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CAMPBELLCAMPBELL CONSULTANTSCONSULTANTS

2O20 CATALOG 2O20 CATALOG

“Increasing Business Profits by “Increasing Business Profits by Instruction and Training” Instruction and Training”

Your Choice: Training On-Site or at Our Training Facility.

Training Available : Industrial Controls Electrical Safe Work Practices NFPA 70E Arc Flash Hazard Analysis PLC’s AC & DC Motors Mechanical Hydraulics And many more

Please Ask us about our New Offering. Apprenticeship Level Core Tech Level Mechatronics Journeyman

Level Mechatronics Master Level

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Campbell Consultants

Catalog Table of Contents

Topic Page #’s

Mission Statement 3

Commitment to Education Service 4

Electrical Courses 100 Series 5

Mechanical Courses 200 Series 25

Hydraulic Courses 300 Series 31

Pneumatic Courses 400 Series 36

Soft Skills Courses 500 Series 39

Manufacturing Management/Process 600 Series 43

Terms & Conditions ———————————————— 49

Contact Information

Campbell Consultants Inc. 20 Herr St. P.O. Box 78 Washington Boro, Pa. 17582 Web Site: www.campbellconsultants.net Phone # : (717) 684-9373

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Campbell Consultants Campbell Consultants Primary Product is EducationPrimary Product is Education

Campbell Consultants brings the classroom to your business. We provide LCD pro-jectors, screens, training and test panels for hands on experience. You only have to pro-vide a spacious, clean and well lighted classroom. We have used company lunchrooms provided that other workers do not disturb the class. Campbell Consultants Primary product is education with application. We believe that education without direction to application is an exercise in futility. We use “Blooms Taxonomy” to develop course objectives and then develop the course to meet the objectives. Each course must have at least five Terminal Learning Objectives “Learner Outcomes”, however there must be no more then twelve. The students are tested and will be able to meet all objectives in the course by its completion. Any stu-dent, who cannot achieve the major objectives and has had perfect attendance, can at-tend the next regular scheduled class free of charge. (See Standard Terms and Condi-tions) Close personal attention and continuous feedback are the cornerstones of Campbell Consultant’s instruction philosophy. All Instructors attended a 300 hour training pro-gram and must serve as an assistant Instructor before running a training course. The Instructors are trained in Neuro Linguistic Programming (NLP) as it applies to a teaching environment. The Instructors learn Audio, Video and Kinesthetic instruction methods so as to help students learn quickly and effectively. We continuously monitor students to determine their level of understanding. Campbell Consultants has devel-oped many feedback methods to assure that knowledge is understood and course Ter-minal Learning Objectives are met. Campbell Consultants believes that if a student fails to learn, it’s the Instructors fault. After all, we are paid to increase the skills of students, not just to dispense infor-mation. Our methods have been developed over a period of 40 years of industrial expe-rience, working with tradesman and improving skills. Campbell Consultants is commit-ted to raising your Tradesman’s skills to the next level.


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Campbell Consultants is committed to making sure the student can apply the class/lab information to the plant floor. Our instructors are encouraged to get manage-ment involved with the progress of the class and the knowledge gained by the employees. All of our programs are job description defined, however applying the information learned in class to the plant floor is sometimes a hurdle of complexity. Some students who do well in class may struggle to apply that same information to the floor. The ulti-mate goal is that the employee can learn and apply the learned information. If so, then the company will be able to receive their return on investment and the employee will gain a new skill. As mentioned, it is a hurdle to apply classroom theory to practical use. We pro-vide two services to fix this problem of applying the information; Projects to prove com-petency and On the job training. Projects to prove competency is one method to ensure the company and instructor that the student has learned and applied the information to the floor. Each project will be developed by Campbell Consultants with direction of the company’s Subject Matter Expert (SME). As the student reaches certain benchmarks set by the company they will have to perform a project to prove they are competent in the material and are ready to move on. The projects can be used as leading or lagging indicators to track the progress of the class. On the job training (OJT) is another service we offer to ensure the material is be-ing applied. After an employee finishes the full program we will work with management and select times for us to mentor the employee in the areas that he or she has learned. Our SME will work with the employee in a normal production day for a minimum 2 hour time frame. If there are no problem calls to apply the information then our SME and the employee will walk the plant floor searching for elements learned in class and review that part of the process. Please ask us about cost for these services. Anymore questions concerning this service please contact us at (717)684-9373 or email

[email protected]

Campbell Consultants Campbell Consultants Commitment to Education ServiceCommitment to Education Service


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Electrical Courses 100 Series

Course Number Name of Course Page Number

109 Electrical Fundamentals 6

101 Industrial Controls 7

104 Electrical Safe Work Practices NFPA 70E

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105 Electrical Building Maintenance 9

107 Introduction to the National Electrical Code

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112 Advanced NEC Code 11

110 Troubleshooting, Maintenance, & Repair of small Refrigerant Electrical Systems

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111 Industrial Sensors 13

115 Advanced Industrial Controls 14

120 Arc Flash Hazard Analysis 15

130 Basic PLC Systems 16

132 Advanced PLC Systems 17

131 Troubleshooting Industrial Control Systems

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150 AC Motors 19

151 DC Motors 20

160 Adjustable Frequency Drives 21

161 DC Drives 22

162 Furnace Control Systems 23

163 Instrument & Calibration 24

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Electrical Fundamentals Course #109

This is an instructor led, competency based program designed for entry level mechanics. The course will in-troduce mechanics to the fundamentals of Industrial electricity. The fundamental concepts of atomic structure, units of measurement, current flow, the relationship of coulombs to amperes, ohms law calculations, Kirchhoff's law, and the use of multi-meters are studied in detail. Each student will get a opportunity to wire circuits, meas-ure voltage and current and apply ohms law in practical applications. Prerequisite: The student should have some exposure to industrial electrical systems. The student should have worked around mechanical and electrical systems for a few years. Format: Instructor Lead Online / Labs Learner Outcomes: #1 The student will be to identify the major components of an atom. #2 The student will be able to recognize the

difference between a conductor atom and an insulator atom.

#3 The student will be able to write an explanation of the difference between electron movement and electricity

movement as it relates to each ones speed. #4 The student will be able to relate a pumping systems unit of measurement to an electrical circuit and its

units of measurement. #5 The student will be able to relate coulombs to amperes. #6 The student will be able convert ampere readings into microamps, milliamps, and killoamps. #7 The student will be able to use ohms law to perform calculations on a circuit. #8 The student will be able to use a multi-meter to measure amps, volts and resistance. #9 The student will be able to apply Kirchhoff’s laws to practical circuits.

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Industrial Controls Course #101

Prerequisite: The student should have a sound understanding of electrical fundamentals such as: Understanding cur-rent flow, terms and their unit of measurement, amps, volts and ohms. Basic understanding of Electro-magnets. Format: Instructor Lead Online / Labs Learner Outcomes: #1 Given a wiring diagram, panel, switches and wire, the student will wire a lamp to be controlled from three locations. #2 The student will be given a relay and will demon-strate his ability to rebuild it. #3 Given an Allen Bradley Motor Starter the student will disassemble and rebuild the starter. #4 The student will be introduced to the operation and wiring of control devices. The student will design and draw an industrial control circuit. #5 Using the concepts of basic undervoltage circuit design, the student will design and draw a motor con-trol circuit. #6 The student will be able to design a control circuit from a functional specification and wire a panel using their design. #7 The student will be able to write a functional speci-fication for a circuit design. #8 The student will demonstrate their knowledge of reversing starters by designing several control cir-cuits #9 The student will demonstrate a complete under-standing of master undervoltage circuits by designing a circuit. #10 The student will be able to relate interlock protec-tion to four way, three position valves. #11The student will be introduced to powerful trouble-shooting techniques and will use these techniques to trouble-shoot a circuit that they have designed and wired on a test panel.

