TVET CURRICULUM DEVELOPMENT, ASSESSMENT AND CERTIFICATION COUNCIL (TVET CDACC)

LEARNING GUIDE
FOR

BUILDING TECHNICIAN
LEVEL 6
Contents
DUTY 0: Perform general building construction works (660h).....................................................................................4
1.1 LO #0.1: Demonstrating Pre-contracting activities skills.............................................................................5
1.1.1 INFO SHEET #0.1: Demonstrating pre-contracting activities skills...................................................6
1.1.2 TOOS, EQUIPMENT, SUPPLIES, AND MATERIALS #0.1..........................................................10
1.1.3 ASSESSMENT TOOL FOR OUTCOME #0.1.................................................................................10
1.2 LO #0.2: Demonstrating knowledge and skills in Building construction techniques.................................10
1.2.1 INFO SHEET #0.2: Demonstrating knowledge and skills in building construction techniques.......11
1.2.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #0.2........................................................15
1.2.3 ASSESSMENT TOOL FOR OUTCOME #0.2.................................................................................15
1.3 LO #0.3: Demonstrating knowledge and skills in structural mechanics.....................................................15
1.3.1 INFO SHEET #0.3: Demonstrating knowledge and skills in structural mechanics...........................16
1.3.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #03.........................................................22
1.3.3 ASSESSMENT TOOL FOR OUTCOME # 0.3................................................................................22
1.4 LO #0.4: Applying Quantity surveying skills.............................................................................................22
1.4.1 INFO SHEET #0.4: Applying Quantity Surveying Skills..................................................................23
1.4.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #0.4........................................................26
1.4.3 ASSESSMENT TOOL FOR OUTCOME # 0.4................................................................................26
1.5 LO #0.5: Applying land surveying principles.............................................................................................26
1.5.1 INFO SHEET #0.5: Applying land surveying principles...................................................................28
1.5.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #0.5........................................................37
1.5.3 ASSESSMENT TOOL FOR OUTCOME # 0.5................................................................................37
1.6 LO #0.6: Demonstrating knowledge and skills in Temporary work...........................................................37
1.6.1 INFO SHEET #0.6: Demonstrating knowledge and skills in temporary work..................................38
1.6.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #0.6........................................................47
1.6.3 ASSESSMENT TOOL FOR OUTCOME # 0.6................................................................................47
DUTY 1: Interpret Contract documents (120h)............................................................................................................48
1.7 LO #7: Extract the materials, tools and equipment needed for the construction........................................50
1.7.1 INFO SHEET#7: Extract the materials, tools and equipment needed for the construction...............51
1.7.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #7...........................................................53
1.7.3 ASSESSMENT TOOL FOR OUTCOME # 7...................................................................................53
1.8 LO #8: Breakdown the Quantities of Workmanship...................................................................................53
1.8.1 INFO SHEET#8: Breakdown the need of workmanship...................................................................54
1.8.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #8...........................................................56
1.8.3 ASSESSMENT TOOL FOR OUTCOME # 8...................................................................................56
1.9 LO #9: Extract the specifications, rules and procedures needed for the project implementation...............56
1.9.1 INFO SHEET#9: Extract the specifications, … project implementation...........................................57
1.9.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS................................................................59
1.9.3 ASSESSMENT TOOL FOR OUTCOME # 9...................................................................................59
1.10 LO #10: Prepare or update the work program.............................................................................................59
1.10.1 INFO SHEET#10: Prepare or update the work program...................................................................60
1.10.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS................................................................68
1.10.3 ASSESSMENT TOOL FOR OUTCOME # 10.................................................................................68
1.11 LO #11: Draw sketches to guide site foremen............................................................................................68
1.11.1 INFO SHEET#11: Drawing sketches to guide site foremen..............................................................69
1.11.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS................................................................72

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 1.11.3 ASSESSMENT TOOL FOR OUTCOME #11..................................................................................72
DUTY 2: Perform the building site preparation (120h)................................................................................................73
1.12 LEARNING OUTCOME #12: Secure building site...................................................................................73
1.12.1 INFO SHEET#12: Securing building site..........................................................................................74
1.12.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS................................................................78
1.12.3 ASSESSMENT TOOL FOR OUTCOME #12..................................................................................78
1.13 LO #13: Perform the site clearance.............................................................................................................78
1.13.1 INFO SHEET#13: Performing the site clearance..............................................................................79
1.13.2 : TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #13......................................................82
1.13.3 ASSESSMENT TOOL FOR OUTCOME # 13.................................................................................83
1.14 LO #14: Perform the site Layout including the proposed construction......................................................83
1.14.1 INFO SHEET#14: Construction staking and site layout....................................................................84
1.14.2 : EQUIPMENT, SUPPLIES, AND MATERIALS............................................................................85
1.14.3 ASSESSMENT TOOL FOR OUTCOME # 14.................................................................................86
1.15 LO #15: Organize information sharing/meeting for the kickoff.................................................................86
INFO SHEET#15: Organize information sharing/meetings for the kickoff.......................................................87
1.15.1 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #15.........................................................89
1.15.2 ASSESSMENT TOOL FOR OUTCOME # 15.................................................................................89
DUTY 3: Manage workplace … for the worker's welfare (140h)................................................................................89
1.16 LO #16: Perform site safety and organize traffic........................................................................................90
1.16.1 INFO SHEET#16: perform site safety and organize traffic...............................................................91
1.16.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #16.........................................................96
1.16.3 ASSESSMENT TOOL FOR OUTCOME # 16.................................................................................96
1.17 LO #17: Identify hazards and risks.............................................................................................................96
1.17.1 INFO SHEET#17: Identify hazards and risks....................................................................................97
1.17.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS..............................................................101
1.17.3 ASSESSMENT TOOL FOR OUTCOME # 17...............................................................................101
1.18 LO #18: Provide / install safety and protection equipment.......................................................................101
1.18.1 INFO SHEET #18: Providing or installing safety and protection equipment..................................102
1.18.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS..............................................................103
1.18.3 ASSESSMENT TOOL FOR OUTCOME # 18...............................................................................104
1.19 LO #19: Manage and Maintain occupational safety and health (OSH)....................................................104
1.19.1 INFO SHEET#19L Managing and maintaining occupational safety and health on site..................105
1.19.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS..............................................................108
1.19.3 ASSESSMENT TOOL FOR OUTCOME # 19...............................................................................108
1.20 LO #20: Manage site welfare facilities.....................................................................................................108
1.20.1 : INFO SHEET#20: Manage site welfare facilities guidance for employers on welfare provisions109
1.20.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #20.......................................................112
1.20.3 ASSESSMENT TOOL FOR OUTCOME # 20...............................................................................112
DUTY 4: Manage Workmanship … at the workplace (180h)....................................................................................113
1.21 LO #21: Ensure the recruitment of workmanship.....................................................................................114
1.21.1 INFO SHEET#21: Recruitment of workmanship............................................................................115
1.21.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS # 21......................................................118
1.21.3 ASSESSMENT TOOL FOR OUTCOME # 21...............................................................................118
1.22 LO #22 & #23: Maintain effective team work/ Interact and communicate..............................................118
1.22.1 : INFO SHEET #22 & #23: Performance standard:.........................................................................119

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 1.22.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #22 and #23.........................................124
1.22.3 ASSESSMENT TOOL FOR OUTCOME # #22 and #23................................................................124
1.23 LO #24: Monitor the work progress and process payments......................................................................125
1.23.1 INFO SHEET#24: Monitor the work progress and process payments............................................126
1.23.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #24.......................................................132
1.23.3 ASSESSMENT TOOL FOR OUTCOME # 24...............................................................................132
1.24 : LO 25: Manage the performance and HR development.........................................................................132
1.24.1 INFO SHEET #25: Manage the performance and HR development...............................................133
1.24.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #25.......................................................141
1.24.3 ASSESSMENT TOOL FOR OUTCOME # 25...............................................................................141
1.25 LO #26: Manage subcontracts and monitor the work progress................................................................141
1.25.1 INFO SHEET #26: Manage subcontracts and monitor the work progress......................................142
1.25.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #26.......................................................144
1.25.3 ASSESSMENT TOOL FOR OUTCOME # 26...............................................................................144
DUTY 5: Coordinate quality control activities and quality assurance (140h)............................................................145
1.26 LO #27: Prepare and/or update the Quality Control (QC) Plan................................................................145
1.26.1 INFO SHEET#27: Prepare and/or update the quality control (qc) plan..........................................146
1.26.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #271.....................................................150
1.26.3 ASSESSMENT TOOL FOR OUTCOME # 27...............................................................................150
1.27 LO #28: Acquire Testing services and/or equipment as per the procedures.............................................150
1.27.1 INFO SHEET #28: Acquire testing services or equipment as per the procedures...........................151
1.27.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #28.......................................................152
1.27.3 ASSESSMENT TOOL FOR OUTCOME # 28...............................................................................153
1.28 LO #29: Monitor sampling of materials, lab tests and inspections of samples of materials to be tested. 153
1.28.1 INFO SHEET#29: Monitor sampling of materials, …....................................................................154
1.28.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS#29........................................................159
1.28.3 ASSESSMENT TOOL FOR OUTCOME # 29...............................................................................160
1.29 LO #30: Monitor the Quality Control and the corrective actions.............................................................160
1.29.1 INFO SHEET #30: Monitor the quality control and the corrective actions.....................................161
1.29.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #30.......................................................165
1.29.3 ASSESSMENT TOOL FOR OUTCOME # 30...............................................................................165
1.30 LO #31: Prepare a schedule … acquire the quantities needed..................................................................169
1.30.1 INFO SHEET #31: Prepare a schedule … acquire the quantities needed........................................170
1.30.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #31.......................................................172
1.30.3 ASSESSMENT TOOL FOR OUTCOME # 31...............................................................................172
1.31 LO #32: Organize storage facilities … receive quantities needed............................................................172
1.31.1 INFO SHEET #32: Organize storage … receive quantities needed.................................................173
1.31.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #32.......................................................176
1.31.3 ASSESSMENT TOOL FOR OUTCOME # 32...............................................................................176
1.32 LO #33: Ensure the maintenance of equipment as per the schedule.........................................................176
1.32.1 INFO SHEET #33: Ensure the maintenance of equipment as per the schedule..............................177
1.32.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #33.......................................................181
1.32.3 ASSESSMENT TOOL FOR OUTCOME # 33...............................................................................181
1.33 LO #34: Manage the Materials waste.......................................................................................................181
1.33.1 INFO SHEET #34: Manage the materials waste..............................................................................182
1.33.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #34.......................................................189

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 1.33.3 ASSESSMENT TOOL FOR OUTCOME # 34...............................................................................189
DUTY 6: Supervise and coordinate the execution of site activities in accordance with project plan(420h)....190
1.34 LO #35: Develop the work execution plan...............................................................................................191
1.34.1 INFO SHEET #35: Develop the work execution plan.....................................................................192
1.34.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #35.......................................................196
1.34.3 ASSESSMENT TOOL FOR OUTCOME # 35...............................................................................196
1.35 LO #36: MANAGE AND DISTRIBUTE RESOURCES.........................................................................196
1.35.1 INFO SHEET #36: Manage and distribute resources......................................................................197
1.35.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #36.......................................................203
1.35.3 ASSESSMENT TOOL FOR OUTCOME # 36...............................................................................203
1.36 LO #37: Coordinate and Monitor execution of site activities...................................................................204
1.36.1 INFO SHEET #37: Coordinate/monitor execution of site activities................................................204
1.36.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #37.......................................................206
1.36.3 ASSESSMENT TOOL FOR OUTCOME # 37...............................................................................206
1.37 LO #38: Resolve conflicts related to site activities...................................................................................206
1.37.1 INFO SHEET #38: Resolve conflicts related to site activities.........................................................207
1.37.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #38.......................................................214
1.37.3 ASSESSMENT TOOL FOR OUTCOME # 38...............................................................................214
1.38 LO #39: Organize and lead Site Meetings................................................................................................215
1.38.1 INFO SHEET #39: Organize and lead site meetings.......................................................................216
1.38.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #39.......................................................216
1.38.3 ASSESSMENT TOOL FOR OUTCOME # 39...............................................................................217
1.39 LO #40: Prepare and oversee the Site Handover......................................................................................217
1.39.1 INFO SHEET #40: Prepare and oversee the site handover..............................................................218
1.39.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #40.......................................................221
1.39.3 ASSESSMENT TOOL FOR OUTCOME # 40...............................................................................221
DUTY 7: Maintain safe, informative and continuously updated site records (120h).................................................222
1.40 LO #41: Develop system of record keeping..............................................................................................222
1.40.1 : INFO SHEET #41: Develop system of record keeping (filing system).........................................223
1.40.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #41.......................................................226
1.40.3 ASSESSMENT TOOL FOR OUTCOME # 41...............................................................................226
1.41 LO #42: Maintain/update records.............................................................................................................227
1.41.1 : INFO SHEET #42: Maintain/update records.................................................................................227
1.41.2 EQUIPMENT, SUPPLIES, AND MATERIALS #42.....................................................................229
1.41.3 ASSESSMENT TOOL FOR OUTCOME # 42...............................................................................229
1.42 LO #43: Display site information..............................................................................................................229
1.42.1 INFO SHEET #43: Sharing information in construction site..........................................................230
1.42.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #43.......................................................233
1.42.3 ASSESSMENT TOOL FOR OUTCOME # 43...............................................................................234
2 ANNEX: Assessment Tool...............................................................................................................................235

IV
 PROGRAM TITLE: Building Technician, Level VI

INTRODUCTION
This Learning Guide was developed under the CADENA-led project, Consultancy
services for development of seven (7) occupational standards and competency-
based curricula. Occupational Standards and Curricula were likewise developed
under the same project.

The Learning Guide is meant as a practical tool and source of inspiration for the
trainer during the planning and implementation of the training. The Learning
Guide provides hints and advise on how to implement competency-based
training, which has the learner as its focal point. The Learning Guide provides
examples and resources on how to implement all the Learning Outcomes,
described in the Curriculum

------------

The program consists of 8 Units of Learning with a total of 43 Learning Outcomes

Unit of Learning (Duty) Learning Outcome #
Perform general building Demonstrating Pre-contracting activities
construction works1, skills 0.1
UNIT CODE: BI/CU/BT/BC/08/6
Demonstrating knowledge and skills in
Building construction techniques (Masonry, 0.2
Carpentry, Plumbing and services)
Demonstrating knowledge and skills in
structural mechanics
0.3
(Structure/Geology/Building
science/Building materials)
Applying Quantity surveying skills 0.4
Applying surveying principles 0.5
Demonstrating knowledge and skills in
Temporary work – scaffolding, 0.6
formwork/shuttering, underpinning, shoring
Interpreting Contract Documents Extract the materials, tools and equipment 1

1
The duty-0 was a result of the skills and knowledge recommended by the expert workers, although not a direct
result of the DACUM workshop. In fact, this duty (learning module) enables the Building technician candidates to
well supervise the construction activities using their knowledge of construction activities such as building
construction techniques, surveying and quantity surveying, scaffolding, formwork, shuttering etc.

1
 Unit of Learning (Duty) Learning Outcome #
needed for the construction
Breakdown the need of workmanship 2
Extract the specifications, rules and
procedures needed for the project 3
implementation
Prepare or update the work program 4
Draw sketches to guide site foremen 5
Performing the building site Secure building site
6
preparation
Perform the site clearance 7
Perform the site Lay out including the
8
proposed construction
Organize information sharing/meetings for
9
the kick-off
Managing workplace for safe, Perform site cleaning and organize traffic
healthy and secure work 10
environment for the worker's welfare
Identify hazards and risks 11
Provide / install safety and protection
12
equipment
Manage and Maintain occupational safety
13
and health (OSH)
Manage site welfare facilities 14
Managing workmanship in the site to Ensure the recruitment of workmanship
deliver desired results at the 15
workplace
Maintain effective team work 16
Interact and communicate 17
Monitor the work progress and process
18
payments
Manage the performance and HR
19
development
Manage subcontracts and monitor the work
20
progress
Coordinating the quality control Prepare and/or update the Quality Control
21
activities and the quality assurance (QC) Plan
Acquire Testing services or equipment as
22
per the procedures
Monitor sampling of materials, lab tests and 23

2
 Unit of Learning (Duty) Learning Outcome #
inspections of samples of materials to be
tested
Monitor the Quality Control and the
24
corrective actions
Managing the site materials, tools Prepare a schedule for procurement and use
and equipment through the cycle of of Materials, tools and equipment and 25
implementation of the project acquire the quantities needed
Organize storage facilities of Materials, Tools
and Equipment and receive quantities 26
needed
Ensure the maintenance of equipment as
27
per the schedule
Manage the Materials waste 28
Supervising and coordinating the Develop the work execution plan
execution of the site activities in 29
accordance with project plan
Manage and distribute resources 30
Coordinate/Monitor execution of site
31
activities
Resolve conflicts related to site activities 32
Organize and lead the Site Meetings 33
Prepare and oversee the Site Handover 34
Maintaining safe, informative and Develop system of record keeping
35
continuously updated site records
Maintain/update records 36
Display site information 37

3
DUTY 0: Perform general building construction works (660h)
COMPETENCY 0: Performing general building construction works
Introduction
In his or her role of site manager, the Building Technician oversees the construction sites and
supervise various skilled workers such as foremen, mason, carpenter, plumbers etc.
This unit of competency intends to equip the trainees (future Building Technician) with the
necessary knowledge and attitudes, which will enable him or her to perform general building
construction works to acceptable standards. The trainees should be able to work and live in
harmony within all construction and maintenance site environments.
This section of the learning guide is meant to assist the trainers on the preparation and the
implementation of the course and lead on training with all its components: Theoretical,
Application2, Discussing and/or Reading.
The competency unit of performing general construction works is incorporated in the training
program Building Technician who should be able to assume the supervision tasks over those
crafts, artisans or foremen. The Unit is about performing general building construction work.
The competency unit has six learning outcomes:

PERFORMANCE STANDARD 0:
 By the end of this training module, the trainee should be able to:
 Demonstrate Pre-contracting activities skills
 Demonstrate knowledge and skills in Building construction techniques (Masonry,
Carpentry, Plumbing and services)
 Demonstrate knowledge and skills in structural mechanics (Structure/Geology/Building
science/Building materials)
 Apply Quantity surveying skills
 Apply surveying principles
 Demonstrate knowledge and skills in Temporary work – scaffolding, formwork/
shuttering, underpinning, shoring.
LEARNING OUTCOMES (LO) 0:
0.1. Demonstrating pre-contracting activities skills
0.2. Demonstrating knowledge and skills in Building construction techniques (Masonry,
Carpentry, Plumbing and services)
0.3. Demonstrating knowledge and skills in structural mechanics (Structure/Geology/Building
science/Building materials)
0.4. Applying Quantity surveying skills
0.5. Applying surveying principles

2
Application means practical training including lab, workshops, internship etc.

4
 0.6. Demonstrating knowledge and skills in Temporary work – scaffolding,
formwork/shuttering, underpinning, shoring

1.1 LO #0.1: Demonstrating Pre-contracting activities skills

Learning Activities Special Instructions

Lecture on: 1- Working drawing
 Site preliminaries 2- Specifications
 Construction tender sums and drawings
 Offer – Bids’ evaluation and analysis 3- Rules and regulations
 Building team and structure
Read
 The information sheet #0.1 titled “Demonstrating Pre-
contracting activities skills” (below)
Discuss
 New techniques that may not have been tried but may
work.
 Performance of a team
 Project characteristics’
 External factors
Application
 Preparation of a sample tender document
References
 Kenya Building Code
 https://www.designingbuildings.co.uk/wiki/
Workmanship_in_construction
 Book: Basic Construction Management – The
superintendent’s job, author Leon Rogers
Assessment (See assessment tools in the Annex)
The assessment will be based on individual trainees’
demonstration of fulfilling the course objectives as set out
in the curriculum and the training guide
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
 Final Exam which includes theory and practical

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 1.1.1 INFO SHEET #0.1: Demonstrating pre-contracting activities skills
Introduction
This unit of competency intends to equip the trainees (future Building Technician) with the
necessary knowledge and attitudes, which will enable him or her to demonstrate pre-
contracting activities skills.
The section covers all those preliminary steps and activities to prepare for the contracting
phase of a construction project. It covers also basic steps associated with contract
management from the establishment of the business case and the confirmation of needs,
through contract administration and relationship management to the review of contract
performance.
The present information sheet intends to guide the trainers on the lesson preparation and
assist the trainees on acquiring the knowledge, attitude and skills on “precontracting
Activities”
Definition
Contract life cycle management is the process of systematically and efficiently managing
contract creation, execution and analysis for maximizing operational and financial
performance and minimizing risk. There are a
number of other definitions of contract Successful management of contract
management, the majority of which refer to post- represents a lifetime challenge, split-
award activities. Successful contract management, second decision-making, live-wire
however, is most effective if upstream or pre- alertness to ever-changing conditions,
award activities are properly carried out. perpetual stock-taking, workman-like
deployment of manpower and
Importance of contract management for machinery, and optimized
construction projects organizational capacity. These alone
will lead to a satisfying achievement in
Organizations in both public and private sectors
the cut-throat competition of today
are facing increasing pressure to reduce costs and
improve financial and operational performance.
New regulatory requirements, globalization, increases in contract volumes and complexity
have resulted in an increasing recognition of the importance and benefits of effective
contract management. The growing recognition of the need to automate and improve
contractual processes and satisfy increasing compliance and analytical needs has also led to
an increase in the adoption of more formal and structured contract management procedures
and an increase in the availability of software applications designed to address these needs.
It is worthwhile noting that contract management is successful if:
 the arrangements for service delivery continue to be satisfactory to both parties, and the
expected business benefits and value for money are being realized

6
 the expected business benefits and value for money are being achieved
 the supplier is co-operative and responsive
 the organization understands its obligations under the contract
 there are no disputes
 there are no surprises
 a professional and objective debate over changes and issues arising can be held
 efficiency is being realized.
Activities associated with the contract Management
Preparing the business case and securing management approval
All contracts are predicated on the need to obtain management commitment and approval at
the appropriate level. This involves the formulation of a sound business case aligned to the
organization’s corporate and functional strategies. For construction project, a business case
could be bid, request for proposal or direct business deal to undertake a construction project.
Contract Management Team
The need to assemble a team to manage a
contractual procurement programme will be The business case should address the
determined not only by the scale, nature, following issues:
complexity and significance of the  the outcome(s) of the contract
procurement and the necessary skills and  critical success factors
experience but also by the extent to which it  the possible alternatives, including
existing contracts
is considered appropriate, beneficial or a  the risks including the extent and
requirement to comply with organizational where they may fall
policy to involve stakeholders in the project.  identification of any contingent
Factors to be considered when assembling needs and ramifications of
proceeding
the team are:  timescale.
 the nature of the project
 the nature of the work environment
and the management style of the team
 communication internally and
externally.
It is obvious that the Building Technician as a
site manager is part of the team and report to
the Engineer in his role as project manager
about the steps of the preparation, the In developing the contract strategy, the
implementation and the closure of the following issues need to be addressed:
contract.  nature, scale and significance of the
need to the organization
Developing contract strategy  value of need
 type of specification - input or
The contract strategy relating to a particular output
contract should accord with the organization’s  complexity of the need including
innovation level
 attractiveness to the market
7
 market capacity timescale and
phasing
overall procurement strategy. The development of a contract strategy is designed to
establish the form of the procurement and provide assistance in determining the formulation
and award of the contract and the style and type of management to be adopted for the
subsequent service delivery, relationship management and contract administration. A
successful contract management strategy should achieve benefits by:
 managing the organization’s own responsibilities during the contract
 ensuring the supplier meets the minimum performance criteria, such as compliance
 allowing the achievement of both short and long-term supplier performance
improvement through developing effective supplier relationships.
Risk assessment
Risk can be defined as the probability of an unwanted outcome happening. Risk assessment
should be viewed in the overall context of risk management and seen as one of the three key
activities – risk analysis, risk assessment and risk mitigation - which facilitate the taking of
decisions and actions to control risk appropriately.
Developing contract exit strategy
A contract will conclude when both parties have satisfactorily fulfilled their responsibilities
under the terms of the contract. This, for example, will occur when the goods or services
have been supplied and payment made and/or at the end of a pre-agreed period of time.
This situation, however, does not remove the need to develop a contract exit strategy as part
of the process of risk identification and reduction, and reinforces the importance of
establishing the foundations of sound contract management. It is important to identify the
circumstances under which early contract exit may be required or indeed desired.
Developing a contract management plan
During pre-contract award stages, it is normal for time to be devoted to the preparation of
the business case, drafting specifications and tender documents selecting potential suppliers,
and so on. However, time and effort must also be spent on determining how the contract will
work once it has been awarded. The importance of contract management has already been
mentioned and it is vital that a contract management plan is drawn up in advance of contract
award. This should set out how the obligations of all the parties should be carried out
effectively and efficiently.
Contract management success factors, the conditions that should be met if a contract is to be
managed successfully, are:
 the arrangements for service delivery continue to be satisfactory to both customer
and provider
 expected business benefits and value for money are being realized
 the provider is co-operative and responsive
 the customer knows its obligations under the contract
 there are no disputes
 there are no surprises

8
  satisfactory delivery progress is demonstrable.
Drafting specifications and requirements
A specification is a statement of needs and its purpose is to present to potential suppliers a
clear, accurate and comprehensive statement of the organization’s needs in order that they
can propose solutions to those needs. At the same time, the specification should enable the
organization to readily evaluate offers, provide the basis for performance measurement and
be a record of evidence in any dispute
A specification is also known as an operational requirement or a statement of requirement. It
can take the form of a conformance specification – where the organization sets out how the
supplier should meet its needs - or a performance output-based specification where the
supplier is given scope to propose solutions to an expected and known end result
Establishing the form of contract
Contracts can range from a single, ad hoc agreement for the provision of a product or service
of relatively low monetary value, requiring little more than a short term, formal relationship,
or an overarching framework agreement, through contracts for long term product or service
contracts, to a series of contracts of large, complex construction or leading-edge research
and development contracts with multi-million shilling values requiring the establishment of
strategic partnerships and alliances.
Establishing the pre-qualification, qualification & tendering procedures
Evaluating the suitability of potential suppliers to meet the commercial requirements of the
organization is normally undertaken via a prequalification system. This is the most efficient
method of assessing suitability to meet the required criteria and is carried out prior to
inviting them to tender. In large complex contracts of long duration, it is important to
determine firstly, whether or not the organization will adopt a prequalification system,
determine the qualifications or criteria and concurrently decide the tendering procedures. It
is common practice for the enquiry inviting tenders to consist of a covering letter explaining
the invitation and re-iterating the date and time by which tenders must be returned, re-
iterating the instructions to tenderers about the manner in which, the tender should be
submitted, the name and contact details of the responsible procurement person, the
procedure for raising queries and receiving clarification, the tender document pre-printed
labels for tender return
Receiving bids, Evaluating tenders
All tenders received by the appointed day and time should be recorded. This process can
range from maintaining a simple clerical record of valid tenders received by the appointed
time to the appointment of a tender opening board who record such issues as:
• who tendered
• the price quoted if a lump sum or bill of quantities bid
• the organizations which declined to submit
• rejected bids
9
 • deviations or qualifications to offers
• programmes quoted
• the integrity of the tender procedure
In principle, the evaluation process should include not only the analysis of the potential
supplier’s response to the main subject matter of the requirement set out in the Invitation to
Tender (ITT), such as price, delivery, quality, methodology, for example but also, most
importantly, the quality of the bidder’s offer.
Awarding the contract
Following tender evaluation and, where appropriate negotiation, the project team will satisfy
itself that an offer has been made which meets its requirements in all respects, including
budgetary, and consider that it is in a position to accept an offer and award the contract to
the
tenderer who has made the most economically advantageous offer to the organization. It
may then move directly to the award stage or make a recommendation to higher authority
levels within the organization for acceptance.

