Automotive Body Repair and Paint

Work
LEVEL-IV
Based On October, 2023 Curriculum Version-II

Module Title: Providing Technical Guidance

Module code: EIS BRP4 M01 1023
Nominal duration: 80Hours

Prepared by: Ministry of Labor and Skills

October, 2023
Addis Ababa, Ethiopia
 Acknowledgment
Ministry of Labor and skills wish to extend thanks and appreciation to the many representatives
of TVT instructors and respective industry experts who donated their time and expertise to the
development of this Teaching, Training and Learning Materials (TTLM).

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 Acronyms
CP-HR ----------------Certified Professional – Human Resource

CIT --------------------Certified Instructional Technologist

CPTD ---------------- Certified Professional in Talent Development

LMS------------------- Learning Management System

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 Table of Contents
Acknowledgment.................................................................................................................. 2
Acronyms ............................................................................................................................. 3
Table of Contents ................................................................................................................. 4
Introduction to the Module ................................................................................................... 5
Unit One: Assist Staff with Service/Repair Work................................................................ 6
1.1. Use advanced technical competence .................................................................. 6
Self-Check -1 ........................................................................................................................ 9
Unit Two: - Providing Technical Information ................................................................... 10
2.1. Making technical information .......................................................................... 10
2.2. Communicating technical information ............................................................. 12
2.3. Facilitating training and education opportunities ............................................. 14
Self-Check-2.1 .................................................................................................................... 18
References .......................................................................................................................... 19

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 Introduction to the Module
This module covers the competence required to access and interpret technical information,
assist staff with service/repair work, provide technical information to staff, and facilitate
continuous education
This module covers the units:
 Assist staff with service/repair work
 Provide technical information to staff
 Facilitate continuous education of self and others
Learning Objective of the Module
 Assisting staff with service/repair work
 Providing technical information to staff
 Facilitating continuous education of self and others

Module Instruction
For effective use this modules trainees are expected to follow the following module
instruction:
1) Read the information written in each unit
2) Accomplish the Self-checks at the end of each unit
3) Perform Operation Sheets which were provided at the end of units
4) Do the “LAP test” giver at the end of each unit and
5) Read the identified reference book for Examples and exercise

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 Unit One: Assist Staff with Service/Repair Work
This unit is developed to provide you the necessary information regarding the following content
coverage and topics:
 Use advanced technical competence

This unit will also assist you to attain the learning outcomes stated in the cover page.
Specifically, upon completion of this learning guide, you will be able to:
 Using advanced technical competence

1.1. Use advanced technical competence

As a Staff Assistant, you will provide administrative & clerical support to several groups within
the section and provide backup to the Section Office. This primarily is an administrative
support position, requiring a solid customer service background, strong organizational skills
and flexibility in the performance of the job. You will be a member of the Business
Administration Section and report to the Business Administration Manager.
What is a service / repair manual? It is Book with detailed information on how to repair a
vehicle.
Working without an auto repair manual is big mistake.
Ever trace a short circuit without the correct wiring diagram or tightening cylinder head bolts
unknowingly the torque specification probably not. That is why having the manufacturers auto
repair information in hands reach is so important. Whether you are an experienced automotive
technician, or an owner who likes to do car maintenance and repair on your own, the correct
service and repair information can be the most important addition to your tool box. Auto repair
manuals include a wide variety of information such as wiring schematics, torque specifications,
diagnostic trouble codes, and repair and replace procedures, step by step diagnostic guides and
a lot more.
Types of service manuals include:
 manufacturer’s manuals
 specialized manuals

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  general repair manuals
Manufacturer’s Manuals
• Also called factory manuals
• Published by a vehicle’s manufacturer
Each manual covers a specific vehicle produced by the manufacturer during a given
model year
Specialized Manuals
• Cover only specific repair areas
• Produced in several volumes, each covering one section of the vehicle such as engines,
body components, or electrical systems, power system units.
• Published by vehicle manufacturers or aftermarket companies.
General Repair Manuals
• Published by companies other than the major vehicle makers
• Some of these companies include:
 Mitchell Manuals
 Motor Manuals
 Chilton Manuals
• Not as detailed as factory manuals
• One set may include data an all American cars produced for several years.
• More economical to purchase than factory manuals
Service Manual Section
• A service manual is divided into sections such as:
 general information
 engine
 transmission
 electrical
• Locate the proper service manual
• Turn to the table of contents or the index

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 • Use the page listings given at the beginning of each repair section
• Read the procedures carefully
• Study the manual illustrations closely
Service Publications
• A service manual is just one kind of book that contains technical information on a
vehicle
• Other types, called service publications, include:
 owner’s manuals
 flat rate manuals
 technical bulletins
Owner’s Manual
• Small booklet given to the purchaser of a new vehicle
• Contains basic information on various subjects related to automobile ownership, such
as:
 starting the engine
 maintaining the car
 jacking the car up safely
 operating vehicle accessories
Flat Rate Manual
• Used to calculate how much labor to charge the customer for a repair
• Contains an estimate of how much time a specific repair should take
• Time estimate can then be multiplied by the shop’s hourly rate to find the labor charge

