TVL-IA-EIM 11

Electrical Installation and Maintenance

NAME:

VERNA B. BUTON
Printed by: Colegio de Kidapawan
2021
 DISCLAIMER

Information and concepts of this learning material were excerpts from established
references and properly noted in the lists of literatures cited in every chapter or in
the later part or portion of the module. The author in this learning material remains a
compiler and does not in any manner willfully infringe the copyright law and other
existing provisions appertaining thereto.

This Learning Material is printed for the sole use of classroom or distance/remote
learning and is not intended for commercial purposes. Use or reproduction in part or
in full requires the consent of the Colegio de Kidapawan administration.
 FOREWORD
Amidst the persistence of the global pandemic brought about by Covid-19, the COLEGIO de
KIDAPAWAN continues to provide quality education to all its clientele in the best way it can.
Various teaching-learning delivery modes are being explored and may be adopted by the College.
Though, blended and flexible learning delivery modes are pipelined approaches to sustain
learning opportunities and capabilities of our students. In the process, a printed module like this
has become the primordial tool for us to reach out to our students who have limited or unavailable
access to internet connectivity. The provision of this learning material, coupled with supplemental
online learning access, would further enhance the distance learning environment that CdK has
always embraced in these challenging times.

The contents and assessments incorporated in this module are specifically designed for student
self-learning. Along the way, the College is committed to provide physical intervention and
academic assistance in-between the learning milestones of the learners, through its partnership
with various local government units.

This module is a product of collaborative efforts and indubitable commitments of our faculty
members and academic heads. However, the sole developer of this module is given primary
credence.

Let everyone, who desires to use this learning material, be reminded that as you go through your
learning journey, let this module walk you through to your desired knowledge and competence.

JANICE MARIE R. MEARNS-MARTINEZ

President, Colegio de Kidapawan
 ACKNOWLEDGEMENT
With heartfelt gratitude, I sincerely express my thanks to the COLEGIO de KIDAPAWAN
Administration for their unwavering system of support from writing workshop to revising and final
printing. Words of appreciation would never be enough to express my joy and adulation for people
behind the completion of this module, they deserve so much credit.

For President Janice Marie R. Mearns-Martinez, her borderless ideas and unlimited compassion
for the professional growth of CdK teachers had accelerated the teachers’ momentum to write.

For Vice-President for Administration & Finance, Ms. Sheila Marie R. Mearns, her selfless desire
to assist the module writers in refining and printing their output had indeed transformed the
vacuous concepts into tangible learning materials.

For Vice President for Academic Affairs, Dr. Rose Marie B. Bugarin, equal recognition is accorded
to her untiring efforts to review the module and redirect the energy of each teacher into a fruitful
completion.

For all Department Heads and technical support personnel, who relentlessly assisted in facilitating
the accomplishments and timelines, their names are worthy of acknowledgement:

Prof. Renato A. Catubig Dr. Nelly E. Cordero

Prof. Fe B. Estampa Prof. Jonathan M.
Grayda Prof. Antonette M. Tabotabo Prof. Jerson P. Tingson
Prof. Marvie E. Martizano Prof. Marcos F.
Monderin Ms. Ma. Preciosa Corazon B. Limas

English critics also deserve equal gesture of gratitude for fitting the concepts into expressed
statements.

And finally, let it be known that this learning material is a working in progress. Thus, any
inadequacies and lapses that may be found here are entirely mine.
I. Learning Competencies
The learners demonstrate understanding…

1. Developing a Healthy Work Environment and Effective Employee Relations

• Identify the importance of developing a healthy work environment and effective
employee relations;
• Distinguish the importance of developing a healthy work environment and effective
employee relations;
• Value the importance of developing a healthy work environment and effective
employee relations.
2. Code of Ethics
• Identify principles of ethics;
• Distinguish the principles and approaches to ethics;
• Value the importance of ethics in the workplace.
3. Identify Hazards and Risks
• Identify the hazards and risks;
• Distinguish the types of hazards and risks;
• Value the importance of identifying hazards and risks.
4. Evaluate Hazards and Risks
• Identify the purpose of evaluating hazards and risks;
• Distinguish the types of hazards and risks;
• Value the importance of evaluating hazards and risks.
5. Control Hazards and Risks
• Identify the purpose of controlling hazards and risks;
• Distinguish the ways of controlling hazards and risks;
• Value the importance of controlling hazards and risk
6. Types and Uses of Rigid Fittings
• Know the PEC provisions on electrical metallic conduits.
• Learn the procedure in installing electrical metallic conduit
7. Electrical Installation and Maintenance NC II
• Know the safety procedure in installing electrical metallic conduit

5
 II. Learning Resources
Textbooks: Learning Modules TVL EIM Grade 11, Curriculum Guide and Sources from the
Internet

III. Procedures/Learning Activities

Activities/Exercises follow every discussion

IV. Assessment
(Integration of all competencies/objectives)

V. Agreement/Enrichment
(As needed)

Noted by:

Name and Signature of Parent/Guardian

Date Submitted:
Contact No.:
Topic 1: Developing a Healthy Work Environment and Effective Employee Relations

In this topic, it will help you the skills needed in the workplace is essential to employees and
users because of its excellent and positive effect on their general well-being and health.

Elements of a Productive Work Environment

1. Respect
It is the foundation of a productive work environment. Every employee deserves to be
treated with respect, and every employee has an obligation to treat others the same way. The
best way to foster respect in the workplace is through your own actions. Respect is contagious.
Unfortunately, though, so is disrespect. Make sure all your employees’ complete harassment and
discrimination training to help ensure everyone knows exactly what is expected of them.

2. Teamwork
People want to be a part of something bigger than themselves. That is why the concept of
teamwork is so popular in business. The most important component of teamwork is that team
members are all working toward the same goals. Work with your employees to establish team
goals and reward the team when those goals are achieved.

3. Training
Your team is your most asset. Just like any asset, you must nurture it to make it pay off in
the long run. Training is a way for you to invest in your team. From a robust online employee
training program to mentoring programs and on-the-job training, the more knowledge you share
with your employees the more productive they’ll be. To determine where your highest priority
training needs, conduct a gap analysis to compare your team’s current competencies to your long-
term business goals.

4. Communication
For employees to be a part of a productive work environment, they need to feel like they
have a voice. Employees on your front lines likely have more interaction with your policies and
procedures – and your customers – than you do, so it is important that you encourage feedback
from them. If you don’t already have an open-door communication policy with your staff, it might be
challenging to start one. Employees who are used to feeling ignored are not likely to start giving
input just because you announce you are open to it. Instead, take the time during team meetings or
even one-one-one to ask specific questions about customer service, compliance, marketing, and
so on.

5. Opportunity
Not all your employees may see themselves with careers in the convenience store industry,
but that may just be because they do not know what that might look like. When you operate with a
promote-from-within strategy, employees will see the benefits of creating a career path for
themselves. Set employees up for success by providing training for newly promoted employees.

