Government of Pakistan

National Vocational and Technical Training Commission

Prime Minister’s Hunarmand Pakistan Program

"Skills for All"

Course Contents / Lesson Plan

Course Title: HVAC
Duration: 6 Months

Revised Edition
Trainer Name

Course Title HVAC

Objectives and Employable skills and hands-on practice for HVAC

Expectations
This course offers a broad, cross-disciplinary learning experience for students
looking to pursue career in HVAC. The needs for superior HVAC technology
have increased in keeping with the demands for a wide variety of
performances such as high productivity, high quality, as well as labor and cost
savings. This course will provide participants with an integrated approach to
learn about the various aspects of HVAC and allied technologies.

Main Expectations:
In short, the course under reference should be delivered by professional
instructors in such a robust hands-on manner that the trainees are comfortably
able to employ their skills for earning money (through wage/self-employment)
at its conclusion.
This course thus clearly goes beyond the domain of the traditional training
practices in vogue and underscores an expectation that a market-centric
approach will be adopted as the main driving force while delivering it. The
instructors should therefore be experienced enough to be able to identify the
training needs for the possible market roles available out there. Moreover, they
should also know the strengths and weaknesses of each trainee to prepare
them for such market roles during/after the training.

i. Specially designed practical tasks to be performed by the trainees have

been included in the Annexure-I to this document. The record of all
tasks performed individually or in groups must be preserved by the
management of the training Institute clearly labeling name, trade,
session, etc so that these are ready to be physically inspected/verified
through monitoring visits from time to time. The weekly distribution of
tasks has also been indicated in the weekly lesson plan given in this
document.
ii. To materialize the main expectations, a special module on Job Search
& Entrepreneurial Skills has been included in the latter part of this
course (5th & 6th month) through which, the trainees will be made aware
of the Job search techniques in the local as well as international job
markets (Gulf countries). Awareness around the visa process and
immigration laws of the most favored labor destination countries also
form a part of this module. Moreover, the trainees would also be
encouraged to venture into self-employment and exposed to the main
requirements in this regard. It is also expected that a sense of civic
duties/roles and responsibilities will also be inculcated in the trainees to
make them responsible citizens of the country.

iii. A module on Work Place Ethics has also been included to highlight the
importance of good and positive behavior in the workplace in the line
with the best practices elsewhere in the world. An outline of such
qualities has been given in the Appendix to this document. Its
2 | HVAC
 importance should be conveyed in a format that is attractive and
interesting for the trainees such as through PPT slides +short video
documentaries. Needless to say that if the training provider puts his
heart and soul into these otherwise non-technical components, the
image of the Pakistani workforce would undergo a positive
transformation in the local as well as international job markets.
To maintain interest and motivation of the trainees throughout the course,
modern techniques such as:
• Motivational Lectures
• Success Stories
• Case Studies
These techniques would be employed as an additional training tool wherever
possible (these are explained in the subsequent section on Training
Methodology).
Lastly, evaluation of the competencies acquired by the trainees will be done
objectively at various stages of the training and a proper record of the same
will be maintained. Suffice to say that for such evaluations, practical tasks
would be designed by the training providers to gauge the problem-solving
abilities of the trainees.

(i) Motivational Lectures

The proposed methodology for the training under reference employs
motivation as a tool. Hence besides the purely technical content, a trainer is
required to include elements of motivation in his/her lecture. To inspire the
trainees to utilize the training opportunity to the full and strive towards
professional excellence. Motivational lectures may also include general topics
such as the importance of moral values and civic role & responsibilities as a
Pakistani. A motivational lecture should be delivered with enough zeal to
produce a deep impact on the trainees. It may comprise of the following:

 Clear Purpose to convey the message to trainees effectively.

 Personal Story to quote as an example to follow.
 Trainees Fit so that the situation is actionable by trainees and not
represent a just idealism.
 Ending Points to persuade the trainees on changing themselves.

A good motivational lecture should help drive creativity, curiosity, and spark
the desire needed for trainees to want to learn more.
The impact of a successful motivational strategy is amongst others commonly
visible in increased class participation ratios. It increases the trainees’
willingness to be engaged on the practical tasks for a longer time without
boredom and loss of interest because they can see in their mind's eye where
their hard work would take them in short (1-3 years); medium (3 -10 years) and
long term (more than 10 years).

As this tool is expected that the training providers would make arrangements
for regular well planned motivational lectures as part of a coordinated strategy
interspersed throughout the training period as suggested in the weekly lesson
plans in this document.
Course-related motivational lectures online link is available in Annexure-II.

3 | HVAC
 (ii) Success Stories
Another effective way of motivating the trainees is using Success Stories. Its
inclusion in the weekly lesson plan at regular intervals has been recommended
till the end of the training.
A success story may be disseminated orally, through a presentation, or using
a video/documentary of someone that has risen to fortune, acclaim, or brilliant
achievement. A success story shows how a person achieved his goal through
hard work, dedication, and devotion. An inspiring success story contains
compelling and significant facts articulated clearly and easily comprehendible
words. Moreover, it is helpful if it is assumed that the reader/listener knows
nothing of what is being revealed. The optimum impact is created when the
story is revealed in the form of:-
 Directly in person (At least 2-3 cases must be arranged by the training
institute)
 Through an audio/ videotaped message (2-3 high-quality videos must
be arranged by the training institute)
It is expected that the training provider would collect relevant high-quality
success stories for inclusion in the training as suggested in the weekly lesson
plan given in this document.
Suggestive structure and sequence of a sample success story and its various
shapes can be seen in Annexure III.

(iii) Case Studies

Where a situation allows, case studies can also be presented to the trainees to
widen their understanding of the real-life specific problem/situation and to
explore the solutions.
In simple terms, the case study method of teaching uses a real-life case
example/a typical case to demonstrate a phenomenon in action and explain
theoretical as well as practical aspects of the knowledge related to the same. It
is an effective way to help the trainees comprehend in depth both the
theoretical and practical aspects of the complex phenomenon in depth with
ease. Case teaching can also stimulate the trainees to participate in
discussions and thereby boost their confidence. It also makes the classroom
atmosphere interesting thus maintaining the trainee interest in training till the
end of the course.
Depending on suitability to the trade, the weekly lesson plan in this document
may suggest case studies be presented to the trainees. The trainer may adopt
a PowerPoint presentation or video format for such case studies whichever is
deemed suitable but only those cases must be selected that are relevant and
of a learning value.
The Trainees should be required and supervised to carefully analyze the
cases.
For this purpose, they must be encouraged to inquire and collect specific
information/data, actively participate in the discussions, and intended solutions
to the problem/situation.

