes it easier to spread cold and flu germs
 sharing towels can spread trachoma germs and other germs which cause eye infections
(runny or sore eyes)
 several children sleeping in the same bed makes it easier to spread a scabies infection

Fig. 3.25: Overcrowding helps spread germs and parasites such as scabies.

Each house is designed to allow a particular number of people to live there comfortably. This
number will depend upon the number and size of the rooms, especially bedrooms, and the size

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of other facilities such as the sewage system and washing and cooking areas.

If the number of people living in the house is greater than the number it was designed for, these
facilities will not be able to cope properly. For example, large numbers of people using the toilet
may mean that the septic tank will not be big enough to take and treat the additional load of
sewage.

For good health and comfort, the number of people who should live in a house depends upon
the factors outlined below.

The number and size of bedrooms

While most people who live permanently in a house will have a bedroom to themselves or share
one with one or two other people, other rooms are often used as bedrooms. The number of
people who should sleep in a room will depend upon the amount of air which is available to
each person. The law requires that each adult person has at least 13 cubic metres of air and
each child has at least 10 cubic metres of air in a sleeping area.

The type and size of the sewage system

Usually, a household septic tank system with 2 round tanks caters for a maximum of ten people.

The size and availability of other facilities

The facilities within the house may not be able to handle all of the demands placed on them by
the occupants. For example, the hot water system may not be able to produce enough hot
water, or the amount of food to be chilled is too great for the refrigerator to hold.

In Indigenous communities, overcrowding in houses occurs for a number of reasons, such as:
 there not being enough houses for the number of people who live in the community
 families not being able to afford to pay rent on a house of their own and needing to live
with relatives to share the cost
 people visiting relatives and staying for a long time
 visitors coming to stay so that they can attend special events such as funerals

It is important that EHPs remember that overcrowding is a significant environmental health

problem in many communities.

Reference:

[Link]
cnt-l~ohp-enhealth-manual-atsi-cnt-l-ch3~ohp-enhealth-manual-atsi-cnt-l-ch3.7

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Information Sheet 3.6

WORK VALUES AND ETHICAL STANDARDS

What Are Work Values

Throughout your life you acquired a set of values—beliefs and ideas that are important to you.
For example you may believe that one should always be honest or that one must always be a
loyal friend. You live your life according to this set of values. In order to have a happy,
successful and fulfilling life, you must act upon your values, both in your personal life and at
work. Taking your values into account when you choose a career could be the most important
factor that determines whether you will or won't be satisfied with that aspect of your life.
Clarifying your work values, that subset of values that relate to your career, is essential. Your
work values are both intrinsic, relating to the actual tasks involved in practicing a particular
occupation, and extrinsic, relating to the by-products of an occupation. An intrinsic value might
be helping others, while an example of an extrinsic value is earning a lot of money.

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How to Identify Work Values

Career development professionals, including career counselors and career development

facilitators, use work value inventories to measure how important various work values are to
you. Generally, a work value inventory is simply a list of values that you are asked to rate. For
example, the instructions may tell you to rate each value on a scale of one to 10, giving a one to
those values that are most important to you and a 10 to those that are least important.
Alternatively, you may be asked to list a series of work values in order of importance.
The results of a work value inventory are used to identify appropriate career choices, by
matching an individual's work values with characteristics of occupations. A work value inventory
is best used in conjunction with other assessment instruments that help identify one's
personality, interests and skills.

Examples and Definitions of Work Values

Here are examples of items that could appear on a work value inventory, along with a definition
of each one. When reading this list, think about how important each value is to you.

Autonomy: receiving no or little supervision

 Helping Others: providing assistance to individuals or groups

 Prestige: having high standing
 Job Security: a high probability that one will remain employed
 Collaboration: working with others
 Helping Society: contributing to the betterment of the world
 Recognition: receiving attention for your work
 Compensation: receiving adequate pay
 Achievement: doing work that yields results
 Utilizing Your Skills and Background: using your education and work experience to do
your job
 Leadership: supervising/managing others
 Creativity: using your own ideas
 Variety: doing different activities
 Challenge: performing tasks that are difficult
 Leisure: having adequate time away from work
 Recognition: receiving credit for achievements
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 Artistic Expression: expressing one's artistic talents

 Influence: having the ability to affect people's opinions and ideas

The Top 10 Work Values Employers Look For

If you are interested in turning your internship into a job offer, it’s important to know exactly what
employers look for when hiring full-time employees. In addition to relevant skills, employers seek
employees who have the personal values, characteristics, and personality traits that spell
success. Good personal values are what makes the foundation for a good employee.
Internships are an excellent time to show employers that you have the personal traits that they
value in their employees. Do not make the mistake of missing the opportunity to show your
supervisors at your internship that you have what it takes to be successful on the job as well as
possessing the personal characteristics they value. An internship is an opportunity to learn the
skills and behaviors along with the work values that are required for success in the workplace.

Here is a List of the Top 10 Values Employers Look for in Employees.

1. Strong Work Ethic

Employers value employees who understand and possess a willingness to work hard. In
addition to working hard it is also important to work smart. This means learning the most efficient
way to complete tasks and finding ways to save time while completing daily assignments. It’s
also important to care about your job and complete all projects while maintaining a positive
attitude. Doing more than is expected on the job is a good way to show management that you
utilize good time management skills and don’t waste valuable company time attending to
personal issues not related to the job. Downsizing in today’s job market is quite common so it’s
important to recognize the personal values and attributes employers want to improve your
chances of job security should a layoff occur.

2. Dependability and Responsibility

Employers value employees who come to work on time, are there when they are supposed to
be, and are responsible for their actions and behavior. It’s important to keep supervisors abreast
of changes in your schedule or if you are going to be late for any reason. This also means
keeping your supervisor informed on where you are on all projects you have been assigned.
Being dependable and responsible as an employee shows your employer that you value your
job and that you are responsible in keeping up with projects and keeping them informed of the
things that they should know about.

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3. Possessing a Positive Attitude.

Employers seek employees who take the initiative and have the motivation to get the job done in
a reasonable period of time. A positive attitude gets the work done and motivates others to do
the same without dwelling on the challenges that inevitably come up in any job. It is the
enthusiastic employee who creates an environment of good will and who provides a positive role
model for others. A positive attitude is something that is most valued by supervisors and co-
workers and that also makes the job more pleasant and fun to go to each day.

4. Adaptability

Employers seek employees who are adaptable and maintain flexibility in completing tasks in an
ever changing workplace. Being open to change and improvements provides an opportunity to
complete work assignments in a more efficient manner while offering additional benefits to the
corporation, the customer, and even the employee. While oftentimes employees complain that
changes in the workplace don’t make sense or makes their work harder, oftentimes these
complaints are due to a lack of flexibility.

Adaptability also means adapting to the personality and work habits of co-workers and
supervisors. Each person possesses their own set or strengths and adapting personal behaviors
to accommodate others is part of what it takes to work effectively as a team. By viewing change
as an opportunity to complete work assignments in a more efficient manner, adapting to change
can be a positive experience. New strategies, ideas, priorities, and work habits can foster a
belief among workers that management and staff are both committed to making the workplace a
better place to work.

5. Honesty and Integrity

Employers value employees who maintain a sense of honesty and integrity above all else. Good
relationships are built on trust. When working for an employer they want to know that they can
trust what you say and what you do. Successful businesses work to gain the trust of customers
and maintain the attitude that “the customer is always right”. It is the responsibility of each
person to use their own individual sense of moral and ethical behavior when working with and
serving others within the scope of their job.

6. Self – Motivated

Employers look for employees who require little supervision and direction to get the work done
in a timely and professional manner. Supervisors who hire self-motivated employees do

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themselves an immense favor. For self-motivated employees require very little direction from
their supervisors. Once a self-motivated employee understands his/her responsibility on the job,
they will do it without any prodding from others. Employers can do their part by offering a safe,
supportive, work environment that offers employees an opportunity to learn and grow. Working
in a supportive work environment and taking the initiative to be self-directive will provide
employees with a better sense of accomplishment and increased self-esteem.

7. Motivated to Grow & Learn

In an ever-changing workplace, employers seek employees who are interested in keeping up

with new developments and knowledge in the field. It has been noted that one of the top
reasons employees leave their employers is the lack of opportunity for career development
within the organization. Learning new skills, techniques, methods, and/or theories through
professional development helps keep the organization at the top of its field and makes the
employee's job more interesting and exciting. Keeping up with current changes in the field is
vital for success and increased job security.

8. Strong Self – Confidence

Self-confidence has been recognized as the key ingredient between someone who is successful
and someone who is not. A self – confident person is someone who inspires others. A self-
confident person is not afraid to ask questions on topics where they feel they need more
knowledge. They feel little need to have to impress others with what they know since they feel
comfortable with themselves and don’t feel they need to know everything.

The self-confident person does what he/she feels is right and is willing to take risks. Self-
confident people can also admit their mistakes. They recognize their strengths as well as their
weaknesses and are willing to work on the latter. Self-confident people have faith in themselves
and their abilities which is manifested in their positive attitude and outlook on life.

9. Professionalism

Employers value employees who exhibit professional behavior at all times. Professional
behavior includes learning every aspect of a job and doing it to the best of one’s ability.
Professionals look, speak, and dress accordingly to maintain an image of someone who takes
pride in their behavior and appearance. Professionals complete projects as soon as possible
and avoid letting uncompleted projects pile up. Professionals complete high quality work and are
detail oriented. Professional behavior includes all of the behavior above in addition to providing
a positive role model for others. Professionals are enthusiastic about their work and optimistic

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about the organization and its future. To become a professional you must feel like a professional
and following these tips is a great start to getting to where you want to go.

10. Loyalty

Employers value employees they can trust and who exhibit their loyalty to the company. Loyalty
in the workforce has taken on a new meaning. Gone are the days when employees plan on
starting out and retiring with the same company. It is said that most people will hold between 8 –
12 jobs throughout their career. What does this mean in terms of loyalty in today’s workforce?

Companies offering employee growth and opportunity will ultimately gain a sense of loyalty from
their employees. Employees today want to feel a sense of satisfaction in their jobs and will do a
good job when they feel that the employer is fair and wants to see them succeed. Although this
may mean only staying for five or ten years in a position, employees can offer loyalty and make
an important contribution during their time with the company.

More companies today encourage employee feedback and offer employees an opportunity to
lead in their area of expertise. This gives employees a greater sense of satisfaction and a sense
of control over their job. Empowerment encourages employees to do their best work since
companies are displaying a trust and expectation that they believe in their employees to do a
good [Link] jobs that encourage learning and the development of new skills also gives
employees a sense of empowerment in the workplace. Aligning an employee’s values with the

goals of the organization will foster loyalty and a bond between employer and employee.
Fostering good relationships within an organization and offering constructive ways to handle
conflict provides a win – win situation for both employer and employee. Creating an organization
that values loyalty within the organization can also work to its benefit by using the same
techniques and strategies to establish loyalty with customers; and loyalty from customers
ultimately makes for a successful business.

ETHICAL STANDARDS

Definition
Principles that when followed, promote values such as trust, good behavior, fairness, and/or
kindness. There is not one consistent set of standards that all companies follow, but each
company has the right to develop the standards that are meaningful for their organization.
Ethical standards are not always easily enforceable, as they are frequently vaguely defined and
somewhat open to interpretation ("Men and women should be treated equally, " or "Treat the
customer with respect and kindness."). Others can be more specific, such as "Do
not share the customer's private information with anyone outside of the company."
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The Code of Ethics and Standards of Professional Conduct ("Code and Standards") are
the ethical benchmark for investment professionals around the globe, regardless of job title,
cultural differences, or local laws. As a CFA Institute member or CFA Program candidate, you
are required to follow the Code and Standards.

What Does the Code and Standards Cover?

The Code of Ethics maintains that you must:

 Place the integrity of the profession and the interests of clients above your own interests
 Act with integrity, competence, and respect
 Maintain and develop your professional competence

The Standards of Professional Conduct cover:

 Professionalism and integrity of the capital markets
 Duties to clients and employers
 Investment analysis and recommendations
 Conflicts of interest and your responsibilities

References:
[Link]
[Link]
[Link]
Information Sheet 3.7

PROFESSIONALISM IN THE WORKPLACE

Professionalism is defined as one's conduct at work. In spite of the word's root, this quality is not
restricted to those in occupations we describe as "professions," typically those which require a
high level of education and have high earnings. Cashiers, janitors and waitresses can
demonstrate a high level of this trait, just as doctors, lawyers or engineers can display a low
level of it, and vice versa.

As with good health, the absence of professionalism is usually more obvious than its presence.
Who will notice whether you have this quality or not? Your boss definitely will as will your
customers and co-workers, and it can affect your ability to keep your job and advance in your
career. So what can you do to make sure you exhibit professionalism and what can you do to
ensure that you don't show a lack of it? Follow these dos and don'ts:

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Make Being on Time a Priority: Showing up late for work or meetings gives the impression
that you don't care about your job so make sure you pay attention to the clock. Not only does
this go for start times, but this tip also applies to returning from your lunch break.

Don't Be a Grump: Leave your bad mood at the door when you come to work. We all have
days when we aren't feeling our best. Remember not to take it out on your boss, your co-
workers and especially your customers. If work is what's causing you to be grumpy, it may be
time to think about quitting your job. If that isn't a good option for you, make of the situation until
it is.

Dress Appropriately: For many jobs, workplace attire doesn't include wearing a suit and tie.
Whether or not you have to dress up for work or you can wear more casual clothes, your
appearance should always be neat and clean. A wrinkled suit looks no better than a ripped pair
of jeans. Wear the type of clothing your employer requires or that is the norm for your place of
employment. Generally speaking, revealing clothing is a no-no. Flip flops, shorts and tank tops
should be saved for the weekends.

