Carry out Diagnostic Procedures

AURT366108A

Carry out diagnostic procedures

TRAINER GUIDE

ISBN: 978-1-876838-27-0

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Funded under the Workplace English Language and Literacy (WELL) Program by the Australian Government Department of Education, Employment and Workplace Relations.

The views expressed in this publication do not necessarily represent the view of the Minister for Education or the Australian Government. The Australian Government does not give any warranty nor accept any liability in relation to the contents of this work

How to use this resource

This learning resource will assist a trainer to deliver lessons for this competency. The Trainer’s Guide, PowerPoint and Learner Workbook support the delivery of the competency, and the Assessor Checklist assists with the learner’s assessment.

Trainer’s Guide

The Trainer’s Guide is divided into learning topics and contains information and strategies that guide the trainer through each step of the content delivery.

It also contains some suggestions for working successfully with learners who have difficulty with language, literacy and numeracy (LLN).

The Assessor Checklist supports the assessment of the learner’s competence. This Checklist can be used in both a training environment and the workplace. Using this document assists the trainer to assess a learner’s practical skills and their underpinning knowledge in a valid and consistent manner.

PowerPoint presentation

The PowerPoint presentation should be used to enhance the delivery, for example:

to discuss a diagram, procedure or concept as a group
to explain a process in more detail to a group
to invite and answer questions regarding a particular topic.

Learner Workbook

The Learner Workbook style and content is designed to be as clear and accessible as possible for the learner.

Activity sign-off points are located in the workbook to enable the trainer to monitor the learner’s progress and understanding.

Icons used in this guide

PowerPoint presentation

Video clip

Access and equity

People with differing needs and abilities should have the same opportunities to successfully gain skills, knowledge and experience through education and training. Trainers and their organisations should work to remove barriers and provide the supports people need to access, participate and achieve, irrespective of their age, disability, colour, race, gender, religion, sexuality, family responsibilities or location.

For students with disabilities, training organisations may make adjustments to ensure equal opportunity. Reasonable adjustments are designed to minimise the disadvantage experienced by learners with a disability and can include administrative, physical or procedural modifications.

How can you identify learners with LLN needs?

Adults with language, literacy and numeracy (LLN) problems often wish to avoid identifying themselves. They may have developed effective strategies to conceal their problems and manage in daily life.

Learners having trouble with the literacy or numeracy of a task may:

ask for help often
never ask for help to avoid drawing attention to themselves
avoid doing the task
use coping strategies for getting around the task
display inappropriate behaviours to divert attention from the task.

How should you approach learners with LLN needs?

The following qualities should inform your dealings with these learners:

Tact – the learner is in a vulnerable position.
Respect – they have risked returning to a formal educational setting.
Confidentiality – a private chat is a much better strategy than pointing out the learner’s difficulties to them in front of other learners.
Supportiveness–you are in a position to encourage a learner who may previously have experienced failure and criticism in educational settings.
Openness - Full explanation of any formal strategies (such as extra classes or an alternative pathway)is important to ensure the learner fully understands their own needs and the reasons for any advice you may give them.

Some training strategies for learners with LLN needs

Be aware of the LLN needs of your learners and adapt your training strategies to maximise their chances of learning.

Here are some strategies that support learners with LLN needs.

1.Design of resources

Check the language level of your resources. Make sure it is no higher than the level required by the qualification and the job.

2. Teaching practices

Use oral activities such as discussion, question & answer, and demonstration as well as reading and written activities.
Don’t overload the learners with large amounts of information.Present it in manageable chunks. Break tasks down into smaller steps to make them clearer.
Teach the language of the workplace explicitly. Introduce new terms clearly. Explain exactly what they mean, even if you think it is obvious and everyone should know it.
Write new words and key words on the whiteboard as they arise. Explain them and give learners time to copy them down if they want to.
Scaffold any writing tasks. Provide a skeleton of a model and the learners add the details. To begin with, just leave out a few details. As learners’ skills develop, reduce the amount of structure provided, requiring them to do more themselves. This gives learners a framework to use until they feel confident to do a writing task independently.
Practice writing often. Provide opportunities for repeated practice of required writing tasks, initially supported /scaffoldedand then independent practice.

