skills standards for wind turbine...
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Skills Standards for Wind Turbine Technicians
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FOR MORE INFORMATIONVisit www.wa-skills.com/energy.html
Barbara Hins-Turner, Executive Director Washington State Center of Excellence for Energy Technology Centralia College 600 W. Centralia College Blvd. Centralia, WA 98531-4099 Phone: 360-736-9391, extension 477 [email protected]
COPYRIGHT © 2009 State of Washington through the State Board for Community and Technical Colleges.
Unless otherwise provided, data which originates from this agreement, shall be “works for hire” as defined by the U.S. Copyright Act of 1976, and shall be owned by the State of Washington. Data shall include, but not be limited to, reports, documents, pamphlets, advertisements, books, magazines, surveys, studies, computer programs, films, tapes, and/or sound reproductions. Ownership includes the right to copyright, patent, register, and the ability to transfer these rights.
PROJECT FUNDING Financial support for this project was provided by the Center of Excellence for Energy Technology through the Pacific Mountain Workforce Development Council and its WIRED (Workforce Innovation in Regional Economic Development) Initiative. Financial contributions were also provided by Energy Northwest and Montana State University.
PERMISSION TO CITE General permission is granted for educators to photocopy and quote limited material from this document for noncommercial instructional or scholarly use. Permission must be sought from the Washington State Board for Community and Technical Colleges in order to charge for photocopies, to quote material in advertising, or to reprint substantial portions of the document in other publications. Credit should always be given to the source of the photocopies or quotes by citing a complete reference.
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TO ORDER ADDITIONAL COPIESContact Barbara Hins-Turner by phone at 360-736-9391, extension 477 or by email at [email protected]. Proceeds from sales are applied to reprinting this document.
DOCUMENT CREDITS Project Direction by Alan Hardcastle Ph.D., WSU Extension Energy Program, (360)-956-2167, [email protected]
Facilitation and Technical Writing by Terryll Bailey, The Allison Group 206-525-7175, [email protected].
Project Coordination by Barbara Hins-Turner, Executive Director, Washington State Center of Excellence for Energy Technology
Scenario Assistance by Matthew Taylor of Energy NW, Todd Brogna of EnXco, and Ryan Severe of Puget Sound Energy
Cover Design by Colene Clark, Centralia College
Photos Provided by Puget Sound Energy and Energy Northwest
Document Design and Layout by Heather Villars, Gavron Designs
DISCLAIMERThis workforce solution was funded by a grant awarded under Workforce Innovation in Regional Economic Development (WIRED) as implemented by the U.S. Department of Labor’s Employment and Training Administration. The solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
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ContentsAcknowledgements 6
Special Thanks 9
Power Generation Skill Standards Project Outcomes 10
The Next Steps 10
11 Overview
Perspectives 12
Labor Perspective 12
Industry Perspective 13
15 NatiONal CONtext
A National Context for Skill Standards 16
What Are Skill Standards? 16
Why Are Skill Standards Important? 16
The Benefits and Uses of Skill Standards 17
Skill Standards to Curriculum: A Continuous Development
Process 21
Pyramid of Competencies 24
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25 Skill StaNdardS
Project Goals, Guiding Principals, & Methodology 26
Project Goals 26
Guiding Principles 26
Identification of Skill Standards: Methodology 27
Employability Skills: SCANS Profile 31
Technical Skills, Knowledge, Abilities, and Tools 33
35 reSultS
Typical Job Description 36
Primary Purpose 36
Responsibilities and Accountabilities 36
General Qualifications 37
Physical Requirements and Working Conditions 37
Critical Work Functions and Key Activities 38
Theories, Concepts, and Equipment 40
Scenario: Routine 44
Scenario: Crisis 48
Scenario: Long Term 52
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SCANS Survey Results 56
Verification Survey Results 60
Skill Standards Tables 61
93 iNtegratiON
Assessment and Certification: A Vital Connection 94
Assessment Strategies 96
Assessment Design 98
99 appeNdiCeS
References 100
Notes 101
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This document is the result of the collaborative efforts of industry, labor, education, government, workforce, and economic boards successfully working together through the Centralia College Center of Excellence for Energy Technology partnership. A special thanks to all who contributed, and especially to Dr. Alan Hardcastle, Washington State University Senior Researcher; Terryll Bailey, President, The Allison Group; IBEW Local #77, and the employers and employees who participated in the focus groups. Their countless hours of work to help produce the skill standards are greatly appreciated.
Washington State Workforce Training and Education Coordinating Board
Eleni Papadakis, Executive Director
Mike Brennan, Economic Development Program Specialist
Washington State Board for Community and Technical Colleges
Jim Crabbe, Director, Workforce Education
Amy Smith-Rubeck, Workforce Education Policy Associate
Project Development and Coordination
Alan Hardcastle, Senior Research Associate, WSU Extension Energy Program
Terryll Bailey, President, The Allison Group
Barbara Hins-Turner, Executive Director, Washington State Center of Excellence for Energy Technology
Debbie Breon and Vicki Zarrell, WSU Extension Energy Program
Acknowledgements
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Steering Committee
Terry Meade, Plant Manager, Nine Mile Canyon Wind Farm, Energy Northwest
Bob Guenther, Labor Representative, IBEW Local 77
Rick Strait, Labor Representative, IBEW Local 77
Paul Smith, Plant Manager, Hopkins Ridge Wind Farm, Puget Sound Energy
Troy Nutter, Manager of Training and Procedures, Puget Sound Energy
Kairie Pierce, Labor Representative, Washington State Labor Council
Mark Weissenfels, Technical Trainer, Portland General Electric
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Focus Group Participants
Focus group participants included front-line workers, first line supervisors, and subject matter experts in the wind energy sector within the Pacific Northwest region. They met over a two-day period at Energy Northwest’s Nine Mile Canyon Wind Project and determined the critical work functions and key activities performed by wind turbine technicians. They then listed the performance indicators, technical knowledge, skills and abilities, and employability skills required to succeed in this field. Their insights were an invaluable contribution to this work. Participants included (left to right, above):
Kris Finkbeiner, Energy Northwest Nine Canyon
Tim Clever, White Creek Wind
Matt Taylor, Energy Northwest Nine Canyon
Chad Rupert, Puget Sound Energy Wild Horse
Ryan Severe, Puget Sound Energy Hopkins Ridge
Todd Brogna, EnXco
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The Wind Turbine Technician Skill Standards project was launched at Puget Sound Energy’s Wild Horse Wind Farm where industry training supervisors, plant managers and labor representatives determined the scope of the project. A two-day focus group meeting hosted by Energy Northwest at its Nine Mile Canyon Wind Farm engaged a team of skilled technicians who worked tirelessly to develop the content for the standards. The resource costs for this project were high, but the results provide a knowledge capture of the work of wind technicians that will serve industry, labor, and educational needs as we collaboratively create a benchmark standard for the power generation workforce. We sincerely thank our industry and labor partners for supporting this work:
Energy Northwest
Puget Sound Energy
White Creek Wind
EnXco
IBEW Local #77
Thanks also to these partners and to PacificCorp and Vestas for completing surveys verifying that the standards reflect the requirements of the wind industry throughout the Pacific Northwest region.
Special Thanks
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This Wind Turbine Technician Skill Standards project is part of a broader initiative to establish power generation standards for the energy industry. The following are the overall outcomes targeted by the Power Generation Skill Standards, as determined by the partnership:
Skill standards needed for power generation careers consistent with the current and future needs of the public and business
Verification of worker input by written survey
A report for power generation employers, labor unions, and educators showing the standards and the data that supported those standards
The Next Steps
The completion of skill standards represents phase one of this endeavor. The next step is to provide oversight to the development and improvement of curriculum based on the skill standards. This is a cooperative and collaborative project with power generation industry, labor unions, high schools, and colleges throughout the state. Additionally, the skill standards will serve as a foundation for Registered Apprenticeship Training, Credit for Prior Learning, and industry human resource job requirements.
Power Generation Skill Standards Project Outcomes
Overview11
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Perspectives
Don Guillot, Business Manager IBEW Local 77 | Seattle, WA
The International Brotherhood of Electrical Workers 77 is proud to endorse the work that has been done to complete a set of skill standards that will lead to better prepared workers for the Wind Industry. The participation of employers and the workers in the development have given a real-time snapshot of the need for better training in this very important energy field.
Our plan for the standards is to develop curriculum and a Washington State Approved Apprenticeship program, using the
wind standards as a template. We look forward to building strong partnerships with higher education and achieving an outcome that will benefit our workers and their employers.
In solidarity,
Don Guillot
Labor Perspective
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Industry Perspective
Terry Meade, Plant Manager Nine Canyon Wind Project Energy Northwest | Richland, WA
The U.S. wind energy industry growth rate over the last several years is staggering. Over 8,500 megawatts (MW) of new generating capacity was installed in CY 2008 alone, increasing the nation’s total wind power generating capacity by 50 percent to over 25,300 MW. The new wind projects completed in 2008 account for about 42 percent of the entire new power-producing capacity added nationally last year.
There is currently nearly 1,500 MWs of wind generating capacity in Washington State and this value increases nearly everyday. Several new projects are in the development stage, and most of the existing projects are expanding.
Approximately 85,000 people are employed in the wind industry today, up from 50,000 one year ago. This growth represents viable employment opportunities for our young citizens. It is in the interests of the local communities and the wind industry to support the development of structured training programs. These programs will prepare our young people to enter this expanding job market and provide the source for this growing workforce.
The nature of the job is challenging and a good training program is needed. Many of the local community colleges are in the process of establishing curriculums to be able to provide the necessary training. These skill sets are an important first step to help the educational sector provide the specific training needed to meet the needs of the industry. Good fundamentals, knowledge, and skills are important to enable these individuals not only to move into this workforce, but to minimize the potential for injury on the job.
Energy Northwest has chosen to be actively involved in the development of the skill sets and is looking forward to contributing further as a partner with the educational sector to help these skill sets be used to develop quality training programs.
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National Context 15
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Skill standards provide measurable benchmarks of skill and performance achievement. They answer two critical questions: What do workers need to know and be able to do to succeed in today’s workplace? And, how do we know when workers are performing well? Without this fundamental information, employers do not know whom to hire or where to focus their limited training dollars; employees and new entrants to the workforce do not know what they need to do to improve their performance and educators do not know how to prepare students for the challenge of the workplace.
Why Are Skill Standards Important?
In today’s workplaces, the only constant is change. Jobs that once were relatively simple now require high performance work processes and enhanced skills. Because skill standards reflect changing workplace realities, they are a tool that can be used by applicants and employees to access greater career opportunities.
National recognition of skill standards in career fields provides a common basis
The National Skill Standards Board (NSSB) was established by Congress in 1994 to encourage the creation and adoption of a national system of voluntary skill standards that would enhance the ability of the U.S. to compete effectively in a global economy. By the time the NSSB sunset in 2003, several national voluntary skill standards projects were developed by various industries in full partnership with education, labor, and community-based organizations. The intent was to have voluntary skill standards that are flexible, portable, and continuously updated and improved.
What Are Skill Standards?
Skill standards are performance specifications that identify the knowledge, skills and abilities an individual needs to succeed in the workplace. They are critical to improving workforce skills, raising living standards, and improving the competitiveness of the U.S. economy. To be effective, skill standards must reflect the consensus of industry professionals.
A National Context for Skill Standards
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for certifying achievement against those standards, thereby allowing for the portability of skills across geographic areas, companies, and careers.
Updating skills and knowledge is now a lifelong endeavor, causing many employers and employees to spend more effort, time, and money on education and training. Skill standards provide benchmarks for making education and training decisions, shaping curricula, and directing funds toward highest value education and training investments.
The Benefits and Uses of Skill Standards
Skill standards benefit all the stakeholders—business, labor, educators, government, and the community. The success of a skill standards development project and its usefulness to the community is dependent on the full participation and commitment of all stakeholders. These benefits can be used as a benchmark for evaluating the effectiveness of collaborative efforts.
How Skill Standards Benefit Employers
Employers can use skill standards to establish personnel qualification requirements. Interviews, performance reviews and productivity can be evaluated
and assessed to a higher degree of accuracy and efficacy. Employers are also able to identify core competencies and workers’ abilities to demonstrate competencies. By matching competencies to critical work functions and key activities, employers can significantly improve efficiencies and productivity. Performance-based skill standards also provide a vehicle for varying degrees of job certainty and the structure for establishing competency-based pay scales. In addition, employers use skill standards to:
Align personnel qualification requirements with nationally adopted certificates of competence.
Modify employee training.
Simplify measurement of employee training effectiveness.
Assess employee skill levels based on industry standards.
Match employee skills to the work needed.
More easily document employee skills, training needs, and performance criteria.
Improve consumer satisfaction and confidence through better developed evaluation skills for customer contact personnel.
Improve employee satisfaction and morale by clarifying expectations.
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Improve quality, productivity, time-to-market and competitiveness.
Achieve business goals.
Partner with education and labor in developing school-to-work initiatives.
How Skill Standards Benefit Educators
Educators can identify core competencies and assessments based on the skill standards and implement them in their curricula. Students can then be required to demonstrate competency throughout their coursework. Academia and industry can build a cohesive relationship through a like-minded expectation of student competencies and work readiness. This enhances an instructor’s ability to teach information consistent with industry’s entry level expectations and needs. In addition, educators use skill standards to:
Partner with business and labor to develop school to work initiatives.
Provide effective, targeted instruction.
Develop benchmarks for certificates of competence earned by students.
Communicate what companies expect of employees.
Develop new and evaluate existing curriculum and programs based on industry needs.
Develop assessments to evaluate skills, knowledge, and abilities in classrooms and internships.
Develop a common language on workforce preparation with business and labor.
Improve relationships with local businesses, labor unions, other educators, and agencies.
Provide students with relevant career education and counseling.
How Skill Standards Benefit Labor Unions
Labor unions can use skill standards to gain support for company-sponsored worker training programs and to identify career paths for workers within companies and industries. Unions can provide this information to union members and develop strategies to improve career mobility and stability. Skill standards help unions to:
Improve member value to the company.
Provide a greater worker voice in the company.
Link skill standards to increased training and upward career mobility for union members.
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Assist employers to match employee skills to the work needed.
Develop skills based training and certification initiatives that complement union apprenticeship programs.
Communicate effectively with employers about worker training and retraining needs.
Cooperate with education and industry in developing school to work initiatives.
How Skill Standards Benefit Students and Workers
Skill standards assist students to make career choices by providing industry expectations for success in the workplace.
In addition, standards-based curriculum and assessments provide students with credentials that certify work-readiness. Work-ready students can anticipate being hired at higher rates of pay and can experience faster advancement in their chosen fields. Workers can accurately assess their skills against those required for career advancement and plan effectively for their career pathways. They can determine the skills and abilities needed for advancement or transfer within industries and determine the continuous learning and training they need to upgrade their skills. In addition, students and workers can use skill standards to:
Achieve clarity regarding what they are expected to learn and how to prepare for work.
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Assist in the development of a highly skilled and competitive workforce.
Evaluate the effectiveness of publicly funded education and training.
Increase opportunities for under-represented populations by making public the information that defines the skills required for success and by facilitating the national adoption of those definitions and their use.
Support the creation of high performance organizations where they improve living standards for all members of the population.
Facilitate collaboration between educators and industry.
Communicate the need and basis for education reform to business, education, labor, and the community-at-large on both local and national levels.
Enter and reenter the workforce with better control of their choices of high paying jobs requiring high skills.
Accurately assess business expectations of the skills needed for positions and careers of their choice.
Improve mobility and portability of their credentials.
Obtain certification of competence of the skills they gain through experience, school, training, or self-study.
Enhance their performance and achievement by self-evaluation against known standards.
Be active contributors to the activities that make their organizations successful.
How Skill Standards Benefit Government
Government can provide information that will ensure a better skill match between workers and employers and initiate education reform to better educate future members of the workforce. Skill standards better enable agencies to provide options for career and job mobility and link learning to the needs of the workplace. In addition, government can use skill standards to:
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A model of continuous improvement for economic development: Using Skill Standards
Step 1: Skill Standards Identification
Compile and research existing standards in related jobs and careers.
Conduct focus groups to identify critical work functions and key activities. Define key activity performance indicators and identify technical knowledge, foundation skills, and personal qualities.
Conduct a survey of current workers to determine level of SCANS skills required for each job.
Develop work-related scenarios to place the skill standards in the context of the work environment.
Verify the data gathered from focus groups.
Disseminate skill standards information to involved parties from industry, education, and labor for their review and editing.
Skill Standards to Curriculum: A Continuous Development Process
The skill standards generated in this project are designed to be used by participating education partners to develop or modify curriculum at the high school and community college level. By providing the necessary input from industry, this skill standards document is a first step in curriculum development to serve the power generation industry and to demonstrate what can be done across industries.
In order to keep current with a rapidly changing workplace, standards need to be reevaluated and updated on a regular basis, with full partner participation at each step. New technological developments impact the ways that workers organize and apply their skills, including time management and interpersonal relationships. Increased technological complexity may simplify some of the job tasks but make others more intricate. Today’s successful power generation workers are challenged to acquire a broader range of decision making and customer service skills as well as keep current with emerging technologies. Ongoing changes like these must be reflected in curriculum in order to meet the needs of industry, where expectations for workers are evolving.
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Assess results using the criteria of validity, currency, authenticity, and sufficiency.
Demonstrate validity using tangible items or records of action.
Demonstrate authenticity by having the individual being assessed produce the item or specific piece of a team-effort.
Demonstrate sufficiency by providing enough evidence to match key tasks and performance criteria of the skill standards.
Step 3: Curriculum Development
Identify necessary competencies based on the skill standards information and assessments.
Step 2: Assessment
Develop assessments through the collaboration of industry and education to reflect competent performance as defined by the skill standards.
Collect evidence of a person’s ability to perform at the levels determined by the skill standards.
Determine present skill level through direct and indirect evidence by assessing a student, trainee, apprentice, prospective worker, or worker seeking additional training.
Use products and items produced by the person being assessed as direct evidence.
Gather supporting information to use as indirect evidence.
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A Continuous Updating Process
A continuous exercise is necessary: all partners must revise and verify skill standards on a regular basis. For national economic development success, curriculum and current training methods must be updated to meet workplace standards.
Individual workers must have access to clearly stated competency goals and direct access to skill development assistance. With cooperative effort on local and national levels, we can begin to resolve the workforce shortages in the power generation industry that face us today.
Develop program outcomes for specific academic and training programs, including Tech Prep, two-year, and apprenticeship programs.
Perform gap analysis to determine changes or additions to be made to curriculum.
Revise existing curriculum to better meet the current and future needs of the industry.
Develop new curriculum and establish new programs based on these competencies.
Step 4: Articulation
Develop models to support the articulation of program outcomes and competencies between academic and training systems.
Establish articulation agreements between existing programs to ensure portability of skills.
Connect competencies and Certificates of Competence with benchmark documentation to build national portability systems.
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Tier II
Tier II represents technical skills, knowledge, and abilities common to a cluster of jobs within a cluster across all an industries or industry sectors. For workers in power generation, for example, knowledge of applicable federal, state, and local laws would be applicable across all sectors.
Tier III
Tier III represents industry-specific technical skills, knowledge, and abilities that are unique to individual jobs or clusters and are the most prone to rapid change. For example, many workers need to upgrade their skills based on sudden market shifts.
Pyramid of Competencies
The Pyramid of competencies is a depiction of skill standards in three broad skill categories.
Tier I
Tier I represents the broadest level of competencies, and is the set of employability (SCANS) skills, knowledge, abilities, and personal qualities required of all workers to be successful in today’s workplace. These are the universal skills that are needed to apply technical knowledge and tools effectively.
Tier III Industry Specific
Tier IITechnical Skills, Knowledge, & Abilities
Tier IFoundation Skills, Knowledge, & Abilities
Skill Standards 25
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The standards must be consistent with existing civil rights laws and practices.
Standards must be flexible, portable, and should be updated continuously.
Skill standards describe the major functions and key activities, as well as the performance indicators, technical knowledge and skills, employability skills, and personal attributes needed to succeed in the workplace.
Integrated skill standards define work duties and the skills required to perform them in the context of work settings.
The experience of the partners involved in this project holds that the success of any skill standards project is critically linked to the full participation and commitment of all partners.
Project GoalsIdentify voluntary skill standards for the power generation industry. The standards will serve as benchmarks for entry into power generation careers at the technical level.
Disseminate the results and support the use of skill standards by educators, businesses, unions, students, workers, and government agencies.
Guiding PrinciplesExperienced workers are the experts in their career fields and are best able to identify the work performed and the skills, knowledge, and abilities required to be successful.
Business, labor, and education must work as partners to ensure the creation of a link between work expectations and curriculum.
Project Goals, Guiding Principals, & Methodology
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Identification of Skill Standards: Methodology
Background
These industry-defined skill standards were developed using specific research-based processes. The project followed the process required by the Washington State Board for Community and Technical Colleges (SBCTC) as described in Skill Standards Guidebook I, Washington State Board for Community and Technical Colleges, 1996 and the process developed by the National Skill Standards Board (NSSB).
The Washington State Center of Excellence for Energy Technology was formed in 2004 in response to the desire of industry to address the ever-widening shortfall of skilled workers in the power generation industry. The Center represents the education and training needs of the Energy industry through its partnership with employers, labor, and educators. The Center coordinated stakeholder support and funding for energy skill standards projects.
Dr. Alan Hardcastle of the WSU Extension Energy Program and Terryll Bailey of The Allison Group conducted extensive secondary research to identify trends, current jobs, and existing skill standards in
the wind energy sector including data from the SBCTC Skill Standards Web site, the NSSB, and existing competencies identified during the research. Researchers met with industry representatives to determine the goals and research design of the skill standards project, to obtain their input on the research to date and to finalize the study design.
A facilitated meeting was conducted with Senior Experts from industry to review the preliminary research and advise the research process. These employers and labor leaders established the project direction and time line, and identified an initial list of critical work functions and key activities. This initial list was subsequently reviewed during a two-day focus group of subject matter experts, primarily current workers who perform those jobs.
Focus Groups
In the focus group, a structured process was used to guide the panel through the development of the critical work functions and key activities. The process included the following elements:
Panelists were facilitated by a professional skill standards focus group leader.
Panelists received an orientation to skill standards. Examples were provided.
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Panelists from several different companies and sites arrived at consensus regarding the components of the skill standards.
Panelists clarified the organization and structure of the critical work functions and key activities, filled in gaps, and confirmed the accuracy of the critical work functions and key activities.
Panelists identified Performance Indicators for each key activity.
Panelists identified occupational technical knowledge and skills for each key activity.
Panelists brainstormed the topics that need to be covered in training and education programs to prepare people to enter the work.
Panelists completed surveys to level SCANS.
After a thorough orientation to skill standards, panelists were asked to brainstorm critical work functions for their cluster. After composing their own critical work functions, they were then provided with the draft critical work functions identified by the Senior Experts and through research. Panelists were asked to compare the critical work functions from the Senior Experts with those they brainstormed as a group and to consider the following criteria:
Is the function a broad responsibility?