1.1.2 TOOS, EQUIPMENT, SUPPLIES, AND MATERIALS #0.1

Office supply
Computers and printers

1.1.3 ASSESSMENT TOOL FOR OUTCOME #0.1

Model of Assessment tool is attached

1.2 LO #0.2: Demonstrating knowledge and skills in Building construction

techniques
(Masonry, Carpentry, Plumbing and services)
Learning Activities Special Instructions
1- Ergonomic
Lecture on:
2- Kenya Building Law
 Masonry techniques
3- Board of
 Carpentry techniques
Engineers/Architects/Technol
 Plumbing techniques
ogist and other bodies
 External Works and landscaping
4- Quality control
 Service contractors
5- OHSA rules
 Basic CAD and drafting training
Read: the information sheet #0.2 titled “Demonstrating
knowledge and skills in Building construction techniques
(Masonry, Carpentry, Plumbing and services)” (below)
Discuss: new techniques that may not have been tried but

10
 Learning Activities Special Instructions
may work in building construction techniques.
 Construction process
 Quality of items
Application
 Construct trade items
 Training Workshops
 Production of construction drawings
 Site visits
References
 Kenya Building Code
 https://www.designingbuildings.co.uk/wiki/
Workmanship_in_construction
 Book: Basic Construction Management – The
superintendent’s job, author Leon Rogers
Assessment (See assessment tools in the Annex)
The assessment will be based on individual trainees’
demonstration of fulfilling the course objectives as set out
in the curriculum and the training guide
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
 Final Exam which includes theory and practical

1.2.1 INFO SHEET #0.2: Demonstrating knowledge and skills in building construction techniques
(masonry, carpentry, plumbing and services)
Introduction
The content of this information sheet intends to guide the trainers in the preparation of the
lesson, prepare the trainees for employment or advanced training in the building
construction industry. Instruction focuses on broad, transferable skills and stresses the
understanding of all aspects of the building construction industry. Consideration is given to
underlying principles of technology, labor issues, community issues, health, safety and
environmental issues. Trainees receive skills in carpentry and joinery, plumbing fixtures,
electrical components, concrete and masonry.
The present information sheet intends to guide the trainers on the lesson preparation and
assist the trainees on acquiring the knowledge, attitude and skills on “building construction
techniques”

11
Masonry
Definition: Masonry is defined by Britannica as the building of structures from individual
units, which are often laid in and bound together by mortar; the term masonry can also refer
to the units themselves. The common materials of masonry construction are brick, building
stone such as marble, granite, travertine, and limestone, cast stone, concrete block, glass
block, and adobe. Masonry is generally a highly durable form of construction. However, the
materials used, the quality of the mortar and workmanship and the pattern in which the units
are assembled can substantially affect the durability of the overall masonry construction. A
person who constructs masonry is called a
mason or bricklayer.
What you should you know about Masonry
 Modern masonry materials and
techniques.
 Concrete masonry units (CMUs or block)
 Clay masonry units (brick)
 Masonry in stone
 Use of mortar and grout are used in
masonry construction
 Wall structures and their construction using masonry
units.
What you should be practice in masonry
 Description of skills, attitudes, and abilities needed to be a successful mason
 Mixing mortar and laying masonry units by hand
 Construct model walls in bricks, blocks or stones
 Concreting, Bonding, Plastering, Walling, Rebar fixing, Temporary works, Tiling,
Painting…
Carpentry
Definition: Carpentry is a skilled trade in which the primary work performed is the cutting,
shaping and installation of building
materials during the construction of
buildings, ships, timber bridges,
concrete formwork, etc.
What you should you know about
Carpentry
 Emerging carpentry materials
and techniques.
 Timber manufactured units are used in
construction.
 Carpentry timber products are manufactured and preserved.
 Timber is used in construction.

12
  Iron-mongery, glues, paints and other finishes
 Wall and roof structures created using timber units.
What you should be practice in carpentry
 Describe the skills, attitudes, and abilities needed to be a successful carpenter
 Perform basic carpentry and joinery
 Assemble a model of wood structure
 Measuring, Fitting, Flooring, Walling, Roofing, Ceiling, Cladding, Framing, Joinery,
Tiling, Painting…
Plumbing
Definition3: Plumbing is any system that conveys fluids for a wide range of applications.
Plumbing uses pipes, valves, plumbing fixtures, tanks, and other apparatus to convey fluids.
Heating and cooling (HVAC), waste removal, and potable water delivery are among the most
common uses for plumbing, but it is not limited to these applications. The skilled worker who
does plumbing is called plumber. In many
countries, plumbing infrastructure is critical to
public health and sanitation.
What you should you know about Plumbing?
 Emerging plumbing materials and
techniques.
 Plumbing units and materials are used in
construction.
 Conventional symbols used in plumbing
What you should be practice in plumbing?
 Describe the skills, attitudes, and abilities needed to be a successful plumber.
 Produce schematic drawings for water supply systems in a building
 Use a schematic drawing for piping in a construction
 Fix water or sanitary appliances appropriately
 Connect water supply to construction and sewage to septic or sewer
 Model of pipe work and metal work
 General fitting, Plumbing skills, Piping, Flashing, Drawing, Threading and welding
(fillet, TIG, MIG, GAS)
External Works and landscaping
What you should be practice in External Works and Landscaping
 Emerging landscaping materials and techniques.
 Landscaping units and materials are used in construction field.
 Conventional symbols used in landscaping
What you should be practice in carpentry External Works and Landscaping

3
Wikipedia
13
  Describe the skills, attitudes,
and abilities needed to be a
successful landscaping.
 Produce schematic drawings
landscaping in a building site
 Use a schematic drawing for
landscaping in a construction
site
 Identify landscaping areas
 Beatification, Grass planting
and tending, Flowering,
Floriculture, Artificial rivers and
lakes forming, Painting, Fine art
Service contractors
Conduit and cabling
 Internet, Telephone, Electrical, Security systems, Television, Conditioning, Gas, Lifts,
Elevators
Drawings (Manually or CAD)4
Basic principles
 Manual techniques of drawings
 Drafting and Sketching
 AutoCAD
 Archi-cad
 Other software
 Emerging methods and technics

1.2.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #0.2

 Masonry tools
 Carpentry tools
 Landscaping tools
 Computer
 CAD software
 Manual drafting equipment and supplies
 Office supplies

1.2.3 ASSESSMENT TOOL FOR OUTCOME #0.2

Model of Assessment tool is attached

1.3 LO #0.3: Demonstrating knowledge and skills in structural mechanics

(structure/geology/building science/building materials)

4
Refer to the information sheet #1.5 titled “Draw sketches to guide site foremen”

14
Learning Activities Special Instructions
1- Building Code of
Lecture on:
practices
 Building materials and science
2- Basic notion on GPS
 Concrete technology
and GIS
 Geology
3- Government
 Soil mechanic
regulations
 Physical science
 Analysis of structural elements
 Design of structural elements
Read the information sheet #0.3 titled “Demonstrating knowledge
and skills in structural mechanics (Structure/Geology/Building
science/Building materials (below)
Discuss new techniques that may not have been tried but may work.
 Basic notion on GPS and GIS
 Basic principles
Application
 Practical lessons in the lab
 Formulation of a research project
 Site visits
References
 Kenya Building Code
 https://www.designingbuildings.co.uk/wiki/
Workmanship_in_construction
 https://www.ct.upt.ro/users/TamasNagyGyorgy/Reinforced
%20Concrete%201/03%20Basics%20of%20design.pdf5
 http://geotech.fce.vutbr.cz/studium/mech_zemin/
soil_mechanics.pdf
 Book: Basic Construction Management – The
superintendent’s job, author Leon Rogers
Assessment (See assessment tools in the Annex)
The assessment will be based on individual trainees’ demonstration
of fulfilling the course objectives as set out in the curriculum and the
training guide
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions

5
PDF document is attached

15
 Learning Activities Special Instructions
 Homework
 Final Exam which includes theory and practical

1.3.1 INFO SHEET #0.3: Demonstrating knowledge and skills in structural mechanics

(Introduction in structure/geology/building science/building materials)

Introduction
This unit of competency intends to equip the trainees
(future Building Technician) with the necessary knowledge and
attitudes, which will enable him or her to demonstrate
structural mechanics, building materials and materials
science. This section of the learning guide is meant to assist the
trainers on the preparation and the implementation of the
lessons and lead on training with all its components:
Theoretical, Application, Discussing and/or Reading as shown in the table above. Trainees
also benefit from most of the section of this guide.
Most companies producing building materials use local natural resources, mostly mineral
materials such as dolomite, limestone and clay. The main product groups are inert materials,
concrete, reinforced concrete, cement, heat-insulation materials, lime and dolomite
materials, gypsum products, ceramic materials, silicate and anticorrosion materials, glass-
fiber products, dry mixtures, aerated concrete, construction chemicals, and metal fittings.
The present information sheet intends to guide the trainers on the lesson preparation and
assist the trainees on acquiring the knowledge, attitude and skills on “structural mechanics
and building materials”.
Building Construction: Means & Methods
Building construction is the process of adding structure to real property. Many sites building
construction consist in small renovations, such as addition of a room, or renovation of a
bathroom. However, there are many building construction sites of a big scope and consist in
construction of big/tall buildings or other infrastructure such related infrastructures and
other services.
Building construction practices, technologies, and resources must conform to local building
authority regulations and codes of practice and so do the materials used. Materials readily
available in the area generally dictate the construction materials used (e.g. brick versus
stone, versus timber). Cost of construction on a per square meter (or per square foot) basis
for houses or other commercial building can vary dramatically based on site conditions, local
regulations, economies of scale (custom designed homes are always more expensive to build)
and the availability of skilled tradespeople. As residential (as well as all other types of
16
 construction) can generate a lot of waste, careful planning again is needed here.
The most popular method of residential construction in the United States is wood framed
construction. As efficiency codes have come into effect in recent years, new construction
technologies and methods have emerged. University Construction Management departments
are on the cutting edge of the newest methods of construction intended to improve
efficiency, performance and reduce construction waste.
There are number of items (construction materials) which are used in construction of
buildings and other rural infrastructure. Some of them are
naturally available and others are manufacture. Many
construction materials are used in the same purpose. Below is a non-exhaustive list that is
commonly used in the construction
Wood Construction
 Timber framing
 Wood furniture restoration
 Wood Coating
 Wood Layering
 Wood Tiles
Concrete & Reinforced Concrete: This
concrete is termed as RCC since along
with the concrete reinforcement is
also present. There are various grades
of concrete used based on the
building load. The grades of concrete
start from M15 to M40 and special
grade can be of M60, M80 (or called concrete
mixes (1.2.4, 1:1:2, 1:1-1/2:3, 1:3:6) and their
application in
construction). The mix grade can be of proportion of coarse sand/M-sand + cement &
slag/fly ash + 10mm down aggregate+ 20mm aggregate + water + admixtures. These trial
mixes are designed & tested in labs for 07 days and 28 days to check the strength to be
achieved based on the grade of the concrete. Once the trial mix design gets approved the
same design can be used at sites.
The concrete is determined based on Admissible strength method which has main
assumptions6:
 Plain sections remain plain
 Elastic behavior of the materials

6
See document “BASICS OF REINFORCED CONCRETE DESIGN” attached or website above

17
  Tension concrete between the cracks is neglected
 Reinforcement has the same strain as the surrounding concrete
The common equipment used for mixing of above said ingredients are:
 weigh batcher + concrete drum mixer operated electrically or by diesel
 batching plants of capacity 0.5 cum, 1.0 cum, 2.0 cum or 3.0cum
The most common method to design reinforce concrete is based on the following principals:
 Admissible strength
 Ultimate stage
 Limit state
As we are discussing about reinforce concrete, it is also important to refer the trainers and
the trainees to the other section of this guide named “Temporary work 7”
Concrete components-Aggregate
Concrete’s effectiveness depends on its ingredients and consistency. You don’t want a
mixture that shrinks or becomes brittle; nor do you want it to be runny. There will be four
basic materials you need in your mix: Portland cement, sand, aggregate and water:
 Gravel: There are two types of gravel aggregates: Scabbed stone- - regular natural or
crushed, Gravel - rounded pebbles usually of river or sea origin. Fractions of gravel
aggregates are as follows: 3-10 mm, 5-20 mm, 5-40 mm, 20-40 mm.
 Sand: is a naturally occurring granular material composed of finely divided rock and
mineral particles. It is defined by size, being finer than gravel and coarser than silt.
Sand can also refer to a textural class of soil or soil type; i.e., a soil containing more
than 85 percent sand-sized particles by mass. The composition of sand
Both sand and gravel have specific requirement in term of use in concrete and reinforced
concrete8 .
Steel and Composite Structures: These are one type of buildings out of other type like RCC,
masonry buildings etc. These are mostly predominant in the industrial and commercial
industry like industrial sheds. The common components are mainly like foundations with
foundation bolts, Vertical columns, trusses, purlins, side sheeting, roof sheeting etc. These
structures can be erected and completed very fast, as they are fabricated at ground and
erected. Round the clock work can be carried out by taking proper safety measures. These
structures can be used for storages, manufacturing units, logistics, etc. These structures are
safer than concrete buildings from earthquakes as damages are very minimal.
Finishing Materials

7
Refer to the Learning Outcome #0.6 which deals with temporary work
8
See Unit of competency 5 Quality Control

18
 materials and items used to improve the service and decorative qualities of buildings and
structures, as well as to protect structural members from atmospheric and other effects. The
main finishing materials in modern construction include finishing mortars and concretes;
natural and artificial masonry materials; decorative ceramics; materials and items made from
wood, paper, glass, plastic, and metals; and paints and varnishes. Finishing materials are
usually designed for interior or exterior finishing; some materials are used for both (for
example, natural decorative stone, ceramic materials, and architectural glass). A special
group consists of materials and items for covering floors, which must meet a number of
specific requirements (negligible wear, high impact strength, and so on). Finishing materials
also include acoustic materials, which are used simultaneously as sound-absorbing coatings
and as a decorative finish for the
interiors of theaters, concert halls, and
motion-picture theaters.
Soil mechanic9 /Geotechnical
Engineering
Soil mechanics is a branch of soil physics
and applied mechanics that describes
the behavior of soils. It differs from fluid
mechanics and solid mechanics in the
sense that soils consist of a
heterogeneous mixture of fluids (usually
air and water) and particles (usually clay, silt, sand, and gravel) but soil may also contain
organic solids and other matter.
Soil mechanics has become a distinct and separate branch of engineering mechanics because
soils have a number of special properties, which distinguish the material from other
materials. Its development has also been stimulated, of course, by the wide range of
applications of soil engineering in civil engineering, as all structures require a sound
foundation and should transfer its loads to the soil. The most important special properties of
soils are:
Soil dilatancy curves
Stiffness dependent upon stress level
Shear: Shear strength is a term used in soil mechanics to describe the magnitude of the shear
stress that a soil can sustain. The shear resistance of soil is a result of friction and interlocking
of particles, and possibly cementation or bonding at particle contacts. In compression soils
become gradually stiffer. In shear, however, soils become gradually softer, and if the shear

9
See SOIL MECHANICS Arnold Verruijt (PDF Attached)

19
stresses reach a certain level, with
respect to the normal stresses, it is
even possible that failure of the soil
mass occurs.
Dilatancy: A sample of a material is
called dilative if its volume
increases with increasing shear and
contractive if the volume decreases
with increasing shear. Dilatancy is a common
feature of the soils and sands. Its effect can be seen when the wet sand around the foot of a
person walking on beach appears to dry up. This property causes the soil around a human
foot on the beach near the water line to be drawn dry during walking. The densely packed
sand is loaded by the weight of the foot, which causes a shear deformation, which in turn
causes a volume expansion, which sucks in some water from the surrounding soil
Creep: downhill creep, also known as soil creep or commonly just creep, is the slow
downward progression of rock and soil down a low-grade slope; it can also refer to slow
deformation of such materials as a result of prolonged pressure and stress. The deformations
of a soil often depend upon time, even under a constant load. This is called creep. Clay in
particular shows this phenomenon. It causes structures founded on clay to settlements that
practically continue forever. A new road, built on a
soft soil, will continue to settle for many years.
Groundwater: Groundwater is the water
present beneath Earth's surface in soil
pore spaces and in the fractures of rock
formations. A unit of rock or an
unconsolidated deposit is called an
aquifer when it can yield a usable
quantity of water. The depth at which
soil pore spaces or fractures and voids in
rock become completely saturated with
water is called the water table.
Groundwater is recharged from, and
eventually flows to, the surface
naturally; natural discharge often occurs
at springs and seeps and can form oases
or wetlands. Groundwater is also often withdrawn for agricultural, municipal, and industrial
use by constructing and operating extraction wells. A special characteristic of soil is that
water may be present in the pores of the soil. This water contributes to the stress transfer in

20
 the soil. It may also be flowing with respect to the granular particles, which creates friction
stresses between the fluid and the solid material. In many cases soil must be considered as a
two-phase material. As it takes some time before water can be expelled from a soil mass, the
presence of water usually prevents rapid volume changes.

1.3.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #03

Soil testing kits
Sample of construction materials

1.3.3 ASSESSMENT TOOL FOR OUTCOME # 0.3

See model of assessment tools in the annex

1.4 LO #0.4: Applying Quantity surveying skills

Learning Activities Special Instructions
1) Standards of
Lecture on:
Measurement
 Theory of measurement of quantities
2) Civil Engineer Standards
 Measurement, estimating and costing measurement
 Billing 3) Kenya Building Code and
Read: the information sheet titled “Applying Quantity surveying other legislations
skills” (below)
Discuss
 Emerging techniques in Quantity Survey
 Quantity Surveyor’ profession (Roles and duties)
Application
 Practical Measurement, estimating and costing
 Billing
 Site visits
References
 Kenya Building Code
 https://www.designingbuildings.co.uk/wiki/
Workmanship_in_construction
 Book: Basic Construction Management – The
superintendent’s job, author Leon Rogers
Assessment
The assessment will be based on individual trainees’
demonstration of fulfilling the course objectives as set out in the
curriculum and the training guide

21
Learning Activities Special Instructions
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
Final Exam which includes theory and practical

1.4.1 INFO SHEET #0.4: Applying Quantity Surveying Skills

Introduction
This unit of competency intends to equip the trainees (future Building Technician) with the
necessary knowledge and attitudes, which will enable him or her to apply for quantity
surveying skills. This section of the learning guide is meant to assist the trainers on the
preparation and the implementation of the lessons and lead on training with all its
components: Theoretical, Application, Discussing and/or Reading as shown in the table
above. Trainees also benefit from most of the section of this guide.
The present information sheet intends to guide the trainers on the lesson preparation and
assist the trainees on acquiring the knowledge, attitude and skills on “quantity surveying”
Quantity Surveying10
The role of the quantity surveyor is one that is often unclear amongst the general public. The
present information sheet discusses the role and skills of the quantity surveyor in carrying
out the financial management of building construction projects. The information sheet
intends to serve as a guide to the trainers and building technician trainees. It outlines the
duties and procedures of the quantity surveyor work. The document also outlines the various
competencies and skills required of chartered Quantity surveyors in discharging their
professional duties.
Definition and purpose of quantity surveying
Quantity survey is essential to estimate before the construction starts the probable cost of
construction for the complete work. The construction cost includes cost of materials, cost of
transportation, cost of labor, cost of scaffolding, cost of tools and plants, establishment and
supervision charges, cost of water, taxes and reasonable profit of the contractor, etc. The
estimate is required in inviting tenders for the works and to arrange contract for a complete
project. Quantity survey is required to estimate the quantities of the various materials
required and the labor involved for satisfactory completion of a construction project. It is also
useful to check the works done by contractors during and after the execution. Also, the
payment to the contractor is done according to the actual measurements of the completed
part of each item of work

10
This unit is inter-linked to another information sheet # titled “Extraction of materials, tools and equipment”
under the outcome #7.

22
 Terminology
 Quantity Surveyor: The modern quantity surveyor is an accountant, a lawyer and an
engineer. Quantity surveying is a collective term for a range of careers concerned with
property, construction and land which include ‘quantity surveying, estate agency,
valuation and investment, project management, property and facilities management,
mapping, planning and development and mining’.
 Data: Data is the information required for the Preparation of an Estimate or Quantity
Survey
 Drawings: Complete and fully dimensioned drawings (i.e. plans, elevations, sections and
other details) of the building or work in question.
 Specifications: Detailed specifications, giving the nature, quality and class of work,
materials to be used, quality of the material, their proportions, and method of
preparation.
 Rates: The rates of various of work, materials to be used in the construction, wages of
different categories of labor (skilled or unskilled) and cost of transportation charges.
 Actual Finished Work: Quantities can be calculated from the actual work done in the
project site.
 The quantities mainly can be calculated as Quantity =Length ×Width × (Height or
Thickness), Quantity = Area of cross -section ×Length, Quantity = Length ×Width, Quantity
= Length. Quantity = Number of Units. Quantity = Weight.
 Quantity surveying: is a schedule of quantities of all the items of work in a building.
 Detailed Estimate: After getting the administrative approval, this estimate is prepared in
detail prior to inviting of tenders. The whole project is divided into sub-works, and the
quantities of each sub-work are calculated separately. The dimensions of the required
work are taken from the drawings of the project.
 Quantity Estimates: This is a complete estimate of quantities for all items during project
implementation.
 Revised Estimate: Prepared if the estimate exceeded by 5% due to the rates being found
insufficient or due to some other reason.
 Maintenance Estimate: Estimating required quantities and cost of work to maintain a
structure (road, building, etc.)
 Contracts: Contract is an agreement between two or more parties creating obligations
that are enforceable or recognizable at law. It outlines the obligation of each party to
fulfill what it is agreed to perform.
Importance of Quantity Surveying11
Quantity surveying is located within other range of construction surveying specialisms, these
include building surveying, project management and facilities management. Surveyors

11
See also the section of extraction for practice take-off, Outcome #7
23
provide value for money through the efficient cost management of construction process their
objective is to control cost, limit risk and add value to the project ensuring that the design
and construction of a project delivers value to the client.
The role of quantity surveyors may be viewed as providing the financial and commercial
management services on construction projects. Quantity surveyors are employed in a
number of different fields which are categorized principally as private surveying practice and
contracting. Surveyors often work as consultants in private practice or may work within
development branches of large commercial organizations or financial institutions.
Quantity surveyors play an increasingly important role today in project management, value
management and facilities management. Furthermore, they are sometimes engaged as lead
consultants for large projects, where they are responsible for the delivery of all professional
services from inception to completion.
Quantity surveyor may carry out a range of duties with the emphasis on providing sound cost
management rather than solely prepare bills of quantities and final accounts. The typical
quantity surveying functions are:
1. Preparing approximate estimates of cost in the very early stages of the formulation of
a building project, giving advice on alternative materials, components and types of
construction and assisting with feasibility studies.
2. Cost planning and value analysis during the design stage of a project to ensure that
the client obtains the best possible value for money, including adding value to
property assets, preferably having regard to total costs using life cycle costing
techniques. Costs should be distributed in the most realistic way throughout the
various sections or elements of the building and tender figures should be kept within
the client’s budget.
3. Advising on the most appropriate form of building procurement, having regard to the
type of project, quality, speed of construction, apportionment of risk and price
certainty.
4. Preparation of bills of quantities and other contract documents relating to the project.
5. Examining tenders and priced bills of quantities and reporting the findings.
6. Negotiating rates with contractors on negotiated contracts and dealing with cost
reimbursement contracts, design and build, management and other forms of
contract.
7. Valuing work in progress and making recommendations as to payments to be made to
the contractor, including advising on the financial effect of variations.
8. Preparing the final account on completion of the contract works.
9. Advising on the financial and contractual aspects of contractors’ claims.
10. Giving cost advice and information at all stages of the contract and preparing cost
analyses and cost reports to clients.
11. Specialist advice, such as technical auditing, valuations for fire insurance, giving advice

24
 on funding, grants, capital allowances and taxation, risk analysis and management,
bank monitoring, project management, building services cost advice and other related
matters including health and safety and quality control.
12. Cost advice and cost planning functions enable the QS to advise building owners,
architects and the other members of the design team of the probable costs of
construction schemes and on the costs of alternative designs before and during the
design development phase of the project. This assists the design team to arrive jointly
at practical designs for projects while staying within the client’s budget. This advice
enables design and construction to be controlled within predetermined expenditure
limits at all stages of the project. QS advice on procurement strategy and tendering
arrangements aims to identify the most appropriate means of getting the project
built. The QS prepares tender documents including bills of quantities which enable
competitive tenders to be obtained.
13. The QS will conduct tender evaluation and recommend selection of a suitable
contractor. Where appropriate the QS will negotiate with potential main contractors
on behalf of the employer prior to entering into contract. The QS is engaged in a
variety of post contract services which aim to ensure that the contract is correctly
administered financially and that the final cost of construction is kept within budget.
These activities involve recommending valuations for payments to the contractor as
work proceeds on site, the measurement and valuation of variations and claims
during the contract and for the preparation of the final account, on the basis of which
the architect certifies final payment. The regular and ongoing reporting of the
evolving construction costs and cash-flow situation permit cost control measures to
be implemented to keep the project within budget.