Watch Your Mouth: Swearing, cursing or cussing—whatever you call it—has no place at work,
particularly if those who might be offended by it are present. If you wouldn't say it to your
grandmother, refrain from saying it at work. Using bad language makes it seem as if your
vocabulary is limited.

Offer To Help Colleagues: A true professional is willing to help his or her co-workers when they
are overburdened. He or she isn't afraid to share knowledge, opinion or simply an extra pair of
hands. One person's success reflects well on everyone in his or her workplace.

Don't Gossip: While you may be tempted to tell your cubicle neighbors what you heard about
Suzy or Sam down in accounting, gossiping makes you look like a middle school student. If you
know something that simply must be shared, tell someone who has nothing to do with your
workplace, like your sister, brother or best friend.

Try to Stay Positive: Negativity at work brings everyone down and your boss will certainly not
appreciate a drop in morale among his or her employees. Instead, if you think something can be
improved, try to do something to make that happen.

Don't Hide From Your Mistakes: As hard as it may be, take ownership of your errors and do
your best to correct them and make sure you don't make the same one twice. Never blame
others, but set an example for those who were also responsible to do as you've done.

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Always Fight Fair: It is inevitable that you will occasionally have disagreements with your co-
workers, or even your boss. You may think that something should be done one way, while
someone else will believe it should be done another. Don't let yourself lose control. No matter
how upset you are or how strongly you believe you are right, screaming isn't allowed, nor is
name calling or door slamming. And, it should go without saying that physical attacks should
always be avoided, no matter what. Calmly explain your opinion and be ready to walk away if
the other person can't be swayed or if he or she begins to lose control.

Don't Lie: Dishonestly never makes anyone look good, whether it's lying on one's resume or
calling in sick. A true professional is upfront, so if you aren't qualified for the job, either don't
apply for it or send in your application anyway and explain why you'd be perfect for the job in
spite of it. As for lying about being sick, if you need a day off take a personal or vacation day.

Don't Air Your Dirty Laundry: While confiding in a close friend at work is usually okay,
sharing with the entire office isn't. Be judicious about whom you talk to, particularly when it
comes to discussing problems with your spouse or other family members. If you do decide to
share personal information with your co-workers, make sure to do it away from where customers
and clients can overhear you.
Professionalism in the workplace is based on many factors, including how you dress, carry
yourself, your attitude and how you interact with others. The definition of professionalism
indicates that each person perform their tasks with genuine earnest and honesty. It refers to a
person doing his / her job with sincerity, and maintaining professional etiquette and ethics in the
workplace.

How to Show Professionalism in the Workplace:

1. Adhere to your commitments

 Live up to your commitments every time.
2. Realize the sensitivity of the work that you represent

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 Make sure not to jeopardize the confidentiality of your organization or misuse it any way.
This will help make you trustworthy.
3. Treat everyone with respect. That means everyone
 from upper management, peers, and administrative staff to vendors, clients and
competitors, to the person on the phone and the stranger in the elevator. Respect and
communication in a business environment gives all employees the feeling of safety and
collaboration.
4. Value the time and effort spent by others
 Do not take other members of the organization for granted.
5. Always maintain ethical conduct
 Be honest and refrain from deceitful practices.
6. Smile and put your best face forward
 Friendliness and understanding go a long way to creating an atmosphere of teamwork.
Maintain a positive can-do attitude even during stressful situations.
7. Admit your mistakes
 We all make mistakes. Admitting your mistake shows that you are not only human, but
also a professional. Don’t be surprised at how understanding people will be when you
admit that you have made an error.
8. Display competence
 Competence is the culmination of what you say that you can do and what you actually
can do. Competent employees know their job and which skills they are capable of. It is
not arrogance. It is an honest display of competencies.
9. Take a leadership role whenever possible
 Show that you are willing to accept responsibility and produce results.
10. Keep personal issues at home
 Refrain from using the company’s time for personal issues. While personal issues will be
considered by management when required, employees need to refrain from discussing it
during office hours. This keeps the office environment free from empathy-related biases
about productivity.
11. Demonstrate the core values of professionalism
 appropriate attire, etiquette, punctuality, organization and dedication to your job, just to
name a few.
12. Project a positive business appearance
 It has long been recognized that those who dress professionally will behave in the same
manner.
13. Be polite in speech and body language
 “Please” and “Thank-you” go a long way in establishing a good working relationship.
14. Turn off or silence mobile devices
 This will minimize distractions for you and others. It shows that you value the time spent
by others (see rule #4).

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Characteristics that Undermine Professionalism:

 Gossip: Do not gossip. It is not only detrimental to the work ethic between employees; it
can also place one’s job in danger. A person can quickly lose their aura of
professionalism by being a target of or a participant in office gossip.
 Negative attitude: Your attitude colors everything you do.
 Poor attendance and frequent tardiness:
 Unprofessional body language: Yawning without covering your mouth and chewing
gum in the presence of others are just a couple of examples.
 Excessive fragrance or not-so-fresh body odors: Be clean and fresh, but keep
fragrance to a minimum.
 Unkempt fingernails: Women with inch-long nails or unusual polish colors are not taken
seriously. Clear polish or a French manicure is the most professional looking. Ragged or
unclean nails make a poor impression. Remember that people notice hands just after
their faces

While the basic principles of individual professionalism are universal, it is also defined by a set
of responsibilities set forth by an organization for its members to follow. Incorporating
professionalism in the workplace is a critical element for any company desiring to achieve
success. Professionalism is a concerted effort by all within the workplace to provide the utmost
of their ability each and every day and a concentration on quality of service and work. It is
imperative that management set certain criteria that all within the organization easily understand
and should follow.

Why Professionalism is Imperative for the Workplace:

 Ensures good performance by all - It is important that professionalism is demonstrated at

the top and flows down. If professionalism is modeled and held in high regard, everyone will
do their personal best.
 Keeps employees motivated - Keeping employees motivated helps to maintain a good
reputation. Happy employees are positive brand ambassadors for the company.
 Ensures a good team spirit - It helps to create synergy and minimizes divisiveness. It also
adds value to the overall goals of the company.

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 It is critical to ensure justice and fairness for everyone’s efforts - The quality of a
person’s work is taken into consideration, not just the quantity. It should appreciate the efforts
and contributions made by all without personal biases.
 Helps to maintain the right amount of communication in the workplace - It ensures that
those who need to be heard are given the opportunity to be heard, when appropriate. Whether,
formal or informal, there should be clear and precise methods of communication between
employees as well as with management.
Professionalism is the axis around which any organization should revolve. A company that
chooses not to develop or enforce policies may end up with a workplace that suffers from low
productivity, low employee morale and poor customer service.
Whether you are a corporate executive responsible for instilling professionalism within your
organization or an employee looking for that next promotion, conducting yourself well in the
office and following a specific set of work principles will make you a good role model.

10 Ways To Be Professional

Acting like a professional really means doing what it takes to make others think of you as
reliable, respectful, and competent. Depending on where you work and the type of job you have,
this can take on many different forms.

There are, however, quite a few common traits when it comes to being professional. This
includes the following:

1. Competence
 You’re good at what you do – and you have the skills and knowledge that enable you to
do your job well.
2. Reliability
 People can depend on you to show up on time, submit your work when it’s supposed to
be ready, etc.
3. Honesty

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 You tell the truth and are upfront about where things stand.
4. Integrity
 You are known for your consistent principles.
5. Respect For Others
 Treating all people as if they mattered is part of your approach.
6. Self-Upgrading
 Rather than letting your skills or knowledge become outdated, you seek out ways of
staying current.
7. Being Positive
 No one likes a constant pessimist. Having an upbeat attitude and trying to be a problem-
solver makes a big difference.
8. Supporting Others
 You share the spotlight with colleagues, take time to show others how to do things
properly, and lend an ear when necessary
9. Staying Work-Focused
 Not letting your private life needlessly have an impact on your job, and not spending time
at work attending to personal matters.
10. Listening Carefully
 People want to be heard, so you give people a chance to explain their ideas properly.

The Professional Advantage

The more you put into practice the 10 points listed above, the better your chances will be to
create a positive reputation for yourself. This can ultimately translate into raises and promotions,
chances to work on more assignments that you enjoy, less likelihood of being downsized when
layoffs are being considered, and the respect of peers and senior management.

Reference:
[Link]
canada/[Link]
[Link]
[Link]

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Information Sheet 3.8

QUALITY STANDARDS

Customers recognize that quality is an important feature in products and services, and n fact,
they demand it. Because of stiff global competition, companies worldwide now recognize that
quality is the key to staying in business.

In the past two decades, the quality of goods and services in the world has greatly
improved because of the globalization of trade and competition. Nations have raised their own
standards of quality in order to meet international standards and customer demands.

Today the definition of Standard Work is "the most effective combination of manpower, materials
and machinery." Standard Work is the method, and thereby you have the four Ms. of
manufacturing (manpower, material, machinery, methods).

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ISO 9000 STANDARDS

The ISO 9000 series of standards are probably the best known International standards for
quality management. They represent a family of certifications for companies of all sizes that
cover overall organizational quality and efficiency.
These standards, which have been adopted by thousands of companies in over 100 countries
around the world, have been regularly reviewed every few years by the International
Organization for Standardization.

ISO 9000 standards do not certify the quality of products or- services, but rather the processes
involved in creating these products or services and the system of the organizations that deliver
them.

ISO 9000 documentation comprises four tiers. Each tier should point to the next.
I. The Quality Manual

Your quality manual briefly describes how you meet the requirements of the standard via the
system you implemented. It must include or reference your procedures.

II. Procedures

Procedures describe how to perform a task in general, outlining the key steps and their order.
Procedures can be described as looking at "what" you do (not necessarily how you do it).
Procedures should reference related work instructions.

III. Work Instructions

Work instructions provide detailed step-by-step descriptions of a task, not just an outline. They
should describe "how" you perform a task. Work instructions should reference related records.

IV. Records

Records are the documents you keep to show that you follow your quality system. Records are
a history of what has occurred and as such should not [Link] is the International
Organization for Standardization. It is located in Switzerland and was established in 1947 to

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develop common international standards in many areas. Its members come from over 150
national standards bodies.

QUALITY MANAGEMENT TECHNIQUES

The worldwide emphasis on quality has given rise to a host of strategies on quality management
among them:
● Six Sigma – a system based upon Statistical Process Control

● Zero Defect Program - created by NEC Corporation of Japan, based upon Statistical Process
Control and one of the inputs for the inventors of Six Sigma

● PDCA - Plan-Do-Check-Act cycle for quality control purposes

● Six Sigma's DMAIC Method - approach involving the Design-Measure-Analyze-Improve-

Control phases for more general improvement purposes

● Quality Circle - a group (people-oriented) approach improvement

● Taguchi Methods-employs statistical oriented methods, including quality robustness, quality

loss function and target specifications

● Toyota Production System - modified in the West into Lean Manufacturing

● Kansei Engineering - an approach that focuses on capturing customer emotional feedback

about products to- drive improvement

● TQM - Total Quality Management, a management strategy aimed at ingraining awareness of

quality in all organizational processes. First promoted in Japan with the Deming prize, which
was adopted and adapted in USA as the Malcolm Baldrige National Quality Award, and in
Europe as the European Foundation for Quality Management award (each with their own
variations).

● TRIZ - "Theory of inventive problem solving" based on the analysis of creative solutions to
past problems. TRIZ applies to both continuous improvement and development of new
products and services because continuous improvement requires solving current problems,
and development requires finding a way to solve customers' problems.

● Kaizen - Japanese for "change for the better;" the common English application is continual
improvement.

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● Quality Assurance (QA) - a strategy that focuses on fine-tuning actual quality to match
intended quality by eliminating non-conforming products.

● Value-Adding Management (VAM) - endeavors to ensure that every investment, every

expenditure, every process, every activity, and every outcome, adds utility value to the
intended quality of the organization and/or its products, as perceived by its customers and
stakeholders, thereby enabling higher selling prices to maximize profit.

JAPANESE 5S SYSTEM

The remarkable success and dominance of the Japanese in manufacturing a vast array of
electronic, automotive, and other goods for the world market-as well as their adherence to
productivity and quality standards-has fired the imagination of managers worldwide.
As a result, companies round the world are using Japanese products as a standard
against which to measure their own goods and services; and Japanese management practices
have been studied and adopted.
One of the most widely-adopted Japanese techniques is 5S,which is used to establish
and maintain quality environment in an organization, and establish the foundation of the lean
manufacturing.
The name 5S stand for five Japanese words; Seiri, Seiton, Seiso, Seiketsu and Shitsuke.
The English equivalents, their meaning and typical examples are shown in the following table;

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WELDING CODES AND STANDARDS

Worldwide interest in public safety has promoted the development of welding codes, and the
evolution of these codes and standards reflects international recognition of the exacting
requirements concerning the high risk applications for welding (e.g., nuclear, submarine and
aerospace disciplines).

WHO DEVELOPS THE STANDARDS?

Welding codes and standards have been developed over the years within numerous committees
of engineering and technical societies that continue to evaluate the needs of industry and,
depending on industry trends, amend or develop new codes and standards.

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Such committees are composed of members who are technical experts and represent all
interested parties such as manufacturers, end users, inspection authorities, and government
agencies. Membership in these committees is balanced in order to prevent anyone interest
group from controlling the committee. Upon completion of a new or revised document by the
specific committee, it is usually evaluated and approved by a review committee, and if accepted,
the same is, published in the name of the applicable engineering society.

Documents that have significant influence upon public health and safety are sometimes also
adopted by legislative bodies or by federal regulating agencies. In those jurisdictions, such
documents become law and are often referred to as Codes or Regulations.

WHAT A WELDING CODE OR STANDARD CONTAINS

While the particular contents and requirements of a welding code or standard may vary,
there are a number of common elements8 within these documents. These include:

Scope and General Requirements: Usually found at the beginning of the document, it
provides a description of the type and extent of welding fabrication for which the code or
standard was developed. It may also prescribe the limitations for the use of the document.