Does it take a significant amount of time to achieve?
Are there groupings of key activities associated with it?
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Participants were asked to review the key activities for each critical work function and to posit appropriate changes wherever necessary. The criteria used for this purpose were:
Does the activity describe what you have to do to achieve this function?
Is it a major area of task responsibility?
Is it concrete and specific?
Does it have relatively equal importance to the other Key Activities?
Does each Key Activity require distinct, definable skills?
Once the critical work functions and Key Activities were finalized, performance indicators were developed for each key activity. Panelists were asked how they know when a task is performed well and what elements need to be in place so they would be ensured that this key activity is performed competently. The following criteria were provided regarding performance indicators.
Performance Indicators should:
Describe competent performances.
Be directly observable, concrete, and measurable.
Capture the essential aspects of performance.
Be as precise and explicit as possible but still apply across the industry cluster.
Reflect what the individual can control.
Panelists brainstormed performance indicators and then arrived at consensus with respect to the final list. The group was assisted in putting the content into appropriate language format.
Panelists next moved to identify the occupational technical knowledge and skills for each key activity. They brainstormed occupational technical knowledge and skills, and then arrived at the final list through consensus. Panelists were asked what a person needs to know and be able to do to accomplish the key activities at the level defined by the performance indicators.
In each focus group an informal discussion was held to identify the subjects and topics most important for new entrants to the industry.
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Survey respondents were asked to comment on the standards and to rank the relative importance of the functions and tasks identified by the focus groups. Complete survey data from 25 Wind Turbine Technicians was collected and analyzed. The Verification Survey Results are presented in a separate section of this document.
Surveys
A workplace competencies survey was conducted to level SCANS skills and personal qualities for the cluster. SCANS (Secretary’s Commission on Achieving Necessary skills) are foundation abilities required of workers in all occupations at varying levels specific to their jobs, ranging from basic academic skills to problem solving, working in teams, and the use of technology. Surveys were distributed to panelists in the focus groups and to workers across the State of Washington. Complete survey data from 25 Wind Turbine Technicians was collected and analyzed. The SCANS survey results are presented in a separate section of this document.
Senior Expert Review
Senior Experts from the energy generation sector reviewed the critical work functions, key activities and performance indicators produced by the focus group panels. The Senior Experts provided a few minor edits and answered some follow up questions from the research team. All of the Senior Experts confirmed the content of the skill standards.
Industry-wide Review
The preliminary skill standard was reviewed and verified in the early part of 2009 by a survey of the energy industry.
Focus Groups
Set Performance Criteria
Scenarios
Validate
Research
Building Skill Standards
1.
2.
3.
4.
5.
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During the data-gathering process of this project, employability skills for wind technicians were identified. Employability, or workplace skills, are basic academic and foundation skills needed to build more advanced competencies. The foundation skills are based on broad workplace categories, known as SCANS (Secretary’s Commission on Achieving Necessary Skills, U.S. Department of Labor). This federal report, issued in 1991 ,identifies 37 foundation and workplace competencies required for work readiness.
SCANS are comprised of a three-part foundation of skills and personal qualities and five workplace competencies needed for successful job performance in today’s workforce. Professionals currently working in the field were asked to identify the level of difficulty for each of the 37 SCANS skills most required for successful workplace performance in each cluster. The information in the charts on the following pages was compiled by taking a weighted average of the responses across the cluster. This summary information provides a general view of the key workplace skills deemed relevant and necessary for the front line worker in power generation as well as providing
the foundation for the employability skills within the skill standards.
Basic Skills Competencies
Reading
Writing
Arithmetic
Listening
Speaking
Thinking Skills Competencies
Creative Thinking
Decision Making
Problem Solving
Visualization
Knows/Learns
Reasoning
Personal Qualities
Responsibility
Self-Worth
Employability Skills: SCANS Profile
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Definition of terms
Each chart in the following skill standards templates contains the following components:
ClustersClusters describe the major areas of work carried out across an industry cluster. They apply across specific industry segments (e.g. automobile manufacturing, furniture manufacturing, airplane manufacturing, etc.) and often cover families of related job titles. Plant electricians are an example of a cluster within power generation.
Critical Work Functions Critical work functions represent the general areas of responsibility for the front-line worker in power generation. The functions tell us what must be done to achieve the key purpose of an occupation cluster.
Employability Skills Employability skills are basic academic and personal skills that are needed to build more advance competencies. They
Sociability
Self-Management
Integrity/Honesty
Workplace
Utilizing Resources
Interpersonal Skills
Utilizing Information
Using Systems
Using Technology
The ADVANCE™ Workplace Standards Skill Inventory from Advanced Educational Spectrums, Inc. was used to capture industry views on foundation skills for power generation workers. Industry professionals ranked the SCANS skill levels required. The chart on the following pages contains information created by taking the average of the profiles across the clusters. This summary information provides a general view of the key foundation skills deemed relevant and necessary for the entry-level power generation worker.
Applies creative thinking
Level I • Makes connections
between old & new• Recognizes general
relationships
Level II • Paraphrases/• Demonstrates
creative thinking process skills while problem solving
Level III • Develops creative
solutions• Applies creative
solutions to new situations
Level IV • Generates unique
solutions• Formulates new
ideas/approaches• Organizes new
processes/procedures
Level• Jud
resu• Acti
crea
Applies decision making strategies
Level I • Understands decision
making process• Recalls basic rules/
principles• Identifi es goals
Level II • Applies rules/
principles to situation• Gathers information
Level III • Analyzes situations/
information• Considers risks/
implications• Compiles multiple
viewpoints
Level IV • Generates creative
solutions• Evaluates alternative
solutions• Formulates plan of
action
Lev• J
p• E
• Spa
Recognizes and solves problems
Level I • Identifi es the problem
Level II • Understands
the complaint/discrepancy
• Appropriately
Level III • Examines
information/data• Considers risks/
implications
Level IV • Generates/evaluates
solutions
Level • Eval
plan
√
√
√
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Performance Indicators Performance indicators are specific behavioral evidence of a worker’s achievement of skills, knowledge, and task completion. The question answered is: “How do we know when this key activity is performed well?” Performance indicators provide the standard of performance required to produce the necessary outcomes of key activities.
Technical Skills, Knowledge, Abilities, and Tools
Technical skills, knowledge, and abilities are those areas of expertise which workers must have in order to perform a given occupational task with excellence. A collection of skills, knowledge, abilities and tools make up competencies.
Skills refer to proficiency in an applied activity. This activity could be physical, mental, or interpersonal in nature.
Knowledge is a particular set of information.
Abilities are broad human characteristics that result from natural talent, training, or experience.
Tools are materials, equipment, and implements a worker must be able to use competently to meet the requirements of the job.
are competencies required by all workers in order to obtain meaningful work and participate in the modern workforce.
Key Activities Key activities are the tasks related to the functional area of the career cluster and performed by workers in a given occupation. They are made up of work activities which are measurable and observable, and which result in a decision, product, or service.
Level of Importance Professionals who are actively working in this occupation rated the level of importance for each critical work function and key activity, ranging from not important to critical. All critical work functions were rated and verified as being important, very important, or critical.
34
35
Results
36
Primary Purpose
Perform skilled journey-level work in the operations, maintenance, and repair of wind turbine generators.
Responsibilities and Accountabilities
May be responsible to perform a combination of the following duties based upon job assignment:
Perform mechanical, hydraulic, and electrical component service on wind turbines.
Troubleshoot and diagnose electrical, mechanical, and hydraulic malfunctions.
Work with complex wind-related instructions and procedures as well as diagrams.
Perform repairs and diagnosis of turbine operations problems in service area.
Perform necessary warranty and scheduled service work in accordance with the turbine supplier specifications.
Identify and report existing and anticipated problems with wind farm.
Performing other duties as related to the position.
Typical Job Description
37
General Qualifications
Skills and competencies:
Ability and willingness to work in all weather conditions.
Ability and willingness to read and interpret technical manuals, procedures, and regulations.
Ability to write reports and subtract, multiply, and divide in all units of measure.
Ability to effectively communicate with fellow employees and management.
Ability to perform service tasks outlined in the service manuals.
Ability and willingness to take initiative and work without direct supervision.
Ability to use personal computer with basic computer skills.
Ability to pass initial Fitness for Duty drug and alcohol screening.
Degrees, certificates, license, and experiences required:
A high school diploma or GED.
Valid drivers license and clean driving record history.
Physical Requirements and Working ConditionsAbility to perform manual work, i.e.: standing, stooping, and walking.
Ability to lift up to 45 lbs.
Ability to climb a ladder 260+ feet above the ground without assistance on a frequent basis.
Ability to work outdoors in extreme cold and heat for extended periods of time from towers and platforms.
38
Criti
cal W
ork
Func
tion
sKe
y A
ctivi
ties
A
Ensu
re a
saf
e w
ork
envi
ronm
ent
and
mee
t saf
ety
stan
dard
s
A1
Parti
cipa
te in
sa
fety
and
pre
-job
mee
tings
A2
Perf
orm
em
erge
ncy
drill
s an
d pa
rtici
pate
in
em
erge
ncy
resp
onse
team
s
A3
Iden
tify
and
repo
rt
unsa
fe c
ondi
tions
an
d ta
ke c
orre
ctive
ac
tions
A4
Obt
ain
and
mai
ntai
n re
quire
d lic
ense
s an
d ce
rtific
ation
s
A5
Perf
orm
saf
ety
insp
ectio
ns
A6
Prov
ide
safe
ty
trai
ning
B Trou
bles
hoot
an
d re
pair
win
d tu
rbin
es (i
ncid
ent)
B1 Gat
her
and
prep
are
mat
eria
ls, t
ools
an
d eq
uipm
ent;
tr
ansp
ort a
nd s
et
up e
quip
men
t
B2 Perf
orm
tr
oubl
esho
oting
B3 Doc
umen
t rep
air
and
corr
ectiv
e ac
tion
B4 Perf
orm
repa
irsB5 Pe
rfor
m
mec
hani
cal
and
elec
tric
al
com
pone
nt s
yste
m
test
s
B6 Eval
uate
pos
t re
pair
testi
ng
B7 Repl
ace
maj
or
com
pone
nts
(i.e.
ge
ar b
ox, m
ain
bear
ings
, etc
.)
C Mai
ntai
n w
ind
turb
ines
(R
elia
bilit
y an
d O
ptim
izati
on)
C1 Gat
her
and
prep
are
mat
eria
ls,
tool
s, a
nd
equi
pmen
t;
tran
spor
t and
set
up
equ
ipm
ent
C2 Perf
orm
pr
even
tativ
e m
aint
enan
ce
C3 Perf
orm
m
echa
nica
l an
d el
ectr
ical
co
mpo
nent
and
sy
stem
test
s
C4 Perf
orm
repa
irs
or re
plac
e co
mpo
nent
s
C5 Doc
umen
t eq
uipm
ent
inst
alla
tion,
m
aint
enan
ce, a
nd
repa
ir
D Mai
ntai
n to
ols,
eq
uipm
ent,
and
in
vent
ory
D1
Mai
ntai
n, in
spec
t,
and
repa
ir o
r re
plac
e ha
nd
tool
s an
d te
st
equi
pmen
t
D2
Mai
ntai
n an
d op
erat
e uti
lity/
field
truc
k to
ols
and
stoc
k
Criti
cal W
ork
Func
tions
and
Key
Acti
vitie
s
39
Criti
cal W
ork
Func
tion
sKe
y A
ctivi
ties
E Inte
ract
and
co
mm
unic
ate
wit
h co
wor
kers
, su
pplie
rs,
cust
omer
s, a
nd
cont
ract
ors
E1 Parti
cipa
te in
pr
e-jo
b ta
ilgat
e m
eetin
gs
E2 Parti
cipa
te in
m
eetin
gs a
nd
prob
lem
sol
ving
gr
oups
with
co
wor
kers
and
m
anag
emen
t
E3 Inte
rfac
e w
ith
publ
ic a
nd la
nd
owne
rs
E4 Com
mun
icat
e w
ith
supp
liers
rega
rdin
g pa
rts,
tool
s, a
nd
refu
rbis
hmen
t
E5 Inte
ract
with
, m
onito
r, an
d di
rect
co
ntra
ctor
s (i.
e.
cran
es, r
oads
, ve
ndor
s, e
tc.)
F Adh
ere
to p
olic
ies
and
stan
dard
s
F1 Com
ply
with
en
viro
nmen
tal
regu
latio
ns
(Spi
ll Pr
even
tion
Cont
rol a
nd
Coun
term
easu
res
and
Spill
Res
pons
e Pl
an (S
PCC
and
SRP)
)
F2 Adh
ere
to s
ite-
spec
ific
wor
k pr
actic
es a
nd
proc
edur
es;
emer
genc
y re
spon
se a
nd
prep
ared
ness
F3 Perf
orm
com
pany
an
d si
te-s
peci
fic
adm
inis
trati
ve
activ
ities
(i.e
. tim
e sh
eets
, veh
icle
ac
cide
nt fo
rms,
et
c.)
G Cond
uct
trai
ning
an
d pa
rtici
pate
in
con
tinu
ous
lear
ning
G1
Ach
ieve
and
m
aint
ain
profi
cien
cy in
cu
rren
t and
new
te
chno
logi
es
G2
Trai
n ot
hers
in
spec
ific
oper
ation
, m
aint
enan
ce, a
nd
repa
ir p
roce
dure
s
G3
Mai
ntai
n ce
rtific
ation
s
40
Knowledge of foundational science and engineering concepts and theories is essential in order to perform functions required of Wind Turbine Technicians. These are listed below, and are important supplements to the technical knowledge and skills listed with each key activity.
Science and Engineering Theories and Concepts
Basic physics
Behavior of matter
Gasses and liquids
Mechanical energy
Introductory mechanical engineering concepts
Levers, pulleys, machines
Hydraulics, pneumatics
Renewable energy processes and industries
Basic system design and components: hydraulics, pneumatics, terminology, symbols, functions, etc.
Advanced AC, Circuit Electronics, DC Power, Circuit Analysis
Theories, Concepts, and Equipment
Environmental stewardship
Machines, friction, and bearings
Lubrication and cooling
Overview of power generation delivery grid system from generation to end user including VARS (Vertical and Azimuth Reference System)
WAC 296-45: High voltage electrical safety standards; OSHA 1910-333, NFPA 70-E
Computer process applications and networking
Aviation terminology and basic aerodynamics (physics)
Instrumentation and controls logic theory
Fiber optics
Basic rigging
41
Math for Wind Turbine Technician
Working knowledge of: measurement, layout, computation, formulae, functions
Basic logic
Algebra
Solid geometry
Computational technology
Principles of alignment
Torque
Properties and behavior of motion
Trigonometry (sin/cosine)
Wind Turbine Concepts
Statics dynamics
Thermo dynamics
Basic meteorology
Coponents and Equipment
Breakers (station service, air blast, vacuum, oil, and field)
Metal clad switchgear
Electrical controls
Generators and PMGs (Permanent Magnet Generator)
Shop machinery
Electrical hand tools
Cranes
Battery chargers & inverters; station and auxiliary battery banks
Stator
Rotors
DC exciters / solid state excitation
Fractional horsepower motors
AC and DC motors
Annunciators / alarms
Auxiliary equipment
Distribution panels
Transformers (current, potential, distribution)
Auxiliary generating equipment and auxiliary generator controls
Isolated phase busses
Oil pump motors, starters, and controls
Relays
Neutral ground devices
Switch boards, panels
Switching and grounding equipment
Distribution circuits
UPS power supplies
Transfer switches
Voltage regulators
Motor starters and circuits
42
Wind Farm Environment
Outdoor lighting circuits
Indoor lighting circuits
Ventilation systems
Conduits, wire, cable
Overhead and underground wiring, including triplex
Remote control circuitry
RTU
Security systems
Emergency lighting
Life safety systems and equipment
High voltage cables and terminations
Cable trays
Ground Fault Interrupters (GFI)
Grounding and bonding systems
Communication systems
Branch circuit panels and feeders and over current devices
Power utilization circuits, devices and equipment
Relay circuits
Field rheostats
PLCs and PLC programs (programmable logic controller)
Emission control systems, to include scrubbers; electrostatic precipitators
Diesel generators
Cathodic protection equipment
Lightning arrestors
Emergency lighting
Motor operated valves (Linitorque/Crane Teledyne/Auma)
LVDT (Linear Variable Differential Transformer) and proximity position sensing and indication
Instrumentation systems and devices
43
Tools, Meters, and Monitoring Instruments
Volt Ohm meter
Ammeter
Megger
Phase rotation meter
Capacitor tester
Oscilloscope
Calibrator
Machine shop tools
High voltage tester
Hand tools
Electric hand tools
Micro-Ohm meter/ductor
Recording equipment/data acquisition equipment
Manometer
Hydraulic torquing tools (Hi Torque)
Knowledge of NEC, NESC, ANCII and IEEE or organizational construction electrical standards as required.
44
Scenario: RoutineThe single most routine—and most important—job there is on a wind plant is scheduled service. After the turbine has been installed it is typically scheduled for service one to three times a year depending on the turbine manufacture. Performing thorough service on a consistent schedule prevents or significantly reduces future maintenance and repair work.
Service is typically scheduled out from the start up dates or by the number of run hours. The first scheduled service is the start up service, at 500 hours of operation.
Each manufacturer writes a specific service guideline, or protocol, which has to be followed. This is to ensure the best operation of the turbine and not to void any warranty obligations of the manufacture. There are also different service guidelines for the start up, semi annual (or six month), and annual services.
These scheduled services are a systematic check and repair of the turbine components and operations. This typically consists of:
Stretching base bolts (start up services).
Torquing bolts from the tower to the blades. This can be done with hydraulic powered torque pumps or hand held torque wrenches.
Visual inspections of components (from ladder through the hub).
Verifying proper operation of components (hydraulic and mechanical).
Greasing bearings and verifying fluid levels (Gear oils and hydraulic fluids).
Replacing oil and breather filters.
Verifying proper operation of brushes, slip-rings, and other electrical/electronic components.
Another factor to take into account is that after the start up service, project managers will try to work their service schedules around annual weather patterns. In the best case, these services would be performed in anticipation of the windy and peak demand seasons, in order to ensure high performance during inclement weather and peak demand periods. Other weather factors that are considered include lightning, snow, freezing rain, etc.
45
Knowledge and understanding of lubrication (oil & greases).
Knowledge and understanding of Material Safety Data Sheets (MSDS).
Knowledge and understanding of weather patterns.
Some of the core skills that a service technician needs include:
Ability to read, understand, and follow maintenance/service protocols.
Knowledge of electrical and mechanical tooling, including how to operate.
Knowledge and understanding of electricity (AC, DC, high/medium/low voltages).
Knowledge and understanding of hydraulics (brakes and/or blade/tip pitching).
Knowledge and understanding of gearing.
Knowledge and understanding of fasteners and torquing.
46
Criti
cal W
ork
Func
tion
sKe
y A
ctivi
ties
A
Ensu
re a
saf
e w
ork
envi
ronm
ent
and
mee
t saf
ety
stan
dard
s
A1
Parti
cipa
te in
sa
fety
and
pre
-job
mee
tings
A2
Perf
orm
em
erge
ncy
drill
s an
d pa
rtici
pate
in
em
erge
ncy
resp
onse
team
s
A3
Iden
tify
and
repo
rt
unsa
fe c
ondi
tions
an
d ta
ke c
orre
ctive
ac
tions
A4
Obt
ain
and
mai
ntai
n re
quire
d lic
ense
s an
d ce
rtific
ation
s
A5
Perf
orm
saf
ety
insp
ectio
ns
A6
Prov
ide
safe
ty
trai
ning
B Trou
bles
hoot
an
d re
pair
win
d tu
rbin
es (i
ncid
ent)
B1 Gat
her
and
prep
are
mat
eria
ls, t
ools
an
d eq
uipm
ent;
tr
ansp
ort a
nd s
et
up e
quip
men
t
B2 Perf
orm
tr
oubl
esho
oting
B3 Doc
umen
t rep
air
and
corr
ectiv
e ac
tion
B4 Perf
orm
repa
irsB5 Pe
rfor
m
mec
hani
cal
and
elec
tric
al
com
pone
nt s
yste
m
test
s
B6 Eval
uate
pos
t re
pair
testi
ng
B7 Repl
ace
maj
or
com
pone
nts
(i.e.
ge
ar b
ox, m
ain
bear
ings
, etc
.)
C Mai
ntai
n w
ind
turb
ines
(R
elia
bilit
y an
d O
ptim
izati
on)
C1 Gat
her
and
prep
are
mat
eria
ls,
tool
s, a
nd
equi
pmen
t;
tran
spor
t and
set
up
equ
ipm
ent
C2 Perf
orm
pr
even
tativ
e m
aint
enan
ce
C3 Perf
orm
m
echa
nica
l an
d el
ectr
ical
co
mpo
nent
and
sy
stem
test
s
C4 Perf
orm
repa
irs
or re
plac
e co
mpo
nent
s
C5 Doc
umen
t eq
uipm
ent
inst
alla
tion,
m
aint
aina
nce,
and
re
pair
D Mai
ntai
n to
ols,
eq
uipm
ent,
and
in
vent
ory
D1
Mai
ntai
n, in
spec
t,
and
repa
ir o
r re
plac
e ha
nd
tool
s an
d te
st
equi
pmen
t
D2
Mai
ntai
n an
d op
erat
e uti
lity/
field
truc
k to
ols
and
stoc
k
Prim
ary
Task
s an
d Fu
nctio
ns In
volv
ed in
this
Sce
nari
oH
ighl
ight
ed in
blu
e
47
Criti
cal W
ork
Func
tion
sKe
y A
ctivi
ties
E Inte
ract
and
co
mm
unic
ate
wit
h co
wor
kers
, su
pplie
rs,
cust
omer
s, a
nd
cont
ract
ors
E1 Parti
cipa
te in
pr
e-jo
b ta
ilgat
e m
eetin
gs
E2 Parti
cipa
te in
m
eetin
gs a
nd
prob
lem
sol
ving
gr
oups
with
co
wor
kers
and
m
anag
emen
t
E3 Inte
rfac
e w
ith
publ
ic a
nd la
nd
owne
rs
E4 Com
mun
icat
e w
ith
supp
liers
rega
rdin
g pa
rts,
tool
s, a
nd
refu
rbis
hmen
t
E5 Inte
ract
with
, m
onito
r, an
d di
rect
co
ntra
ctor
s (i.
e.
cran
es, r
oads
, ve
ndor
s, e
tc.)