1.4.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #0.4

 Computer with Quantity Surveying Software
 Paper size A0, A1, A2…
 Measuring tools
 Drafting tools and equipment

1.4.3 ASSESSMENT TOOL FOR OUTCOME # 0.4

Model of Assessment tool is attached

1.5 LO #0.5: Applying land surveying principles

Learning Activities Special Instructions
1) Expropriation data and
Lecture on:
information
 Introduction to surveying principles
2) Link to county database on
 Application of surveying principles land adjudication/
 Drawing profiles, contours and maps development plan
Read the information sheet “Applying surveying principles”

25
Learning Activities Special Instructions
(below)
Discuss
 Emerging techniques in Surveying
 Land Surveyor’ profession (Roles and duties)
 Expropriation data and information
 Link to county database on land adjudication/
development plan
Application
 Application of surveying principles
 Drawing profiles, contours and maps
 Site visits
References
 Kenya Building Code
 https://www.designingbuildings.co.uk/wiki/
Workmanship_in_construction
 https://ltsa.ca/sites/default/files/Generally-Accepted-
Land-Surveying-Principles.pdf
 https://theconstructor.org/surveying/surveying-
principles-methods-civil-engineering/13048/
 http://plaza.ufl.edu/katrinas/route/dsm01.pdf
 Book: Basic Construction Management – The
superintendent’s job, author Leon Rogers
Assessment
The assessment will be based on individual trainees’
demonstration of fulfilling the course objectives as set out
in the curriculum and the training guide
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
Final Exam which includes theory and practical

1.5.1 INFO SHEET #0.5: Applying land surveying principles

Introduction
Surveying or land surveying is the technique, profession, and science of determining the
terrestrial or three-dimensional positions of points and the distances and angles between
them. A land surveying professional is called a land surveyor. These points are usually on the
surface of the Earth, and they are often used to establish maps and boundaries for

26
ownership, locations, such as building corners or the surface location of subsurface features,
or other purposes required by government or civil law, such as property sales.
The surveyor may be called on to determine heights and distances; to set out buildings,
bridges and roadways; to determine areas and volumes and to draw plans at a
predetermined scale.
The present information sheet intends to guide the trainers on the lesson preparation and
assist the trainees on acquiring the knowledge, attitude and skills on “land surveying
principles”.
Types of Surveying
 Geodetic Surveying: The type of surveying that
takes into account the true shape of the earth.
These surveys are of high precision and extend
over large areas.
 Plane Surveying: The type of surveying in which
the mean surface of the earth is considered as a
plane, or in which its spheroidal shape is
neglected, with regard to horizontal distances and
directions.
Different methods of Surveying
 Control Survey: Made to establish the horizontal and vertical positions of arbitrary points.
 Boundary Survey: Made to determine the length and direction of land lines and to
establish the position of these lines on the ground.
 Topographic Survey: Made to gather data to produce a topographic map showing the
configuration of the terrain and the location of natural and man-made objects.
 Hydrographic Survey: The survey of bodies of water made for the purpose of navigation,
water supply, or sub-aqueous construction.
 Mining Survey: Made to control, locate and map underground and surface works related
to mining operations.
 Construction Survey: Made to lay out, locate and monitor public and private engineering
works.
 Route Survey: Refers to those control, topographic, and construction surveys necessary
for the location and construction of highways, railroads, canals, transmission lines, and
pipelines.
 Photogrammetric Survey: Made to utilize the principles of aerial photogrammetry, in
which measurements made on photographs are used to determine the positions of
photographed objects.
 Astronomical survey: generally, involve imaging or "mapping" of regions of the sky

27
 using telescopes.
Basic Trigonometry functions for Distance and Angular Measurements
Pythagorean Theorem: In a right triangle, the square of the hypotenuse is equal to the sum
of the squares of the other two sides. C 2 = A2 + B2 where: C is the hypotenuse (side opposite
the right angle). A and B are the remaining sides.
Units of Angular Measurement: The most common angular units being employed in the
United States is the Sexagesimal System. This system uses angular notation in increments of
60 by dividing the circle into 360 degrees; degrees into 60 minutes; and minutes into 60
seconds. Therefore; 1 circle = 360° = 21,600´ = 1,296,000˝ 1° = 60´ = 3600˝ 1´ = 60˝
Most useable functions of Trigonometry
All trigonometric functions are simply ratios of one side of a right triangle to a second side of
the same triangle, or one side over another side. The distinction between functions is which
two sides are compared in the ratio. The figure below illustratesFigure
the side11: opposite
Use of angles
fromandand
trigonometric functions
the side adjacent to Angle A, and the hypotenuse (the side opposite the right angle). The
trigonometric functions of any angle are by definition:
Sine A = Opposite Side / Hypotenuse cosine A= Adjacent
Side / Hypotenuse Tangent A = Opposite Side / Adjacent
Side and inverting each ratio, we have cosecant =
Hypotenuse / Opposite Side = 1/sine A secant = Hypotenuse / Adjacent Side = 1/cosine A
cotangent = Adjacent Side / Opposite Side = 1/tangent A.
Using the definitions on the previous page, we can determine the values of the functions for
each angle shown below. List the Sine, Cosine, and Tangent of each angle in both fractional
and decimal form.
 Quadrat 1 Tanθ = 3/4 = 0.7500
 Quadrat 2 Sin 180-θ = 3/5 = 0.6000 Cos 180-θ = -4/5 = -0.8000 Tan 180-θ = 3/-4 = -
0.7500
 Quadrat 3 Sin 180+ θ = -3/5 = -0.6000 Cos 180+ θ = -4/5 = -0.8000 Tan 180+ θ = -3/-4 =
0.7500
 Quadrat 4 Sin 360-θ = -3/5 = -0.6000 Cos 360-θ = 4/5 = 0.8000 Tan 360-θ = -3/4 = -
0.7500
Distance Measuring (Chaining surveying)

28
English mathematician Edmund Gunter (1581-1626) gave to the world not only the words
cosine and cotangent, and the discovery of magnetic variation, but the measuring device
called the Gunter’s chain shown below. Edmund also gave us the acre which is 10 square
chains.
The Gunter’s chain is 1/80th of a mile or 66 feet long. It is composed of 100 links, with a link
being 0.66 feet or 7.92 inches long. Each link is a steel rod bent into a tight loop on each end
and connected to the next link with a small steel ring. Starting in the early 1900’s surveyors
started using steel tapes to measure distances. These devices are still called “chains” to this
day.
Procedure of chaining
 It must be remembered in surveying, that under most circumstances, all distances are
presumed to be horizontal distances and not surface distances.
 This dictates that every field measurement taken be either measured horizontally or, if
not, reduced to a horizontal distance mathematically.
 In many instances, it is easiest to simply measure the horizontal distance by keeping both
ends of the chain at the same elevation. This is not difficult if there is less than five feet
or so of elevation change between points. A hand level or “pea gun” is very helpful for
maintaining the horizontal position of the chain when “level chaining.” A pointed weight
on the end of a string called a “plumb bob” is used to carry the location of the point on
the ground up to the elevated chain by simply suspending the plumb bob from the chain
such that the point of the plumb bob hangs directly above the point on the ground.
 When the difference in elevation
along the measurement becomes too
great for level chaining, other
methods are called for. One option,
“break chaining”, involves simply
breaking the measurement into two Figure 12: Measuring distance by chaining surveying
or more measurements that can be
chained level.
Angle Measuring
Measuring distances alone in surveying
does not establish the location of an object. We need to locate the object in 3 dimensions. To
accomplish that we need:

29
 Horizontal length (distance)
 Difference in height (elevation)
 Angular direction
An angle is defined as the difference in
direction between two convergent
lines. A horizontal angle is formed by
the directions to two objects in a
horizontal plane. A vertical angle is
formed by two intersecting lines in a
vertical plane, one of these lines
horizontal. A zenith angle is the
Figure 13: Angle measuring
complementary angle to the vertical
angle and is formed by two intersecting lines in a vertical plane, one of these lines directed
toward the zenith.
Types of Measured Angles
 Interior angles are measured clockwise
or counter-clockwise between two
adjacent lines on the inside of a closed
polygon figure.
 Exterior angles are measured clockwise
or counter-clockwise between two
adjacent lines on the outside of a closed
polygon figure.
 Deflection angles, right or left, are
measured from an extension of the
preceding course and the ahead line. It
must be noted when the deflection is
right (R) or left (L). Figure 14: Type of measured angles

A Theodolite is a precision surveying instrument; consisting of an alidade with a telescope

and an accurately graduated circle; and equipped with the necessary levels and optical-
reading circles. The glass horizontal and vertical circles, optical-reading system, and all
mechanical parts are enclosed in an alidade section along with 3 leveling screws contained in
a detachable base or tribrach.
A Transit is a surveying instrument having a horizontal circle divided into degrees, minutes,
and seconds. It has a vertical circle or arc. Transits are used to measure horizontal and
vertical angles. The graduated circles (plates) are on the outside of the instrument and angles
have to be read by using a vernier.
Bearings and Azimuths
30
The Relative directions of lines connecting survey points may be obtained in a variety of
ways. The figure below on the left shows lines intersecting at a point. The direction of any
line with respect to an adjacent line is given by the horizontal angle between the 2 lines and
the direction of rotation. The figure on the right shows the same system of lines but with all
the angles measured from a line of reference (O-M). The direction of any line with respect to
the line of reference is given by the angle between the lines and its direction of rotation.
Co-ordinates
In Surveying, one of the primary functions is to describe or establish the positions of points
on the surface of the earth. One of the many ways to accomplish this is by using coordinates
to provide an address for the point. Modern surveying techniques rely heavily on 3
dimensional coordinates.

Rectangular Coordinate System (or Cartesian Plane): In the right of figure, is what is described
as a rectangular coordinate system. A vertical directed line (y-axis) crosses the horizontal
directed line (x-axis) at the origin point. This system uses an ordered pair of coordinates to
locate a point. The coordinates are always expressed as (x, y). The x and y axes divide the
plane into four parts, numbered in a counter-clockwise direction as shown in the left of figure
33. Signs of the coordinates of points in each quadrant are also shown in this figure. Note: In
surveying, the quadrants are numbered clockwise starting with the upper right quadrant and
the normal way of denoting coordinates (in the United States) is the opposite (y, x) or more
appropriately North, East.

Figure 15: Rectangular coordinates

Polar Coordinates: Another way of describing the position of point P is by its distance r from a
fixed-point O and the angle θ that makes with a fixed indefinite line oa (the initial line).

31
The ordered pair of numbers (r,θ) are called the polar coordinates of P. r is the radius vector
of P and θ its vectoral angle. Note: (r,θ), (r, θ + 360o), (-r, θ + 180o) represent the same point.
Transformation of Polar and Rectangular coordinates:

Measuring distance between

coordinates: When determining the
distance between any two points in a
rectangular coordinate system, the
Pythagorean theorem may be used. In
the figure below, the distance between Figure 16: Polar Coordinates
A and B can be computed in the
following way:

Figure 17: Measuring distances between coordinates

How satellite distance is measured

The Global Positioning System (GPS) is a navigational or positioning system developed by the
United States Department of Defense. It was designed as a fast positioning system for 24
hour a day, three-dimensional coverage worldwide. It is based on a constellation of 21 active
and 3 spare satellites orbiting 10,900 miles above the earth. The GPS (NAVSTAR) satellites

32
have an orbital period of 12 hours and
are not in geosynchronous orbit (they
are not stationary over a point on the
earth). They maintain a very precise
orbit and their position is known at any
given moment in time. This
constellation could allow a GPS user
access to up to a maximum of 8
satellites anywhere in the world. GPS
provides Point Position
Figure 18: Measuring angle with GPS
(Latitude/Longitude) and Relative
Position (Vector). GPS can differentiate between every square meter on the earth’s surface
thus allowing a new international standard for defining locations and directions.
The Principles of GPS: For centuries man has used the stars to determine his position. The
extreme distance from the stars made them look the same from different locations and even
with the most sophisticated instruments could not produce a position closer than a mile or
two. The GPS system is a constellation of Manmade Stars at an orbit high enough to allow a
field of view of several satellites, yet
low enough to detect a change in the
geometry even if you moved a few
feet. A typical conventional survey
establishes positions of unknown
points by occupying a known point
and measuring to the unknown
points. GPS is somewhat the
opposite. We occupy the unknown
point and measure to known points.
In conventional surveying this is
similar to the process of doing a
resection, the slight difference is that
the targets are 10,900 miles away
and travelling at extremely high
speeds.
Figure 19: Profiles and contours
Drawing profiles, contours and maps
Differential Leveling
Differential leveling is the process used to determine a difference in elevation between two
points. A Level is an instrument with a telescope that can be leveled with a spirit bubble. The
optical line of sight forms a horizontal plane, which is at the same elevation as the telescope

33
 crosshair. By reading a graduated rod held vertically on a point of known elevation (Bench
Mark) a difference in elevation can be measured and a height of instrument (H.I.) calculated
by adding the rod reading to the elevation of the bench mark. Once the height of instrument
is established, rod readings can be taken on subsequent points and their elevations
calculated by simply subtracting the readings from the height of instrument.
In the following example, the elevation at BM-A is known, and we need to know the elevation
of BM-K. The level is set up at a point near BM-A, and a rod reading taken. The height of
instrument (HI) is calculated and a rod reading to a turning point (TP1) is taken. The reading
of the foresight is subtracted from the height of instrument to obtain the elevation at TP1.
The rod stays at TP1, the level moves ahead and the rod at TP1 now becomes the backsight.
This procedure is repeated until the final foresight to BM-K.
Digital Terrain Models
A digital Terrain Model (DTM) is numerical representation of the configuration of the terrain
consisting of a very dense network of points of known X, Y,Z coordinates. Modern surveying
and photogrammetric equipment enables rapid three-dimensional data acquisition. A
computer processes the data into a form from which it can interpolate a three-dimensional
position anywhere within the model. Think of a DTM as an electronic lump of clay shaped
into a model representing the terrain. If an alignment was draped on the model and a vertical
cut made along the line, a side view of the cut line would yield the alignment’s original
ground profile. If vertical cuts were made at right angles to the alignment at certain
prescribed intervals, the side views of the cuts would represent cross sections. If horizontal
cuts were made at certain elevation intervals, the cut lines when viewed from above would
represent contours. A DTM forms the basis for modern highway location and design. It is
used extensively to extract profiles and cross sections, analyze alternate design alignments,
compute earthwork, etc. (see fig below12

12
The Pangani Project

34
 Figure 20: Sample of digital terrain

Cross Sections
Cross sections are lines 90 degrees perpendicular to the alignment (P-Line, L-Line, centerline
of stream, etc.), along which the configuration of the ground is determined by obtaining
elevations of points at known distances from the alignment. Cross sections are used to
determine the shape of the ground surface through the alignment corridor. The shape of the
ground surface helps the designer pick his horizontal and vertical profile. Once the alignment
is picked, earthwork quantities can be calculated. The earthwork quantities will then be used
to help evaluate the alignment choice. In addition to earthwork calculations, cross sections
are used in the design of storm sewers, culvert extensions and the size and location of new
culverts.

Figure 21: Drawing of cross section

35
1.5.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #0.5
 Surveying equipment such theodolite or total station and accessories
 Measurement tools
 GPS device
 Office supplies
 Media equipment such as camera, talky walkie

1.5.3 ASSESSMENT TOOL FOR OUTCOME # 0.5

Model of Assessment tool is attached

1.6 LO #0.6: Demonstrating knowledge and skills in Temporary work

(scaffolding, formwork, underpinning, shoring)
Learning Activities Special Instructions
1) Develop ability to work safety
Lecture on:
2) Building by laws and
Techniques of temporary works such as Scaffolding,
specification
formwork, Underpinning, Shoring, Hoarding and
Fencing
 Cutting list preparation
Read the information sheet titled “Demonstrating
knowledge and skills in Temporary work – scaffolding,
formwork/shuttering, underpinning, shoring”
Discuss
 Develop ability to work safety
 Building by laws and specification
Application
 Cutting list preparation
 Drawing temporary works
 Site visits
References
 Kenya Building Code
 https://www.designingbuildings.co.uk/wiki/
Workmanship_in_construction
 Book: Basic Construction Management – The
superintendent’s job, author Leon Rogers
Assessment
The assessment will be based on individual trainees’
demonstration of fulfilling the course objectives as set out
in the curriculum and the training guide

36
Learning Activities Special Instructions
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
Final Exam which includes theory and practical

1.6.1 INFO SHEET #0.6: Demonstrating knowledge and skills in temporary work
(scaffolding, formwork/shuttering, underpinning, shoring)
Introduction
This unit of competency intends to equip the trainees (future Building Technician) with the
necessary knowledge and attitudes, which will enable him or her to demonstrate knowledge
and skills in temporary work.
The present information sheet intends to guide the trainers on the lesson preparation and
assist the trainees on acquiring the knowledge, attitude and skills on “temporary work -
scaffolding, formwork/shuttering, underpinning and shoring”
Definition and scope of temporary work
Temporary works are defined in BS5975: 2008 + A1: 2001 Code of Practice for Temporary
Works Procedures and the Permissible Stress Design of False work (BSI 2011) as ‘parts of the
works that allow or enable construction of, protect, support or provide access to, the
permanent works and which might or might not remain in place at the completion of the
works’.
Temporary works designers have the same duties as permanent works designers and must be
sufficiently competent in their specific field of designing temporary works.
The designers should:
 Avoid foreseeable risks as reasonably practicable, including risks in relation to the
removal of any temporary works once construction is complete.
 Coordinate with permanent works designers and principal contractors to discuss the
effects of any temporary work loading and possible disturbances during the
construction of the permanent structure.
Temporary works are most commonly the contractor’s responsibility. The cost of any
temporary works is generally included in the build-up of the tender. Temporary works will
often be taken from site to site and re-used and it is important to consider the components
robustness when approaching the design. However, temporary works that are designed only
to be used during construction must not be removed until the satisfactory safety criteria for
their use has been met. A local failure within the temporary works should not initiate a global
collapse of the structure.

37
Temporary works
Scaffolding: Scaffolding includes providing a temporary safe working platform for Erection,
Maintenance, Construction, Repair, Access and Inspection.
It is formed from individual tubes and joints or, proprietary components. There are two main
types of scaffolding:
 Freestanding scaffolds, such as Independent towers,
 Independent tied scaffolds, such as independent towers tied to an adjacent structure.

The most common piece of structure used in scaffolding is the scaffold is the tube. The tube
generally comes in two thicknesses, 3.2mm or 4mm. The tubes are galvanized due to their
exposure to the elements and axial capacity loads are given either ‘as new’ or ‘used.’
Capacities of tubes used in tension are usually limited by the safe slip load capacity of the
coupler, which is far lower than the actual tensile resistance of the tube.
Scaffolding is designed for its self-weight, i.e. the weight of the boards, tubes, guardrails, toe
boards etc. and imposed loads such as
wind. The imposed load applied to the
scaffolding depends on its use.
Four classes of loading are available:
• Service Class 1 - 0.75 kN/m2 –
Inspection and very light duty Figure 22: Photo of scaffolding
access
• Service Class 2 - 1.50 KN/m2–
Light duty such as painting and
cleaning
• Service Class 3 - 2.00 KN/m2 – General building work, brickwork, etc.
• Service Class 4 - 3.00 KN/m2 – Heavy duty such as masonry and heavy cladding
The wind load applied to scaffolding will change depending on whether sheeting or debris
nets are used. The magnitude of the wind load will alter the required capacity of the ties and
may affect their frequency.
When scaffolding is tied to a building it uses the permanent structure of the building to
provide stability. Scaffold Sheeting protects employees and the structure from rain and wind
and is attached with Scaffold Ties or alternatively Scaffold Netting is used to prevent debris
from hurting those on lower levels. The selection of tie positions should be tested and
checked before use and the suitability of the permanent structures composition to carry the
ties should be analyzed. Foam Scaffold Tubes are a popular accessory for protecting
pedestrians at lower levels. Scaffolding is also braced laterally using façade and ledger
bracing.
Workmanship and inspection is vital for the erection and dismantling of scaffolding and must
38
be undertaken by competent personal
under supervision.
Façade retention: Façade retention
involves supporting existing façades or
party walls for renovation and is often
used for works to listed buildings. By
retaining the façade, the overall look of
a building is preserved while new
internal floor structures and layouts can
be constructed to meet the needs of
modern occupants. A shoring retention
scheme is generally required to support
the front façade while construction of the new internal layout takes place. Once construction
of the internal structure is complete, the existing façade can be connected to it. The types of
retention include:
 Scaffolding, suitable for low level facades between 3 and 4 stories’, with sufficient
space at their base for installation.
 Proprietary retention, involving props, ties and bracing suitable for higher facades as
the general quantity of components are reduced.
 Fabricated steelwork, used when cost of hiring proprietary equipment over long
periods of time outweigh the cost of fabricating a structure
 Combinations of fabricated and proprietary retention systems.
The support system must be stiff enough to prevent excessive movement, which could cause
cracking to the façade. By pre-loading the façade with a series of flat jacks the likelihood of
movement can be reduced, and deflection limited. The overall stability of the system must be
maintained in all directions taking into consideration wind loads and impact loads. The
system must also resist the overturning moment as well as moments generated by eccentric
dead load. Kentledges can be incorporated into the design to counteract these moments.
Crane supports
Tower cranes are usually supplied on a
hire basis, with the client being
responsible for the design and
construction of the base upon which the
crane will be erected. Details of loading
are provided by the crane supplier and
the base is most commonly designed as a temporary structure, although sometimes a crane
base will be incorporated into the permanent structure to save on cost and time.

39
Loads are given in two forms, ‘in service’ loads, where the crane is functioning, and wind
speeds are restricted (i.e. cranes will not operate at high wind speeds), and ‘out of service’
loads, where the crane is not being used but maximum wind speeds may occur.
The location for a crane should be carefully selected to provide a maximum working radius,
and when two cranes are being used on the same site mast heights and jib lengths must be
considered so that they do not clash.
Cranes are typically structured around two rails at their base between 4.5m-10m apart with
wheels in each corner. Cranes are not normally tied down, so sufficient kentledge must be
provided to ensure vertical loading from the crane passes through the rails and into the
foundation. The foundation is designed so that the unaccounted loading from the crane and
the unaccounted loading from the foundation itself create a bearing pressure which is less
than the allowable bearing pressure of the soil.
Falsework: Falsework involves a temporary structure used to support other permanent
structures until they can support
themselves. There are three main types
of systems used for false work. These
include:
 Type 1 - Aluminum support legs
with aluminum frames
assembled into falsework
systems
 Type 2 - Individual aluminum or
steel props, including either
timber header beams or
proprietary panels
 Type 3 - Heavier steel false work

The design philosophy behind falsework differs from that of permanent works. They are
highly stressed, usually to 90% of their capacity over short periods of time and involve
reusable components. Props are rarely tied down and rely on their self-weight and supported
load for lateral stability.
The design of the falsework must make allowances for erection tolerances and take into
account that the components are re-used many times.
Falsework capacities are provided by the manufactures and permanent, imposed and
environmental loads must all be taken account of in their design.