Design: This portion may contain minimum requirements for the design of specific welded
connections, and may cite a secondary source of information for the reader.

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Qualification: This section may contain the requirements for qualification testing of welding
procedure specifications (WPS), and also those for qualification of welding personnel. It may
provide the essential variables in the welding process, type and thickness of base metal, filler
metal type, electrical parameters, joint design, welding position, and others. Further, this section
may also provide qualification testing requirements, including the types and sizes of test
samples to be welded and prepared for testing, the testing methods to be used, and the
minimum acceptable criteria to be used for the evaluation of test samples.

Fabrication: This section usually provides information about fabrication methods and/or
workmanship standards. It may contain requirements for such items as base materials, welding
consumable classification, shielding gas quality, heat treatment, preparation and care of base
material.

Inspection: This section will typically address the welding inspector's qualification requirements
and responsibilities, acceptance criteria for discontinuities, and requirements relating to
procedures for nondestructive testing.

CLASS DISCUSSION

Have a class discussion on the following questions which will make you more aware of the need
for quality in the workplace.

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 When have you received a product that was defective or of poor quality? Describe how
you felt as a customer.
 What are some great examples of good quality customer service? What are some
examples of terrible customer service?
 Describe companies that make you as a customer feel that you are important. How does
the company make the customer feel valued?
 What do you do when you are dissatisfied with a product or service?

QUALITY AT WORK

Whether opting for ISO certification, or adopting or establishing its own standards, every
organization ends up defining comprehensive procedures by which their products or service can
be delivered consistently, at the desired level of quality.
The average product or service provides a reasonable compromise between quality and cost.
Products with required features at reasonable cost and no (or few) defects are hallmarks of
products delivered by the Japanese to global consumer markets.

Standards authorities do not impose business judgments on companies, except where certain
minimum standards must be met (e.g., all motorcycles must meet minimum safety standards,
but no attempt is made to define how sporty or sleek the design should be).

The principle is that each company must establish comprehensive and controlled procedures for
each of its [Link] procedures should deliver the quality sought, and should be
extensively communicated and used by workers in the company.
Standards influence work at three levels: a) Objectives, b) Controls, and c) Procedures to do
work.

Objectives: A company whose goals meets the standards for usefulness and are in some way
beneficial to society, give the employee a sense of goodness and encourages him to perform
well. As a result, the quality of work is continually enhanced.

Controls: While standards impose limitations on workers and are part of any organized and
civilized activity, the work should provide enough latitude for the employee to exercise his
creativity.

Procedures: Standards procedures are promoted once the work to be done has been studied
from all possible perspectives. This also implies that process and procedures have been
developed after careful consideration. However, care must be taken to ensure that the

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procedures do not limit the ability of

employees to be resourceful and creative.

QUALITY SYSTEMS AND PROCEDURES

The way companies assure the quality of their products and services widely vary, although the
basic components remain, including: work instructions, safe work procedures, product
specifications, equipment maintenance schedules, technical procedures adopted or
specifically prepared standards and company/industry rules.

WORK INSTRUCTIONS

Work instructions prescribe exact processes for .performing certain workplace functions
because it is important that a particular task is carried out a specific way. These instructions can
be simple, containing only text, or text with illustrations-or can be more sophisticated containing
slideshows with marked up drawings, 3D model animations, or videos.

Work instructions are important because they document (standardize) the current best way to
perform a task or complete a process. They are also used to train new employees about correct
methods or processes.
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Work instructions also provide the basis to inspect or audit the process. Companies use work
instructions as their standard work method, evaluating actual operations against such a
documented method. In addition, the standard documented process becomes their baseline for
improvement efforts.

 All workplace processes need work instructions, particularly:

 Any process that is specific in some way to a department or unit.
 Any process for which you have not received formal trade training.
 Any process that by its nature is difficult to remember.

Why do we all need work instructions? According to Wilson, there are several reasons,
including:
 Repeatability or a process is performed over and over in exactly the same way. Through
continual improvement the work instruction will be changed until best practice is
achieved. Once achieved, the work instruction will ensure that it is maintained.
 Ease of Action. With a documented process, the operator/worker does not have to
remember the specifics of the process. He only needs to know the essentials and where
to find such work instructions.
 Ease of Teaching. When new staff is introduced, the work instruction acts as a guideline
for the supervisor when teaching the worker how to do a process.
 Cover for Unexpected Absence. If for any reason someone is absent from work, and then
work instructions allow others to do his job.
 Time Saving. Once the initial period has been spent writing the work instructions, every
time someone else refers to them is time saved for management.

How should work instruction be formatted? A suggested format is as follows:

 Index of instructions
 List of relevant file/register locations
 List of responsibilities

The work instruction itself should also include:


References to other instructions and documentation

Text description and flow chart of the process

SAFE WORK PROCEDURES

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Safe work procedures (SWP) are a series of specific steps that guide a worker through a task
from start to finish. They are created by teams within the company to describe the safest and
most efficient way to perform a certain task by outlining the potential hazards and associated
controls measures to be applied.

The SWP generally lists the associated hazards involved in performing a task, what personal
protective equipment is required, and the steps involved to complete the activity without
incident.

Safe work procedures are also required for machinery and equipment used to perform
commercial activities. The procedures are required to be enforced within the workplace and
improved as conditions or equipment changes.

COMPETENCY 4

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Practicing Occupational Health and Safety Procedures

UNIT CODE: 5003111058

Module Description:

This module covers the knowledge, skills and attitudes required to comply with the
regulatory and organizational requirements for occupational health and safety such as
identifying, evaluating and maintaining occupational health and safety (OHS) awareness.

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:

LO1. Identity hazards and risks

LEARNING ACTIVITIES:
1. Identify and explain workplace hazards and risks are.
2. Identify company procedures, hazards/risks and its corresponding indicators
3. Recognized and establish in accordance with organizational procedures and
contingency measures

ASSESSMENT CRITERIA:

1. Workplace hazards and risks are identified and clearly explained.

2. Hazards/risks and its corresponding indicators are identified in with the company
procedures.
3. Contingency measures are recognized and established in accordance with
organizational procedures.

LO2. Evaluate hazards and risks

LEARNIUNG ACTIVITES:

1. Identify base on threshold limit values (TLV) Terms of maximum tolerable limits
2. Determined Effects of hazards.
3. Identify in accordance with workplace requirements and relevant workplace OHS
legislation OHS issues and concerns.

ASSESSMENT CRITERIA:

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1. Terms of maximum tolerable limits are identified based on threshold limit values
(TLV)
2. Effects of hazards are determined.
3. OHS issues and concerns are identified in accordance with workplace
requirements and relevant workplace OHS legislation.

LO3. Control hazards and risks

LEARNING ACTIVITIES:

1. Strictly followed OHS procedures for controlling hazards and risk.

2. Follow in accordance with the organization’s OHS policies. Procedures in dealing
with workplace accidents, fire and emergencies.
3. Correctly used in accordance with organization’s OHS procedures and practices
Personal protective equipment (PPE).
4. Identify in line with the established organizational protocol Procedures in providing
appropriate assistance in the event of workplace emergencies.

ASSESSMENT CRITERIA:

1. OHS procedures for controlling hazards and risk are strictly followed.
2. Procedures in dealing with workplace accidents, fire and emergencies are followed
in accordance with the organization’s OHS policies.
3. Personal protective equipment (PPE) is correctly used in accordance with
organization’s OHS procedures and practices.
4. Procedures in providing appropriate assistance in the event of workplace
emergencies are identified in line with the established organizational protocol.

LO4. Maintain occupational health and safety awareness

LEARNING ACTIVITIES:

1. Strictly followed in line with the Procedures in emergency related drill established
organization guidelines and procedures.
2. File up in accordance with workplace requirements OHS personal records.
3. Maintained organization guidelines and procedures PPE

ASSESSMENT CRITERIA:

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1. Procedures in emergency related drill are strictly followed in line with the
established organization guidelines and procedures.
2. OHS personal records are filled up in accordance with workplace requirements.
3. PPEs are maintained in line with organization guidelines and procedures

COMPETENCY Type of Competency : Basic Competency

4 Module Title: BASIC COMPETENCY MODULE

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TITLE : Practicing Occupational Health and Safety Procedures

Information Sheet 4.1

PRACTICING OCCUPATIONAL HEALTH AND SAFETY PROCEDURES

IDENTIFING HAZARDS AND RISKS

Introduction to hazard identification & risk assessment

This Appendix comprises an aide-memoir of hazard sources and hazards, with sample risk
controls of a variety of examples. This is illustrative and not exhaustive, therefore should be
used only as a guide. Several generic risk assessments are also provided which are designed to
cover many 'typical' situations and activities.
Download a copy of the

Definitions :

Fieldwork - means ‘any practical work carried out by staff or students of a University for the
purpose of teaching and/or research in places which are not under University control, but where
the University is responsible for the health and safety of its staff and/or students and others
exposed to their activities.

Hazard Sources - All of the people, organisms, things, activities, places and ways of working
that are expected to be encountered MAY be sources of hazards.
It follows, therefore, that unless you know exactly what you are managing, you will not know all
of the possible sources of hazards.
They are often broken down into:
 Inputs - Includes physical resources such as components and raw materials, reagents,
human resources such as employees and contractors, and the information required to
carry out the work required.
 Processes - Vary widely depending on the nature of the work but they all involve the
transforming of inputs into products or services.
 Outputs - What the work is intended to produce. By-products such as waste materials
are also included in this category - from used inputs and unwanted products.

Hazards - Any Thing, living Organism or way of working with the potential to cause harm.

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 Thing: Equipment, machinery, electricity, fuel gas, fire, noise, tools, chemicals. Likelihood
of harm increases with deterioration of these.
 Living organism: Wild and domestic animals, people, insects, bacteria, viruses, parasites.
Likelihood of harm increases with extent of exposure, lack of prophylaxis/treatment.
 Way of working: At a height, in confined spaces, lifting/handling, alone, trained/untrained.
Likelihood of harm increases with time exposed, lack of training.

Harm - Injury or damage to health, and damage or loss to property or equipment

Risk - The likelihood of a hazard causing harm
Risk Assessment - Likelihood of occurrence combined with severity of effect.
Risk Control Measure- Action taken to reduce risk to acceptable level.

Hazard Source Hazard Sample Risk Controls

Climate
Storm/Rain Lightening Shelter from storms, stay dry
Snow/Sleet Hypothermia, Snow Goggles/sunglasses
blindness
Wind Blown over, wind chill
Mist/fog/low cloud Getting lost Navigational sills, equipment
(compass, maps, GPS, radio
beacons), detailed itinerary,
plans and contact details at
base, adequate rations,
including emergency.
UV exposure Sunburn Suitable clothing, sunblock and
hat
High temperatures Heat exhaustion Adequate supplies of water,
electrolyte supplements,
suitable clothing, shade
Hyperthermia As above, plus avoid over-
exertion, certain drugs,
alcohol
Low temperatures Hypothermia/Frostbite Cold weather gear, camping
equipment, stay dry, out of
wind

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Hazard Source Hazard Sample Risk Controls

Climate
Terrain/Location
Uplands Loose/falling rocks, falls Good footwear, hard hat, avoid
climbing, unstable areas, use
proper equipment and skills
Mudslides Avoidance
Reduced oxygen Acclimatization
Lowlands (including below ground) Soft ground, roof fall, radon,Avoidance, knowledge of
floods, oxygenterrain, local knowledge, no
deficient/poisonous lone working, gas detection,
atmosphere breathing apparatus
Tropics Heat exhaustion Correct clothing, equipment
Marine/Coastal Currents, riptides, abnormalKnowledge of conditions,
waves buoyancy aids
Inland waters, lagoons Tides, flotsam and jetsam,Knowledge of tides, local
quicksand, loose rocks, flashconditions, stay out of water,
floods, drowning, sludge pits, buoyancy aids
underwater obstacles,
unstable substrate
Woodland Fire No fires or smoking, tree
climbing gear and skills
Rocky areas Falls, chippings, rock falls Care with hammers and
sample removal; goggles,
gloves
Urban Vehicles, assault Road safety skills, local
knowledge, escorts, care in
questioning
Roads and railways Vehicles, trains, electricity Avoidance, permits, guide
Biological
Farm stock Bulls, pigs, dogs Observance of warning signs
Flora and fauna Poisonous/irritant plants,Proper clothing, local
fungi, reptiles, arthropods knowledge, repellents,
antidotes

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Hazard Source Hazard Sample Risk Controls

Climate
Microbiological Weil's Disease Rubber gloves
Tetanus, Malaria, Cholera,Vaccination, Prophylaxis
Typhoid
Lyme disease Light-colored clothing
Algal toxins Hand hygiene
E coli, Campylobacter Hand hygiene
Food borne illness Good food hygiene practice,
medical backup
Water-borne infection Wound infection Suitable clothes, hygiene, First
Aid practice
General Medical evac, vaccination (if
required), insect repellent
Chemical
Water pollution, dumps Harmful chemicals,Stay out of water, test kits,
toxic/flammable gases,correct clothing, purification
wastes methods, local knowledge,
avoidance, PPE
Mechanical
Machinery, plant, tools/equipment Entanglement, trapping,Guarding, training,
crushing, etc, sudden failure maintenance, spares
Electrical
Generators, equipment Shock, fire, exposed circuits,Use low voltages, correct use,
differing safety standards guarding
Human activity
Farming, forestry, industrial Machinery, chemicals,Avoidance, access permits,
vehicles, felling, static andlocal knowledge, guides
mobile machinery, buildings,
vehicles, large plant
and machines at open cast
sites and quarries
Excavations, mines, quarries i.e. Toxic gas, flooding,Oxygen/other gas monitor,
'confined spaces' asphyxiation, explosiveradon/radiation monitor,

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Hazard Source Hazard Sample Risk Controls