Wiring Test panel

In an effort to encourage both interest and excite-ment in the program. (Students learn best when in-terested) Campbell Consultants gives students a chance to win a prize by having the “Top Team Points’ at the end of the course. We also understand that students work better in “Team Environments”. What one student doesn’t understand, the other may and can help his partner. Hopefully, this will carry over into the “Work Environment”. Students are grouped into two person teams. Each team is given a wiring test panel and a functional description of a circuit design. The team must design a circuit from the functional description and get In-structor approval. After approval, the students begin to wire. The instructor monitors progress and gives personal attention to each team. When completed the students will request a check out of their panel. At this time the panel is considered a test and no chang-es can be made without losing points. The Instructor leads the team through a “Pre-Power up” check list and then if no errors appear, power is applied. After power up the Instructor leads the team through a “Functionality Test” and again team points are won or lost.

This is an instructor led, competency based program designed for entry level electricians & mechanics. The course will introduce electricians to control technology and teach them trouble-shooting techniques. Each stu-dent will wire several industrial control circuits employing motor starters and relays. They will test and trou-

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Electrical Safe Work Practices NFPA 70E

Course #104

This is an instructor led, competency based program designed to train employees on safe electrical work practices. This program fulfills OSHA’s training requirements (CFR 29 part 1910 general industry) for qual-ified personnel . The students will be introduced to OSHA and NFPA 70E safety regulations, they will be able to recognize electrical hazards, they will be able to select the required PPE per job task and be able to perform a lock-out Tag-out procedure. The participant at the end of the lesson will receive a laminated card verifying completion of electrical safety training. Prerequisite: The student should have experience working on industrial/commercial electrical systems and be familiar with basic electrical theory. Format: Instructor Lead Online / Labs Learner Outcomes: #1 The student will understand the role and be

familiar with the standards of OSHA (CFR29/ 1910 General Industry) and NFPA (70E Elec-trical Safe Work Practices)

#2 Given several voltage levels the student will be able to select the distance of the limited, re-stricted, and prohibited boundaries

#3 Given several fault current levels and the time it would take to open the over-current device the student will be able to determine the distance of the flash protection boundaries.

#4 The student will be able to determine what Personal Protec-tive Equipment (PPE) to use for several hazardous energy scenarios and show their ability to properly inspect the PPE.

#5 Given several basic control circuits the student will be able to determine if the circuit is correct and if not what would be the symptoms if a fault occurs.

#6 The student will be able to recognize the advantages of using a Current-Limiting Fuse and will be able to show the new fault current levels after a CLF was installed.

#7 The student will demonstrate their ability to use Proper lock-out, tag-out, and try procedures.

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Electrical Building Maintenance Course #105

This is an instructor led, competency based program designed for the development of building mainte-nance electricians. The course teaches the student how to use electrical meters and how to trouble-shoot general purpose electrical systems. The student is trained to find and fix the failed part on the first try. Prerequisite: The student should have at least 1 year work experience in building maintenance Format: Determined by customer needs. Ideal max time frame should be 5 hours. Learner Outcomes: #1 The student will be given a circuit to demonstrate several times the ability to measure low DC voltage, current and resistance. #2 The student will wire a low voltage lighting panel using single pole single throw switch, single pole double throw switch and a double pole double throw switch.. #3 Given a power panel the student will demonstrate the ability to use proper lock-out, tag-out and try procedures. #4 The student will be able to interpret a single line electrical drawing. #5 Given a power panel the student will demonstrate several times the ability to measure voltage, amper-age and resistance in a 120-240 volt systems #6 Given a power panel the student will demonstrate the ability to diagnose and change defective break-ers. #7 Given a general power and lighting panel the student will be able to troubleshoot the fault and replace the defective switch, receptacle or lighting ballast.

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Introduction to the National Electrical Code Course #107

This is an instructor led, competency based program on the introduction to the National Electrical Code (NEC). The course will explain the structure of the code so that a clear interpretation of the desired code rule can be understood. The course will also cover the first four chapters of the NEC, which are the general practice chapters of the code. At the completion of the course the students will be given a twenty –five question, one hour practice test. Prerequisite: Basic Electrical Theory Course #108 or equivalent and/or experience Format: Instructor Lead Online / Labs

Learner Outcomes: #1 The student will be able to associate the NEC Styles Manual for the interpretation of the NEC code.

#2 The student will be able to implement Campbell Consultants concept on logical thought process and use it as a tool for the research of code questions.

#3 The students will be able to distinguish the general requirements for electrical installation and be able to list the Chapter/Article/Part/Section.

#4 The students will be able to identify the general requirements for all types of switches to comply with the NEC Article 404 and be able to list the Chapter/Article/Part/Section.

#5 The students will be able to identify the general requirements for Industrial control panels to comply with the NEC Article 409 and be able to list the Chapter/Article/Part/Section.

#6 The students will be able to identify the general requirements of Motors and controllers to comply with the NEC Article 430 and be able to list the Chapter/Article/Part/Section.

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Advanced NEC Code Course #112

Customize your own National Electrical Code program. This is an instructor led, competency based program designed for electricians that would like specific training on the code. The customer can custom-ize their own course (As a group of five or more) This course may cover topics such as the requirements of chapters 1-9, motors, transformers, generators, special occupancies chapter 5 (Ex. Hazardous locations, health care facilities…..), special equipment chapter 6 (Ex. Signs, cranes, elevators….), special conditions chapter 7 (Ex. Emergency systems, class 1-3 wiring, fire alarm systems). Prerequisite: Course #107 or equivalent education and/or work experience. General knowledge on the structure and terms of the code are recommended (see course #107 objectives) Format: The course length will be determined by the customer’s needs. Learner Outcomes: To be determined by the customer.

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Troubleshooting, Maintenance, & Repair of small Refrigerant Electrical Systems Course #110

This is an instructor led, competency based program designed for entry level refrigerant mechanics. The course will introduce mechanics to the fundamentals of Industrial electricity. The student will be able to locate, recognize and test various types of electrical equipment use in small refrigerant systems. The student will trace circuits, troubleshoot electrical systems and locate and repair problems on simulation panels Each student will get a opportunity to use electrical test equipment such as multimeters, amp probes, power factor meters and meggers. Prerequisite: The student should have some exposure to the trouble-shooting and repair of small refrigerant systems. The stu-dent should have worked around refrigerant systems for a few years and have a funda-mental understand of their operation. Format: Determined by customer needs. Ideal max time frame should be 5 hours. Learner Outcomes:

#1 The student will acquire an understanding of basic electricity

#2 The student will be able to recognize the difference between a voltage relay and a current relay. #3 The student will be able to wire transformers and lighting ballasts. #4 The student will be able to recognize the difference and identify a single phase capacitor start from a capaci-

tor start and run motor. #5 The student will be able to measure the starting torque, running torque, starting current, full load current,

Kilowatts, Kilovolt amps, Power factor of a single phase motor using a dynamometer. #6 The student will be introduced to powerful trouble-shooting techniques and will use these techniques to trou-

ble-shoot a cooling unit with an electrical problem and must identify the failed component on the first try and within 15 minutes.

