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Welcome to the E Light Electric Services training web site. We believe that a solid education is a key ingredient of quality workmanship. safe electrical installations and an added value for our customers. We are dedicated to providing our employees with the highest quality education and educational resources.

On this site you will find tutorials on electrical theory, the National Electric Code, general safety and electrical safety. We have also provided information concerning NEC changes, examination for licensing preparation, and tips for efficient and quality workmanship.

We also have web pages used for reporting homework and educational resources used in conjuction with our classroom training and our remote training programs. This allows us to provide a solid educational foundation for our electrical apprentices.

We encourage you to take a look around and check back regularly as we will update the site frequently with new information.

Our current class offerings are posted on this site. To see our current class listings, click on the Schedules button to the left.

Please contact Ted "Smitty" Smith at 303-754-0001 x 114 with questions, comments and suggestions concerning this web site, training or safety.

Thank you,

Ted "Smitty" Smith
Director of Training and Safety
E Light Electric Services
303-754-0001
tsmith@elightelectric.com
"WE WILL BE THE BEST"

E Light Safety, Training and Leadership Blog

Defining Value Part II

by Ted Smith on 05/15/12

The foundation of Lean Construction and Lean thinking is the elimination of everything that does not add value to products and processes. This seems at face value to be a "truism." I define a truism as something that is so obvious in practicality that it cannot be disputed. An example of a truism that we can all relate to is " A crew cannot complete an installation 100 percent unless they have 100 percent of the materials necessary to complete:" This statement is impossible to refute with any sincerity; however, the same cannot be said of the first statement concerning the elimination of everything that does not add value.

In fact there are numerous arguments that may spring to mind immediately to this proposition and many arguments can be found in the worldwide, ongoing discussion concerning lean thinking. I believe the root of these arguments is the understanding of the word "value." This is word that is used often in daily life and yet , as with many words we use, we find the exact definition to be somewhat elusive. We can look it up in the dictionary and find a clear cut definition such as this one from Webster's Dictionary:

1: a fair return or equivalent in goods, services, or money for something exchanged

2: the monetary worth of something

3: relative worth, utility, or importance <a good value at the price> <the value of base stealing in baseball> <had nothing of value to say>

4: a numerical quantity that is assigned or is determined by calculation or measurement <let x take on positive values> <a value for the age of the earth>

5: the relative duration of a musical note

6 a : relative lightness or darkness of a color : luminosity b : the relation of one part in a picture to another with respect to lightness and darkness

7: something (as a principle or quality) intrinsically valuable or desirable  

Of course that can be a little misleading also because here are listed seven possible definitions and many of them differ greatly and these do not include the verb and other uses of the term.

 

One of the great difficulties in the English language is our propensity to use the same word for many different meanings. The problem with this is that only the person using the word truly understands what the word is intended to mean. The person that is hearing or reading the word may place a completely different interpretation on it and therefore change completely the message.

 

In the next few segments of the blog we are going to explore the word value as it relates to lean thinking and hopefully when we are done we can come to an agreement on what it means to eliminate everything that does not add value to products and processes.

 

I encourage your help with this exploration by adding your comments and thoughts concerning value.


Thank you,

 

 

Ted "Smitty" Smith

Director of Education and Loss Prevention

E Light Electric Services

 

Value: What is Value

by Ted Smith on 05/07/12

The underlying principal of lean thought is to eliminate anything that does not add value to your product. A colleague recently asked me “What does lean mean?” He had been asking this question to several employees in order to determine their perceptions of lean. He summed up their answers as having to do with eliminating waste. Eliminating waste is certainly a goal of lean but it is not the underlying thought. Simply eliminating waste is something far to subjective to be beneficial from a practical stand point. A process may be viewed as waste by one department but essential by another. The primary difference between the viewpoints being the value placed on the process by each department.

What is value becomes the important question. In the next few installments we will explore the concept of value and how to apply the concepts to analyzing process and products.

Value can only be defined by the ultimate customer. And it is only meaningful when expressed in terms of a specific product which meets the customer’s needs at a specific price at a specific time.

