EET Learning Statement for Outcomes - Develop and Prepare

1. Make oral technical presentations in English using language appropriate to the audience.

Performance Indicators:

· Demonstrate good use of the English language in the presentation of technical topics.

· Identify how the presentation was adapted to the audience.

Learning Statements:

· One of the most important aspects of my job is to present complex technical information to company executives and managers that do not have the same training and familiarity with electrical engineering that I do. This requires understanding their knowledge background and developing comparisons between electrical fundamental principles and concepts that they are familiar with. One common example that I use when making oral presentations to company executives is relating electrical systems to fluid systems. Although not technically accurate making a comparison between electrical system voltage and fluid system pressure helps foster understanding for individuals without an electrical background. The same can be done for electrical current compared with system flow or electrical system resistance with fluid system head loss. One specific presentation I did recently was to a group of company executives that did not understand the process of protecting generators from a reverse power condition that might result in motoring one of our large turbine generators. I used a power point presentation to explain the purpose of reverse power protection, how it is implemented at our power plants and what the normal series of events for a unit trip is compared to a condition that leads to abnormal reverse power protective action. I have included the power point presentation I used as evidence to support the technical information I shared with these company executives.

· I have also given a number of training presentations to my coworkers that cover a variety of equipment and testing techniques. Some of the presentations cover testing requirements for generation protections systems. These presentations include the detailed requirements as specified by the National Electric Reliability Corporation (NERC) as well as the specific requirements of the local requirements provided by the Electric Reliability Council of Texas (ERCOT). After establishing minimum requirements I continue to train on system specifics including design criteria, expected system response while testing, precautions for maintenance activities and notification requirements for failed or delayed tests. Other training presentations I have given include theory of operation and testing for current transformers and voltage transformers. Areas of training included polarity testing, transformer excitation testing and ratio testing. All of these presentations were directed at employees with a detailed knowledge of electrical theory and an understanding of electrical concepts and therefore contained detailed information about transformer theory, construction and design. As evidence to support this training I have included the training power point I used to cover Current Transformer Theory and Testing.

· As the electrical work center supervisor I performed numerous maintenance briefs prior to performing maintenance in the propulsion plant. This was a verbal presentation that was required to be performed before every maintenance item that I completed, providing a general overview with some specific information of the maintenance. During the verbal brief or presentation, technical information was verbally communicated to all affected personnel operating equipment and was vital to safe plant operation during the maintenance. Verbal communications included the maintenance procedure, how it was going to be accomplished, all affected personnel watch stations, indications seen, other equipment or systems affected, propulsion plant limitations, past problems and mistakes that have occurred, and what will be done if a test failure occurs. Some of the materials used to verify the information were technical manual procedures, schematics, and propulsion plant operation limitation and guidance manuals. At the conclusion of the verbal presentation or brief any questions that personnel had regarding the maintenance would be answered. Briefs are conducted in a formal manner with highly technical language specific to that propulsion plant and directed to all affected watch personnel. Each maintenance item must be communicated in enough depth to show the Watch Officer that maintenance technicians fully understand and are aware of the procedure they are performing. In addition to work related briefs I was also an instructor in the U.S. Navy’s nuclear power training program. As an instructor I spent countless hours explaining and teaching complex principles, theories and operational practices to new nuclear operators. This training often included props and simulators as well as practical operations training in an actual power plant utilizing in service equipment. A significant portion of this training was also done in a classroom using text books, training aids and whiteboards and markers. I have included my Joint Service Transcript as evidence to my experience both teaching complex nuclear and electrical concepts as well as my experience with maintenance related briefs and training.

Evidence Used to Support Learning Statements:

· Tab C-2, Joint Service Transcript, p. 3-4

· Tab C-11, Reverse Power Power Point Presentation.

· Tab C-12, Current Transformer Testing Power Point