40
As with general construction, stability is
often identified as the main cause of
collapse. BS 5975 (BSI, 2011; clause
19.2.9.1) recommends that all false
work is designed for 2.5% of the vertical
load acting horizontally as a tolerance
for workmanship during erection.
Workmanship and inspections play key
roles in the design and installation of
false work, as attention to detail is
particularly important.
Formwork: Formwork is the term used for a temporary mold into which concrete is poured
and formed. Traditional formwork is fabricated using timber, but it can also be constructed
from steel, glass fiber reinforced plastics and other materials.
 Timber formwork is normally constructed on site using timber and plywood. It is easy
to produce, although it can be time consuming for larger structures. It is used when
the labour costs are lower than the cost of producing re-usable formwork from
materials such as steel or plastic.
 Re-usable plastic formwork is generally used for quick pours of concrete. The
formwork is assembled either from interlocking panels or from a modular system and
is used for relatively simple concrete structures. It is not as versatile as timber
formwork due to the prefabrication requirements and is best suited for lost-cost,
repetitive structures such as mass housing schemes.
 Stay-in-place structural formwork is generally assembled on site using prefabricated
fiber-reinforced plastic. It is used for concrete columns and piers and stays in place,
acting as permanent axial and shear reinforcement for the structural member. It also
provides resistance to environmental damage for both the concrete and reinforcing
bars.
 Proprietary systems are used to support vertical formwork while concrete cures,
consisting of a series of tubes and ties.
When selecting formwork, the type of concrete and temperature of the pour are important
considerations as they both effect the pressure exerted.
Once the concrete has gained sufficient strength the formwork can be struck (removed). A
minimum value of 5N/mm2 is recommended in all cases when striking vertical formwork as
so not to damage the permanent concrete in the process.
High quality workmanship and inspection are necessary to ensure a high standard and
appearance of the resulting concrete structure.
Trench support: A trench is defined as an excavation when its length greatly exceeds its

41
depth. Shallow trenches are usually considered to be less than 6m deep and deep trenches
greater than 6m. Depending on the dimensions of a trench, excavation can either be carried
out by hand or using a mechanical digger. Trenches are commonly required to allow services,
pipelines or foundations to be laid.
Water ingress into the trench is often a major issue and ground water table locations and soil
strata should be investigated before any extensive excavation takes place.
Over short periods of time for relatively shallow depths most soil types will stand almost
vertically without any problems. However, trenches other than those which are relatively
shallow may require a trench support scheme.
Timber supports: Historically, trenching involved using timber to support horizontal and
vertical soil loads and this technique is still used today. Timber trenching is generally used for
low risk, narrow trenches, shafts or headings. The timber solutions require good
workmanship and are reasonably labor-intensive, however they are versatile, and the
equipment required is easy to handle and transport.
Trench boxes: Trench boxes are suitable for low-risk situations in stable, dry ground and can
be placed in pre-excavated trenches or installed using the ‘dig and push’ technique. The
system requires at least two struts at each panel for stability which must be considered when
access is required for construction work or piping.
Trench sheets: Trench sheets are the
most adaptable of the systems available
and are most commonly used to retain
poorer soil. They can support deeper
trenches with larger surcharges and
provide a continuous support. They
require multiple levels of strut support
and the slenderness of the sheets can
often limit the depth of the trench as
they are installed by light machinery
and could buckle under large vertical
loads.
Shoring: is the technique of using a temporary support, usually a form of prop, to make a
structure stable and safe.
Shoring is often used to provide lateral support:
 To walls undergoing repair or reinforcement.
 During excavations.
 To prevent walls bulging out.
 When an adjacent structure is to be pulled down.
 When openings in a wall are made or enlarged.

42
There are three basic types of shoring system that can be used separately or in combination
depending on the nature of the support required
Raking shores [see top image] involve inclined members, or rakers, typically placed at 3-4.5 m
centres, and braced at regular intervals. They tend to be inclined at between 40-75º. Typical
materials that are used include timber, structural steel, and framed tubular scaffolding.
Dead shores: Dead shores are primarily used to carry vertical loadings from walls, roofs and
floors. This is often required when an opening is being made in a wall, or a defective
loadbearing wall is being rebuilt. An arrangement of beams and posts support the structural
weight and transfer it to the firm ground foundation below.
Flying shores: Flying shores are used as an alternative for raking shores and provide a clear
working space at ground level by exerting thrust on opposite walls, often the party walls of
two buildings.
If walls are at different heights, unsymmetrical flying shores can be arranged. Often this is in
combination with raking shore principles, i.e. top and middle raking shores above a
horizontal shore, perhaps with a bottom raking shore below, with binding to both sides as
required.
Example: Flying shores consist of horizontal shores (often 250 x 250 mm) placed between
wall plates and supported by a system of needles and cleats. Inclined struts are supported at
the top by needle and cleats, and by a 150 x 75 mm straining sill that is fastened to the
horizontal shore.
Single flying shores can typically be used for spans of up to 9 m. Double flying shores, in
which two horizontal shores are connected using 150 x 150 mm studs, can be used for spans
of up to 12m
Underpinning: Where the foundations of an existing building or structure require
strengthening and stabilizing, a process of underpinning may be necessary. Excavated soil
from beneath existing foundations is replaced with material, usually concrete, in a series of
phases that increase the overall depth. This forms a new foundation beneath the existing
one.
To ensure that structural risks are mitigated against, there are design, methodology and
safety procedures that must be adhered to.
Common reasons why underpinning may be necessary might include:

43
  Subsidence (changes in the
condition of the soil) or poor soil
properties which may have
caused the existing building’s
foundations to move. This may
be due to natural causes such as
earthquake, flood, drought and
so on.
 Additional building story’s,
either above or below ground
level, are to be added, meaning
that existing foundations need
to be strengthened so as to
adequately support the
modified load.
 Structures have been built
nearby that alter the soil stability.
 The original foundation is found to be inadequate in terms of its strength or stability.
 The usage of the structure has been modified.
Types of underpinning: There are a number of different types of underpinning, depending on
the circumstances.
 Mass concrete underpinning: Due to its low cost and suitability for shallow depth
underpinning, and heavy foundation loads, this is the most common method of
underpinning. The ground below the existing building foundation is excavated in
controlled stages (or pins). When strata suitable for bearing the weight of the building has
been reached, the excavation is filled with concrete and left to cure before the next pin is
excavated.
Safe transfer of the building load to the new pin is achieved by ramming a dry sand cement
packing mortar between new and old foundations. This technique cannot be adopted as
solution for all situations, and to overcome difficulties such as groundwater, lose ground or
fill, other techniques will be required.
 Beam and base underpinning: This is a more technically advanced adaptation. A
reinforced concrete beam transfers the building load to mass concrete bases, the size and
depth of which are dependent upon prevailing ground conditions and the applied loads of
the building.
 Mini-piled underpinning: This is most suited to sites with variable ground conditions,
restrictive access, or environmental pollution. It is used when foundation loads need to
be transferred to stable soils at considerable depths.
 Expanding resin injection: This is a more recent development which is cleaner and less
disruptive. It involves the injection into the ground of a structural resin and hardener mix,

44
 or strengthening grout, that chemically reacts to expand and compact weak soil, thereby
raising and re-leveling a structure.
Method of underpinning: The Building Regulations definition of ‘building work’ includes: ‘(f)
work involving the underpinning of a building’. This refers to all or part of the building
foundations. Compliance with the building regulations will usually be dependent on the
preparation of a structural design of the underpinning, and a description of the process
involved.
Underpinning works must also comply with the Construction, Design & Management
Regulations (CDM) 2015, and if the building is adjacent to, or in close proximity to other
buildings, then the requirements of the Party Wall Act 1996 may need to be complied with.
Prior to commencement of the work, existing structures will be assessed, and trial holes
excavated next to existing footings for inspection. Attention will need to be given to any
below grade facilities, such as sewers, drains, electricity cables, and so on.
It is essential that the structural engineer’s instructions should be followed to avoid excessive
undermining of existing foundations or causing further damage to the structure itself. Short
sections of excavation can be carried out individually, with the timing of each stage and
materials specification will be dependent upon the structural engineer’s design. This work
will generally be subject to inspection by the engineer, and the building control body.
Debris netting: is used on construction sites to contain debris and on scaffolding to prevent
debris from falling. It is generally made from a durable, heavy-duty, plastic netting.
There are many benefits to using debris netting on a construction scaffold:
 It provides safe containment of debris, protection of workers, the public and traffic.
 Its versatility as an enclosure system means it is easy and economical to handle and
can hang vertically or horizontally to achieve maximum coverage.
 The edges are reinforced with eyelets for quick and easy attachment to a scaffold
using wire or plastic ties.
 It allows air movement, which can ventilate the scaffold and reduce wind loading.
 It provides shading against bright sunlight whilst allowing enough light in for tasks to
be carried out.
 It gives some protection to work areas and workers from inclement weather
conditions.
 It is flame retardant...

Debris netting can be made of a range of materials such as:

 Polyester.
 High-density polyethylene.
 Polypropylene.
 PVC-coated polyester.

45
 Debris netting is typically green in color.
However, in sensitive of high profile
locations, debris containment can be
provided using printed materials that
can for example show the façade of the
building behind the material, images of
the completed development, details of
the project team or client,
advertisements and so on...

1.6.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #0.6

 Netting materials
 Construction tools
 Some materials like nails, screws

1.6.3 ASSESSMENT TOOL FOR OUTCOME # 0.6

Model of Assessment tool is attached

46
DUTY 1: Interpret Contract documents (120h)
COMPETENCY 1: Interpreting Contract documents
INTRODUCTION
The basic process of construction is a team effort from the consultants (Architects,
Engineers), the Owners, working alongside the Contractors and it should not be an
adversarial relationship. The process of teamwork is required to produce a quality product
that satisfies the end user and the client. The process of construction is governed by a
contract and its annexed documents/ files which shall be interpreted at the beginning of the
project. The task of interpreting the construction documents is immense. Building
Technicians, Superintendents and Engineers play significant role in dealing with the contract
interpretation which precedes the commencement of each construction site. A good
interpretation of the contract lead to a better product, less conflicts and more outputs.
The information in this section (Unit of Competency-1) intends to guide trainers and trainees
and to provide knowledge, attitude and skills that will be used in the interpretation of
contract and the annexed documents.

PERFORMANCE STANDARD 1
By the end of this training module, the trainee should be able to:
 Read and Interpret details form relevant contract files or documents, including legal
aspect, use of materials, use for workmen, specifications and procedures/regulations
that need to be applied
 Carry out calculations for required quantity of relevant materials from schematic
working drawings.
 Read and prepare method statements for all type of construction works (Foundation,
Concrete, Mason, Carpenter, Electrical works, plumbing works, external works, erection
of formwork & shuttering scaffold etc.).
 Prepare schedules of quantities and/or estimation of materials and workmanship from
the bills of quantities and working drawings.
 Decode and bill for details of all the uncaptured elements of the BQ.
LEARNING OUTCOMES 1 (Interpret Contract documents):
Reading and Interpreting details form relevant contract files or documents to:
1.1 Extract the materials, tools and equipment needed for the construction
1.2 Breakdown the quantities of workmanship
1.3 Extract the specifications, rules and procedures needed for the project implementation
1.4 Prepare or update the work program
1.5 Draw sketches to guide site foremen

General Knowledge about Construction Contracts

47
In any construction contract, the cost of the project consists of the costs for labor and materials
and the builder's profit and overhead. Before a project begins, the costs are only estimates. That
includes price quotes from a contractor. There is risk involved for both the owner and the builder
concerning the builder's ability to perform the work for a given actual cost. The differences
between types of contracts primarily lie in who takes the risk, who has to pay for cost over runs,
and who keeps the savings if the project costs less than the estimate. In a major construction
project, some or all of the different types of contracts may be used. There may be one type of
contract between the owner and the primary contractor and different types of contracts
between the primary contractor and the sub-contractors.

Lump Sum. A lump sum, sometimes called stipulated sum, contract is the most basic form of
agreement between a supplier of services and a customer. The supplier agrees to provide
specified services for a specific price. The receiver agrees to pay the price upon completion of the
work or according to a negotiated payment schedule. In developing a lump sum bid, the builder
will estimate the costs of labor and materials and add to it a standard amount for overhead and
the desired amount of profit.

Most builders will estimate profit and overhead to total about 12-16 percent of the project cost.
This amount may be increased based on the builder's assessment of risk. If the actual costs of
labor and materials are higher than the builder's estimate, the profit will be reduced. If the actual
costs are lower, the builder gets more profit. Either way, the cost to the owner is the same. In
practice, however, costs that exceed the estimates may lead to disputes over the scope of work
or attempts to substitute less expensive materials for those specified.

Unit Price. In a unit price contract, the work to be performed is broken into various parts, usually
by construction trade, and a fixed price is established for each unit of work. For example, painting
is typically done on a square foot basis. Unit price contracts are seldom used for an entire major
construction project, but they are frequently used for agreements with subcontractors. They are
also often used for maintenance and repair work. In a unit price contract, like a lump sum
contract, the contractor is paid the agreed upon price, regardless of the actual cost to do the
work.
Guaranteed Maximum Price. In a guaranteed maximum price (GMP) contract, the contractor
estimates the cost just like in a lump sum bid, but profit is limited to a specified amount. In the
event that actual costs are lower than the estimates, the owner keeps the savings. In the event
costs are higher, the contractor pays the difference and profit is reduced.
Sometime, savings are shared between the owner and the contractor as an incentive to keep
costs down. As in a lump sum contract, higher than anticipated costs can lead to disputes. The
GMP will only apply to the work specified in the cost estimate. Changes, possibly including

48
 unforeseen circumstances or additional work which the contractor agrees to perform can result
in a final payment that is higher than the GMP. School districts should take care that their voters
understand that increases are possible.

Cost Plus. In a cost plus contract the contractor's profit is set at a fixed amount. If actual costs are
lower than the estimate, the owner keeps the savings. If actual costs are higher than the
estimate, the owner must pay the additional amount. Cost plus contracts are rarely used for
school projects because school administrators and school boards rarely have the authority to
exceed the amount appropriated for the project. The great advantage of a cost plus contract is
that, generally speaking, the project will result in the building that was envisioned, even if costs
run high. The builder is less likely to cut corners or argue for less expensive materials because his
profit is not in jeopardy. By the same token, the builder has little incentive to keep the owner's
costs down.13

1.7 LO #7: Extract the materials, tools and equipment needed for the construction

Learning Activities Special Instructions

Lecture on:
Extracting materials, tools and equipment from the contract 1. For ambiguities, omissions or
documents such as Bill of Quantities, Drawings, Other alterations/variations, consult
contract documents with appropriate project
authorities (including Architect,
Read:
Engineer/Project manager)
 The information sheet titled “Extraction of materials
2. It is the role of the Building
from a construction site document”
Technician to consult Project
Discuss: Engineer, Architect and other
 Emerging methods of construction, materials, tools and project authorities
equipment 3. It is the role of the Building
References technician to share project
information with stakeholders
 Kenya Building Code
 https://www.designingbuildings.co.uk/wiki/
Workmanship_in_construction
 Book: basic Construction Management – The
superintendent’s job, author Leon Rogers
 Materials specifications and catalogues

13
https://www.education.nh.gov/program/school_approval/ccdm.htm (05.08.2018)

49
Learning Activities Special Instructions
Assessment
The assessment will be based on individual trainees’
demonstration of fulfilling the course objectives as set out
in the curriculum and the training guide
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
 Final Exam which includes theory and practical

50
1.7.1 INFO SHEET#7: Extract14 the materials, tools and equipment needed for the
construction.
Introduction
The Bill of Quantities shall be read in conjunction with the Conditions of Contract, conditions
of particular applications, specifications and special provisions, Drawings and Employer’s
requirements and the Contractor shall provide against the bill rates or in the prices for the
full scope of the work covered by the Contract, no claim or variations shall be considered on
account of the Tender’s failure to comply with this provision. Building material, tools and
equipment quantities need to be extracted from building designs for a range of purposes
including:
 Estimating cost
 Environmental assessment
 Ordering of materials
 Other Services (AC, HEAT, electrical etc.).
The quantities of materials, tools and equipment extraction is generally assigned to a
specialized Quantity Surveyor which job has been addressed in another section of this
guide15. This information sheet which will be used as training guide for both trainer’s and
trainees, focuses on the extraction of the materials, methods and purpose in a construction
project. This information sheet discusses also the issues around extracting quantities. The
generation of Bills of Quantities is a fairly standardized process within those regions that have
followed similar tradition of building Figure 30: Photo of manual Materials take-off

construction. The quantity extraction is

commonly called as Quantity take-off
and it is done either manually or using a
computerized program linked to one of
the CAD software.
The present information sheet intends
to guide the trainers on the lesson preparation and assist the trainees on acquiring the
knowledge, attitude and skills on “Take-off of materials, tools and equipment needed for
the construction”
Manual Quantity Taking off (extraction)16
Contractors bidding for work realized or for work to realize is the process of extracting the
necessary quantities, prior to the assignment of unit rates of cost. Over time, the client
became responsible for paying for the generation of the Bill of Quantities and a distinct

14
Extraction of materials’ quantities is generally referred as a Quantity take-off
15
Refer to the section “Learning Outcome Quantity surveying page 25
16
Read also the quantity surveying section of this guide page 26, 27…

51
 profession of Quantity Surveyor
emerged. Documents, called
standard methods of
measurement, were also
developed to provide more
consistency through providing Figure 31: Screenshot of computerized materials take-off
guidelines on how the Bill of
Quantities should be structured,
which items should be
measured, how they should be
measured and what units should
be used.
The usual process a Quantity Surveyor will currently follow is to lay the drawings for the
project, out on a desk next to computer-based Bill generation software. Standard lists of
items are drawn from a database and the appropriate measurements are made by hand
against the drawings, with the individual measurements being accrued within the software.
As each measurement is taken, the Quantity Surveyor will mark off the measurement on the
drawing using an appropriately colored pen. If an appropriate unit rate of cost does not exist
in the database, the Quantity Surveyor will also build up a unit rate for the item from first
principles.
Automated Quantity Extraction
The automated Quantity taking off became widely used and the job of Quantity Surveyor
gained value and drawn up to the independent consultancy task. The initial intention with
the Automated Estimator was to provide a “traditional” BoQ user interface to meet the
requirement of minimal change to existing processes. However, it was soon realized that
importing data directly from CAD into a BoQ bypassed the existing process of marking off
drawings to record what had been measured.
Automated take-off uses a computer program (or app) and it generally links the take-off
sheets to a CAD software and generates the quantities of materials for the various
construction elements and calculated their respective quantities.
The two methods of take-off (manually and automated) lead to similar results, however the
automated one gives more accurate results with less hassle and in less time. Outsourcing the
Quantity Take-off became very common and many companies got specialized in Quantity
Surveying, Estimation and Take-off17.

17
See also the section of quantity surveying in “Learning Outcome #

52
1.7.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #7
 Office supply
 Data show
 Markers
 Painting spray

1.7.3 ASSESSMENT TOOL FOR OUTCOME # 7

Model of Assessment tool is attached

1.8 LO #8: Breakdown the Quantities of Workmanship

Learning Activities Special Instructions

Lecture on: 1. Use tools and equipment.
 Extracting Quantities of Workmanship from the 2. Rational use of workmanship
contract documents such as Bill of Quantities, and the maximum performance
Drawings, Other contract documents of teams.
Read: 3. Workmanship with minimum
supervision and maximum of
 The information sheet titled “Extraction of
workmanship from a construction site documents” efficiency

Discuss: 4. Punctuality and discipline are

part of the performance of each
 Skills development – long-life competency-based
training member of the teams.

 Emerging technologies
Visit this website
Assessment (See assessment tools in the Annex)
The assessment will be based on individual trainees’
demonstration of fulfilling the course objectives as set
out in the curriculum and the training guide
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application
sessions
 Homework
Final Exam which includes theory and practical

1.8.1 INFO SHEET#8: Breakdown the need of workmanship

Introduction

53
Good project management in construction depends upon the well-organized application of
labor, materials and equipment as these components comprises a large part of the construction
cost. In order to control cost of constructed facilities, labour estimating is one of the most
important concerns. The owner can gauge the success of an operating system on the whole with
labor productivity by utilizing labor, equipment and capital to transfer labor efforts into useful
productivity.
The labor estimating will vary according job
location, accessibility of skilled labor, contract
wage regulations, union or open shop labor
requirements, general market conditions, and
so on. Labor Productivity is frequently Figure 32: Workman need extraction

described as functional units per labor hour

for each type of construction task. The
thorough application of labor hours leads to a
quantity result in managing the exactness and
competence of an estimate. The assessment and explanation of the labor hours often leads to
the accuracy of the project's schedule and work force requirements.
The present information sheet intends to guide the trainers on the lesson preparation and assist
the trainees on acquiring the knowledge, attitude and skills on “Breakdown the need of
workmanship”
Workmanship and task rates
The project costs include the major factors like combined costs for worker's compensation,
unemployment insurance and social security taxes. The perfect method for including these costs
is to describe labor hours and wage rates; then apply percentages to the labor costs.
If construction output is stated in terms of functional units, the labor productivity will be related
with units of product per labor hour, for example cubic meter of concrete placed per hour or
miles of highway paved per day of eight hours.
Extraction of the need of workmanship
Now-a-days, computer aided design (CAD) software are available for perfect labor estimating.
The computer or smart tablet applications are applied for collecting and controlling all labor
records, analyzing labor costs with projects and activities for inclusion in project-based cost
analysis and reporting. To get a perfect estimation of the complete construction costs, just add
the labor estimating cost and other contingency expenses. The same system is used to price Bill
of Quantities for Contractors, where the BoQ has been prepared elsewhere and the contractor is
tendering for the works.
How to Calculate Labor Cost? The correct direct labor cost calculation includes fees and charges
that add about 10 percent to wage amounts. When you calculate direct labor costs by
54
multiplying an hourly rate by the number of hours worked, you won’t end up with an accurate
figure. The correct labor cost calculation includes federal, state and local fees. Typically, these
and other fees add 10 percent or more to labor costs, even more if you pay your employees
through a third-party payroll provider.
Direct Labor Costs vs. Indirect Labor Costs
Direct labor cost is the cost of labor used to produce goods – the labor cost of a line-worker in a
factory, for example. Indirect labor cost, which is not the subject of this article, can be defined in
several ways, most commonly to include supervision of labor and maintenance of equipment.
Other indirect labor costs may include factory overhead or even equipment depreciation. For
most small businesses, determining the direct labor cost is more useful.
Components of the Direct Cost of Labor
 Here are the cost components of direct labor:
 Hourly wage.
 Other benefits
 Social Security or retirement deduction
 Health care deduction
 Leave deduction
 Other deductions

1.8.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #8

 Drafting table
 Drawing pencils
 Drafting tool set
 Drawing Rotring Ink various size-pens and ink
Figure 33: Drawing pencils
 Paper format A0, A1, A2, A3 etc.
 Computer
 CAD software
 Other tools

Figure 34: Te-ruler and rulers

1.8.3 ASSESSMENT TOOL FOR OUTCOME # 8

Model of Assessment tool is attached

55
1.9 LO #9: Extract the specifications, rules and procedures needed for the project
implementation

Learning Activities Special Instructions

Lecture on: Extracting specifications from the 1. Alternative options for materials/
contract documents equipment specified but not available
 Bill of Quantities on the market- Approval by higher
 Drawings authorities (Architect and Engineer)
 Other contract documents 2. Adherence and its enforcement/
Read: the information sheet titled “Interpreting mitigation and penalties
the contract documents and extracting data on
materials, equipment and tools, workmanship
and specifications” (below)
Discuss:
Discuss: Existing legislation and application
Visit this website
Assessment
The assessment will be based on individual
trainees’ demonstration of fulfilling the course
objectives as set out in the curriculum and the
training guide
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application
sessions
 Homework
Final Exam which includes theory and practical

1.9.1 INFO SHEET#9: Extract the specifications, … project implementation

Extract the specifications, rules and procedures needed for the project implementation18.
Introduction
Specifications has significant importance in each construction document. In many contracts, the
specifications are reserved a section apart and they bear all possible details, so the
interpretation does not lead to any conflicts during the execution. Before the start of each
project, Site supervisors among Building Technician or Engineer have the mandate to make the

18
https://www.archtoolbox.com/representation/specifications/types-of-construction-specifications.html
56
contract interpretation and extract the specifications along with the need of materials, tools,
equipment and workmanship.
The present information sheet intends to guide the trainers on the lesson preparation and assist
the trainees on acquiring the knowledge, attitude and skills on “extracting the specifications,
rules and procedures needed for the project implementation”
Construction Specifications
According to the American Institute of Architects (AIA), the Contract Documents for a
construction project consist of “the Agreement, Conditions of the Contract, Drawing,
Specifications, Addenda…”, as well as other miscellaneous documents associated with the
contract between the project Owner and the Contractor hired to complete the work.
Construction specifications, as noted, become a part of the legal documents of the agreement
and form a cornerstone of the project design. In fact, in most cases, the construction
specifications override the project drawings in the event of conflicting information.
The purpose of construction specifications is to delineate the requirements regarding the
materials, products, installation procedures and quality aspects involved with execution of the
work and fulfillment of the contract. Specifications can be divided into three primary categories:
performance, prescriptive and proprietary, which are described below.
Performance Specifications
A performance specification is a
document that specifies the operational
requirements of a component or
installation. Simply put, a performance
specification tells the contractor what
the final installed product must be
capable of doing. The contractor is not
instructed as to how to accomplish the
task of meeting the performance
specification requirements - only as to
how the component must function after
installation. For example, a performance specification may be used in the construction of an
industrial pumping system. The specification would provide a required pumping rate (say 500
gallons per minute), a required pressure (20 psi) and the difference in height between the pump
and the final destination (+40 feet).
The general concept behind the performance specification is for the architect or engineer to
describe what they need, and the contractor to determine the best way to get there. The
performance specification focuses on the outcome and shifts the selection of materials and
methods, as well as a portion of the design work, onto the shoulders of the contractor. This
57
approach can provide incentives for innovation and flexibility in the construction approach, but
also reduces the amount of control that the architect or engineer has over the project
Prescriptive Specifications
Prescriptive specifications convey the requirements of a project through a detailed explanation
of the materials that the contractor must use, and the means of installing those materials. This
type of specification will typically be formatted in a manner similar to the following sections:
 General: This section will typically contain references to national/international standards,
design requirements, a list of required submittals from the contractor to the
architect/engineer, quality control requirements and product handling requirements.
 Products: This section will describe, in detail, the various products required for the task
covered by the specification along with the individual structural and performance
requirements of each product.
 Execution: This section will explain how to prepare the materials and conduct the
installation, including the testing requirements to be followed.
Prescriptive specifications shift more of the project design control onto the shoulders of the
architect or engineer and away from the contractor by establishing a set of rules that is to be
followed for each project component. This type of specification provides more certainty
regarding the final product composition than the performance specification and is very
frequently used for highly complex portions of a project.
Proprietary Specifications
Proprietary specifications are those that require the use of a single approved product type for
any particular installation. Proprietary specifications are often used in cases where there is
existing equipment or installations already on site. In these cases, the owner may want to
maintain consistency of materials or possibly simply prefers a specific type of product. Also, in
highly complex installations where there is only one specific piece of equipment that will
accomplish a specified task, a proprietary specification is required.
Construction Specification Standards
Construction specifications used in the Country typically conform to the guidelines of the Kenya
Building Code, Kenya Bureau of Standards (KEBS).