Climate
mixes, roof fall/collapse,breathing apparatus, other
hidden shafts, dead ends,PPE, local knowledge, no lone
failure of props/supports working, permits
Military Explosion, ammunition Do not touch explosives,
detonators, fuses, suspect
objects, etc.
Waste disposal Hazardous materials Avoid refuse tips, landfill sites
Recreation
Hunting/Shooting Firearms Avoid area, observe warning
signs
Climbing Rock-falls Correct equipment, local
knowledge
Horse riding Collision Training, riding helmet, correct
equipment
ATVs/off-roaders Collision
Skiing Avalanche, collision Check weather forecasts,
seek local advice
Work procedures
Boats Sinking, swamping, blown outSeamanship, sailing training
to sea
Diving Drowning, bends Training (use of
equipment/techniques)
Working at heights (>2 metres) Falls Harness, safety ropes etc.,
correct equipment, training
Cooking/heating CO poisoning, fire Training, gas detector
Vehicles Collision, being struck, fuelDriving competence, training,
fires, loose loads, hazardousrestrict U/G drivers,
terrain extinguishers
Sampling Hard rock splinters PPE
Work abroad
Vehicles As above Use of local drivers,
knowledge of local
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Hazard Source Hazard Sample Risk Controls

Climate
laws/penalties
Catering Food-borne illness Avoid higher risk foods (e.g.
ready to eat, milk, ice,
unwashed salads, shellfish)
Water-borne illness Potable water, purification
tablets, bottled water
Local factors Restrictions on photography,Local knowledge, guide,
differing customs/sense ofcircumspect behavior
humor, sexual harassment,
criminal element
Health Illness, infection (including
hepatitis and HIV)
Accommodation Availability, suitability,Health insurance, see above
sanitation, security
Civil unrest, International tensions Armed conflict, terroristLocal knowledge, advance
activity arrangements, FC Office
advice
Other stressors Accommodation problems,Contact arrangements,
differing expectations, crime,support
language/communication
problems, isolation,
remoteness, lack of
family/peer support, workload
General
Lone working Isolation Communications, always
within hailing distance of
others, ensure your location
and movements are known
Health Pre-existing conditions Health declaration, special
arrangements
Food intolerance/allergy Health declaration, special
arrangements
Foot problems Foot care

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Hazard Source Hazard Sample Risk Controls

Climate
Lack of fitness, exhaustion Adequate preparation
Behavior Group dynamics,Knowledge of standards
relationships required, sensible standards,
respect for other
people/cultures, comply with
leader instructions
Sampling Legal problems Take only what is permitted,
leave site clean and tidy,
minimize disturbance to crops,
livestock, landscape, only
enter private/restricted areas
after gaining permission
Clothing Various Suitable for climate, area,
activities, customs, laws, carry
spare items, suitable footwear
High places Falls, material falling/slipping,Stay away from tops and
unguarded mine shafts,bottoms of steep slopes, mine
unstable cliffs shafts, etc., quarry/cliff/bank
edges
Environmental Sites of Special ScientificAvoid, permits
Interest (SSSIs), conservation
areas, etc.

Reference:

[Link]
onandriskassessment/

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Information Sheet 4.2

OCCUPATION AND WORKPLACES

What should I know before reading about this occupation?

This profile summarizes the common issues and duties for welders. Welders can work at a wide
variety of types of workplaces. Because each workplace is unique, there is no way to predict all
of the possible hazards you may encounter. This summary focuses on the major job duties that
most welders would have in common.

What, briefly, does a welder do?

Welders use specialized equipment to "weld" or join together metals. They will also cut or trim
metal objects. There are many different types of welding including:

 Gas tungsten arc welding (GTAW).

 Gas metal arc welding (GMAW).
 Flux-cored arc welding (FAW).
 Plasma arc welding (PAW).
 Shielded metal arc welding (SMAW).
 Resistance welding.
 Submerged arc welding (SAW).

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Many will also solder and grind materials. Flame cutting equipment, and various metal shaping
machines (shears, straighteners, bending machines) may also be used.

Welders need to know how to prepare the metal for welding or cutting. They need to know which
type of welding to do, how to use their equipment safely, how to follow work procedures, and
what procedures to use for quality control.

Welders can work in places that manufacture structural steel, boilers, heavy machinery, air
crafts, and ships. They also work in many industrial sectors such as automotive, oil and gas,
manufacturing, forestry, mining, construction, etc.

What are some health and safety hazards associated with being a welder?

Hazards typically fall into one of six general categories as listed below. For more information on
that issue, prevention, or how to work safely with a chemical or material, click on the links where
provided.

Biological
While it depends on the workplace itself, welders do not normally encounter biological hazards.

Chemical

Welding can create fumes which are a complex mixture of metallic oxides, silicates and
fluorides. Fumes are formed when metal or other materials such as flux or solvents are heated
above its boiling point and its vapors condense into very fine particles (solid particulates).
Welding fumes normally contain oxides of the materials being welded and of the electrodes
being used. If the metal has a coating or paint, these too can decompose with the heat and
become part of the fumes. Care should be taken when working near these fumes as health
effects can be both immediate, or occur at a later time.

Welders also often work with and around:

 Flammable and combustible liquids.

 Compressed gases.
 Asbestos.

Ergonomic

Many injuries to welders are the result of strains, sprains and work-related musculoskeletal
disorders (WMSDs). Welders often have to:

 Lift or move heavy objects.

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 Work in awkward positions for long periods of time.

 Handle and hold heavy welding guns.
 Perform repetitive motions.

See OSH Answers document on Welding - Ergonomics for more information.

Physical

Welders can be exposed to:

 Excessive noise levels.

 Excessive heat or cold.
 Electromagnetic fields.
 Laser light.
 Radiation.

Welding arcs and flames can emit intense visible (VIS), ultraviolet (UV) and infrared (IR)
radiation. Gamma- or X-rays can be emitted by inspection equipment or welding machines. Skin
and eye damage such as "welder's eye" or cataracts can result to certain types of radiation.

Safety

Welders often have to work:

 At heights.
 In confined spaces.
 Could experience electrical shock or electrocution.

Other safety hazards include:

 Flying particles which can enter the eye or skin.

 Cuts and stabs from sharp metal edges.
 Injury from other equipment (e.g., using power tools such as grinders, chippers, drills,
etc.).
 Slips, trips or falls due to location or environment near the job.
 Burns from hot surfaces, flames, sparks, etc.
 Fires from sparks, flames or hot metals (a special situation includes when the
surrounding atmosphere becomes oxygen enriched and thus easier to ignite.) Fires may
also result from flashbacks or equipment failure. Please note that clothes soiled with oils
or grease can burn more easily. In addition, sleeves or cuffs that are folded or rolled up
can "catch" sparks and increase the risk of fire.

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Psychological

Work demands and deadlines may contribute to stress felt on the job. In addition, some welders
may be required to work shifts or extended work days which can have health effects.

Are there any long-term health effects of being a welder?

According to the International Labour Office (ILO), welders are at increased risk of:

 Respiratory tract infections have been shown to be increased in severity and frequency
among welders. Chemical irritation due to exposure to metal fumes seems to be the
cause of respiratory infections.
 Pneumoconiosis (a chronic respiratory disease caused by inhaling metallic or mineral
particles); in particular siderosis, a type of pneumoconiosis, related to inhaling iron oxide).
 Certain cancers (e.g., liver, nasal, sinonasal, stomach, and lung). The International
Agency for Research on Cancer (IARC) concluded that welding fumes were "possible
carcinogenic to humans" Group 2B.
 Possible hearing loss.
 The exposure to UV light may result in chronic damage to the eyes and skin.
 Damage to the central nervous system, when exposed to lead, manganese and
aluminum fumes.
 Respiratory disease from high concentrations of carbon dioxide and related oxygen
deficient atmospheres (particularly in poorly ventilated places).
 Chronic poisoning when certain materials are present in welding fumes such as zinc or
cadmium, polychlorinated biphenyls (from decomposition of anti-corrosion oils), or
decomposition products from paints.

(Source: Welder. International Hazard Datasheets on Occupations (HDO). Encyclopaedia of

Occupational Health and Safety. Geneva: International Labour Office)

What are some preventative measures that can be taken?

 Install effective ventilation where ever possible.
 Always wear the correct personal protective equipment (PPE). Welders should wear eye
wear that has UV protection. They also should use ear protection. If local exhaust
ventilation is not adequate or practical, respiratory equipment should be used. Aprons
and fire resistant heavy leather gloves will help protect the hands and clothing.
 Be sure that flammable and combustible materials are stored far away from the work
areas.
 Inspect ladders or scaffolding before using. Know how to use fall protection equipment,
and use where appropriate.
 Learn safe lifting techniques.

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 If a job requires work in an awkward position (e.g., with hands above shoulder level) be
sure to take frequent breaks.

What are some general safe work practices to know?

Welders will need to know:

 General information/tips about welding.

 Proper selection, use, maintenance and storage of PPE.
 Confined space entry procedures.
 Fall protection procedures.
 Lock-out / tag-out procedures.
 How to work safely with flammable and combustible liquids.
 How to work safely with compressed gases.
 How to work safely with power tools.
 Working safely on ladders, and platforms / scaffolds.
 Manual material handling (lifting) techniques.

All workers should:

 Follow company safety rules.

 Know about WHMIS and MSDSs.
 Hazard reporting.
 Good housekeeping procedures.

Where can I get more information?

Because of the wide variety of workplaces where welding may occur, and the vast range of
materials used by welders, all situations cannot be covered in this document.

NOTE: If you have health concerns, ask your doctor or medical professional for advice.

If you have any questions or concerns about your specific workplace, you can ask one or more
of the following for help:

 Your health and safety committee or representative.

 Your union.
 Your safety department.
 Your supervisor or manager.
 Check with your local library.
 Your local government department responsible for health and safety

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Reference:

[Link]

Information Sheet 4.3

WELDING PROCESSES CODE OF PRACTICE

What is welding?
Welding is the process of permanently joining two or more materials together, usually metals, by
heat or pressure or both. When heated, the material reaches molten state and may be joined
together with or without additional filler materials being added. Thermoplastics, for example can
be welded together using a suitable heat source to form permanent joins.

Many different energy sources can be used for welding including gas flames, electric arcs,
electric resistance, lasers, electron beams, friction, molten metal baths and ultrasound. Welding
includes joining methods as diverse as fusion welding, forge welding, friction welding, braze
welding, brazing, soldering and explosion welding. Welding is a potentially hazardous activity
and precautions are required to avoid electrocution, fire and explosion, burns, electric shock,
vision damage, inhalation of poisonous gases and fumes, and exposure to intense ultraviolet
radiation.

Who has health and safety duties in relation to welding?

A person conducting a business or undertaking has the primary duty to ensure, so far as is
reasonably practicable, that workers and other persons are not exposed to health and safety
risks arising from the business or undertaking.
A person conducting a business or undertaking that carries out welding activities must eliminate
risks arising from welding, or if that is not reasonably practicable, minimize the risks so far as is
reasonably practicable.

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The WHS Regulations include more specific requirements to manage the risks of hazardous
chemicals, airborne contaminants and plant, as well as other hazards associated with welding
such as noise and manual tasks.
Designers, manufacturers, importers and suppliers of plant or substances used in welding
must ensure, so far as is reasonably practicable, that the plant or substance is without risks to
health and safety. This duty includes carrying out testing and analysis as well as providing
specific information about the plant or substance.
Officers, such as company directors, have a duty to exercise due diligence to ensure that the
business or undertaking complies with the WHS Act and Regulations. This includes taking
reasonable steps to ensure that the business or undertaking has and uses appropriate
resources and processes to eliminate or minimize risks that arise from welding.
Workers have a duty to take reasonable care for their own health and safety and must not
adversely affect the health and safety of other persons. Workers must comply with any
reasonable instruction and co-operate with any reasonable policy or procedure relating to health
and safety at the workplace. If personal protective equipment is provided by the person
conducting the business or undertaking, the worker must use it in accordance with the
information, instruction and training provided.

What is required to manage risks associated with welding processes?

The WHS Regulations require a person conducting a business or undertaking to ‘manage risks’
associated with specific hazards, including noise, hazardous chemicals, confined spaces, plant
and electricity.

Regulation 32-38: In order to manage risk under the WHS Regulation, A duty holder must:
 identify reasonably foreseeable hazards that could give rise to the risk
 eliminate the risk so far as is reasonably practicable
 if it is not reasonably practicable to eliminate the risk, minimize the risk so far as is
reasonably practicable by implementing control measures in accordance with the
hierarchy of risk control
 maintain the implemented control measure so that it remains effective
 review, and if necessary revise all risk control measures so as to maintain, so far as is
reasonably practicable, a work environment that is without risks to health and safety

This Code provides guidance on managing the risks of welding processes by following a
systematic process that involves:
 identifying the hazards

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 if necessary, assessing the risks associated with these hazards

 implementing control measures, and
 reviewing control measures
Guidance on the general risk management process is available in the Code of Practice: How to
Manage Work Health and Safety Risks.

Consulting your workers

Consultation involves sharing of information, giving workers a reasonable opportunity to express

views and taking those views into account before making decisions on health and safety
matters.

Section 47 A person conducting a business or undertaking must consult, so far as is

reasonably practicable, with workers who carry out work for them and who are (or are likely to
be) directly affected by a work health and safety matter.
Section 48 If the workers are represented by a health and safety representative, the
consultation must involve that representative.

Consultation with workers and their health and safety representatives is necessary at each step
of the risk management process. By drawing on the experience, knowledge and ideas of your
workers you are more likely to identify all hazards and choose effective control measures.
For example, metal surfaces need to be cleaned prior to welding to remove debris and
hazardous materials. When considering how to safely prepare metal using chemical treatments,
you should consult with workers to better understand the work practices they use and the
potential hazards they face.
Consultation with workers can help you select appropriate control measures, including any
personal protective equipment they may require.