Case studies can be implemented in the following ways: -

i. A good quality trade-specific documentary (At least 2-3

documentaries must be arranged by the training institute)
4 | HVAC
 ii. Health & Safety case studies (2 cases regarding safety and
industrial accidents must be arranged by the training institute)

iii. Field visits (At least one visit to a trade-specific major industry/ site
must be arranged by the training institute)
Entry-level of
trainees Intermediate

Learning By the end of this course, students will be able to:

Outcomes of  Identify different types of refrigerated coolers and display cases and describe
the course each one’s common application.
 Identify single, multiple, and satellite compressor systems. Describe the
applications, installation considerations, and advantages and disadvantages of
each type.
 Identify packaged condensing units and unit coolers. Describe their
applications, operation, and installation considerations.
 Identify two-stage compressors and explain their operation and applications.
 Identify the various accessories used in commercial refrigeration systems.
 Identify the various refrigeration control devices. Explain the purpose of each
type and how it works.
Course The total duration of the course: 6 months (26 Weeks)
Execution Plan Class hours: 4 hours per day
Theory: 20%
Practical: 80%
Weekly hours: 20 hours per week
Total contact hours: 520 hours
Companies
1 Air Conditioners Manufacturing Industry
offering jobs in
the respective 2 Refrigerators Manufacturing Industry
trade 3 Air Conditioned Commercial Units
4 Air Conditioned Industrial Units
5 Sale shops of Refrigeration & Air Conditioning Appliances
6 Installation Firms of Air Conditioners
Job All over the world there is a high demand in the HVAC industry for technicians
Opportunities in various fields. With the help of this course, we will be able to give technical
trainings of HVAC to our youth. There are also opportunities for start-up
entrepreneurship due to the high demand in the market in following
designated jobs;
1. HVAC Engineer
2. HVAC Technician
3. HVAC Technician Lead
4. HVAC Design Engineer
No of Students 25
Learning Place Classroom / Lab
Instructional 1. Modern Refrigeration & Air Conditioning
Resources Athous Tranquest And Good Heart

5 | HVAC
 2. Principles of Refrigeration
R.J Dossat

3. Refrigeration & Air Conditioning Practice

Billy C. Langelly

4. Trane Air Conditioning Manual

Trane Company USA

5. ASHRAE Handbook – HVAC Systems and Equipment. Atlanta, GA:

American Society of Heating, Refrigerating, and Air Conditioning
Engineers, Inc.

6. HVAC Systems Design Handbook. Blue

Ridge Summit, PA: TAB Books, Inc.

6 | HVAC
 MODULES

Scheduled Module Title Learning Units Remarks

Weeks

Week 1 Introduction to  Motivational Lecture (For further detail

HVAC please see Page No: 3& 4) Home
 Job market Assignment
 Course Applications
 Institute/work ethics  Task 1
 Introduction to HVAC  Task 2
 Introduction  Task 3
 Heating
 Ventilation Details may
 Air Conditioning be seen at
 Blueprints, Careers, and Training Annexure-I
 Blueprints, Codes, and Specifications
 Careers in HVAC
Week 2 Trade  Success stories ( For further detail
Mathematics please see Page No: 3& 4)
Students are introduced to:
 Metric System
 Introduction
 Metric Units
 Length, Area, and Volume
 Mass Versus Weight This is a
 Pressure and Acceleration knowledge-
 Temperature Scales based module;
 Scientific Notation, Powers and Roots, and there are no
Algebra Performance
 Scientific Notation Tasks.
 Powers and Roots
 Introduction to Algebra
 Geometry and Right Triangles
 Introduction to Geometry
 Working with Right Triangles
 Converting Units, Review, and Testing
 Converting Decimal Feet to Feet and
Inches and Visa Versa
Week 3 Copper Tubing,  Motivational Lecture( For further detail
Soldering and please see Page No: 3& 4)
 Task 4
Brazing
Students are introduced to:  Task 5
 Installation Precautions  Task 6
 Materials
 Types of Copper Tubing Details may
 Cutting Tubing be seen at
 Bending Tubing Annexure-I
 Joining Copper Tubing
 Introduction to Soldering
 Soldering
 Solders and Soldering Fluxes

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  Preparing Tubing and Fittings for Solder
 Soldering Joints
 Brazing Copper Fittings and Tubing
 Filler Metal and Fluxes
 Preparing Tubing and Fittings for
Brazing
 Setup of Brazing Heating Equipment
 Purging
 Brazing Joints
Week 4 Basic Electricity  Success stories ( For further detail
please see Page No: 3& 4)
Students are introduced to:
 Electricity and Voltage
 Introduction  Task 7
 Electricity
 AC and DC Voltage Details may
 Electrical Current Characteristics be seen at
 Electrical Circuits and Components
Annexure-I
 Electrical Circuits
 Magnetism
 Electrical Components
 Electrical Safety, Diagrams, and Controls  Monthly
 Electrical Safety Test 1
 Circuit Diagrams
 Electrical Controls
 Electrical Measuring Instruments
 Ammeter
 Multimeter
Week 5 Introduction to  Motivational Lecture( For further detail
Cooling and please see Page No: 3& 4)
Heating
Students are introduced to:
 Fundamentals of Cooling
 Introduction
 Heat
 Heat Transfer
 Pressure
 Instruments Used to Measure  Task 8
Temperature and Pressure  Task 9
 Mechanical Refrigeration System
 System Components
 Refrigeration Cycle
Details may
 Refrigerants
be seen at
 Trade Names Annexure-I
 Ammonia
 Fluorocarbon Refrigerants
 Refrigerant Containers
 Identifying Refrigerants
 Refrigerant Safety Precautions
 Compressors
 Reciprocating Compressors
 Rotary Compressors
 Scroll Compressors
 Screw Compressors

8 | HVAC
  Centrifugal Compressors
 Condensers
 Air-Cooled Condensers
 Water-Cooled Condensers
 Evaporative Condensers
 Evaporators
 Direct Expansion (DX) Evaporators
 Flooded Evaporators
 Evaporator Construction
 Fundamentals of Heating
 Introduction
 Heat Transfer
 Temperature and Heat Measurement
 Combustion
 Forced-Air Furnaces
 Types
 Heat Exchangers
 Condensing Furnaces
 Fans, Motors, Air Filters, and Blowers
 Humidifiers
 Installation
 Gas Furnaces
 Flame Ignition
 Gas Valve Assembly
 Components
 Safety Switches
 Maintenance
 Manifold Pressure
 Electric Heating
 Heating Elements
 Components
 Power Supply
 Hydronic Heating Systems
Week 6 Air Distribution  Success stories ( For further detail
Systems please see Page No: 3& 4)
Students are introduced to:
 Air Distribution Systems
 Introduction
 Air Distribution Systems  Task 10
 Fans and Blowers
 Duct Systems Details may
 Duct Systems Used in Cold Climates be seen at
 Duct Systems Used in Warm Climates Annexure-I
 Duct System Components
 Duct Hangers and Supports
 Instruments and Measurements
 Temperature and Humidity
Measurements
 Air Distribution System Measurements
 Air Velocity Measurements
Week 7 Leak Detection,  Success stories ( For further detail
Evacuation, please see Page No: 3& 4)
Recovery, and
Students are introduced to:

9 | HVAC
 Charging  Introduction and Leak Detection
 Introduction
 Detection Devices  Task 11
 Leak Testing  Task 12
 Refrigerant Containment
 Refrigerant Containment
 Refrigerant Recovery
Details may
 Evacuation
be seen at
 Evacuation Annexure-I
 Service Equipment Used for Evacuation
 Methods of Evacuation
 Deep Vacuum Evacuation Method
 Triple Evacuation Method
 Charging I
 Servicing Equipment Used for Charging
 Charge Determination and Accuracy
 Charging by Weight
 Charging II
 Charging by Superheat
 Charging by Subcooling
 Charging III
 Charging Using Pressure Charts
 Using Zeotrope Refrigerants
Week 8 Alternating  Motivational Lecture( For further detail
Current please see Page No: 3& 4)
Students are introduced to:
 Transformers, Power Generation, and
Using AC Power  Task 13
 Introduction
 Transformers
Details may
 Power Generation
 Using AC Power be seen at
 Induction Motors and Testing AC Annexure-I
Components
 Induction Motors
 Testing AC Components
 Safety, AC Voltage on Circuit Diagrams,
Review and Testing
 Safety

10 | HVAC
Week 9 Introduction to  Success stories ( For further detail
Control Circuit please see Page No: 3& 4)
Troubleshooting
Students are introduced to:
 Thermostats
 HVAC Control Systems
 Control Circuit Sequence of Operation
 Organization and Safety
 Using an Organized Approach to
Electrical Troubleshooting
 Safety  Task 14
 Troubleshooting I: Input Power, Load,
and Control Circuits Details may
 HVAC System Troubleshooting be seen at
 HVAC Equipment Input Power, Load, Annexure-I
and Control Circuits
 Troubleshooting II: Electrical System
 Electrical Troubleshooting Common to
All HVAC Equipment
 Troubleshooting III: Motors
 Motors and Motor Circuit
Troubleshooting
 Hydronic and Pneumatic Systems
 Digital Systems
 HVAC Digital Control Systems
Week 10 Heat Pumps  Motivational Lecture (For further detail
please see Page No: 3& 4)
Students are introduced to:
 Introduction to Heat Pumps
 Heat Pump Operation  Task 15
 Heat Pump Classification
 Heat Pump Refrigeration Cycle Details may
 Heat Pump Components and Controls be seen at
 Heat Pump Components Annexure-I
 Supplemental Electric Heat
 Heat Pump Performance
 Heat Pump Balance Point
 Installation
 Servicing and Troubleshooting
 Heat Pump Controls
Week 11  Success stories ( For further detail
Basic
please see Page No: 3& 4)
Installation and
Maintenance Students are introduced to:  Task 16
Practices  Mechanical Fasteners
 Introduction Details may
 Mechanical Fasteners be seen at
 Installing Threaded Fasteners Annexure-I
 Installing Anchor Bolts
 Gaskets, Packing, and Seals
 Gaskets
 Packing
 Identifying Seals

11 | HVAC
  Installing and Removing Seals
 Bearings
 Identifying Bearings
 Removing Bearings
 Installing Bearings
 Lubrication, Belts, and Belt Drives
 Lubricating Bearings
 Belts and Belt Drives
 Couplings and Direct Drives
 Couplings and Direct Drives
 General Coupling Removal and
Installation Methods
 Coupling Alignment
 Basic Maintenance Procedures
 Documentation and Customer Relations
 Documentation
 Customer Relations
 Customer Communications
Week 12 Midterm

Week 13 Refrigerants and  Success stories ( For further detail

Oils please see Page No: 3& 4)
Students are introduced to:
 Refrigerant Structure; Refrigerant
Identification
 Introduction
 Desirable Refrigerant Characteristics
 Common Applications
 Refrigerant Structure
 Refrigerant Classifications  Home
 Organic Refrigerants Assignment
 Refrigerants and the Environment
 Refrigerant Identification  Task 17
 Safety Classifications
 Cylinder Safety Details may
 Refrigerant Composition; Refrigerant be seen at
Leaks Annexure-I
 Refrigerant Composition
 Azeotropes, Zeotropes, and Near-
Azeotropes
 Pressure-Temperature Charts
 Refrigerant Leaks
 Finding and Isolating Leaks
 Lubricating Oils; Oil and the Refrigeration
System; Oil Handling Guidelines; System
Conversion
 Lubricating Oils
 Lubricating Oil Properties
 Oil Types
 Oil and the Refrigeration System
 System Piping
 Contamination
 Oil Handling Guidelines
 Personal Protective Equipment