F Adh
ere
to p
olic
ies
and
stan
dard
s
F1 Com
ply
with
en
viro
nmen
tal
regu
latio
ns
(Spi
ll Pr
even
tion
Cont
rol a
nd
Coun
term
easu
res
and
Spill
Res
pons
e Pl
an (S
PCC
and
SRP)
)
F2 Adh
ere
to s
ite-
spec
ific
wor
k pr
actic
es a
nd
proc
edur
es;
emer
genc
y re
spon
se a
nd
prep
ared
ness
F3 Perf
orm
com
pany
an
d si
te-s
peci
fic
adm
inis
trati
ve
activ
ities
(i.e
. tim
e sh
eets
, veh
icle
ac
cide
nt fo
rms,
et
c.)
G Cond
uct t
rain
ing
and
parti
cipa
te
in c
onti
nuou
s le
arni
ng
G1
Ach
ieve
and
m
aint
ain
profi
cien
cy in
cu
rren
t and
new
te
chno
logi
es
G2
Trai
n ot
hers
in
spec
ific
oper
ation
, m
aint
enan
ce, a
nd
repa
ir p
roce
dure
s
G3
Mai
ntai
n ce
rtific
ation
s
48
Scenario: CrisisI arrive at the office and receive my work plan for the day from the lead technician. I am to troubleshoot turbine T-84, which is not communicating with the SCADA system. My partner and I get in the service truck and drive to the turbine. We enter the turbine door and I see that the turbine controller is not running. The display is blank, but two of the three LED’s on the processor control pad are on: Auxiliary Power and Temp OK. This tells me that the controller has power and the temperature in each of the three controller cabinets is above freezing. I verify this by first checking the UPS (Uninterruptible Power Supply) and find that it is supplying the correct voltage to the controller.
I perform a manual reboot of the processor by cycling the breaker that supplies power to the controller from the UPS. When the processor is halfway through the startup process it stops at the “Checking Grid Flash” stage, shuts down, and begins the startup process again. I then look through the manual and find that the grid information is monitored by the CT 3251 control module in the top controller. I contact the inventory coordinator and request a new module to be brought to the turbine.
While waiting for the new module I connect my laptop to the turbine to check the status of the processor’s memory. I am able to verify that the software and historical data in the turbine processor is still intact. The new CT 3251 arrives and my partner climbs the tower to replace the defective module. I open the UPS breaker once again to allow my partner to safely replace the defective CT module. While in the nacelle he also performs a visual inspection of the top controller. He reports that the top controller is visually okay and the CT module has been replaced. We are ready to re-energize the controller.
This time the controller starts up successfully and we are able to continue to troubleshoot the turbine to find out why it shut down in the first place.
49
50
Prim
ary
Task
s an
d Fu
nctio
ns In
volv
ed in
this
Sce
nari
oH
ighl
ight
ed in
blu
e
Criti
cal W
ork
Func
tion
sKe
y A
ctivi
ties
A
Ensu
re a
saf
e w
ork
envi
ronm
ent
and
mee
t saf
ety
stan
dard
s
A1
Parti
cipa
te in
sa
fety
and
pre
-job
mee
tings
A2
Perf
orm
em
erge
ncy
drill
s an
d pa
rtici
pate
in
em
erge
ncy
resp
onse
team
s
A3
Iden
tify
and
repo
rt
unsa
fe c
ondi
tions
an
d ta
ke c
orre
ctive
ac
tions
A4
Obt
ain
and
mai
ntai
n re
quire
d lic
ense
s an
d ce
rtific
ation
s
A5
Perf
orm
saf
ety
insp
ectio
ns
A6
Prov
ide
safe
ty
trai
ning
B Trou
bles
hoot
an
d re
pair
win
d tu
rbin
es (i
ncid
ent)
B1 Gat
her
and
prep
are
mat
eria
ls, t
ools
an
d eq
uipm
ent;
tr
ansp
ort a
nd s
et
up e
quip
men
t
B2 Perf
orm
tr
oubl
esho
oting
B3 Doc
umen
t rep
air
and
corr
ectiv
e ac
tion
B4 Perf
orm
repa
irsB5 Pe
rfor
m
mec
hani
cal
and
elec
tric
al
com
pone
nt s
yste
m
test
s
B6 Eval
uate
pos
t re
pair
testi
ng
B7 Repl
ace
maj
or
com
pone
nts
(i.e.
ge
ar b
ox, m
ain
bear
ings
, etc
.)
C Mai
ntai
n w
ind
turb
ines
(R
elia
bilit
y an
d O
ptim
izati
on)
C1 Gat
her
and
prep
are
mat
eria
ls,
tool
s, a
nd
equi
pmen
t;
tran
spor
t and
set
up
equ
ipm
ent
C2 Perf
orm
pr
even
tativ
e m
aint
enan
ce
C3 Perf
orm
m
echa
nica
l an
d el
ectr
ical
co
mpo
nent
and
sy
stem
test
s
C4 Perf
orm
repa
irs
or re
plac
e co
mpo
nent
s
C5 Doc
umen
t eq
uipm
ent
inst
alla
tion,
m
aint
enan
ce, a
nd
repa
ir
D Mai
ntai
n to
ols,
eq
uipm
ent,
and
in
vent
ory
D1
Mai
ntai
n, in
spec
t,
and
repa
ir o
r re
plac
e ha
nd
tool
s an
d te
st
equi
pmen
t
D2
Mai
ntai
n an
d op
erat
e uti
lity/
field
truc
k to
ols
and
stoc
k
51
Criti
cal W
ork
Func
tion
sKe
y A
ctivi
ties
E Inte
ract
and
co
mm
unic
ate
with
cow
orke
rs,
supp
liers
, cu
stom
ers,
and
co
ntra
ctor
s
E1 Parti
cipa
te in
pr
e-jo
b ta
ilgat
e m
eetin
gs
E2 Parti
cipa
te in
m
eetin
gs a
nd
prob
lem
sol
ving
gr
oups
with
co
wor
kers
and
m
anag
emen
t
E3 Inte
rfac
e w
ith
publ
ic a
nd la
nd
owne
rs
E4 Com
mun
icat
e w
ith
supp
liers
rega
rdin
g pa
rts,
tool
s, a
nd
refu
rbis
hmen
t
E5 Inte
ract
with
, m
onito
r, an
d di
rect
co
ntra
ctor
s (i.
e.
cran
es, r
oads
, ve
ndor
s, e
tc.)
F Adh
ere
to p
olic
ies
an
d st
anda
rds
F1 Com
ply
with
en
viro
nmen
tal
regu
latio
ns
(Spi
ll Pr
even
tion
Cont
rol a
nd
Coun
term
easu
res
and
Spill
Res
pons
e Pl
an (S
PCC
and
SRP)
)
F2 Adh
ere
to s
ite-
spec
ific
wor
k pr
actic
es a
nd
proc
edur
es;
emer
genc
y re
spon
se a
nd
prep
ared
ness
F3 Perf
orm
com
pany
an
d si
te-s
peci
fic
adm
inis
trati
ve
activ
ities
(i.e
. tim
e sh
eets
, veh
icle
ac
cide
nt fo
rms,
et
c.)
G Cond
uct t
rain
ing
and
parti
cipa
te
in c
ontin
uous
le
arni
ng
G1
Ach
ieve
and
m
aint
ain
profi
cien
cy in
cu
rren
t and
new
te
chno
logi
es
G2
Trai
n ot
hers
in
spec
ific
oper
ation
, m
aint
enan
ce, a
nd
repa
ir p
roce
dure
s
G3
Mai
ntai
n ce
rtific
ation
s
52
Every wind turbine on site has had a complete main bearing inspection, and it has been determined that 14 main bearings will be replaced over the year to replace the worst by way of a pre-determined rating system. The turbine manufacturer, turbine owners, buyers, and mechanics —along with the crane company—have been notified about the tight schedule for the replacement work. Scheduling is crucial due to wind forecasts and the expense of having three cranes dedicated to one wind site for such a long period of time. The job will require three technicians in the nacelle every day for tear down, replacement, and reassembly, while four others help on the actual “lift” days with rigging and tag lines.
The first crane will have to raise a man basket up to each uprising/horizontal blade to install the blade socks with attached tag lines, while the mechanics in the nacelle yaw the turbine to avoid tangling the 400 foot tag lines into the boom of the large crane preparing to lift the hub and blades. The other two cranes will work together to remove and lower the hub and blade assembly or rotor safely to the ground. The large crane will have to come back up and pick the entire transmission (main bearing, main shaft, and gear box assembled) as one ‘blind’ pick as the operator cannot see his hook or the equipment to be lifted. Communication and coordination will be key, as there will be no room for error.
Two mechanics at the shop facility will be assembling the new main bearing/main shaft assembly into another gear box so the complete transition from old bearing to new bearing can be lifted and set in place on the same day, minimizing the number of days over the year the cranes are used.
Routine service maintenance and trouble shooting duties cannot be compromised dramatically to maintain schedule. The complete job scope will take cooperation by all departments and contractors.
Scenario: Long Term
53
54
Criti
cal W
ork
Func
tion
sKe
y A
ctivi
ties
A
Ensu
re a
saf
e w
ork
envi
ronm
ent
and
mee
t saf
ety
stan
dard
s
A1
Parti
cipa
te in
sa
fety
and
pre
-job
mee
tings
A2
Perf
orm
em
erge
ncy
drill
s an
d pa
rtici
pate
in
em
erge
ncy
resp
onse
team
s
A3
Iden
tify
and
repo
rt
unsa
fe c
ondi
tions
an
d ta
ke c
orre
ctive
ac
tions
A4
Obt
ain
and
mai
ntai
n re
quire
d lic
ense
s an
d ce
rtific
ation
s
A5
Perf
orm
saf
ety
insp
ectio
ns
A6
Prov
ide
safe
ty
trai
ning
B Trou
bles
hoot
an
d re
pair
win
d tu
rbin
es (i
ncid
ent)
B1 Gat
her
and
prep
are
mat
eria
ls, t
ools
an
d eq
uipm
ent;
tr
ansp
ort a
nd s
et
up e
quip
men
t
B2 Perf
orm
tr
oubl
esho
oting
B3 Doc
umen
t rep
air
and
corr
ectiv
e ac
tion
B4 Perf
orm
repa
irsB5 Pe
rfor
m
mec
hani
cal
and
elec
tric
al
com
pone
nt s
yste
m
test
s
B6 Eval
uate
pos
t re
pair
testi
ng
B7 Repl
ace
maj
or
com
pone
nts
(i.e.
ge
ar b
ox, m
ain
bear
ings
, etc
.)
C Mai
ntai
n w
ind
turb
ines
(R
elia
bilit
y an
d O
ptim
izati
on)
C1 Gat
her
and
prep
are
mat
eria
ls,
tool
s, a
nd
equi
pmen
t;
tran
spor
t and
set
up
equ
ipm
ent
C2 Perf
orm
pr
even
tativ
e m
aint
enan
ce
C3 Perf
orm
m
echa
nica
l an
d el
ectr
ical
co
mpo
nent
and
sy
stem
test
s
C4 Perf
orm
repa
irs
or re
plac
e co
mpo
nent
s
C5 Doc
umen
t eq
uipm
ent
inst
alla
tion,
m
aint
enan
ce, a
nd
repa
ir
D Mai
ntai
n to
ols,
eq
uipm
ent,
and
in
vent
ory
D1
Mai
ntai
n, in
spec
t,
and
repa
ir o
r re
plac
e ha
nd
tool
s an
d te
st
equi
pmen
t
D2
Mai
ntai
n an
d op
erat
e uti
lity/
field
truc
k to
ols
and
stoc
k
Prim
ary
Task
s an
d Fu
nctio
ns In
volv
ed in
this
Sce
nari
oH
ighl
ight
ed in
blu
e
55
Criti
cal W
ork
Func
tion
sKe
y A
ctivi
ties
E Inte
ract
and
co
mm
unic
ate
with
cow
orke
rs,
supp
liers
, cu
stom
ers,
and
co
ntra
ctor
s
E1 Parti
cipa
te in
pr
e-jo
b ta
ilgat
e m
eetin
gs
E2 Parti
cipa
te in
m
eetin
gs a
nd
prob
lem
sol
ving
gr
oups
with
co
wor
kers
and
m
anag
emen
t
E3 Inte
rfac
e w
ith
publ
ic a
nd la
nd
owne
rs
E4 Com
mun
icat
e w
ith
supp
liers
rega
rdin
g pa
rts,
tool
s, a
nd
refu
rbis
hmen
t
E5 Inte
ract
with
, m
onito
r, an
d di
rect
co
ntra
ctor
s (i.
e.
cran
es, r
oads
, ve
ndor
s, e
tc.)
F Adh
ere
to p
olic
ies
an
d st
anda
rds
F1 Com
ply
with
en
viro
nmen
tal
regu
latio
ns
(Spi
ll Pr
even
tion
Cont
rol a
nd
Coun
term
easu
res
and
Spill
Res
pons
e Pl
an (S
PCC
and
SRP)
)
F2 Adh
ere
to s
ite-
spec
ific
wor
k pr
actic
es a
nd
proc
edur
es;
emer
genc
y re
spon
se a
nd
prep
ared
ness
F3 Perf
orm
com
pany
an
d si
te-s
peci
fic
adm
inis
trati
ve
activ
ities
(i.e
. tim
e sh
eets
, veh
icle
ac
cide
nt fo
rms,
et
c.)
G Cond
uct t
rain
ing
and
parti
cipa
te
in c
ontin
uous
le
arni
ng
G1
Ach
ieve
and
m
aint
ain
profi
cien
cy in
cu
rren
t and
new
te
chno
logi
es
G2
Trai
n ot
hers
in
spec
ific
oper
ation
, m
aint
enan
ce, a
nd
repa
ir p
roce
dure
s
G3
Mai
ntai
n ce
rtific
ation
s
56
Foundation Skills & Personal Qualities Critical CompetenciesBasic Skills
Demonstrates Effective Reading Strategies
Identifies relevant details, facts, and specification; follows set of instructions; and qualifies/analyzes information.
Demonstrates Effective Writing Strategies
Records information accurately, completes forms, and writes simple documents.
Applies Arithmetic Processes
Interprets and converts numerical data and predicts arithmetic results.
Applies Mathematics Processes
Summarizes, translates, and interprets mathematical data and manipulates formulas.
Demonstrates Effective Listening Skills
Confirms information and interprets, clarifies, and influences communication.
Demonstrates Effective Speaking Skills
Communicates appropriate verbal/non-verbal messages, actively participates in discussion, and presents complex ideas and information.
Thinking SkillsApplies Creative Thinking/Generates Ideas
Demonstrates creative thinking process while problem solving; develops creative solutions and applies them to new situations.
Applies Decision Making Strategies
Analyzes situations and information, considers risks and implications, and compiles multiple viewpoints.
Recognizes and Solves Problems
Analyzes possible causes; generates and evaluates solutions.
Demonstrates Visualization
Utilizes previous training and experience to predict outcomes; visually analyzes relationship between parts/whole and process/procedure; and interprets charts, graphs and symbols.
Knows How to LearnInterprets and applies new knowledge and experience; analyzes application of learning tools.
0 1 2 3 4 5
SCANS Survey Results
57
Foundation Skills & Personal Qualities Critical Competencies
Applies Reasoning SkillsApplies and analyzes rules and principles to processes and procedures; uses logic to draw conclusions.
Personal Qualities
Demonstrates Responsibility
Pays attention to details, demonstrates initiative, monitors performance standards, and follows up on assigned tasks.
Demonstrates Belief in Self Worth
Defends own viewpoints, accepts responsibility for own behavior, and understands own impact on others.
Demonstrates Sociability in Groups
Establishes rapport with coworkers and customers, modifies behavior to environment, shows understanding for others, and encourages cooperation and negotiation.
Demonstrates Self-Management
Maintains self control, accepts constructive criticism, sets well defined/realistic goals, and demonstrates commitment to self improvement.
Demonstrates Integrity and Honesty
Demonstrates honesty and trustworthiness, accepts responsibility for own behavior, and analyzes implications of decisions.
Management of Time and Resources
Manages TimeEfficiently manages time, prioritizes daily tasks, prepares schedule, and monitors and adjusts task sequence.
Manages Money N/A
Manages Materials and Facilities
Orders and maintains inventory; monitors safe and efficient utilization of materials.
Manages Human Resources
Recognizes job tasks, distributes and analyzes work assignments and delegates responsibilities.
Management/Use of Information
Acquires and Evaluates Information
Selects relevant data, identifies the need for data, predicts outcomes, and integrates multiple items of data.
0 1 2 3 4 5
58
Foundation Skills & Personal Qualities Critical CompetenciesOrganizes and Maintains Information
Interprets information and applies processes to new information.
Interprets and Communicates Information
Recognizes accuracy of information, interprets information, and prepares basic summaries.
Uses Computers to Process Information
Understands computer operation, performs basic data entry, retrieves stored data, and interprets information.
Interpersonal Skills
Participates as a Team Member
Assists and encourages team members, actively participates, works to improve team skills, and demonstrates commitment.
Teaches OthersConducts task-specific training, coaches others to apply related concept,s and provides constructive feedback and reinforcement.
Serves CustomersDemonstrates sensitivity to customer concerns and responds to and analyzes customer needs.
Exhibits LeadershipAdheres to standards, demonstrates commitment to excellence and leads by example.
Negotiates AgreementsUnderstands negotiations process, identifies conflicts, and demonstrates composure.
Works with Diversity
Recognizes differences, understands the legal aspects of discrimination, respects the rights of others, and recognizes the value of diversity.
Understanding/Management of Systems
Understands SystemsUnderstands the system organization and hierarchy and follows processes and procedures.
Monitors and Corrects System Performance
Monitors system performance, troubleshoots system malfunctions, and analyzes system operation.
0 1 2 3 4 5
59
Foundation Skills & Personal Qualities Critical CompetenciesImproves/Designs Systems
Identifies and suggests needed system modifications and improvements.
Use of Technology
Selects Appropriate Technology
Understands the requirements of the task and technological results and analyzes task/technology relationship.
Applies Technology to Task
Understands technology applications, flows proper procedures, and manipulates technology of desired results.
Maintains and Troubleshoots Technology
Troubleshoots and corrects malfunctions and failures, evaluates performance of technology and analyzes failures.
60
Verification surveys were administered to determine if the critical work functions and tasks identified by the Wind Turbine professionals would be verified by a broader sample of wind turbine technicians and subject-matter experts. The figure below shows the average importance and standard deviation of each function, rated on a scale from 0 to 4. These results generally verify that the critical work functions included in the skill standards document are relevant to the industry at large.
The results show that Safety (Critical Work Function A—Ensure a Safe Work Environment and Meet Safety Standards) and Policy Adherence (Critical
Work Function F—Adhere to Policies and Standards ) rated highest as an important work function to the Wind Turbine Technician, followed closely by Troubleshooting (Critical Work Function B—Troubleshoot and Repair Wind Turbines) and Maintain WT (Critical Work Function C—Maintain Wind Turbines) with somewhat lower scores attributed to the remaining work functions. The largest variation in responses was for Communication (Critical Work Function E—Interact and Communicate with Co-Workers, Suppliers, Customers & Contractors), expressed as a standard deviation, however this value is just slightly larger than the average for all items.
4.0
3.0
2.0
1.0
0.0
2.5
1.5
0.5
3.5
SafetyTroubleshooting
Maintain WT
Maintain Tools
Communication
Policy Adherance
Training
Average
Standard Deviation
Verification Survey Results
Wind Turbine Technician—Importance of Critical Work Function
61
Key
Acti
vity
Perf
orm
ance
Indi
cato
rsTe
chni
cal K
now
ledg
eEm
ploy
abili
ty S
kills
How
do
we
know
whe
n th
e ta
sk is
pe
rfor
med
wel
l?Sk
ills,
Abi
lities
, Too
lsSC
AN
S Sk
ills
and
Foun
datio
nal A
biliti
es
A1
Parti
cipa
te in
sa
fety
and
pre
-job
mee
tings
• O
pen
agen
da it
ems
are
cont
ribu
ted
whe
n ap
prop
riat
e.•
Uns
afe
wor
k pr
actic
es a
re n
oted
and
co
mm
unic
ated
in a
cle
ar a
nd e
ffecti
ve
man
ner.
• Pr
ojec
t-re
late
d el
ectr
ical
saf
ety
haza
rds
and
near
mis
ses
are
com
mun
icat
ed to
en
sure
aw
aren
ess.
• A
ction
item
s ar
e pr
oper
ly a
ssig
ned
and
com
plet
ed.
• A
ll re
quire
d jo
b ta
sk s
afet
y m
eetin
gs a
re
cond
ucte
d in
acc
orda
nce
with
app
licab
le
law
s, re
gula
tions
, and
org
aniz
ation
po
licie
s an
d pr
oced
ures
.
• Kn
owle
dge
of s
afet
y po
licie
s an
d pr
oced
ures
.•
Know
ledg
e of
saf
e w
ork
prac
tices
.•
Know
ledg
e of
the
orga
niza
tion’
s sa
fety
st
ruct
ure,
role
s, a
nd re
spon
sibi
lities
.•
Know
ledg
e of
all
proj
ect-
rela
ted
elec
tric
al
safe
ty h
azar
ds a
nd n
ear
mis
ses.
• Kn
owle
dge
of la
ws,
regu
latio
ns, a
nd
orga
niza
tion
polic
ies
and
proc
edur
es
rega
rdin
g jo
b ta
sk s
afet
y m
eetin
g re
quire
men
ts.
• Kn
owle
dge
of s
afe
wor
king
cle
aran
ces
for
vari
ous
syst
em v
olta
ges.
• Kn
owle
dge
of m
eetin
g pr
otoc
ols
in
acco
rdan
ce w
ith o
rgan
izati
onal
pol
icie
s an
d pr
oced
ures
.
• Es
tabl
ishe
s ra
ppor
t with
cow
orke
rs
and
cust
omer
s; m
odifi
es b
ehav
ior
to
envi
ronm
ent;
sho
ws
unde
rsta
ndin
g fo
r ot
hers
, and
enc
oura
ges
coop
erati
on a
nd
nego
tiatio
n.•
Und
erst
ands
neg
otiati
ons
proc
ess,
id
entifi
es c
onfli
cts,
and
dem
onst
rate
s co
mpo
sure
.•
Confi
rms
info
rmati
on a
nd in
terp
rets
, cl
arifi
es a
nd in
fluen
ces
com
mun
icati
on.
• A
ssis
ts a
nd e
ncou
rage
s te
am m
embe
rs,
activ
ely
parti
cipa
tes,
wor
ks to
impr
ove
team
ski
lls, a
nd d
emon
stra
tes
com
mitm
ent.
• Re
cogn
izes
diff
eren
ces,
und
erst
ands
the
lega
l asp
ects
of d
iscr
imin
ation
, res
pect
s th
e ri
ghts
of o
ther
s, a
nd re
cogn
izes
the
valu
e of
div
ersi
ty.