Consulting, co-operating and co-coordinating activities with other duty holders

Section 46 A person conducting a business or undertaking must consult, co-operate and co-
ordinate activities with all other persons who have a work health or safety duty in relation to the
same matter, so far as is reasonably practicable.

Sometimes you may share responsibility for a health and safety matter with other business
operators who are involved in the same activities or who share the same workplace. In these

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situations, you should exchange information to find out who is doing what and work together in a
co-operative and co-ordinated way so that all risks are eliminated or minimized as far as
reasonably practicable.
For example, if you hire a welder to repair an item of machinery at your workplace you should
work together with the welder to plan the work, discuss any safety issues that may arise and
how the risks associated with the welding processes, such as exposure to fumes and noise will
be controlled.
Further guidance on consultation is available in the Code of Practice: Work Health and Safety
Consultation, Co-operation and Co-ordination.

Information, training, instruction and supervision

Section 19 A person conducting a business or undertaking must ensure, so far as is reasonably
practicable, the provision of any information, training, instruction, and supervision that is
necessary to protect all persons from risks to their health and safety arising from work carried
out.
Regulation 39 A person conducting a business or undertaking must ensure that information,
training and instruction provided to a worker is suitable and adequate having regard to:
 the nature of the work carried out by the worker
 the nature of the risks associated with the work at the time of the information, training
and instruction, and
 the control measures implemented

The person must also ensure, so far as is reasonably practicable, that the information,
training and instruction are provided in a way that is readily understandable to whom it is
provided.
Section 19 A person conducting a business or undertaking must ensure, so far as is reasonably
practicable, the provision of any information, training, instruction, and supervision that is
necessary to protect all persons from risks to their health and safety arising from work carried
out.
Regulation 39 A person conducting a business or undertaking must ensure that information,
training and instruction provided to a worker is suitable and adequate having regard to:
 the nature of the work carried out by the worker

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 the nature of the risks associated with the work at the time of the information, training
and instruction, and
 the control measures implemented

The person must also ensure, so far as is reasonably practicable, that the information,
training and instruction is provided in a way that is readily understandable to whom it is
provided.
The information, training, and instruction that is provided to workers who carry out welding
should include:
 the proper use, wearing, storage and maintenance of personal protective equipment
(PPE)
 how to work safely in hazardous environments, such as a confined space
 first aid and emergency procedures
 how to access safety data sheets (SDS) for hazardous chemicals
 the nature of, and reasons for, any health monitoring if required
THE RISK MANAGEMENT PROCESS
Identifying the hazards
The first step in managing risks associated with welding processes is to identify all the hazards
that have the potential to cause harm. Welding and allied processes can have similar hazards
and you can follow the same process to identify hazards. For example both welding and allied
processes produces ultra violet and infra-red radiation which can cause burns, cancer and
blindness.
Potential hazards may be identified in a number of different ways including:
 conducting a walk through assessment of the workplace observing the work and talking
to workers about how work is carried out
 inspecting the materials and equipment that will be used during the welding process
 reading product labels, SDSs and manufacturer’s instruction manuals
 talking to manufacturers, suppliers, industry associations and health and safety
specialists
 reviewing incident reports

Assessing the risks

A risk assessment involves considering what could happen if someone is exposed to a hazard
combined with the likelihood of it happening.
Under the WHS Regulations a risk assessment is not mandatory for welding however, it is
required for specific situations, for example when working in a confined space.
In some circumstances, a risk assessment will assist to:
 identify which workers are at risk of exposure

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 determine what sources and processes are causing that risk

 identify if and what kind of control measures should be implemented
 check the effectiveness of existing control measures
Risks will depend on various factors, including the:
 properties of the materials being welded
 surface coating of the items being welded (for example whether they contain lead
or other toxic materials)
 condition of the welding equipment
 conditions under which welding is carried out (for example, confined spaces)
 skills, competence and experience of the welder
Different welding processes also influence the risk. For example, the risk of electric shock is
lower using gas metal arc welding (GMAW) than manual metal arc welding because the open
circuit voltages are lower, only direct current is used and the power is switched at the hand
piece.

The following questions may help to assess the risk:

 In the event of exposure to the hazard, will the outcome be severe, moderate or mild?
 How often, and for how long, will exposure to the hazard occur?

Controlling the risks

The hierarchy of control measures
Some control measures are more effective than others. Control measures can be ranked from
the highest level of protection and reliability to the lowest. This ranking is known as the
hierarchy of control.
You must always aim to eliminate a hazard and associated risk first. For example, fabrications
may be designed to include many pre-cast components or extruded shapes to eliminate the
need to weld.
If this is not reasonably practicable, the risk must be minimized by using one or more of the
following approaches:

 Substitution – replace a hazardous process or material with one that is less hazardous,
for example using submerged arc welding instead of flux-cored wire welding will reduce
the risk of exposure to radiation and fumes. In welding, such types of substitution are
not always practical or technically suitable.
 Isolation – removing the welder and nearby workers from the hazard or isolating or
screening the hazard from the welder, for example ancillary processes like plasma
cutting, gouging, grinding, fettling and guillotining can be carried out in specified areas

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away from general fabrication, to reduce risk of exposure to loud noise at the welding
station.
 Engineering controls – use engineering control measures to minimize the risk, for
example, ventilation systems to remove welding fumes.
 If risk then remains, it must be minimized by implementing administrative controls, so far
as is reasonably practicable. For example, if a welding process takes place in a very hot
environment, allowing the welder to weld for a limited time followed by a suitable rest and
cooling-off period will reduce the risk of heat exhaustion.
Any remaining risk must be minimized with suitable personal protective equipment (PPE).
For example, if the welder has to stand on metallic surfaces that form part of the electric circuit it
may become live. The use of rubber-soled boots will reduce the risk of electric shock.

Administrative control measures and PPE rely on human behavior and supervision. If used on
their own, they tend to be least effective in minimizing risks.
A combination of these control measures may be required in order to adequately manage the
risks with welding. You should check that your chosen control measure does not introduce new
hazards.
Chapter 3 of this Code provides information on control measures for welding processes.
Guidance on allied processes control measures can be found in Health and Safety in Welding
WTIA Technical Note No.7.

Reviewing control measures

The control measures that are put in place to protect health and safety should be regularly
reviewed to make sure they are effective. This may involve, for example, atmospheric
monitoring to measure the amount of welding fume in the welder’s breathing zone following
introduction of fume extraction equipment. If the control measure is not working effectively it
must be revised.
Common review methods include workplace inspection, consultation, testing and analyzing
records and data. If problems are found, go back through the risk management steps, review
your information and make further decisions about controlling the risk.

SPECIFIC HAZARDS AND CONTROL MEASURES

Airborne contaminants
Regulation 351 A person conducting a business or undertaking must manage the risks
associated with using, handling, generating or storing a hazardous chemical at a workplace.
This includes ensuring that hazardous chemicals are correctly labeled and that workers can
access current safety data sheets.
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Welding can generate fumes, mists, dust, vapours and gases, including ozone. The amounts
and types of fumes produced vary greatly depending on the process involved and the materials
being used such as metals, solvents, flux, paint and plastics. The health effects of exposure to
fumes, dust, vapour and gases can vary. Effects can include irritation of the upper respiratory
tract (nose and throat), tightness in the chest, asphyxiation, asthma, wheezing, metal fume
fever, lung damage, bronchitis, cancer, pneumonia or emphysema.
Some welding fumes are easy to see, however, many gaseous fumes and vapors are invisible.
Generally, fewer fumes are generated from gas welding than from electric welding processes.
Also, intense ultraviolet radiation emitted by arcs may travel significant distances from arcs,
especially in reflective environments and may give rise to significant quantities of ozone.
Appendix A contains information about fumes that are commonly released during welding.
To determine the risk of exposure to fumes during welding you should identify what equipment
and materials are being used and the level of fumes, dust, vapor and gases generated. For
example, phosphine is generated when steel that is coated with a rust proofing compound is
welded. High concentrations of phosphine gas are irritating to the eyes, nose and skin. The
substance can have detrimental effects on the lungs and other organs. In order to prevent
exposure to phosphine in this circumstance, you would first identify rust proofed steel in the
material that will be welded.
For exposure to welding fumes, total fume concentrations as well as individual fume
components should be considered
Control measures

 Eliminate, so far as is reasonably practicable, any exposure to airborne contaminants

that are hazardous chemicals.
 If it is not reasonably practicable to eliminate the risk, measures to minimize it must
be used. For example
 substituting a hazardous chemical with a less hazardous one
 reducing the quantity of a hazardous chemical that is used, handled or stored
at the workplace
 isolating the source of exposure to the hazardous chemical, for example, welding
in isolation booths away from others
 using engineering control measures, for example, installing ventilation systems
to capture or remove airborne contaminants. Refer to 4.1 of this code for more
information on ventilation
 Implement administrative control measures, for example procedures to handle hazardous
chemicals safely.
 Provide appropriate respiratory protection.

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 Check the SDS for welding rods and wires to identify which gases and fumes are
released during welding. Further information about controlling airborne contaminants is
available in the Fume Minimization Guidelines published by the Welding Technology
Institute of Australia.

Exposure standards
Regulation 49. A person conducting a business or undertaking must ensure that no person at
the workplace is exposed to a substance or mixture in an airborne concentration that exceeds
the exposure standard for the substance or mixture.
Exposure standards represent airborne concentrations of a particular substance or mixture that
must not be exceeded. There are three types of exposure standard:
 8-hour time-weighted average
 peak limitation
 short term exposure limit
Exposure standards are based on the airborne concentrations of individual substances that,
according to current knowledge, should not cause adverse health effects nor cause undue
discomfort to nearly all workers. Chemicals with workplace exposure standards are listed in the
Workplace Exposure Standards for Airborne Contaminants. These exposure standards are also
available from the Hazardous Substances Information System (HSIS) on the Safe Work
Australia website. The HSIS database contains additional information and guidance for many
substances. Although exposure standards may also be listed in Section 8 of the SDS, you
should always check the Workplace Exposure Standards for Airborne Contaminants or HSIS to
be certain. Guidance on interpreting exposure standards is available in the Guidance on the
Interpretation of Workplace Exposure Standards for Airborne Contaminants.
To comply with the WHS Regulations, monitoring of workplace contaminant levels for chemicals
with exposure standards may need to be carried out.

Monitoring airborne contaminant levels

Regulation 50 A person conducting a business or undertaking must ensure that air monitoring
is carried out to determine the airborne concentration of a substance or mixture at the
workplace to which an exposure standard applies if:
 the person is not certain on reasonable grounds whether or not the airborne
concentration of the substance or mixture at the workplace exceeds the relevant
exposure standard; or
 monitoring is necessary to determine whether there is a risk to health

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Air monitoring is the sampling of workplace atmospheres to obtain an estimate of workers’

potential inhalation exposure to hazardous chemicals.
Air monitoring can be used:
 when there is uncertainty about the level of exposure
 to indicate whether exposure standards are being exceeded or approached
 to test the effectiveness of the control measures
Air monitoring should be carried out by a person such as an occupational hygienist with skills to
carry out the monitoring according to standards and to interpret the results. Where monitoring of
airborne contaminants is used to determine a person’s exposure, the monitoring must be
undertaken in the breathing zone of the person.
Monitoring should also be conducted in the breathing zones of other workers in the vicinity to
ensure that they are not exposed to hazardous levels of fumes.
Results from air monitoring indicate how effective your control measures are, for example
whether ventilation systems are operating as intended. If monitoring identifies that the exposure
standard is being exceeded, the control measures must be reviewed and any necessary
changes made.
Records of air monitoring for airborne contaminants with exposure standards must be kept for a
minimum of 30 years and must be available to workers who are exposed.

Air monitoring cannot be used to determine a risk to health via skin contact of airborne
chemicals.

Radiation
Radiation is energy travelling as waves of electromagnetic radiation or subatomic particles.
Electric arc and laser welding emit ultraviolet, visible light and infra-red radiation. Gas welding
emits visible light and infra-red radiation.

The potential effect of radiation on the body depends on the type, intensity, the distance you are
from it and the duration of exposure. Eye disorders and skin burns may be caused by exposure
to intense ultraviolet and infra-red radiation in welding. Exposure to the eyes causes ‘arc eye’ or
‘welders flash’ which is a painful inflammation of the cornea. The cornea can repair itself in one
to two days, however, if the cornea becomes infected it may lead to some loss of vision.

The effects of ultraviolet and infra-red radiation are not normally felt until sometime after
exposure. Radiation from laser welding is less obvious than from electric welding arcs but both
are serious hazards.

Workers directly involved in the welding process are at greatest risk, however, other workers in
the workplace and passers-by could also be exposed to radiation.
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Control measures
 Install non-flammable screens and partitions.
 Use signs to warn that welding is occurring.
 If welding is being carried out, entry into the work area is not permitted unless safeguards
are used such as PPE.
 Provide PPE including filter shades for goggles and face shields to protect the eyes from
radiation. Gloves and other protective clothing should be worn
to cover exposed skin.

Electrical risks
Regulation 147 A person conducting a business or undertaking must manage risks to health
and safety associated with electrical risks at the workplace.

Regulation 149 This includes ensuring that any unsafe electrical equipment is disconnected
from its electricity supply.

Regulation 150 A person conducting a business or undertaking must ensure that electrical
equipment that is used in an environment in which the normal use of the electrical equipment
exposes it to operating conditions that are likely to result in damage or reduce the life of the
equipment (through moisture, heat, vibration, mechanical damage, corrosive chemicals or dust)
is inspected and tested regularly by a competent person.

Regulation 164 In such conditions the person conducting a business or undertaking must also
ensure, so far as is reasonably practicable, that any electrical risk associated with the supply of
electricity to the electrical equipment through a socket outlet is minimized by the use of an
appropriate residual current device (RCD).

