RATING GUIDE NO. 91

Electrical Computations

DESCRIPTION OF JOB ELEMENT

Ability to use electrical formulas to determine values of resistances, voltages, and amperages in electrical circuits. This ability includes knowing which formula, if any, is used for computations. Compare Element 91-A, Computing and Trade Mathematics (Mechanical).

WORK EXAMPLES

The following degrees of complexity of electrical formulas may be found in one or more lines of work:

- Formulas for power factor, transformer circuits, and efficiency.

- Formulas for work and power.

- Formulas used in series and parallel circuits.

LEVELS OF ABILITY

Most Difficult

Able to use or explain the more difficult formulas in the line of work; or has a more thorough knowledge and understanding of formulas in the line of work than workers at the next lower level.

Common

Able to apply all common formulas in the line of work.

Less Difficult

- Able to use common electrical formulas under close guidance and inspection. A person who has used formulas other than electrical in other lines of work or who has successfully completed a course in algebra would usually be at least at this level.

- Able to do the computations for simple formulas under very close guidance.

SAMPLE QUESTIONS

1. Describe your training and experience in use of shop mathematics and electrical and other formulas.

2. If you have taught others to use them, when, where, and why did you do so?

To Guide Index

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RATING GUIDE NO. 91-A

Computing And Trade Mathematics (Mechanical)

DESCRIPTION OF JOB ELEMENT

Ability to compute dimensions, radii, areas, weights, angles, conversions, speeds, or other data. This ability includes knowing which formula, if any, is used for the computation, or the selection of the proper formula. Compare Element 91, Electrical Computations.

WORK EXAMPLES

The following degrees of complexity of computing and trade mathematics may be found in one or more lines of work:

- Self-schooling or academic study such as engineering mathematics or collegiate specialization in a branch of mathematics.

- Trigonometric functions such as in computing and measuring compound angles, threads, gears, gear hobs, dovetails, tapers, etc; Algebra such as in computation of speeds and feeds, change gears for compound gearing, differential indexing, etc., which involves substituting in and solving algebraic formulas. Geometry such as in computation of square and cubic measure to determine areas and volumes, angular and line measurement, layout of cylinders, cones, location of holes on work pieces, etc.

- Computations at the level of difficulty of simple tapers and angles, change gears for simple gearing, direct and simple indexing, belt speeds on cone pulleys.

- Computations of unstated dimensions in specifications or drawings involving adding, subtracting, and changing the form of decimals and fractions.

LEVELS OF ABILITY

Most Difficult

- Able to perform computations requiring the knowledge of an expert in mathematics in the line of work.

- Able to perform the more complex computations in the line of work.

Common

Able to perform the common computations typical of the journeyman job in the line of work.

Less Difficult

- Able to perform common computations typical of the journeyman job in the line of work, with supervisory guidance as to use of proper formula, and with close supervisory check on accuracy.

- Able to perform the simpler computations in the line of work.

SAMPLE QUESTIONS

1. For each type of mathematics (shown below) that you have used, write the job numbers or other item numbers to show where you used it.

- Arithmetic, decimals, fractions.

- Basic algebra (Substitution in formulas, solution of equations).

- Intermediate algebra (Quadratics, etc.)

- Geometry.

- Basic plane trigonometry (beyond solution of right triangles).

- Plane trigonometry (beyond solution of right triangles).

- Other (specify).

2. For each type of mathematics, write the letter of each statement that describes your training and experience.

A. Not familiar with this type of math.

B. Had course (tell where).

C. Learned practical application on the job.

D. Can apply to computation of speeds and feeds.

E. Can use to make complex computations such as computing missing dimensions and curvature from flat drawings.

F. Can apply to layout of cylinders, cones, etc., and to location of holes on work pieces.

G. Can apply to threads, gears, gear hobs, dovetails, tapers (machine shop).

H. Can apply to change gears and differential indexing (machine shop).

I. Can use to compute out angles, radii, curves, and bend lines from prints or objects for template or form block (sheet metal).