12 | HVAC
  Working with Oils
 Waste Oil Disposal
 System Conversion
Week 14 Compressors  Motivational Lecture (For further detail
please see Page No: 3& 4)
Students are introduced to:
 Introduction; the Role of the Compressor;
Open, Hermetic, and Semi-Hermetic
Compressors; Types of Compressors
 Introduction
 The Role of the Compressor
 Open, Hermetic, and Semi-Hermetic
Compressors
 Types of Compressors
 Reciprocating Compressors
 Rotary Compressors
 Scroll, Screw, and Centrifugal
Compressors
 Capacity Control of Compressors;
Compressor Electric Motors
 Capacity Control of Compressors
 On/Off Cycling; Multiple Compressors
 Cylinder Unloading; Hot Gas Bypass
 Intake Slide Valve; Inlet Guide Vane
 Compressor Speed Control; Scroll
Capacity Modulation  Task 18
 Compressor Electric Motors
 Compressed Motor Cooling
Details may
 Compressor and Drive Motor Shaft
Alignment be seen at
 Input Power Annexure-I
 Compressor Motor Overload Protection
 Other Compressor Protection Devices;
Reduced-Voltage Motor Starting
 Other Compressor Protection Devices
 Pressure Protection; Oil Pressure
Protection
 Lockout Protection; Short Cycling
Protection
 Electronic Head Pressure Control
 Reduced-Voltage Motor Starting
 Causes of Compressor Failure
 Causes of Compressor Failure
 Slugging; Flooding; Flooded Starts
 Contamination
 Electrical
 Compressor Heating
 System Checkout Following Compressor
Failure; Compressor Changeout
 System Checkout Following Compressor
Failure
 Preliminary Inspection
 Analyzing System Operating Conditions
 Final Compressor Checks
 Compressor Changeout
13 | HVAC
  Compressor Replacement Due to
Mechanical Failure
 Compressor Replacement Due to
Electrical Failure
Week 15 Retail  Success stories ( For further detail
Refrigeration please see Page No: 3& 4)
Systems
Students are introduced to:
 Mechanical Refrigeration Systems
 Introduction
 Mechanical Refrigeration Systems
 The Refrigeration Cycle
 Devices and Components
 Defrost Systems
 Defrost Systems
 Off-Cycle Defrost
 Timed Defrost
 Electric Defrost
 Defrost Systems (continued)
● Task 19
 Defrost Systems
 Hot-Gas Defrost
 Retail Refrigeration Equipment and Details may
Fixtures be seen at
 Retail Refrigeration Equipment and Annexure-I
Fixtures
 Ice Merchandisers
 Reach-In Coolers and Freezers
 Merchandising Walk-In Systems
 Commercial Ice Makers
 Common Refrigeration System Controls
 Common Refrigeration System Controls
 Thermostats
 Pressure Controls
 Time Delay Relays
 Solenoid Valves
 Troubleshooting
 Troubleshooting and Maintenance of a
Reach-In Freezer
 Troubleshooting and Maintenance of
Cubed-Ice Machines
Week 16 Troubleshooting  Success stories (For further detail
Electronic please see Page No: 3& 4)
Controls  Task 20
Students are introduced to:
 Microprocessor Controls; Troubleshooting
 Microprocessor-Controlled Systems; Details may
External Causes of Failure; be seen at
 Electronic Controls in Heating Systems Annexure-I
 Introduction
 Microprocessor Controls  Monthly
 Troubleshooting Microprocessor- Test 2
Controlled Systems
 External Causes of Failure
 Electronic Controls in Heating Systems
 Cooling Systems and Heat Pumps; Test
14 | HVAC
 Instruments; Standardization
 Cooling Systems and Heat Pumps
 Test Instruments
 Standardization
Week 17 Troubleshooting  Motivational Lecture (For further detail
Heat Pumps please see Page No: 3& 4)
Students are introduced to:
 Heat Pump Operation; Electrical  Task 21
Operating Sequence
 Introduction
Details may
 Heat Pump Operation
 Electrical Operating Sequence be seen at
 Troubleshooting Annexure-I
 Control Circuit Field Wiring
 Thermostats
 Control Transformer Phasing
 Speed Controller
 Magnetic Relays and Solenoid
 Troubleshooting (continued)
 Check Valves
 Reversing Valves
 Defrost Control
 Refrigerant Charge
Week 18 Construction  Success stories ( For further detail
Drawings and please see Page No: 3& 4)
Specifications
Students are introduced to:
 Introduction; Reading Drawings
 Introduction
 Reading Drawings
 Reading Plumbing Plans and Mechanical
Plans
 Reading Plumbing Plans
 Reading Mechanical Plans  Task 22
 Reading Electrical Plans
 Reading Electrical Plans Details may
 Request for Information Forms; be seen at
Specifications Annexure-I
 Request for Information Forms
 Shop Drawings; Submittals
 Shop Drawings
 Cut Lists
 General Procedure
 As-Built Drawings
 As-Built Drawings
 Takeoffs
 A Takeoffs
 Takeoff Tools and Materials
 Selecting Equipment and Materials
 Takeoff Procedures
Week 19 Heating and  Success stories ( For further detail  Task 23
Cooling System please see Page No: 3& 4)
Design Details may
15 | HVAC
 Students are introduced to: be seen at
 Overview of the Design Process Annexure-I
 Building Evaluation/Survey
 Introduction
 Overview of the Design Process
 Building Evaluation/Survey
 Load Estimating
 Heat Transfer
 Heat Gain and Loss
 Cooling and Heating Load Factors
 Preparing the Load Estimate
 Load Estimating Software
 Equipment Selection
 Equipment Selection
 Cooling Equipment Selection
 Heating Equipment Selection
 Heat Pump Selection
 Air Distribution System Duct Design
 Duct System Basics
 Air Distribution Duct Systems
 Duct System Components
 Duct System Design
 Other Duct System Design
Considerations
 Support Systems; Load Estimating for
Commercial Buildings
 Support Systems
 Refrigerant Piping
 Condensate Piping
 Electrical Service
 Load Estimating for Commercial
Buildings
Week 20 Commercial and  Success stories ( For further detail
Industrial please see Page No: 3& 4)
Refrigeration
Students are introduced to:
Systems
 Refrigeration and the Preservation of
Food Products;
 Refrigerated Transport Units
 Introduction
 Refrigeration and the Preservation of  Task 24
Food Products
 Cold Storage Details may
 Commercial Freezing Methods
be seen at
 Refrigerated Transport Units
 Refrigerated Shipboard Containers Annexure-I
 Trailer and Truck Units
 Refrigerated Railcars
 Refrigeration Systems and Components;
Accessories
 Refrigeration Systems and Components
 Compressors
 Condensers
 Evaporators
 Display Cases

16 | HVAC
  Accessories
 Refrigeration System Control Devices,
Part I
 Crankcase Pressure Regulating Valves
 Evaporator Pressure Regulating Valves
 Air-Cooled Condenser Pressure
Regulator
 Bypass Control Valves
 Capacity Control Devices
 Refrigeration System Control Devices II
 Pump-Down Control
 Defrost Systems
 Ammonia Refrigeration Systems;
Secondary Coolants
 Ammonia Refrigeration Systems
 Secondary Coolants
Week 21 Employable ● Guidelines to the Trainees for selection
Project/ of students employable project like final
Assignment year project (FYP) Monthly Test
(6 weeks) ● Assign Independent project to each 6
i.e. 21-26 besides Trainee
regular classes. ● A project-based on trainee’s aptitude
OR and acquired skills.
On the job ● Designed by keeping in view the
training ( 2 weeks) emerging trends in the local market as
well as across the globe.
● The project idea may be based on
Entrepreneur.
● Leading to successful employment.
● The duration of the project will be 6
weeks
 Final viva/assessment will be conducted
on project assignments.
 At the end of the session, the project will
be presented in a skills competition
 The skill competition will be conducted
on zonal, regional, and National levels.
 The project will be presented in front of
Industrialists for commercialization
 The best business idea will be placed in
the NAVTTC business incubation center
for commercialization.
OR
On the job training for 2 weeks:
 Aims to provide 2 weeks of industrial
training to the Trainees as part of the
overall training program
 Ideal for the manufacturing trades
 As an alternative to the projects that
involve expensive equipment
 Focuses on increasing Trainee’s
motivation, productivity, efficiency, and
17 | HVAC
 quick learning approach.
Week 22 Capstone Project Students are provided with details
regarding a capstone project that they
are required to complete to showcase
their learning. The project should ideally
consist of the following deliverables:
1. Design brief/description outlining their
project
2. Research collected during the project
3. Rough sketches, either hand-drawn or
digitally created that showcase their
design process
4. Professionally presented a main body of
artwork at the end of the course

Notes for the Trainer/Teacher:

 Each student must receive a
separate/independent project based on
their strengths and interests. This will
reinforce their motivation and determine
their aptitude towards specific design
fields.
 Each project should be designed
keeping future design trends as well as
current market demands in mind
 The duration for the completion of the
project is 4 weeks

It’s important to reiterate the value of

these projects as each student will later
be able to showcase their creative effort
in the real world market, giving them
leverage over others for better
employment.