Using electrical welding equipment involves a risk of electric shock or electrocution. Exposure to
electromagnetic fields is also a potential hazard for workers with some medical conditions.

Electric shock
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Electric shock may result in serious burns or death by electrocution. Electric shock or
electrocution can occur through direct contact with the electrode, live parts, the work piece, or
through contact with a device such as an unearthed cable or tool. The risk of electric shock can
be exacerbated by moisture and high humidity.

Control measures

 Use fully insulated electrode holders. The holder should never be dipped into water to
cool, or be placed on conductive surfaces.
 Prevent contacting electrodes or welding wire with bare hands when in the holder
or welding gun (wear dry welding gloves), and make sure that holders or welding guns
are never held under the armpits.
 Prevent holders or electrodes coming into contact with any other person.
 Check the working area does not have any potentially live structures, components
or wet areas.
 Install a RCD.
 Inspect all equipment to check that it is in good condition prior to use, including power
switches, terminals, connections, cables and insulation.
 The working environment should be designed to minimize the risk of electric shock. For
example, areas where welding is undertaken, can be insulated and air-ventilated to
prevent workers from perspiring as perspiration is a conductor of electricity.
Table 1 below lists several ways to minimize the risk of electric shock when carrying out welding.
Table 1: Procedures to minimize the risk of electric shock
Work phase Procedure
Before welding
 Become familiar with the procedures and emergency plans for your workplace and make
sure you understand how to perform welding activities safely and what you need to do if a
person suffers an electric shock.
 Do not work in an environment that is damp, humid or wet, or where a worker may be
exposed to rain.
 Check the equipment is well maintained. For example, conductors should be well
insulated to prevent contact with live conductors.
 Install shut down mechanisms such as fuses, low voltage safety switches or residual
current devices on equipment.

During welding
 In hazardous working environments avoid working alone.
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 Use an appropriate hazard reducing device.

 Avoid leaning against the material or structure during welding.
 Wear personal protective equipment including welding gloves and rubber insulated shoes
while working.
 Where practicable stand, lay or sit on non-conducting material while carrying out welding.
 Always keep the welding machine terminals and cable connections clean and tight and
only use welding cables that are fully insulated for their entire length.
 Minimize perspiration by allowing time to dry equipment during breaks, changing clothing,
gloves, using ventilators and using an air fed welding mask.
 Do not change electrodes by hand whilst simultaneously touching the bench or the work
piece.
 Do not connect or change welding cables before switching off the power at the mains.
 Where devices have an earth (ground) connection, it is essential it is connected at all
times.
After welding
 Check the condition of all equipment after use and report any defects.

Further guidance about electrical safety is available in:

 Code of Practice: Managing Electrical Risks at the Workplace
 Welding Electrical Safety, WTIA Technical Note No. 22, published by the Welding
Technology Institute of Australia
 AS 1674.2: Safety in welding and allied processes – Electrical .
 AS 60974.1: Arc welding equipment – Welding power sources (Section 11 and 13
for hazard reducing devices)

Electromagnetic fields

Electric arc welding produces strong electric and magnetic fields close to the power source
and around the current-carrying cables. Electromagnetic fields can disrupt the operation
of pacemakers, permanent defibrillators or other medical devices which could cause the heart to
stop or slow down. A worker will not be aware of a magnetic field hazard unless a heart
pacemaker or other device is behaving irregularly.
Electromagnetic fields can also occur wherever power is being generated and near transmission
lines. Before work near these facilities begins, you should check with the electricity supply

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company to make sure work will not affect the supply of power or if there are any special
precautions welders need to take when working in those areas.

Control measures
 Use barriers to isolate people who are not directly involved in the welding process.
 Use signs indicating there are strong electromagnetic fields should be used to alert
people
to risks.
 Workers should not stand close to the power source or drape the welding cable around
their body.
 Workers with pacemakers or other susceptible devices should substitute work that
involves exposure to electromagnetic fields for another type of welding process, such as
performing oxy-fuel welding instead of electric arc welding. Seek medical advice before
exposing a worker wearing such a device to welding related electromagnetic fields.

Fire and explosion

Regulation 52 A person conducting a business or undertaking must manage risks to health and
safety associated with ignition sources in a hazardous atmosphere at the workplace that are not
part of a deliberate workplace process or activity.

Regulation 53 A person conducting a business or undertaking must ensure that flammable or

combustible substances kept at the workplace are kept at the lowest practicable quantity.

Welding generates heat, flames and sparks all of which are sources of ignition. When combined
with sources of fuel and oxygen, sources of ignition present a significant risk of fire and
explosion.
You must manage risks to health and safety associated with an ignition source in a hazardous
atmosphere. This includes identifying all sources of ignition, such as other processes associated
with welding, for example grinding which can also generate heat, flames and sparks. Common
sources of fuel that can be found in workplaces include flammable and combustible materials
such as, flammable gases, (for example, acetylene, hydrogen, methane-natural gas), liquefied
petroleum gas (for example, barbeque gas), flammable liquids (for example, mineral turpentine,
petrol), combustible liquids (for example, oils) and materials such as wood, leaves, cardboard
boxes and flammable metal or self-burning dusts. Neighboring properties may have containers
of fuel, flammable liquids and dried grass or leaves which also can present a hazard
to your workplace if these sources ignite. The risk of fire and explosion could be increased by
exposure to an oxygen rich atmosphere at your workplace. Fires in oxygen rich atmospheres
are very difficult to extinguish. When oxygen comes in contact with oil, grease, other
hydrocarbons or oil based substances, it can spontaneously ignite and result in a fire or

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explosion. For example, containers with potentially flammable materials and pressurized
cylinders, pipes or vessels should never be cut.
Under the WHS Regulations an atmosphere is a hazardous atmosphere if the concentration of a
flammable gas, vapor, mist or fume exceeds five per cent of the lower explosive limit for the gas,
vapor, mist or fume. The criteria for classification of hazardous areas are described in AS/NZS
60079: (series) Explosive atmospheres and AS/NZS 61241.10: Electrical apparatus for use in
the presence of combustible dust – classification of areas where combustible dusts are or may
be present.
You may need to develop specific procedures for welding in a hazardous atmosphere or
hazardous area. For example, the WHS Regulations requires a ‘confined spaces entry permit’
for work in a confined space. When welding in an area that is not a confined space, you should
still document specific procedures which should include the issue of a ‘hot work permit’. For
further guidance about ‘hot work’ or ‘hot work permit’ refer to AS 1674.1: Safety in welding and
allied processes - Fire precautions. You should also take into consideration the areas and
businesses surrounding the workplace.

Control measures

 Isolate fuel sources from ignition sources.

 Purge all traces of flammable or combustible materials from drums, vessels and tanks
which are to be welded prior to welding, and preferably fill with an inert substance such
as nitrogen gas or water.
 Use fire resistant barriers to prevent welding sparks accidently reaching flammable
and combustible materials.
 Check work areas are well ventilated to prevent accumulation of flammable vapors
in the work area.
 Check work area is free from rubbish, paper or dust that could be potential fuel sources
or produce dust explosions.
 Use flash back arrestors on gas hoses to prevent the flames travelling back and igniting
the gas in cylinder.
 Drain and purge equipment, such as gas hoses, and lock the gas off at the valve
immediately after use.
 Do not store flammable and combustible materials near welding area.
 Keep and maintain firefighting equipment near welding area.

Burns and exposure to heat

Regulation 40 A person conducting a business or undertaking must ensure, so far as is
reasonably practicable, workers carrying out work in extremes of heat or cold are able to carry
out work without risk to health and safety.

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Regulation 209 Persons with management or control of plant must ensure, so far as is
reasonably practicable, that any pipe or other part of the plant associated with heat or cold is
guarded or insulated so that the plant is without risks to the health and safety of any person.

Burns are one of the most common injuries in welding. The temperature of a welding arc can
reach 6000 degrees Celsius. The intense ultraviolet and infra-red rays can be harmful to both
the welder and anyone else nearby. Burns occur frequently on hands and other exposed skin,
but also in eyes from sparks and metal fragments. The symptoms of exposure to this level of
heat are similar to extreme sunburn.

Control measures

 Isolate workers from contacting hot work pieces, for example, carry out post-weld heat
treatment in areas where work pieces cannot be accidently touched.
 Mark or label as ‘hot’ equipment, metals, plates or items likely to be hot in the welding
area to minimize accidental burns. Contact with heated surfaces can be avoided by using
thermal insulating materials and wearing personal protective equipment.
Heat
Welding can often produce heat at a level that creates an uncomfortable and hazardous working
environment. Exposure to extreme heat is particularly hazardous when working outdoors in
direct sunlight, on hot days and in confined spaces. Working in a hot environment can cause
heat rash, heat stress, heat stroke and result in permanent injury or death. Heat stress is a
serious medical condition and can occur gradually and has a range of symptoms. While
discomfort, dehydration and sweating can be easily noticed by a worker, symptoms such as lack
of concentration, fatigue, lethargy and confusion are less noticeable.
Wearing PPE can also restrict air movement and sweat evaporation which can make a worker’s
immediate environment hot.

Workers should also be familiar with safe working practices in order to avoid exposure to
extreme heat. For example, when working with a plasma arc, workers should keep away from
the torch tip and not grip materials near the cutting path.

Control measures

 Ventilate work areas to reduce the buildup of heat in the workplace.

 Workers should drink cool drinking water and take regular scheduled rest breaks.
Further information is available in the Code of Practice: Managing the Work Environment and
Facilities.

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Compressed and liquefied gases

Compressed and liquefied gases are used as fuel, a source of oxygen or as shielding gases in
certain types of welding. Cylinders contain large volumes of gas under high pressure and
precautions need to be taken when storing, handling and using cylinders.
The hazards associated with compressed and liquefied gases include fire, explosion, toxicity,
asphyxiation, oxidization and uncontrolled release of pressure. Gas leakage is a particular
hazard. Leaking fuel gas is usually recognized by odor, however, oxygen leaks are harder to
detect and therefore potentially more hazardous.

Control measures

 Store and handle cylinders appropriately. For further guidance refer to AS 4332: The
storage and handling of gases in cylinders.
 Keep cylinders maintained free from leaks or dents.
 Store cylinders in an upright position to ensure the safety device functions correctly.
 Secure cylinders to prevent dislodgement.
 Ensure flashback arrestors are fitted at the blow pipe at the regulator on oxygen and lines
of oxy-fuel gas systems.
 Keep the cylinder valve closed when the cylinder is not being used.
 Flashback arrestors should be fitted at the blow pipe and to the oxygen and fuel gas
regulators.

If a small leak occurs, close the cylinder valve if possible. The area should be well ventilated
and air conditioning systems should be turned off to avoid spreading gas. However, if a large
amount of gas escapes, emergency procedures should be implemented.

Asphyxiation hazards

Asphyxia is a condition that occurs where there is lack of oxygen. All gases, including fuel gases
(for example, hydrogen, acetylene and liquid petroleum gas) and inert gases (for example,
argon, helium and nitrogen) are an asphyxiation hazard in high concentrations.
Too little oxygen in the air that we breathe can cause fatigue and in extreme cases death.
Using compressed and liquefied gases can result in dangerously low levels of oxygen, either
through consumption of oxygen in the air (burning of fuel) or where an accumulation of gases
displaces oxygen in air. For example, gases that are heavier than air can accumulate in low
lying areas such as pits, wells and cellars and gases that are lighter than air can accumulate in
high areas, for example roof spaces and lofts.

To ensure the controlled release of gas in an emergency situation, oxygen, hydrogen, carbon
dioxide and inert gas cylinders should be fitted with a bursting disc safety device and liquid

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petroleum gas cylinders should have an operational spring-loaded pressure relief valve.
Acetylene cylinders must be fitted with a fusible plug in the neck of the cylinder and must always
be stored and used in an upright position.

Control measures

 Avoid work being carried out in oxygen-enriched (over 23 per cent) or oxygen-depleted
(under 19.5 per cent) atmospheres.
 Keep the work area well ventilated, particularly in low lying areas and roof spaces where
gases can accumulate.
 Use an air supplied respirator, particularly in confined spaces.
 Monitor the atmosphere to check it is free of harmful contaminants and contains an
adequate oxygen level. See 3.10 of this Code for more information about confined
spaces.
 Check cylinder fittings, hoses and connections are not damaged or in poor condition.

Noise
Regulation 57 A person conducting a business or undertaking must manage the risk to health
and safety relating to hearing loss associated with noise. The person conducting a business or
undertaking must ensure that the noise a worker is exposed to at the workplace does not
exceed the exposure standard for noise.

Regulation 58 Audiometric testing must be provided to a worker who is frequently required to

use personal hearing protectors to protect the worker from hearing loss associated with noise
that exceeds the exposure standard for noise.
Exposure to high noise levels can cause permanent hearing loss. Equipment for performing
welding can generate varying levels and frequencies of noise that may cause workers to be
exposed to noise that exceeds the exposure standard. Specifically plasma arc welding generally
exceeds the noise levels generated by other welding activity and ranges between 98 to 112
dB(A).
The exposure standard for noise in relation to hearing loss, is defined in the WHS Regulations
as an LAeq,8h of 85 dB(A) or an LC,peak of 140 dB(C). There are two parts to the exposure
standard for noise because noise can either cause gradual hearing loss over a period of time or
be so loud that it causes immediate hearing loss.
The most effective control measure is to remove the source of noise completely. If this is not
possible, modify equipment and processes to reduce the noise, or isolate the source of noise
from people by using distance, barriers, welding bays and sound absorbing surfaces (types of
engineering control measures).

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If these measures are not reasonably practicable, implement administrative control measures
which limit the amount of noise people are exposed to and how long they are exposed to it.
Lastly, personal hearing protection must be provided to protect workers from any remaining risk.

Further guidance about controlling noise in the workplace is available at Code of Practice:
Managing Noise and Preventing Hearing Loss at Work.