6. Training for a Productive Work Environment

All employees are entitled to a comfortable and hostile-free work environment. All
employers must provide a workplace that is free from harassment and discrimination. Online
harassment training provides the baseline of knowledge managers and employees need to handle
harassment in the workplace.

Activities to Develop a Healthy Work Environment and Effective Employee Relations

1. Mutually Beneficial Mentoring Relationships

Though mentoring often is viewed as a one-directional path for professional development,
both the mentor and mentee can potentially benefit from the pairing. Mentoring is a process of
using specially selected and trained individuals to provide guidance, pragmatic advice, and
continuing support that will help the people in their learning and development process. Mentoring is
a method of helping people acquire skills and knowledge from experienced managers who are
wise in the way of the organization. Mentoring For example, say you have a mentor whose area of
expertise is instructional systems design (ISD) who has been with the company for many years.
During that time, she has excelled in her interaction with direct reports as well as clients but is not
as skilled in the latest technology for delivering classroom training. In this case, the mentee can
learn from the mentor — usually through observation and coaching — how individual job
performance can improve through one-on-one communication skills. Likewise, if the mentee is
relatively new to the company but skilled in using technology, the mentor may also learn how to
use the latest web-based tools for instructional design to communicate with classroom learners.

Mentors provide people with:

1. Advice in drawing up self-development programs.
2. Guidance on how to acquire the necessary knowledge and skills to do a new job.
3. Information on corporate culture.
4. Help in the right direction.
5. Coaching in specific skills.

2. Workshops and Experiential Learning

There are several workshops and seminars that teach participants effective communication
skills. Developing a workshop that specifically addresses communication within your company can
be especially helpful to employees. This kind of workshop might work on communication
challenges between employees or between employees and customers. For example, creating a
training course for newly hired sales representatives on how to understand customer
requirements not only teaches basic listening skills but gives them tips on how to deal with existing
customers and how to cultivate relationships with prospective customers. These kinds of
communication focused activities for adults are a form of experiential learning — interactive and
hands-on.

3. Communication Skills Exercises Pre-employment

Testing and employee refresher courses may be useful in assessing the communication
skills for prospective and current employees. As part of the selection process, your company might
decide to use preemployment testing to determine which applicants are best suited for certain
jobs. For example, you could request a writing sample from applicants who apply for jobs that
require extensive written communication either for internal or external purposes. For current
employees, including communication skills as a performance standard enables you to formally
review employee performance in this area. It is also an opportunity to provide coaching to improve
verbal or written communication skills that will serve to enhance the employee's job performance.
4. Promote Dialogue and Communication
Open dialogue and clear communication are the key to improving employee relations. It
provides many benefits.
• Good communication helps to avoid employee confusion and unnecessary stress.
• It can decrease friction between employees, especially management and employees.
• It helps to set clear goals and expectations.
• Provide a way for employees to express grievances and to resolve a conflict. They need to
have a way to express themselves openly and without fear of retaliation. That does not
mean that employees should be able to gripe to the whole office, but there should be a
person or a process where an employee can gripe.

5. Employees should also be able to ask questions and clarify ideas.

New policies, procedures, or expectations, including project expectations, should be
communicated both verbally and in a written format. This allows employees a way to discuss and
clarify expectations, as well as a resource to find clarification. Do not forget that people absorb new
information in different ways. While some learn best through written words, others learn best by
hearing and doing. Another key to communication is to be transparent. Employees who feel that
their managers are open, honest, and trustworthy are far more likely to be less stressed and
happier at work.
6. Focus on Company Missions and Values
Most people want to be part of something bigger than themselves. This remains true of
younger workers. Millennials have a great desire to be socially responsible and to benefit the
world. These feelings are positive for a company. It can be accessed through sharing company
values and mission to their employees. Few businesses have a mission to ‘make more money no
matter what.’ Instead, successful businesses have a reason for why they do what they do. The
company’s reason for its existence is to fill the need that was unfilled before. There must have
great hopes and aspirations for how it will help more people. There should have goals and dreams
for the business to share with. The company’s core values such as honesty, service, or quality
must be also shared to the employees. These values help employees to feel like they are part of
something important.

7. Help Employees to Feel Valuable

Regardless of their actual quality of work, most employees feel proud of their discipline and
results. For this reason, appreciation for a well-done job does more to motivate than does criticism.
But it can be human nature to focus on the negative aspects of employee performance. Instead,
try to focus on the 9 things done right, instead of the 1 thing done wrong. Many experts suggest
providing 2-3 positive points of feedback for every 1 item of criticism and some experts suggest 5-6
positives to every 1 negative.

Ways to helping employees to feel valuable:

• Say thank you for big and small things. It can range from a simple thank you card to verbal
appreciation.
• Tell employees they are valuable. They need to hear it. Letting them know when they
handled a situation, or a customer well helps motivate them to do it again.
• Recognize high achievers. Public recognition is a huge motivator for certain personalities.
Plus, it has the added benefit of showing that your company values and goals are important.

8. Inspire and Reward

Consider creating employee goals with employees instead of simply handing them down.
Encourage employees to set stretch goals: goals that are difficult but achievable.

9. Offer Career Development

Even lower-level employees can benefit from development. Most people are happier when
they have a goal or a dream to work toward. Consider the career path for your positions. Consider
the skills and unused talents your employees have. Whenever possible, take advantage of
employee skills by adjusting their roles. This will help your employee to further develop skills and
will bring added value to your organization.

Promote Healthy Work/Life Balance

Sometimes, it can be easy for you to forget that employees have personal lives that take
priority. This can be especially true when you have nearly poured your life’s blood and passion into
your business’s success. Yet, employees who feel supported at home by their employers develop
a greater sense of loyalty. It’s not coincidental that some of the most soughtafter employee
benefits include things that provide for a better work/life balance.
These benefits include flexible work schedules, paid time off, work from home ability, or
health benefits that support family life. But it is not all about the benefits. The attitude of your
managers, when faced with employees’ personal dilemmas, will make a difference. Although
employees often value the chance to work from home, this does not mean you should ask
them to take work home. Instead, work from home capabilities usually means the ability to
work from home during a normal work-at-work day.

Use Software to Streamline Redundancy and Eliminate Mistakes

Implementing systems and software can make a big difference in employee relations. That
is because it helps to automate and improve communications. Project management applications
make it easy for managers and team members to see what is required on a project and who is
responsible. Messaging apps can make communication instant and avoid the stress from
unplanned lengthy discussions that often occur face-to-face. By implementing the right software,
you can eliminate redundant tasks from employees and tap into their creativity instead. Consider
how much 10 minutes of filling out a weekly timecard turns into 520 minutes each year. Instead,
employees can clock in automatically. This also eliminates redundant timesheets data entry by
payroll employees.