Ideas for projects may be generated via

different sites such as:
[Link]
[Link]
Week 23 Introduction to  Motivational Lecture( For further detail
Freelancing please see Page No: 3& 4)
Students are introduced to:
 the concept of freelancing
 how to become freelance and create a
sustainable income
 pros and cons of freelancing
 the ethical and professional way of
becoming a productive freelancer
 resources available for freelancing in
the field of design
18 | HVAC
  how to join freelancing sites
 the process of creating a freelancing
profile
Week 24 Professional  Success stories ( For further detail
practice please see Page No: 3& 4)
methods& legal
side of design Students are introduced to:
 the standards that define the
expectations of a professional welder
 the principles of integrity that
demonstrate respect for the profession,
for colleagues, for clients, for audiences
or consumers, and society as a whole
 the perspectives of the profession i.e.
understanding the profession, the
meanings of environmental
responsibility, copyright, and ethics
 what legalities are involved in
professional projects
 how to build strong professional
proposals
 copyrights, copyright infringement,
plagiarism, crediting creators,
purchasing online products,
downloading ‘free’ content
 the do’s and don’ts of how to price their
time, effort, and creativity
Week 25 Preparing your  Motivational Lecture( For further detail
portfolio please see Page No: 3& 4)
Students are introduced to:
 the concept of design portfolios
 the concept of present design
work/projects in a professional manner Final
 websites that provide free portfolio Assessment
hosting such as Behance and Dribble
 creating a portfolio
 how to select work for presenting in your
portfolio
Week 26 Entrepreneurship  Success stories ( For further detail
and Final please see Page No: 3& 4)
Assessment in  Job Market Searching
project  Self-employment
 Introduction
 Fundamentals of Business
Development
 Entrepreneurship
 Startup Funding
 Business Incubation and Acceleration
 Business Value Statement
19 | HVAC
  Business Model Canvas
 Sales and Marketing Strategies
 How to Reach Customers and Engage
 Stakeholders Power Grid
 RACI Model, SWOT Analysis, PEST
Analysis
 SMART Objectives
 OKRs
 Cost Management (OPEX, CAPEX,
ROCE, etc.)
 Final Assessment

20 | HVAC
 Annexure-I:

Tasks For Certificate in HVAC

Task Task Description Week

No.
1. Find the career path  Prepare a career path related to your course
and also highlight the emerging trends in the
local as well as international market
2. Work Ethics  Generate a report on Institute work ethics and Week 1
professionalism related to your course
3. Interpret an HVAC  Interpret the following within an HVAC drawing
drawing provided by the instructor:
 Piping
 Air-handling equipment
 AC system(s)
 HVAC component diagram
 Schematics
4.  Correctly measure the diameter of copper tubing.
Perform given
 Cut and ream copper tubing using a tubing cutter.
copper tubing
 Correctly bend copper tubing using bending tools.
operations
 Make a swage joint in a section of copper tubing.
 Make and join flare connections.
 Join two sections of tubing using a compression fitting.
 Cut and join two sections of plastic pipe using
appropriate fittings.
 Identify correct types of copper pipe for given
applications.
 Identify copper pipe sizes and wall thicknesses.
5.  Assemble a propane torch.
Perform Soldering
 Light and adjust a propane torch flame.
operation
 Select correct solder for the intended soldering job.
 Heat joint to the right temperature and apply solder to fill
a joint.
 Clean and cool a soldered joint. Week-3
 Solder a joint using butane.
 Solder a joint using acetylene.
6.  Assemble an oxyacetylene torch, including selection of
Perform Brazing the proper size tip for the job.
operation  Light and adjust an oxyacetylene torch flame.
 Select correct filler metal rod for the intended brazing.
 Clean and cool the brazed joint.
 Assemble and operate a pressure regulator system used
with an inert gas to purge tubing for brazing.
 Assemble a brass-to-copper joint.
7. Carry out basic  Use a multimeter to measure voltage.
electricity  Use a multimeter to measure current.
measurements  Use a multimeter to measure resistance.
 Use a multimeter to check circuit continuity. Week 4
 Assemble and test series and parallel circuits using a
battery, wires and selected load devices.

21 | HVAC
 8. Perform given tasks  Measure temperatures in an operating air conditioning
in a cooling system system.
 Use cylinder color codes to identify refrigerants.
 Identify compressors, condensers, evaporators, metering
devices, controls, and accessories.
 Use service valves to gain access to an air conditioning
system in order to measure pressures using a gauge
Week 5
manifold set.
9. Perform given tasks  Identify the components of an induced draft and
in a heating system condensing gas furnace and state their purpose.
 With supervision, turn on and check a gas furnace.
 Identify symptoms of combustion problems in a gas
furnace and adjust the manifold pressure.
 With supervision, perform preventive maintenance
procedures on a gas furnace, including filter replacement,
cleaning of components, and temperature measurements.
10. Operate Air  Use a tachometer to measure blower motor rpm.
distribution system  Read and interpret equivalent length charts and required
measuring devices air volume/duct size charts.
 Assemble duct and fittings.
 Assemble flexible duct.
 Install insulation and vapor barriers on metal ducts. Week 6
 Use a manometer to measure static pressure in a duct
system.
 Use a velometer to measure the velocity of airflow at the
output of air system supply diffusers and registers.
11. Perform Leak  Identify the common types of leak detectors and explain
detection test and the advantages and disadvantages associated with each
evacuate the system type.
 Use selected electronic, ultrasonic, liquid (bubble), and
ultraviolet/fluorescent leak detectors to leak test a
pressurized operational system.
 Under supervision, use a recovery and/or
recovery/recycle unit to recover the refrigerant from a
system.
 Under supervision, use a mixture of nitrogen and a trace
amount of HCFC-22 refrigerant to pressurize a
refrigerant system in preparation for leak testing.
 Under supervision, demonstrate and/or describe how to
evacuate a system using the deep vacuum method.
 Perform a vacuum leak test on an evacuated system. Week 7
 Under supervision, demonstrate how to evacuate a system
using the triple evacuation method.
 Under supervision, demonstrate how to use dry nitrogen
as the moisture-absorbing gas when triple evacuating a
system.