Lead
Lead can become an airborne contaminant when soldering and welding materials. A welder may
be exposed to lead when welding on steel painted with leaded paints, on leaded steel, flame
cutting of batteries and materials contaminated with lead (for example, old automotive mufflers).
The major risk associated with lead is lead poisoning (plumbism). This affects the blood system
and can cause anemia. Other symptoms include abdominal pain, convulsions, hallucinations,
coma, weakness, tremors and the possible increased risk of cancer. Lead exposure can also
affect both male and female reproductive systems. A developing fetus is particularly at risk,
especially in the early weeks before a pregnancy becomes known.
Under the WHS Regulations a process by which electric arc, oxyacetylene, oxy gas, plasma arc
or a flame is applied for welding, cutting or cleaning, to the surface of metal coated with lead or
paint containing more than 1 per cent by dry weight of lead metal is defined as a lead process.
This means certain requirements in the WHS Regulations apply including identifying lead risk
work and removing a worker from lead risk work in certain circumstances.

Regulation 395 A person conducting a business or undertaking that carries out lead processes
must provide information about the lead process to:
 a person who is likely to carrying out the lead process, before they are engaged; and
 a worker, before they commence carrying out the lead process.

If work is identified as lead risk work after a worker commences the work, the person conducting
a business or undertaking must give information about the lead process to the worker as soon
as practicable after it is identified as lead risk work and before health monitoring of the worker is
provided.

The information that must be given is about the health risks and toxic effects associated with
exposure to lead. If the lead process involves lead risk work, information must also be given on
the need for and details of health monitoring.
Control measures

The WHS Regulations require you to:

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 ensure so far as is reasonably practicable that lead is confined to a lead process area at
the workplace and that, the lead process area is kept clean
 ensure that methods used to clean a lead process area do not create a risk to health of
persons in the immediate vicinity or have the potential to spread the contamination of
lead.
 take all reasonable steps to ensure that a person does not eat, drink, chew gum, smoke
or carry materials used for smoking in a lead process area
 provide and maintain clean changing rooms, washing, showering and toilet facilities
 provide workers with eating and drinking facilities that, so far as is reasonably practicable,
cannot be contaminated with lead from a lead process
 ensure that workers remove clothing and equipment that is or likely to be contaminated
with lead and wash their hands and faces before entering an eating or drinking area.
The WHS Regulations also specify control measures for the laundering, disposal and removal of
personal protective equipment that is likely to be contaminated with lead dust.
There are also specific notification requirements under the WHS Regulations for notifying the
regulator within 7 days that lead risk work is being undertaken.
OTHER HAZARDS

Confined spaces
Regulation 64 A person conducting a business or undertaking must manage the risks to health
and safety associated with a confined space at a workplace including risks associated with
entering, working in, on or in the vicinity of a confined space (including a risk of a person
inadvertently entering the confined space).

Hazards that may be encountered in a confined space include:

 heat and fumes generated by welding
 chemical agents including combustible gases or vapours, toxic gases or vapours,
combustible or toxic liquids or solids, or potentially explosive dusts
 oxygen deficiency or excess
 physical agents including thermal extremes, radiation, noise or flooding.

Further guidance on how to work safely in confined spaces is available in the Code of Practice:
Confined Spaces and section 4.1 of this Code.

Falls
Regulation 78 A person conducting a business or undertaking must manage the risks to health
and safety associated with a fall by a person from one level to another that is reasonably likely
to cause injury to the person or any another person.

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The WHS Regulations require the following specific control measures to be implemented where
it is reasonably practicable to do so:
 carry out the work on solid construction, that includes a safe means of access and egress
 if a fall risk cannot be eliminated, minimize the risk by providing and maintaining a safe
system of work including:
 using fall prevention devices (for example, temporary work platforms and guard
railing)
 work positioning systems (for example, fire resistant/flame proof industrial rope
access systems), or
 fall arrest systems such as catch platforms.
In some cases, a combination of control measures may be necessary, for example, using safety
harnesses while working from an elevating work platform.
Welding should not be carried out on ladders. There is a risk of injury from falls due to the
limited visibility of the worker, instability when working on a ladder and risk of electrocution if an
aluminum ladder is used in conjunction with electric welding. Ladders may also be damaged by
welding.
Further guidance about working at heights is available in the Code of Practice: How to Prevent
Falls at the Workplace.

Manual tasks

Regulation 60 A person conducting a business or undertaking must manage the risks to health
and safety relating to a musculoskeletal disorder associated with hazardous manual tasks.

Welding may result in back strain from lifting or pushing and muscle strain from working in
awkward positions. Additional hazards may arise from the use of personal protective equipment
that restricts movement, grip and mobility.
Ways of minimizing the risk of musculoskeletal disorders include:
 designing the layout of the work area and positioning the work piece in a way that allows
workers to adopt a comfortable position, and
 reducing the amount of force necessary to perform tasks, such as using rigging to lift
heavy work pieces and using trolleys to transport cylinders.
Further guidance on how to manage the risks of hazardous manual tasks is available in the
Code of Practice: Hazardous Manual Tasks.

WELDING EQUIPMENT

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Ventilation
Ventilation can remove heat from the environment and reduce exposure to fumes and other
atmospheric contaminants in the work area.
There are three main types of ventilation:
 local exhaust ventilation
 forced dilution ventilation
 natural dilution ventilation.

The choice of ventilation system should take into account:

 the amount and type of fumes and contaminants produced
 the proximity and location of the welding process relative to the ventilation system
 the level of ventilation, natural or mechanical, both for the whole workplace and the
welding area – this will also depend on screens and partitions which may restrict cross-
flow at the work area
 the proximity of the welder’s breathing zone to the fume source.
Local exhaust ventilation

A local exhaust system may comprise the elements listed:

 a hood which captures the contaminant close to its point of generation
 a duct system to move contaminant away from the work area
 an air cleaning system to prevent pollution of the general atmosphere
 an exhaust fan to provide air flow
 a stack or other means of discharging the decontaminated air into the atmosphere.
Local exhaust ventilation systems should be designed to provide a minimum capture velocity at
the fume source of 0.5m/second away from the welder. Inlets and outlets should be kept clear at
all times. Air from a local exhaust ventilation system should not be re-circulated into the
workroom. This air should be discharged into the outside air away from other work areas and
away from air conditioning inlets or compressors supplying breathing air.
Examples of local exhaust ventilation suitable for welding operations include:
 fixed installations, such as side-draught or down-draught tables and benches, and
partially or completely enclosed booths
 portable installations, such as movable hoods that are attached to flexible ducts
(for example, see Figure 1)
 low volume high velocity fume extractors attached directly to the welding gun (for
example, see Figure 2).

Forced dilution ventilation

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An elevated concentration of atmospheric contaminants can be diluted with a sufficient volume

of clean air. Successful dilution ventilation depends not only on the correct exhaust volume but
also on control of the airflow through the workplace. Although forced dilution ventilation systems
are not as effective in controlling atmospheric contaminants as local exhaust ventilation
systems, they may be useful to control minor emissions of low toxicity contaminants.

Figure 1: Local Exhaust ventilation in confined space welding

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Figure 2: Fume extraction attached to the welding gun

Natural ventilation
Natural ventilation should only be used for general comfort not as an engineered control
measure for atmospheric contaminants and fumes. Natural ventilation can assist with the
transfer of contaminants from the work area however it is not a reliable way of diluting or
dispersing contaminants. For example, if a worker is working in a fixed position and the natural
wind velocity is mild or wind is in a direction towards the worker, the worker may remain
exposed to contaminants that have not been removed from the worker’s breathing zone.
Personal protective equipment (PPE)
Regulation 44 If personal protective equipment is to be used at the workplace, the person
conducting the business or undertaking must ensure the equipment is selected to minimize risk
to health and safety including by ensuring that the equipment is:

 suitable for the nature of the work and any hazard associated with the work
 a suitable size and fit and reasonably comfortable for the person wearing it
 maintained, repaired or replaced so it continues to minimize the risk, and
 used or worn by the worker, so far as is reasonably practicable.

A person conducting a business or undertaking who directs the carrying out of work must
provide the worker with information, training and instruction in the proper use and wearing of
personal protective equipment; and the storage and maintenance of personal protective
equipment.

A worker must, so far as reasonably able, wear the PPE in accordance with any information,
training or reasonable

In most cases PPE must be worn by workers when welding to supplement higher levels of
controls such as ventilation systems or administrative controls (see Figure 3).

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Figure 3: Welder wearing welding helmet, dry leather welding gloves and leather apron
When PPE is worn by workers, it should not introduce other hazards to the worker, such as
musculoskeletal injuries, thermal discomfort, or reduced visual and hearing capacity.
The types of PPE recommended for use in welding are summarized in the following table:

PPE type Hazards Recommendation

Eyes, face and Light, radiation,  Workers should always have their eyes, face
head protection burns from hot and/or head protected whenever they are welding.
(e.g. goggles, debris and sparks  For further information refer to: AS/NZS 1338:
helmets, hand (series)
shields and Filters for eye protectors, AS/NZS 1338.1: Filters
protective filters) for eye protectors - Filters for protection against
radiation generated in welding and allied
operations and AS/NZS 1336: Recommended
practices for occupational eye protection and
AS/NZS 1337: Eye protectors for industrial
applications.
Hearing Hearing loss  Ear plugs or ear muffs may be required to minimize
protection the risks of noise.
(e.g. ear muffs  For further information refer to: AS/NZS 1270:
and ear plugs) Acoustics - Hearing protectors and AS/NZS
1269.3: Occupational noise management –
Hearing protector program.
Gloves/ gauntlets Heat, ultraviolet  Gloves should be fire resistant and protect
light and burns exposed
from hot debris skin on the hands and wrists.
and sparks  For further information refer to: AS/NZS 2161:
(series) Occupational protective gloves.

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PPE type Hazards Recommendation

Clothing Heat, ultraviolet  Avoid clothing that has the potential to capture hot
(e.g. flame light and burns sparks and metals, for example in pockets or other
resistant long from hot debris folds. Clothing should be made of natural fibers.
sleeved shirts, and sparks  For further information refer to: AS/NZS 4502:
long trousers, (series) Methods for evaluating clothing for
aprons and protection against heat and fire.
leather spats)
Foot protection Hot metal debris,  Foot protection should be non-slip and be heat
(e.g. boots and other metal debris and fire resistant. Avoid using foot protection that
shoes) and electric shock has the potential to capture hot sparks and metal
debris, for example in laces or in open style
shoes.
 For further information refer to: AS/NZS 2210:
(series) Occupational protective footwear and
AS/NZS 2210.1: Safety, protective and
occupational footwear - Guide to selection, care
and use.
Screens Exposure to the  Opaque or appropriate translucent screens can be
rays of an arc used to protect the health and safety of people
during electric within the vicinity of welding.
welding operations  For further information refer to: AS/NZS 3957:
Light-transmitting screens and curtains for welding
operations.
Respiratory Dusts, hazardous  Respirators should be fitted for each person
protective fumes, gases and individually and if one is to be used by another
devices chemicals and operator, it must be disinfected and refitted before
(face respirators oxygen depleted use. The tightness of all connections and the
and air supplied atmospheres condition of the face piece, headbands and valves
respirators) should be checked before each use. Air supplied
respirators may be required in some situations,
e.g. confined spaces.
 For further information refer to: AS/NZS 1716:
Respiratory protective devices and be selected in
accordance with AS/NZS 1715: Selection, use
and maintenance of respiratory protective
equipment.

Maintenance of equipment
You must ensure that any equipment used in welding is adequately maintained.
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Electrical equipment such as power sources, generators and welding machines and devices like
ventilation systems and equipment must be properly installed, maintained, repaired and tested.
Equipment used with compressed gases, including regulators, must be properly maintained to
prevent hazards such as gas leaks. Persons with management or control of workplaces must
ensure that gas cylinders are regularly inspected by a competent person. They should
frequently check whether cylinders and regulators are visibly damaged or corroded, and
whether they are within test date. Gas pipes, hoses and tubing can easily become damaged
over time so these should also be inspected regularly.
PPE must be maintained to be in good working order and kept clean and hygienic. Some types
of personal protective equipment have a limited life span and need to be replaced periodically,
while other types of personal protective equipment may become damaged or ineffective if stored
incorrectly. For example, some respirators and filters can absorb toxins and contaminants in the
air when stored between uses. PPE should be stored in a clean environment to avoid
contamination or damage or according to instructions provided by the manufacturer.

HEALTH MONITORING

Health monitoring of a person means monitoring the person to identify changes in their health
status because of exposure to certain substances. It involves the collection of data in order to
evaluate the effects of exposure and to determine whether or not the absorbed dose is within
safe levels. This allows decisions to be made about implementing ways to eliminate or minimize
the worker’s risk of exposure, for example reassigning a worker to other duties that involve less
exposure or improving control measures.

Regulation 368 A person conducting a business or undertaking must ensure health monitoring
is provided to a worker carrying out work for the business or undertaking if:

 the worker is carrying out ongoing work at a workplace using, handling, generating or
storing hazardous chemicals and there is a significant risk to the worker's health because
of exposure to a hazardous chemical referred to in Schedule 14, table 14.1 of the WHS
Regulations; or

 the person identifies that because of ongoing work carried out by a worker using,
handling, generating or storing hazardous chemicals there is a significant risk that the
worker will be exposed to a hazardous chemical (other than a hazardous chemical
referred to in Schedule 14, table 14.1) and either:

 valid techniques are available to detect the effect on the worker's health; or

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 a valid way of determining biological exposure to the hazardous chemical is

available and it is uncertain, on reasonable grounds, whether the exposure to the
hazardous chemical has resulted

Health monitoring, which may include biological monitoring, can assist in:
 establishing whether an identifiable disease or health effect known to be linked to
exposure to dust, chemicals or noise has occurred
 determining levels of toxic substances in the body so that informed decisions can be
made about the effectiveness of control measures and whether any further action needs
to be taken (e.g. eliminating or minimizing exposure)
Biological monitoring is a way of assessing exposure to hazardous chemicals that may have
been absorbed through the skin, ingested or inhaled, therefore, biological monitoring techniques
should also be used. For example, workers exposed to lead may require biological monitoring to
measure the level of lead in their blood.
Biological monitoring has the specific advantage of being able to take into account individual
responses to particular hazardous chemicals. Individual responses are influenced by factors
including size, fitness, personal hygiene, work practices, smoking and nutritional status.