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Industrial Sensors Course #111

This is an instructor led, competency based program designed for master level electricians. The course will teach electricians the theory of industrial sensors and closed looped systems. Each student will wire a PNP and a NPN proximity switches to operate a solenoid. They will also trouble-shoot and find bugs that instruc-tors will install into their panels. The students will be timed as they trouble-shoot and must find and correct the problem in less then 15 minutes. Prerequisite: The student should have a sound understanding of relay control circuits and motor starters with at least 3 years experience trouble-shooting relay controls. Course #109, #101 and #115 is recommend if student has less then 3 years experience. Format: Instructor Lead Online / Labs Learner Outcomes: #1 The student will be able to recognize the differ-

ence between an open loop control system to a closed loop system.

#2 The student will be able to classify sensors as ei-ther Digital or Analog in relationship with their output.

#3 The student will be able to distinguish electrome-chanical sensors and be able to explain their oper-ation.

#4 The student will be able to explain how semiconductors function and be able to recognize their symbols.

#5 The student will be able to distinguish semiconductor based sensors and be able to explain their operation.

#6 The student will be able to distinguish Photo-electronic sensors and be able to explain their operation

#7The student will be able to distinguish Optoelectronic sensors and be able to explain their operation.

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Advanced Industrial Controls Course #115

Prerequisite: The student should have a sound understanding of relay control circuits and motor starters with at least 3 years experience trouble-shooting relay controls. Course #101 is recommend if student has less then 3 years experience. Format: Instructor Lead Online / Labs Learner Outcomes: #1The student will improve in his trouble-shooting techniques by simulation software. The student will be introduce to new techniques for locating blown fuse problems and will test their knowledge using circuit fault simulation software. #2 The student will improve their industrial control circuit knowledge by designing circuits from function-al descriptions. #3 The student will learn standard wiring practices and will prove those skills by wiring a circuit that the student has designed. #4 The instructor will insert problems into a water pumping station and the student will trouble-shoot the problem and be measured by time standards. #5 The student will design, and wire circuits using pneumatic timers and motor driven timers . #6 The student will design, wire and trouble-shoot several timer circuits. #7The student will have a final timed test on their trouble-shooting skills using a portable machine tool that employs timers. (See photo insert at right)

This is an instructor led, competency based program designed for master level electricians. The course will teach electricians to trouble-shoot complex relay control circuits. Each student will wire a pumping station con-trol panel and test it. They will also trouble-shoot and find bugs that instructors will install into their panels. The students will be timed as they trouble-shoot and must find and correct the problem in less then 20 minutes.

This machine shop pneumatic turntable employs cylinders, electrically operated air solenoids, pressure switches, motor start-ers and 10 control re-lays. Students are grouped into 2 person teams and given a chance to trouble-shoot prob-lems. Each team draws lots to deter-mine the problem. The instructor asks all teams to leave the classroom while the “Bug” is installed. The teams are called back into the classroom and a timer is started. The selected team begins trouble-shooting. The team has 15 minutes to find the “Bug” or lose their team points. The next team, who has been anx-iously watching and waiting, picks up the problem and the timer is reset to 5 minutes. If they find the problem they pick up the first team’s points and they get a chance at solving a new problem for more points. However, if they don’t find the problem in 5 minutes, it is turned over to the next team. This ro-tation continues until all teams have had a chance. This meth-od encour-ages the teams that are not trouble-shooting to watch and pay atten-tion so that they know what was checked and what wasn’t test-ed.

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Arc Flash Hazard Analysis Course #120

This is an instructor led, competency based program designed for anyone working on or near energized elec-trical conductors and/or equipment. Arc Flash is the least understood and the most dangerous hazard electri-cians are face with on a daily basis. This course will raise the awareness of Arc Flash hazards and explain how electricians can protect themselves and minimize the Arc Flash effects. The student will be introduced to short circuit calculations, let through curves, and fuse/breaker coordination. In addition to the base program we can add time to assist the company in starting their Arc Flash Analysis, the fee for this is determined by the customers needs and grid size (please contact our office for more details). Prerequisite: The student should have at least two years of experience working on power grids. The student should com-plete course #210 Electrical Safe Work Practices and be familiar with the single line power drawings, breaker & fuse curves. Format: This course is 10 hours and can be taught in 2.5 hour lessons one or two days a week or one full day Learner Outcomes: #1 Given a bolted short circuit current and the arc time the student

will be able to calculate the second degree burn distance. #2 Given transformer data the student will be able to calculate its available let-through short circuit current. #3 The student will be able to calculate Voltage Drop and deter-

mine the ICEA, Soares and Onderdonk rates for an application. #4 Given a cable application the student will use fuse let-through graphs to determine the proper protection. #5 The student will calculate the Hazard/Risk Category for a Mo-tor Control Center. #6 The student will be able to compare a breaker curve to a fuse

curve and will be able to coordinate the curves to one another. #7 Given several panel and motor control centers the student will be able to draw the single line drawing.

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Basic PLC Systems Course #130

This is an instructor led, competency based program designed for industrial electricians with a minimum experience of 3 years as an industrial electricians or equivalent training. This course will introduce Electri-cians to the operation and trouble-shooting of PLC systems. The first part of the course covers basic PLC theory as it applies to any PLC. The second part of the course covers specific instructions for AB Micro-Logic 1000, 1200 and SLC-500 PLC’s using RS Logix software. If you have a special need for other manu-factures, please call Campbell Consultants for prices. Prerequisite: The student should have experience trou-bleshooting control systems for 3-5 years. It is Highly recommended the student completes course #101 Format: Instructor Lead Online / Labs Learner Outcomes: #1 The student will be introduced to the oper-ation and wiring of control devices. The student will design and draw an industrial con-trol circuit. #2 Using the concepts of basic under voltage circuit design, the stu-dent will design and draw a Master Under voltage control circuit for a PLC System. #3 The student will build a knowledge base of the components in a PLC system. They will be able to distin-guish between elements of hardware and elements of software. In an effort to build comprehension, they will run three simulations of program scans for the input tables, output tables and program tables. #4 The student will build a knowledge base of AB MicroLogix 1000, 1200 and 1500 PLC’s capabilities. The student will draw an AB 1762-L24AWA wiring diagram. #5 The student will wire a PLC panel for a pumping station. #6 The student will connect a laptop computer to the panel and down load a program. #7 The student will be introduced to powerful trouble-shooting techniques and will use these techniques to trouble-shoot a circuit that they have wired on a test panel.

