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Many years ago, I embarked on becoming a High Voltage Authorised Person, starting with attending a two-week theory and practical training session at a specialist residential training facility. I remember the food was first class and the training was second to none, with the tutors providing the perfect balance of emphasising the risks present and the reassurance that we could all succeed. The practical aspects were, as I thought at the time, reflective of real life- but there was one big difference. In a safe training environment, whilst the switchgear was very realistic, the voltages we were switching were around 110 volts rather than the 11,000 volts of the real world- this would prove very relevant the first time I switched a high voltage supply.
The course was completed, and all assessments passed, meaning I was now ready for the next stage of the plan: gaining experience under the guidance of an excellent mentor whom I still very much respect. The day came when I needed to operate a vertically mounted 11 kV vacuum circuit breaker. My Isolation and Earthing diagrams were a work of art; my safety programme was perfect, so switching off, racking out, proving dead and repositioning to apply circuit main earth began- with instructions barked out and actions completed with military accuracy. The thud as the circuit breaker opened was reassuring; now, onto the racking out process- effectively winding the circuit breaker down from the busbar and circuit connections so that it could be removed for the next stage. With the racking handle inserted, I began. Of course, I turned the handle clockwise first, quickly realising this was the wrong direction. I soon started winding in the right direction and saw the circuit breaker move.
At this point, I realised that classroom-based, hands-on, real-life training was a million miles apart. In the classroom, this had been a quiet and easy operation. The switchgear had been operated probably seven times a day and was well-oiled. The classroom was warm, dry, and clean. In a damp and cold Switchroom, the winding mechanism was stiff, and of course, the Switchroom was damp, dimly lit, and generally unpleasant.
As the circuit breaker started disconnecting from the system, a hissing noise came from within, and then a crackling sound. My fear was at a peak, but ringing in my ears was the sound advice of my tutor- ‘once you start an action, do not stop, and whatever you do, do not reverse it’. I have never wound a handle so fast in my life, a mechanism that was stiff to start with, and completing the action in a full-blown arc flash suit served to make this even more difficult. As the circuit breaker moved towards its disconnected position, the noise stopped abruptly, and all was well. As I turned to look at my mentor, his guffaws were reassuring, as I realised that I had learned a real-life experience, something that could not be taught in a safe and warm classroom setting.
Of course, more real-life challenges were to follow, including the busbar shutters failing to close and, further down the line, the circuit shutters failing to open as I attempted to verify the absence of voltage. This allowed me to demonstrate what I learned on my course in the real world.
I realised that I would soon be the person with all the answers. I needed to develop this from hands-on training and experience gained not only from working alongside my very experienced colleagues but also from a better understanding of manufacturers and specialist contractors.
Even the most mundane tasks we deliver through PowerPoint Presentations will require some hands-on training. Take, for example, the issuing and cancellation of an Electrical Permit to Work; it is only when we physically complete these documents and put all of the other practices and procedures in place to make it happen that we realise the process’s issues, complexities, and importance.
Another example would be completing an earth fault loop impedance test within a distribution board or consumer unit. In real life, crocodile clip connections will come away as you move the test leads around, and when test probes contact live terminals, there will often be a spark or splash as the connection is made. Connecting to the circuit dead and turning on the power supply requires more hands than will be available- all issues that can only be identified through hands-on training.
A final example of hands-on training would be using an Approved Voltage Indicator to confirm the absence of voltage as part of electrical safe isolation. Devices incorporating a continuity test can present unusual circumstances when testing, such as when checking between neutral and earth; the continuity feature might sound similar when testing between live conductors where loads are connected. Without experiencing this through hands-on training, recognising why this might occur, and being able to differentiate between voltage and continuity indication, people could be left without the necessary experience to work safely.
It is essential to recognise the limitations of classroom-based training and any ongoing training needs that might arise. This does not mean, however, that there is no value in classroom-based training, and it is possible to incorporate hands-on exposure within a safe environment. For example, when delivering our Safe Electrical Control Panel Entry course, we have a portable control panel that can be deployed in the classroom and used for demonstration. Delegates can ask questions and demonstrate safe practice in a controlled environment; demonstrations from the tutor can be tailored to the client’s needs, identifying the importance of doing things right while maintaining a safe, welcoming and inclusive setting.
Similarly, our Safe Isolation of Electrical Energy and Proving Dead course uses a practical board that incorporates single and three-phase circuits, a distribution board and several sub-circuits like what would be found in the real world. Again, this allows delegates to gain hands-on experience, often using the tools and equipment their employer has provided- on many occasions, those tools and equipment were taken out of the wrappings for the first time despite being issued many months, and in some cases years before.
But what about training that can only be theory–based? Again, it is essential to relate the message being conveyed to the real world and encourage delegates to relate the subject matter to what they do. For example, the electrical units of measurement of volts, amps and ohms can be challenging to comprehend, but even here, hands-on training can help to solidify the learning process, not only by using test meters to measure what is happening but also by using lamps and resistors to demonstrate the effects of circuit connections. It is essential to ensure that all learning styles are utilised to ensure the best outcome for the delegates.
Nothing beats training exposure in the real world. However, additional risks will be associated with undertaking hands-on training within the workplace, using assets that are part of the production process, and delivering training on the equipment that delegates will be using daily, which offers many benefits. Of course, it is essential that risks are identified and controlled, and it may be necessary to coordinate training to take advantage of times when equipment will be out of service; however, delegates will be able to get a better understanding of what they will be working with and will also learn who to approach for further information when the training has concluded.
How do we pull together a suitable training process? This starts with clients not only identifying a training need but also thinking about the outcomes of a training programme. There should be a discussion with the training provider to set out these requirements and how best to deliver them, accepting the limitations that might be in place, the advantages of using hands-on exposure and recognising the measures that might need to be put in place to keep people and assets safe.
Once the tutor drives away from the site, ongoing knowledge and experience requirements should also be considered. Off-the-shelf training programmes might already contain all the ingredients for success, or a couple of additions may be necessary to the content to meet your specific needs. Sometimes, a bespoke training programme will deliver what you require and ensure that your process and procedures are being trained.
Discuss your requirements with your training provider and ensure that a suitable programme is developed. Training should not be a check-box task, which means we have delivered the minimum required.