If health monitoring is required, a person conducting a business or undertaking must ensure the
type of health monitoring referred to in the WHS Regulations is provided, unless:
 an equal or better type of health monitoring is available, and
 the use of that other type of monitoring is recommended by a registered medical
practitioner with experience in health monitoring.
Health monitoring is not an alternative to implementing control measures. If the results indicate
that a worker is experiencing adverse health effects or signs of exposure to a hazardous
chemical, the control measure must be reviewed and if necessary revised.

A person conducting a business or undertaking must:

 inform workers and prospective workers about health monitoring requirements
 ensure health monitoring is carried out by or under the supervision of a registered
medical practitioner with experience in health monitoring
 consult workers in relation to the selection of the registered medical practitioner
 pay all expenses relating to health monitoring
 provide certain information about a worker to the registered medical practitioner

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 take all reasonable steps to obtain a report from the registered medical practitioner as
soon as practicable after the monitoring has been carried out
 provide a copy of the report to the worker and the regulator if the report contains adverse
test results or recommendations that remedial measures should be taken. Also provide
the report to all other persons conducting a business or undertaking who have a duty to
provide health monitoring for the worker
 keep reports as confidential records for at least 30 years after the record is made (40
years for reports relating to asbestos exposure), and
 not disclose the report to anyone without the worker’s written consent unless required to
under the WHS Regulations.
The WHS Regulations contain specific requirements relating to health monitoring for lead.
If a worker is carrying out lead risk work, health monitoring must be provided to a worker before
the worker first commences lead risk work and 1 month after the worker first commences lead
risk work.
Further information on health monitoring can be found in the Health Monitoring for Exposure to
Hazardous Chemicals – Guide for Persons Conducting a Business or Undertaking.

APPENDIX A – BY-PRODUCTS OF WELDING

This appendix contains information on types of fumes typically released during welding. Some of
these substances have national exposure standards. You should refer to the Workplace
Exposure Standards for Airborne Contaminants published on the Safe Work Australia website to
determine if an exposure standard has been set.

Source and Health Effect of Welding Fumes

Fume Type Source Health Effect
Aluminium Aluminium component of Respiratory irritant.
some alloys, e.g., nickel-
chromium, copper, zinc,
steel, magnesium, brass
and filler materials.
Beryllium Hardening agent found in "Metal Fume Fever." A carcinogen. Other
copper, magnesium, chronic effects include damage to the
aluminium alloys and respiratory tract.
electrical contacts.
Cadmium Oxides Stainless steel containing Irritation of respiratory system, sore and dry
cadmium or plated throat, chest pain and breathing difficulty.
materials, zinc alloy. Chronic effects include kidney damage and
emphysema. Suspected carcinogen.
Chromium Most stainless-steel and Increased risk of lung cancer. Some

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high-alloy materials, individuals may develop skin irritation. Some

welding rods. Also used as forms are carcinogens (hexavalent chromium).
plating material.
Copper Alloys such as nickel- Acute effects include irritation of the eyes,
copper, brass, bronze. Also nose and throat, nausea and "Metal Fume
some welding rods. Fever."
Fluorides Common electrode coating Acute effect is irritation of the eyes, nose and
and flux material for both throat. Long-term exposures may result in
low-and high-alloy steels. bone and joint problems. Chronic effects also
include excess fluid in the lungs.
Iron Oxides The major contaminant in Siderosis – a benign form of lung disease
all iron or steel welding caused by particles deposited in the lungs.
processes. Acute symptoms include irritation of the nose
and lungs. Tends to clear up when exposure
stops.
Lead Solder, brass and bronze Chronic effects to nervous system, kidneys,
alloys, primer/coating on digestive system and mental capacity. Can
steels. cause lead poisoning. Ototoxic and therefore
risk of hearing loss.
Manganese Most welding processes, “Metal Fume Fever.” Chronic effects may
especially high-tensile include central nervous system problems.
steels. Ototoxic and therefore risk of hearing loss.
Molybdenum Steel alloys, iron, stainless Acute effects are eye, nose and throat
steel, nickel alloys. irritation, and shortness of breath.
Nickel Stainless steel, nickel- Acute effect is irritation of the eyes, nose and
chromium, nickel-copper throat. Increased cancer risk has been noted
and other high-alloy in occupations other than welding. Also
materials, welding rods and associated with dermatitis and lung problems.
plated steel.
Vanadium Some steel alloys, iron, Acute effect is irritation of the eyes, skin and
stainless steel, nickel respiratory tract. Chronic effects include
alloys. bronchitis, retinitis, fluid in the lungs and
pneumonia.
Zinc Oxides Galvanized and painted Metal Fume Fever.
metal.
Carbon Formed in the arc. Absorbed readily into the bloodstream,
Monoxide causing headaches, dizziness or muscular
weakness. High concentrations may result in
unconsciousness and death. Ototoxic and
therefore risk of hearing loss.
Hydrogen Decomposition of rod Irritating to the eyes and respiratory tract.
Fluoride coatings. Overexposure can cause lung, kidney, bone
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and
liver damage. Chronic exposure can result in
chronic irritation of the nose, throat and
bronchi.

Nitrogen Oxides Formed in the arc. Eye, nose and throat irritation in low
concentrations. Abnormal fluid in the lung and
other serious effects
at higher concentrations. Chronic effects
include
lung problems such as emphysema.
Oxygen Welding in confined spaces, Dizziness, mental confusion, asphyxiation and
Deficiency and air displacement by death.
shielding gas.
Ozone Formed in the welding arc Acute effects include fluid in the lungs. Very
during open arc welding low concentrations (e.g., one part per million)
processes including Manual cause headaches and dryness of the eyes.
Metal Arc Welding Chronic effects include significant changes in
(MMAW), Flux Cored Arc lung function.
Welding (FCAW), especially
during plasma-arc, Metal
Inert Gas (MIG) and
Tungsten Inert Gas (TIG)
processes.
Phosphine Metal coated with rust Irritant to eyes and respiratory system, can
inhibitors. Phosphine is damage kidneys and other organs.
formed by reaction
of the rust inhibitor with
welding radiation.
Aldehydes (such Metal coating with binders Irritant to eyes and respiratory tract.
as and pigments. Degreasing
formaldehyde) solvents
Diisocyanates Metal with polyurethane Eye, nose and throat irritation. High possibility
paint. of sensitization, producing asthmatic or other
allergic symptoms, even at very low
exposures.
Phosgene Metal with residual Severe irritant to eyes, nose and respiratory
degreasing solvents. system. Symptoms may be delayed.
Phosgene is formed by
reaction of the solvent and
welding radiation.

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Reference:
[Link]/.../welding-processes-cop-201.

Information Sheet 4.4

WELDING SAFETY IN THE WORKPLACE

INTRODUCTION
Welding has been used in one form or another for more than 2,000 years. Like other industrial
processes, welding can be very dangerous. High voltages, toxic gases, flying sparks and
extreme temperatures are all by-products of welding functions that can be hazardous to
workers. When an employee “strikes an arc” or “sparks a torch,” safety must be the number one
priority. This program illustrates the hazards that apply to the different types of welding and how
to avoid them as well as the general safety procedures that apply to all types of welding.

AREAS WHERE WELDING MAY BE PROHIBITED

 Locations with broken sprinkler systems
 Places with explosive atmospheres
 Areas that contain exposed or easily ignitable materials

SPARKS AND FIRE PREVENTION

 Sparks are produced by just about all types of welding and require a concentrated effort
in fire prevention.
 Remove materials such as wood and fuel from the work area to avoid ignition from
sparks or high temperatures.
 Clear all aerosol cans from the welding bench to avoid explosion from the intense heat.
 Sweep up all paper clippings, wood shavings and textile fibers within a 35-foot radius of
the welding site.
 Set up protective barriers to shield combustible objects that can’t be easily moved.
 Have someone stand ready with a fire extinguisher if there is a chance of fire.

HAZARDOUS FUMES IN BREATHING ZONES

 The smaller the work space, the quicker hazardous fumes will build up.
 The more welding that takes place, the greater the danger of fumes.

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 The more hazardous the types of substances used in the welding process, the more
dangerous to the breathing zone.
 Short-term exposure to contaminated air can lead to irritation of the eyes, nose and
throat, or even Metal Fume Fever.
 Long-term exposure can cause severe damage to the central nervous system and even
lung cancer.

MAINTAINING HEALTHY BREATHING ZONES

 When working with barriers, be sure there is space underneath the barrier for adequate
ventilation.
 Mechanical ventilation is required when welding with stainless steel and other metals as
well as fluorine and chemical-based cleaning compounds.
 Mechanical ventilation is also necessary when rooms have less than 10,000 cubic feet of
space per welder, ceilings less than 16 feet high and confined spaces that restrict
ventilation.
 Respirators must be used in welding areas where mechanical devices do not provide
enough protection.

EYE PROTECTION

 Specially tinted goggles should be worn during oxy-fuel cutting, welding and brazing
operations.
 These goggles shield the eyes from hazardous light and protect against flying sparks and
molten spatter.
 Special helmets must have removable filters and cover plates that allow the eye pieces to
be easily cleaned and replaced.
 Safety glasses should be inspected for cracks and other defects before welding.
 Specially tinted glasses with the correct shade number should be worn where welding is
taking place even if you are not welding.

OTHER PERSONAL PROTECTIVE EQUIPMENT

 Wearing ear plugs, canal caps or earmuffs can protect against hazardous noise
associated with welding.
 Leather gloves fitted with welting protect hands from the intense heat created during
welding.
 Extremely hot materials may burn through leather and should be handled with specially
designed holders or clamps.
 Clothing should be made from natural fibers like cotton or wool, which are less likely to
burn than synthetic materials.
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 Leather aprons and sleeves can prevent sparks from burning through clothes.
 High-top shoes keep sparks and molten metal away from ankles and feet.
 Drink plenty of fluids and take frequent breaks if the combination of heavy clothing and
intense heat becomes unbearable.

SAFEGUARDS FOR ELECTRICAL ARC WELDING

 Arc welding encompasses several forms of welding that use large amounts of electricity
to generate heat.
 Make sure the work lead and electrode leads are properly connected to avoid a shock or
other accident.
 Look for damaged insulation or bare conductors of all cables; replace any defective
cables to avoid electrical shock.
 If a cable must be spliced, leave at least 10 feet between the splice and the electrode
holder.
 To protect against stray electricity, make sure to inspect the frame of the welding
generator for proper grounding.
 If the equipment contains fluids such as shielding gas, cooling water or welding fuel,
inspect for leaks or other problems.
 Report these leaks to your supervisor; don’t attempt repairs unless you are qualified and
authorized.
 Lower your helmet before striking the arc. Never look directly into the arc without proper
protection.

CONDUCTING OXY-FUEL OPERATIONS SAFELY

 Safely controlling oxygen and fuel-gas is a primary concern of oxy-fuel operations.

 Read the instructions for the torch you intend to use before starting work.
 Make sure you have correct fittings and tip for the torch and check to see that the gas
cylinders are secure.
 Before sparking the torch, release some fuel and then some oxygen to ensure that the
gases are flowing freely.
 Notify your supervisor and get a new torch if you have any trouble with either gas.
 Hold the striker at a right angle and then ignite the torch. Adjust the flame and begin
work.
 Holding the striker straight will cause the torch to flood and could lead to an explosion.
 Always warn anyone in the area whenever you are preparing to strike an arc to prevent
them from looking directly at the arc.
 When cutting, always direct sparks away from other workers in the area.
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 Protective screens can keep co-workers safe from sparks and harmful light.

PREPARE FOR THE SAFETY MEETING OR TRAINING SESSION

Review each section of this Leader's Guide as well as the videotape. Here are a few
suggestions for using the program: Make everyone aware of the importance the company

places on health and safety and how each person must be an active member of the safety team.
Introduce the videotape program. Play the videotape without interruption. Review the program
content by presenting the information in the program outline. Copy the review questions
included in this Leader's Guide and ask each participant to complete them. Maintain an
attendance record and keep each participant's test paper as written documentation of the
training performed.

Here are some suggestions for preparing your videotape equipment and the room or area
you use:

 Check the room or area for quietness, adequate ventilation and temperature, lighting
and unobstructed access.
 Check the seating arrangement and the audiovisual equipment to ensure that all
participants will be able to see and hear the videotape program.
 Place or secure extension cords to prevent them from becoming a tripping hazard.

CONDUCTING THE PRESENTATION

Begin the meeting by welcoming the participants. Introduce yourself and give each person the
opportunity to become acquainted if there are new people joining the training session. Explain
that the primary purpose of the program is to help the viewer understand important safety issues
associated with welding. Introduce the videotape program. Play the videotape without
interruption. Review the program content by presenting the information in the program outline.
Lead discussions about dangerous situations that may occur when welding operations are
taking place. Use the review questions to check how well the program participants understood
the information.
After watching the videotape program, the viewer will be able to identify the following:

 The hazards associated with welding and how to protect against them;
 The proper safety procedures that apply to arc welding as well as oxy-fuel operations;
 Personal protective equipment required in work areas where welding is taking place.

Reference:
[Link]/Documents/[Link]
BASIC COMPETENCY MODULE PREPARED BY ARNULFO M. DUARTE

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 SHIELDED METAL ARC WELDING NC II

BASIC COMPETENCY MODULE PREPARED BY ARNULFO M. DUARTE

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