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Advanced PLC Systems Course #132

This is an instructor led, competency based program designed for industrial electricians as a follow-up to course #130. It covers advance principles relating to timers, counters and file management. The student learns how to develop a program from a functional description. The student learns the proper methods of project management. Prerequisite: The student should complete course #130 Format: Instructor Lead Online / Labs Learner Outcomes: #1 The student will build a knowledge base of AB Micrologix 1000, 1200, and 1500 PLC’s capabilities. The student will design an AB wiring diagram and software for a process machine. #2 The student will build a knowledge base of timer instructions and will design several timer programs and load them into a PLC #3 The student will learn how to add new files to their project file. The student will use this skill to create a new file for a PLC and load it into the PLC #4 The student will learn file copy instructions. The student will copy from one program and paste into anoth-er. #5 The student will learn how to make rung and symbol comments. The students will make rung and symbol comments to their existing programs. #6 The student will learn the move and comparison instructions and then design a program to capture machine performance. #7 The student will learn the program flow instructions and apply that knowledge to design subroutines and Master control programs. #8 The student will be introduced to powerful trouble-shooting techniques and will use these techniques to trouble-shoot a circuit that they have wired on a test panel.

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Troubleshooting Industrial Control Systems

Course #131

This is an instructor led, competency based program designed to instruct students in a logical approach to troubleshooting. The student is given procedures on how to approach the problem and use soft skills to solve the problem. The student must solve the problems in a limited amount of time. A strong emphasis is placed on blue print reading and understanding of standard control circuits. The stu-dent are instructed on how to solve the problem and find the failed com-ponent on the first try within a given time frame. Prerequisite: This is an advance course for mas-ter electricians, who have experi-enced working with and trouble-shooting industrial control systems. Format: Instructor lead / Online This is a 50 hour course. It can be split up in lessons of 3 to 4 hours each. At least 1 lesson per week, however not more then 2 lessons per week. We recommend two 4 hours les-sons for 6.5 weeks.

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AC Motors Course #150

This is an instructor led, competency based program designed for master level electricians. The course will teach electricians to understand the operation and maintenance of single phase and three phase motors. Prerequisite: This is an advance level course designed for master level electricians who have a sound un-derstanding of basic electricity and at least 2 years of industrial experience. . Format: Instructor Lead Online / Labs This is a two module course, one single phase twenty hour module and one three phase 25 hour module. The student can select either one or both of the modules. Learner Outcomes: #1 The student will be able to associate the flow of current to the development of a magnetic field. Given a wire carrying a current in a magnetic field, the student will be able to predict the direction of motion. #2 The student will recognize the need for a start winding in a single phase AC motor. The student will comprehend how a motor accelerates up to speed and be able to calculate a motors full load speed given its poles and % slip. #3 The student will be able to draw a physical diagram of a shading pole motor and determine its direction of motion. #4 The student will be able to draw a wiring diagram of a split phase, dual voltage motor. The student will be able to reverse the direction of a split phase motor. #5 The student will be able to compare starting torque of shading pole, split phase capacitor motors. #6 The student will be able to calculate motor slip and synchronous speed of a 3 phase motor #7 The student will be able to use the NEMA classification design letter to determine the proper starting torque of a motor. #8 Given log-log graph paper, the student will draw fuse curves to protect a motor. #9 The student acquire knowledge of proper motor maintenance for motors and develop a test plan.

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DC Motors Course #151

This is an instructor led, competency based program designed for master level electricians. The course will teach electricians to understand the operation and maintenance of DC motors. The course covers in detail the operation of and understanding of DC motors. The student will be introduced to Drive Fundamentals. The student will design a DC motor protection circuit. Prerequisite: This is an advance level course designed for master level electricians who have a sound un-derstanding of basic electricity and at least 2 years of industrial experience. . Format: Determined by customer needs. Ideal max time frame should be 5 hours. Learner Outcomes: #1 The student will be able to apply Lenz’s law and Flemings Law to the operation of DC motors. #2 The student will draw a diagram showing the effects of armature reaction on the neutral plane of a DC motor #3 The student will be able to calculate torque, horsepower, and efficiency of a DC motor. #4 The student will be able calculate counter-emf of a DC motor. #5 The student will be draw a diagram of the connections for series, shunt and compound DC motors. #6 The student will wire a shunt DC motor and control the speed by both armature control and field control. #7 The student will be able calculate the speed of a motor after a speed change was implemented. #8 Given an application, the student will be able design protection for a DC motor

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Adjustable Frequency Drives Course #160

This is an instructor led, competency based program designed for master level electricians. The course will teach electricians to understand the operation and maintenance of Adjustable Frequency Drives. The course covers in detail the operation of and understanding of types of Adjustable Frequency Drives. The student will be introduced to Drive Fundamentals for VVI drives, CSI drives, PWM Drives and Flux Vector Drives. The student will apply a AF drive to an application.

Prerequisite: This is an advance level course designed for master level electricians who have a sound un-derstanding of basic electricity and at least 2 years of industrial experience. . Format: Instructor Lead Online / Labs Learner Outcomes: #1 The student will be able to draw Block diagrams of VVI, CSI, PWM and Flux Vector drives.. #2 The student will draw a diagram showing the operation of an AF drive working in all four quadrants. #3 The student will be able to eliminate reflected voltage on a AF drive system. #4 The student will be able design a cable system that will prevent motor bearing damage #5 The student will be able to select the proper stopping method for an AF Drive application. #6 The student will be able to distinguish the differences between proportional control, integral control and derivative control in a drive regulator. #7 The student will apply an AF drive to an application, adjust and tune it for proper operation.

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DC Drives Course #161

This is an instructor led, competency based program designed for master level electricians. The course will teach electricians to understand the operation and maintenance of DC Drives. The course covers in detail the operation of and understanding of analog and digital drives. The student will be introduced to Drive Funda-mentals for analog and digital Drives. The student will apply a DC drive to an application. Prerequisite: This is an advance level course designed for master level electricians who have a sound under-standing of basic electricity and at least 2 years of industrial experience. . Format: Determined by customer needs. Ideal max time frame should be 5 hours. Learner Outcomes: #1 The student will be able to draw Block diagrams of Analog and Digital drives.. #2 The student will draw a diagram showing the operation of a DC drive working in all four quadrants. #3 The student will be able to draw block diagram for a voltage, speed, current and torque regulators. #4 The student will be able design a block diagram of a DC drive system employing an inter current loop and an outer position loop. #5 The student will be able to select the proper stopping method for an DC Drive application. #6 The student will be able to distinguish the differences between proportional control, integral control and derivative control in a drive regulator. #7 The student will apply a DC drive to an application, adjust and tune it for proper operation.

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Furnace Control Systems Course #162

Prerequisite: This is an advance course for master electricians, who have experienced working with temperature systems. Format: Instructor Lead Online / Labs Learner Outcomes: #1 The student will learn thermocouple theory and will be able to determine the location of the cold junction reference point, identify thermocouples by their color code and identify the polarities of a ther-mocouple by using a magnet. #2 The student will be able to simulate a close loop system and calculate its response to a step change in the load on the system. #3 The student will be able to distinguish the differ-ence between a basic on-off controller, a time pulse controller and a position proportional controller. #4 Given a Kiln furnace and a UDC-3000 tempera-ture controller, the student will adjust and tune the controller for the best performance. #5 The student will be able to program all the param-eters for a Honeywell UDC-3000 process controller.