Exercise 1
Instruction: Answer the following questions.
Questions:
1. What is your personal view on the topic?
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2. Choose one (1) element from the elements of a productive work environment and cite at least 2
sample situations.
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B. Direction. Write TRUE if the statement is correct. Write FALSE if the statement is
incorrect.
____1. Non-compliance causes undue stress on employees during investigations, possible
gossip and negativity, and poor public reputation.
____2. By implementing the right software, you can eliminate redundant tasks from
employees and tap into their creativity instead.
____3. Implementing systems and software has nothing to do with employee relations.
____4. Rotational training can cross-train employees to fill multiple roles.
____5. Most people are happier when they have a high salary and benefits.
C. Direction: Match column A with column B. Write your answer on the space provided
before each number.

A B
____1. Respect A. nurturing the team to become more
productive.

____2. Teamwork B. how individual job performance can improve

through one-on-one communication skills.

_____3. Training C. helps to avoid employee confusion and

unnecessary stress.

____4. Communication D. it is the foundation of a productive work

environment.

_____5. Opportunity E. can make communication instant and avoid the

stress from unplanned lengthy discussions that
often occur face-to-face.
 ____6. Coaching F. its most important component is for team
members to work toward the same goals
.
____7. Pre-employment testing G. it is where feedback from employees are
encouraged.

____8. Open dialogue H. setting employees up for success by providing

training for newly promoted employees.

____9. Good communication I. is one of the keys to improve employee relations.

____10. Messaging apps J. may be useful in assessing the communication

skills for prospective and current employees.

Topic 2: Code of Ethics

Ethical codes are adopted by organizations to assist members in understanding the

difference between right and wrong and in applying that understanding to their decisions.

Ethics
A system of moral principles. They affect how people make decisions and lead their lives.
Ethics is concerned with what is good for individuals and society and is also described as moral
philosophy. The term is derived from the Greek word ethos which can mean custom, habit,
character, or disposition.

Ethics covers the following dilemmas:

• how to live a good life
• our rights and responsibilities
• the language of right and wrong
• moral decisions - what is good and bad?
Philosophers nowadays tend to divide ethical theories into three areas:
• Meta-ethics deals with the nature of moral judgement. It looks at the origins and meaning
of ethical principles.
• Normative ethics is concerned with the content of moral judgements and the criteria for
what is right or wrong.
• Applied ethics looks at controversial topics like war, animal rights and capital punishment

PROFESSIONAL RESPONSIBILITY
Core Principle

As HR professionals, we are responsible for adding value to the organizations we serve and
contributing to the ethical success of those organizations. We accept professional responsibility
for our individual decisions and actions. We are also advocates for the profession by engaging in
activities that enhance its credibility and value.

Intent:
 To build respect, credibility, and strategic importance for the HR profession within our
organizations, the business community, and the communities in which we work.
 To assist the organizations, we serve in achieving their objectives and goals.
 To inform and educate current and future practitioners, the organizations we serve, and
the public about principles and practices that help the profession.
 To positively influence workplace and recruitment practices.
 To encourage professional decision-making and responsibility.
 To encourage social responsibility.

Guidelines:
Adhere to the highest standards of ethical and professional behavior.
 1. Measure the effectiveness of HR in contributing to or achieving organizational goals.
2. Comply with the law.
3. Work consistent with the values of the profession.
4. Strive to achieve the highest levels of service, performance, and social responsibility.
5. Advocate for the appropriate use and appreciation of human beings as employees.
6. Advocate openly and within the established forums for debate to influence decision-
making and results.

PROFESSIONAL DEVELOPMENT
Core Principle

As professionals we must strive to meet the highest standards of competence and commit
to strengthen our competencies on a continuous basis.

Intent:

 To expand our knowledge of human resource management to further our understanding

of how our organizations function.
 To advance our understanding of how organizations work ("the business of the business")

Guidelines:
1. Pursue formal academic opportunities.
2. Commit to continuous learning, skills development and application of new knowledge
related to both human resource management and the organizations we serve.
3. Contribute to the body of knowledge, the evolution of the profession and the growth of
individuals through teaching, research and dissemination of knowledge.
4. Pursue certification where available, or comparable measures of competencies and
knowledge.

ETHICAL LEADERSHIP
Core Principle

HR professionals are expected to exhibit individual leadership as a role model for

maintaining the highest standards of ethical conduct.

Intent:
 To set the standard and be an example for others.
 To earn individual respect and increase our credibility with those we serve.

Guidelines:
1. Be ethical; act ethically in every professional interaction.
2. Question pending individual and group actions when necessary to ensure that decisions
are ethical and are implemented in an ethical manner.
3. Seek expert guidance if ever in doubt about the ethical propriety of a situation.
4. Through teaching and mentoring, champion the development of others as ethical leaders
in the profession and in organizations.

FAIRNESS AND JUSTICE

Core Principle

As human resource professionals, we are ethically responsible for promoting and fostering
fairness and justice for all employees and their organizations.

Intent:
 To create and sustain an environment that encourages all individuals and the organization
to reach their fullest potential in a positive and productive manner.

Guidelines:
1. Respect the uniqueness and intrinsic worth of every individual.
2. Treat people with dignity, respect, and compassion to foster a trusting work environment
free of harassment, intimidation, and unlawful discrimination.
3. Ensure that everyone can develop their skills and new competencies.
4. Assure an environment of inclusiveness and a commitment to diversity in the
organizations we serve.
5. Develop, administer, and advocate policies and procedures that foster fair, consistent and
equitable treatment for all.
6. Regardless of personal interests, support decisions made by our organizations that are
both ethical and legal.
7. Act in a responsible manner and practice sound management in the country(ies) in which
the organizations we serve operate.

CONFLICTS OF INTEREST
Core Principle

As HR professionals, we must maintain a high level of trust with our stakeholders. We must
protect the interests of our stakeholders as well as our professional integrity and should not
engage in activities that create actual, apparent, or potential conflicts of interest.

Intent:

To avoid activities that are in conflict or may appear to conflict with any of the provisions of
this Code of Ethical and Professional Standards in Human Resource Management or with one's
responsibilities and duties as a member of the human resource profession and/or as an employee
of any organization.

Guidelines:
1. Adhere to and advocate the use of published policies on conflicts of interest within your
organization.
2. Refrain from using your position for personal, material, or financial gain or the
appearance of such.
3. Refrain from giving or seeking preferential treatment in the human resources processes.

USE OF INFORMATION
Core Principle

HR professionals consider and protect the rights of individuals, especially in the acquisition
and dissemination of information while ensuring truthful communications and facilitating informed
decision-making.

Intent:
To build trust among all organization constituents by maximizing the open exchange of
information, while eliminating anxieties about inappropriate and/or inaccurate acquisition and
sharing of information.