Value is created by the contractor. From the customer’s point of view, this is why contractors exist. Yet for a host of reasons value is very hard for contractors to accurately define. We often spend enormous resources and time attempting to defining value based on our perception as a contractor. In fact this is something that is common in all aspects of business. Manufacturing often spends more money on convincing the purchasing public that their product is what they need than they do on trying to determine what the purchasing public really values.

As a contractor we need to determine what our customer values and then develop our products and our processes in a way that provides that value. From this starting point we can then evaluate everything we do and eliminate anything that does add to this value.

We can apply this thought to our processes internally also. We all have more than one “customer.” Everyone for whom we provide information or product within our organization is our “customer.” Prefab produces products for the field superintendents. In this case the field superintendent is the “customer” of the prefab shop. The prefab shop will create a value for the product and no doubt they will consider the product very valuable. The field superintendent will determine if the product is valuable based on if it met their needs, fulfilled their expectations and added value to their overall product. If it did not provide value in these areas, then no matter how valuable prefab believed the product to be, it will hold little true value as defined by the customer.

We will continue to explore the concept of value in future installments. In the mean time you can start by identifying who are your customers and what do you supply for them? Then ask yourself if what you are supplying is valuable because you think it is or because they find it valuable?

Thank you,

 

Ted “Smitty” Smith

New Requirements for Employees Working Outdoors- California

by Ted Smith on 04/19/12

Here is a summary of the CALOSHA new requirements for employees working outdoors in high temperatures. This can also be used by Federal OSHA as a guideline, so implementation outside of California is a good idea also.

OSHA REQUIREMENTS FOR WORK OUTDOORS IN HIGH HEAT ENVIRONMENTS

2012

 

(A) Definitions:

“Acclimatization” means temporary adaption of the body to work in the heat that occurs gradually when a person is exposed to it. Acclimatization peaks in most people within four to fourteen days of regular work for at least two hours per day in the heat.

“Heat Illness” means a serious medical condition resulting from the body’s inability to cope with a particular hear load, and includes heat cramps, heat exhaustion, heat syncope and heat stroke.

“Environmental risk factors for heat illness” means working conditions that create the possibility that heat illness could occur, including air temperature, relative humidity, radiant heat from the run and other sources, conductive hear sources such as the ground, air movement, workload and severity and duration, protective clothing and personal protective equipment worm by employees.

“Landscaping” means providing landscape care and maintenance services and/or installing trees, shrubs, plants, lawns, or gardens, or providing these services in conjunction with the design of landscape plans and/or the construction (i.e., installation) of walkways, retaining walls, decks, fences, ponds, and similar structures, except for employment by an employer who operates a fixed establishment where the work is to be performed and where drinking water is plumbed.

“Oil and gas extraction” means operations and/or developing oil and gas field properties, exploring for crude petroleum or natural gas, mining or extracting of oil or gas or recovering liquid hydrocarbons from oil or gas field gasses.

“Personal risk factors for heat illness” means factors such as an individual’s age, degree of acclimatization, health, water consumptions, alcohol consumption, caffeine consumption, and use or prescription medications that affect the body’s water retention or other physiological responses to heat.

“Shade” means blockage of direct sunlight. One indicator that blockage is sufficient is when objects do not cast a shadow in the area of blocked sunlight. Shade is not adequate when heat in the area of shade defeats the purpose of shade, which is to allow the body to cool. For example, a car sitting in the sun does not provide acceptable shade to a person inside it, unless the car is running with air conditioning. Shade may be provided by any natural or artificial means that does not expose employees to unsafe or unhealthy conditions.  

“Temperature” means the dry bulb temperature in degrees Fahrenheit obtainable by using a thermometer to measure the outdoor temperature in an area where there is no shade. While the temperature measurement must be taken in an area with full sunlight, the bulb or sensor of the thermometer should be shielded while taking the measurement, e.g., with the hand or some other object, from direct contact by sunlight.