3. Learner management

When in a classroom setting, arrange the furniture so everyone can see and hear easily. This also creates a sense of personal connection with the trainer, rather than a feeling of being invisible in a large group.
Encourage learners to ask questions. Point out that this is how we learn, and that it is not a sign of failure but a strategy that the best learners use.
Check regularly that learners have really understood the material you are presenting. Don’t just ask, “Have you got that?”Ask them to actively use the information in some way e.g. give an example, retell it in their own words, or answer a specific question.
Be alert for non-verbal signs that a learner doesn’t understand e.g. confused looks, frowning, leaning over to ask a neighbour, spending a lot of time doing preliminary arranging instead of tackling a task, never volunteering to answer a question.

Content Delivery guide

Delivery Guide

TOPIC / INFORMATION / METHODOLOGY / RESOURCES
Introduction / Outline course requirements
Describe the scope of this resource and explain that effective diagnosis depends on the prior acquisition of sound technical knowledge in the learner’s chosen technical subjects. / Oral presentation / PowerPoint slide 1-2
Learner workbook pp. 1-4
Normal and abnormal states / Diagnosis- definition / Discuss the meaning of “diagnosis” in an automotive context. Emphasise the concept of “normal” and “abnormal” states and events, give relevant examples. Stress the need for a systematic and logical approach to diagnosis. / PowerPoint slide 3
Learner workbook pp. 5-6
Safety / Safety precautions / Use examples of typical workshop diagnosis tasks e.g. “investigating engine misfire” to raise the issue of safety during diagnosis.
Have learners suggest likely dangers, list on whiteboard. Follow up with PPE requirements, and extend discussion to vehicle and equipment safety. / PowerPoint slides 4 -7
Learner workbook p. 7-8
Activity 1 / Learners complete Activity 1 / Learners answer questions 1 - 5
Assess level of knowledge through inspection of answers / oral questioning / class discussion. / Learner workbook pp. 9-10
Carrying out automotive diagnosis / Importance of diagnosis
Advantages of good Diagnosis / Describe and explain various workshop scenarios involving diagnosis tasks.
Emphasise the importance of care and accuracy in diagnosis; give examples of the consequences of careless diagnosis.
Point out the advantages of good diagnosis- to the business, to the customer, to the technician. / PowerPoint slide 8
Learner workbook pp. 11-12
Symptoms, Faults and Causes / Symptoms
Faults
Causes / Question learners: “What is a symptom?” Use answers to develop appropriate definition. Call for examples of symptoms observed in the course of learner’s work; list. Ensure that ‘symptom’ is not confused with ‘fault’.
Extend discussion to include the concept of a ‘fault’. Distinguish between types of faults, and establish variety of conditions which typify a fault. Encourage learners to describe and list faults observed in their own workplaces.
Assist learners to distinguish between observable faults, and the cause of those faults. Emphasise the importance of finding the cause of a fault, and the consequences if this is not done. Have students suggest causes for the faults listed above. / PowerPoint slide 9
Learner workbook p. 13
PowerPoint slide 10
Learner workbook p.14
PowerPoint slide 11
Learner workbook p. 15
Activity 2 / Learners complete Activity 2 / Learners answer questions 1 - 10
Assess level of knowledge through inspection of answers / oral questioning / class discussion. / Learner workbook pp. 17-19
Diagnostic Procedures / Recap Symptoms, Faults and Causes
Requirements of diagnosis
Automotive Diagnostic Procedures / Review the relationship between symptoms, faults and causes with a hypothetical example, and the problem of diagnosis. Compare with a medical diagnosis process.
Emphasise the need for sound understanding of vehicle systems and a systematic, logical approach, no matter what approach is used. List three common diagnostic procedures, or processes-‘step-by-step’, ‘branching’, and ‘black box’.
Draw parallels with the medical diagnosis experience, and establish the concept of a step-by-step diagnostic process.
Refer to two diagrams of process, and introduce the notion of a feed-back loop for error correction. / Learner workbook p. 21
PowerPoint slide 12
Learner workbook pp. 22-23
PowerPoint slides 13
Learner workbook pp. 24-25
Activity 3 / Learners complete Activity 3 / Learners answer questions 1 - 4
Assess level of knowledge through inspection of answers / oral questioning / class discussion. / Learner workbook pp. 27 - 28
Six Step Diagnostic procedure / Six steps of a diagnostic procedure / Take learners through the steps of a typical diagnostic procedure. Reinforce the need to verify symptoms, gather sufficient information, consider the evidence, locate the fault and cause, repair the fault and confirm correct operation.