Guidelines:
1. Acquire and disseminate information through ethical and responsible means.
2. Ensure only appropriate information is used in decisions affecting the employment
relationship.

3. Investigate the accuracy and source of information before allowing it to be used in

employment related decisions.
 4. Maintain current and accurate HR information.
5. Safeguard restricted or confidential information.
6. Take appropriate steps to ensure the accuracy and completeness of all communicated
information about HR policies and practices.
7. Take appropriate steps to ensure the accuracy and completeness of all communicated
information used in HR-related training.

Organizations do to encourage ethical behavior in the workplace

Organizations can take steps to create a good narrative around their reputation by
implementing measures that help ensure ethical conditions and perceptions of organizational
support are present in the workplace. Many organizations implement reactive systems to report
unethical behavior. However, the single most important thing organizations can do different to
promote ethical behavior is to implement a proactive employee voice system and use voice of the
employee tools to proactively give employees the capacity to be heard. Voice of the employee
systems that effectively promote ethical behavior and encourage reporting unethical behavior meet
five key criteria:

1. Elegance: be easily understood, applicable to the entire organization and all employees
and effectively diagnose issues.
2. Accessibility: be easy to use, widely promoted, accessible to all employees.
3. Correctness: be well-administered and include follow-up to complaints
4. Responsiveness: be timely, be responsive, be used by management and show results.
5. Nonpunitiveness: be anonymous and be free of retaliation – managers and employees
must be protected.
The challenge is that many organizations implement voice of the employee systems with
good intentions, but the voice of the employee tools used are not effective. Voice of the employee tools,
like interviews and surveys, that proactively seek to uncover and stop unethical behavior should be
conducted:
A. Using an Open-Ended Question
B. Externally
C. Using Mixed Methodology
D. Systematically

Importance of ethical behavior in the workplace

It is important to understand that ethical behavior in the workplace can stimulate positive
employee behaviors that lead to organizational growth, just as unethical behavior in the workplace
can inspire damaging headlines that lead to organizational demise. Simply put, organizational
stakeholders that include individuals, groups and organizations of various types enter a
relationship with a business organization for that business to protect their interests in a specific
way. Therefore, there is a mutual expectation that stakeholders and business organizations act in an
ethical manner and in each other’s best interest. A decision to act unethically, by the organization
or a stakeholder, can strain the relationship and damage the reputation of the organization. The
increased risk of reputational damage and harm from negative headlines is often the catalyst for
organizations to promote and encourage ethical behavior and prevent and report unethical
behavior. Furthermore, where many individuals are connected to social media with mobile
technology, the risk that unethical behavior will cause reputational damage to an organization is
arguably much greater that in decades past, as behavior is more easily recorded on video, captured
in photos, shared online, and propelled into headlines. However, there are benefits of ethical behavior
in the workplace beyond the avoidance of reputational harm. An organization that is perceived to act
ethically by employees can realize positive benefits and improved business outcomes. The
perception of ethical behavior can increase employee performance, job satisfaction, organizational
commitment, trust, and organizational citizenship behaviors. Organizational citizenship behaviors
include altruism, conscientiousness, civic virtue, sportsmanship, and courtesy.

Activity 1:
 Instruction: Analyze the situation below and discuss what principle of the code of ethics is
being violated.

A police commissioner is under investigation for allegedly facilitating a Php.50 million

bribe from a gambling tycoon who tried to bribe immigration authorities to release approximately
1,300 foreigners who were working with under his company illegally.

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Activity 2
Directions: Match Column A with Column B. Write the letter of the correct answer in the
space provided before each number.

A B

____1. Elegance A. is concerned with what is good for individuals

and society and is also described as moral
philosophy.
____2. Ethos B. its intent is to set the standard and be an
example for others.

____3. Normative ethics C. its intent is to create and sustain an environment

that encourages all individuals and the
organization to reach their fullest potential in a
positive and productive manner.

____4. Ethical leadership D. deals with the nature of moral judgement. It

looks at the origins and meaning of ethical principles.

____5. Fairness and justice E. can mean custom, habit, character, or

disposition.

____6. Professional responsibility F. is adopted by organizations to assist members in

understanding the difference between right and
 wrong and in applying that understanding to their
decisions.
____7. Ethics G. be easily understood, applicable to the entire
organization and all employees and effectively
diagnose issues.

____8. Applied Ethics H. is concerned with the content of moral

judgements and the criteria for what is right or
wrong.

____9. Ethical codes I. looks at controversial topics like war, animal

rights and capital punishment.

____10. Meta-ethics J. the intent is to assist the organizations we serve

in achieving their objectives and goals.

Activity 3
Direction: Write TRUE if the statement is correct and FALSE if the statement is wrong.

______1. Ethical behavior in the workplace can stimulate positive employee behaviors that lead to
organizational growth,
______2. There is no mutual expectation that stakeholders and business organizations act in an
ethical manner and in each other’s best interest.
______3. Where many individuals are connected to social media with mobile technology, the risk
that unethical behavior will cause reputational damage to an organization is arguably
much greater that in decades past.
_____4. Open-ended questions do not provide the ability to uncover all possible issues or all
details to understand issues.
_____5. The single most important thing organizations can do different to promote ethical behavior
is to implement a proactive employee voice system.

Topic 3: Identify Hazards and Risks

Identify Hazards and Risks

A hazard is something that can cause harm, e.g., electricity, chemicals, working up a ladder,
noise, a keyboard, a bully at work, stress.

Risk is the chance or probability that a person will be harmed or experience an adverse health
effect once to a hazard. It may also apply to situations with property or equipment loss.
A risk is the chance, high or low, that any hazard will cause somebody harm.

Five Basic Workplace Hazards

There are five major types of hazards which can put both your health and your safety risk.
1. Chemical hazards
2. Physical hazards
3. Biological hazards
4. Ergonomic hazards or job-related hazards
5. Psychological hazards or stress
 CHEMICAL HAZARDS
It is any chemical which can cause a physical or a health hazard, as defined by the Hazard
Communication Standard (HCS). If you are working with cleaning products, bleaches, paints, and
other chemical agents, you need to understand what a chemical hazard is as well as how to
protect yourself.
Chemical hazards include:
 Liquids such as cleansers
 Acids and paints
 Vapors and fumes such as welding fumes
 Gases such as carbon monoxide
 Products that can catch fire or explode

PHYSICAL HAZARDS
Physical hazards are based on the intrinsic properties of the chemical. There are five main
classes of physical hazard namely, Explosive, Flammable, Oxidizing, Gases under Pressure,
and Corrosive to metals. These are then sub-divided into different categories depending on the
degree of danger and these are assigned specific hazard statements to identity them.