The students will be given a chance to test their skills using this Process Temperature Control test Panel. A Kiln Furnace (Pictured on lower shelf) is con-trolled by a UDC-3000 controller. A Honeywell Chart Recorder provides feedback on the Kiln’s temperature stability. The instructor de-tunes the controller and the student must re-tune the P.I.D. loop

This is an instructor led, competency based program designed to teach proper PID tune-up Procedures. The student will review the principles of thermocouples. The student will be able to explain open loop and close loop controls, not only as it applies to temperature controllers, but also to drive systems. The student will trouble-shoot open and closed loop systems and develop techniques for quick diagnose of problems. The student will learn how to program the Honeywell UDC 3000 controller. This controller can be used for many different types of closed loop controls. The student will also learn how to bring a temperature controller to a stable set point using a Kiln furnace and a UDC 3000 controller.

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This is an instructor led, competency based program designed for master level electricians. The course will teach electricians to understand the operation and maintenance of DC Drives. The course covers in detail the operation of and understanding of analog and digital drives. The student will be introduced to Drive Funda-mentals for analog and digital Drives. The student will apply a DC drive to an application. Prerequisite: This is an advance level course designed for master level electricians who have a sound under-standing of basic electricity and at least 2 years of industrial experience. . Format: Instructor Lead Online / Labs Learner Outcomes: #1 Given a process description the student will design and draw a Piping and Instrument drawing.

#2 Given a variable transformer, calibration meter, and graph paper the student will be able to calibrate a me-

ter, determine its non-linearity, and plot a calibration curve. #3 Given a number of instruments data sheets the student will be able to determine if the instrument is a prima-

ry standard, secondary standard, or working standard. #4 Given an instruments reading taken over a period of 30 days and the process upper and lower control limits

the student will be able to calculate the Test Uncertainty Ratio of the system.

#5 The student will be able to construct a calibration graph for a pressure sensor using a 4 to 20 Ma panel me-ter, pressure sensor and power supply.

#6 The student will be able to calibrate a 4 to 20 ma valve positioner and a panel meter to read position. The student will produce a graph of measured milliamps verses position.

#7 Given a computer and display screen the student will be able to generate, transmit and display a message on the screen.

#8 The student will be able to construct a HART system and transmit data from a field device to a computer sys-tem.

#9 The student will be given fail systems and must find and correct the problem within 15 minutes time.

Instrument & Calibration Course #163

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Mechanical Courses 200 Series


201 Basic Mechanical Level I 26

202 Basic Mechanical Level II 27

215 Shielded Metal Arc Welding 28

216 Mig Welding 29

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This is an instructor led, competency based program designed to instruct students on proper removal and in-stallation of bearings, pulleys, chains, sprockets, gears and couplings. The student will learn proper alignment procedures and will perform alignment procedures on chain drives and belt drives. The student will learn the 4 step coupling alignment procedure and will perform it on shafts and couplings using a dial indicator. Prerequisite: Format: Instructor Lead Online / Labs Learner Outcomes: #1 The student will be able to identify, select the proper replacement, remove and install bearings.

A) The student will be able to define the terms Hydromatic action, Boundary lubrication, Oil film thickness, and Hydraulic pressure as it applies to bearing lubrication. B) The student will learn proper lubrication methods. B) The student will be able to match bearings types to their names and applications. C) The student will be able to define a bearings L10 life rating and average life rating. E) The student will be able to identify a bearings size and duty by its identification number. F) The student will be able to select and use the proper tools for installing bearings. F) The student will use the three proper methods of bearing removal, installation and alignment.

#2 The student will be able to select and replace belts, pulleys, chains, sprockets and gears used in Mechani-cal Power Transmission. A) Given a number of drawings the student will be able to determine the pitch. B) Given a number of drawings the student will be able to identify the pitch diameter and the pitch circle. C) The student will be able to recognize the different types of belting drives. D) The student will be able to recall and explain the 6 general rules for installing V belts. E) Given a number of and belt applications the student will be able to remove, install and adjust tension on belts and pulleys. F) The student will be able to recognize belt and sheave wear and determine what corrective measures are required for proper maintenance. G) The student will be able to recognize the different types of chain drives. H) Given a number of chains the student will be able to determine the roller diameter, chain width, pin di-ameter and link plate thickness of a chain drive system. I) The student will install and adjust tension on a chain drive.

#3 The student will be able to install, and align drive couplings. A) The student will be able to identify the different types of couplings and their allowed alignment error. B) The student will be able to explain the different methods of coupling alignment. C) The student will align a coupling on a mechanical drive system.

Basic Mechanical Level 1

Course # 201

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Basic Mechanical Level 2

Course # 202

This is an instructor led, competency based program designed to instruct students on lubricating and trouble-shooting mechanical systems. The student will learn proper lubricating procedures, different types of lubricates, and applications. The student will perform shaft alignment, motor and pump alignment and determine the cause of overloading. Prerequisite: Format: Instructor Lead Online / Labs Learner Outcomes: #1 The student will be able to identify and select the proper lubricant for machine applications

A) Given a NLGI lubricant number the student will be able to identify the hardness of the lubricant. B) Given a motor application the student will be able to determine the lubrication frequency. C) Given a spherical roller bearing and its operating RPM the student will be able to select the proper lub-ricant frequency. D) Given an AGMA lubricant number the student will be able to cross reference it to a SAE lubricant. E) Given a chain drive and its operation temperature the student will select the proper lubricant number. F) Given an oil analysis report the student will be able to determine the cleanness of the oil and determine if it should be change out.

#2 The student will be able to perform parallel and series shaft alignment. A) Using a Dial indicator the student will be able to determine if there is a bent shaft or a coupling bored off of center. B) The student will be able to test for a “Soft Foot” on a motor. C) Given a pump and motor the student will be able to do a 4 step dial indicator alignment. D) Given a dynamometer the student will do a complete serial alignment. E) Given a set of parallel shafts the student will do a complete alignment.

#3 The student will be able to check the loading on a machine and determine the root cause for overloading. A) Given a force gage, lever arm, and an electric brake the student will be able to measure the foot pounds required to break free. B) Given a weighted elevator the student will be able to calculate the horsepower need to move the load over a fixed distance within a specific amount of time. C) Given the same weighted elevator the student will select motor, pulleys, belts and assemble the system to move the weighted elevator within a specific time and distance. D) Given a stalled weighted elevator the student will be able to determine the root cause for the stall.

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This is an instructor led, competency based program designed for mechanics to obtain the knowledge of met-als and its conditions. They will learn how to select the proper welding filler metal and apply the correct weld-ing procedure in order to make a structurally sound joint. Prerequisite: This course is designed for mechanics with minimal knowledge of welding. Host Company must provide ALL welding equipment. Format: This is a 3 hour , two days a week, for 3.5 weeks course. Learner Outcomes: #1 The students will acquire the basic fundamentals of the welding procedure.

A) The student will recognize the major components and draw the basic welding current path. B) Given a group of examples welds the students will identify which welds were properly shielded with gas. C) The student will be given a list of different welding procedures and will match them with the proper cur-

rent and potential settings.

#2 The student will identify the components of a welding machine and be able to select the proper PPE for any given job.

A) Given photos of welds the student will identify and label all of the components. B) Given a task the student will select the proper PPE for the job.