Job:
Win
d Tu
rbin
e Te
chni
cian
Cr
itica
l Wor
k Fu
nctio
n: A
.) En
sure
a S
afe
Wor
k En
viro
nmen
t and
Mee
t Saf
ety
Stan
dard
s
Skill
Sta
ndar
ds T
able
s
62
Key
Acti
vity
Perf
orm
ance
Indi
cato
rsTe
chni
cal K
now
ledg
eEm
ploy
abili
ty S
kills
How
do
we
know
whe
n th
e ta
sk is
pe
rfor
med
wel
l?Sk
ills,
Abi
lities
, Too
lsSC
AN
S Sk
ills
and
Foun
datio
nal A
biliti
es
A2
Perf
orm
em
erge
ncy
drill
s an
d pa
rtici
pate
in
em
erge
ncy
resp
onse
team
s
• Tr
aini
ng a
nd c
ertifi
catio
n on
rele
vant
em
erge
ncy,
firs
t aid
, AED
(Aut
omati
c Ex
tern
al D
efibr
illat
or) a
nd C
PR (C
ardi
o Pu
lmon
ary
Resu
scita
tion)
equ
ipm
ent a
nd
proc
edur
es a
re c
ompl
ete
and
up to
dat
e.•
Emer
genc
y re
spon
se c
ompl
ies
with
co
mpa
ny a
nd re
gula
tory
pol
icie
s an
d pr
oced
ures
.•
Emer
genc
y re
scue
s ar
e pr
actic
ed.
• Kn
owle
dge
of h
igh
angl
e re
scue
te
chni
ques
.•
Abi
lity
to o
btai
n ce
rtific
ation
s.•
Know
ledg
e of
em
erge
ncy
polic
ies
and
proc
edur
es.
• Kn
owle
dge
of s
ite-s
peci
fic e
mer
genc
y an
d re
scue
resp
onse
s.•
Know
ledg
e of
em
erge
ncy
phon
e nu
mbe
rs
and
addr
ess/
loca
tions
with
in fa
ciliti
es.
• Kn
owle
dge
of is
olati
on p
roce
dure
s fo
r th
e tu
rbin
e an
d tu
rbin
e co
mpo
nent
s.•
Know
ledg
e of
saf
ety
equi
pmen
t at
faci
lities
.
• Co
nduc
ts ta
sk-s
peci
fic tr
aini
ng, c
oach
es
othe
rs to
app
ly re
late
d co
ncep
ts, a
nd
prov
ides
con
stru
ctive
feed
back
and
re
info
rcem
ent.
• Effi
cien
tly m
anag
es ti
me,
pri
oriti
zes
daily
ta
sks,
pre
pare
s sc
hedu
le, a
nd m
onito
rs
and
adju
sts
task
seq
uenc
e.•
Adh
eres
to s
tand
ards
, dem
onst
rate
s co
mm
itmen
t to
exce
llenc
e, a
nd le
ads
by
exam
ple.
• Co
mm
unic
ates
app
ropr
iate
ver
bal/
non-
verb
al m
essa
ges,
acti
vely
par
ticip
ates
in
disc
ussi
on, a
nd p
rese
nts
com
plex
idea
s an
d in
form
ation
.
63
Key
Acti
vity
Perf
orm
ance
Indi
cato
rsTe
chni
cal K
now
ledg
eEm
ploy
abili
ty S
kills
How
do
we
know
whe
n th
e ta
sk is
pe
rfor
med
wel
l?Sk
ills,
Abi
lities
, Too
lsSC
AN
S Sk
ills
and
Foun
datio
nal A
biliti
es
A3
Iden
tify
and
repo
rt u
nsaf
e co
nditi
ons
and
take
cor
recti
ve
actio
ns
• Co
nditi
ons
that
pre
sent
a th
reat
to
heal
th, s
afet
y, a
nd th
e en
viro
nmen
t are
id
entifi
ed, r
epor
ted,
and
doc
umen
ted
prom
ptly
.•
Corr
ectiv
e ac
tions
are
iden
tified
and
im
plem
ente
d an
d do
cum
enta
tion
is
com
plet
ed.
• A
ppro
pria
te p
artie
s ar
e co
nsul
ted
abou
t co
rrec
tive
actio
ns.
• Lo
ckou
t tag
out a
nd s
witc
hing
and
cl
eara
nce
proc
edur
es a
re fo
llow
ed in
ac
cord
ance
with
com
pany
gui
delin
es.
• Fo
llow
-up
proc
edur
es a
re fo
llow
ed.
• A
bilit
y to
iden
tify
an u
nsaf
e co
nditi
on.
• Kn
owle
dge
of th
e co
mpo
nent
s,
cond
ition
s, a
nd p
roce
dure
s uti
lized
in a
sa
fe w
orki
ng a
nd o
pera
ting
envi
ronm
ent.
• Kn
owle
dge
of th
e co
nseq
uenc
es o
f sa
fety
situ
ation
s su
ch a
s sy
stem
s un
der
pres
sure
and
sto
red
ener
gy s
yste
ms
vs.
low
ris
k m
aint
enan
ce it
ems.
• Kn
owle
dge
of d
ocum
enta
tion
proc
edur
es.
• Kn
owle
dge
of p
roce
dure
s fo
r ta
king
co
rrec
tive
actio
ns.
• Kn
owle
dge
of lo
ckou
t tag
out a
nd
switc
hing
and
cle
aran
ce p
roce
dure
s.•
Know
ledg
e of
the
elec
tric
al s
yste
ms
and
thei
r im
plic
ation
s fo
r sa
fety
.
• D
emon
stra
tes
crea
tive
thin
king
pro
cess
w
hile
pro
blem
sol
ving
; dev
elop
s cr
eativ
e so
lutio
ns a
nd a
pplie
s th
em to
new
si
tuati
ons.
• Pa
ys a
tten
tion
to d
etai
ls, d
emon
stra
tes
initi
ative
, mon
itors
per
form
ance
st
anda
rds,
and
follo
ws
up o
n as
sign
ed
task
s.•
Dem
onst
rate
s ho
nest
y an
d tr
ustw
orth
ines
s, a
ccep
ts re
spon
sibi
lity
for
own
beha
vior
, and
ana
lyze
s im
plic
ation
s of
de
cisi
ons.
• A
naly
zes
poss
ible
cau
ses;
gen
erat
es a
nd
eval
uate
s so
lutio
ns.
• D
efen
ds o
wn
view
poin
ts, a
ccep
ts
resp
onsi
bilit
y fo
r ow
n be
havi
or, a
nd
unde
rsta
nds
own
impa
ct o
n ot
hers
.•
Reco
rds
info
rmati
on a
ccur
atel
y, c
ompl
etes
fo
rms,
and
wri
tes
sim
ple
docu
men
ts.
64
Key
Acti
vity
Perf
orm
ance
Indi
cato
rsTe
chni
cal K
now
ledg
eEm
ploy
abili
ty S
kills
How
do
we
know
whe
n th
e ta
sk is
pe
rfor
med
wel
l?Sk
ills,
Abi
lities
, Too
lsSC
AN
S Sk
ills
and
Foun
datio
nal A
biliti
es
A4
Obt
ain
and
mai
ntai
n lic
ense
s an
d ce
rtific
ation
s
• M
anda
tory
trai
ning
s ar
e att
ende
d as
re
quire
d.•
CEU
(Con
tinui
ng E
duca
tion
Uni
ts) a
re
accu
mul
ated
as
requ
ired.
•
CDL
(Com
mer
cial
Dri
ver’
s Li
cens
e)
phys
ical
s an
d dr
ug te
sts
are
pass
ed a
s re
quire
d an
d lic
ense
is o
btai
ned.
• Tr
aini
ng fo
r eq
uipm
ent l
icen
ses
is
com
plet
ed a
nd m
aint
aine
d as
requ
ired.
• Kn
owle
dge
of s
afet
y m
anua
l.•
Know
ledg
e of
firs
t aid
and
abi
lity
to
mai
ntai
n fir
st a
id, C
PR (C
ardi
o Pu
lmon
ary
Resu
scita
tion)
, and
AED
(Aut
omati
c Ex
tern
al D
efibr
illat
or) c
ertifi
catio
n.•
Abi
lity
to p
ass
the
CDL
(Com
mer
cial
D
rive
r’s
Lice
nse)
phy
sica
l and
dru
g te
sts
as re
quire
d.•
Know
ledg
e of
requ
ired
certi
ficati
ons.
• M
aint
ains
sel
f con
trol
, acc
epts
co
nstr
uctiv
e cr
itici
sm, s
ets
wel
l defi
ned/
real
istic
goa
ls, a
nd d
emon
stra
tes
com
mitm
ent t
o se
lf im
prov
emen
t.•
Iden
tifies
rele
vant
det
ails
, fac
ts, a
nd
spec
ifica
tions
; fol
low
s se
ts o
f ins
truc
tions
; an
d qu
alifi
es/a
naly
zes
info
rmati
on.
• Re
cogn
izes
job
task
s, d
istr
ibut
es a
nd
anal
yzes
wor
k as
sign
men
ts a
nd d
eleg
ates
re
spon
sibi
lities
.•
Und
erst
andi
ng o
f the
Org
aniz
ation
al
Syst
em.
• In
terp
rets
info
rmati
on a
nd a
pplie
s pr
oces
ses
to n
ew in
form
ation
.
65
Key
Acti
vity
Perf
orm
ance
Indi
cato
rsTe
chni
cal K
now
ledg
eEm
ploy
abili
ty S
kills
How
do
we
know
whe
n th
e ta
sk is
pe
rfor
med
wel
l?Sk
ills,
Abi
lities
, Too
lsSC
AN
S Sk
ills
and
Foun
datio
nal A
biliti
es
A5
Cond
uct S
afet
y In
spec
tions
• In
spec
tions
are
thor
ough
and
com
plet
e.
• Re
fere
nce
is m
ade
to te
chni
cal m
anua
ls
duri
ng th
e co
urse
of i
nspe
ction
s.•
Chec
klis
ts a
nd p
roce
dure
s ar
e fo
llow
ed.
• Th
e en
viro
nmen
t is
scan
ned
for
haza
rdou
s co
nditi
ons.
• D
ocum
enta
tion
is c
ompl
ete
and
accu
rate
an
d su
bmitt
ed to
app
ropr
iate
per
sonn
el
in a
tim
ely
man
ner.
• PP
E (P
erso
nal P
rote
ctive
Equ
ipm
ent)
is
wor
n as
requ
ired
and
PPE
is te
sted
on
a da
ily b
asis
to e
nsur
e th
ere
are
no le
aks;
te
st d
ates
and
inte
rval
s ar
e cu
rren
t.•
Sche
dule
d in
spec
tions
of P
PE a
re
cond
ucte
d in
acc
orda
nce
with
com
pany
gu
idel
ines
.•
Min
imum
ele
ctri
cal e
quip
men
t cl
eara
nces
are
insp
ecte
d an
d eq
uipm
ent
is re
loca
ted
as re
quire
d.•
Haz
ard
and
near
-mis
s ca
rd p
roce
dure
s ar
e pr
oper
ly fo
llow
ed.
• Se
curi
ty g
ates
and
acc
ess
and
clea
ranc
es
to s
witc
h ya
rds,
sub
stati
ons,
and
el
ectr
ical
equ
ipm
ent r
oom
s ar
e pr
oper
ly
cont
rolle
d.
• Kn
owle
dge
of lo
catio
n of
equ
ipm
ent
inst
ructi
on m
anua
ls a
nd h
ow to
use
th
em.
• Kn
owle
dge
of u
ses
of P
PE (p
erso
nal
prot
ectiv
e eq
uipm
ent)
and
abi
lity
to te
st
and
insp
ect.
• Kn
owle
dge
of re
quire
men
ts fo
r m
inim
um
elec
tric
al e
quip
men
t cle
aran
ces.
• Kn
owle
dge
of h
azar
d an
d ne
ar-m
iss
proc
edur
es.
• Kn
owle
dge
of s
ecur
ity g
ate
oper
ation
and
ac
cess
requ
irem
ents
and
pro
cedu
res.
• Kn
owle
dge
of a
pplic
able
cod
es a
nd
stan
dard
s: N
EC (N
ation
al E
lect
rica
l Cod
e),
NES
C (N
ation
al E
lect
rica
l Saf
ety
Code
), an
d N
FPA
70-
E (N
ation
al F
ire P
rote
ctive
A
ssoc
iatio
n), O
SHA
(Occ
upati
onal
Sa
fety
and
Hea
lth A
dmin
istr
ation
), W
SHA
(Was
hing
ton
Safe
ty a
nd H
ealth
A
dmin
istr
ation
), W
AC (W
ashi
ngto
n A
dmin
istr
ative
Cod
e), a
nd th
e ab
ility
to
app
ly th
em to
insp
ectio
n is
sues
. Kn
owle
dge
of th
e im
pact
of w
eath
er
(ice,
win
d, e
tc.)
on w
ind
turb
ines
and
ap
prop
riat
e sa
fety
resp
onse
s.•
Know
ledg
e of
nor
mal
ope
ratin
g pa
ram
eter
s fo
r w
ind
turb
ines
and
eq
uipm
ent.
• A
naly
zes
situ
ation
s an
d in
form
ation
, co
nsid
ers
risk
s an
d im
plic
ation
s, a
nd
com
pile
s m
ultip
le v
iew
poin
ts.
• M
aint
ains
sel
f con
trol
, acc
epts
co
nstr
uctiv
e cr
itici
sm, s
ets
wel
l defi
ned/
real
istic
goa
ls, a
nd d
emon
stra
tes
com
mitm
ent t
o se
lf im
prov
emen
t.•
Cond
ucts
task
-spe
cific
trai
ning
, coa
ches
ot
hers
to a
pply
rela
ted
conc
epts
, an
d pr
ovid
es c
onst
ructi
ve fe
edba
ck/
rein
forc
emen
t.•
Ass
ists
and
enc
oura
ges
team
mem
bers
, ac
tivel
y pa
rtici
pate
s, w
orks
to im
prov
e te
am s
kills
, and
dem
onst
rate
s co
mm
itmen
t.•
Ana
lyze
s po
ssib
le c
ause
s; g
ener
ates
and
ev
alua
tes
solu
tions
.
66
Key
Acti
vity
Perf
orm
ance
Indi
cato
rsTe
chni
cal K
now
ledg
eEm
ploy
abili
ty S
kills
How
do
we
know
whe
n th
e ta
sk is
pe
rfor
med
wel
l?Sk
ills,
Abi
lities
, Too
lsSC
AN
S Sk
ills
and
Foun
datio
nal A
biliti
es
A6
Prov
ide
safe
ty
trai
ning
for
othe
r em
ploy
ees
• Tr
aini
ng c
over
s al
l top
ics
and
proc
edur
es
need
ed to
faci
litat
e em
ploy
ee s
afet
y.•
Trai
ning
mak
es c
lear
the
proc
esse
s an
d ne
ed fo
r em
ploy
ees
to ra
ise
safe
ty
conc
erns
, ask
que
stion
s, a
nd re
ceiv
e ad
ditio
nal t
rain
ing.
• Tr
aini
ng is
doc
umen
ted
acco
rdin
g to
co
mpa
ny re
quire
men
ts.
• Tr
aini
ng m
eets
all
rele
vant
law
s, p
olic
ies,
an
d re
gula
tions
.•
Whe
re a
pplic
able
, saf
ety
info
rmati
on is
ta
ilore
d to
mee
t the
requ
irem
ents
of a
sp
ecifi
c jo
b.•
The
trai
ning
mak
es c
lear
the
elec
tric
al
syst
em v
olta
ges
invo
lved
, and
the
safe
ty
requ
irem
ents
for
each
.•
Trai
ning
incl
udes
hig
h an
gle
resc
ue a
nd
susp
ensi
on tr
aum
a.•
Trai
ning
incl
udes
whe
n an
d ho
w to
use
PP
E (P
erso
nal P
rote
ctive
Equ
ipm
ent)
.
• Kn
owle
dge
of h
igh
angl
e re
scue
te
chni
ques
and
eva
cuati
on p
roce
dure
s an
d eq
uipm
ent.
• Kn
owle
dge
of u
ses
of P
PE a
nd a
bilit
y to
te
st a
nd in
spec
t it.
• Kn
owle
dge
of a
ll to
pics
and
pro
cedu
res
requ
ired
for
empl
oyee
saf
ety
(in
parti
cula
r ho
w to
wip
e do
wn
a ho
t stic
k,
insp
ect f
or d
amag
e, id
entif
y cu
rren
t tes
t da
tes,
and
pro
perl
y st
ore
a ho
t stic
k;
iden
tify
curr
ent t
est d
ates
for
rubb
er
good
s; a
nd p
rope
r in
stal
latio
n of
gro
und
lead
s).
• Kn
owle
dge
of s
afet
y la
ws
and
regu
latio
ns.
• Kn
owle
dge
of s
afe
wor
k pr
actic
es.
• Kn
owle
dge
of te
rmin
olog
y fo
r w
ind
turb
ine
gene
ratio
n in
clud
ing
tool
s,
equi
pmen
t, a
nd s
yste
ms.
• Kn
owle
dge
of s
peci
fic jo
b pr
oced
ures
and
sa
fety
requ
irem
ents
.•
Know
ledg
e of
ele
ctri
cal v
olta
ges
and
safe
ty re
quire
men
ts fo
r ea
ch.
• Co
nduc
ts ta
sk-s
peci
fic tr
aini
ng, c
oach
es
othe
rs to
app
ly re
late
d co
ncep
ts,
and
prov
ides
con
stru
ctive
feed
back
/re
info
rcem
ent.
• Co
mm
unic
ates
app
ropr
iate
ver
bal/
non-
verb
al m
essa
ges,
acti
vely
par
ticip
ates
in
disc
ussi
on, a
nd p
rese
nts
com
plex
idea
s an
d in
form
ation
.•
Ass
ists
and
enc
oura
ges
team
mem
bers
, ac
tivel
y pa
rtici
pate
s, w
orks
to im
prov
e te
am s
kills
, and
dem
onst
rate
s co
mm
itmen
t.•
Pays
att
entio
n to
det
ails
, dem
onst
rate
s in
itiati
ve, m
onito
rs p
erfo
rman
ce s
tand
ards
,a
nd fo
llow
s up
on
assi
gned
task
s.•
Util
izes
pre
viou
s tr
aini
ng a
nd e
xper
ienc
e to
pre
dict
out
com
es; v
isua
lly a
naly
zes
rela
tions
hip
betw
een
part
s/w
hole
and
pr
oces
s/pr
oced
ure;
and
inte
rpre
ts c
hart
s,
grap
hs a
nd s
ymbo
ls.
• Re
cord
s in
form
ation
acc
urat
ely,
com
plet
es
form
s, a
nd w
rite
s si
mpl
e do
cum
ents
.
67
Key
Acti
vity
Perf
orm
ance
Indi
cato
rsTe
chni
cal K
now
ledg
eEm
ploy
abili
ty S
kills
How
do
we
know
whe
n th
e ta
sk is
pe
rfor
med
wel
l?Sk
ills,
Abi
lities
, Too
lsSC
AN
S Sk
ills
and
Foun
datio
nal A
biliti
es
B1 Gat
her
and
prep
are
mat
eria
ls, t
ools
an
d eq
uipm
ent;
tr
ansp
ort a
nd s
et
up e
quip
men
t
• Sp
ecia
l mat
eria
ls/t
ools
and
par
ts a
re
loca
ted.
• A
ll re
quire
d m
ater
ials
/too
ls fo
r th
e jo
b ar
e as
sem
bled
at t
he w
ork
site
.•
Whe
re a
pplic
able
, cer
tifica
tion
of to
ols
is
veri
fied.
• M
ater
ials
/too
ls a
re c
heck
ed to
ens
ure
they
are
in s
afe
and
prop
er w
orki
ng
orde
r.•
Proc
edur
es re
gard
ing
nonf
uncti
onin
g to
ols
are
follo
wed
.•
App
licab
le s
afet
y st
anda
rds
as th
ey re
late
to
the
indu
stry
for
job-
site
saf
ety
are
follo
wed
.•
Lift
ing
equi
pmen
t is
prop
erly
set
up
in a
ccor
danc
e w
ith m
anuf
actu
rer’
s sp
ecifi
catio
ns a
nd c
ompa
ny p
roce
dure
s.
• Kn
owle
dge
of s
peci
al m
ater
ials
/too
ls a
nd
part
s.•
Know
ledg
e of
how
tool
s sh
ould
wor
k.•
Know
ledg
e of
par
t ord
erin
g pr
oced
ures
.•
Know
ledg
e of
pro
cedu
res
rega
rdin
g no
nfun
ction
ing
tool
s.•
Know
ledg
e of
saf
e w
ork
prac
tices
.•
Know
ledg
e of
occ
upati
onal
haz
ards
and
st
anda
rd s
afet
y de
vice
s.•
Know
ledg
e of
loca
tion
of m
ater
ial a
nd
part
s st
orag
e.•
Know
ledg
e of
lift
ing
equi
pmen
t and
ab
ility
to a
cces
s m
anuf
actu
rer’
s sp
ecifi
catio
ns.
• O
rder
s an
d m
aint
ains
inve
ntor
y an
d m
onito
rs s
afe
and
effici
ent u
tiliz
ation
of
mat
eria
ls.
• Effi
cien
tly m
anag
es ti
me,
pri
oriti
zes
daily
ta
sks,
pre
pare
s sc
hedu
le, a
nd m
onito
rs
and
adju
sts
task
seq
uenc
e.•
Ana
lyze
s si
tuati
ons
and
info
rmati
on,
cons
ider
s ri
sks
and
impl
icati
ons,
and
co
mpi
les
mul
tiple
vie
wpo
ints
.•
Und
erst
ands
the
requ
irem
ents
of t
he ta
sk
and
tech
nolo
gica
l res
ults
, and
ana
lyze
s ta
sk/t
echn
olog
y re
latio
nshi
p.•
Sele
cts
rele
vant
dat
a, id
entifi
es th
e ne
ed
for d
ata,
pre
dict
s ou
tcom
es, a
nd in
tegr
ates
m
ultip
le it
ems
of d
ata.
Job:
Win
d Tu
rbin
e Te
chni
cian
Cr
itica
l Wor
k Fu
nctio
n : B
.) Tr
oubl
esho
ot a
nd R
epai
r W
ind
Turb
ines
68
Key
Acti
vity
Perf
orm
ance
Indi
cato
rsTe
chni
cal K
now
ledg
eEm
ploy
abili
ty S
kills
How
do
we
know
whe
n th
e ta
sk is
pe
rfor
med
wel
l?Sk
ills,
Abi
lities
, Too
lsSC
AN
S Sk
ills
and
Foun
datio
nal A
biliti
es
B2 Perf
orm
trou
ble-
shoo
ting
• Th
e la
test
revi
sion
man
uals
and
sc
hem
atics
are
con
sulte
d as
nec
essa
ry.
• St
atus
of w
ind
turb
ines
pri
or to
be
ginn
ing
trou
bles
hooti
ng is
che
cked
and
do
cum
ente
d an
d ba
selin
e re
adin
gs a
re
acqu
ired.