Explosive
May explode if exposed to fire, heat, shock, friction.
• Avoid ignition sources (sparks, flames, heat)
• Keep your distance
• Wear protective clothing

Flammable
if exposed to ignition sources, sparks, heat. Some substances with this symbol may
give off flammable gases in contact with water
. • Avoid ignition sources (sparks, flames, heat)
• Keep your distance
• Wear protective clothing

Oxidizing
Can burn even without air or can intensify fire in combustible materials.
• Avoid ignition sources (sparks, flames, heat)
• Keep your distance
• Wear protective clothing

Gas under Pressure

Contains gas under pressure. Gas released may be very cold. Gas container may
explode if heated.
• Do not heat containers
• Avoid contact with skin and eyes

Corrosive
 May corrode metals.
•Keep away from metals

Physical hazards include:

• Machinery
• Electrical power
• Noise
• Power and hand tools
• Working and walking surfaces
• Trip and fall hazards

BIOLOGICAL HAZARDS
Are organic substances that present a threat to the health of people and other living
organisms. Why be careful around ticks, mouse droppings, bird poop and wild animals? Because
you might get sick from working around certain animals, including people. Biological hazards
include bacteria, toxins from biological sources, spores, fungi, pathogenic micro-organisms, bio-
active substances, viruses, insects, plants, birds, animals, and humans. The risks run from skin irritation
and allergies to infections.
Dangers can come from:
• unclean restrooms
• mold and fungus bacteria
• insect stings • animal bites
• poorly stored medical waste

ERGONOMIC HAZARDS
Are physical factors in the environment that may cause musculoskeletal injuries. If your job
is poorly designed, you can develop long term health problems. These problems can arise from
simple things, like working for long periods in an awkward position or having to make the same
motions repeatedly.

Problem can come from:

• Lighting
• Lifting, pushing, and pulling (manual handling)
• Workstation design and height 10
• Repeated movements
• Computer screens
• Equipment layout and operation
• Systems and computer programs

PSYCHOLOGICAL HAZARDS
it is any hazard that affects the mental well-being or mental health of the worker by
overwhelming individual coping mechanisms and impacting the worker’s ability to work in a healthy
and safe manner. Those that are basically causing stress to a worker. Stress can lead to long-term
health problems. Headaches, anxiety, and impatience are early signs of stress.

Workplace causes of stress include:

• Work Organizational Factors
• Workplace violence and harassment
• Working alone
• Change
• Technological change Technological change
• Fatigue and hours of work
 Personal Factors
• Substance abuse
• Depression, anxiety, other mental illness
• Age-related factors
• Work-life conflict
• heavy workloads
• lack of control over the pace of work shift work noise working by yourself fear
of job-loss.

Workplace Hazard Example of Hazard Example of Harm

Caused
thing knife cut
substance benzene leukemia
material asbestos mesothelioma
source of energy electricity shock, electrocution
condition wet floor slips, falls
process welding metal fume fever
practice hard rock mining silicosis

Threshold Limit Value

One of the most critical among the hazards that one may encounter is the chemical hazard.
Chemical may produce reactions that may endanger one’s health and life. This is the reason why
the American Conference of Governmental Hygienist (ACGIH) established a threshold limit value
(tlv).
TLV is the term used by the American Conference of Governmental Hygienists (ACGIH*) to
express the airborne concentration of a material to which nearly all persons can be exposed day
after day, without adverse health effects.

Activity 1
Instruction: Write your answers in your activity notebook.

Spot the hazard

A. If you spot something hazardous, what should you do?

• Simple hazard (e.g., boxes on the floor in the way)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

• More complex hazard (e.g., frayed cords, damaged equipment)

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

B. Assess the risk

What two main things should the person in charge or responsible for safety consider when
assessing the risk?
 ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Activity 2
Directions: Identify the correct answer. Write only the letter of the correct answer on the
space before each number.
A. Risk B. Chemical Hazard C. Physical Hazard

D. Biological Hazard E. Hazard F. Psychological Hazard

G. Animal bites H. Oxidizing I. Machinery

J. Stress

___1. It is any chemical which can cause a physical or a health hazard.

___2. It is the chance or probability that a person will be harmed or experience an adverse health
effect once to a hazard.
___3. It includes machinery, electrical power, ventilation, trip and fall hazards.
___4. It is something that can cause harm, eg. electricity, chemicals, working up a ladder, noise, a
keyboard, a bully at work, stress.
___5. You might get sick from working around certain animals, including people.
___6. Its early signs can be headaches, anxiety, and impatience.
___7. This is one of the biological hazards.
___8. It is a type of a physical hazard.
___9. Its characteristics can burn even without air or can intensify fire in combustible materials.
___10. It is a hazard that affects the mental well-being or mental health of the worker by
overwhelming individual coping mechanisms and impacting the worker’s ability to work in a
healthy and safe manner.

Activity 3:
Direction. Write TRUE if the statement is correct. Write FALSE if the statement is incorrect.
___1. Ergonomic hazards are basically causing stress to a worker.
___2. Psychological hazard troubles an individual very much to an extent that his general well-
being is affected.
___3. Threshold Limit Value (TLV) is the term used to express the airborne concentration of a
material to which nearly all persons can be exposed day after day, without adverse health
effects.
___4. Ergonomic hazards include ventilation, heat and cold, and noise.
___5. Stress includes headaches and anxiety that can lead to mild health problems.

Topic 4: Evaluate Hazards and Risks

Occupational Safety and Health (OHS)

is a cross-disciplinary area concerned with protecting the safety, health and welfare of
people engaged in work or employment.

The goal of all occupational safety and health programs is to foster a safe work
environment. As a secondary effect, it may also protect co-workers, family members,
employers, customers, suppliers, nearby communities, and other members of the public who are
 impacted by the workplace environment. It may involve interactions among many subject areas,
including occupational medicine, occupational (or industrial) hygiene, public health, safety
engineering/industrial engineering, chemistry, health physics.

Risk assessment
A. Risk assessment is the process where you:
1. identify hazards
2. analyze or evaluate the risk associated with that hazard
3. determine appropriate ways to eliminate or control the hazard.

B. Factors that influence the degree of risk include:

• how much a person is exposed to a hazardous thing or condition
• how the person is exposed (e.g., breathing in a vapor, skin contact), and how
severe are the effects under the conditions of exposure.

ACGIH has established TLV's for approximately 850 chemicals.

TLVs may appear as:

TLV-TWA or time-weighted average, which is an average eight-hour

exposure limit,

TLV-STEL or short-term exposure limit, which is a fifteen-minute

exposure limit, or

TLV-C or ceiling, which is a limit which should never be exceeded without

protection.

Fire and Explosion Hazard Assessment

Fire is one type of hazard that needs careful evaluation before extinguishing it. Not
all fire could be extinguished by water that is why it is necessary that we knew first the
cause of fire before dealing the fire.