12. Carry our refrigerant  Under supervision, demonstrate how to charge a system
charging by weight.
 Under supervision, demonstrate how to charge a system
using the superheat method.
 Under supervision, demonstrate how to charge a system
using the subcooling method.
 Under supervision, demonstrate how to charge a system
using the charging pressure charts method.
22 | HVAC
 13. Interpret AC circuits  Identify the components used in a given AC circuit and
and drawings explain their functions.
 Identify types of single-phase and three-phase power Week 8
distribution systems from electrical circuit diagrams.
 Following applicable safety practices, test AC
components, including transformers, capacitors, and
motor windings.
 Identify various types of AC motors from schematic
diagrams.
14. Perform thermostat  Identify various types of thermostats and explain their
operation and operation and uses.
carryout  Install a conventional 24V bimetal thermostat and hook it
troubleshooting up using the standard coding system for thermostat
wiring.
 Check and adjust a thermostat, including heat anticipator
setting and indicator adjustment.
 Program an electronic programmable thermostat.
 Identify electrical, electronic, and pneumatic components Week 9
and circuits, recognize their diagram symbols, and
explain their functions.
 Interpret control circuit diagrams.
 Perform electrical tests and troubleshooting as follows:
 Single- and three-phase input voltage measurements
 Fuse and circuit breaker checks
 Resistive and inductive load checks
 Switch and contactor/relay checks
 Control transformer checks
 Perform electrical tests and troubleshooting of
compressor and fan motors as follows:
 Start and run capacitor checks
 Start relay and start thermistor checks
 Open, shorted, and grounded winding check
15. Perform heat pump  Identify components that are unique to heat pumps and
servicing explain the function of each.
 Calculate the balance point of a heat pump. Week 10
procedures
 Simulate the installation procedures for a heat pump.
 Analyze a heat pump circuit diagram and perform
simulated troubleshooting exercises.
16. Perform Mechanical  Identify different types of threaded fasteners.
Maintenance  Identify non-threaded fasteners.
operations  Identify different types of gaskets.
 Identify mechanical seal parts.
 Install an oil seal.
 Align and properly adjust V-belts.
 Identify different types of drive couplings. Week 11
 Tighten a four-bolt flange.
 Install an expandable anchor bolt.
 Identify different types of bearings.
 Recognize and use a manual bearing puller to remove a
bearing.
 Recognize and use a feeler gauge to measure bearing
clearances.
 Lubricate a bearing using a lever-type grease gun.
 Fill out typical forms used for installation and service
calls.
23 | HVAC
 17. Handle Refrigerant  Interpret a P-T chart for an azeotrope refrigerant.
and Oils  Calculate superheat and subcooling.
 Perform a refrigerant leak detection procedure.
Week 13
 Perform a refrigerant retrofit.

18. Install and Replace  Identify different types of compressor capacity controls.
Compressors  Identify protection devices commonly used with
compressors.
 Under supervision, make electrical troubleshooting
checks on single-phase and three-phase compressor
motors.
 Under supervision, use a sealed tube acid/moisture test
kit to test a system for the presence of acid and/or Week 14
moisture.
 Under supervision, remove and install a hermetic
compressor.
 Remove and install a valve plate assembly and head on a
semi-hermetic compressor.
 Adjust the cylinder unloader on a semi-hermetic
compressor.
Overhaul retail  Clean an ice machine.

19. refrigeration system
Isolate faults in refrigeration and ice machines. Week 15
 Set up an electric defrost schedule for a refrigeration
appliance.
Perform  Develop a checklist for troubleshooting a
Troubleshooting of microprocessor-controlled heating or cooling appliance.
Electronic  Analyze circuit diagrams and other manufacturers’
components literature to determine the operating sequence of
microprocessor-controlled systems.
20.  Use test equipment to diagnose a microprocessor- Week 16
controlled comfort system.
 Isolate and correct malfunctions in a microprocessor-
controlled heating appliance.
 Isolate and correct malfunctions in a microprocessor-
controlled cooling unit or heat pump.
Perform  Develop a checklist for troubleshooting a heat pump.
Troubleshooting of  Analyze control circuit diagram(s) for a selected heat
Heat Pumps pump.
 Isolate and correct malfunctions in a heat pump using the
21. correct tools and instruments: Week 17
 Cooling function
 Reverse cycle heating function
 Defrost cycle
 Auxiliary electric heat
Interpret HVAC-  Identify and interpret the following on an architectural
related drawings drawing:
 Floor plans and details
 Elevations
 Foundation plan
22.  Reflected ceiling plan
 Identify and interpret the following on a plumbing plan
drawing:
Week 18
 Sanitary plumbing plans
 Domestic water plumbing plans

24 | HVAC
  Isometric views
 Riser diagrams
 Schedules
 Specification references
 Legends
 Identify and interpret the following on a mechanical plan
drawing:
 Hot- and chilled-water coil piping
 HVAC piping
 Chiller piping/installation
 Refrigeration piping schematics
 Air handling unit installation/connecting ductwork
 Hot- and chilled-water flow diagrams
 Schedules
 Specification references
 Legends
 Identify and interpret the following on an electrical plan
drawing:
 Riser diagrams
 Schedules
 Specification references
 Legends
 Prepare a request for information (RFI) form.
 Identify and interpret the information given in the
specifications pertaining to a construction project.
 Mark up HVAC mechanical plans to show as-built
modifications.
 Perform an HVAC equipment and material takeoff and
prepare the takeoff forms.
 Prepare building coordination drawings that show the
composite installation of HVAC equipment relative to
the equipment installed by other trades, such as the
electrical and plumbing trades.
Estimate the heating  Identify and describe the steps in the system design
and/or cooling load process.
of a building  From construction drawings or an actual job site, obtain
information needed to complete heating and cooling load
estimates.
 Identify the factors that affect heat gains and losses to a
building and describe how these factors influence the
design process.
 State the principles that affect the selection of equipment
to satisfy the calculated heating and/or cooling load.
 With instructor supervision, select heating and/or cooling Week 19
23. equipment using manufacturers’ product data.
 Identify the various types of duct systems and explain
why and where each type is used.
 Demonstrate the effect of fittings and transitions on duct
system design.
 Use a friction loss chart and duct sizing table to size duct.
 Install insulation and vapor barriers used in duct systems.
 Following proper design principles, select and install
refrigerant and condensate piping.
 Estimate the electrical load for a building and calculate
the effect of the comfort system on the electrical load.