• In
form
ation
abo
ut th
e na
ture
and
po
ssib
le c
ause
s of
failu
re is
sys
tem
atica
lly
gath
ered
thro
ugh
visu
al in
spec
tion,
pa
st e
xper
ienc
e, te
chni
cian
feed
back
, SC
AD
A (S
uper
viso
ry C
ontr
ol a
nd
Dat
a A
cqui
sitio
n), a
nd o
bser
vatio
n of
com
pone
nts
duri
ng o
pera
tions
an
d di
sass
embl
y of
com
pone
nts,
as
appr
opri
ate.
• Pr
oper
dia
gnos
tic te
sts
are
perf
orm
ed
and
repe
ated
as
nece
ssar
y to
det
erm
ine
the
natu
re o
f the
pro
blem
.•
Dia
gnos
is is
tim
ely
and
effec
tive.
• M
anuf
actu
rer’
s pe
rfor
man
ce
spec
ifica
tions
are
use
d w
hen
eval
uatin
g w
ind
turb
ine
perf
orm
ance
.•
Proc
edur
es fo
r is
olati
ng p
robl
ems
are
initi
ated
cor
rect
ly a
nd fo
llow
ed th
roug
h co
mpl
etel
y.•
Safe
ty p
roce
dure
s ar
e fo
llow
ed fo
r tr
oubl
esho
oting
in s
uch
area
s as
el
ectr
ical
and
mec
hani
cal i
sola
tion
and
stor
ed e
nerg
y.
• Kn
owle
dge
of w
ind
turb
ine
com
pone
nts
and
how
they
inte
ract
. •
Know
ledg
e of
how
the
site
col
lecti
on
syst
em o
pera
tes
and
inte
ract
s w
ith th
e su
bsta
tion.
• Kn
owle
dge
of a
nd a
bilit
y to
per
form
di
agno
stic
test
s, u
se te
st e
quip
men
t and
in
terp
ret t
he o
utpu
t fro
m th
e te
sts
and
diag
nosti
c eq
uipm
ent.
• A
bilit
y to
use
SCA
DA
.•
Abi
lity
to a
cces
s an
d un
ders
tand
win
d tu
rbin
e lo
gs a
nd h
isto
ries
.•
Abi
lity
to e
xecu
te is
olati
on p
roce
dure
s.•
Abi
lity
to u
nder
stan
d an
d ap
ply
sche
mati
cs, a
nd to
iden
tify
the
mos
t cu
rren
t rev
isio
n.•
Abi
lity
to re
ad a
nd u
nder
stan
d m
anuf
actu
rer’
s sp
ecifi
catio
ns a
nd
man
uals
.•
Abi
lity
to te
st fo
r an
d de
term
ine
stat
us o
f w
ind
turb
ines
.•
Know
ledg
e of
nor
mal
ope
ratio
ns o
f win
d tu
rbin
es a
nd th
e ab
ility
to a
cqui
re a
nd
veri
fy b
ase
line
read
ings
.•
Know
ledg
e of
saf
ety
proc
edur
es,
incl
udin
g el
ectr
ical
and
mec
hani
cal
isol
ation
and
sto
red
ener
gy s
afet
y pr
oced
ures
.
• Su
mm
ariz
es, t
rans
late
sm a
nd in
terp
rets
m
athe
mati
cal d
ata
and
man
ipul
ates
fo
rmul
as.
• Re
cogn
izes
acc
urac
y of
info
rmati
on,
inte
rpre
ts in
form
ation
m a
nd p
repa
res
basi
c su
mm
arie
s.•
Trou
bles
hoot
s an
d co
rrec
ts m
alfu
nctio
ns
and
failu
res,
eva
luat
es p
erfo
rman
ce o
f te
chno
logy
, and
ana
lyze
s fa
ilure
s.•
Und
erst
ands
tech
nolo
gy a
pplic
ation
s,
flow
s pr
oper
pro
cedu
res,
and
man
ipul
ates
te
chno
logy
of d
esire
d re
sults
.•
Inte
rpre
ts in
form
ation
and
app
lies
proc
esse
s to
new
info
rmati
on.
• U
nder
stan
ds c
ompu
ter
oper
ation
, pe
rfor
ms
basi
c da
ta e
ntry
, ret
riev
es s
tore
d da
ta, a
nd in
terp
rets
info
rmati
on.
• M
onito
rs s
yste
m p
erfo
rman
ce,
trou
bles
hoot
s sy
stem
mal
func
tions
, and
an
alyz
es s
yste
m o
pera
tion.
69
Key
Acti
vity
Perf
orm
ance
Indi
cato
rsTe
chni
cal K
now
ledg
eEm
ploy
abili
ty S
kills
How
do
we
know
whe
n th
e ta
sk is
pe
rfor
med
wel
l?Sk
ills,
Abi
lities
, Too
lsSC
AN
S Sk
ills
and
Foun
datio
nal A
biliti
es
B3 Doc
umen
t rep
air
and
corr
ectiv
e ac
tion
• D
ocum
enta
tion
is p
erfo
rmed
acc
ordi
ng
to c
ompa
ny a
nd d
epar
tmen
t pol
icie
s an
d pr
oced
ures
.•
Doc
umen
ts a
nd a
ppro
pria
te fi
les
are
inpu
t int
o da
taba
se, fi
led,
or
dist
ribu
ted
to c
orre
ct p
artie
s.•
Doc
umen
tatio
n is
und
erst
anda
ble
and
succ
inct
.•
Corr
ectiv
e ac
tions
are
repo
rted
to
appr
opri
ate
pers
onne
l effe
ctive
ly a
nd in
a
timel
y m
anne
r.•
Serv
ice
repo
rts
are
prop
erly
cre
ated
to
refle
ct th
e co
rrec
tive
actio
n.
• Kn
owle
dge
of d
ocum
enta
tion
polic
ies
and
proc
edur
es.
• A
bilit
y to
inpu
t rel
evan
t and
acc
urat
e da
ta in
to m
anua
l and
ele
ctro
nic
syst
em.
• A
bilit
y to
repo
rt fi
ndin
gs a
nd m
ake
reco
mm
enda
tions
bas
ed o
n do
cum
ente
d hi
stor
y an
d fin
ding
s.•
Und
erst
andi
ng o
f the
ope
ratio
nal s
yste
m
and
how
win
d tu
rbin
e m
aint
enan
ce
issu
es c
an a
dver
sely
impa
ct o
pera
tions
.•
Abi
lity
to u
se c
orre
ct te
rmin
olog
y.•
Thor
ough
and
det
aile
d kn
owle
dge
of th
e co
mpo
nent
(s) b
eing
repa
ired.
• Re
cord
s in
form
ation
acc
urat
ely,
com
plet
es
form
s, a
nd w
rite
s si
mpl
e do
cum
ents
.•
Und
erst
ands
com
pute
r op
erati
on,
perf
orm
s ba
sic
data
ent
ry, r
etri
eves
sto
red
data
, and
inte
rpre
ts in
form
ation
. •
Inte
rpre
ts in
form
ation
and
app
lies
proc
esse
s to
new
info
rmati
on.
70
Key
Acti
vity
Perf
orm
ance
Indi
cato
rsTe
chni
cal K
now
ledg
eEm
ploy
abili
ty S
kills
How
do
we
know
whe
n th
e ta
sk is
pe
rfor
med
wel
l?Sk
ills,
Abi
lities
, Too
lsSC
AN
S Sk
ills
and
Foun
datio
nal A
biliti
es
B4 Perf
orm
repa
irs
• W
ork
is p
erfo
rmed
saf
ely
in a
ccor
danc
e w
ith c
ompa
ny p
olic
ies
and
proc
edur
es
and
with
all
appl
icab
le la
ws
and
regu
latio
ns.
• Lo
ckou
t tag
out a
nd s
witc
hing
and
cl
eara
nce
proc
edur
es a
re fo
llow
ed in
ac
cord
ance
with
com
pany
gui
delin
es.
• Re
pair
pro
cedu
res
are
follo
wed
.•
App
ropr
iate
cow
orke
rs a
re in
form
ed
rega
rdin
g th
e re
pair
pro
cess
.•
Dur
ing
repa
ir p
roce
ss, w
ind
turb
ines
are
th
orou
ghly
insp
ecte
d to
iden
tify
othe
r re
pair
nee
ds.
• W
here
app
ropr
iate
, rep
air
plan
and
job
safe
ty/h
azar
d an
alys
is a
re e
ffecti
vely
co
mm
unic
ated
to a
ppro
pria
te p
erso
nnel
in
a ti
mel
y m
anne
r.•
Repl
aced
par
ts a
re p
rope
rly
disp
osed
of
or re
furb
ishe
d an
d re
turn
ed to
ser
vice
.•
Post
repa
ir te
sting
is p
erfo
rmed
to e
nsur
e w
ind
turb
ine
is in
pro
per
wor
king
ord
er.
• Kn
owle
dge
of s
afe
wor
k pr
actic
es w
ith
resp
ect t
o re
pairs
.•
Know
ledg
e of
lock
out t
agou
t and
sw
itchi
ng a
nd c
lear
ance
pro
cedu
res.
• Kn
owle
dge
of c
ompa
ny p
olic
ies
and
proc
edur
es re
gard
ing
repa
irs.
• Kn
owle
dge
of te
chni
cal r
equi
rem
ents
fo
r sp
ecifi
catio
ns o
f par
ts to
be
repa
ired
and
man
ufac
ture
r’s
reco
mm
ende
d pr
oced
ures
.•
Know
ledg
e of
com
pone
nt fu
nctio
n an
d pu
rpos
e w
ithin
the
syst
em a
nd h
ow th
ey
affec
t oth
er s
yste
ms.
• Kn
owle
dge
of w
ind
turb
ine
insp
ectio
n pr
oced
ures
.•
Abi
lity
to p
rope
rly
test
and
val
idat
e su
cces
sful
repa
ir.•
Know
ledg
e of
pro
per
disp
osal
and
re
furb
ishi
ng p
roce
dure
s fo
r pa
rts
and
repa
irs.
• A
bilit
y to
per
form
mea
sure
men
t co
nver
sion
s.•
Thor
ough
and
det
aile
d kn
owle
dge
of th
e co
mpo
nent
(s) b
eing
repa
ired.
• U
nder
stan
ds te
chno
logy
app
licati
ons,
flo
ws
prop
er p
roce
dure
s, a
nd m
anip
ulat
es
tech
nolo
gy o
f des
ired
resu
lts.
• Tr
oubl
esho
ots
and
corr
ects
mal
func
tions
an
d fa
ilure
s, e
valu
ates
per
form
ance
of
tech
nolo
gy, a
nd a
naly
zes
failu
res.
• Re
cogn
izes
job
task
s, d
istr
ibut
es a
nd
anal
yzes
wor
k as
sign
men
ts, a
nd d
eleg
ates
re
spon
sibi
lities
.•
Ord
ers
and
mai
ntai
ns in
vent
ory
and
mon
itors
saf
e an
d effi
cien
t util
izati
on o
f m
ater
ials
.•
App
lies
and
anal
yzes
rul
es a
nd p
rinc
iple
s to
pro
cess
es a
nd p
roce
dure
s; u
ses
logi
c to
dr
aw c
oncl
usio
ns.
• Re
cogn
izes
acc
urac
y of
info
rmati
on,
inte
rpre
ts in
form
ation
, and
pre
pare
s ba
sic
sum
mar
ies.
•
Iden
tifies
and
sug
gest
s ne
eded
sys
tem
m
odifi
catio
ns a
nd im
prov
emen
ts.
71
Key
Acti
vity
Perf
orm
ance
Indi
cato
rsTe
chni
cal K
now
ledg
eEm
ploy
abili
ty S
kills
How
do
we
know
whe
n th
e ta
sk is
pe
rfor
med
wel
l?Sk
ills,
Abi
lities
, Too
lsSC
AN
S Sk
ills
and
Foun
datio
nal A
biliti
es
B6 Eval
uate
pos
t-re
pair
testi
ng
• Te
st re
sults
are
com
pare
d w
ith b
asel
ine
oper
ating
dat
a of
com
pone
nts
and
anom
alie
s ar
e co
rrec
ted
or re
ferr
ed to
ap
prop
riat
e pe
rson
nel o
r de
part
men
ts.
• Te
st re
sults
and
cor
recti
ve a
ction
s ar
e pr
oper
ly c
omm
unic
ated
, doc
umen
ted,
an
d fil
ed.
• A
ctive
par
ticip
ation
in ro
ot c
ause
ana
lysi
s is
con
duct
ed a
s re
quire
d.•
Win
d tu
rbin
es a
re m
onito
red
for
effici
ency
, saf
ety,
and
ope
ratio
n w
ithin
pa
ram
eter
s.•
Uns
afe
cond
ition
s ar
e co
mm
unic
ated
to
appr
opri
ate
pers
onne
l effe
ctive
ly a
nd in
a
timel
y m
anne
r.•
Sigh
ts, s
ound
s, fe
el, a
nd s
mel
l of w
ind
turb
ine
com
pone
nts
are
note
d as
to
confi
rm th
ey a
re w
ithin
nor
mal
ope
ratin
g pa
ram
eter
s.•
Whe
n ap
plic
able
, tes
t ins
trum
enta
tion
is p
rope
rly
inst
alle
d to
mon
itor
win
d tu
rbin
e co
mpo
nent
s.
• Kn
owle
dge
of b
asel
ine
oper
ating
dat
a of
th
e co
mpo
nent
s.•
Know
ledg
e of
test
resu
lt do
cum
enta
tion
proc
edur
es.
• Kn
owle
dge
of e
lect
roni
cs in
clud
ing
anal
og, d
igita
l, an
d lo
gic
theo
ry.
• Kn
owle
dge
of w
hen
to m
ake
corr
ectio
ns
and
whe
n to
refe
r pr
oble
ms
to o
ther
in
divi
dual
s or
dep
artm
ents
.•
Know
ledg
e of
how
win
d tu
rbin
es o
pera
te
and
norm
al o
pera
ting
para
met
ers.
• Kn
owle
dge
of tu
rbin
e te
chni
cal d
raw
ings
an
d sy
mbo
ls.
• Kn
owle
dge
of s
afet
y st
anda
rds
and
regu
latio
ns a
nd p
erso
nal p
rote
ctive
eq
uipm
ent a
nd h
ow to
use
it.
• A
bilit
y to
use
SCA
DA
(Sup
ervi
sory
Con
trol
an
d D
ata
Acq
uisi
tion)
and
und
erst
and
win
d tu
rbin
e hi
stor
ies.
• Kn
owle
dge
of c
orre
ctive
acti
ons
and
resp
onse
s fo
r sp
ecifi
c pr
oble
ms.
• Kn
owle
dge
of w
ind
turb
ine,
tech
nica
l, to
ol, s
afet
y, a
nd p
erso
nnel
term
inol
ogy.
• Kn
owle
dge
of h
ow s
yste
ms
inte
rrel
ate
and
the
impa
ct o
f thi
s in
terr
elati
onsh
ip
on tu
rbin
e op
erati
ons.
• M
onito
rs s
yste
m p
erfo
rman
ce,
trou
bles
hoot
s sy
stem
mal
func
tions
, and
an
alyz
es s
yste
m o
pera
tion.
• A
pplie
s an
d an
alyz
es r
ules
and
pri
ncip
les
to p
roce
sses
; pro
cedu
res
and
uses
logi
c to
dr
aw c
oncl
usio
ns.
• A
naly
zes
situ
ation
s an
d in
form
ation
, co
nsid
ers
risk
s an
d im
plic
ation
s, a
nd
com
pile
s m
ultip
le v
iew
poin
ts.
• Re
cord
s in
form
ation
acc
urat
ely,
com
plet
es
form
s, a
nd w
rite
s si
mpl
e do
cum
ents
.•
Reco
gniz
es a
ccur
acy
of in
form
ation
, in
terp
rets
info
rmati
on, a
nd p
repa
res
basi
c su
mm
arie
s.
72
Key
Acti
vity
Perf
orm
ance
Indi
cato
rsTe
chni
cal K
now
ledg
eEm
ploy
abili
ty S
kills
How
do
we
know
whe
n th
e ta
sk is
pe
rfor
med
wel
l?Sk
ills,
Abi
lities
, Too
lsSC
AN
S Sk
ills
and
Foun
datio
nal A
biliti
es
B6 C
ontin
ued
• A
bilit
y to
per
ceiv
e ch
ange
s ba
sed
on
sens
ory
perc
eptio
n (s
ight
, sou
nd, f
eel,
and
smel
l) an
d to
resp
ond
to th
em.
• Kn
owle
dge
of te
st in
stru
men
tatio
n an
d ho
w to
inst
all i
t to
mon
itor
win
d tu
rbin
e co
mpo
nent
s.•
Abi
lity
to c
heck
test
equ
ipm
ent f
or
calib
ratio
n.
B7 Repl
ace
maj
or
com
pone
nts
(i.e.
ge
ar b
ox, m
ain
bear
ings
, etc
.
• Tr
ansp
ort,
rem
oval
and
repl
acem
ent o
f m
ajor
com
pone
nts
is p
erfo
rmed
saf
ely
and
in a
ccor
danc
e w
ith a
ll ap
plic
able
la
ws
and
regu
latio
ns.
• W
ork
inst
ructi
ons
are
follo
wed
ac
cura
tely
.•
Lock
out t
agou
t is
perf
orm
ed a
t the
be
ginn
ing
of th
e pr
ojec
t and
rem
oved
up
on c
ompl
etion
.•
Inpu
t is
give
n to
mod
ify th
e pl
an o
f ac
tion
as re
quire
d du
ring
inst
alla
tion,
cu
stom
izati
on, o
r up
grad
e.•
Prio
r to
sta
rting
repl
acem
ent,
co
mm
unic
ation
s ar
e m
ade
to a
ppro
pria
te
parti
es.
• Kn
owle
dge
of s
afet
y re
gula
tions
, re
quire
men
ts, a
nd p
olic
ies
rega
rdin
g m
ajor
com
pone
nts.
• A
bilit
y to
impl
emen
t and
follo
w w
ork
inst
ructi
on a
nd m
odify
as
need
ed.
• A
bilit
y to
und
erst
and
and
follo
w
man
ufac
ture
r’s
requ
irem
ents
and
re
com
men
datio
ns.
• Kn
owle
dge
of lo
ckou
t tag
out c
once
pts
and
proc
edur
es.
• Kn
owle
dge
of w
ind
turb
ine
and
syst
em
term
inol
ogy.
• Kn
owle
dge
of h
ow to
inte
rpre
t, a
pply
and
do
cum
ent t
est r
esul
ts to
val
idat
e re
pair
or
inst
alla
tion.
• Kn
owle
dge
of te
st e
quip
men
t cal
ibra
tion
and
use.
• U
nder
stan
ds c
ompu
ter
oper
ation
, pe
rfor
ms
basi
c da
ta e
ntry
, ret
riev
es s
tore
d da
ta, a
nd in
terp
rets
info
rmati
on.
• A
dher
es to
sta
ndar
ds, d
emon
stra
tes
com
mitm
ent t
o ex
celle
nce,
and
lead
s by
ex
ampl
e.•
Util
izes
pre
viou
s tr
aini
ng a
nd e
xper
ienc
e to
pre
dict
out
com
es; v
isua
lly a
naly
zes
rela
tions
hip
betw
een
part
s/w
hole
and
pr
oces
s/pr
oced
ure;
and
inte
rpre
ts c
hart
s,
grap
hs a
nd s
ymbo
ls.
• Effi
cien
tly m
anag
es ti
me,
pri
oriti
zes
daily
ta
sks,
pre
pare
s sc
hedu
le, a
nd m
onito
rs
and
adju
sts
task
seq
uenc
e.
73
Key
Acti
vity
Perf
orm
ance
Indi
cato
rsTe
chni
cal K
now
ledg
eEm
ploy
abili
ty S
kills
How
do
we
know
whe
n th
e ta
sk is
pe
rfor
med
wel
l?Sk
ills,
Abi
lities
, Too
lsSC
AN
S Sk
ills
and
Foun
datio
nal A
biliti
es
B7 C
ontin
ued
• Te
sting
is p
erfo
rmed
in a
ccor
danc
e w
ith
com
pany
pro
toco
ls a
nd m
anuf
actu
rer
spec
ifica
tions
.•
Test
resu
lts a
re p
rope
rly
docu
men
ted
and
subm
itted
. •
Calib
ratio
n da
te fo
r te
st e
quip
men
t is
veri
fied.
• Li
ftin
g eq
uipm
ent i
s pr
oper
ly s
et u
p in
acc
orda
nce
with
man
ufac
ture
r sp
ecifi
catio
ns a
nd c
ompa
ny p
roce
dure
s.•
Retu
rn to
ser
vice
doc
umen
tatio
n is
pr
oper
ly c
ompl
eted
.•
Pre-
job
brie
fings
and
job
haza
rd a
naly
zes
are
cond
ucte
d.
• Kn
owle
dge
of li
ftin
g eq
uipm
ent a
nd
abili
ty to
loca
te a
nd a
pply
man
ufac
ture
r sp
ecifi
catio
ns.
• Kn
owle
dge
of re
turn
to s
ervi
ce
proc
edur
es.
• Th
orou
gh a
nd d
etai
led
know
ledg
e of
the
maj
or c
ompo
nent
(s) b
eing
repl
aced
.
• O
rder
s an
d m
aint
ains
inve
ntor
y; m
onito
rs
safe
and
effi
cien
t util
izati
on o
f mat
eria
ls.
• Id
entifi
es a
nd s
ugge
sts
need
ed s
yste
m
mod
ifica
tions
and
impr
ovem
ents
.
74
Key
Acti
vity
Perf
orm
ance
Indi
cato
rsTe
chni
cal K
now
ledg
eEm
ploy
abili
ty S
kills
How
do
we
know
whe
n th
e ta
sk is
pe
rfor
med
wel
l?Sk
ills,
Abi
lities
, Too
lsSC
AN
S Sk
ills
and
Foun
datio
nal A
biliti
es
C1 Gat
her
and
prep
are
mat
eria
ls,
tool
s, a
nd
equi
pmen
t;
tran
spor
t and
set
up
equ
ipm
ent
• A
ll re
quire
d m
ater
ials
/too
ls a
nd p
arts
for
the
job
are
loca
ted
and
asse
mbl
ed a
t the
w
ork
site
.•
Whe
re a
pplic
able
, cer
tifica
tion
of to
ols
is
veri
fied.
• M
ater
ials
/too
ls a
re c
heck
ed to
ens
ure
they
are
in s
afe
and
prop
er w
orki
ng
orde
r.•
Proc
edur
es re
gard
ing
nonf
uncti
onin
g to
ols
are
follo
wed
.•
App
licab
le s
afet
y st
anda
rds
as th
ey re
late
to
the
indu
stry
for
job-
site
saf
ety
are
follo
wed
.•
Lift
ing
equi
pmen
t is
set u
p pr
oper
ly
in a
ccor
danc
e w
ith m
anuf
actu
rer
spec
ifica
tions
and
com
pany
pro
cedu
res.