(B) Provisions of water. Employees shall have access to potable drinking water meeting the requirements of Section 1524, 3363, and 3457, as applicable. Where drinking water is not plumbed or otherwise continuously supplied it shall be provided in sufficient quantity at the beginning of the work shift to provide one quart per employee per hour for drinking for the entire shift. Employers may begin the shift with smaller quantities of water if they have effective procedures for replenishment during the shift as needed to allow employees to drink one quart or more per hour. The frequent drinking of water, as described in subsection (f) (1) (C), shall be encouraged.

(C) Access to Shade.

            (1) Shade is required to be present when the temperature exceeds 85 degrees Fahrenheit. When the outdoor temperature in the work area exceed 85 degrees Fahrenheit, the employer shall have and maintain one or more areas with shade at all times while employees are present that are either open to the air or provided with ventilation or cooling. The amount of shade present shall be at least enough to accommodate 25% of the employees on the shift at any time, so that they can sit in a normal posture fully in the shade without having to be in physical contact with each other. The shaded area shall be located as close as practicable to the area where employees are working.

            (2) Shade is required to be available when the temperature does not exceed 85 degrees Fahrenheit. When the outdoor temperature in the work area does not exceed 85 degrees Fahrenheit employers shall either provide shade as per subsection (c) (1) or provide timely access to shade upon an employee’s request.

            (3) Employees shall be allowed and encouraged to take a cool-down rest in the shade for a period of no less than five minutes at a time when they feel the need to do so to protect themselves from overheating. Such access to shade shall be permitted at all times.

Exceptions to subsection (C):

(1)   Where the employer can demonstrate that it is infeasible or unsafe to have a shade structure, or otherwise to have shade present on a continuous basis, the employer may utilize alternative procedures for providing access to shade if the alternative procedures provide equivalent protection.

(2)   Except for employers in the agricultural industry, cooling measures other than shade (e.g., use of misting machines) may be provided in lieu of shade if the employer can demonstrate that these measures are at least as effective as shade in allowing employees to cool.

 


 

(D) High heat procedures. The employer shall implement high-heat procedures when the temperature equals or exceeds 95 degrees Fahrenheit. These procedures shall include the following to the extent practicable:

            (1) Ensuing that effective communication by voice, observation, or electronic means is maintained so that employees at the work sire can contact a supervisor when necessary. An electronic device, such as a cell phone or text messaging device, may be used for this purpose only if reception in the area is reliable.

            (2) Observing employees for alertness and signs or symptoms of heat illness.

            (3) Reminding employees throughout the work shift to drink plenty of water.

            (4) Close supervision of a new employee by a supervisor or designee for the first 14 days of the employee’s employment by the employer, unless the employee indicates at the time of hire that he or she has been doing similar outdoor work for at least 10 of the past 30 days for 4 or more hours per day.

(E) Training.

            (1) Employee training. Effective training in the following topics shall be provided to each supervisory and non-supervisory employee before the employee begins work that should reasonably be anticipated to result in exposure to the risk of heat illness:

                        (a) The environmental and personal risk factors for heat illness, as well as the added burden of heat load on the body cause by exertion, clothing, and personal protective equipment.

                        (b) The employer’s procedures for complying with all the requirements of this standard.

                        (c) The importance of frequent consumption of small quantities of water, up to 4 cups per hour, when the work environment is hot and employees are likely to be sweating more than usual in the performance of their duties.

                        (d) The importance of acclimatization.

                        (e) The different types of heat illness and the common signs and symptoms of heat illness.

                        (f) The importance to employees of immediately reporting to the employer, directly or through the employee’s supervisor, symptoms or signs of heat illness in themselves, or in co-workers.

                        (g) The employer’s procedure s for responding to symptoms of possible heat illness, including how emergency medical services will be provided should they become necessary.

                        (h) The employer’s procedures for contacting emergency medical services, and if necessary, for transporting employees to a point where they can be reached by an emergency medical service provider.

                        (i) The employer’s procedure for ensuring that, in the event of an emergency, clear and precise directions to the work site can and will provided as needed to emergency responders. These procedures shall include designating a person to be available to ensure that emergency procedures are invoked when appropriate.

(2) Supervisor training. Prior to supervising employees performing work that should reasonably be anticipated to result in exposure to the risk of heat illness effective training on the following topics shall be provided to the supervisor:

                        (a) The information required to be provided by section (e) (1) above.