25 | HVAC
 Install Commercial  Install a packaged condensing unit and/or individual air-
and Industrial cooled condenser in a refrigeration system.
Refrigeration  Install a packaged unit cooler and/or individual
evaporator in a refrigeration system.
Systems  Install two to three selected refrigeration system
accessories.
 From a selection provided by the instructor, identify the
24. following control devices commonly used Week 20
 in refrigeration systems:
 Crankcase pressure regulator
 Evaporator pressure regulator
 Condenser head pressure regulator
 Hot gas bypass regulator
 Compressor cylinder unloader
 Solenoid-controlled unloader
Build your CV Download professional CV template from any good Week
site ([Link] or relevant)
21-26
 Add Personal Information
25.
 Add Educational details
 Add Experience/Portfolio
 Add contact details/profile links
Create an account Create an account by following these steps: Week
profile on Fiverr (at Step 1: Personal Info
21-26
least two gigs) and Step 2: Professional Info
26.
Up-work Step 3: Linked Accounts
Step 4: Account Security

How to search and  Browse the following website and create an Week
apply for jobs in at account on each website 21-26
least two labor  [Link] – The Middle East Leading Job
marketplace Site
countries (KSA,  Monster Gulf – The International Job
UAE, etc.)
Portal
 Gulf Talent – Jobs in Dubai and the
Middle East
 Find the handy ‘search’ option at the top of your
homepage to search for the jobs that best suit
your skills.
27.  Select the job type from the first ‘Job Type’
drop-down menu, next, select the location from
the second drop-down menu.
 Enter any keywords you want to use to find
suitable job vacancies.
 On the results page you can search for part-
time jobs only, full-time jobs only, employers
only, or agencies only. Tick the boxes as
appropriate to your search.
 Search for jobs by:
 Company
 Category
26 | HVAC
  Location
 All jobs
 Agency
 Industry

27 | HVAC
 Annexure-II:

HVAC

What is freelancing and how you can make money online - BBCURDU

[Link]

What Is the Role of Good Manners in the Workplace? By Qasim Ali Shah | In Urdu

[Link]

Hisham Sarwar Motivational Story | Pakistani Freelancer

[Link]

21 Yr Old Pakistani Fiverr Millionaire | 25-35 Lakhs a Month Income | Interview

[Link]

Success Story of a 23 Year - Old SEO Expert | How This Business Works | Urdu Hindi
Punjabi

[Link]

Failure to Millionaire - How to Make Money Online | Fiverr Superhero Aaliyaan Success
Story

[Link]

Women Of HVAC, Success Story Karina Capos

[Link]

Success Story: Sandra Garza

[Link]

28 | HVAC
Annexure-II
SUGGESTIVE FORMAT AND SEQUENCE ORDER OF MOTIVATIONAL
LECTURE.
Mentor
Mentors are provided an observation checklist form to evaluate and share their observational
feedback on how students within each team engage and collaborate in a learning environment.
The checklist is provided at two different points: Once towards the end of the course. The
checklists are an opportunity for mentors to share their unique perspective on group dynamics
based on various team activities, gameplay sessions, pitch preparation, and other sessions, giving
insights on the nature of communication and teamwork taking place and how both learning
outcomes and the student experience can be improved in the future.

Session- 1 (Communication):
Please find below an overview of the activities taking place Session plan that will support your
delivery and an overview of this session’s activity.

Session- 1 OVERVIEW
Aims and Objectives:
 To introduce the communication skills and how it will work
 Get to know mentor and team - build rapport and develop a strong sense of a
team
 Provide an introduction to communication skills
 Team to collaborate on an activity sheet developing their communication,
teamwork, and problem-solving
 Gain an understanding of participants’ own communication skills rating at the
start of the program

Activity: Participant Time Teacher Time Mentor Time

Intro Attend and
contribute to the
scheduled.
Understand good
communication
skills and how it
works.
Understand what
good
communication
skills mean
Understand what
skills are important
for good
communication
skills
Key learning Resources: Enterprise skills
outcomes: developed:
 Understand the  Podium  Communication
29 | HVAC
 communication  Projector  Self Confidence
skills and how it  Computer  Teamwork
works.  Flip Chart
 Understand what  Marker
communication
skills mean
 Understand what
skills are
important for
communication
skills

Schedule Mentor Should do

Welcome: Short welcome and ask the Mentor to introduce
5 min him/herself.
Provide a brief welcome to the qualification for the class.
Note for Instructor: Throughout this session, please
monitor the session to ensure nothing inappropriate is
being happened.
Icebreaker: Start your session by delivering an icebreaker, this will
10 min enable you and your team to start to build rapport and
create a team presentation for the tasks ahead.
The icebreaker below should work well at introductions
and encouraging communication, but feel free to use
others if you think they are more appropriate. It is
important to encourage young people to get to know
each other and build strong team links during the first
hour; this will help to increase their motivation and
communication throughout the sessions.
Introduction & Provide a brief introduction of the qualification to the
Onboarding: class and play the “Onboarding Video or Presentation”.
20mins In your introduction cover the following:
1. Explanation of the program and structure. (Kamyab
jawan Program)
2. How you will use your communication skills in your
professional life.
3. Key contacts and key information – e.g. role of
teacher, mentor, and SEED. Policies and procedures
(user agreements and “contact us” section). Everyone to
go to the Group Rules tab at the top of their screen,
read out the rules, and ask everyone to verbally agree.
Ensure that the consequences are clear for using the
platform outside of hours. (9am-8pm)
4. What is up next for the next 2 weeks ahead so young
people know what to expect (see pages 5-7 for an
overview of the challenge). Allow young people to ask
any questions about the session topic.
Team Activity Planning: MENTOR: Explain to the whole team that you will now
30 minutes be planning how to collaborate for the first and second
collaborative Team Activities that will take place outside
of the session. There will not be another session until
30 | HVAC
 the next session so this step is required because
communicating and making decisions outside of a
session requires a different strategy that must be
agreed upon so that everyone knows what they are
doing for this activity and how.
 “IDENTIFY ENTREPRENEURS” TEAM
ACTIVITY
 “BRAINSTORMING SOCIAL PROBLEMS” TEAM
ACTIVITY”
As a team, collaborate on a creative brainstorm on
social problems in your community. Vote on the areas
you feel most passionate about as a team, then write
down what change you would like to see happen.
Make sure the teams have the opportunity to talk about
how they want to work as a team through the activities
e.g. when they want to complete the activities, how to
communicate, the role of the project manager, etc.
Make sure you allocate each young person a specific
week that they are the project manager for the weekly
activities and make a note of this.
Type up notes for their strategy if this is helpful - it can
be included underneath the Team Contract.