1.9.2 TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS

1.9.3 ASSESSMENT TOOL FOR OUTCOME # 9

Model of Assessment tool is attached

58
 1.10 LO #10: Prepare or update the work program
Learning Activities Special Instructions
1. Highlight changes of
Lecture on: Preparing and updating the work program from the
work program and
contract documents such as Bill of Quantities, Drawings, Other
their cause
contract documents
2. Focus on cost
Read the information sheet#1 titled “Interpreting the contract valuation/variation
documents and extracting data on materials, equipment and tools, noted
workmanship and specifications”
Discuss with building technician: preparation, use and updating of
work program
Discuss other types of work program.
References
 Kenya Building Code
 http://www.tpsgc-pwgsc.gc.ca/biens-property/sngp-npms/bi-
rp/livra-deliv/plan/guide-eng.html
 https://www.thebalance.com/critical-path-description-and-
overview-2276120
 https://www.g-w.com/pdf/sampchap/
9781605258102_ch15.pdf
 Book: Basic Construction Management – The superintendent’s
job, author Leon Rogers
Assessment (See assessment tools in the Annex)
The assessment will be based on individual trainees’
demonstration of fulfilling the course objectives as set out in the
curriculum and the training guide
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
Final Exam which includes theory and practical

1.10.1INFO SHEET#10: Prepare or update the work program

Introduction: General notes, information and guidelines
The project plan is the document that defines the plan (systematic method) that will be used to
meet the project objectives. It will include why this project is being initiated, what is to be done,
who will be involved in its development and delivery, when it will be done and how it will be

59
done. In addition to these basic questions, it includes cost information, monitoring and control
strategies.
The project plan takes on two forms during the life of the project. It initially starts out as the
preliminary project plan and can have specific annexes updated as more information becomes
available. At the beginning of the delivery stage, the project management plan (execution) is
prepared to detail the delivery plan to the end of the project. Assumptions on which information
is based should be noted in all sections of the plan. Throughout the life of the project, client-
requested scope modifications and their associated impact should also be noted in the
appropriate sections of the plan. The project team must periodically validate and/or modify
assumptions as the project evolves. In general, as the project evolves, risks should be more
accurately defined as well as their potential impact should be better understood and mitigated.
Also, the various sections of the project plan such as scope, schedule and cost, should include
the source of information for later reference in case verification of information is required (that
is project leader, project manager, client, consultant, quantity surveyor, etc.).
The present information sheet intends to guide the trainers on the lesson preparation and assist
the trainees on acquiring the knowledge, attitude and skills on “preparing and updating the
work program”.
Identification stage preliminary work program (project plan)
The Work Program (submission) and the Work Management Plan (execution) often use same or
similar template. Thus, the present information sheet refers to the sector of the preparation of
the Execution Plan and consider the content to be similar or identical
The work program is prepared or validated by the person carrying out the role of the project
leader. The purpose of the work program is to focus on the plan (systematic method) that will
be taken to develop the project to the end of the project identification stage at which point
project approval/expenditure authority (PA/EA) will be obtained or denied.
As the same template is used for both the work program and the project execution plan (PMP),
the key aspects that should be developed in the work program include the following:

 Project background: Description of the project background, describing the context for the
project, the identified need and the reasons for initiating the project. The content for this
section is largely based on the "Purpose" and "Background" sections of the SoR.
 Scope management: Problem/opportunity definition and any project constraints/issues. The
content or this section should be based on the "Problem/opportunity definition" section of
the SoR. The scope documents will be divided into small packages to create the activity list
and milestone list, as well as a work breakdown structure (WBS).
 Time management: From the activity lists and milestone lists, a project schedule will be
developed. In the PPP, a schedule must be developed up to PA/EA, and an overall milestone
60
 list reflecting activity to the end of the project is required. However, any known schedule
constraints (for example fixed end date, lease expiry) should always be reflected.
 Cost management: The level of detail for this section is subject to the adequacy of
information to generate a cost plan for the proposed project. Note that the intent is to
provide an initial budget for the project with expected cash flows for delivery of the project.
As a minimum, copy the spending breakdown provided in the approved statement of
requirement document and provide an estimate/timeline of how the funds for those cost
items/activities will be disbursed.
 Financial management: Must outline approved seed funding (received with the approved
SoR) and anticipated costs to complete to PA/EA submission.
 Quality management: Description of how the records management system is to be
established and maintained, description of the project review methods and description of
the project monitoring and reporting methodology.
 Human resources management: Who will be the project team for this stage and their roles
and responsibilities. In the preliminary stages of the plan a simple outline of the project
team and roles can suffice. The roles and responsibilities should however be developed in
detail as the project approaches PA/EA.
Critical Path/PERT Networks
Among the several methods of planning, this information sheet deals with the main tool is
Critical Path/PERT Networks.
Critical Path:
Critical Path is a term from the field of project management describing a set of tools and a
methodology. The technical definition of the critical path in a sequence of networked work
packages is the path with the least amount of slack. In practical terms, this path is the sequence
of events that if any are delayed, will delay the entire project. And in even simpler terms, the
critical path is the sequence of tasks that will take the longest to complete to deliver the project.
Critical Path Project Management describes a methodology for managing and controlling a
project using a distinct set of tools.
Identification of the Critical Path:
Project managers work with team members to define all of the work required to complete a
project or to achieve the project scope. The work is typically broken down into units called work
packages. These work packages are small enough in size that they can be associated with an
owner, managed for risk and controlled for time, cost and materials.
Work packages that are too small are meaningless, and work packages that are too large
provide no basis for effective management and control. A commonly described benchmark is

61
that no work package should take less than eight hours to complete or more than eighty hours.
It, of course, may vary depending upon the nature of the project. Each work team defines and
estimates the duration and cost for their work packages.
The project manager pools the work packages and sequences them in the order in which they
must be completed. The estimates of duration and the sequence of events are used to construct
a network diagram, where several key measures are identified. These include:
 Early Start: the earliest a work package can start.
 Early Finish: the earliest a work package can be completed.
 Late Start: the latest a work package can be started and not delay the project.
 Late Finish: the latest a work package can be finished and not delay the project.
 Slack (Float): the amount of time a work package can be delayed and not impact the
project.
These metrics are used to calculate the various paths through the network, producing a duration
and identifying available slack for individual work packages. The project manager and project
team members typically adjust the sequencing of the events and look at different options. Once
resources are defined the work packages are sequenced yet again, looking for the most efficient,
timely and least risky project plan.
The project team can view the actual paths through the network, and the one (or more) that has
the least amount of available slack (sometimes zero), meaning if any item on that path is
delayed even by one day, the project will be delayed correspondingly.
It is important to note the following:
 There can be more than one critical path in a network diagram.
 The critical path can change based on resource scheduling.
 The critical path can change during the execution of a project.
Uses of the Critical Path:
The critical path is an important project management tool that allows the project manager and
team to focus their efforts on the most important work packages. Common actions focused on
the critical path include:
 Ensuring that resources are available when needed
 Borrowing resources from non-critical work packages to ensure completion of the critical
items.
 Careful monitoring and reporting for critical activities.
 Smoothing or leveling of resources to most efficiently complete tasks on the critical path.
 Crashing the schedule by adding resources to those items where the most cost-effective

62
 reduction in duration can be achieved.
 Identification of work that can be completed simultaneously (fast tracking) to ensure
that there are no delays along the critical path.
 Use of the network diagram to assess the overall risk of the project. If the network has
multiple critical paths or one critical path and several near-critical paths, it is said to be
sensitive. The more sensitive a project network, the larger the risk of delays and the
harder the job of the project manager and team for monitoring task completion.
Computer Software and the Critical Path:
While very small projects lend themselves to a manual calculation of the critical path, for larger
initiatives with thousands or tens of thousands of work packages, project managers rely on
project management software programs to calculate and describe the project network diagram
and critical path(s). Nonetheless, it is important that the project manager understands how to
develop, refine and manage to the critical path.
PERT Networks
Critical Path Analysis and PERT Charts Planning and Scheduling More Complex Projects
Critical Path Analysis and PERT are powerful tools that help you to schedule and manage
complex projects.
They were developed in the 1950s to control large defense projects and have been used
routinely since then. As with Gantt Charts, Critical Path Analysis (CPA) or the Critical Path
Method (CPM) helps you to plan all tasks that must be completed as part of a project.
They act as the basis both for preparation of a schedule, and of resource planning. During
management of a project, they allow you to monitor achievement of project goals. They help
you to see where remedial action needs to be taken to get a project back on course.
Within a project it is likely that you will display your final project plan as a Gantt Chart (using
Microsoft Project or other software for projects of medium complexity or an excel spreadsheet
for projects of low complexity). The benefit of using CPA within the planning process is to help
you develop and test your plan to ensure that it is robust. Critical Path Analysis formally
identifies tasks which must be completed on time for the whole project to be completed on
time. It also identifies which tasks can be delayed if resource needs to be reallocated to catch up
on missed or overrunning tasks. The disadvantage of CPA, if you use it as the technique by which
your project plans are communicated and managed against, is that the relation of tasks to time
is not as immediately obvious as with Gantt Charts. This can make them more difficult to
understand.
A further benefit of Critical Path Analysis is that it helps you to identify the minimum length of
time needed to complete a project. Where you need to run an accelerated project, it helps you
to identify which project steps you should accelerate to complete the project within the

63
 Figure 37: Illustration of several tasks

available time.
How to Use the Tool in planning
As with Gantt Charts, the essential
concept behind Critical Path Analysis is
that you cannot start some activities
until others are finished. These activities
need to be completed in a sequence,
with each stage being more-or-less completed before the next stage can begin. These are
'sequential' activities.
Other activities are not dependent on completion of any other tasks. You can do these at any
time before or after a particular stage is reached. These are non-dependent or 'parallel' tasks.
Drawing a Critical Path Analysis Chart
Use the following steps to draw a CPA Chart:
 Step 1. List All Activities in the Plan: For each activity, show the earliest start date,
estimated length of time it will take, and whether it is parallel or sequential. If tasks are
sequential, show which stage
they depend on. For the project
example used here, you will end
up with the same task list as
explained in the article on Gantt
Charts (we will use the same
example as with Gantt Charts to
compare the two techniques).
The chart is repeated in Figure 1 Figure 36: Example of Task List
below:
 Step 2. Plot the Activities as a
Circle and Arrow Diagram:
Critical Path Analyses are
presented using circle and arrow
diagrams. In these, circles show events within the project, such as the start and finish of
tasks. The number shown in the left-hand half of the circle allows
Figure you to identify
38: Illustration each
of one task
one easily. Circles are sometimes known as
nodes. An arrow running between two event
circles shows the activity needed to complete
that task. A description of the task is written
underneath the arrow. The length of the task is
shown above it. By convention, all arrows run left to right. Arrows are also sometimes
called arcs. An example of a very simple diagram is shown below:
This shows the start event (circle 1), and the completion of the 'High Level Analysis' task (circle

64
2). The arrow between them shows the activity of carrying out the High-Level Analysis. This
activity should take 1 week.
Where one activity cannot start until another has been completed, we start the arrow for the
dependent activity at the completion event circle of the previous activity. An example of this is
shown below:
Here the activities of 'Select Hardware' and 'Core Module Analysis' cannot be started until 'High
Level Analysis' has been completed. This diagram also brings out a number of other important
points:
Within Critical Path Analysis, we refer to
activities by the numbers in the circles at
each end. For example, the task 'Core
Module Analysis' would be called activity
2 to 3. 'Select Hardware' would be
activity 2 to 9.
Activities are not drawn to scale. In the
diagram above, activities are 1 week
long, 2 weeks long, and 1-day long. Figure 39: illustration of several tasks

Arrows in this case are all the same

length.
In the example above, you can see a
second number in the top, right hand
quadrant of each circle. This shows the
earliest start time for the following
activity. It is conventional to start at 0.
Here units are whole weeks.
A different case is shown below:
Here activity 6 to 7 cannot start until the
other four activities (11 to 6, 5 to 6, 4 to
6, and 8 to 6) have been completed. Figure 40: Illustration of the critical path
Click the link below for the full circle and
arrow diagram for the computer project
we are using as an example.
This shows all the activities that will take
place as part of the project. Notice that each event circle also has a figure in the bottom, right
hand quadrant. This shows the latest finish time that's permissible for the preceding activity if
the project is to be completed in the minimum time possible. You can calculate this by starting

65
at the last event and working backwards. The latest finish time of the preceding event and the
earliest start time of the following even will be the same for circles on the critical path.
'Crash Action'
You may find that you need to complete a project earlier than your Critical Path Analysis says is
possible. In this case you need to re-plan your project.
You have a number of options and would need to assess the impact of each on the project’s
cost, quality and time required to complete it. For example, you could increase resource
available for each project activity to bring down time spent on each but the impact of some of
this would be insignificant and a more efficient way of doing this would be to look only at
activities on the critical path.
As an example, it may be necessary to complete the computer project in Figure 5 in 8 weeks
rather than 10 weeks. In this case you could look at using two analysts in activities 2 to 3 and 3
to 4. This would shorten the project by two weeks, but may raise the project cost – doubling
resources at any stage may only improve productivity by, say, 50% as additional time may need
to be spent getting the team members up to speed on what is required, coordinating tasks split
between them, integrating their contributions etc.
In some situations, shortening the original critical path of a project can lead to a different series
of activities becoming the critical path. For example, if activity 4 to 5 were reduced to 1 week,
activities 4 to 8 and 8 to 6 would come onto the critical path.
As with Gantt Charts, in practice project managers use software tools like Microsoft Project to
create CPA Charts. Not only do these eases make them easier to draw, they also make
modification of plans easier and provide facilities for monitoring progress against plans.
PERT (Program Evaluation and Review Technique)
PERT is a variation on Critical Path Analysis that takes a slightly more skeptical view of time
estimates made for each project stage. To use it, estimate the shortest possible time each
activity will take, the most likely length of time, and the longest time that might be taken if the
activity takes longer than expected.
Use the formula below to calculate the time to use for each project stage:

shortest time + 4 x likely time + longest time

6

This helps to bias time estimates away from the unrealistically short time-scales normally
assumed.

66
 1.10.2TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS
 Computer equipped with planning software
 Printing Paper A0, A1, A2
 Office supplies

1.10.3ASSESSMENT TOOL FOR OUTCOME # 10

Model of Assessment tool is attached

1.11 LO #11: Draw sketches to guide site foremen

Learning Activities Special Instructions
1) Approval and follow up
Lecture on:
of details and sections
 Drawing and sketching
by Engineer or Architect
 Importance of sketching and drawing
2) Variation in the design is
highlighted, drawn or
Read the information sheet titled “Interpreting the contract sketched and submitted
documents and extracting data on materials, equipment and to the Architect or
tools, workmanship and specifications” (below) Engineer

Discuss with drafting technician the sketching and drawing

methods and techniques
Application:
 Produce quality sketches and drawings (manually and/or
digitally)
 Produce clear details and sections
References
 Kenya Building Code
 https://www.designingbuildings.co.uk/wiki/
Workmanship_in_construction
 https://knowledge.autodesk.com/support/advance-steel/
learn-explore/caas/CloudHelp/cloudhelp/2017/ENU/
AdvSteel-UsrGuide/files/GUID-47770F2C-F500-413D-93A3-
5E27B54699D0-htm.html
 https://www.openoffice.org/documentation/manuals/
oooauthors/DrawGuide.pdf19
 Book: Basic Construction Management – The
superintendent’s job, author Leon Rogers
Assessment

19
PDF attached (Drawing guide)

67
 Learning Activities Special Instructions
The assessment will be based on individual trainees’
demonstration of fulfilling the course objectives as set out in
the curriculum and the training guide
The course will be examined using
Figure 41: Sketching
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
Final Exam which includes theory and practical

1.11.1INFO SHEET#11: Drawing sketches to guide site foremen

Introduction
Drawing out concepts or thoughts is one of the simplest and most efficient means of
communicating visual ideas. Using quick hand drawn scenes or sketching out a product
design can quickly bring clarity to complex issues and provide insight into confusing
concepts. Drawings are many times a “spur-of-the-moment” capture of “what if…” thoughts
or ideas. This makes them exploratory in nature, with considerable emphasis on direct
observation, problem-solving and current context.
Figure 42: Drawing

There are many different methods of drawing that are formally recognized, however
sketching and doodling make up the bulk of drawings in the business environment. Sketches
are quick, unrefined drawings used to record or develop ideas for later use. Because they are
not intended to accurately depict a final working idea, it is a quick way of graphically
demonstrating an image, idea, concept or principle. Somewhat similar, doodles are
rudimentary drawings at an even more abstract level. Typically taking the form of shapes or
concepts, doodling helps to organize thoughts, aid in memory recall and stimulate create
problem solving. It is very common that in the construction sector the Engineer or the
building technician make a sketch to coach the foremen, the mason or the carpenter.

68
Building Technician make a quick sketch as to explain one or several details of a more
complicated drawing. Depending on the audience, a sketch may need explanation to those
other than the author such as Foremen, Carpenter, Mason, Roofer etc.
Drawing: The building of any structure is described by a set of related drawings that give the
Builder a complete, sequential, graphic description of each phase of the construction process.
In most cases, a set of drawings begins by showing the location, boundaries, contours, and
outstanding physical features of the construction site and its adjoining areas. Succeeding
drawings give instructions for the excavation and disposition of existing ground; construction
of the foundations and superstructure; installation of utilities, such as plumbing, heating,
lighting, air conditioning, interior and exterior finishes; and whatever else is required to
complete the structure.
Importance of Sketching and Drawing
The engineer works with the architect to decide what materials to use in the structure and
the construction methods to follow. The engineer determines the loads that supporting
members will carry and the strength qualities the members must have to bear the loads. The
engineer also designs the mechanical systems of the structure, such as the lighting, heating,
and plumbing systems. The end result is the architectural and engineering design sketches.
These sketches guide draftsmen in preparing the construction drawings.
Generally, construction or "working"
A detail drawing shows a particular item on a drawings furnish enough information
larger scale than that of the general drawing in for the Builder to complete an entire
which the item appears. Or, it may show an item project and incorporate all three main
too small to appear at all on a general drawing. groups of drawings-architectural,
An assembly drawing is either an exterior or electrical, and mechanical. In drawings
sectional view of an object showing the details in for simple structures, this grouping
the proper relationship to one another. may be hard to discern because the
Assembly drawings are usually drawn to a smaller same single drawing may contain both
scale from the dimensions of the detail drawings. the electrical and mechanical layouts.
This provides a check on the accuracy of the In complicated structures, however, a
design drawings and often discloses errors. combination of layouts is not possible
because of overcrowding. In this case,
the floor plan may be traced over and over for drawings for the electrical and mechanical
layouts. Normally, construction drawings include the detail drawings, assembly drawings, bill
of materials, and the specifications.

69
 Construction drawings consist mostly of right-angle and perpendicular views prepared by
draftsmen using standard technical drawing techniques, symbols, and other designations.
The first section of the construction drawings consists of the site plan, plot plan, foundation
plans, floor plans, and framing plans. General drawings consist of plans (views from above)
and elevations (side or front views) drawn on a relatively small scale. Both types of drawings
use a standard set of architectural symbols.
Computer Aided Design (CAD)
CAD is a replacement for paper-based architecture drawings. CAD designs are at a lesser risk
of damage than paper drawings as they are easy to handle and convey. It requires less effort
to draft multiple drawings. With technology and a focused approach, architectural drawings,
2D drafting and 3D rendering can be based on the client’s requirements and according to
standards of CAD.
The most common architectural, engineering and construction standards are the AIA Cad
Layer Guidelines, 2nd edition (1997), which is extensively used in the USA; ISO 13567-1/3,
International standard, common in Northern Europe; BS 1192 part5, a simplified adaptation
of the ISO standard based on CI/SfB; AEC (UK).

Figure 43: Drawing using CAD software

1.11.2TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS

 Drafting table for manual drawing
 Computer equipped with CAD software
 Office supplies including A0, A1, A2 and A3 printing papers

1.11.3ASSESSMENT TOOL FOR OUTCOME #11

Model of Assessment tool is attached

70
 DUTY 2: Perform the building site preparation (120h)
COMPETENCY-2: Performing the building site preparation
INTRODUCTION
Site preparation is essential to the successful outcome of any building project before any
structure can be built. Site preparation activities develop a plot in the necessary ways so that
building construction can commence. The entire process involves more than just clearing the
land. Although each individual building site may require different preparation, the process
basically involves the same procedures to ensure the site is suitable for building and to
prepare it for construction. A construction company must prepare the site appropriately and
get it ready for construction. This duty provides knowledge, attitudes and skills on building
site preparation.

PERFORMANCE STANDARD 2 (Performing the building site preparation):

By the end of this training module, the trainee should be able to prepare the building site ready
for the project to start including:
 Secure the building site
 Clear the site
 Lay out the site
 Organize the site kick-off meeting
LEARNING OUTCOMES 2 (Performing the building site preparation):
 Secure building site
 Perform the site clearance
 Perform the site Lay out including the proposed construction
 Organize information sharing/meetings for the kick-off

1.12 LEARNING OUTCOME #12: Secure building site

Learning Activities Special Instructions
1. Confirmation of plot ownership
Lecture on:
before commencement of
 Site exploration and investigation
construction project
 Hoarding and fencing the site
2. Follow County development plan
 Access to the site
for the area of the site
 Security of the site -watchmen, CCTV, light, escape
3. Liaison with local authorities
routes…
including the police
 Statutory requirements

Read the informationsheet#2.1 titled “Securing building

site” (Below)

71
Learning Activities Special Instructions
Discuss: Eventually with Stakeholders, experienced BT,
Craftsmen and experts in the building industry
 Essentials of securing a building site
 New techniques that may not have been tried but may
work
Application: Organize site visits and allow the trainees to
observe, make sketches, prototypes and models
References:
 https://worksafe.tas.gov.au/__data/assets/
pdf_file/0003/281442/GN051_Site_SecurityT.pdf
 http://www.garda.ie/Documents/User/Building
%20Site%20Security.pdf
 https://www.wbdg.org/design-objectives/secure-
safe
 Books
Assessment (See assessment tools in the Annex)
The assessment will be based on individual trainees’
demonstration of fulfilling the course objectives as set out
in the curriculum and the training guide
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
Final Exam which includes theory and practical

1.12.1INFO SHEET#12: Securing building site

Introduction
The design and construction of secure and safe buildings (minimal danger or risk of harm)
continues to be the primary goal for owners, architects, engineers, project managers, and
other stakeholders. In addition to those listed, other stakeholders include: construction
managers, developers, facilities managers, code officials, fire marshals, building inspectors,
city/county/state officials, emergency managers, law enforcement agencies, lenders,
insurers, and product manufacturers. Risk assessment is the activity that estimates potential
building and infrastructure losses from earthquakes, riverine and coastal floods, hurricane
winds, and other hazards. Realizing this goal is often a challenge due to funding limitations,
resistance from the occupants due to impacts on operations, productivity and accessibility,
and the impacts on the surrounding environment and building architecture due to perimeter

72
security, hardening, and standoff requirements including provisions for post-event security as
necessary. Understanding the impact site security has on the overall security of the building
is important as well.
Making construction sites secure against unauthorized public access Introduction
Unauthorized entry to housing construction sites may expose people (including children) to a
number of hazards that, if not controlled, may cause fatalities or serious injuries. Regulation
15 of the Work Health and Safety Regulations 2007 requires the person with management or
control of a workplace where construction work is carried out must ensure, so far as is
reasonably practicable, that the workplace is secured from unauthorized access. This is to
ensure that members of the public are not exposed to risk arising from the construction
work. The regulation is deliberately not prescriptive, to recognize that different locations will
have different risks. For that reason, it’s important to allow flexibility in how to comply.
The present information sheet intends to guide the trainers and the trainees on the lesson
preparation and on acquiring the knowledge on “Securing Building Site”
This guidance note provides some specific guidance. Scope This guidance applies to the
construction, renovation or extension of:
 detached building (houses or businesses)
 attached dwellings, separated from each other by a fire resisting wall, such as terrace,
row or town houses
 a building containing two or more sole-occupancy units each being a separate
dwelling
 boarding and guest houses, hostels or similar
non-habitable buildings, such as private garages, carports and sheds. These are based on
classes 1a, 1b, 2 and 10 of the Building Code of Australia. Multi-storey buildings (that is, those
above three habitable storeys) are not included in the scope of this guidance note. A house
that is occupied while being renovated may not require security fencing. However, the
person with management or control of a workplace should consider the risks associated with
the construction work to determine if there is or is not a need for security fencing.
When is fencing needed around house construction?
Unauthorized visitors may not be deterred by warning signs, have no awareness of the
dangers that may be present on a residential building site, and have no idea of the risks they
may be exposed to once on the site. These risks can include serious injury from falls from
partially-constructed houses and scaffolding, electric shock from live cables, drowning in
open excavations, suffocation or crushing from collapsing material, coming into contact with
hazardous substances, and falling onto protruding reinforcement bars. Ideally, all hazards
and risks should be eliminated on the site, but this is not always achievable. Fencing can be

73
an effective way of restricting unauthorized entry to a housing construction site when
hazards are present. The principal contractor should strongly consider installing a fence
around a housing construction site when it is:
 in the proximity of a school or on a route travelled by children to and from school
 close to parks or recreational areas
 in a built-up area. The attached checklist can be used to guide your decision making
What type of fence is needed?
The perimeter fence must be adequate for its purpose and the following characteristics
should be considered when determining the fence construction: • it should be of a suitable
height to deter entry • it should be difficult to climb • it should be difficult to gain access
underneath • it should be stable and able to withstand anticipated wind loads • any gates
and joints in the fence should be securely connected to prevent someone from finding a
weak point for entry. Existing boundary fences are acceptable provided they sufficiently
restrict access to the construction site. The following is not considered satisfactory fencing: •
sheets of reinforcing mesh, as it allows children to get hand and foot holds to climb over, and
because the protruding ends of sheets could result in penetrating injuries • barrier
mesh/fencing with star pickets, as this can easily be accessed over or under
Plan for Fire Protection
Planning for fire protection for a building involves a systems approach that enables the
designer to analyze all of the building's components as a total building fire safety system
package.
Signage
The principal contractor must ensure there is sufficient signage that is clearly visible from
outside the workplace or the work area of the workplace. Signage must specify the principal
contractor’s name and telephone contact numbers (including an afterhours telephone
number) and the location of the site office for the project (if any). If the project is valued at
less than $250,000, signage is not required by the regulations. However, it is good practice
and recommended that you display signage anyway
Watchmen CCTV Cameras
A good security system can help keep your construction site secure during and after work
hours. Investing in a couple of good high definition security cameras can be a great deterrent
and keep intruders out. Thieves or criminals out to vandalize your property will think twice if
their actions are caught on camera.
There are a wide variety of security cameras to choose from. We recommend a high
definitely security camera that can work remotely. A remote system allows you to monitor
the property off site. Go for a wireless system so you don’t need to worry about physical
74
wires connected all the cameras together.
Another benefit to monitoring worksites is you can also capture unsafe working conditions or
accidents.
Install Proper Signage
If you have a larger budget you can also purchase video processing software, audio warnings
and visual verification software. These are more expensive; however, they are highly effective
in making construction sites less tempting to thieves and vandals. With today’s technology,
you can be notified if someone is approaching the perimeter.
Make it known that you have adequate security on site. A sign displaying “Cameras on
Premises” can be a great deterrent to potential thieves. Cameras greatly increase the risk of
getting caught.
Place these signs at regular intervals around your fence. Keep the signs generic. Don’t
mention the security system make or model. This information can be used by more
experienced thieves to bypass your security. Consider using “No Trespassing” signs. These
also help prevent trespassing, vandalism and theft. They can also provide protection from
liabilities that may occur on your building site.
Use Security Lighting
The last thing a thief or vandal wants is to be seen doing something illegal. Security lighting is
an excellent deterrent for would-be criminals.
If you are on a limit budget make sure you, at least, have trailers, access points and storage
areas well-lit by security lighting. Motion sensor lights are perfect for this. If the motion
sensor detects movement it will turn the light on. This is often enough to deter the intruder.
For addition protection install lights in remote areas. You can buy energy efficient lighting
that does not require battery operation or generators.