1. Flash Point and Method Used: Lowest temperature at which a liquid will give off
enough flammable vapors to ignite. Since flash points vary according to how they are
obtained, the method used must be listed. Chemicals with lower flash points present a
greater flammability hazard.

2. Flammable Limits: Range of concentrations over which a flammable vapor mixed

with air will flash or explode if an ignition source is present. Range extends between
lower explosive limit (LEL) and upper explosive limit (UEL) and is expressed in
percentage of volume of vapor or gas in air (0 100%).

Chemicals with a broad flammable range (i.e., range between the LEL and the UEL)
and/or a flammable range in the lower percentages, present a greater flammability
hazard.

1. Extinguishing Media: Fire-fighting material for use on substance that is burning,

Firefighting material should be indicated by its generic name (e.g.,
water, foam, dry chemical, etc.).

Waste management is the collection, transport, processing, or disposal, managing and monitoring
of waste materials. The term usually relates to materials produced by human activity, and
the process is generally undertaken to reduce their effect on health, the environment or
aesthetics. A distinct practice from resource recovery which focuses on delaying the rate of
consumption of natural resources. The management of wastes treats all materials as a
single class, whether solid, liquid, gaseous or radioactive substances, and tried to reduce the
harmful environmental impacts of each through different methods. It differs for developed
and developing nations, for urban and rural areas, and for residential and industrial producers.
Management for nonhazardous waste residential and institutional waste in metropolitan
areas is usually the responsibility of local government authorities, while management for non-
hazardous commercial and industrial waste is usually the responsibility of the generator.

Activity 1
Instruction: Cite five (5) examples of hazardous things you can find around your home and
describe how it becomes hazardous. Indicate the safety measures needed for
each to eliminate hazards and risks. Follow the format below:
Hazardous Description Safety Measures
Materials/Substance
s
1.
2.
3.
4.
5.

Activity 2
Instruction: Look at the picture below. Identify and describe the hazards and risks. Indicate
recommendations to eliminate the hazards and risks.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Activity 3
DIRECTIONS: Identification. Write the letter of the correct answer.
A. Stationary source B. Eco-profile
C. Poisonous and toxic fumes D. Emission
E. Philippine Clean Air Act of 1999 F. Waste management
G. Flammable limits H. Ozone depleting
substances
I. Ambient air quality guideline values J. Extinguishing media
 ___1. Those substances that significantly deplete or otherwise modify the ozone layer in a
manner that is likely to result in adverse effects of human health and the environment
___2. The concentration of air over specified periods classified as short-term and long-term
which are intended to serve as goals or objectives for the protection of health and/or
public welfare.
___3. Stated that the State shall protect and advance the right of the people to a balanced
and healthful ecology in accord with the rhythm and harmony of nature.
___4. Any emissions and fumes which are beyond internationally - accepted standards,
including but not limited to the World Health Organization (WHO) guideline values.
___5. The collection, transport, processing, or disposal, managing and monitoring of waste
materials.
___6. Fire-fighting material for use on substance that is burning.
___7. Range of concentrations over which a flammable vapor mixed with air will flash or
explode if an ignition source is present.
___8. The geographic-based instrument for planners and decision-makers which present an
evaluation of the environment quality and carrying capacity of an area.
___9. Any air contaminant, pollutant, gas steam or unwanted sound from a known source
which is passed into the atmosphere.
___10. Any building or immobile structure, facility or installation which emits or may emit any
air pollutant.

TOPIC 5: Control Hazards and Risks

The goal of controlling hazards is to prevent workers from being exposed to occupational
hazards. Some methods of hazard control are more efficient than others, but a combination of
methods usually provides a safer workplace than relying on only one method. Some methods of
control are cheaper than others but may not provide the most effective way to reduce exposures.

To control hazards in your workplace you need to identify and understand those hazards.
Your priority should always be to eliminate the hazards. If the hazards cannot be eliminated, try
finding safer ways to carry out those tasks by substituting less harmful substances or changing the
work environment through engineering controls. Also consider changing how work activities are
organized and performed. For example, reduce the time workers are exposed to a hazard by
rotating them to another task.

A. Controlling workplace hazards

Once a hazard has been identified and the risk assessed, control measures should be
put into place. A simple list of control measures can be utilized - the hierarchy of control.
1. Identify the Hazard Identify the source of the problem
2. Assess the Risk
Risk assessment is the process where you:
• Identify hazards,
• Analyze or evaluate the risk associated with that hazard.
• Determine appropriate ways to eliminate or control the hazard

1. Eliminate the Hazard or Risk Elimination

of a specific hazard or hazardous work process, or preventing it from entering the
workplace, is the most effective method of control. Eliminating a hazard means
removing it completely.
Examples:
• Use extendable tools to eliminate work at height.
• Materials delivered cut to size to remove the use of blades.
 • Cordless equipment to get rid of trailing cables.

2. Substitution
The risk may not be removed entirely but could be reduced by replacing the material,
substance, or process with something less dangerous.
Examples:
• Replacing ladders with tower scaffolds.
• Substituting a hazardous chemical with a safer alternative.
• Changing high-level vibrating equipment with newer equipment with less
vibration exposure.
3. Engineering Control
may mean changing a piece of machinery (for example, using proper machine
guards) or a work process to reduce exposure to a hazard. This are usually fixed
temporary or permanent controls. This could be collective (protecting all worker e.g., edge
protection for work at height) or individual (protecting a single user e.g., anchor points for
connecting via lanyard). Give priority to measures which protect collectively
over individual measures.
Examples:
• Extraction machines to remove hazardous dust or fumes from the air.
• Enclosing dangerous items of machinery or moving parts.
• Installing guard rails to fall hazards.

4. Administrative
Controls These are rules and systems to carry out the work.
Examples:
• Working a limited number of hours in a hazardous area is an example of an
administrative control for example, job rotation.
• Limiting use of vibrating equipment below exposure action values.
• Banning work at height and lifting operations in bad weather.
• Enforcing a one-way traffic system on site.

5. Personal protective clothes and equipment (PPE)

PPE is the last line of defense against a hazard, so while it should not be your first
choice when controlling risks, it can give added protection for any remaining level of
risk, or should other controls fail. Personal Protective Equipment (PPE) includes ear
and eye protection, respirators, and protective clothing
Examples:
• Use of ear defenders when using noisy equipment.
• Harnesses and lanyards where the risk of falls cannot be eliminated
completely.
• Hard hats where there may be falls of tools or materials overhead.

Remember to make sure all the controls work well together, are detailed in your risk
assessment, communicated to your team, and are regularly reviewed and maintained
to make sure they remain effective.

Activity 1
Instruction: Cite your personal experience where you must control hazards and
risk. Describe your entire experience. How did you feel about it? How
did it affect your life? What valuable lessons have you learned from
your experience?