• Kn
owle
dge
of s
peci
al m
ater
ials
/too
ls a
nd
part
s.•
Know
ledg
e of
how
tool
s sh
ould
wor
k.•
Know
ledg
e of
par
t ord
erin
g pr
oced
ures
.•
Know
ledg
e of
pro
cedu
res
rega
rdin
g no
nfun
ction
ing
tool
s.•
Know
ledg
e of
saf
e w
ork
prac
tices
.•
Know
ledg
e of
occ
upati
onal
haz
ards
and
st
anda
rd s
afet
y de
vice
s.•
Know
ledg
e of
loca
tion
of m
ater
ial a
nd
part
s st
orag
e.•
Know
ledg
e of
lift
ing
equi
pmen
t and
ab
ility
to u
nder
stan
d m
anuf
actu
rer’
s sp
ecifi
catio
ns.
• O
rder
s an
d m
aint
ains
inve
ntor
y an
d m
onito
rs s
afe
and
effici
ent u
tiliz
ation
of
mat
eria
ls.
• Effi
cien
tly m
anag
es ti
me,
pri
oriti
zes
daily
ta
sks,
pre
pare
s sc
hedu
le, a
nd m
onito
rs
and
adju
sts
task
seq
uenc
e.•
Ana
lyze
s si
tuati
ons
and
info
rmati
on,
cons
ider
s ri
sks
and
impl
icati
ons,
and
co
mpi
les
mul
tiple
vie
wpo
ints
.•
Und
erst
ands
the
requ
irem
ents
of t
he ta
sk
and
tech
nolo
gica
l res
ults
and
ana
lyze
s ta
sk/t
echn
olog
y re
latio
nshi
p.•
Sele
cts
rele
vant
dat
a, id
entifi
es th
e ne
ed
for d
ata,
pre
dict
s ou
tcom
es, a
nd in
tegr
ates
m
ultip
le it
ems
of d
ata.
Job:
Win
d Tu
rbin
e Te
chni
cian
Cr
itica
l Wor
k Fu
nctio
n : C
.) M
aint
ain
Win
d Tu
rbin
es (R
elia
bilit
y an
d O
ptim
izati
on)
75
Key
Acti
vity
Perf
orm
ance
Indi
cato
rsTe
chni
cal K
now
ledg
eEm
ploy
abili
ty S
kills
How
do
we
know
whe
n th
e ta
sk is
pe
rfor
med
wel
l?Sk
ills,
Abi
lities
, Too
lsSC
AN
S Sk
ills
and
Foun
datio
nal A
biliti
es
C2 Perf
orm
pr
even
tativ
e m
aint
enan
ce
• H
azar
dous
mat
eria
ls p
roce
dure
s ar
e fo
llow
ed w
ith re
spec
t to
hand
ling
and
disp
osal
.•
Safe
ty a
nd e
nviro
nmen
tal p
roce
dure
s ar
e fo
llow
ed a
nd p
rope
r pe
rson
al p
rote
ctive
eq
uipm
ent i
s w
orn
or u
sed.
• Pr
even
tive
mai
nten
ance
pro
cedu
res
are
com
plet
ely
follo
wed
in a
ccor
danc
e w
ith
man
ufac
ture
r se
rvic
e m
anua
l.•
Mai
nten
ance
job
is d
ocum
ente
d an
d ve
rifie
d ac
cord
ing
to c
ompa
ny o
r de
part
men
t pro
cedu
re.
• Re
quire
d m
aint
enan
ce is
per
form
ed
safe
ly, c
orre
ctly
, on
time.
• Su
gges
tions
to re
vise
mai
nten
ance
pla
n ar
e m
ade
to a
ppro
pria
te p
erso
nnel
eff
ectiv
ely
and
in a
tim
ely
man
ner.
• Lo
ckou
t tag
out i
s co
rrec
tly p
erfo
rmed
.•
Prev
entiv
e m
aint
enan
ce s
ampl
ing
is
perf
orm
ed c
orre
ctly
and
doc
umen
tatio
n is
pro
perl
y fil
led
out a
nd fi
led.
• Co
mpl
ete
unde
rsta
ndin
g of
the
oper
ation
al s
yste
m.
• A
bilit
y to
read
and
inte
rpre
t and
follo
w
man
ufac
ture
r’s
serv
ice
man
ual a
nd P
M
proc
edur
es.
• Kn
owle
dge
of h
azar
dous
mat
eria
ls a
nd
safe
ty a
nd e
nviro
nmen
tal p
roce
dure
s.•
Know
ledg
e of
com
pany
pol
icie
s an
d pr
oced
ures
.•
Know
ledg
e of
com
pute
rize
d m
aint
enan
ce
man
agem
ent s
yste
m.
• Kn
owle
dge
of s
ampl
ing
proc
edur
es.
• Kn
owle
dge
of lo
ckou
t tag
out p
roce
dure
s.•
Abi
lity
to p
erfo
rm m
easu
rem
ent
conv
ersi
ons.
• Th
orou
gh a
nd d
etai
led
know
ledg
e of
the
com
pone
nt(s
) bei
ng m
aint
aine
d.•
Abi
lity
to w
rite
and
upd
ate
mai
nten
ance
lo
gs.
• Tr
oubl
esho
ots
and
corr
ects
mal
func
tions
an
d fa
ilure
s; e
valu
ates
per
form
ance
of
tech
nolo
gy; a
naly
zes
failu
res.
• M
aint
ains
sel
f con
trol
, acc
epts
co
nstr
uctiv
e cr
itici
sm, s
ets
wel
l defi
ned/
real
istic
goa
ls, a
nd d
emon
stra
tes
com
mitm
ent t
o se
lf im
prov
emen
t.•
Ord
ers
and
mai
ntai
ns in
vent
ory
and
mon
itors
saf
e an
d effi
cien
t util
izati
on o
f m
ater
ials
.•
Iden
tifies
rele
vant
det
ails
, fac
ts,
spec
ifica
tions
, fol
low
s se
t of i
nstr
uctio
ns,
and
qual
ifies
/ana
lyze
s in
form
ation
.•
Ana
lyze
s si
tuati
ons
and
info
rmati
on,
cons
ider
s ri
sks
and
impl
icati
ons,
and
co
mpi
les
mul
tiple
vie
wpo
ints
.•
Reco
rds
info
rmati
on a
ccur
atel
y, c
ompl
etes
fo
rms,
and
wri
tes
sim
ple
docu
men
ts.
76
Key
Acti
vity
Perf
orm
ance
Indi
cato
rsTe
chni
cal K
now
ledg
eEm
ploy
abili
ty S
kills
How
do
we
know
whe
n th
e ta
sk is
pe
rfor
med
wel
l?Sk
ills,
Abi
lities
, Too
lsSC
AN
S Sk
ills
and
Foun
datio
nal A
biliti
es
C3 Perf
orm
m
echa
nica
l an
d el
ectr
ical
co
mpo
nent
and
sy
stem
test
s
• Pr
ior
to s
tarti
ng te
sts,
app
licab
le
com
mun
icati
ons
are
mad
e to
app
ropr
iate
pa
rties
.•
Testi
ng is
per
form
ed in
acc
orda
nce
with
co
mpa
ny a
nd in
dust
ry p
roto
cols
and
pr
oced
ures
.•
Test
resu
lts a
re p
rope
rly
docu
men
ted
and
subm
itted
.•
Calib
ratio
n da
te fo
r te
st e
quip
men
t is
veri
fied.
• A
ll re
quire
d te
st e
quip
men
t is
iden
tified
an
d lo
cate
d.•
Test
equ
ipm
ent i
s us
ed c
orre
ctly
.
• Kn
owle
dge
of s
afet
y re
gula
tions
, re
quire
men
ts, a
nd p
olic
ies
rega
rdin
g co
mpo
nent
s.•
Abi
lity
to u
nder
stan
d an
d fo
llow
m
anuf
actu
rer
requ
irem
ents
and
re
com
men
datio
ns.
• Kn
owle
dge
of lo
ckou
t tag
out p
roce
dure
s.•
Know
ledg
e of
man
ufac
ture
r, w
ind
turb
ine
and
syst
em te
rmin
olog
y.•
Know
ledg
e of
testi
ng p
roce
dure
s an
d pa
ram
eter
s.•
Abi
lity
to p
erfo
rm te
sting
in a
ccor
danc
e w
ith c
ompa
ny p
olic
y an
d pr
oced
ures
.•
Know
ledg
e an
d ap
plic
ation
of r
elev
ant
safe
ty p
olic
ies
and
proc
edur
es.
• Kn
owle
dge
of h
ow to
inte
rpre
t, a
pply
, an
d do
cum
ent t
est r
esul
ts to
val
idat
e re
pair
or
inst
alla
tion.
• Kn
owle
dge
of te
st e
quip
men
t,
calib
ratio
n, fu
nctio
n, a
nd u
se.
• Th
orou
gh a
nd d
etai
led
know
ledg
e of
the
com
pone
nt(s
) bei
ng te
sted
.
• U
nder
stan
ds te
chno
logy
app
licati
ons,
flo
ws
prop
er p
roce
dure
s, a
nd m
anip
ulat
es
tech
nolo
gy o
f des
ired
resu
lts.
• In
terp
rets
and
con
vert
s nu
mer
ical
dat
a an
d pr
edic
ts a
rith
meti
c re
sults
.•
Und
erst
ands
the
requ
irem
ents
of t
he ta
sk
and
tech
nolo
gica
l res
ults
and
ana
lyze
s ta
sk/t
echn
olog
y re
latio
nshi
p.•
Und
erst
ands
the
syst
em o
rgan
izati
on
and
hier
arch
y an
d fo
llow
s pr
oces
ses
and
proc
edur
es.
• Effi
cien
tly m
anag
es ti
me,
pri
oriti
zes
daily
ta
sks,
pre
pare
s sc
hedu
le, a
nd m
onito
rs
and
adju
sts
task
seq
uenc
e.•
Reco
gniz
es jo
b ta
sks,
dis
trib
utes
and
an
alyz
es w
ork
assi
gnm
ents
, and
del
egat
es
resp
onsi
biliti
es.
77
Key
Acti
vity
Perf
orm
ance
Indi
cato
rsTe
chni
cal K
now
ledg
eEm
ploy
abili
ty S
kills
How
do
we
know
whe
n th
e ta
sk is
pe
rfor
med
wel
l?Sk
ills,
Abi
lities
, Too
lsSC
AN
S Sk
ills
and
Foun
datio
nal A
biliti
es
C4 Perf
orm
repa
irs
or re
plac
e co
mpo
nent
s
• W
ork
is p
erfo
rmed
saf
ely
in a
ccor
danc
e w
ith c
ompa
ny p
olic
ies
and
proc
edur
es
and
in a
ccor
danc
e w
ith a
ll ap
plic
able
la
ws
and
regu
latio
ns.
• Lo
ckou
t tag
out a
nd s
witc
hing
and
cl
eara
nce
proc
edur
es a
re fo
llow
ed in
ac
cord
ance
with
com
pany
gui
delin
es.
• Re
pair
pro
cedu
res
are
follo
wed
.•
App
ropr
iate
cow
orke
rs a
re in
form
ed
rega
rdin
g th
e re
pair
pro
cess
.•
Dur
ing
mai
nten
ance
pro
cess
, co
mpo
nent
s ar
e th
orou
ghly
insp
ecte
d to
id
entif
y ot
her
repa
ir n
eeds
. •
Whe
re a
ppro
pria
te, r
epai
r pl
an a
nd jo
b sa
fety
/haz
ard
anal
ysis
are
effe
ctive
ly
com
mun
icat
ed to
app
ropr
iate
per
sonn
el
in a
tim
ely
man
ner.
• Re
plac
ed p
arts
are
pro
perl
y di
spos
ed o
f or
refu
rbis
hed
and
retu
rned
to s
ervi
ce.
• Po
st-r
epai
r tes
ting
is p
erfo
rmed
to e
nsur
e co
mpo
nent
s ar
e in
pro
per
wor
king
ord
er.
• H
ouse
keep
ing
proc
edur
es a
re fo
llow
ed.
• W
here
app
licab
le c
ontr
act w
orke
rs a
re
prop
erly
sup
ervi
sed
to e
nsur
e w
ork
com
plie
s w
ith a
ll co
mpa
ny p
roce
dure
s.•
Spec
ial t
ools
are
gat
here
d an
d ch
ecke
d.
• Kn
owle
dge
of te
chni
cal r
equi
rem
ents
an
d m
anuf
actu
rer
reco
mm
ende
d w
ork
inst
ructi
ons.
• Kn
owle
dge
of in
spec
tion
proc
edur
es.
• Th
orou
gh a
nd d
etai
led
know
ledg
e of
tu
rbin
e an
d co
mpo
nent
func
tion
and
purp
ose
with
in th
e sy
stem
, and
thei
r im
pact
on
othe
r sy
stem
s.•
Abi
lity
to p
artic
ipat
e in
root
cau
se
anal
ysis
.•
Abi
lity
to p
rope
rly
test
and
val
idat
e su
cces
sful
repa
ir.•
Know
ledg
e of
pro
per
disp
osal
and
re
furb
ishi
ng p
roce
dure
s fo
r pa
rts
and
repa
irs.
• Kn
owle
dge
of h
ouse
keep
ing
prac
tices
.•
Abi
lity
to u
se s
peci
al to
ols.
• Th
orou
gh a
nd d
etai
led
know
ledg
e of
the
com
pone
nt(s
) bei
ng re
paire
d or
repl
aced
.
• U
nder
stan
ds te
chno
logy
app
licati
ons,
flo
ws
prop
er p
roce
dure
s, a
nd m
anip
ulat
es
tech
nolo
gy o
f des
ired
resu
lts.
• Tr
oubl
esho
ots
and
corr
ects
mal
func
tions
an
d fa
ilure
s; e
valu
ates
per
form
ance
of
tech
nolo
gy; a
naly
zes
failu
res.
• Re
cogn
izes
job
task
s, d
istr
ibut
es a
nd
anal
yzes
wor
k as
sign
men
ts, a
nd d
eleg
ates
re
spon
sibi
lities
.•
Ord
ers
and
mai
ntai
ns in
vent
ory
and
mon
itors
saf
e an
d effi
cien
t util
izati
on o
f m
ater
ials
.•
App
lies
and
anal
yzes
rul
es a
nd p
rinc
iple
s to
pro
cess
es a
nd p
roce
dure
s an
d us
es
logi
c to
dra
w c
oncl
usio
ns.
• Re
cogn
izes
acc
urac
y of
info
rmati
on,
inte
rpre
ts in
form
ation
, and
pre
pare
s ba
sic
sum
mar
ies.
•
Iden
tifies
and
sug
gest
s ne
eded
sys
tem
m
odifi
catio
ns a
nd im
prov
emen
ts.
78
Key
Acti
vity
Perf
orm
ance
Indi
cato
rsTe
chni
cal K
now
ledg
eEm
ploy
abili
ty S
kills
How
do
we
know
whe
n th
e ta
sk is
pe
rfor
med
wel
l?Sk
ills,
Abi
lities
, Too
lsSC
AN
S Sk
ills
and
Foun
datio
nal A
biliti
es
C5 Doc
umen
t eq
uipm
ent
inst
alla
tion,
m
aint
enan
ce a
nd
repa
ir
• D
ocum
enta
tion
is p
erfo
rmed
acc
ordi
ng
to c
ompa
ny a
nd d
epar
tmen
t pol
icie
s an
d pr
oced
ures
.•
Prev
entiv
e m
aint
enan
ce s
ched
ule
is
prop
erly
adj
uste
d to
refle
ct re
pairs
mad
e.•
Doc
umen
tatio
n is
und
erst
anda
ble,
re
leva
nt, a
nd s
ucci
nct.
• D
ocum
ents
and
app
ropr
iate
file
s ar
e in
put i
nto
data
base
, file
d, o
r di
stri
bute
d to
cor
rect
par
ties.
• Kn
owle
dge
of d
ocum
enta
tion
polic
ies
and
proc
edur
es.
• A
bilit
y to
reco
rd re
leva
nt a
nd a
ccur
ate
data
into
man
ual a
nd e
lect
roni
c sy
stem
s.•
Abi
lity
to re
port
find
ings
and
mak
e re
com
men
datio
ns b
ased
on
docu
men
ted
hist
ory
and
findi
ngs.
• U
nder
stan
ding
of t
he o
pera
tiona
l sys
tem
an
d ho
w w
ind
turb
ine
mai
nten
ance
is
sues
can
adv
erse
ly im
pact
ope
ratio
ns.
• A
bilit
y to
use
cor
rect
term
inol
ogy.
• In
terp
rets
info
rmati
on a
nd a
pplie
s pr
oces
ses
to n
ew in
form
ation
.•
Reco
rds
info
rmati
on a
ccur
atel
y, c
ompl
etes
fo
rms,
and
wri
tes
sim
ple
docu
men
ts.
• Pa
ys a
tten
tion
to d
etai
ls, d
emon
stra
tes
initi
ative
, mon
itors
per
form
ance
st
anda
rds,
and
follo
ws
up o
n as
sign
ed
task
s.
79
Key
Acti
vity
Perf
orm
ance
Indi
cato
rsTe
chni
cal K
now
ledg
eEm
ploy
abili
ty S
kills
How
do
we
know
whe
n th
e ta
sk is
pe
rfor
med
wel
l?Sk
ills,
Abi
lities
, Too
lsSC
AN
S Sk
ills
and
Foun
datio
nal A
biliti
es
D1
Mai
ntai
n, in
spec
t,
repa
ir, o
r re
plac
e ha
nd to
ols
and
test
equ
ipm
ent
• H
and
tool
s an
d te
st e
quip
men
t are
as
sess
ed to
det
erm
ine
if th
ey a
re
beyo
nd re
pair
and
if n
ot, p
rope
r re
pair
pr
oced
ures
are
follo
wed
.•
Info
rmati
on re
gard
ing
brok
en h
and
tool
s an
d eq
uipm
ent i
s co
mm
unic
ated
to
appr
opri
ate
pers
onne
l effe
ctive
ly a
nd in
a
timel
y m
anne
r.•
Calib
ratio
n ta
gs a
re c
heck
ed to
ver
ify if
ca
libra
tion
is n
eede
d; p
rope
r pr
oced
ures
ar
e fo
llow
ed to
att
ain
calib
ratio
n.•
Supp
lies
are
stoc
ked
and
mai
ntai
ned.
• Th
e co
rrec
t che
cklis
ts a
re u
sed
prop
erly
.•
Safe
ty p
roce
dure
s ar
e fo
llow
ed.
• Eq
uipm
ent m
alfu
nctio
ns a
nd re
adin
ess
are
com
mun
icat
ed to
app
ropr
iate
pe
rson
nel e
ffecti
vely
and
in a
tim
ely
man
ner.
• Kn
owle
dge
of to
ol a
nd e
quip
men
t te
rmin
olog
y an
d th
e lo
catio
ns o
f too
ls,
part
s, a
nd e
quip
men
t.•
Know
ledg
e of
cal
ibra
tion
tags
.•
Abi
lity
to p
rope
rly
insp
ect t
ools
and
su
bmit
nonf
uncti
onal
tool
s fo
r re
pair.
• A
bilit
y to
repa
ir h
and
tool
s an
d te
st
equi
pmen
t.•
Know
ledg
e of
est
ablis
hed
polic
ies
and
proc
edur
es re
gard
ing
tool
s.•
Know
ledg
e of
tool
s an
d eq
uipm
ent
func
tion
and
use.
• Kn
owle
dge
of te
sts
to e
nsur
e ha
nd to
ols
and
test
equ
ipm
ent a
re in
goo
d an
d sa
fe
wor
king
ord
er.
• Kn
owle
dge
of s
tand
ard
oper
ating
and
sa
fety
pro
cedu
res.
• O
rder
s an
d m
aint
ains
inve
ntor
y an
d m
onito
rs s
afe
and
effici
ent u
tiliz
ation
of
mat
eria
ls.
• D
efen
ds o
wn
view
poin
ts, a
ccep
ts
resp
onsi
bilit
y fo
r ow
n be
havi
or, a
nd
unde
rsta
nds
own
impa
ct o
n ot
hers
.•
Trou
bles
hoot
s an
d co
rrec
ts m
alfu
nctio
ns
and
failu
res;
eva
luat
es p
erfo
rman
ce o
f te
chno
logy
; ana
lyze
s fa
ilure
s.•
Inte
rpre
ts a
nd a
pplie
s ne
w k
now
ledg
e an
d ex
peri
ence
and
ana
lyze
s ap
plic
ation
of
lear
ning
tool
s.•
Inte
rpre
ts in
form
ation
and
app
lies
proc
esse
s to
new
info
rmati
on.
Job:
Win
d Tu
rbin
e Te
chni
cian
Cr
itica
l Wor
k Fu
nctio
n : D
.) M
aint
ain
Tool
s, E
quip
men
t, a
nd In
vent
ory
80
Key
Acti
vity
Perf
orm
ance
Indi
cato
rsTe
chni
cal K
now
ledg
eEm
ploy
abili
ty S
kills
How
do
we
know
whe
n th
e ta
sk is
pe
rfor
med
wel
l?Sk
ills,
Abi
lities
, Too
lsSC
AN
S Sk
ills
and
Foun
datio
nal A
biliti
es
D2
Mai
ntai
n an
d op
erat
e uti
lity/
field
truc
k to
ols
and
stoc
k
• Ve
hicl
e is
in g
ood
wor
king
ord
er a
nd
sche
dule
d m
aint
enan
ce is
con
sist
ently
pe
rfor
med
.•
Vehi
cle
safe
ty e
quip
men
t is
avai
labl
e an
d up
-to-
date
.•
Site
rul
es fo
r ve
hicl
e us
e ar
e fo
llow
ed.
• A
dequ
ate
tool
s, e
quip
men
t, a
nd
mat
eria
ls a
re p
rese
nt fo
r ev
eryd
ay u
se o
r sc
hedu
led
wor
k.•
Truc
k bi
ns a
re p
rope
rly
stoc
ked
and
mai
ntai
ned
in a
n or
derl
y m
anne
r.•
Info
rmati
on re
gard
ing
mis
sing
, bro
ken,
or
depl
eted
saf
ety
equi
pmen
t and
sta
ndar
d to
ols
is c
omm
unic
ated
to a
ppro
pria
te
pers
onne
l effe
ctive
ly a
nd in
a ti
mel
y m
anne
r.
• Kn
owle
dge
of c
hara
cter
istic
s of
a v
ehic
le
in g
ood
wor
king
ord
er o
r in
nee
d of
re
pair.
• Kn
owle
dge
of s
ched
uled
mai
nten
ance
for
vehi
cles
and
how
to o
btai
n it.
• Kn
owle
dge
of v
ehic
le s
afet
y eq
uipm
ent.