#3 The student will be able to select the proper electrodes for a number of applications. A) Given several electrodes the student will identify its classification. B) Given several applications the student will select the proper electrodes for that application.

#4 Given a group of sample plates the student will grind, bevel and properly fit-up these plates to be welded. A) The student will be able to grind the 60 degree included angle for the proper fit-up. B) The student will be able to select the proper root opening for fit-up.

#5 Using the previously prepared plates, the student will complete an acceptable root pass and a cover pass. A) The student will be given a special electrode that detects the proper angle and will have to move the elec-

trode until they are able to move six feet with out losing the angle. B) Given scrap steel plates the student will select the proper voltage and current for the material to be weld-

ed. C) The student will inspect and identify the failures of the weld such as, under cut, under fill, overlap, and

incomplete fusion.

Shielded Metal Arc Welding Course #215

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This is an instructor led, competency based program designed for mechanics to obtain the knowledge of met-als and its conditions. They will learn how to select the proper welding filler metal and apply the correct weld-ing procedure in order to make a structurally sound joint. Prerequisite: This course is designed for mechanics with minimal knowledge of welding. Host Company must provide ALL welding equipment. Format: Determined by customer needs. Ideal max time frame should be 5 hours. Learner Outcomes: 1) The students will acquire the basic fundamentals of the welding procedure.

A) The student will recognize the major components and draw the basic welding current path. B) Given a group of examples welds the students will identify which welds were properly shielded with gas. C) The student will be given a list of different welding procedures and will match them with the proper cur-

rent and potential settings.

2) The student will identify the components of a welding machine. A) Given photos of welds the student will identify and label all of the components.

B) Given a disassembled welding gun, the student will identify the parts and reassemble the gun.

3) Given a list of different welding procedures the student will select the proper filler wire to be used. A) Given a list of different filler wires the student will identify its classification. B) Given several applications the student will select the proper filler wire for that application.

4) Given a list of different welding procedures the student will select the proper gas. A) The student will identify the proper gauges and set the proper flow. B) The student will be given a list of shielding gas classifications and will have to select the proper gas for

that application. C) Given a group of photos the student will indicate errors in the storage of cylinders.

5) Given a group of sample plates the student will grind, bevel and properly fit-up the plates to be welded. A) The student will be able to grind the 60 degree included angle for the proper fit-up. B) The student will be able to select the proper root opening for fit-up.

6) Using the previously prepared plates, the student will complete an acceptable root pass and a cover pass. A) The student will be given a special M.I.G. that detects the proper angle and will have to move the gun

though a series of passed with out losing the angle. B) Given scrap steel plates the student will select the proper voltage and current for the material to be weld-

ed. C) The student will inspect and identify the failures of the weld such as, under cut, under fill, overlap, and

incomplete fusion.

Mig Welding Course #216

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Hydraulic Courses 300 Series


301 Basic Hydraulics 32

302 Intermediate Hydraulics 33

303 Advanced Hydraulics 34

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Basic Hydraulics Course #301

This is an instructor led, competency based program designed for entry level mechanics. The course will in-troduce mechanics to the fundamentals of Industrial Hydraulic controls. The fundamental hydraulic compo-nents such as pumps, hydraulic actuators and accumulators are studied in detail. Each student will get a op-portunity to design a hydraulic system and test it on “Automation Studio” a computerized Hydraulic Simulator. Prerequisite: The student should have some exposure to hydraulics systems. The student should have worked around me-chanical and hydraulic systems for a few years. Format: Instructor Lead Online / Labs Learner Outcomes: #1 The student will acquire knowledge of basic physics. The student will be able to recognize definitions for

force, friction and inertia. Given a problem the student will be able to select proper formulas and perform the calculations.

#2 The student will acquire an understanding of the Hydraulic Transmission of Force and Energy. The student

will be able to use the hydraulic power triangle, recognize a weighted accumulator, draw a static hydraulic system and calculate the force of a cylinder.

#3 The student will be able to describe atmospheric pressure and its effects on pumping systems. The student

will be able to recognize pump cavitation and locate its cause. The student will be able to identify different types of pumps and explain their operation.

#4Using a hydraulic diagram, the student will be able to identify hydraulic cylinders and hydraulic motors. The

student will be able to explain their operation and calculate the mechanical force that these components can develop.

#5 Given a hydraulic diagram containing standard ANSI Y32.10 Symbols, the student will be able identify and

explain the operation of check valves, two position four way valves, three position four way valves and flow control valves.

#6 Given a hydraulic diagram, the student will be able to explain all the components and how each are used

and what would happen to the hydraulic system if it failed #7 The student will be introduced to powerful trouble-shooting tech-

niques and will use these techniques to trouble-shoot a hydraulic system.

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Intermediate Hydraulics Course #302

This is an instructor led, competency based program designed for mechanics with at lest 2 years experience working on hydraulic systems and have an understanding of the objectives in the Basic hydraulic program course #301. The course will introduce mechanics to the different mounting method of hydraulic cylinder, pres-sure and temperature compensate flow controls, meter in verses meter out, control valves, troubleshooting hy-draulic pumps and defining pump curves. The students will be get a hands on opportunity to trouble shoot a hydraulic system incorporating flow controls (meter-in/meter-out), control valves, check valves, cylinders, and motors. Prerequisite: The student should have experience equal to Basic hydraulics #301 course. The student should have worked around mechanical and hydraulic systems for a 2-4 years. Format: Instructor Lead Online / Labs Learner Outcomes: #1 The student will be able to identify the different methods of mounting hydraulic cylinders. The student will

demonstrate their knowledge of tandem cylinders, duplex cylinders and regeneration circuits by designing and drawing hydraulic circuits.

#2 The students will demonstrate their knowledge of pressure and temperature compensated flow controls by

drawing circuits and calculating the Hp loss across the flow controller at different loads and speeds. #3The student will be able to define the difference between meter in flow control circuits and meter out

flow control circuits. The student will be required to design and draw a meter in flow controller and a meter out flow controller.

#4 The student will be able to identify hydraulic symbols and explain their operation. The student will be re-

quired to draw a composite diagram of a 3 position, 4 way, solenoid controlled, pilot operated, spring cen-tered with a float center valve.

#5 The student will be able to distinguish the differences pump curves between vane, gear and piston hydraulic

motors. The student will be able to analyze a hydraulic motor application to determine the maximum loading requirements.

#6 The student will be introduced to powerful trouble-shooting techniques and will use these techniques to trouble-shoot a

hydraulic system.

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Advanced Hydraulics Course #302

This is an instructor led, competency based program designed for experienced mechanics. The course will teach the math and physics needed to understand the complex issues in trouble-shooting and maintaining in-dustrial hydraulic systems. The students will design basic hydraulic systems and the electrical controls. The students will then test their designs on a computer simulated software system. Prerequisite: The student should have experience equal to Intermediate hydraulics course #302. The student should have worked around mechanical and hydraulic systems for a 3-5 years. Format: Instructor Lead Online / Labs Learner Outcomes: #1 The student will be able to design a sequence valve hydraulic system, a counter balance hydraulic system

and a hydraulic clamping system from functional specifications. #2 The students will be able to explain the operation of a proportional valve and design a hydraulic system

utilizing the proportional control valve. #3 The students will be able to explain the operation of a servo control valve and design a hydraulic system

utilizing the servo control valve. #4 The student will build a knowledge base of hydraulic unloading systems. The student will then use this

knowledge base to design a Hi-Low hydraulic system employing two pumping systems. #5The student will be able to distinguish the differences between fixed pumps and variable pumps. Given a

pump curve, the student will be able to calculate pump Hp and determine where it is operating in relation-ship to the curve.