J. Have taught this type of math to others (indicate where and to whom).

To Guide Index

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RATING GUIDE NO. 96

Troubleshooting

DESCRIPTION OF JOB ELEMENT

Ability to find trouble, determine method of repair, and use appropriate tests.

WORK EXAMPLES

The following degrees of complexity of troubleshooting may be found in one or more lines of work:

- Diagnosing trouble and determining remedy when complex relationships exist among different systems, requiring complete knowledge of units and systems, with possibility of serious damage to equipment if incorrectly handled.

- Diagnosing trouble and determining remedy where overall knowledge of an entire system is necessary in order to correct malfunction, with possibility of damage to equipment if incorrectly handled.

- Diagnosing trouble and determining remedy in all systems, where knowledge of specific components is necessary to locate malfunction, with possibility of damage to equipment if incorrectly handled.

- Using the more complex instruments as appropriate:

Mechanical --close tolerance instruments such as micrometers, verniers, etc., or instruments indicating balance or relationship of components such as tachometers, dial indicators, etc.

Electrical--bridges, millivoltmeters with shunt, etc.

Electronic--oscillograph, bridges, frequency meters, etc.

- Troubleshooting with simple instruments where the faulty unit is a simple component easily located:

Mechanical instruments--dividers, gages or scales.

Electrical instruments--meggers or voltmeters.

Electronic instruments--voltmeters and tube testers.

- Discovering simple malfunctions where source of trouble is betrayed by gross appearance, sound or response, such as:

Mechanical--obviously burned-out bearing, defective gear, defective automobile door-window mechanism.

Electrical--obviously disconnected wire or a blown fuse.

Electronic--obviously disconnected wire or blown tube.

LEVELS OF ABILITY

Most Difficult

- Able to serve as special troubleshooter in unusually difficult problems, where other competent workers at the next lower level have failed to find the cause of difficulty.

- Able to diagnose trouble and determine remedy when unusually thorough knowledge is required.

Common

Able to diagnose and determine remedy for troubles associated with the journeyman job in the line of work.

Less Difficult

- Able to do troubleshooting typical of the journeyman job, but with close supervisory assistance.

- Able to discover simple malfunctions when troubleshooting involves the simplest decisions.

SAMPLE QUESTIONS

For each kind of troubleshooting listed below, note job number or employment history to show where you performed this particular task.

- Locating simple trouble such as finding major leak in piping, or cold vacuum tube, or missing machine part, etc.

- Locating trouble by detailed inspection and trial runs of mechanical equipment, or simple test of electrical equipment, etc. Damage is likely if trouble is not located.

- Locating trouble thorough knowledge of complex relationships of parts of a mechanical, electrical, or hydraulic system. Important safety hazards or material damage may occur if trouble is not correctly diagnosed.

For each of these kinds of troubleshooting that you can do, write the number of each statement that describes your training and experience.

1. Troubleshooting with assistance of supervisor or leader.

2. Troubleshooting on your own that resulted in location of malfunction.

3. Consulted by other workers in difficult troubleshooting.

Give examples of the more difficult troubleshooting you have done.

To Guide Index

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RATING GUIDE NO. 96-A

Troubleshooting (Electrical)

DESCRIPTION OF JOB ELEMENT

Ability to find trouble; determine method of repair; adjust or replace and test repaired equipment.

WORK EXAMPLES

The following degrees of complexity of troubleshooting may be found in one or more lines of work:

- Diagnosing trouble and determining remedy when complex relationships exist among different electrical system circuits, requiring complete knowledge of all electrical units and systems, with possibility of serious damage to equipment if incorrectly handled.

- Diagnosing trouble and determining remedy when overall knowledge of an entire electrical system is necessary in order to correct malfunction, with possibility of damage to equipment if incorrectly handled.

- Diagnosing trouble and determining remedy in all systems, where knowledge of specific components is necessary to locate malfunction, with possibility of damage to equipment if incorrectly handled; using instruments such as bridges, millivoltmeters with shunt, etc.