75
 Figure 44: Full security of a building

1.12.2TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS

1.12.3ASSESSMENT TOOL FOR OUTCOME #12

Model of Assessment tool is attached

1.13 LO #13: Perform the site clearance

Learning Activities Special Instructions
1. Map of the public services such
Lecture on:
as power, water, network etc.
 Site exploration and investigation - Soil testing
and the procedures of
 Site clearance and methods
diverting those lines
(demolition/bushes/trees…)
2. Standards, procedures and
 Excavation and leveling methods
regulations on cutting trees,
 Shoring and underpinning
demolition and excavation
 Timbering and Dewatering
 Secure adjoining Structures
 Diverting service lines (electrical lines, water pipes, gas
etc.)
 Statutory requirements
Read the information sheet titled “Performing the site
clearance”
Discuss: Eventually with Stakeholders, experienced BT,
Craftsmen and experts in the building industry

76
Learning Activities Special Instructions
 Site clearance methods
 Safe demolition techniques – Safe tree cutting
 Soil classification – sampling and testing
 Shoring and underpinning
Application:
 Organize site visits, allow the trainees to observe and
make sketches
 Perform basic soil testing
 Perform excavating and leveling tasks
References:
 https://thompsonsofprudhoe.com/clearing-
contaminated-sites-for-construction/
 http://www.epd.gov.hk/eia/register/english/permit/
vep1622005/documents/emar200504to200506rev0/
pdf/CH1.pdf
 http://www.fao.org/tempref/FI/CDrom/
FAO_Training/FAO_Training/General/x6708e/
x6708e05.htm
 Book: Basic Construction Management – The
superintendent’s job, author Leon Rogers
Assessment (See assessment tools in the Annex)
The assessment will be based on individual trainees’
demonstration of fulfilling the course objectives as set out
in the curriculum and the training guide
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
Final Exam which includes theory and practical

1.13.1INFO SHEET#13: Performing the site clearance

Introduction
After site and soil testing has been performed as well as construction site design plans
completed and approved, the last step in the site preparation process begin. With the
approval of the site building plans, the site work company will start the process of land
clearing. All bush and other low-lying vegetation will be removed; trees and tree roots will be
removed as necessary, leaving any that can be included as part of the overall landscaping.

77
 All of this allows for the building lot to be graded as necessary and marked for excavation.
Once the site is cleared, heavy equipment is brought in to begin the excavation process for
the foundation.
Based on the findings from soil testing, site preparation services work with the building
contractor to find the easiest and safest way to construct the building, taking any essential
concerns into account. Without this important site preparation, the result could be a
property that cannot drain, contains sinkholes, or even worse. The site work company
provides an essential service to building contractors, allowing them to effectively use building
lots to get the construction work done!
The present information sheet intends
to guide the trainers on the lesson
preparation and assist the trainees on
acquiring the knowledge, attitude and
skills on “Performing the site
clearance”
Soil Testing at The Building Site21
Soil testing is an important first step in
construction site preparation in order
to determine whether the site is Figure 45: Soil testing
suitable for its intended use. Soil
composition is tested to determine its
scientific structure and makeup; details
that are important for a number of
crucial things. Based on the composition of the soil,
site preparation services can first determine whether the soil is solid enough to support the
weight of a building. Secondly, the sample can also determine what type of drainage
problems might be encountered once a building is up.
Percolation tests help to determine where on a property a septic system can be located or
whether a sewer should be installed. Without these essential, preliminary tests, a building
project could be at risk if drainage and soil behavior are not first taken into consideration.
Construction Site Planning and Design
After the site work company performs soil testing and perc tests, construction site planning
can take place. This planning involves the interpretation of the results of the soil and
drainage tests in order to determine where the building and other important features such as
septic systems should be located. The site design will also include documentation of

21
https://theconstructor.org/geotechnical/types-of-soil-tests-construction/12679/
78
vegetation to be removed and any plants put in, as well as noting any areas of swampy land
and areas where drainage could become an issue.
Site planning must also include the
location of driveways and access roads,
both for the final project and for
construction equipment access during Figure 46: Cleared site
the building process. Everything on the
site design must be written according to
local building codes and ordinances and
is subject to approval by the local zoning
board. The zoning board will review the
plans and ensure that all necessary analysis have been done and precautions taken to
prevent future issues.
Land Clearing and Excavation
Land clearing & excavation
usually means using equipment that
ranges from chain saws to large
bulldozers, excavators,
backhoes and other heavy
equipment to remove things such as
trees, bushes, rocks, Figure 47: Photo of land clearing uneven dirt and
other debris from a piece of land. If
the property is getting cleared
in order to be developed in
new construction, everything in
the building footprint will
normally be cleared, leaving an area of open and bare dirt. Excavation and land clearing are
normally part of a larger job. In the world of construction, excavation is a lot more than just
hauling dirt from place to place. In an excavation project the contractor removes the soil to
the depth required for the new foundation and ensures that the soil is firm through
compaction tests and compaction with equipment. The project requirements are very precise
to guarantee the success of the project moving forward.
Methods of Land Clearing
land clearing is a complex task involving heavy equipment, knowledge of laws and permits,
experience with the unexpected and adequate planning. The raw land has to be graded
following a comprehensive surveying process may need additional services by a competent
landscaping company. Today, the methods of land clearing have undergone tremendous

79
 change. While in the past, Site Preparation Services Companies simply resorted to techniques
like burning and bulldozing; today, residential and commercial property owners expect
various methods available at their disposal. Many of these modern techniques of land
clearing are environmentally friendly and offer safer alternatives to traditional means. The list
of land clearing equipment can range from simple hand-held tools to large bulldozers (see list
below in the tools and equipment). The larger the trees are that need to be cleared, more
powerful and commercial tools will be required. The method chosen depends greatly on
what is done with the cleared trees and bushes.

1.13.2: TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #13

The list of equipment, supply and materials below is given as indication and it is not
comprehensive list
Tools/Equipment
Nowadays, for the soil excavation the site clearance and excavation there are many
equipment’s classified into two types.
Hand tools for Soil Excavation:
These are generally used for smaller depths of excavations in small areas. Manpower is
required to operate these tools. The tools come under this category are explained below.
Machinery Tools for Soil Excavation:
These are the tools which are operated by mechanical force and are used for the larger depths
of excavations. There are so many types of machine tools with ease of operation are designed
in this modern-day period.
Testing equipment: Refer to Outcome #...
A comprehensive list is in the Appendix-5 page 23
Supply/materials
 Data show
 Office supplies

1.13.3ASSESSMENT TOOL FOR OUTCOME # 13

Model of Assessment tool is attached

1.14 LO #14: Perform the site Layout including the proposed construction
Learning Activities Special Instructions
1- Relevant building authorities
Lecture on:
EEA/NEMA, NCA, County…
 Site organization and site layout elements
2- Building line
 Role of the surveying in the layout
3- Positioning of large equipment
 Setting out buildings
such as cranes and supply
Read the information sheet titled “Construction Staking trucks
and Site Layout” (Below)
80
 Learning Activities Special Instructions
4- Warnings and notices
Discuss: Eventually with Stakeholders, experienced BT,
Craftsmen and experts in the building industry
 Site organization and site layout elements (site
hatchments, amenities, services and access routes)
 Bulk materials storage and workshops
Application:
 Organize site visits, allow the trainees to observe and
make sketches of site layout plan
References:
 https://www.partneresi.com/services/land-surveying-
mapping/construction-staking-and-site-layout-surveys
 http://clsurveying.com/construction-staking/
 https://www.pointtopointsurvey.com/service/
construction-staking/
 Book: Basic Construction Management – The
superintendent’s job, author Leon Rogers
Assessment (See assessment tools in the Annex)
The assessment will be based on individual trainees’
demonstration of fulfilling the course objectives as set out
in the curriculum and the training guide
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
Final Exam which includes theory and practical

1.14.1INFO SHEET#14: Construction staking and site layout

Introduction
The Site Layout Survey Construction also known as Construction Staking 22 is the process of
interpreting construction plans and marking the location of proposed new structures such as
roads or buildings. Construction staking is performed to ensure a project is built according to
engineering design plans. The staked
reference points guide the construction of
proposed improvements on the property
and will help to ensure the construction

22
See book: Construction Staking: Step by Step Guide (Surveying Mathematics Made Simple)

81
project is completed on schedule, budget as intended.
Building Technician or field Superintendent should closely oversee each phase of staking services,
providing coordination and communication between the contractor, engineer, architect and other
field crew to ensure that the job is performed accurately and on schedule. The field technicians
use accurate surveying equipment such
as Total Stations and collectors for all
construction staking and layout work for
maximum productivity and efficiency.
These field crews should be fully
supported by an office staff of Figure 49: Total station
professional land surveyors and CAD
technicians
Figurewho assist
48:Role them
of the landby
surveyor in site layout
answering questions, resolving plan
discrepancies and communicating any
changes or revisions to engineering

design plans.
The present information sheet intends
to guide the trainers on the lesson
preparation and assist the trainees on
acquiring the knowledge, attitude and
Figure 50: layout of proposed building
skills on “Construction Staking and Site
Layout”
The role of the Land Surveyor in
Construction Staking
Accurate construction staking is a critical step in ensuring the success of a construction project.
Engaging an experienced and licensed surveyor will guarantee accuracy and reliability of results.
During site development, the land surveyor takes the engineer’s or architect’s design shown on
the plans and places them (stakes) in their correct location on the ground. The sub-contractors
place the buildings, roads, fences, electrical and other underground utilities, etc. in the right
location as per the plans.
Site Layout Staking commences once the site has received inspection and approval from the
County Government and then the contractor can move right into the various stages of
construction of the underground utilities, retaining walls, buildings, site lighting and parking lot or
street paving. The Site Layout Staking phase typically begins with those features that are
underground such as sanitary sewer lines, storm drain lines, water lines, electrical lines etc. Once
all underground utilities are installed the above ground features are staked for construction.

82
 The building corners are staked along with any interior grid lines throughout the building, as well
as onsite items such as fire hydrants, curb and gutter, walls/planters, catch basins and area
drains.

1.14.2: EQUIPMENT, SUPPLIES, AND MATERIALS

 Surveying and measuring tools and equipment (see surveying section)
 Excavation and grading equipment23
 Sand, wood board, paint spray
 Ropes and wires
 Papers, Markers and other office supplies
 Other as needed

1.14.3ASSESSMENT TOOL FOR OUTCOME # 14

Model of Assessment tool is attached

1.15 LO #15: Organize information sharing/meeting for the kickoff

Learning Activities Special Instructions
1. Preparing and Use of
Lecture on:
presentations
 Organization of kickoff meeting
(PowerPoint)
 Purpose and best practices
2. The role of the
 Presentations and information sharing
communication in
 Audience of a kick-off meeting
making the kick-off
 Agenda and minute
meeting effective
Read the information sheet titled “Organize information 3. Ground rules
sharing/meetings for the kickoff” (below)
Discuss: Eventually with Stakeholders, experienced BT, Craftsmen
and experts in the building industry
 Agenda and the minute
 Purpose and best practices
Application:
 Organization of a meeting
 Role play- attend a meeting
 Trainees to participate by taking minute
References:

23
see learning outcome #2.2

83
Learning Activities Special Instructions
 http://www.thedigitalprojectmanager.com/project-kickoff-
meeting/
 https://www.template.net/business/agenda-templates/
kickoff-meeting-agenda/
 Book: Basic Construction Management – The superintendent’s
job, author Leon Rogers
Assessment (See assessment tools in the Annex)
The assessment will be based on individual trainees’
demonstration of fulfilling the course objectives as set out in the
curriculum and the training guide
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
Final Exam which includes theory and practical

INFO SHEET#15: Organize information sharing/meetings for the kickoff

Introduction
Good meetings aren't accidents - they are the result of good planning. The time you spend in
the preparation of the meeting will result in major benefits later by efficiently using the
meeting time, accomplishing objectives, and avoiding the need for follow-up meetings. When
deciding to hold a meeting, you should also decide who should attend and state the purpose of
the meeting.
The present information sheet intends to guide the trainers on the lesson preparation and
assist the trainees on acquiring the knowledge, attitude and skills on “Organizing information
sharing/meeting for the kickoff meeting”
Organizing a kick-off meeting
The major elements essential for organizing effective kick-off meetings include:
Planning: Planning a kick-off meeting is essential for effective results. Building technician plays
a pivot role in organizing the meeting as delegated by the project manager (Architect or
Engineer) who shall share the agenda, objectives, and any relevant background information
with the Building Technician and the participants beforehand.
Presentations/Structure: The meeting should be organized to best accomplish the purpose.
Presentation techniques include: Chair, Facilitator, Guest speakers, videos, brainstorming,
panels, discussion, demonstrations, etc. Whichever technique selected, should lead the
meeting and the participants to attain meeting objectives.

84
Venue and Time: The meeting venue and time should best match the participant's needs,
objectives and the meeting structure. When planning for a meeting venue, consideration is
made on size, comfort, accessibility, adequate parking, room acoustics, equipment needs, etc.
The meeting time depends on the availability of participants and meeting facilities.
Participants: The participants should be informed of the meeting at least two weeks in advance
and supplied with related materials, presentations etc. The institutions that should be
represented in the kick-off meeting are (but not limited to): Client (building owner), Architect,
Quantity surveyor, Engineers, contractor, clerk of works and the government representatives.
Confirmation: Participants should be individually informed and asked to confirm their
attendance through office e-mail, phone calls, or a post card at least three days before the
meeting date.
Purpose of Kickoff Meeting
The purpose of the meeting should be concise and clearly defined (e.g., to reach consensus on
proposed starting date of the project). The purpose of the kick-off meeting is to ensure that the
Project Team and stakeholders are aware and aligned with the Contractor’s contractual
responsibilities, the Project Execution Plan, the project lines of communication and project
roles and responsibilities. This checklist addresses topics identified in the In-House Kick-off
Meeting agenda template.
Agenda
A meeting agenda should be prepared and distributed to participants at least three days prior
to the meeting day. An agenda is crucial to meeting success
in four ways:
1) It clarifies the objectives, so
people understand the
meeting purpose and tasks;
2) Distributing the agenda
prior to the meeting helps
participants plan and prepare
to make an effective Figure 51: Kickoff meeting preparation- roles
contribution; and
3) During the meeting, the
agenda provides direction and
focus for the discussion.
4) Follow-up: Individual
assignments and how they fit into the total program
Type Agenda: There are a variety of agenda styles but essentially, they should contain at least
the following elements:
85
Title (e.g., evaluation review meeting), time (e.g. 8:00-10:00 a.m.), date, venue/location,
discussion items, and names of persons responsible for covering each item. Some people
prefer to include time allotments for each agenda item to improve meeting effectiveness (e.g.
review minutes 1:05-1:10).
Action points and responsibilities: There should be a mutual understanding of not only the
meeting purpose,
but also, individual assignments and how they fit into the total program. Those meetings that
are more focused on brainstorming or creativity may require little or no individual assignments.
In task-oriented or policy deciding meetings, it is best to prepare a written summary of
assigned duties, so individuals know what their responsibility is for the meeting.

1.15.1TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #15

 Computer equipped with presentation software such as PowerPoint
 Office supplies
 Data show
 Flipcharts

1.15.2ASSESSMENT TOOL FOR OUTCOME # 15

Model of Assessment tool is attached

DUTY 3: Manage workplace … for the worker's welfare (140h)

Manage workplace for safe, healthy and secure work environment for the worker's welfare
COMPETENCY 3:
Managing workplace for safe, healthy and secure work environment for the worker's welfare
INTRODUCTION
Workplace health and safety procedures are necessary for the well-being of both employers
and employees. Violence in the workplace is an ever-growing concern in today’s business
community. Homicide is one of the leading causes of fatal occupational injury around the
world. Diseases and other health concerns also affect a worker's ability to effectively perform
his duties. It is important for employers to take the necessary steps to protect employees
from the health and safety concerns of today’s corporate community.
Kenya is one of the countries in East Africa where industry of construction is growing and so
is the need to enforce the OSHA’s rules and regulation. The Law Act.15 approved by
legislators in 2017, governs the health and safety in workplace. The Directorate of
Occupational Safety and Health Services (DOSHS)24 is one of departments within the Ministry
of Labour and East African Community Affairs, whose primary objective is to ensure safety,

24
http://www.labour.go.ke/2016-04-14-11-48-28/directorate-of-occupational-safety-and-health-services-doshs.html
86
 health and welfare of all workers in all workplaces. Unsafe and unhealthy work environment
causes accidents, diseases, disasters and environmental pollution that occasion huge
economic and social burdens to individuals and enterprises thereby stifling economic and
social growth.
This section of the learning guide intends to assist trainers and trainees on a good
understanding of the management of workplace for safe and healthy and secure work
environment for the workers; welfare.

PERFORMANCE STANDARD:
By the end of this training module, the trainee should be able to manage the workplace for
safe, healthy and secure work environment for the worker's welfare
LEARNING OUTCOMES (Manage workplace …):
 Perform site cleaning and organize traffic
 Identify hazards and risks
 Provide / install safety and protection equipment
 Manage and Maintain occupational safety and health (OSH)
 Manage site welfare facilities

1.16 LO #16: Perform site safety and organize traffic

Learning Activities Special Instructions
1. Cleanliness activities
Lecture on:
that promote health
 Maintaining site safety in area free of obstacles, cleanliness,
dressing, light, safety awareness and safety issues
 Organizing smooth and safe traffic to, from and within the site 2. Awareness on
 Maintaining visible signage for motor vehicles, tractors, bikes, contamination and
pedestrians among operatives and visitors risk of disease
 Keeping accident/incident records 3. Impact of alcohol,
Read the information sheet titled “Perform site safety and organize drug, smoking habits
traffic” (Below) on the safety of the
Discuss: Eventually with Stakeholders, experienced BT, Craftsmen and workers
experts in the building industry
 Maintaining site safety in area free of obstacles, cleanliness,
dressing, light, safety awareness
 Purpose and best practices
Application:
 Site visits
 Preparing safety inspection checklists

87
Learning Activities Special Instructions
 Write Incident/accident report
References:
 http://www.hse.gov.uk/construction/index.htm
 http://www.tandfonline.com/doi/abs/
10.1080/01446193.2013.816435?
src=recsys&journalCode=rcme20
 http://www.kenyalaw.org/kl/fileadmin/pdfdownloads/Acts/
OccupationalSafetyandHealth(No.15of2007).pdf
 Book: Basic Construction Management – The superintendent’s job,
author Leon Rogers
Assessment (See assessment tools in the Annex)
The assessment will be based on individual trainees’ demonstration of
fulfilling the course objectives as set out in the curriculum and the
training guide
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
Final Exam which includes theory and practical

1.16.1INFO SHEET#16: perform site safety and organize traffic

Keep the construction site clean
Keeping a construction site clean is not just about aesthetics, it’s about the safety of your
workers. Also known as housekeeping, removing clutter and debris from your worksite is not
only helpful for your crew, but is required by the Occupational Safety and Health
Administration, or OHSA25.
As building technician in charge of the site construction management, you should understand
how important worksite cleanup is for avoiding injuries and fire hazards. Here’s how to
properly maintain your construction site.
The present information sheet intends to guide the trainers on the lesson preparation and
assist the trainees on acquiring the knowledge, attitude and skills on “Performing the site
safety and organize traffic”
Separate Your Scraps
Different materials should be disposed of in different ways. Pay attention to the recycling
requirements in the region you’re working in and separate your scrap material into piles
accordingly. Construction companies are usually required to recycle materials such as wood,

25
OSHA Act.15 of 2007 Kenya

88
metal and sometimes concrete, so make it easier on yourself by already having them in
organized piles. You should also keep usable materials in a separate pile so that you don’t
end up accidentally throwing them out and consequently wasting money.
Assign Clean-Up Tasks Every Day
Make sure that workers are assigned specific clean up tasks every day on the job. Separate
chores such as disposing of litter, disposing of flammable or toxic materials and organizing
the worksite at the end of the day. Tasks are much more likely to get done if they are
assigned to specific people than if they are assigned to an entire crew.
Always Keep Work Areas Clear
Work areas and walkways on the job site should always be kept clear of tripping hazards such
as electrical cords and debris, as well as protruding nails and exposed wires. Diminishing
these hazards not only keeps workers safe, but helps you avoid setbacks in completing the
job on time.
Keep Trashcans and Dumpsters Onsite

Figure 52: dumpsters in front of the construction site

Keep trashcans plentiful and invest in a dumpster or two for your construction site. Trashcans
will help collect the small scraps that don’t belong in any specific pile while dumpsters can
hold the larger non-recyclable materials. Having dumpsters on the construction site from the
very beginning, rather than just bringing them in at the end, will make it much easier to keep
things tidy all the way through.
Do a Final Cleaning

89
 Figure 53: The final cleaning that precede the handover

Once you have completed your project, perform a final cleaning. Enlist the help of your
whole crew to ensure the site is left spotless. The final cleaning should include sweeping,
mopping, washing off any countertops or surfaces, cleaning windows and removing any
protective plastics or stickers from flooring and glass. This type of worksite cleaning is all
about making a good impression on the client.
Taking these steps will help create a much safer and more productive work environment for
everyone involved.
Organizing traffic on the construction site
The law says that you must organize a construction site so that vehicles and pedestrians using
site routes can move around safely.

90
The routes need to be suitable for the persons or vehicles using them, in suitable positions
and sufficient in number and size.
Key issues in dealing with traffic management on site are:
 Keeping pedestrians and
vehicles apart
 Minimizing vehicle
movements
 People on site
 Turning vehicles
 Visibility
 Signs and instructions
Figure 54: Pedestrian walkway
What you need to know
Many people die because of being
struck by vehicles on site. In addition,
there are hundreds of preventable
accidents and injuries. Accidents
occur from groundworks to finishing works and managers, workers, visitors to sites and
members of the public can all be at risk. Inadequate planning and control is the root cause of
many construction vehicle accidents.
Keeping pedestrians and vehicles apart
Most of construction transport accidents
result from the inadequate separation of
pedestrians and vehicles.
This can usually be avoided by careful
planning, particularly at the design stage,
and by controlling vehicle operations
during construction work.
The following actions will help keep
pedestrians and vehicles apart:
 Entrances and exits: provide
separate entry and exit gateways Figure 55: Organize traffic
for pedestrians and vehicles
 Walkways: provide firm, level,
well-drained pedestrian walkways
that take a direct route where
possible
 Crossings: where walkways cross roadways, provide a clearly signed and lit crossing
91
 point where drivers and pedestrians can see each other clearly
 Visibility: make sure drivers driving out onto public roads can see both ways along the
footway before they move on to it
 Obstructions: do not block walkways so that pedestrians have to step onto the vehicle
route
 Barriers - think about installing a barrier between the roadway and walkway.
Minimizing vehicle movements
Good planning can help to minimize vehicle movement around a site. For example,
landscaping to reduce the quantities of fill or spoil movement. To limit the number of
vehicles on site:
 provide car and van parking for the workforce and visitors away from the work area
 control entry to the work area
 plan storage areas so that delivery vehicles do not have to cross the site
People on site
Employers should take steps to make sure that all workers are fit and competent to operate
the vehicles, machines and attachments they use on site by, for example:
 checks when recruiting drivers/operators or hiring contractors
 training drivers and operators
 managing the activities of visiting drivers.
People who direct vehicle movements (signalers) must be trained and authorized to do so.
Accidents can also occur when untrained or inexperienced workers drive construction
vehicles without authority. Access to vehicles should be managed and people alerted to the
risk.
Turning vehicles
The need for vehicles to reverse should be avoided where possible as reversing is a major
cause of fatal accidents. One-way systems can reduce the risk, especially in storage areas. A
turning circle could be installed so that vehicles can turn without reversing.
Visibility
If vehicles reverse in areas where pedestrians cannot be excluded the risk is elevated and
visibility becomes a vital consideration. You should consider:
 Aids for drivers –
 mirrors,
 CCTV cameras or reversing alarms that can help drivers can see movement all-round
the vehicle
 Signalers - who can be appointed to control maneuvers and who are trained in the
task

92
  Lighting - so that drivers and pedestrians
on shared routes can see each other
easily. Lighting may be needed after
sunset or in harsh weather
 Clothing - pedestrians on site should
wear high-visibility clothing.
Figure 56: Sample of signs with instructions
Signs and instructions
Make sure that all drivers and pedestrians know
and understand the routes and traffic rules on
site. Use standard road signs where
appropriate. Provide induction training for
drivers, workers and visitors and send instructions out to visitors before their visit. The term
‘vehicles’ includes: cars, vans, lorries, low-loaders and mobile plant such as excavators, lift
trucks and site dumpers etc.