Demonstrate application of the six steps by working through a ‘real’ diagnostic problem. / PowerPoint slides 14-15
Learner workbook pp. 29 – 36
Activity4 / Learners complete Activity 4 / Learners answer questions 1 - 5
Assess level of knowledge through inspection of answers / oral questioning / class discussion. / Learner workbook pp. 37 - 39
Activity 5 / Create a diagnostic procedure for a hypothetical problem / Individually or as a group complete Practical Activity 5 by identifying the components and operation of the emission system components / Learner workbook page 41
Reporting and documenting diagnosis / Recording the process of diagnosis- Job Cards. / Explain the importance of recording all work carried out during workshop diagnosis tasks, and the possible uses to which that information could be put in the context of running an automotive business.
Describe the make-up of a (simplified) Job Card or Repair Order, and question learners as to the information they think it should contain.
Build up a Job Card by working through a hypothetical task / PowerPoint slide 16
Learner workbook pp. 43– 48
Activity 6 / Job Cards / Have students complete Activity 6.
Assess level of application of knowledge through inspection of Job Cards / oral questioning / class discussion. / Learner workbook pp. 49–51
Writing a Diagnostic Report / Reasons for writing a report about a diagnostic task. / Discuss possible reasons for writing a report about a diagnostic task. Explain the required content for a simple report, and with student help build up a report based on the same task as was used for the teacher-developed ‘Job Card’ of this workbook. / PowerPoint slides 17-18
Learner workbook pp. 53–56
Activity 7 / Create a Report / Have students complete Activity 7.
Assess level of application of knowledge through inspection of reports / oral questioning / class discussion. / Learner workbook pp. 57-58
Other Diagnostic Approaches / Branching Diagnostic Procedures / Introduce learners to a ‘branched’ or ‘decision tree’ diagnostic process. Explain why such a process can be useful, and point out some of the pitfalls. / PowerPoint slide 19
Learner workbook pp. 59-60
Activity 8 / Create a ‘Decision Tree’ / Have students complete Activity 8.
Assess level of application of knowledge through inspection of charts / oral questioning / class discussion. / Learner workbook pp. 61-62
‘Black Box’ Diagnosis / Explain the technique of ‘Black Box’ diagnosis and circumstances where it would be a suitable diagnostic approach / PowerPoint slide 20
Learner workbook pp. 63-64
On-Board Diagnostics / Early OBD
Scan tools
OBD 2 / Remind learners of the origins of on-board diagnostic systems, and emphasise the valuable information that such systems can provide. Point out that such systems do not do the diagnostic job for the technician, but are of considerable assistance. Discuss ‘code flashing on older systems; give examples.
Discuss the advantages of scan tools on later systems, and the capabilities of ‘factory’ vs. ‘generic’ tools.
Explain the origins of OBD 2, and describe its main features as they relate to diagnosis.- common codes, common data link connector, accessibility to all generic scan tools for P codes, freeze frame information, pending codes, readiness testing etc.
Explain the structure of OBD 2 codes; give examples. / PowerPoint slides 21-22
Learner workbook pp. 65-67
PowerPoint slide 23
Learner workbook pp. 68-69
PowerPoint slides 24- 27
Learner workbook p. 70-71
PowerPoint slide 28
Learner workbook pp. 72-73
Activity 9 / Learners complete Activity 9 / Learners answer questions 1 - 10
Assess level of knowledge through inspection of answers / oral questioning / class discussion. / Learner workbook pp. 75-77
Activity 10 / Diagnose a system fault / Have students complete Practical Activity 10.
Assess level of application of knowledge through inspection of answers / oral questioning / class discussion. / Learner workbook p. 79

ASSESSOR OBSERVATION CHECKLIST

Applicant name:
Assessor name:
Location:
Unit of competency: / AURT366108A Carry out diagnostic procedures
Instructions for the assessor:
1. Identify a vehicle on which the candidate can perform the practical tasks
2. Observe the candidate perform the practical tasks.
3. Place a tick in the box to show that the candidate has completed each practical task competently.
4. Whilst carrying out the practical tasks ask the candidate a selection of the questions from the attached list. This is to:
a. confirm their ability to relate underpinning knowledge to practical situations
b. identify their ability to transfer practical skills to various vehicles/situations.
5. Place a tick in the box to confirm that candidates answered the questions correctly.
6. Complete the feedback sections of the form.
Type of vehicle &/or equipment &/or system
Work performed
Date of observation
OBSERVATIONS
The applicant is able to:

Consult with client to determine symptoms and/ or consults the Repair Order and the Service Adviser

/ 

Identify the nature and scope of the diagnosis task

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Gather relevant information- locate & consult manuals, specifications, service bulletins etc. As required.

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Select appropriate tools and equipment

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Observe all OH&S safety precautions during the task; correctly apply appropriate personal protective equipment.

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Carry out a preliminary visual/tactile “look and feel” system check where appropriate

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Demonstrate the correct application of tools and test equipment, observe safety requirementsfor same.

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Remove/dismantle/clean /inspect components as necessary.

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Interpret and compare test results and observations with manufacturer’s specifications

/ 

Analyse information and evidence gathered, accessfurther information and resources as required to accurately determine the system fault and its cause.

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Determine appropriate repair method; confirm suitability with supervisor if required by workplace policy.

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Carry out repair; operate vehicle or system to confirm elimination of fault.

/ 

Check all systems to ensure no new faults have been created.

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Check vehicle for cleanliness; re-instate any lost system settings e.g. radio tuning, seat & mirror settings.

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Demonstrate routine maintenance and storage of testequipment

/ 

Process and record results in accordance with workplace procedures

/ 

ASSESSOR OBSERVATION CHECKLIST

Did the candidate’s overall performance meet the standard?  YesNo
Feedback to candidate
General comments / Strengths / Improvements needed
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Candidate signature: ______Date: ____/____/20___
Assessor signature: ______Date: ____/____/20___

ASSESSOR QUESTIONS

Questions to probe the candidate’s overall knowledge of this topic / Satisfactory response
Yes / No
Safety and Environment
1. Briefly describe some of the safety precautions necessary if you are required to lift heavy objects during the diagnostic process. /  / 
2. Describe some of the personal dangers which exist when working around a running, but stationary, vehicle. /  / 
3. What special safety precautions should be taken when diagnosing a problem in a vehicle air conditioning system? /  / 
4. What dangers could be present when measuring transmission oil pressure? /  / 
Underpinning knowledge
5. What is the purpose of consulting with the customer or client before the job starts? /  / 
6. Why should you carry out a preliminary “look and feel” check if possible? /  / 
7. What sources of information could be useful to you during this diagnosis task? /  / 
8. Outline the diagnostic equipment you have previously used in the workshop (both in a mechanical and electrical environment), and the situations in which that piece of equipment is most suitable. /  / 
9. Discuss the steps you follow in diagnosing mechanical faults in vehicles. Use an example to illustrate your diagnostic method. /  / 
10. Explain how you have inspected different vehicle systems and determined repair and/or replacement methods. /  / 
11. How do you obtain relevant instructions and locate relevant information in order to complete your responsibilities? /  / 
12. What part does an on-board diagnostic system play in your diagnostic procedures? /  / 
13. What recording or reporting system is used for jobs carried out in your workshop? /  / 
14. Describe the process that would be required if changes needed to be made to a Repair Order- for example, if additional work was needed. /  / 
Performance of task
15. Outline the processes that you have undertaken to conduct an inspection of this system and/or components. /  / 
16. What questions did you ask of the customer? /  / 
17. Demonstrate correct use and accurate reading technique for one piece of test equipment used in this diagnosis task. /  / 
18. Have you used on-board diagnostics during this task? If so, which DTC/s did you find? /  / 
20. A DTC of P0115 is displayed on your scan tool, with no other information. How can you find out what this DTC means? /  / 
21. Show the range of technical information you have accessed for the current task /  / 
22. Show the results, and the meaning, of any tests or inspections you have carried out during this task /  / 

ASSESSOR QUESTIONS

The candidate’s underpinning knowledge was: Satisfactory Not satisfactory
Feedback to candidate
General comments / Strengths / Improvements needed
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Candidate signature: ______Date: ____/____/20___
Assessor signature: ______Date: ____/____/20___