Session Close: MENTOR: Close the session with the opportunity for
5 minutes anyone to ask any remaining questions.
Instructor:
Facilitate the wrap-up of the session. A quick reminder
of what is coming up next and when the next session
will be.

31 | HVAC
MOTIVATIONAL LECTURES LINKS.

TOPIC SPEAKER LINK

How to Face Qasim Ali Shah [Link]
Problems In
Life
Just Control Qasim Ali Shah [Link]
Your
Emotions
How to Qasim Ali Shah [Link]
Communicate
Effectively
Your Tony Robbins [Link]
ATTITUDE is Les Brown
Everything David Goggins
Jocko Willink
Wayne Dyer
Eckart Tolle
Control Your Jim Rohn [Link]
EMOTIONS Les Brown
TD Jakes
Tony Robbins
Defeat Fear, Shaykh Atif [Link]
Build Ahmed
Confidence
Wisdom of Learn Kurooji [Link]
the Eagle
The Power of Titan Man [Link]
ATTITUDE
STOP Arnold [Link]
WASTING Schwarzenegger
TIME
Risk of Denzel [Link]
Success Washington

32 | HVAC
 Annexure-III
SUCCESS STORY

S. No Key Information Detail/Description

1. Self & Family background Danyal Saleem, who lives in Mirpur (AJK), is an
example of how hard work and perseverance can reap
rich rewards when bidding for projects online.
The graphic designer works exclusively on an online
freelancing platform and has earned, on average,
US$20,000 per month for the past several months. But
this isn’t a story of overnight success – Danyal has had
to work hard to differentiate himself and stay true to his
goal.

It was a full year later, in May 2017, when Danyal finally

decided to jump in. He signed up for one of the
numerous sites that connect designers or coders with
people or companies that have small projects, like
designing a logo or building a website.
He had already started a small business to help pay for
his college education, so he was nervous and
apprehensive about the decision. “I gave myself two or
three months at most. If I didn’t succeed, then I would
go back to running the business as it was showing
potential,” he says.
If at first, you don’t succeed, try try again

2. How he came on board Certification in graphic designing from STEPS(NAVTTC

NAVTTC Training/ or got partner institute)
trained through any other
source

3. Post-training activities Danyal’s area of expertise is in graphic design. In his

first month using Fiverr, he pitched mostly for projects
centered around logo designing. But it wasn’t so simple.
In the first few weeks, he didn’t hear back from even a
single client, despite pitching for dozens of projects.

“I needed to understand what worked, so I read blogs,

participated in forums, and analyzed profiles of
successful freelancers. It was an uphill struggle, but I
didn’t want to give up,” he explains.

Danyal says he understands why clients would be

apprehensive giving projects to untested freelancers.
They have hundreds of options to choose from, he

33 | HVAC
 explains, and to give a project to someone with no
experience requires a strong leap of faith.

A slow stream of projects started to come Danyal’s way.

Within a few months, he was landing an average of a
hundred projects every month, with a large number of
repeat clients. He also expanded the range of his
professional services, branching out from logo design to
business cards, banners, Facebook cover pages,
letterheads, and stationery.

But he’s had to face his fair share of challenges too.

The shoddy state of internet infrastructure in his city,
Mirpur, threatened to derail his freelancing career.
“Sometimes I haven’t had connectivity for two days
straight,” he explains. “That’s unthinkable for someone
who makes his livelihood on the internet.”

4. Message to others Take the training opportunity seriously

Impose self-discipline and ensure regularity
(under training) Make Hard work pays in the end so be always ready for
the same.

Note: Success story is a source of motivation for the trainees and can be presented in several
ways/forms in a NAVTTC skill development course as under: -

1. To call a passed out successful trainee of the institute. He will narrate his success story to
the trainees in his own words and meet trainees as well.
2. To see and listen to a recorded video/clip (5 to 7 minutes) showing a successful trainee
Audio-video recording that has to cover the above-mentioned points.*
3. The teacher displays the picture of a successful trainee (name, trade, institute,
organization, job, earning, etc) and narrates his/her story in the teacher’s own motivational
words.

* The online success stories of renowned professional can also be obtained from Annex-II

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 Annexure-IV:
Workplace/Institute Ethics Guide

Work ethic is a standard of conduct and values for job performance. The modern definition of what
constitutes good work ethics often varies. Different businesses have different expectations. Work
ethic is a belief that hard work and diligence have a moral benefit and an inherent ability, virtue, or
value to strengthen character and individual abilities. It is a set of values-centered on the
importance of work and manifested by determination or desire to work hard.

The following ten work ethics are defined as essential for student success:

1. Attendance:
Be at work every day possible, plan your absences don’t abuse leave time. Be punctual
every day.
2. Character:
Honesty is the single most important factor having a direct bearing on the final success of
an individual, corporation, or product. Complete assigned tasks correctly and promptly.
Look to improve your skills.
3. Team Work:
The ability to get along with others including those you don’t necessarily like. The ability to
carry your weight and help others who are struggling. Recognize when to speak up with an
idea and when to compromise by blend ideas together.
4. Appearance:
Dress for success set your best foot forward, personal hygiene, good manner, remember
that the first impression of who you are can last a lifetime
5. Attitude:
Listen to suggestions and be positive, accept responsibility. If you make a mistake, admit it.
Values workplace safety rules and precautions for personal and co-worker safety. Avoids
unnecessary risks. Willing to learn new processes, systems, and procedures in light of
changing responsibilities.
6. Productivity:
Do the work correctly, quality and timelines are prized. Get along with fellows, cooperation
is the key to productivity. Help out whenever asked, do extra without being asked. Take
pride in your work, do things the best you know-how. Eagerly focuses energy on
accomplishing tasks, also referred to as demonstrating ownership. Takes pride in work.

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 7. Organizational Skills:
Make an effort to improve, learn ways to better yourself. Time management; utilize time and
resources to get the most out of both. Take an appropriate approach to social interactions
at work. Maintains focus on work responsibilities.
8. Communication:
Written communication, being able to correctly write reports and memos.
Verbal communications, being able to communicate one on one or to a group.
9. Cooperation:
Follow institute rules and regulations, learn and follow expectations. Get along with fellows,
cooperation is the key to productivity. Able to welcome and adapt to changing work
situations and the application of new or different skills.
10. Respect:
Work hard, work to the best of your ability. Carry out orders, do what’s asked the first time.
Show respect, accept, and acknowledge an individual’s talents and knowledge. Respects
diversity in the workplace, including showing due respect for different perspectives,
opinions, and suggestions.

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