1.16.2TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #16

 Construction tools
 Cleaning tools
 Dumping Truck
 Backhoe loader
 Dumping containers

1.16.3ASSESSMENT TOOL FOR OUTCOME # 16

Model of Assessment tool is attached

1.17 LO #17: Identify hazards and risks

Learning Activities Special Instructions
1. Users and operation
Lecture on:
manuals of machines,
 Identification of hazards and risks
equipment and tools
 Assessment of hazards and risks
2. Safety training and
 Awareness and sensitizing on hazards and risks
workshops
 Preventive/corrective measures on hazards and risks
3. Handling hazardous
Read the information sheet titled “Identify hazards and risks” materials, equipment
(Below) and tools
Discuss: Eventually with Stakeholders, experienced BT, Craftsmen 4. Lifting heavy objects
and experts in the building industry 5. Food and water
 Awareness and sensitizing on hazards and risks conservation and risk

93
 Learning Activities Special Instructions
 Purpose and best practices on hazards and risk management of contamination or
Application: poisoning on site
 Site visits 6. Trained first aiders
 Preparing hazards and risks assessment form
 Write hazards and risks assessment report
References:
 http://workplaceohs.com.au/risk-management/identify-hazards
 http://www.health.go.ke/wp-content/uploads/2015/09/OSH
%20Act%202007.pdf
 https://mywage.org/kenya/home/labour-laws/health-and-
safety-at-work/health-and-safety-laws
 https://mywage.org/kenya/home/labour-laws/health-and-
safety-at-work
 Book: Basic Construction Management – The superintendent’s
job, author Leon Rogers
Assessment (See assessment tools in the Annex)
The assessment will be based on individual trainees’ demonstration
of fulfilling the course objectives as set out in the curriculum and
the training guide
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
Final Exam which includes theory and practical

1.17.1INFO SHEET#17: Identify hazards and risks26

Introduction
This information sheet intends to guide the trainers and help the trainees (future building
technicians) to know the basics of conducting a “hazard assessment” of the workplace. One
of the "root causes" of workplace injuries, illnesses, and incidents is the failure to identify or
recognize hazards that are present, or that could have been anticipated. A critical element of
any effective safety and health program is a proactive, ongoing process to identify and assess
such hazards.
The present information sheet intends to guide the trainers on the lesson preparation and
assist the trainees on acquiring the knowledge, attitude and skills on “Identifying hazards
and risks”

26
In Compliance with the Occupational Safety and health act No. 15 of 2007

94
Hazards and Risk Identification
To identify and assess hazards,
employers and workers:
 Collect and review information
about the hazards present or
likely to be present in the
workplace. Figure 57: Non-identified hazard
 Conduct initial and periodic
workplace inspections of the
workplace to identify new or
recurring hazards.
 Investigate injuries, illnesses,
incidents, and close calls/near misses to determine the underlying hazards, their causes,
and safety and health program shortcomings.
 Group similar incidents and identify trends in injuries, illnesses, and hazards reported.
 Consider hazards associated with emergency or nonroutine situations.
 Determine the severity and likelihood of incidents that could result for each hazard
identified and use this information to prioritize corrective actions.
Some hazards, such as housekeeping and tripping hazards, can and should be fixed as they
are found. Fixing hazards on the spot
emphasizes the importance of safety
and health and takes advantage of a
safety leadership opportunity.
What hazards do I need to identify?
The person conducting the business or Figure 58: Identified hazard
undertaking is responsible for
identifying hazards which may be
present in the workplace, including
those arising from:
 work premises, including the access and
egress
 structures and buildings
 work practices, work systems and shiftwork (including hazardous processes,
psychological and fatigue related hazards)
 plant (including the transport, installation, erection, commissioning, use, repair,
maintenance, dismantling, storage or disposal of the plant)
 traffic and transport movements at a workplace
95
  hazardous chemicals (including the production, handling, use, storage, transport, or
disposal)
 presence of asbestos and how it is handled, treated or removed
 hazardous manual tasks and ergonomics
 layout and condition of the workplace (including lighting and workstation design,
airborne contaminants and hazardous atmospheres)
 biological organisms, products or substances
 physical working environment (electrical, drowning hazards, fire hazards, explosion
hazards, slips, trips and falls hazards, contact with moving or stationary objects, falling
objects, noise, heat, cold, vibration, static electricity)
 confined spaces
 remote or isolated work
 substantial risk work
 violence, harassment, bullying, intimidation, aggression.
 Classification of hazards — to help with hazard identification
 Hazards include the work practices and systems used to perform work as well as
physical, chemical, biological and psychological aspects.
 Physical: Examples include noise, light, UV radiation, ventilation, air quality,
temperature, working at height, manual tasks, machinery, nip points, plant,
equipment, mobile plant, vehicles, electrical, slips/trips and falls hazards, etc.
 Chemical: Examples include poisons, dusts, fumes, gases, hazardous chemicals
including dangerous goods, oxidizing agents, flammable solids/liquids/gases,
radioactive substances, cleaning chemicals, etc.
 Biological: Examples include parasites, plants, harmful bacteria, viruses, fungi, molds,
infectious agents, contaminated specimens, body fluids, etc.
 Psychological: Examples include stress, repetitive work, shift work,
violence/aggression, bullying, excessive work load, etc.
When must hazards be identified?
The person conducting a business or undertaking must ensure that effective procedures are
in place and are implemented to identify hazards. This will include:
 when designing workplaces, plant, structures and systems of work
 immediately before using premises for the first time as a place of work
 before and during the installation, erection, commissioning or alteration of plant in a
place of work
 before changes to work practices and systems of work are introduced

96
  before hazardous chemicals are introduced into a workplace
 while work is being carried out
 when new or additional information relevant to the health or safety of workers (or
others who may be affected) becomes available from an authoritative source
 following an injury, near miss, incident or accident.
 Examples of hazards which can be found in the workplace include:
 machinery which is inadequately guarded or fenced
 materials handling/manual handling or objects, persons or animals
 chemicals which may harm a person in some way, such as burn the skin, poison, or
ignite
 working at heights, so that a person or object could fall
 working beneath a process where something could fall on the person below
 working in excessively hot or cold conditions, or outdoors or otherwise exposed to
Ultraviolet light
 working around moving vehicles and moving plant and equipment
 working with animals
 working with electricity
 dusty air (health hazards) or accumulated dust or fibers (dust explosion hazard)
 excessive vibration
 noise levels
 working in poor postures
 working in confined spaces such as vessels, drains, pits, silos, etc.
 biological hazards such as organisms, waste or substances
 psychological hazards
 asbestos installed or handled in the workplace
 workplace violence, bullying, harassment, aggression
 shift work or night work
 people whose behavior is influenced by drugs, alcohol, physical or psychiatric
impairment
 energy sources such as laser, radiation.
Useful tools in the identification of hazards in your workplace (This list is not exhaustive, and
you may have additional techniques):
 workplace inspection templates which may be modified to specifically suit your

97
 workplace or process
 consultation with workers, health and safety representatives or committees
 internal and external audit reports
 Standards and Codes of Practice which are relevant and applicable
 industry groups, conferences and professional associations
 communication across an organization operating at multiple sites
 accident, injury, incident reports and investigations
 near miss reporting, and
 relevant websites.

1.17.2TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS

During the risk assessment, the officers may need the following tools, equipment or materials:
 Camera
 Computer
 Flash light
 Markers/paint sprayers

1.17.3ASSESSMENT TOOL FOR OUTCOME # 17

Model of Assessment tool is attached

1.18 LO #18: Provide / install safety and protection equipment

Learning Activities Special Instructions
1. Evacuation Plan
Lecture on:
2. Installation and user
 The importance of safety equipment
 Installation of Safety and Protection Equipment manuals
 Type of PBEs and their respective use 3. Inspection and
Read the information sheet titled “Providing or Installing Safety and maintenance of
protection equipment” (below) safety equipment

Discuss: Eventually with Stakeholders, experienced BT, Craftsmen

and experts in the building industry
 Importance of safety equipment on site
Application:
 Site visits
 Emergency safety drills
 Inspection reports
References – books, e-books or websites

98
 Learning Activities Special Instructions
 https://www.osha.gov/Publications/osha3151.pdf
 http://www.oshatraining.com/Toolbox-Talks.php
 Introduction of Occupational Safety and health act No. 15 of 2007
(section related on PBEs)
 Book: Basic Construction Management – The superintendent’s Figure 59: Safety signs
job, author Leon Rogers
Assessment (See assessment tools in the Annex)
The assessment will be based on individual trainees’ demonstration
of fulfilling the course objectives as set out in the curriculum and the
training guide
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
Final Exam which includes theory and practical

1.18.1INFO SHEET #18: Providing or installing safety and protection equipment27

Introduction
This information sheet will help
both trainers and trainees (future
building technicians) to:
 Understand the types of
personal protective
equipment (PPE)
 Select appropriate PPE for a
variety of circumstances
 Understand what kind of training is needed in the proper use and care of PPE
The present information sheet intends to guide the trainers on the lesson preparation and
assist the trainees on acquiring the knowledge, attitude and skills on “Providing or Installing
safety and protection equipment”
Controlling a hazard at its source is the best way to protect employees. Depending on the
hazard or workplace conditions, OSHA recommends the use of engineering or work practice
controls to manage or eliminate hazards to the greatest extent possible. For example,
building a barrier between the hazard and the employees is an engineering control; changing

27
In Compliance with the Occupational Safety and health act No. 15 of 2007

99
 the way in which employees perform their work is a work practice control or putting
signboards.
When engineering, work practice and
administrative controls are not
feasible or do not provide sufficient
protection, employers must provide
PPE to their employees and ensure
its use. Personal protective
equipment, commonly referred to as
“PPE”, is equipment worn to
minimize exposure to a variety of hazards. Examples of PPE include such items as gloves, foot
and eye protection, protective hearing devices (earplugs, muffs) hard hats, respirators and
full body suits.

1.18.2TOOLS, EQUIPMENT, SUPPLIES,

AND MATERIALS
Types of Personal Protective Equipment
For a training purpose the school or the training
center might need to procure sample of all the following. If the items are expensive, photos can
be used or site visits where the such PPEs are supplied
Head protection
 Hard hats, Helmets, Bump Caps, Guards, Accessories…
Hand protection
 Work gloves, Chemical Hazard, Mechanical Hazard, Specialist Hand Protection, Thermal
Hazard
Eye and face protection
 Safety glasses, Eye shields, Over specs, Eye wear accessories, Face shields, Visors, Safety
goggles…
Breathing apparatus
 Escape sets, Working sets…
Protective clothing
 Chemical, Hi-visibility clothing, FE clothing, Weather wear, Workwear
Foot protection
 Safety footwear, Food Industry, Footwear, ESD Footwear…

100
 Hearing protection (covered by specific Regulations)
 Ear defenders
Ear plugs
 Communications sets, Noise meters, Acoustic foam
Respiratory protection (covered by specific Regulations)
 Filter respirators, Lightweight respirators, Powered respirators, Detectors, Monitors
Fall management equipment
 Safety harnesses, fall arresters, Elbow and wrist supports, back supports

1.18.3ASSESSMENT TOOL FOR OUTCOME # 18

Model of Assessment tool is attached

1.19 LO #19: Manage and Maintain occupational safety and health (OSH)
Learning Activities Special Instructions
1. Incentives and awards
Lecture on:
2.61:Violation
Figure and severity
Use of chemicals
 Occupational safety and health definition and standards
 Occupational safety and health administration and of penalties
implementation of safety programs 3. Clear line of Hierarchy
 Employees rights and duties as per labor law on the health and
Read the information sheet titled “Manage and Maintain safety management
occupational safety and health” (below) 4. Role of MoL
inspectors in the rules’
Discuss: Eventually with Stakeholders, experienced BT, Craftsmen
enforcement
and experts in the building industry
 OSHA Act.15 2007
Application:
 Site visits
 Role play
References – books, e-books or websites
 https://www.osha.gov/Publications/osha3151.pdf
 http://www.oshatraining.com/Toolbox-Talks.php
 Introduction of Occupational Safety and health act No. 15 of
2007 (section related on PBEs)
 Book: Basic Construction Management – The superintendent’s
job, author Leon Rogers
Assessment (See assessment tools in the Annex)
The assessment will be based on individual trainees’

101
 Learning Activities Special Instructions
demonstration of fulfilling the course objectives as set out in the
curriculum and the training guide
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
Final Exam which includes theory and practical

1.19.1INFO SHEET#19L Managing and maintaining occupational safety and health on site
Introduction
The present information sheet intends to guide the trainers on the lesson preparation and
assist the trainees on acquiring the knowledge, attitude and skills on “Managing and
maintaining occupational safety and health (OSH) on site”
Managing Safety and Health- Safety Management Systems
Employers have a main responsibility to maintain a safe and healthy workplace. A safety and
health management system, or safety program, aims to help employers focus their efforts at
improving the work environment. The plan shall describe what the people in the
organizations do, improve or avoid, to prevent injuries and illnesses at workplace.
What makes a successful Safety Management system?
A successful Safety Management system is part of the overall business operation, as
important as the other activities they do to succeed in business.
Successful safety and health systems have the following in place:
- Managers committed to making the program work.
- Employees involved in the program.
- A system to identify and control hazards.
- Compliance with OSHA regulations.
- Training on safe work practices.
- Mutual respect, caring and open communication in a climate conducive to safety.
- Continuous improvement.
Commitment to successful Safety Management system
Put as much energy into your commitment to safety and health as you put into any other
important part of your business. Make sure to include workplace safety and health in your
business plan and integrate it into all facets of the business.
- Write or update the policy that emphasizes the importance on workplace safety and
health.
- Commit the resources (time, money, personnel) needed to protect your employees.

102
 - Begin meetings with a safety topic.
- Encourage employee participation in safety and health.
- Let employees know they will be expected to follow safe work practices if they work
for your business. And follow them yourself.
- Respond to all reports of unsafe or unhealthy conditions or work practices.
- If injuries or illnesses occur, make it your business to find out why.
- Go beyond the regulations; address all hazards, whether or not they are covered by
laws.
Integrated Safety Management system which involves all the employees
In a safe and healthy workplace, employees have a stake in the success of the program ---
safety and health is everyone's responsibility. Actively encourage employee involvement if
you want your program to succeed. Hold people accountable and makes sure everyone does
their part.
 Establish an active workplace safety and health safety committee.
 Make daily safety inspections part of some employees' jobs.
 Keep employees informed about safety inspections, injury and illness statistics, and
other safety-related issues.
 Give everyone a meaningful activity that supports safety.
 Value employee input and feedback. Employees often know more about safety
problems and solutions than managers do.
 Make sure employees help review and improve the program.
 Hold employees accountable
- Include safety and health responsibilities in job descriptions. Make following
safe work practices part of performance evaluation.
- Set safety goals and hold everyone accountable.
- Discipline employees who behave in ways that could harm themselves or
other.
- Establish a clear system for reporting hazards, injuries, illnesses and close calls.
- Recognize employees who contribute to keeping the workplace safe and
healthy.
Core Elements of the Safety and Health Program Management Guidelines

Management  Top management demonstrates its commitment to

Leadership continuous improvement in safety and health,
communicates that commitment to workers, and sets
program expectations and responsibilities.
 Managers at all levels make safety and health a core
organizational value, establish safety and health goals and
objectives, provide adequate resources and support for the
103
 program, and set a good example.
Worker Participation  Workers and their representatives are involved in all aspects
of the program—including setting goals, identifying and
reporting hazards, investigating incidents, and tracking
progress.
 All workers, including contractors and temporary workers,
understand their roles and responsibilities under the
program and what they need to do to effectively carry them
out. • Workers are encouraged and have means to
communicate openly with management and to report safety
and health concerns without fear of retaliation. • Any
potential barriers or obstacles to worker participation in the
program (for example, language, lack of information, or
disincentives) are removed or addressed.
Hazard Identification  Procedures are put in place to continually identify workplace
and Assessment hazards and evaluate risks.
 An initial assessment of existing hazards and control
measures is followed by periodic inspections and
reassessments to identify new hazards.
Hazard Prevention and  Employers and workers cooperate to identify and select
Control options for eliminating, preventing, or controlling workplace
hazards.
 A plan is developed that ensures controls are implemented,
interim protection is provided, progress is tracked, and the
effectiveness of controls is verified.
Education and  All workers are trained to understand how the program
Training works and how to carry out the responsibilities assigned to
them under the program.
 All workers are trained to recognize workplace hazards and
to understand the control measures that have been
implemented.
Program Evaluation  Control measures are periodically evaluated for
and Improvement effectiveness.
 Processes are established to monitor program performance,
verify program implementation, identify program
deficiencies and opportunities for improvement, and take
actions necessary to improve the program and overall safety
and health performance
Coordination and  The host employer and all contract employers coordinate on
Communication on work planning and scheduling to identify and resolve any

104
 Multiemployer conflicts that could impact safety or health.
Worksites  Workers from both the host and contract employer are
informed about the hazards present at the worksite and the
hazards that work of the contract employer may create on
site.

1.19.2TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS

 Office supplies
 Data show
 Chart and markers
 Sample of security equipment for demonstration

1.19.3ASSESSMENT TOOL FOR OUTCOME # 19

Model of Assessment tool is attached

1.20 LO #20: Manage site welfare facilities

Learning Activities Special Instructions
1. Statutory
Lecture on:
requirements
 Importance of the welfare facilities
 Identification of welfare facilities 2. Sewage and
 Managing site welfare facilities (Planning-Provision- disposal/treatment
Maintenance) system
Read the information sheet titled “Manage site welfare facilities” 3. Appropriate storage/
(Below) conservation of
perishable food
Discuss: Eventually with Stakeholders, experienced BT,
Craftsmen and experts in the building industry
 OSHA Act.15 2007
 Welfare facilities
 Alternative welfare facilities (portables)
Application:
 Site visits
 Site layout of welfare facilities
 Checklist of welfare facilities
References – books, e-books or websites
 https://www.osha.gov/Publications/osha3151.pdf
 http://www.oshatraining.com/Toolbox-Talks.php
 Introduction of Occupational Safety and health act No. 15 of
2007 (section related on PBEs)

105
 Learning Activities Special Instructions
 Book: Basic Construction Management – The
superintendent’s job, author Leon Rogers
Assessment (See assessment tools in the Annex)
The assessment will be based on individual trainees’
demonstration of fulfilling the course objectives as set out in the
curriculum and the training guide
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
Final Exam which includes theory and practical

1.20.1: INFO SHEET#20: Manage site welfare facilities guidance for employers on
welfare provisions
Introduction
If you employ anyone (however short the period) you must ‘so far as is reasonably practicable’,
provide adequate and appropriate welfare facilities for them while they are at work. This means
you must provide such facilities unless it is clearly unreasonable in terms of time, trouble, cost
and physical difficulty.
‘Welfare facilities’ are those that are necessary for the well-being of your employees, such as
washing, toilet, rest and changing facilities, and somewhere clean to eat and drink during
breaks.
This leaflet gives you simple, practical advice on how you can meet these requirements. The
information may also be of interest to employees and the self-employed.
It summarizes the requirements of the Workplace (Health, Safety and Welfare) Regulations
1992. See ‘Find out more’ for other useful information.
You may also find it useful to discuss your needs with manufacturers and suppliers of welfare
facilities, services and consumables.
What is welfare at work?
Health, safety and welfare are basic requirements at work, and can be divided into four broad
categories: the working environment, welfare facilities, workplace safety and housekeeping. The
provision of adequate welfare arrangements is important both in terms of complying with the
law and keeping the workforce happy. People tend to perform better and be happier at their
work if they are working in a safe and healthy environment.
Legal duties and obligations around welfare at work

106
The Health and Safety at Work etc. the
Occupational Safety and health act No. 15
of 2007 Employers and those in control of
workplaces, have a general duty under the
Act to ensure so far as is 'reasonably
practicable' the health, safety, and welfare
of all their employees, and anyone who Figure 64: Meeting facilities on site
uses the premises.
The Health, safety and welfare policy is
inclusive, and the systems of
management and implementation
must always consider the needs of
those with disabilities, women and
other vulnerable groups.
Figure 62: Drinking water on site
Welfare Facilities:
Welfare facilities are those that are
necessary for the well-being of your
employees, such as washing, toilet,
rest and changing facilities, and somewhere clean to eat and drink during breaks.
Welfare facilities range from temporary structure to permanent ones when site allow it. In most
case, they are portable structures that can move from a site to another.
Drinking water
An adequate supply of clean drinking
water must be available. This should
normally be obtained from a tap
directly from a rising main, but
drinking water can be provided from a
tap supplied by a storage cistern,
providing this is cleaned and Figure 63: Sanitation facilities on site
disinfected regularly.
Where there may be confusion with
non-drinking water, the drinking water
source should be clearly identified.
Suitable drinking cups should be provided where required.
If it is not possible to provide a piped supply of water, bottled water or water dispensing
systems may be provided as an alternative source of drinking water. Containers should be

107
refilled at least daily unless they are chilled water dispensers where containers are returned to
suppliers for refilling.
Sanitary Facilities
What toilet and washing facilities do I need to provide?
Employer must provide adequate toilet and washing facilities for your employees. ‘Adequate’
means in number and in quality:
 enough toilets and washbasins for those expected to use them _ people should not have to
queue for extended periods to go to the toilet;
 where possible, separate facilities for men and women _ failing that, rooms with lockable
doors;
 clean facilities _ to help achieve this walls and floors should preferably be tiled (or covered in
suitable waterproof material) to make them easier to clean;
 a supply of toilet paper and, for female employees, a means of disposing of sanitary
dressings; facilities that are well lit and ventilated;
 facilities with hot and cold running water;
 enough soap or other washing agents;
 a basin large enough to wash hands and forearms if necessary;
 a means for drying hands, e.g. paper towels or a hot air dryer;
 showers where necessary, e.g. for particularly dirty work.
Another facilities Meeting, rest and eating…
Suitable rest facilities should be provided for people to meet, eat meals, rest etc. particularly
where food eaten in the workplace could become contaminated. Where there is no on-site
canteen, or facility close by where hot food can be obtained, the employer should provide
facilities for heating food (usually a kettle and microwave would meet these requirements).
Canteens can be used as rest facilities, providing there is no obligation to purchase food. Where
necessary, the rest facilities must also be suitable for pregnant or nursing mothers, close to
sanitary facilities and provide a place for a pregnant worker to lie down if required.

1.20.2TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #20

- Office supply
- Data show
- Displays/signboards

1.20.3ASSESSMENT TOOL FOR OUTCOME # 20

Model of Assessment tool is attached

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DUTY 4: Manage Workmanship … at the workplace (180h)
Manage Workmanship in the site to deliver desired results at the workplace
COMPETENCY 4:
MANAGING WORKMANSHIP IN THE SITE TO DELIVER DESIRED RESULTS AT THE WORKPLACE
INTRODUCTION
Workforce is the most valuable asset for an efficient outcome of any organization and this is
especially true in case of labor-intensive industries such as construction. However, it has
been observed since long that human workforce in an organization also represents the most
complex resource to manage compared to any other resources that are required for
satisfactory completion of a project. In general, construction industry often experiences
complexities in meeting project completion schedule and finance due to non-availability of
sufficient number of skilled labors and staff to carry out the planned work. This kind of
intricacy can be managed, and it is efficiently possible to handle such issues with proper
utilization of human resource management techniques to avoid shortage of labor. It has been
observed that concern of human resources management (HRM) in construction is increasing
day by day along with greater emphasis on human resource and human relation in
construction is reported in the literature. However, construction industry is generally
criticized due to lack of appropriate approach towards HRM policies and many researchers
are suggesting formal methods of managing human resources in construction field. It was
observed from literature review that the kind of HRM structure applicable in the construction
field is not reported satisfactory. Therefore, this guide mainly focuses on how to identify the
different components of human resources management in the construction sector.