- Troubleshooting with simple instruments, such as meggers or voltmeters, where the faulty unit is an individual circuit (less than a complete system) and is easily located.

- Discovering simple malfunctions where source of trouble is betrayed by gross appearance, sound, or response, such as an obviously disconnected wire or a blown fuse.

LEVEL OF ABILITY

Most Difficult

- Able to serve as special troubleshooter in unusually difficult problems where other competent workers at the next lower level have failed to find the cause of difficulty.

- Able to diagnose trouble and determine remedy when unusually thorough knowledge is required.

Common

Able to diagnose and determine remedy for common troubles associated with journeyman duties in the line of work.

Less Difficult

- Able to do troubleshooting typical of the journeyman job, but with close guidance and explanation; depending on supervisory assistance when circuit understanding is involved to a considerable extent.

- Able to discover simple malfunctions when troubleshooting involves the simplest decisions.

SAMPLE QUESTIONS

List the types of systems or equipment on which you had to locate trouble (household wiring, industrial wiring, industrial motors, automotive electrical system, marine electrical system, etc.).

For each type, note job numbers or other information to show where you did it.

For each type, write the number of each statement that applies to your experience.

1. Did simple troubleshooting, where defect could be found by observation; for example, broken wire or blown fuse.

2. Did troubleshooting where I had to use instruments.

3. Did troubleshooting where I had to use mathematics.

4. Did troubleshooting where I had to have knowledge of system and components, and serious damage or injury would result from improper action.

5. Diagnosed trouble in complex systems when other journeymen failed to locate trouble.

Give examples of the more difficult troubleshooting you have done.

To Guide Index

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RATING GUIDE NO. 96-B

Troubleshooting (Mechanical)

DESCRIPTION OF JOB ELEMENT

Ability to find trouble; determine method of repair; and adjust or replace and test repaired structures.

WORK EXAMPLES

The following degrees of complexity and difficulty of troubleshooting may be found in one or more lines of work:

- Diagnosing trouble and determining remedy when complex relationships exist among different structural or mechanical systems, requiring complete knowledge of units and systems, with possibility of serious damage to equipment if incorrectly handled.

- Diagnosing trouble and determining remedy where overall knowledge of a complex system is necessary in order to correct malfunction, with possibility of damage to equipment if incorrectly handled.

- Diagnosing trouble and determining remedy in all systems, where knowledge of specific components is necessary to locate malfunction, with possibility of damage to equipment if incorrectly handled, using instruments such as tachometers, scales, dividers, calipers, etc.

- Troubleshooting with simple instruments such as dividers, gages, or scales where the faulty unit is easily located.

- Discovering simple malfunctions where source of trouble is betrayed by gross appearance, sound, or response, such as obviously burned-out bearing, defective gear, or defective automobile door-window mechanism.

LEVEL OF ABILITY

Most Difficult

- Able to serve as special troubleshooter in unusually difficult problems, where other competent workers at next lower level have failed to find the cause of difficulty.

- Able to diagnose trouble and determine remedy when unusually thorough knowledge is required.

Common

Able to diagnose common troubles associated with journeyman job in the line of work and determine remedy.

Less Difficult

- Able to do troubleshooting as described at the Common level above, but with close supervisory assistance.

- Able to discover simple malfunctions when troubleshooting involves the simplest decisions.

SAMPLE QUESTIONS

List the types of equipment, structure, etc. on which you had to locate trouble such as malfunctions, leaks, dents, cracks, imbalance, etc. For each of the types, note job numbers or other information to show where you did it.

For each type, write the number of each statement below that applies to your experience.

1. Did simple troubleshooting when defect was located by simple observation: leaking fluid, broken piece, missing part, etc.

2. Did troubleshooting where knowledge of components and functions was needed.

3. Used instruments for troubleshooting.

4. Used mathematics for troubleshooting.

5. Diagnosed trouble when other journeymen failed to locate trouble.

Give examples of the more difficult troubleshooting you have done.