                        (b) The procedures the supervisor is to follow to implement the applicable provisions in this section.

                        (c) The procedures the supervisor is to follow when an employee exhibits symptoms consistent with possible heat illness, including emergency response procedures.

                        (d) How to monitor weather reports and how to respond to hot weather advisories.

 

Starting The Day: How much does it cost your project every day?

by Ted Smith on 04/04/12

Starting the Day: Spending money, but what is the return?

 

 

 

 

The start of each day is a tremendous opportunity to either succeed or fail. This is determined specifically by the frontline supervisor.  Getting started is the key to reaching maximum efficiency for any task.

 

 

 

 

When crew members come to work, many are not in the frame of mind to begin efficiently working. They are still thinking about being tired, what they did the night before or perhaps a personal issue. Often times they have it in their minds that their supervisor will take the first of the shift to get set up and prepared and then they eventually "work up to really cranking." This assumption is the result of current and past experiences. 

 

 

 

 

Many employees have come to work for a long time and have learned to work within a system that does not utilize proper preplanning. They have grown accustomed to being told what they need to do in the morning and then spending time planning the task, finding material, gathering equipment and then getting questions answered. This is the very cycle we are attempting to change. 

 

 

 

 

If layered management is used correctly, the crew members report to work with an installation plan waiting for them including finding all the material and equipment they need in one place. The material should be organized and marked for easy identification and ultimately in the work area. This will allow the crew the opportunity to begin work quickly and begin producing almost immediately.  However, having the installation plan ready and the material pre-staged is not enough.

 

 

 

 

The crew has developed habits over time and simply having the material ready and the plan in place will not get the crew members to a productive level. The frontline foreman must be with the employees at the start of the shift. The frontline foreman must be familiar with all the details of the installation plan and know exactly where the material and equipment is located. The frontline foremen must then meet with their crew members in the morning and explain the work for the day. Throughout the day, the frontline foremen works with the team getting them started in a productive manner. The beginning of the work shift is not the time for doing paperwork. 

 

 

 

 

A supervisor that allows his crew to start the day without him, is burning man hours but is getting nothing for the investment -- "the wheels are spinning but there is no movement."  Superintendents and supervisors must make it clear to all frontline foremen that  they are to be with their crews at the beginning of the day, at the beginning and end of breaks and lunch and at the end of the day, at a minimum. Of course, if the superintendents and supervisors are doing their part, the frontline foremen should be able to be with their crew members much more than this. 

 

 

 

 

Here is a thought to ponder: Imagine a jobsite with 25 workers. If each worker requires 1 hour to reach a point that they are producing efficiently, then we are paying for 25 man hours per day but not receiving a return for that investment. How much of an increase in productivity would we see if we cut this start up time in half? We must always remember that the purpose of everything we do as jobsite management is to make the electrician in the field as productive as possible.  Another way of saying this is the electrician is our customer.  We must meet our customers' needs in order to meet our productivity requirements.  This means we need to make their job as simple and efficient as possible.

 

Thank you,

 

Ted "Smitty" Smith

 

 

Tips for Supervisors

by Ted Smith on 04/04/12

The following set of principals will assist the electrical supervisor to meet requirements and procedures.

 

Plan Every Job

Every significant job or task is made up of several discrete steps. Each step that is required to complete the job should be considered independently. Thinking about each step that is physically required to finish the assignment provides an opportunity to identify if it is possible to execute the work. Sometimes it is not. If it is possible to remember all the steps required to execute the job, it is not necessary to write down each step. If several steps are needed, each step should be written on paper. The idea is that the person performing the task has a clear picture of all physical steps that are required to execute the job. If more than one person is involved in the work, all people involved in the work process should have the same plan in mind. Many incidents occur because more than one plan exists.

 

Anticipate Unexpected Events

Once a clear picture of all the steps in the job is in mind, the worker should consider what could be wrong as the plan is executed:

  • What would happen if the wrench or screwdriver slipped?
  • What would happen if someone bumped into the worker as he or she executed the task?
  • What should the worker do if the arrangement behind the cover or door is different from what was expected?