#6 The student will be able to distinguish the differences between vane, gear and piston hydraulic motors. The

student will be able to analyze a hydraulic motor drawing and determine the type of braking system that is employed.

#7 The student will be able to design a stable hydraulic system incorporating a 4-way proportional control

valve when given the natural frequency (Hertz) of the system. #8 The student will be introduced to powerful trouble-shooting techniques and will use these techniques to trouble-shoot

a hydraulic system.

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36

Pneumatic Courses 400 Series


401 Basic Pneumatics 37

403 Advanced Pneumatic 38

37

Basic Pneumatics Course #401

This is an instructor led, competency based program designed for entry level mechanics. The course will introduce mechanics to the fundamentals of Industrial Pneumatic controls. The fundamental Pneumatic com-ponents such as valves, Pneumatic actuators and accumulators are studied in detail. Each student will get a opportunity to design a Pneumatic system and test it on Pneumatic Training Simulator. Prerequisite: The student should have some exposure to Pneumatic systems. The student should have worked around me-chanical and Pneumatic systems for a few years. Format: Instructor Lead Online / Labs Learner Outcomes: #1 The student will acquire knowledge of basic physics. The student will be able to compare the physics of force transmission with pneumatic systems with hydraulic sys-tems. #2 The student will be able to convert pres-sure from an absolute pressure scale to at-mospheric pressure scale. #3 The student will be able to recognize com-ponents on a pneumatic schematic. #4 The student will be able diagnose and lo-cate problems of pneumatic cylinders.

#5 The student will be able to diagnose and locate problems of directional control valves.

#6 Given an application the student will be able to size and design a cylinder to move a load.

#7 The student will be able to select and de-sign the proper check valves, flow control valves, and exhaust silencers for several ap-plications.

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Advanced Pneumatics Course #403

This is an instructor led, competency based program designed for experienced mechanics. The course will teach the math and physics needed to understand the complex issues in trouble-shooting and maintaining in-dustrial pneumatic systems. The students will design basic pneumatic systems and the electrical controls. The students will then test their designs on a computer simulated software system. Each student will get a oppor-tunity to design a Pneumatic system and test it on Pneumatic Training Simulator, then the instructor will in-sert bugs into the system for the student to troubleshoot. Prerequisite: The student should have experience equal to the basic pneumatic course #401. The student should have worked around mechanical and pneumatic systems for 2-4 years. Format: Instructor Lead Online / Labs Learner Outcomes: #1 The student will acquire knowledge of compressors and be able to explain their operation. #2 The student will be able to define the operation and service aftercoolers, driers, receivers and air distribu-

tion systems. #3 Given a cylinder size, stroke, system pressure, and stroke time the student will size the valve required to

meet the stroke time. #4 The student will be able to design and pipe a two speed system to control a cylinder.

#5 The student will be able to design an air circuit using sequence valves to operate the cylinders.

#6 Given a pneumatic application the student will be able to size and design a regulator system.

#7 The student will be able to recognize the different types of boosters systems and understand how they oper-ate.

#8 The student will be able to select and size filters, and lubricators for several pneumatic applications.

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Soft Skills Courses 500 Series


502 Manufacturing & Maintenance Supervisor

38

503 Working in Teams 39

504 Problem Solving 40

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Manufacturing & Maintenance Supervisor Skills Course #502

This is an instructor led, competency based program designed for foreman's and supervisors to obtain skills that are necessary to build a productive team. Format: This program consists of four modules. The student can select one or all of the modules.

Module #1 Establishing proper frames of mind for leadership (12 Hours) 1) Thinking Patterns 2) Filters 3) Communications 4) Anchoring 5) Giving & Receiving Feedback 6) High Performance Coaching. 7) Responding to Non-compliance 8) Managing Stress in maintenance operations 9) Delegating to technical personnel Module #2 Solving day to day maintenance problems (12 Hours) 1) Logical problem solving methods 2) Recognizing and dealing with --short term verses long time problems 3) Return on Investment-- basic principles for maintenance operations. 4) Time Management Module #3 Predictive and Proactive Maintenance (12 Hours) 1) What is predictive and proactive maintenance? 2) Methods and Means 3) Instant ROI 4) RCFA the biggest ROI Available to maintenance 5) General analysis techniques Module #4 World Class maintenance (12 Hours) 1) Reliability Centered Maintenance 2) Process improvement teams

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Working in Teams Course #503

This is an instructor led, competency based program designed for foreman's and supervisors to obtain skills that are necessary to build a productive team. Format: This is a 5 hour , one day a week, for 2 weeks course. Learner Outcomes: 1) The student will be able to recognize the difference methods of communication and understand what sys-tem works best in any given situation. A) The student will recognize the importance of proper communications and the problems that poor com-

munications can create. B) Given a number of situations the student will select, write or deliver the required message. 2) The student will learn the proper way of giving and receiving feedback. A) The student will learn why receiving feedback is a precursor to giving feedback. B) The student will understand the flaws of “defending your position” C) The student will learn the 3 critical beliefs of feedback D) The student will learn and apply the 9 rules for receiving feedback. E) The student will learn and apply the 9 rules for giving feedback. 3) The student will understand maintenance & business economics and how it affects their sphere of influ-

ence. A) The student will learn how economics affects maintenance and how maintenance can affect the busi-

ness economics. B) Given a pair of instruments the student will determine which of the two has the better ROI. 4) The student will be able to solve problems by deductive reasoning. A) The student will learn how avoid the six analytical sins. B) The student will learn how to apply the seven problematic proclivities to improve their problem solving

techniques. C) The student will learn how to use 5 problem solving tools. 5) The student will be introduced to the concepts of Team Problem solving. A) The student will be able to identify and define the methods of obtaining the proper mind set for team

problem solving B) The student will be given problems and will determine the objectives C) The student will be given a problem and will have to use divergent thinking to consider the alternate

solutions. D) Using the alternate solutions the student will us convergent thinking to drill down to the most appropri-

ate solution. E) The student will then develop a list of steps to solve the problem. F) The student will then divide the list and assign it to the team members. G) The student will learn how to monitor progress, create a punch list, and publish the results as com-

pared to the objective

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Problem Solving Course #504

This is an instructor led, competency based program designed for persons that are involved in dealing with production problems such as production improvement or quality improvement. It can also be used to solve management problems. The student will learn the proper thought process for the analytical approach to problem solving. Then the student will learn the 5 important insights to effective problem solving. The student will learn and use seven problem solving tools to solve simulated production problems. Format: This is a 3 hour , two days a week, for 5 weeks course. Learner Outcomes: #1 The student will develop and apply a new thought process for the analytical approach to problem solving.

#2 The student will be able to apply the five important insights to effective problem solving techniques.

#3 The student will be able to define Problem Restatement and will be able to apply it to obtain a clearer un-

derstanding of the problem to be solved.