______________________________________________________________________________
______________________________________________________________________________
 ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Activity 2
Instruction: Answer the questions below.
1. Describe the hazards and risks that the world is facing today.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What preventive measures and practices have you done to control the hazards and risks?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. How can you relate our lesson with our present situation?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Activity 3
Direction. Write TRUE if the statement is correct. Write FALSE if the statement is incorrect.
______1. Hard hats where there may be falls of tools or materials overhead is an
example of engineering control.
______2. Engineering control can be collective or individual.
______3. Installing guard rails to fall hazards is an example of personal protective
equipment.
______4. Working a limited number of hours in a hazardous area is an example of an
administrative control for example, job rotation is administrative control.
_______5. Use extendable tools to eliminate work at height is one way of eliminating hazard or
risk.
_______6. Banning work at height and lifting operations in bad weather is one example of
substitution.
_______7. Once a hazard has been identified and the risk assessed, control measures may not be
necessary.
_______8. Eliminating a hazard means removing it completely.
 _______9. PPE is the last line of defense against a hazard.
_______10. Substitution is usually fixed temporary or permanent controls.

TOPIC 6: TYPES AND USES OF RIGID FITTINGS

Rigid conduit fittings are accessories such as lockouts, bushings, coupling, adaptors,
condulets, nipples and boxes. These boxes do in a non-screw thread or screw-thread types.
The bushing and lockouts are used for connecting rigid metal conduit with screw thread to a
non-screw thread box. Their sizes depend upon the sizes of the conduits. The figure below shows
the bushing and locknut.

(a) Bushing
• Zinc die-cast aluminum
• Used to secure an ordinary nut from working loose by locking itself when screwed
down tight
• For rigid conduits

(b) Locknut
• Zinc die-cast aluminum
• Used with locknuts to terminate RSC or IMC conduit to enclosure/box
• Provides a smooth pulling surface

(a) Thin-walled Conduit

• Light steel tubing for enclosing electric wiring — compare rigid conduit
(b) Thin-Wall Conduit Connector
• Joins pieces of conduit

(When connecting the end of a thin-wall conduit or EMT to a screw-thread type box, a connector is needed as
illustrated in the figure above.)

(a) Heavy Rigid Metal Conduit coupler

• These threaded couplings are used to join two ends of threaded rigid conduits or
IMC conduits together. They can also be used with chase nipples and connectors to bond
threaded conduits to electrical junction boxes or enclosures.
(b) Thin-Walled Conduit or EMT Coupler
• Joining two or more conduits

(When joining two or more lengths of metallic rigid conduit in a straight run, coupling is necessary.)

The non-screw-thread electrical boxes are used on ceiling outlet box, junction box, and
switch box or as a convenience outlet box. The figure on the next page shows the different kinds of
boxes used in an electrical installation.
 (a) Ceiling Outlet Box
• A box for mounting wall outlets and connecting them to electrical wiring.

(b) Junction Box

• An enclosure housing electrical connections to protect the connections and provide a safety
barrier.

(c) Switch and Convenience Outlets

• Switch Outlet
 A duplex outlet that has one half permanently "on" or ready to provide electricity
while the other half can be turned off and on via an ordinary wall switch.
• Convenience outlet
 A receptacle in a wall or baseboard for connection to lamps or other
electrical appliances.

(d) Cut-Out Box

• A fireproof box or cabinet with hinged door or doors that houses the switches and
fuses for the various leads of an electrical wiring system.

Activity 1
Directions: Rearrange the letters to form the word/s being describe. Write the answer on the
space provided before the number

____________________1. CUNITJNO BXO It provides a safety barrier

____________________2. CTONLUK It provides a smooth pulling surface
____________________3. OENCNTCRO It joins pieces of conduit
____________________4. NOUDTIC CLUORPE It can be used to bond threaded
conduits
____________________5. ONCINVECNEE LTUTEO A receptacle in a wall
 Activity 2
Directions: Read the following statements. Which of the following is correct? Write the
letter of your answer on the space provided before each number.

___1. A. Lockouts are used for connecting metal conduit with screw thread to a non-screw thread
box.
B. Couplings are used for connecting rigid metal conduit with screw thread to a non-screw
thread box.

___2. A. Connector is needed in connecting the end of EMT to screw-thread type box.
B. Connector is not needed in connecting the end of EMT to screw-thread type box.

___3. A. Rigid couplings are screw-thread type.

B. Angular condulets are screw-thread type.

___4. A. Angular condulets have removable covers.

B. Angular condulets have removable fittings.

___5. A. Screw-thread electrical boxes are used on junction boxes.

B. Non-screw-thread electrical boxes are used on junction boxes.

___6. A. Screw-thread type electrical boxes are commonly used in an installation applying the thin-
wall method.
B. Screw-thread type electrical boxes are commonly used in an installation applying the rigid
coupling method.

___7. A. Adaptors sizes depend upon the sizes of the conduits.

B. Bushing sizes depend upon the sizes of the conduits.

___8. A. A reducer is used in connecting metallic rigid conduits in a straight run.

B. A coupling is used in connecting metallic rigid conduits in a straight run.

___9. A. The cut-out box is fireproof.

B. The cut-out box is waterproof.

___10. A. Thin-walled conduit is used for exposed electric wiring.

B. Thin-walled conduit is used for enclosing electric wiring.

Activity 3: The Representative

Directions: Identify the following images/pictures. Write your answer on the blank.

1. _______________________

2. ______________________
 3. ______________________

4. ______________________

5. ______________________

6-7. _____________________

8-10. _____________________

TOPIC 7: ELECTRICAL SAFETY

RULE

The Philippine Electrical Code is hereby adopted, and the standards contained therein shall
be considered safety standards to the extent that they safeguard any person employed
in any workplace and control the practice of electrical engineering.

Electrical Safety Inspection

• Definition
1) “Installation” as used in this Rule shall mean assemblage of electrical equipment in
each location, designed for coordinated operation, properly erected, and wired.

2) “Approved” shall mean acceptable to the Bureau after test and examination show
compliance with standards.

General Provisions
1) No electrical installation shall be undertaken without the plans having been
approved by the Secretary or his authorized representative.

2) No service or power supply shall be connected to any electrical installation by any

utility company supplying electricity or by any person until the necessary final
inspection is conducted and a safety certificate/permit issued by the Regional
Labor Office or authorized representative having jurisdiction over the case.

3) The following are excluded in the coverage of this Rule;

a) Electric generating plants with franchises which are under the jurisdiction of
the Board of Power and Waterworks.

b) Electric generating plants and electrical installations in radio and television

station which are under the jurisdiction of the Department of Public Works,
Transportation and Communications, and

c) Electrical installation for conveyances used in connection with water

transportation which are under the jurisdiction of the Bureau of Customs.
 4) The exemptions under 3 (a) and (b) are only for the design and construction, the
electrical installation may be inspected by the Regional Labor Office or authorized
representative if such poses danger to the safety and health of the workers
therein.