 

If an unexpected event occurs or an unexpected condition is found, the work must be stopped and a new plan established that considers the “new” information.

 

Use The Right Tool for the Job

People are ingenious. In most instances, they will find a way to accomplish an assigned task. Frequently, the ingenuity requires the person to misuse a hand tool, such as the following instances:

  • Using a multimeter or proximity pen to verify a circuit is de-energized instead of a “wiggy.”
  • Pliers are sometimes used instead of a wrench.
  • A wrench is used that is the wrong size.
  • A screwdriver tip is used as a shim.
  • A ladder is used when a platform is really needed.

 

Only tools that are designed for the purpose should be used. Injuries occur when the wrong tool is used.

 

Use Procedures as Tools

 A procedure is essentially the same as a written plan. In fact, a procedure is a job plan that is previously prepared. Some jobs or tasks are repeated often. A procedure is a written plan that eliminates the need to write a plan each time a job is performed. ( At Elight we have developed teh RIP process and forms to give you a great tool to use to develop installation procedures) Because the procedure was prepared previously, it is important to recognize that the equipment might have changed or deteriorated. For example, the overcurrent protection might be incorrectly sized. Therefore, any previously prepared plan could be missing some very important information. The procedure should not be considered as law; it should be a tool that can help the worker consider thoroughly all steps of the job.

Like any other tool, a procedure should be reviewed from time to time and revised as necessary to keep it sharp and functional. Also, like any other tool, if it is not available when needed, its value disappears.

 

Isolate The Equipment

Troubleshooting, maintaining, or modifying electrical equipment normally involves potential exposure to shock, arc flash and blast. All sources of energy should be removed from the equipment. Personal locks should be installed. Personal tags should be installed. If all energy sources are removed from the equipment, no possibility of injury from those sources remains.

Any electrical equipment that is opened for work should be physically isolated. This point is especially important when an electrical source remains energized within the equipment. A barricade or other warning should be installed to ensure that unqualified people remain outside the limited approach boundary and the arc-flash boundary.

Here is an acronym to help you remember the steps to achieve an electrically safe work condition:

 

D

=

Decipher all sources of power and drawings

 

I

=

Interrupt power

 

S

=

See that contacts are in the open position

 

A

=

Apply lock out tag out

 

B

=

Before testing for the absence of voltage

 

L

=

Lug on ground where necessary

 

E

=

Enter into daily log

We use a simple lock out proceuder at ELight and every employee has a their own lock issued to them.

Identify The Hazard

In the vernacular of most consensus standards, no requirement is needed for employees to able to identify a hazard. However, electricity hazards are very difficult to see. Each step of a plan should be reviewed to identify any personal hazard someone might be exposed to while executing the task. This step of the analysis must consider all hazards, not only electrical hazards.

 

Minimize The Hazard

If it is possible to completely remove each safety hazard, all possible approaches to minimize exposure to any hazard must be taken as the task is being executed. For example, all doors must be kept closed, if possible. All possible energy sources must be isolated. The number of people who are or may be exposed must be limited. Insulating materials must be installed to minimize the duration of exposure to shock or minimize any potential arcing fault.

 

Protect The Person

If all hazards cannot be removed, any person within the boundary of exposure must be protected from any potential result of an electrical malfunction. If a person is within the arc-flash boundary, he or she should be wearing protection from any potential degree of release of an arcing fault. If the person is working where any physical contact with an energized component is possible, he or she should be wearing shock-protective equipment. If he or she is working from an elevated position, the person should be wearing fall protection, as appropriate.

 

Assess People’s Abilities

One key element that can ensure that an incident or injury does not occur is examination of the qualifications of the worker who is planning, supervising and executing the work. It is critical that each of these people have a good understanding of electrical hazards. The ability to avoid an incident is heavily related to the degree of understanding the worker has of the hazards. As the degree of understanding increases, the ability to avoid an incident also increase.

 

Summary

The electrical supervisor should:

  • Make the safety of her or his employees a priority
  • Plan every job
  • Never stop learning about electrical safety and electrical hazards.

Thank you,

 

Ted "Smitty" Smith