#4 The student will be able to apply the method of Pros and Cons to select the best choice from several op-tions.

#5 The student will be able to apply the Divergent Thinking process to select a potential solution and then change their thought process over to the Convergent Thinking process to find the final solution.

#6 The student will be able to apply the process of Sorting to problems.

#7 Given a problem the student will be able to develop a Causal Flow Diagram.

#8 Given a problem the student will be able to develop a Matrix to solve the problem

#9 The student will learn how to apply a structuring technique called a Decision/Event tree to solve a prob-lem.

#10 Given a number of tasks that must be performed for a project, the student will develop a Weighted ranking

system to determine the order in which the tasks will be executed.

#11 The student will be able to set up and run a Hypothesis Testing project

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Manufacturing Management/Process 600 Series


600 Manufacturing Excellence 42

601 Maintenance Supervisor Skills 43

602 Root Cause Failure Analysis 44

605 The Quick Reliability Centered Maintenance Process

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Manufacturing Excellence Course #600

This is an instructor led, competency based program designed to give an overview of methods that are avail-able to improve manufacturing processes. The student will acquire an understanding of the breakeven point in a manufacturing operation and be able to develop a graph to visually display the data. The student will apply a Process Flow Diagram to discover the bottleneck in a simulated manufacturing process. The student will be able to explain the concept of Overall Equipment Effectiveness (OEE). The student will be able to identify the tools used in a Six Sigma program. foreman's and supervisors to obtain skills that are necessary to build a productive team. Format: This is a 3 hour , two days a week, for 5 weeks course. Learner Outcomes: #1 The student will understand the difference between variable cost and fix cost.

#2 The student will understand the advantage of attacking the variable cost opposed to the fix cost.

#3 The student will understand the simulated manufacturing facility. #4 The student will understand how to use the Process Flow Diagram to find the manufacturing bottleneck in

the simulated manufacturing facility. #5 The student will understand how to use OEE to perform an analysis on the manufacturing bottleneck. #6 The student will use the analysis to determine where the biggest return will be with the least effort. (80/20

rule.) #7 The student will learn how to select the proper tool to accomplish the improvement. #8 The student will learn how to use the selected tool to accomplish the improvement. #9 The student will learn how to sustain the improvement. #10 The student will understand the concept of celebrating and sharing the rewards to maintain continuous

improvements.

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Maintenance Supervisor Skills Course #601

This is an instructor led, competency based program designed any person who is considering following a supervisor career. This is the first course in the Maintenance Soft Skills Series. It covers the fundamental con-cepts of communications, giving and receiving feedback, delegation, business economics, time management, deductive reasoning, predictive and proactive maintenance. Format: This is a 3 hour , two days a week, for 5 weeks course. Learner Outcomes: #1 The student will understand his own thought process and that of others and be able to apply that knowledge

in dealing with subordinates. #2 The student will be able to recognize the difference methods of communication and understand what system works best in any given situation. #3 The student will recognize the power of anchoring and how it can accelerate learning, control emotions,

positively influence others, and deal with change. #4 The student will learn the proper way of giving and receiving feedback. #5 The student will how to manage stress by proper delegating, responding to non-compliance, understanding

maintenance economics, and time management skills. #6 The student will understand maintenance & business economics and how it affects their sphere of influence. #7 The student will develop time management skills and learn how it can improve productivity. #8 The student will be able to solve problems by deductive reasoning. #9 The student will be introduced to the concepts of Root Cause Failure Analysis. #10 The student will able to apply the basic concepts to RCM in a practical application.

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Root Cause Failure Analysis Course #602

This is an instructor led, competency based program designed to gain insight and understanding to the con-cepts of root cause failure analysis and how to apply those concepts to reduce the repeat calls. The student will be given several actual plant incident scenarios and will conduct an investigation, write reports, produce failure continuum charts, identify root causes and recommend corrective actions. Prerequisite: This course is designed for maintenance personnel with the desire to reduce the repeat calls in their busi-ness. They should have at least 3 to 5 years of experience in maintenance work and troubleshooting. Format: This is a 5 hour , one days a week, for 3 weeks course. Learner Outcomes: #1 The student will acquire an understanding of basic root cause failure analysis procedures and be able to

explain its benefits, apply the 80- 20 rule to select problems for study, determine if potential Root Causes are true Root Causes, apply the Four Steps process to given scenario and determine the type step it defines,

#2 Using the “Interview Guide” the student will be able to interview operations personal, maintenance per-sonal, collect physical data from the incident scene and write a report.

#3 Given several incident reports the students will be able to convert the reports into a “Failure Continuum Chart”.

#4 Given several actual plant incident scenarios the student will conduct interviews, write reports, produce Failure Continuum Charts, and identify Root Causes.

Optional #5 Given several customer plant incident scenarios the student will conduct interviews, write reports, produce

Failure Continuum Charts, identify Root Causes and recommend corrective action.

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The Quick Reliability Centered Maintenance Process Course #605

A Maintenance Management Program to Maximize your Maintenance Efficiency and Minimize your Maintenance Downtime This is an instructor led, competency based program designed to instruct the Quick RCM process and to help start the program in your plant. The first module is 24 hours long and teaches the principles of the Quick RCM process. The second module is 24 hours long and will cover more complex details of the Quick RCM process and help formulate your program. The third and last module is 30 hours long and will be conducted on your plant floor setting up your personal program. Prerequisite: Maintenance Experience. Format: This is a 3 hour , one day a week, for 8 weeks course. Module #2 Approved CEU Credits: 2.4 CEU’s Prerequisite: Student must attend Module #1 Format: This is a 3 hour , one day a week, for 8 weeks course. Cost: $720.00 Module #3 Approved CEU Credits: 3.0 CEU’s Prerequisite: Student must attend Module #1&#2 Format: This is a 3 hour , one day a week, for 10 weeks course. Cost: $720.00

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49


Standard Terms and ConditionsStandard Terms and Conditions

Payment by check will be accepted and is due the day of the first class. Payment by Purchase Orders will be invoiced after the second class, provided that

Campbell Consultants receives the Purchase Order before the start of the class. Invoice payment is due in 30 days, however customers can ask for special payment

arrangements. Full refund will be made if the students drops out after the first class. After completing the second class no refunds will be given and the full course tui-

tion is due. At the completion of the course, any student who is unable to complete all course

objectives and has attended all classes and has asked for extra help will be given the opportunity to attend the next regular schedule class at no charge.

Campbell Consultants reserves the right to cancel any course that is 10 hours or more if the attendance on the first night is less then 5 students.

Campbell Consultants reserves the right to cancel any course that is 10 or less if the attendance on the first night is less then 8 students.

Standard Classes are limited to a maximum of 16 students Special requests can be made for exceptions.

Group seminars, such as NEC code seminars are limited to a maximum of 45 stu-dents.

Classes that are conducted after 5:00 PM or before 7:00 AM are subject to a 15% price increase.

55 cents a mile will be included on invoices when the program is outside a 50 mile radius of our shop and $35 an hour for travel time.

50

Campbell

Consultants

Revision July 2020


20 Herr St. P.O. Box 78 Washington Boro, Pa. 17582

Phone (717) 684-9373 Email - [email protected] Website - www.campbellconsultants.net

Increasing Business profits through Instruction and Training

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