To Guide Index

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RATING GUIDE NO. 96-C

Troubleshooting (Electrical Equipment)

DESCRIPTION OF JOB ELEMENT

Ability to locate malfunctioning circuits, components, etc., using appropriate test equipment within the functional system, and to determine method of repair.

WORK EXAMPLES

The following degrees of complexity of troubleshooting may be found in one or more lines of work:

- Diagnosing trouble and determining remedy when complex relationships exist among different electronic circuits, requiring complete knowledge of all electronic units and systems, with possibility of serious damage to equipment if incorrectly handled.

- Diagnosing trouble and determining remedy where overall knowledge of an entire electronic system is necessary in order to correct malfunction, with possibility of damage to equipment if incorrectly handled.

- Diagnosing trouble and determining remedy in all systems where knowledge of specific components is necessary to locate malfunction, with possibility of damage to equipment if incorrectly handled; using instruments such as oscillograph, bridges, frequency meters, etc.

- Troubleshooting with simple instruments including voltmeters and tube testers where faulty unit is an individual circuit (less than a complete system) and is easily located.

- Discovering simple malfunctions where source of trouble is betrayed by gross appearance, sound, or response such as an obviously disconnected wire or blown tube.

LEVELS OF ABILITY

Most Difficult

- Able to serve as special troubleshooter in unusually difficult problems where other competent workers at the next lower level have failed to find the cause of difficulty.

- Able to diagnose trouble and determine remedy when unusually thorough knowledge is required.

Common

Able to diagnose common troubles typical of the journeyman job in the line of work and determine remedy.

Less Difficult

- Able to do troubleshooting typical of the journeyman job, but with close supervisory assistance and advice.

- Able to discover simple malfunctions when troubleshooting involves the simplest decisions.

SAMPLE QUESTIONS

For each kind of troubleshooting listed below, show your experience and training by writing the statement number from the following "Statements of Experience and Training".

STATEMENTS OF EXPERIENCE AND TRAINING

1. Have not done.

2. Have assisted.

3. Have done under guidance.

4. Have shared responsibility with other team members.

5. Have been fully responsible for troubleshooting.

6. Have done troubleshooting after other journeymen failed to locate source of malfunction.

To Guide Index

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RATING GUIDE NO. 96-D

Troubleshooting Circuits Without Trial And Error

DESCRIPTION OF JOB ELEMENT

Ability to do troubleshooting in circuits without using trial and error, as in troubleshooting for guided missiles when activation of the circuit could result in the destruction of the missile. This troubleshooting must be done from the schematics or other diagrams.

LEVELS OF ABILITY

Most Difficult

- Able to troubleshoot in very complicated circuits successfully when the possible solutions cannot be tried out.

- Able to troubleshoot successfully in circuits of medium complexity when the possible solutions cannot be tried out.

Common

Able to successfully troubleshoot in circuits of relatively simple complexity when the possible solutions cannot be tried out.

NOTE: When workers who have not been exposed to duties requiring this element are being evaluated, consideration should be given to their demonstrated ability to compute solutions to problems from schematics and diagrams. The personal factor of willingness to come to a conclusion without trial and error is also involved. If practicable, a performance test should be set up with simple equipment, in which the competitor must develop solutions without trial and error.

SAMPLE QUESTIONS

Tell about any troubleshooting which you have had to do when the possible corrections could not be tried out, and you had to work by pure reasoning from schematics and diagrams. Specify on what types of equipment you did this. Show the difficulty of circuitry, reasoning, and mathematical computations required.

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RATING GUIDE NO. 99

Likelihood Of Success In Assignments Which Require Interest, Motivation, And Readiness To Do Simple Work

DESCRIPTION OF JOB ELEMENT

This element considers the likelihood of candidates for success in worker-trainee jobs in terms of their willingness to do simple, routine tasks such as:

- Manual opening and closing of gates and doors.