• A
bilit
y to
det
erm
ine
if sa
fety
equ
ipm
ent
is u
p-to
-dat
e.•
Know
ledg
e of
tool
s, e
quip
men
t, a
nd
mat
eria
ls re
quire
d fo
r ev
eryd
ay u
se o
r a
sche
dule
d jo
b.•
Abi
lity
to in
spec
t saf
ety
equi
pmen
t an
d st
anda
rd to
ols
and
com
mun
icat
e in
spec
tion
info
rmati
on to
sup
ervi
sor.
• Kn
owle
dge
of to
ol k
it in
vent
ory
requ
irem
ents
.
• Tr
oubl
esho
ots
and
corr
ects
mal
func
tions
an
d fa
ilure
s; e
valu
ates
per
form
ance
of
tech
nolo
gy; a
naly
zes
failu
res.
•
Dem
onst
rate
s ho
nest
y an
d tr
ustw
orth
ines
s, a
ccep
ts re
spon
sibi
lity
for
own
beha
vior
, and
ana
lyze
s im
plic
ation
s of
de
cisi
ons.
• A
naly
zes
situ
ation
s an
d in
form
ation
, co
nsid
ers
risk
s an
d im
plic
ation
s, a
nd
com
pile
s m
ultip
le v
iew
poin
ts.
• O
rder
s an
d m
aint
ains
inve
ntor
y an
d m
onito
rs s
afe
and
effici
ent u
tiliz
ation
of
mat
eria
ls.
• A
dher
es to
sta
ndar
ds, d
emon
stra
tes
com
mitm
ent t
o ex
celle
nce,
and
lead
s by
ex
ampl
e.•
Effici
ently
man
ages
tim
e, p
rior
itize
s da
ily
task
s, p
repa
res
sche
dule
, and
mon
itors
an
d ad
just
s ta
sk s
eque
nce.
• U
nder
stan
ds te
chno
logy
app
licati
ons,
flo
ws
prop
er p
roce
dure
s, a
nd m
anip
ulat
es
tech
nolo
gy o
f des
ired
resu
lts.
81
Key
Acti
vity
Perf
orm
ance
Indi
cato
rsTe
chni
cal K
now
ledg
eEm
ploy
abili
ty S
kills
How
do
we
know
whe
n th
e ta
sk is
pe
rfor
med
wel
l?Sk
ills,
Abi
lities
, Too
lsSC
AN
S Sk
ills
and
Foun
datio
nal A
biliti
es
E1 Parti
cipa
te in
pr
e-jo
b/ta
ilgat
e m
eetin
gs
• Th
e en
tire
crew
is in
att
enda
nce.
• M
eetin
g co
vers
the
scop
e of
the
job
and
indi
vidu
al w
ork
assi
gnm
ents
.•
Issu
es a
re th
orou
ghly
dis
cuss
ed a
nd
solu
tions
are
defi
ned.
• Pr
oper
term
inol
ogy
is u
sed.
• M
eetin
g st
arts
and
end
s on
tim
e.•
Ack
now
ledg
emen
ts a
nd re
cogn
ition
are
pr
ovid
ed to
indi
vidu
als
as a
ppro
pria
te.
• Kn
owle
dge
of in
dust
ry te
rmin
olog
y.•
Know
ledg
e of
the
win
d tu
rbin
e sy
stem
an
d eq
uipm
ent.
• Kn
owle
dge
of m
eetin
g pr
otoc
ols
in
acco
rdan
ce w
ith o
rgan
izati
onal
pol
icie
s an
d pr
oced
ures
.
• Es
tabl
ishe
s ra
ppor
t with
cow
orke
rs
and
cust
omer
s; m
odifi
es b
ehav
ior
to
envi
ronm
ent;
sho
ws
unde
rsta
ndin
g fo
r ot
hers
; and
enc
oura
ges
coop
erati
on a
nd
nego
tiatio
n.•
Confi
rms
info
rmati
on a
nd in
terp
rets
, cl
arifi
es, a
nd in
fluen
ces
com
mun
icati
on.
• A
ssis
ts a
nd e
ncou
rage
s te
am m
embe
rs,
activ
ely
parti
cipa
tes,
wor
ks to
impr
ove
team
ski
lls, a
nd d
emon
stra
tes
com
mitm
ent.
• A
dher
es to
sta
ndar
ds, d
emon
stra
tes
com
mitm
ent t
o ex
celle
nce,
and
lead
s by
ex
ampl
e.•
Ana
lyze
s po
ssib
le c
ause
s, g
ener
ates
and
ev
alua
tes
solu
tions
, and
gen
erat
es a
nd
eval
uate
s so
lutio
ns.
• A
pplie
s an
d an
alyz
es r
ules
and
pri
ncip
les
to p
roce
sses
and
pro
cedu
res
and
uses
lo
gic
to d
raw
con
clus
ions
.•
Util
izes
pre
viou
s tr
aini
ng a
nd e
xper
ienc
e to
pre
dict
out
com
es; v
isua
lly a
naly
zes
rela
tions
hip
betw
een
part
s/w
hole
and
pr
oces
s/pr
oced
ure;
and
inte
rpre
ts c
hart
s,
grap
hs a
nd s
ymbo
ls.
Job:
Win
d Tu
rbin
e Te
chni
cian
Cr
itica
l Wor
k Fu
nctio
n : E
) Int
erac
t and
Com
mun
icat
e w
ith C
owor
kers
, Sup
plie
rs, C
us-
tom
ers,
and
Con
trac
tors
82
Key
Acti
vity
Perf
orm
ance
Indi
cato
rsTe
chni
cal K
now
ledg
eEm
ploy
abili
ty S
kills
How
do
we
know
whe
n th
e ta
sk is
pe
rfor
med
wel
l?Sk
ills,
Abi
lities
, Too
lsSC
AN
S Sk
ills
and
Foun
datio
nal A
biliti
es
E2 Parti
cipa
te in
m
eetin
gs a
nd
prob
lem
sol
ving
gr
oups
with
co
wor
kers
and
m
anag
emen
t
• M
eetin
gs a
re a
tten
ded
with
acti
ve
parti
cipa
tion
and
with
ade
quat
e pr
epar
ation
to b
e w
ell i
nfor
med
abo
ut
the
mee
ting
topi
c.•
Issu
es a
re a
ccur
atel
y an
d th
orou
ghly
di
scus
sed
and
solu
tions
are
defi
ned.
• W
here
app
licab
le, m
eetin
g m
inut
es
and
note
s ar
e ta
ken
and
subm
itted
to
appr
opri
ate
depa
rtm
ents
and
par
ties.
• A
ll re
quire
d jo
b ta
sk s
afet
y m
eetin
gs a
re
cond
ucte
d in
acc
orda
nce
with
app
licab
le
law
s, re
gula
tions
, and
org
aniz
ation
po
licie
s an
d pr
oced
ures
.
• Kn
owle
dge
of in
dust
ry, c
ompa
ny, w
ind
turb
ine,
equ
ipm
ent,
saf
ety,
regu
lato
ry,
mai
nten
ance
, rep
air,
and
pers
onne
l te
rmin
olog
y.•
Know
ledg
e of
the
win
d tu
rbin
e sy
stem
.•
Know
ledg
e of
win
d tu
rbin
es a
nd w
ind
turb
ine
com
pone
nts.
• Kn
owle
dge
of la
ws,
regu
latio
ns, a
nd
orga
niza
tion
polic
ies
and
proc
edur
es
rega
rdin
g jo
b ta
sk s
afet
y m
eetin
g re
quire
men
ts.
• In
terp
rets
info
rmati
on a
nd a
pplie
s pr
oces
ses
to n
ew in
form
ation
.•
Reco
gniz
es a
ccur
acy
of in
form
ation
, in
terp
rets
info
rmati
on, a
nd p
repa
res
basi
c su
mm
arie
s.•
Reco
gniz
es d
iffer
ence
s, u
nder
stan
ds th
e le
gal a
spec
ts o
f dis
crim
inati
on, r
espe
cts
the
righ
ts o
f oth
ers,
and
reco
gniz
es th
e va
lue
of d
iver
sity
.•
Com
mun
icat
es a
ppro
pria
te v
erba
l/no
n-ve
rbal
mes
sage
s, a
ctive
ly p
artic
ipat
es in
di
scus
sion
, and
pre
sent
s co
mpl
ex id
eas
and
info
rmati
on.
• M
aint
ains
sel
f con
trol
, acc
epts
co
nstr
uctiv
e cr
itici
sm, s
ets
wel
l defi
ned/
real
istic
goa
ls, a
nd d
emon
stra
tes
com
mitm
ent t
o se
lf im
prov
emen
t.
83
Key
Acti
vity
Perf
orm
ance
Indi
cato
rsTe
chni
cal K
now
ledg
eEm
ploy
abili
ty S
kills
How
do
we
know
whe
n th
e ta
sk is
pe
rfor
med
wel
l?Sk
ills,
Abi
lities
, Too
lsSC
AN
S Sk
ills
and
Foun
datio
nal A
biliti
es
E3 Inte
rfac
e w
ith
publ
ic a
nd la
nd
owne
rs
• H
ealth
, saf
ety,
and
env
ironm
enta
l in
form
ation
is o
n fil
e an
d ac
cess
ible
.•
Upo
n re
ques
t, m
eetin
gs a
re h
eld
and
tour
s ar
e pr
ovid
ed w
ith a
ll re
leva
nt
grou
ps a
nd in
divi
dual
s to
edu
cate
th
em a
bout
hea
lth, s
afet
y, a
nd/o
r en
viro
nmen
tal a
ssur
ance
pro
gram
s an
d to
pics
.•
Info
rmati
on is
pro
vide
d re
gard
ing
wor
king
and
livi
ng a
roun
d w
ind
turb
ines
.•
Dis
cuss
ions
with
the
publ
ic a
re in
itiat
ed
whe
n ap
prop
riat
e re
gard
ing
safe
ty a
nd
envi
ronm
enta
l iss
ues.
• Pr
oper
ty o
wne
r an
d la
nd u
se c
once
rns
are
resp
onde
d to
in a
tim
ely
man
ner.
• Pr
esen
tatio
ns a
re p
rovi
ded
upon
requ
est.
• Co
mm
unic
ation
s w
ith la
nd o
wne
rs a
nd
publ
ic c
ompl
y w
ith s
tand
ards
of c
ondu
ct
and
sens
itive
com
mun
icati
ons
polic
ies.
• Kn
owle
dge
of h
ealth
, saf
ety,
and
en
viro
nmen
tal i
nfor
mati
on lo
catio
ns a
nd
sour
ces.
• Kn
owle
dge
of la
nd u
se, h
ealth
, saf
ety,
an
d/or
env
ironm
enta
l ass
uran
ce to
pics
an
d is
sues
.•
Know
ledg
e of
sta
ndar
ds o
f con
duct
and
se
nsiti
ve c
omm
unic
ation
s po
licie
s.•
Know
ledg
e of
win
d tu
rbin
es a
nd h
ow
they
inte
rfac
e w
ith la
nd o
wne
rs a
nd th
e pu
blic
.
• D
efen
ds o
wn
view
poin
ts, a
ccep
ts
resp
onsi
bilit
y fo
r ow
n be
havi
or, a
nd
unde
rsta
nds
own
impa
ct o
n ot
hers
.•
Com
mun
icat
es a
ppro
pria
te v
erba
l/no
n-ve
rbal
mes
sage
s, a
ctive
ly p
artic
ipat
es in
di
scus
sion
, and
pre
sent
s co
mpl
ex id
eas
and
info
rmati
on.
• Co
nfirm
s in
form
ation
and
inte
rpre
ts,
clar
ifies
and
influ
ence
s co
mm
unic
ation
.•
Dem
onst
rate
s se
nsiti
vity
to c
usto
mer
co
ncer
ns a
nd re
spon
ds to
and
ana
lyze
s cu
stom
er n
eeds
.•
Esta
blis
hes
rapp
ort w
ith c
owor
kers
an
d cu
stom
ers;
mod
ifies
beh
avio
r to
en
viro
nmen
t; s
how
s un
ders
tand
ing
for
othe
rs; a
nd e
ncou
rage
s co
oper
ation
and
ne
gotia
tion.
84
Key
Acti
vity
Perf
orm
ance
Indi
cato
rsTe
chni
cal K
now
ledg
eEm
ploy
abili
ty S
kills
How
do
we
know
whe
n th
e ta
sk is
pe
rfor
med
wel
l?Sk
ills,
Abi
lities
, Too
lsSC
AN
S Sk
ills
and
Foun
datio
nal A
biliti
es
E4 Com
mun
icat
e w
ith s
uppl
iers
re
gard
ing
part
s,
tool
s, a
nd
refu
rbis
hmen
t
• Re
sear
ch is
con
duct
ed to
pro
perl
y pr
epar
e fo
r th
e co
mm
unic
ation
.•
Com
mun
icati
on is
resp
ectf
ul, c
lear
, and
w
ithou
t dis
crim
inati
on.
• A
ction
s an
d re
sults
of d
iscu
ssio
ns
with
sup
plie
rs a
re c
omm
unic
ated
to
man
agem
ent a
nd a
ll re
quire
d ap
prov
als
are
obta
ined
.
• A
bilit
y to
rese
arch
par
ts a
nd to
ols.
• Kn
owle
dge
of th
e fu
nctio
n of
par
ts.
• Kn
owle
dge
of s
peci
ficati
ons
of p
art i
n qu
estio
n.
• Co
mm
unic
ates
app
ropr
iate
ver
bal/
non-
verb
al m
essa
ges,
acti
vely
par
ticip
ates
in
disc
ussi
on, a
nd p
rese
nts
com
plex
idea
s an
d in
form
ation
.•
Und
erst
ands
neg
otiati
ons
proc
ess,
id
entifi
es c
onfli
cts,
and
dem
onst
rate
s co
mpo
sure
.•
Sele
cts
rele
vant
dat
a, id
entifi
es th
e ne
ed
for d
ata,
pre
dict
s ou
tcom
es, a
nd in
tegr
ates
m
ultip
le it
ems
of d
ata.
• Co
nfirm
s in
form
ation
and
inte
rpre
ts,
clar
ifies
, and
influ
ence
s co
mm
unic
ation
.
85
Key
Acti
vity
Perf
orm
ance
Indi
cato
rsTe
chni
cal K
now
ledg
eEm
ploy
abili
ty S
kills
How
do
we
know
whe
n th
e ta
sk is
pe
rfor
med
wel
l?Sk
ills,
Abi
lities
, Too
lsSC
AN
S Sk
ills
and
Foun
datio
nal A
biliti
es
E5 Inte
ract
with
, m
onito
r, an
d di
rect
con
trac
tors
(i.
e. c
rane
s, ro
ads,
ve
ndor
s, e
tc.)
• Co
ntra
cted
ser
vice
s ar
e m
onito
red
for
effec
tiven
ess.
• Co
mm
unic
ation
s re
gard
ing
defic
ienc
ies
are
cond
ucte
d in
a c
lear
and
tim
ely
man
ner.
• H
ouse
keep
ing
is m
onito
red
to e
nsur
e a
clea
n an
d pr
oduc
tive
wor
kpla
ce.
• Re
latio
nshi
ps a
re m
ade
and
kept
in a
re
spec
tful
and
eth
ical
man
ner.
• Co
mpa
ny e
thic
al g
uide
lines
are
follo
wed
.
• Kn
owle
dge
of re
quire
men
ts fo
r co
ntra
cted
ser
vice
s.•
Abi
lity
to id
entif
y co
ntra
cting
de
ficie
ncie
s.•
Know
ledg
e of
com
pany
sta
ndar
ds o
f co
nduc
t and
requ
ired
and
allo
wab
le
com
mun
icati
ons
with
ext
erna
l cus
tom
ers
and
cont
ract
ors.
• Kn
owle
dge
of c
ompa
ny e
thic
al g
uide
lines
w
ith re
spec
t to
cont
ract
ors.
• Kn
owle
dge
of th
e co
mpo
nent
with
whi
ch
the
cont
ract
or is
wor
king
.
• Co
mm
unic
ates
app
ropr
iate
ver
bal/
non-
verb
al m
essa
ges,
acti
vely
par
ticip
ates
in
disc
ussi
on, a
nd p
rese
nts
com
plex
idea
s an
d in
form
ation
.•
Confi
rms
info
rmati
on a
nd in
terp
rets
, cl
arifi
es, a
nd in
fluen
ces
com
mun
icati
on.
• Re
cogn
izes
job
task
s, d
istr
ibut
es a
nd
anal
yzes
wor
k as
sign
men
ts, a
nd d
eleg
ates
re
spon
sibi
lities
.•
Sele
cts
rele
vant
dat
a, id
entifi
es th
e ne
ed
for d
ata,
pre
dict
s ou
tcom
es, a
nd in
tegr
ates
m
ultip
le it
ems
of d
ata.
• A
naly
zes
situ
ation
s an
d in
form
ation
, co
nsid
ers
risk
s an
d im
plic
ation
s, a
nd
com
pile
s m
ultip
le v
iew
poin
ts.
• Effi
cien
tly m
anag
es ti
me,
pri
oriti
zes
daily
ta
sks,
pre
pare
s sc
hedu
le, a
nd m
onito
rs
and
adju
sts
task
seq
uenc
e.
86
Key
Acti
vity
Perf
orm
ance
Indi
cato
rsTe
chni
cal K
now
ledg
eEm
ploy
abili
ty S
kills
How
do
we
know
whe
n th
e ta
sk is
pe
rfor
med
wel
l?Sk
ills,
Abi
lities
, Too
lsSC
AN
S Sk
ills
and
Foun
datio
nal A
biliti
es
F1 Com
ply
with
en
viro
nmen
tal
regu
latio
ns
(SPC
C &
SRP
) (S
pill
Prev
entio
n Co
ntro
l and
Co
unte
rmea
sure
s &
Spi
ll Re
spon
se
Plan
)
• Sa
fety
and
OSH
A (O
ccup
ation
al S
afet
y an
d H
ealth
Adm
inis
trati
on) r
egul
ation
s ar
e su
ppor
ted
and
follo
wed
.•
Prop
er P
PE (P
erso
nal P
rote
ctive
Eq
uipm
ent)
is a
vaila
ble
and
used
by
all
pers
onne
l as
requ
ired.
• N
onco
mpl
ianc
e co
nditi
ons
are
repo
rted
to
pro
per
pers
onne
l and
aut
hori
ties
in a
ccor
danc
e w
ith a
ll ap
plic
able
law
s,
regu
latio
ns, a
nd c
ompa
ny p
olic
ies.
• N
onco
mpl
ianc
e co
nditi
ons
are
corr
ecte
d an
d lo
gged
in a
ccor
danc
e w
ith p
roje
ct
perm
it an
d re
gula
tory
requ
irem
ents
.•
SPCC
(Spi
ll Pr
even
tion
Cont
rol a
nd
Coun
term
easu
res)
pla
ns a
re u
p to
dat
e.•
Spill
rem
edia
tion
supp
lies
and
kits
are
in
spec
ted
and
mai
ntai
ned.
• Kn
owle
dge
of p
roce
dure
s fo
r ta
king
co
rrec
tive
actio
ns.
• Kn
owle
dge
of e
mer
genc
y po
licie
s an
d pr
oced
ures
and
abi
lity
to u
se e
mer
genc
y eq
uipm
ent.
• Kn
owle
dge
of P
PE re
quire
men
ts.
• Kn
owle
dge
of re
gula
tions
pro
tecti
ng th
e en
viro
nmen
t.•
Know
ledg
e of
pro
ject
and
regu
lato
ry
com
plia
nce
requ
irem
ents
.•
Know
ledg
e of
SPC
C pl
ans
and
requ
irem
ents
.•
Know
ledg
e of
con
tent
s of
spi
ll re
med
iatio
n su
pplie
s an
d ki
ts.
• Id
entifi
es re
leva
nt d
etai
ls, f
acts
, sp
ecifi
catio
ns, f
ollo
ws
set o
f ins
truc
tions
, an
d qu
alifi
es/a
naly
zes
info
rmati
on.
• Re
cogn
izes
acc
urac
y of
info
rmati
on,
inte
rpre
ts in
form
ation
, and
pre
pare
s ba
sic
sum
mar
ies.
• Pa
ys a
tten
tion
to d
etai
ls, d
emon
stra
tes
initi
ative
, mon
itors
per
form
ance
st
anda
rds,
and
follo
ws
up o
n as
sign
ed
task
s.•
Ass
ists
and
enc
oura
ges
team
mem
bers
, ac
tivel
y pa
rtici
pate
s, w
orks
to im
prov
e te
am s
kills
, and
dem
onst
rate
s co
mm
itmen
t.•
Dem
onst
rate
s ho
nest
y an
d tr
ustw
orth
ines
s, a
ccep
ts re
spon
sibi
lity
for
own
beha
vior
, and
ana
lyze
s im
plic
ation
s of
de
cisi
ons.
Job:
Win
d Tu
rbin
e Te
chni
cian
Cr
itica
l Wor
k Fu
nctio
n : F
) Adh
ere
to P
olic
ies
and
Stan
dard
s
87
Key
Acti
vity
Perf
orm
ance
Indi
cato
rsTe
chni
cal K
now
ledg
eEm
ploy
abili
ty S
kills
How
do
we
know
whe
n th
e ta
sk is
pe
rfor
med
wel
l?Sk
ills,
Abi
lities
, Too
lsSC
AN
S Sk
ills
and
Foun
datio
nal A
biliti
es
F2 Adh
ere
to s
ite-
spec
ific
wor
k pr
actic
es a
nd
proc
edur
es,
and
emer
genc
y re
spon
se a
nd
prep
ared
ness
• Si
te-s
peci
fic w
ork
prac
tices
and
pr
oced
ures
are
com
plet
ely
follo
wed
.•
Cow
orke
rs a
re in
form
ed o
f site
-spe
cific
w
ork
prac
tices
and
pro
cedu
res
and
emer
genc
y re
spon
se a
nd p
repa
redn
ess.
• Kn
owle
dge
of s
ite-s
peci
fic w
ork
prac
tices
an
d pr
oced
ures
.•
Know
ledg
e of
em
erge
ncy
resp
onse
and
pr
epar
edne
ss.
• D
emon
stra
tes
hone
sty
and
trus
twor
thin
ess,
acc
epts
resp
onsi
bilit
y fo
r ow
n be
havi
or, a
nd a
naly
zes
impl
icati
ons
of
deci
sion
s.•
Pays
att
entio
n to
det
ails
, dem
onst
rate
s in
itiati
ve, m
onito
rs p
erfo
rman
ce
stan
dard
s, a
nd fo
llow
s up
on
assi
gned
ta
sks.
• Se
lect
s re
leva
nt d
ata,
iden
tifies
the
need
fo
r da
ta, p
redi
cts
outc
omes
and
inte
grat
es
mul
tiple
item
s of
dat
a.•
Adh
eres
to s
tand
ards
, dem
onst
rate
s co
mm
itmen
t to
exce
llenc
e, a
nd le
ads
by
exam
ple.
• A
ssis
ts a
nd e
ncou
rage
s te
am m
embe
rs,
activ
ely
parti
cipa
tes,
wor
ks to
impr
ove
team
ski
lls, a
nd d
emon
stra
tes
com
mitm
ent.