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 Self-Check -1
Part One: Short Answer
Write the short answer on the space provided
1. Write the types of service manuals
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________
2. What are the basic information on various subjects related to automobile ownership,
such as:

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
______________

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 Unit Two: - Providing Technical Information
This unit to provide you the necessary information regarding the following content coverage and
topics:
 Make technical information
 Communicate technical information
 Facilitate training and education opportunities
This guide will also assist you to attain the learning outcomes stated in the cover page. Specifically,
upon completion of this learning guide, you will be able to:
 Making technical information
 Communicating technical information
 Facilitating training and education opportunities

2.1. Making technical information

Technical Bulletins
• Help the technician stay up-to-date with recent technical changes, repair problems, and
other service-related information
• Usually stored in a binder, or stored electronically on a shop computer for technicians
to access
• Published by auto manufacturers and equipment suppliers service manual sections

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 General Information

• Helps the technician with a vehicle’s identification, basic maintenance, lubrication, and
other subjects

• Vehicle identification number (VIN) is found in this section

 useful when ordering parts

 Contains information such as engine type, transmission type, and model year.

VIN Locations and Decoding

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 2.2. Communicating technical information
How do you communicate complex technical information in a clear and concise way?
Know your audience
Before you start communicating technical information, you need to know who you are talking to, what
they already know, what they need to know, and how they prefer to receive information. This will help
you tailor your message to their level of technical expertise, their goals and pain points, and their
communication style. For example, if you are talking to a decision-maker who is not very technical,
you might want to focus more on the business outcomes and benefits of your solution, rather than the
technical features and specifications. On the other hand, if you are talking to a technical expert who is
interested in the details, you might want to use more technical terms and provide more evidence and
data. You can also ask your audience questions to assess their knowledge and interest, and adjust your

communication accordingly.

Simplify your language

One of the key skills for communicating technical information is to simplify your language without
losing accuracy or clarity. This means avoiding jargon, acronyms, and technical terms that your
audience might not understand, or explaining them clearly if you have to use them. It also means using
short sentences, active voice, and simple words, rather than long sentences, passive voice, and complex
words. For example, instead of saying "The device utilizes a patented technology that enables the
optimization of the performance parameters", you could say "The device has a special feature that

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 makes it work better". Simplifying your language will help you avoid confusion and misunderstanding,
and make your message easier to follow and remember.
Use visuals and examples
Another way to communicate technical information more effectively is to use visuals and examples
that support your message and illustrate your points. Visuals, such as graphs, charts, diagrams, photos,
or videos, can help you show rather than tell, and make your information more engaging and
memorable. Examples, such as case studies, testimonials, stories, or analogies, can help you
demonstrate the relevance and value of your information, and connect with your audience on an
emotional level. For example, instead of just describing how your solution works, you could show a
video of how it solved a similar problem for another customer, or use an analogy that compares it to
something familiar to your audience. Using visuals and examples will help you appeal to different
learning styles and preferences, and make your information more relatable and persuasive.
Organize your information
To communicate technical information in a clear and concise way, you also need to organize your
information in a logical and coherent way. This means having a clear structure, a main point, and
supporting points for your message, and using transitions, headings, and summaries to guide your
audience through your information. It also means prioritizing and highlighting the most important and
relevant information, and eliminating or minimizing the less important or irrelevant information. For
example, you could use the AIDA model (Attention, Interest, Desire, Action) to structure your message,
and use the inverted pyramid technique (start with the most important information and end with the
least important information) to prioritize your information. Organizing your information will help you
avoid information overload and confusion, and make your message more focused and clear.
Get feedback and improve
Finally, to communicate technical information effectively, you need to get feedback and improve your
communication skills. This means seeking feedback from your audience, your colleagues, or your
manager, and using it to evaluate and refine your message and delivery. It also means practicing your
communication skills regularly, learning from your mistakes, and seeking opportunities to improve
your technical knowledge and skills. For example, you could ask your audience for their questions,
comments, or suggestions after your communication, and use them to identify and address any gaps or
misunderstandings. You could also practice your communication skills with a peer or a mentor, and
ask them for constructive criticism and advice. Getting feedback and improving will help you enhance
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 your communication effectiveness and confidence, and build stronger relationships with your prospects
and customers.

2.3. Facilitating training and education opportunities

Introduction to Facilitation

Facilitation is a technique used by trainers to help learners acquire, retain, and apply knowledge
and skills. Participants are introduced to content and then ask questions while the trainer fosters
the discussion, takes steps to enhance the experience for the learners, and gives suggestions.
They do not, however, do the work for the group; instead, they guide learners toward a specific
learning outcome.

What’s the difference between a trainer and a facilitator?