5) The practice of electrical engineering as required under this Rule shall be

subjected to the provisions of the Philippine Electrical Engineering Law, R.A. 184

Application and Plans

1) Application for electrical installation shall be filed by the owner/manager to the

Secretary or his authorized representative having jurisdiction accompanied by plans,
designs and/or specifications in triplicate prepared under the responsible charge of, signed
and sealed by a registered professional electrical engineer duly licensed to practice in the
Philippines. The approved plans shall serve as the installation permit and construction may be
started

2) Application for the electrical installation for household lighting utilizing energy
involving installation of twenty (20) outlets or less, or for the power or heat utilizing electrical
energy not exceeding four (4) kilowatts need not be accompanied by plans. However, a
layout sketch of the proposed installation shall be submitted with a list of materials and devices to
be used and a signed statement to the effect that it shall conform to the rules and
regulations of this Standards.

3) After construction, a certificate of final inspection shall be secured from the office
having jurisdiction, which shall serve as a service connection, safety permit and to use the
installation for one year counted from the date of final inspection.

4) Application for a certificate of electrical inspection shall be filed by the owner,

manager or his authorized representative with the Regional Labor Office or authorized
representative having jurisdiction at least thirty (30) days before the expiration date of the
safety permit.

Inspection
1) The safety engineers of the Regional Labor Office or authorized representative
having jurisdiction shall conduct annual safety inspection on all electrical installation and/or
special inspections as provided in Rule 1004.

2) All Regional Labor Offices shall adopt and maintain an effective records control of
all electrical inspections in order that re-inspection shall not go beyond the expiration date.

Permit to Use Installation

1) A certificate to use the installation shall be issued subject to the following:

a. Work shall be performed under the responsible charge or supervision of a

duly authorized electrical engineer or a master electrician in conformity with the field
of action authorized for each grade.

b. All work shall conform to the approved plans and the provisions of this
Standards.

c. All materials used in the installation shall be of the approved type.

d. The certificate shall be valid for a period of one (1) year counted from the
date of final inspection and renewable annually thereafter if inspection show it is safe to
use.

2) A certificate shall continue to be valid even beyond the expiration date if an

application for renewal was submitted and filed at least thirty (30) days before the
expiration date and for reasons beyond its control, the enforcing agency concerned
failed to act on the application on or before the date of expiration.

3) Temporary Installation Certificate: A temporary certificate may be issued for the

following:
a. temporary installations for building construction or other civil engineering
work

b. temporary installations pending completion of permanent installation; and

c. temporary installation for amusements such as Ferris wheels, fairs, fiestas,

and other similar electrical installations. d. Temporary Installation
Certificate shall be issued after the following conditions are complied with:

i. Clearance by the enforcing authority of the electrical plans where the

installation is over twenty (20) outlets, or the total load exceeds four (4)
kilowatts.

ii. Submission of sketch of the proposed installation to the Regional

Labor Office or authorized representative for installation of twenty (20) or less
outlets on for loads not exceeding four (4) kilowatts, showing a layout of
the wiring installation, location, and a signed statement that the
installation shall conform with this.

4) Standards and that all materials used shall be of the approved type.

5) Duration of Temporary Certificate:

a. Temporary installation for construction work and installation pending

permanent installation shall be for a period of one hundred twenty (120) days
from the date of issuance subject to renewal until the work is completed. Each
renewal is for a period of one hundred twenty (120) days.

b. Installations for amusements shall be for sixty (60) days renewable for a
maximum of sixty (60) days.

Additional Loads
1) When subsequent inspection is conducted for additional loads to an existing
installation within a covered year, fees shall be charged only for the additional load.

2) Permit for additional loads inspected within the covered year shall have for their
expiration date the date of the original electrical installation.

3) The original installation including all additional loads shall be reinspected on the
same date of the following year.

4) Additional load and/or alteration of installation is not allowed unless a permit is

issued.
Requirements in the Preparation of Electrical Plans

Before electrical wiring installation is done, the owner/manager or his authorized

representative shall file the required application for electrical wiring installation in triplicate,
accompanied by three (3) copies of each sheet of plans in white print. The following shall be
 incorporated in the plans:
1) Location Plans

2) Electrical Layout

3) Outdoor sub-station

4) Indoor Sub-station

Activity 1:
Directions: Read the following statements and choose the best answer. Write your answer
in the blank before the number.

_____1. What is permitted to use that contains all materials in approved type?
A. Safety Plan B. Certificate C. Installation Sheet

_____2. It is defined as acceptable to the bureau after test.

A. Approved B. Inspection C. Installation

_____3. What should be submitted with list of materials and devices to be used in
installation?
A. Safety Plan B. Electrical Blueprint C. Layout Sketch

____4. What is the maximum duration of validity of a certificate for renewal?

A. 20 days B. 30 days C. 40 days

_____5. It is a requirement to charge additional loads. When does an original installation be

reinspected?
A. After a month B. After a year C. No need

_____6. Of whose jurisdiction does an electrical installation of conveyances used in water

transportation?
A. Bureau of Customs B. DILG C. DPWH

_____7. This means as an assemblage of electrical equipment in each location, designed

for coordinated operation, properly erected, and wired.
A. Installation B. Jurisdiction C. Application

_____8. How many days does a pending permanent installation shall be from the date of
issuance to renewal until work completion?
A. 100 days B. 110 days C. 120 days

_____9. It shall be considered as safety standards to the extent of safeguarding employees

in any workplace and control the practice of electrical engineering.
A. NEC B. OHS C. PEC

_____10. This law contains the provisions required in the practice of electrical engineering.
A. R.A 903 B. R.A 111 C. R.A 184

Activity 2:
Directions: Read the statements carefully. Write “ACCEPTABLE” if the statement is a
provision of electrical safety and “UNACCEPTABLE” if not.

____________1. Electrical Engineering practice is subjected to Philippine Electrical Engineering

Law.
____________2. Power supply shall be connected to any electrical installation by any utility
company.

____________3. Electrical generating plans in radio stations are under Board of Power and
Waterworks.

____________4. The electrical installation may be inspected by the Regional Labor Office

____________5. No electrical installation shall be undertaken without the plans having been
approved by the Secretary or his authorized representative.

Activity 3:
Directions: Read the following statements. Write “TRUE” if the statement depicts a correct
provision/application/rule and “FALSE” if otherwise.

__________1. Permit for additional loads inspected within the covered year shall have for
their expiration date 2 years after the date of the original electrical installation.\

__________2. Temporary Installation Certificate may be issued in temporary installation

amusements.

__________3. All feeder lines shall be incorporated in location plans.

__________4. A certificate for installation is valid only for 1 year from the date of final
inspection.

__________5. Installations for amusements shall be for sixty (60) days renewable for a
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