• Re
cogn
izes
acc
urac
y of
info
rmati
on,
inte
rpre
ts in
form
ation
, and
pre
pare
s ba
sic
sum
mar
ies.
88
Key
Acti
vity
Perf
orm
ance
Indi
cato
rsTe
chni
cal K
now
ledg
eEm
ploy
abili
ty S
kills
How
do
we
know
whe
n th
e ta
sk is
pe
rfor
med
wel
l?Sk
ills,
Abi
lities
, Too
lsSC
AN
S Sk
ills
and
Foun
datio
nal A
biliti
es
F3 Perf
orm
com
pany
an
d si
te-s
peci
fic
adm
inis
trati
ve
activ
ities
(tim
e sh
eets
, veh
icle
ac
cide
nt fo
rms,
et
c.)
• Re
cord
s an
d re
port
s ar
e ac
cura
te a
nd a
re
filed
in p
rope
r lo
catio
ns.
• Re
cord
s an
d re
port
s ar
e su
bmitt
ed in
a
timel
y m
anne
r to
app
ropr
iate
per
sonn
el
and
depa
rtm
ents
.•
Reco
rds
and
repo
rts
are
kept
up
to d
ate.
• Re
cord
s an
d re
port
s ar
e m
aint
aine
d in
ac
cord
ance
with
com
pany
pol
icie
s.•
Secu
rity
pro
toco
ls a
re a
ccur
atel
y fo
llow
ed.
• Kn
owle
dge
of re
porti
ng re
quire
men
ts.
• Kn
owle
dge
of p
olic
ies
and
proc
edur
es
rega
rdin
g re
cord
s an
d re
port
s.•
Know
ledg
e of
sec
urity
pro
toco
ls.
• D
emon
stra
tes
hone
sty
and
trus
twor
thin
ess,
acc
epts
resp
onsi
bilit
y fo
r ow
n be
havi
or, a
nd a
naly
zes
impl
icati
ons
of
deci
sion
s.•
Reco
rds
info
rmati
on a
ccur
atel
y, c
ompl
etes
fo
rms,
and
wri
tes
sim
ple
docu
men
ts.
• U
nder
stan
ds c
ompu
ter
oper
ation
, pe
rfor
ms
basi
c da
ta e
ntry
, ret
riev
es s
tore
d da
ta, a
nd in
terp
rets
info
rmati
on.
• Effi
cien
tly m
anag
es ti
me,
pri
oriti
zes
daily
ta
sks,
pre
pare
s sc
hedu
le, a
nd m
onito
rs
and
adju
sts
task
seq
uenc
e.•
Reco
gniz
es jo
b ta
sks,
dis
trib
utes
and
an
alyz
es w
ork
assi
gnm
ents
, and
del
egat
es
resp
onsi
biliti
es.
89
Key
Acti
vity
Perf
orm
ance
Indi
cato
rsTe
chni
cal K
now
ledg
eEm
ploy
abili
ty S
kills
How
do
we
know
whe
n th
e ta
sk is
pe
rfor
med
wel
l?Sk
ills,
Abi
lities
, Too
lsSC
AN
S Sk
ills
and
Foun
datio
nal A
biliti
es
G1
Ach
ieve
and
m
aint
ain
profi
cien
cy in
cu
rren
t and
new
te
chno
logi
es
• Te
chni
cal t
rain
ings
and
wor
king
de
mon
stra
tions
are
att
ende
d w
ith fu
ll pa
rtici
patio
n.•
Initi
ative
is d
emon
stra
ted
to p
artic
ipat
e in
con
tinuo
us le
arni
ng o
ppor
tuni
ties.
• In
itiati
ve is
dem
onst
rate
d to
reco
mm
end
and
requ
est t
rain
ing
oppo
rtun
ities
from
m
anag
emen
t and
gai
n kn
owle
dge
on a
n in
divi
dual
bas
is.
• A
bilit
y to
acc
ess
info
rmati
on o
n co
ntinu
ous
lear
ning
opp
ortu
nitie
s.•
Know
ledg
e of
loca
tion
of w
ind
turb
ine
inst
ructi
on m
anua
ls a
nd h
ow to
use
th
em.
• U
nder
stan
ds c
ompu
ter
oper
ation
, pe
rfor
ms
basi
c da
ta e
ntry
, ret
riev
es s
tore
d da
ta, a
nd in
terp
rets
info
rmati
on.
• M
aint
ains
sel
f con
trol
, acc
epts
co
nstr
uctiv
e cr
itici
sm, s
ets
wel
l defi
ned/
real
istic
goa
ls, a
nd d
emon
stra
tes
com
mitm
ent t
o se
lf im
prov
emen
t.•
Inte
rpre
ts a
nd a
pplie
s ne
w k
now
ledg
e an
d ex
peri
ence
and
ana
lyze
s ap
plic
ation
of
lear
ning
tool
s.•
Iden
tifies
rele
vant
det
ails
, fac
ts,
spec
ifica
tions
, fol
low
s se
t of i
nstr
uctio
ns,
and
qual
ifies
/ana
lyze
s in
form
ation
.•
Und
erst
ands
tech
nolo
gy a
pplic
ation
s,
flow
s pr
oper
pro
cedu
res,
and
man
ipul
ates
te
chno
logy
of d
esire
d re
sults
.
Job:
Win
d Tu
rbin
e Te
chni
cian
Cr
itica
l Wor
k Fu
nctio
n : G
) Con
duct
Tra
inin
g an
d Pa
rtici
pate
in C
ontin
uous
Lea
rnin
g
9091
Key
Acti
vity
Perf
orm
ance
Indi
cato
rsTe
chni
cal K
now
ledg
eEm
ploy
abili
ty S
kills
How
do
we
know
whe
n th
e ta
sk is
pe
rfor
med
wel
l?Sk
ills,
Abi
lities
, Too
lsSC
AN
S Sk
ills
and
Foun
datio
nal A
biliti
es
G2
Trai
n ot
hers
in
spec
ific
oper
ation
, m
aint
enan
ce, a
nd
repa
ir p
roce
dure
s
• Tr
aine
es a
re g
iven
a c
ompl
ete
orie
ntati
on
to w
ind
turb
ines
.•
All
rele
vant
info
rmati
on re
gard
ing
win
d tu
rbin
e sa
fety
is c
omm
unic
ated
cle
arly
an
d eff
ectiv
ely.
• O
ngoi
ng m
ento
ring
and
tech
nica
l as
sist
ance
are
pro
vide
d to
trai
nees
.
• Kn
owle
dge
of th
e lo
catio
n of
win
d tu
rbin
es in
the
proj
ect,
how
the
win
d tu
rbin
es o
pera
te, a
nd n
orm
al o
pera
ting
para
met
ers.
• Kn
owle
dge
of s
chem
atics
and
dia
gram
s (m
echa
nica
l, el
ectr
ical
, and
hyd
raul
ic)
and
stan
dard
IEEE
(Int
erna
tiona
l El
ectr
ical
and
Ele
ctro
nics
Eng
inee
rs)
and
IEC
(Inte
rnati
onal
Ele
ctri
cal C
ode)
sy
mbo
ls.
• Kn
owle
dge
of w
ind
turb
ines
and
win
d tu
rbin
e co
mpo
nent
s.•
Know
ledg
e of
saf
ety
stan
dard
s an
d re
gula
tions
OSH
A (O
ccup
ation
al S
afet
y an
d H
ealth
Adm
inis
trati
on),
1910
.269
, an
d W
AC (W
ashi
ngto
n A
dmin
istr
ative
Co
de) 2
96.4
5, a
nd p
erso
nal p
rote
ctive
eq
uipm
ent a
nd h
ow to
use
it.
• A
bilit
y to
use
tool
s su
ch a
s ha
nd to
ols,
po
wer
tool
s, a
nd m
eter
s. A
bilit
y to
read
w
ind
turb
ine
hist
orie
s an
d tr
end
data
and
do
cum
ent t
hem
.•
Know
ledg
e of
sta
ndar
d op
erati
ng
proc
edur
es, d
ocum
enta
tion
requ
irem
ents
, and
requ
ired
logs
.•
Know
ledg
e of
com
pany
, win
d tu
rbin
e,
equi
pmen
t, te
chni
cal,
tool
, saf
ety,
and
pe
rson
nel t
erm
inol
ogy.
• Kn
owle
dge
of h
ow s
yste
ms
inte
rrel
ate
and
the
impa
ct o
f thi
s in
terr
elati
onsh
ip
on p
roje
ct o
pera
tions
.
• Co
nduc
ts ta
sk-s
peci
fic tr
aini
ng, c
oach
es
othe
rs to
app
ly re
late
d co
ncep
ts,
and
prov
ides
con
stru
ctive
feed
back
/re
info
rcem
ent.
• Co
mm
unic
ates
app
ropr
iate
ver
bal/
non-
verb
al m
essa
ges,
acti
vely
par
ticip
ates
in
disc
ussi
on, a
nd p
rese
nts
com
plex
idea
s an
d in
form
ation
.•
Confi
rms
info
rmati
on a
nd in
terp
rets
, cl
arifi
es, a
nd in
fluen
ces
com
mun
icati
on.
• Pa
ys a
tten
tion
to d
etai
ls, d
emon
stra
tes
initi
ative
, mon
itors
per
form
ance
st
anda
rds,
and
follo
ws
up o
n as
sign
ed
task
s.•
Reco
gniz
es d
iffer
ence
s, u
nder
stan
ds th
e le
gal a
spec
ts o
f dis
crim
inati
on, r
espe
cts
the
righ
ts o
f oth
ers,
and
reco
gniz
es th
e va
lue
of d
iver
sity
.•
Adh
eres
to s
tand
ards
, dem
onst
rate
s co
mm
itmen
t to
exce
llenc
e, a
nd le
ads
by
exam
ple.
91
Key
Acti
vity
Perf
orm
ance
Indi
cato
rsTe
chni
cal K
now
ledg
eEm
ploy
abili
ty S
kills
How
do
we
know
whe
n th
e ta
sk is
pe
rfor
med
wel
l?Sk
ills,
Abi
lities
, Too
lsSC
AN
S Sk
ills
and
Foun
datio
nal A
biliti
es
G2
Trai
n ot
hers
in
spec
ific
oper
ation
, m
aint
enan
ce, a
nd
repa
ir p
roce
dure
s
• Tr
aine
es a
re g
iven
a c
ompl
ete
orie
ntati
on
to w
ind
turb
ines
.•
All
rele
vant
info
rmati
on re
gard
ing
win
d tu
rbin
e sa
fety
is c
omm
unic
ated
cle
arly
an
d eff
ectiv
ely.
• O
ngoi
ng m
ento
ring
and
tech
nica
l as
sist
ance
are
pro
vide
d to
trai
nees
.
• Kn
owle
dge
of th
e lo
catio
n of
win
d tu
rbin
es in
the
proj
ect,
how
the
win
d tu
rbin
es o
pera
te, a
nd n
orm
al o
pera
ting
para
met
ers.
• Kn
owle
dge
of s
chem
atics
and
dia
gram
s (m
echa
nica
l, el
ectr
ical
, and
hyd
raul
ic)
and
stan
dard
IEEE
(Int
erna
tiona
l El
ectr
ical
and
Ele
ctro
nics
Eng
inee
rs)
and
IEC
(Inte
rnati
onal
Ele
ctri
cal C
ode)
sy
mbo
ls.
• Kn
owle
dge
of w
ind
turb
ines
and
win
d tu
rbin
e co
mpo
nent
s.•
Know
ledg
e of
saf
ety
stan
dard
s an
d re
gula
tions
OSH
A (O
ccup
ation
al S
afet
y an
d H
ealth
Adm
inis
trati
on),
1910
.269
, an
d W
AC (W
ashi
ngto
n A
dmin
istr
ative
Co
de) 2
96.4
5, a
nd p
erso
nal p
rote
ctive
eq
uipm
ent a
nd h
ow to
use
it.
• A
bilit
y to
use
tool
s su
ch a
s ha
nd to
ols,
po
wer
tool
s, a
nd m
eter
s. A
bilit
y to
read
w
ind
turb
ine
hist
orie
s an
d tr
end
data
and
do
cum
ent t
hem
.•
Know
ledg
e of
sta
ndar
d op
erati
ng
proc
edur
es, d
ocum
enta
tion
requ
irem
ents
, and
requ
ired
logs
.•
Know
ledg
e of
com
pany
, win
d tu
rbin
e,
equi
pmen
t, te
chni
cal,
tool
, saf
ety,
and
pe
rson
nel t
erm
inol
ogy.
• Kn
owle
dge
of h
ow s
yste
ms
inte
rrel
ate
and
the
impa
ct o
f thi
s in
terr
elati
onsh
ip
on p
roje
ct o
pera
tions
.
• Co
nduc
ts ta
sk-s
peci
fic tr
aini
ng, c
oach
es
othe
rs to
app
ly re
late
d co
ncep
ts,
and
prov
ides
con
stru
ctive
feed
back
/re
info
rcem
ent.
• Co
mm
unic
ates
app
ropr
iate
ver
bal/
non-
verb
al m
essa
ges,
acti
vely
par
ticip
ates
in
disc
ussi
on, a
nd p
rese
nts
com
plex
idea
s an
d in
form
ation
.•
Confi
rms
info
rmati
on a
nd in
terp
rets
, cl
arifi
es, a
nd in
fluen
ces
com
mun
icati
on.
• Pa
ys a
tten
tion
to d
etai
ls, d
emon
stra
tes
initi
ative
, mon
itors
per
form
ance
st
anda
rds,
and
follo
ws
up o
n as
sign
ed
task
s.•
Reco
gniz
es d
iffer
ence
s, u
nder
stan
ds th
e le
gal a
spec
ts o
f dis
crim
inati
on, r
espe
cts
the
righ
ts o
f oth
ers,
and
reco
gniz
es th
e va
lue
of d
iver
sity
.•
Adh
eres
to s
tand
ards
, dem
onst
rate
s co
mm
itmen
t to
exce
llenc
e, a
nd le
ads
by
exam
ple.
Key
Acti
vity
Perf
orm
ance
Indi
cato
rsTe
chni
cal K
now
ledg
eEm
ploy
abili
ty S
kills
How
do
we
know
whe
n th
e ta
sk is
pe
rfor
med
wel
l?Sk
ills,
Abi
lities
, Too
lsSC
AN
S Sk
ills
and
Foun
datio
nal A
biliti
es
G3
Mai
ntai
n ce
rtific
ation
s
• M
anda
tory
trai
ning
s ar
e att
ende
d as
re
quire
d.•
CEU
(Con
tinui
ng E
duca
tion
Uni
ts) a
re
accu
mul
ated
as
requ
ired.
•
CDL
(Com
mer
cial
Dri
ver’
s Li
cens
e)
phys
ical
s an
d dr
ug te
sts
are
take
n as
re
quire
d (s
ite-s
peci
fic).
• Kn
owle
dge
of fi
rst a
id a
nd a
bilit
y to
m
aint
ain
first
aid
, CPR
(Car
dio
Pulm
onar
y Re
susc
itatio
n) a
nd A
ED (A
utom
atic
Exte
rnal
Defi
brill
ator
) cer
tifica
tion.
• A
bilit
y to
pas
s th
e CD
L ph
ysic
al a
nd d
rug
test
s as
requ
ired.
• In
terp
rets
and
app
lies
new
kno
wle
dge
and
expe
rien
ce a
nd a
naly
zes
appl
icati
on o
f le
arni
ng to
ols.
• Pa
ys a
tten
tion
to d
etai
ls, d
emon
stra
tes
initi
ative
, mon
itors
per
form
ance
st
anda
rds,
and
follo
ws
up o
n as
sign
ed
task
s.•
Und
erst
ands
tech
nolo
gy a
pplic
ation
s,
flow
s pr
oper
pro
cedu
res,
and
man
ipul
ates
te
chno
logy
of d
esire
d re
sults
.•
Ass
ists
and
enc
oura
ges
team
mem
bers
, ac
tivel
y pa
rtici
pate
s, w
orks
to im
prov
e te
am s
kills
, and
dem
onst
rate
s co
mm
itmen
t.•
Iden
tifies
rele
vant
det
ails
, fac
ts,
spec
ifica
tions
, fol
low
s se
t of i
nstr
uctio
ns,
and
qual
ifies
/ana
lyze
s in
form
ation
.
93
Integration
94
worker retraining, and must be able to prove they have kept pace. All of these factors mean more training and education for individuals, and the ability to show evidence that this training translates to performance on the job.
Voluntary assessments and certifications based on skill standards will help us
Skill standards, while useful on their own, are just one part of a much larger equation. Skill standards establish the standard of competent performance, but they do not tell a person whether he or she has succeeded in meeting that standard.
For this reason, developing skill standards does not end with their publication. Next steps should include developing voluntary assessments and certifications which will make it possible for students, workers, and any interested persons to determine their strengths and weaknesses based on the standards, and to earn certification showing that they can perform work competently as established by the skill standards.
In today’s fast-moving technological economy, the necessity for assessments and certification is crucial. The demand for both technical and employability skills are escalating as work becomes more complex. The workforce is more mobile, with workers moving freely between jobs and industries. This job mobility requires that workers must be able to communicate their qualifications to potential employers. They must keep up with technological change through continuous learning and
Assessment and Certification: A Vital Connection
Please Note: To ensure the use of standards and their related assessments and certifications do not contradict U.S. employment law, employers will need to conduct an internal validation of the standards before using the skill standards to make hiring and promotion decisions. The purpose of this validation is to ensure that the knowledge, skills and performance described by the standards are needed for competent performance in an employer’s organization. The need to validate the standards internally is a key requirement of U.S. employment law, which seeks to protect individuals from discrimination in hiring and promotion.
Identify Learning Needs
Perform Gap Analysis
Develop Learning Activities
Post/Summartive Assessment
Continually Involve Business
Create Assessments
Integrating Skill Standards
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address all of these needs because of the guiding principles upon which skill standards are based, and because of the stakeholders—employers, labor, educators, workers, students, and government—whose needs skill standards are designed to meet.
A step toward a statewide system of assessments and certifications is the development of assessments which measure an individual’s ability to perform work competently as defined by the skill standards. Once these assessments are developed, curriculum can be reviewed to determine that all necessary topics and practicums sufficiently cover the items
in the assessment. As gaps are identified, learning activities and content adjustments can be made and post/summative assessments can be administered. Finally, it is critical that industry be involved every step of the way, and that standards are continuously reviewed and updated. The diagram below provides a summary of this process.
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Indirect evidence (supporting evidence and information about the performer)
Evidence can be collected in a wide variety of educational or business settings. To a large extent, the range of opportunities available for demonstration will determine the most appropriate setting. Often it is difficult to actually perform the task in the authentic work setting. In this case, evidence generated during an educational course or an in-house training session can be collected by individuals and added to their overall portfolios.
By requesting that the student or trainee produce tangible results in the form of take-away products (videos, tapes, paper, and electronic products), the participant will have created real evidence which can be shown to human resource personnel, hiring managers, supervisors or assessors. When assessing these products, the trained assessor will seek:
Validity
Currency
Authenticity
Sufficiency
Upon completion of the development of skill standards, performance assessment can be created to assess the criteria identified. Sample assessments and standards may be distributed to instructors and curriculum developers who will be educated on the skill standards elements.
Assessments based on the skill standards may include pre-and post-evaluations of the student to measure skill progression and to track the success rate of obtaining certification, where applicable.
Within a skill standards or competency-based system, assessment is the generation and collection of evidence of performance which can be matched to specified explicit standards that reflect expectations of performance in the workplace. There are two main forms of evidence:
Evidence of actual performance
Evidence of underpinning knowledge, skills, and abilities
The types of evidence may vary and will include:
Direct evidence (products and items produced by the performer)
Assessment Strategies
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Therefore, when designing a skill standards-based assessment for an educational course or training session, the assessment process and results will meet four criteria:
Validity: The assessment instrument/process clearly relates to the relevant standards.
Currency: The assessment instrument/process calls for a demonstration of the current standards in the industry.
Authenticity: The individual being assessed produces the assessment results; it is their own work. Team activities will be useful to demonstrate the skills and abilities to work effectively with others, not necessarily the total end results. The individual can, if possible, identify his or her part of the team project to demonstrate evidence of his or her own results.
Sufficiency: Enough evidence is collected to match the key task and the performance criteria included in the skill standards.
When designing/revising the curriculum for power generation, students will be assisted in generating high-quality evidence of performance or of underpinning skills, knowledge, and abilities which will help them to be successfully assessed as fully competent.
1 Adapted from Skill Standards Volume 2: Assessment, 1999, Washington State Board for Community and Technical Colleges, and Designing Competency-Based Training, Shirley Fletcher, 1991, Pfiffer & Company, p. 86-88.
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Type of Authentic Assessment Description of Authentic Assessment Strategies
ProjectHands-on demonstration of knowledge, skills, and attitudes that reveals a student’s ability to plan, organize, and create a product or an event.
Documentation of process of development from initial steps to final presentation.
Portfolio Collection of pieces of evidence of a student’s knowledge, skills, and attitudes.
Showcase of best work and/or work-in-progress.
Record of student’s progress over time.
Content selection by student in collaboration with the teacher.
Centerpiece for parent conferences.
On-Demand DemonstrationsHands-on performance by a student, which illustrates levels of knowledge, skills, and attitudes.
Typically involve a “real life” problem or situation to solve.
Focus on the application of knowledge and skills learned in one situation as it connects to a new and different one.
Case StudiesAnalysis of events and individuals in light of established criteria.
Synthesis of evidence to support generalizations based on individual cases.
Paper/Pencil TestsMultiple-choice, essay, and/or true-false questions that rely on extended responses to further clarify a student’s understanding of the knowledge being assessed.
Graphic representations that reveal a student’s understanding of connections among ideas.
Structured Observation Observation of events, groups, and individuals that focuses on the salient traits of the skill or attitude being observed.
ScenariosA problematic or challenging situation presented in the context of a career-technical perspective.
Study required to analyze or evaluate a situation.
Apply relevant knowledge or skills.
Prepare and justify a reasonable solution.
Critical Incident An interview where the assessee is asked to describe past experiences which demonstrate skill standards.
Assessment Design
From: Center for Occupational Research and Development, November 1996, and the forthcoming Skill Standards Volume 2: Assessment, 1999, Washington State Board for Community and Technical Colleges.
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Appendices
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Additional energy-sector skill standards can be found at: www.wa-skills.com/energy.html
National Skill Standards Board (2000). Built to Work.
Manufacturing Skill Standards Council (2001). MSSC Skill Standards, A Blueprint for Workforce Excellence.
Washington State Board for Community and Technical Colleges, (1999). Manufacturing Skill Standards.
Washington State Board for Community and Technical Colleges, (Reprinted June, 1999). Skill Standards Guidebook Volumes I and II. See: www.wa-skills.com
Washington State Board for Community and Technical Colleges, (2002). Transportation Skill Standards.
References
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Notes