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 What makes a good training facilitator?
Skills
Excellent communication
Training facilitators must communicate complex concepts and ideas. They also should know
how to adapt to different communication and learning styles and engage with them in a
friendly, direct way.
Strong organizational and time management skills
Facilitators plan and organize training sessions, ensure all materials are available, and that
training runs smoothly. They should also manage their time effectively, keeping the training
on track.
Flexibility and adaptability
A training facilitator must adapt to learners’ changing needs and circumstances to ensure
practical training. They may change the training content, alter the format, or adjust how they
teach.
Interpersonal skills
Facilitators should build rapport and positive relationships with learners. They should also
know how to create a welcoming and inclusive environment.
Qualifications
Relevant education or certification
Ideally, a training facilitator should have a degree in education, instructional design, or a
related field that provides a strong foundation in learning and development.
Some organizations require facilitators to have a mix of the following certifications:
Certified Professional – Human Resource (IPMA-CP)
Certified Instructional Technologist (CIT)
Training and Facilitation Certificate from the Association for Talent Development
Certified Professional in Talent Development (CPTD)
Experience in training and facilitation

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 Facilitators should have practical experience designing and delivering training programs and
leading group discussions. Job experience in human resources management, organizational
psychology, or education are helpful additions to a training facilitator’s resume.
They should also have hands-on experience using a Learning Management System (LMS).
Strong subject matter expertise
Even though a training facilitator may be someone other than a subject matter expert, they
should know about adult learning. It’s also essential that they can work with subject matter
experts to develop relevant, accurate training materials.
Responsibilities
Developing training materials and curriculum
Training facilitators identify a program’s goals, learning paths, and corporate objectives. They
also work closely with trainers to design and create relevant training materials.
Say you were building a customer service training program for your company. Your training
facilitator may:
Interview employees and managers to assess training needs
Develop a training curriculum
Source expert customer service reps or managers to develop materials
Produce a mix of materials and exercises to build the learning experience
Launch the program for employees
Calculate and report training costs to stakeholders
Gather feedback from learners, instructors, and managers
A training facilitator will also research and recommend learning equipment, like an LMS, to
deliver programs most effectively.
Delivering training sessions
Facilitators lead training sessions, whether in-person or online. They use lectures, group
discussions, and hands-on activities to ensure everyone is engaged.

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 For example, a trainer might guide a group through various activities to promote collaboration
during a team-building workshop. They may use role-playing or simulations to accomplish the
workshop’s goal.
Read more: eLearning Content: 24 Types to Include in Training
Assessing training effectiveness
During training, a facilitator monitors learners’ progress and assesses the program’s
effectiveness. They may use quizzes and assessments to evaluate whether the activity meets
the organization’s needs.
Trainers can use Work Ramp to track learners’ quiz results. For example, they could see how
many people passed the quiz, how many scored at different levels, and how long it took. Then
use that data to improve the course material.
Providing ongoing support
The training facilitator helps learners even after the program. For example, if learners need
additional support, the facilitator can create a resource library that people can access after
completing training.
The library may have handouts from a previous workshop, templates, and checklists learners
can use to execute projects. In addition, the facilitators themselves may answer questions and
provide support as needed.

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 Self-Check-2.1
PART ONE: SHORT ANSWER
Write the short answer on the space provided
1. What’s the difference between a trainer and a facilitator?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________________________________________
2. How do you communicate complex technical information in a clear and concise way?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________________________________________

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 References
1. Powloski J, “Vehicle Body Engineering”, Business Books Ltd., London 1989.
2. John Fenton, “Vehicle body layout and analysis”, Mechanical Engg. Publication ltd,
London, 1982.
3. Kohli P. L, “Automotive Chassis & Body”, Papyrus Publishing House, New Delhi,
2010.
4. Wolf-Heinrich Hucho, “Aerodynamics of Road Vehicles” SAE
International,USA,1998.
5. Robinson A.,Livesey W. A, “The Repair of Vehicle Bodies”, Butterworth -
Heinemann Ltd,1989
6. Sumantran V. and Gino Sovram, “Vehicle Aerodynamics”, SAE International, USA,
1994.
7. John Fenton, “Vehicle Body Layout & Analysis”, Hutchinson, London, 1998

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 Developer’s Profile
No Name Qualification Field of Study Organization/ Mobile E-mail
(Level) Institution number
1 Andinet Asnake MSc Automotive Technology Wolkite PTC 0913767250 andinetasnake31@gmail.com
2 Tesfaye Bedada MSc Automotive Technology Hawassa PTC 0927831195 tesfaybedada51@gmail.com
3 Zinabu Solomon MSc Industrial Engineering Mulegeta Buli 0960964523 zinabusolomon565@gmail.com
4 Gashaw Zewde MSc Automotive Technology Atelete Kenenesa 0910730747 gashawgashaw69@gmail.com
5 Yebeltal Getahun MSc Automotive Technology Arbaminch PTC 0916467687 yibemadi@gmail.com
6 Tilahun F/Silase BSc Automotive Technology W/Sihene PTC 0914604592 mailto:tilahunfikre@gmail.com