- Operating hand controls to move and stop elevator.

- Feeding laundry items into a flatwork ironer.

- Opening and unpacking cartons by hand.

- Picking up debris from grounds and working areas.

- Raking leaves, pulling weeds, watering grass or shoveling snow.

- Moving and arranging furniture as directed.

- Dusting, washing, waxing, and polishing office furniture.

- Cleaning mirrors, sinks, water fountains, etc.

- Removing dirty dishes from tables and taking them to a designated area.

Likelihood of Success in Assignments Which Require Interest, Motivation, and Readiness To Do Simple Work is based on the premise that persons who find worker-trainee jobs challenging or satisfying or consider it an opportunity to achieve a desirable employment record will be likely to be satisfied and do well in these jobs. On the other hand, persons who are qualified for higher level jobs usually find simple, routine work to be boring, distasteful, or unpleasant; such persons will leave worker-trainee jobs as soon as other jobs for which they are qualified are available.

LEVELS OF ABILITY

This element relates to a personal characteristic. Credit point levels show the degrees to which this characteristic may be demonstrated:

4-Credit Level

Maximum likelihood the candidate will be successful at, and highly motivated by, the opportunity to do work of the type found in worker-trainee jobs as shown by such evidence as:

- Evidence of interest in worker-trainee jobs and having followed suggestions or job counseling in trying to find work.

- Has not attained work experience above the worker-trainee level and indicates willingness to accept all work-trainee jobs and most duty locations listed in the announcement.

- Having gone on a daily basis to a hiring place to seek work.

- Already employed on a steady basis in a worker-trainee job, but with a bona fide reason for seeking a change to this job, e.g., better location, transportation, hours, and etc.

- Has attained a level of formal education which in the community is usually insufficient for obtaining a job at a higher level of skill (must be used in connection with the candidate's willingness to accept most jobs and duty locations listed in the announcement).

- Has indicated willingness to accept most of the worker-trainee jobs listed.

3-Credit Level

Likelihood the candidate will be willing to do steady work as a worker-trainee without evidence that the candidate has tried to work every day. Below are examples:

- Work history characterized by intermittent work of the worker-trainee type.

- Completion of a job training program designed to prepare the candidate for entrance into the world of work.

- Willingness to accept most worker-trainee jobs at most duty locations listed in the announcement.

2-Credit Level

Probability that the candidate will not be satisfied with a worker-trainee job. Below are examples:

- Most of the candidate's previous jobs were at a level a little higher than that of worker-trainee.

- The candidate has had training for higher level skills.

- The candidate participated in a job training program, but did not complete the program.

- The candidate is very selective about the types of work and duty locations considered acceptable (This indicates that the candidate is not as willing to do worker-trainee duties as other candidates for these jobs, and probably would not be satisfied in this type of work).

1-Credit Level

Near certainty that the candidate will not be satisfied with a worker-trainee job. Below are examples:

- Academic preparation for college with some expectation of actual enrollment and attendance.

- Doing well in high school or technical training with some expectation that the individual will obtain employment above the worker-trainee level.

- Has worked as a helper in a skilled trade, or has completed an apprenticeship in a skilled trade.

- Most of the candidate's previous jobs were at a rate of pay considerably higher than the pay offered for worker-trainee jobs.

- Strong evidence that the candidate would be unwilling to follow orders.

- The candidate is unwilling to do uncomfortable or laborious work that worker-trainee jobs listed in the announcement may demand (this could be shown by having quit a previous job which required uncomfortable or heavy tasks).

SAMPLE QUESTIONS

Short Answer Questions:

1. Where did you go to school?

2. What type of courses did you take in school?

3. Are you now attending any kind of school?

4. What kind of courses are you taking?

5. Were you fired from a job within the last three years? If so, why?

6. Did you quit a job within the last three years? If so, why?

Checklist Questions:

Check the first column if you HAVE DONE the kind of work listed.

Check the second column if you would accept a job doing this kind of work.

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Page Updated 11 July 2000