PERFORMANCE STANDARD:
By the end of this training module, the trainee should be able to manage workmanship in the
site in order to deliver the desired results in compliance with Kenya Labor Law and OSHA
requirements
LEARNING OUTCOMES:

 Ensure the recruitment of workmanship / Maintain effective team work

 Interact and communicate / Monitor the work progress and process payments
 Manage the performance and HR development
 Manage subcontracts and monitor the work progress

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1.21 LO #21: Ensure the recruitment of workmanship
Learning Activities Special Instructions
1- Strict adherence to the Labor
Lecture on:
Law and OSHA
 Job description/Standards and specifications
 Recruitment procedures – Advertising, shortlisting - 2- Migration and Immigration
selection process 3- Gender and inclusion
 Assignment/deployment and induction 4- Turnover of teams
Read the information sheet titled “recruitment of
workmanship (staffing)” (Below)
Discuss: Eventually with Stakeholders, experienced BT,
Craftsmen and experts in the building industry
 Induction process
 Qualification criteria and rates
 Job market/Availability of skilled workers
 Labor Law
 OSHA
Application:
 Guest Speakers (as above in the discussion)
 Role play
References
 Book: basic Construction Management – The
superintendent’s job, author Leon Rogers
Assessment (See assessment tools in the Annex)
The assessment will be based on individual trainees’
demonstration of fulfilling the course objectives as set out
in the curriculum and the training guide
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
Final Exam which includes theory and practical

110
1.21.1INFO SHEET#21: Recruitment of workmanship

Introduction
Strategic workforce management decisions (e.g., hiring,
training, and staffing) have a direct effect on the cost,
schedule, and quality of work. This information sheet
intends to guide trainers about recruitment of
workmanship and give the trainees the knowledge,
attitude and skills on the subject.
A construction company’s workforce is one of its most
Figure 65: Talented recruitment illustration
valuable tools. The success of any project is a direct
reflection of the skill of the workers who completed it
and the managers who supervised it
The present information sheet intends to guide the
trainers on the lesson preparation and assist the
trainees on acquiring the knowledge, attitude and skills
on “the recruitment of workmanship”
How Can Construction Companies deal with Workforce Challenges?
In building and maintaining a strong workforce, businesses in the construction industry face
several unique challenges, including a lack of qualified candidates to fill open positions, high
employee turnover, perpetual safety concerns, and the burden of complying with
employment and immigration laws.
Here are five of the most common HR issues for construction companies—and solutions for
overcoming them:
Recruiting qualified workers
In the construction industry, certain factors compound the challenge to identify qualified
workers and hire them. For instance, many workers are deterred by the perception of
construction jobs as low-paying and excessively strenuous and dangerous. Furthermore, each
project carries different requirements, and companies often struggle to find workers who
have the skills, experience, and certifications needed from project to project.
How can employers in the construction industry attract qualified workers who will ensure
success on each job? Of course, it is important to offer competitive pay and benefits, but
businesses should also ensure that they are leveraging the most effective mediums for
reaching their desired candidates. For example, using social media to post job descriptions
that clearly explain the requirements of the position is an excellent way to connect with the

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 younger workers that construction companies often need. Businesses should also invest in
employer branding, which is the process of cultivating a positive reputation as an employer.
Businesses with strong employer brands save time and money on recruitment because
candidates are more likely to seek them out. Offering plenty of training opportunities for
workers will help boost employer branding efforts—and will also enable workers to easily
attain any certifications they need for specific projects.
Ensuring safety and controlling workers’ compensation costs28
Construction is an inherently risky activity, and workplace accidents may result in staggering
costs for employers. These direct and indirect costs include medical expenses, escalating
workers’ comp insurance premiums, lost productivity as the injured worker heals, costs
incurred in recruiting and training substitute workers, and the possibility of lawsuits
stemming from the incident. Therefore, safety must be a paramount consideration at any
worksite. All construction companies must have comprehensive safety plans in place,
including regular training for all workers and clear protocols to follow in the event of injuries.
Construction managers must ensure that safety information is understood by all workers,
including non-native English speakers. By invoking the help of safety and risk management
professionals, businesses can reap significant savings on workers’ compensation insurance
and avoid the many undesirable effects of workplace accidents.
Coping with laws
To stay in business, construction contractors are required to abide by certain legal standards.
Although many compliance measures may be confusing, it is essential that construction firms
obey these rules—they are designed to protect workers, ensure appropriate payments are
made, and to make certain that a work environment is safe for everyone involved. Thus,
Employers in construction industry face onerous laws governing the treatment of workers. In
addition to the safety regulations promulgated by OSHA29, many construction companies are
subject health insurance plan, pension plan and often direct tax deduction. Complying with
these laws imposes high costs on employers, but failing to comply will result in low
performance, staggering penalties and the risk of lawsuits and other sanctions.
Temporary workers and high employee turnover
While many construction workers are hired on a temporary basis for specific projects, the
high turnover rate that is common in the industry is also attributable to other factors. For
example, some workers may drift from company to company due to poor wages or worksite
conditions. Considering that employees are more likely to be injured within the first few
weeks on a job, construction companies have a strong financial incentive to improve

28
Refer to the OSHA section
29
OSHA Act 15, 2007

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retention. One of the most effective steps that companies can take to keep employees
engaged is to equip them with the tools they need to succeed. For example, employers
should offer opportunities for training and development, establish channels of
communication through which employees can voice concerns, and if applicable, have
bilingual workers on hand to translate important information for those who do not speak
English. By empowering workers to achieve their full potential, companies will reduce
turnover, improve safety, and boost productivity.
Immigration compliance
Construction companies commonly employ workers from other countries. In addition to
coping with language and cultural barriers, companies must ensure that they are complying
with all applicable immigration laws. Employment Eligibility Verification, for each new
individual hired and maintain employee files in the event of an audit. In many countries,
immigration laws are confusing and subject to change, so businesses should consider seeking
professional assistance to navigate the hiring and compliance process.
By working with a provider of HR outsourcing services, construction companies can reduce
costs and yield better results on common issues like safety, compliance, and employee
recruitment and retention.
Recruitment of work force in
construction industry – Best Practices
Due to the cyclical nature of
construction markets, companies in
the construction industry have long
had some difficulties attracting and
retaining young talent for both
management and skilled field
positions. Generally, companies have
found ways to retain their best workers in up and down cycles and have been able to take
advantage of available sources of trained labor in order to scale up or down as needed to
manage the workflow.
The construction sector has been trying many ways to attract and hire labor. Most effective
methods to recruit the best talent for trade workers are:
 Being an employer of choice
 Internal referral program with incentives
 Social Network such Facebook, twitter or LinkedIn
 Association jab boards
 Online recruiting tools

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  Community association such as religious groups
 Job posting in the newspapers
 Internship
 Other methods

1.21.2TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS # 21

 Office supplies
 Data show
 Displays/signboard

1.21.3ASSESSMENT TOOL FOR OUTCOME # 21

Model of Assessment tool is attached

1.22 LO #22 & #23: Maintain effective team work/ Interact and communicate 30
Learning Activities Special Instructions
1- Gender and inclusion
Lecture on:
2- Special Skills
 Importance of team work on the site
 Techniques of maintaining team work on the site 3- Code of conduct for teams
 Selecting team members 4- Rotating tasks or individual
 Conflict management between teams
Read the information sheet titled “Team work” (Below)
Discuss: Eventually with Stakeholders, experienced BT,
Craftsmen and experts in the building industry
 Conflict management
 Social/work life balance
 Dysfunctional teams
Application:
 Role Play
 Team building
References – books, e-books or websites
 http://www.ralphlewis.co.uk/Teamwork_files/Team

30
The two outcomes were combined for the two reasons: 1) the lectures are similar and 2) the two subjects
represent two unit of competencies among the basic units.

114
Learning Activities Special Instructions
%20Management.pdf
 http://www.unice.fr/crookall-cours/teams/docs/team
%20Successful%20teamwork.pdf
 Book: Basic Construction Management – The
superintendent’s job, author Leon Rogers
Assessment (See assessment tools in the Annex)
The assessment will be based on individual trainees’
demonstration of fulfilling the course objectives as set out
in the curriculum and the training guide Figure 67: illustration of success of teamwork
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
Final Exam which includes theory and practical

1.22.1: INFO SHEET #22 & #23: Performance standard:

Maintaining effective team work/interaction and communication
Introduction
Leading a team can be inspiring,
rewarding and exhausting. Busy
working environments can leave little
time for team leaders to check-in
with team members and ensure
they’re feeling happy, creative and
on track. But with these 6 simple and
effective team management tips,
there’s an alternative:
 Be transparent
 Use transparent tools
 Keep communicating
 Try chat channels
 Provide valuable feedback
 Encourage collaboration
The present information sheet intends to guide the trainers on the lesson preparation and
assist the trainees on acquiring the knowledge, attitude and skills on “maintaining effective
team work”
Effective teamwork in construction: an introduction

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Construction is a collaborative activity; only by pooling the knowledge and experience of
many people can buildings meet today’s let alone tomorrow’s needs. But simply bringing
people together does not necessarily ensure they will function effectively as a team. Effective
teamwork does not occur automatically. It may be undermined by a variety of problems, such
as lack of organization, misunderstanding, poor communication and inadequate
participation. This leaflet sets out some of the key ways in which construction teams can
harness the collective energy of all their members to achieve a common purpose.
What is teamwork?
Teams are groups of people with
complementary skills who are
committed to a common purpose
and hold themselves mutually
accountable for its achievement. Figure 68: Slogan that promote leadership
Ideally, they develop a distinct
identity and work together in a
coordinated and mutually
supportive way to fulfil their goal or
purpose. Effective teamwork results from:
 a team whose membership and size matches the task
 good leadership and attention to team-building
 commitment by team members to understand and identify with one another’s goals
 the development of team goals a shared vision
 a sense of common ownership of the task at hand and joint responsibility for its
achievement
 coordinated effort and planned sharing of tasks evenly across the team
 the open exchange of information within the team, and
 honesty, frankness, and trust among team members.
The benefits of successful teams
Effectiveness is the extent to which a team is successful in achieving its task-related
objectives. Successful teams achieve:
 a wider range of ideas than individuals working in isolation, and better decisions
 improvements in participants’ confidence, attitudes, motivation, and personal
satisfaction
 greater clarity in expressing ideas through group discussion
 greater optimism by focusing on positive outcomes and putting less weight on
problems
 more effective responses to changes as improved trust and communication help a
team to adapt
 better understanding by team members of the nature of their individual contribution
and of the needs of other team members

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  more efficient use of resources, especially time.
Selecting team members
In forming and managing a team, it is important to consider not only team members’
competence and experience, but also
their ability to share information and
co-ordinate their actions. Those who
are unwilling to discuss assumptions,
negotiate options and explain
proposals are unlikely to work well as
team members. Teams are best formed
from participants who are willing to:
 commit themselves to a shared
goal and hold themselves
responsible for its achievement
 listen and respond to others in an
objective and productive way
 take on different roles in the group in order to accomplish shared ends
 are open and honest with ideas, concerns, and values
 avoid bringing hidden agendas into team meetings
Leadership and team-building
Leadership is critical to teamwork: the team leader is responsible for ensuring that members
work together to achieve the goal or objective. On occasion, the leader must be able to
inspire team members to ‘go the extra mile’. Tasks allocated to individual members of the
team should be meaningful and challenging people work better if the tasks they face are
interesting, motivating and enjoyable.
Effective leaders aim to:
 keep participants focused and make the project as a whole demanding for individual
team members
 ensure that the team has the resources and information necessary to complete its
task
 create opportunities for all members to contribute to the task, and ensure that all feel
their contribution is visible to, and valued by, the team as a whole
 avoid blaming individuals for problems in the project or in the team
 be aware of participants’ loyalties to people – or organizations – outside the team
 be fair and impartial
 be willing to share credit with the entire team.
Developing a shared vision
In order to work effectively, a team needs to have a clear vision of what it wants to achieve.
This must be one that motivates and inspires team members a future they feel is worth

117
striving for. If a team is set an unattainable goal, it can have a de-motivating effect.
Teams are more motivated to deliver a vision that they themselves have developed. When
team members believe they have made a real contribution to the overall vision they are likely
to work hard to achieve it. Shared aims help to create a sense of common purpose and
ownership, and promote team identity.
A short paragraph or set of bullet points are useful to summarize and encapsulate the
principal elements of the team’s vision and provide a mission statement. Team meetings are
an opportunity for a periodic reminder of the team’s vision. Individual goals underpin the
mission statement, and an action plan sets out how each member’s goals will be met.
A shared vision, expressed as a mission statement, should be:
 developed through negotiation by the team itself
 clearly articulated and coherently expressed
 re-stated from time to time
 periodically reviewed for its continuing appropriateness, particularly if circumstances
or requirements change.
Communication and collaboration
Communication is the process of transmitting and understanding information and ideas.
Good communication is essential if a team is to collaborate successfully and make best use of
its pooled knowledge. Open communication and information sharing:
help team members to anticipate what they can expect from one another and when they can
expect it
eliminate surprises and make it easier for members to work together
engender trust and familiarity among team members
allow more forceful group behavior, including the willingness to question and challenge in
the search for better solutions.
Team members need to strive for clarity in communication, and to be patient, explaining and
expanding where their ideas are unclear. It may be necessary to make underlying
assumptions explicit, as options are negotiated, and proposals explained.
Open communication requires:
 expressing ideas clearly and using body language relaxed posture, good eye contact
and occasional pauses to show feedback is welcome
 good listening habits, such as re-stating others’ ideas
 where necessary, seeking constructive clarification and asking supportive questions
focused on what, where, how and why issues
 being flexible enough to take on board others’ suggestions and to build on others’
ideas
 between team meetings, keeping all those who need to know regularly informed of
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 individual progress.
Resolving conflict
Differing views and opinions among team members are inevitable. Ideally the team
welcomes divergence and treats its members’ expertise, experience, values and priorities as
a source of energy and an opportunity for creative problem solving.
Nevertheless, disagreements can occur among team members. They may arise from different
expectations, ambitions, objectives or priorities, and concern the team’s directions, goals,
procedures or decisions. Identifying and resolving these is an inevitable part of the team
process.
In practice, much apparent conflict often arises from simple misunderstanding, or from the
assumptions or suppositions made by team members. Through communication, explanation
and negotiation, conflict can often be resolved. Finding a middle ground that all parties are
reasonably satisfied with, may be necessary.
Less desirably, in the attempt to avoid conflict, some teams deliberately skate over
contentious topics or adopt a superficial agreement that results when issues have not been
directly addressed. Team members often feel dissatisfied by the inevitable compromises that
result from this approach.
Conflict can also arise when people compete for a particular role in the team as leader, ideas-
person, progress-chaser or critic. An awareness of each other’s roles and how they can
effectively complement rather than compete with one another is needed to resolve these
kinds of conflicts. To deal with conflict constructively the team should:
 discuss competing views, assumptions, opinions and priorities openly
 seek members’ initial thoughts or guesses, and avoid recriminations if initial ideas
subsequently need to be modified
 ensure communication, negotiation, information-sharing and co-operation are all
encouraged.
Reflection and self-assessment
Teams often focus exclusively on the task at hand, and only rarely on the ‘process’ of
teamwork. Yet teams which take time out to review processes are likely to be more effective
than those which do not. Reviews of the interactions between team members can help to
identify deficiencies and address how best to improve future performance. One of the first
steps can be for team members to discuss and agree what exactly ‘teamwork’ means to each
of them. Such a discussion might range across:
 the importance of identifying individual roles and responsibilities, and defining
individual and team goals
 how to get the best from team meetings and encourage participation
 how to achieve effective communication and collaboration between team members
 how teams develop, and how to harness the collective energy and expertise of the

119
 members
 how to foster team identity, improve team effectiveness and cope with conflict.
Teams can also benefit from considering the social climate they create for themselves, and
whether it provides adequate levels of mutual support for team members.

1.22.2TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #22 and #23

Office supplies
Charts and markers
Data show

1.22.3ASSESSMENT TOOL FOR OUTCOME # #22 and #23

Model of Assessment tool is attached

120
1.23 LO #24: Monitor the work progress and process payments
Learning Activities Special Instructions
1- Provisional items
Lecture on:
2- Bonuses
 Work progress assessment and quantities executed per
individual or per team 3- Other benefits
 Prime cost sums 4- Statutory payments
 Provisional sums
 Payroll, task rates and payments
Read the information sheet titled “Monitor the work
progress and process payments” (Below)
Discuss: Eventually with Stakeholders, experienced BT,
Craftsmen and experts in the building industry
 Payment methods
 Statutory payments
 Bonuses
Application:
 Site visits
 Prepare work progress report and payroll
References – books, e-books or websites
 https://www.osha.gov/Publications/osha3151.pdf
 http://www.oshatraining.com/Toolbox-Talks.php
 Introduction of Occupational Safety and health act No.
15 of 2007 (section related on PBEs)
 Book: Basic Construction Management – The
superintendent’s job, author Leon Rogers
Assessment (See assessment tools in the Annex)
The assessment will be based on individual trainees’
demonstration of fulfilling the course objectives as set out
in the curriculum and the training guide
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
 Final Exam which includes theory and practical

121
1.23.1INFO SHEET#24: Monitor the work progress and process payments
Introduction
Construction developments run on tight time schedules; any delays can cost a large amount
of money and must be avoided. In order to do this, the progress of construction should be
constantly monitored to ensure that deadlines and goals are met on time. A lot of
preparation goes into a system to monitor progress, without which the project could become
disorganized.
If you are put in charge of a work project you need to do more than just set things in motion
and check in at the end. It's important to monitor the progress of the project so you will
know if adjustments need to be made to get it moving back in the right direction.
The present information sheet
intends to guide the trainers on the
lesson preparation and assist the
trainees on acquiring the knowledge,
attitude and skills on “Monitoring
work progress and payments’
processing”.
Monitoring the progress
To effectively monitor project
progress, you must understand its
objective as well as the strengths and weaknesses of the personnel involved. The process is
as follows:
 Write down your goals for the project and when they should be met. For example, if you
are leading a team that is auditing a customer's financial returns, set benchmarks for
when the team should get all relevant documents from the client, when it should contact
the client for missing documents, when it should meet with the client to discuss the
material, and when the audit should be completed.
 Make a list of personnel and the responsibilities assigned to each individual participating
in the project.
 Divide the project into segments. It will be easier to track the progress this way.
 Hold regular meetings. Choose an interval that works for you. Ideally, you should select a
time that corresponds with the completion of each segment. Assess the project's
progress. If a team member or members have fallen behind or have run into obstacles,
formulate a plan for identifying and solving the problem.
 Update your records as your complete segments and meet goals. If you're on time or
early, you're in good shape. If you're significantly behind, you'll need to make
adjustments.

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 Make the necessary adjustments to keep your project on track. Reassign tasks, modify
schedules or reassess your goals. This will help you keep moving toward the finish line.
Prime cost sum
A prime cost sum (PC or PC sum) is an allowance, usually calculated by the cost consultant,
for the supply of work or materials to be provided by a contractor or supplier that will be
nominated by the client (that is, a supplier that is selected by the client to carry out an
element of the works and imposed on the main contractor after the main contractor has
been appointed). The allowance is exclusive of any profit mark up or attendance (such as
material handling, scaffolding and rubbish clearance, etc.) by the main contractor. Payments
are made based on the quotations/invoices of the supplied items by the contractor plus
addition of reasonable / agreed percentages for overhead costs and profits. If the
contractor's actual cost is higher than the bill of quantities allowance, then the contract sum
will be increased to balance it up and if the cost to the contractor is lower, then the contract
sum will be reduced by the balance.
The contractor should make reasonable provisions within their price for prime cost sums,
however, these can prove inadequate, and so prime cost sums can be a source of increased
costs and so disputes. Prime cost sums have become less common in recent years as the
nomination process has fallen out of favour with clients. Historically nominated
subcontractors or suppliers were selected prior to the appointment of a main contractor for
one of three reasons:
 For long delivery items where design and manufacturing times could not wait for the
appointment of a main contractor. For example, lifts, switchgear or refrigeration
plant.
 Where specialist design input was required in the early stages of design development.
For example, for a cladding system.
 Where the client directly orders a preferred piece of equipment on which design is to
be based. For example, an MRI scanner, laboratory fume cupboards or bottling plant.
It should be noted that courts have generally taken the view that risk in relation to the
performance of a nominated sub-contractor lies with the client and not the contractor. This
means that delay to the overall programme caused by a nominated sub-contractor can lead
to a claim for extension of time under the main contract and entitlement to consequential
losses.
Prime cost sums should not be confused with provisional sums which are allowances for
specific elements of the works not yet defined in enough detail for contractors to price.
Provisional sum
A provisional sum is an allowance (or best guess), usually estimated by a cost consultant,
that is inserted into tender documents for a specific element of the works that is not yet
defined in enough detail for tenderers to accurately price. The term 'provisional sum' is
generally well understood in the construction industry. It is used in pricing construction

123
contracts to refer either to work which is truly provisional, in the sense that it may or may
not be carried out at all, or to work whose content is undefined, so that the parties decide
not to try to price it accurately when they enter into their contract.
A provisional sum is usually included as a round figure guess. It is included mathematically in
the original contract price, but the parties do not expect the initial round figure to be paid
without adjustment. The contract usually provides expressly how it is to be dealt with. A
common clause in substance provides for the provisional sum to be omitted and an
appropriate valuation of the work actually carried out to be substituted for it. In this general
sense, the term 'provisional sum' is close to a term of art but its precise meaning and effect
depends on the terms of the individual contract.
As provisional sums are replaced by valuations of the work actually done as the project
progresses, the contract sum may increase or decrease. In addition, depending on the degree
to which the works that the provisional sum relates to can be defined at the tender stage,
the actual works that are undertaken may affect the contractor’s programming, planning and
pricing preliminaries:
Provisional sums are those which have been described in sufficient detail that the contractor
is expected to have made allowance for them in their programming, planning and pricing
preliminaries. An example might be where a defined amount of brickwork is required, but the
exact design has not been finalized and so the price cannot be determined. Undefined
provisional sums are less well described and so the contractor cannot be expected to make
allowance for them in their programming, planning and pricing preliminaries. This means the
contractor may be entitled to an extension of time and /or additional payments when the
actual works are undertaken. An example of an undefined provisional sum might be when
work is required below an existing structure, but the ground conditions, and so the extent of
work required, cannot be determined until it is demolished, and the ground opened up. The
New Rules of Measurement (NRM) published by the Royal Institute of Chartered Surveyors
(RICS) suggest that works relating to a defined provisional sum should describe:
 The nature and construction of the work.
 A statement of how and where the work is fixed to the building and what other work
is to be fixed thereto.
 A quantity or quantities that indicate the scope and extent of the work.
 Any specific limitations and the like.
If this information is not provided, NRM suggests the provisional sum is considered
undefined, irrespective of what it is called in the tended documents. Provisional sums are
provided for in different ways in different forms of contract, and some forms of contract can
be a little vague about how provisional sums should be handled, in particular regarding
adjustments to the programme. There may also be issues if the employer decides to omit
work related to a provisional sum from the contract, as the contractor may claim for loss of
profit, unless the contract allows the work to be omitted. It is important therefore that

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parties to the contract familiarize themselves with the exact wording and meaning of the
relevant clauses that are being used.
In addition, agreeing the actual costs associated with provisional sums or extensions of time
that might be claimed can result in tension between the contractor and client. For these
reasons, provisional sums should only be used as a last resort, they should not be an easy
fallback position for consultants when designs are incomplete, or information is difficult to
obtain. The risks are significant enough that the NEC Engineering and Construction Contract
(NEC3) does not have any allowance for provisional sums.
Sub-Contractor
Sub-contractors are appointed by main contractors to carry out part of the works on their
behalf. As construction has become more complicated and more specialist construction
techniques have been developed, it has become increasingly common for contractors to sub-
contract others rather than employing a large workforce themselves. The use of sub-
contractors enables the main contractor to undertake more complex projects whilst not
unacceptably increasing their risk, however, concerns have been expressed about the
prevalence of sub-contractors because of a perception that the main contractor has less
control over the skills and training of sub-contractor employees and so there may be a
negative impact on quality and health and safety on site.
Sub-contractors can be classified as:
 Domestic sub-contractors.
 Named sub-contractors.
 Nominated sub-contractors.
In addition, on management contracts the works will be carried out by 'works contractors'
and on construction management contracts the works will be carried out by 'trade
contractors', although technically trade contractors are not sub-contractors as they are
contracted by the client, and only managed by the construction manager.
There are mutual benefits to the client and sub-contractor using the nomination route. The
client can select the specialist contractor it wants, obtain design and value engineering input
and have direct access during the progress of works. The sub-contractor benefits by having
much greater certainty of payment. Examples of situations where sub-contractors might be
nominated could include:
 Long delivery items where ordering is necessary before the appointment of a main
contractor. For example, lifts, switchgear or refrigeration plant.
 Where specialist design input is required in the early stages of design development.
For example, for a cladding system.
 Where the client directly orders a preferred item on which design is to be based. For
example, complex or specialist industrial plant or equipment.
Nominated sub-contractors
A nominated sub-contractor is one that is selected by the client to carry out an element of

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the works. Nominated sub-contractors are imposed on the main contractor after the main
contractor has been appointed. The mechanism for nominating is an instruction in relation to
a prime cost sum to which the main contractor is entitled to add mark up and attendance
costs. It allows the client to have direct separate negotiations with major suppliers of goods
or services and feed their appointment and design input into the contract after works by the
main contractor have commenced.
Contractual arrangements
The contractual arrangements allowing nomination are very complicated, attempting to
cover all possible eventualities both between the client and the main contractor and also
between the main contractor and the nominated sub-contractor. This may include;
objections by the main contractor to the nomination, insolvency of the nominated sub-
contractor, the need for re-nomination, and so on.
As the contractor has no choice in the selection of the nominated sub-contractor, they
cannot be held responsible for failure of the nominated sub-contractor to perform. However,
as the contract for the nominated sub-contractor is with the main contractor, not with the
client, the client should ensure that they have a direct warranty with the nominated sub-
contractor to guarantee performance and to indemnify the client if any default allows a claim
for loss and expense or extension of time by the main contractor. Some forms of contract
(such as Joint Contracts Tribunal (JCT) contracts) no longer include provision for the
nomination of sub-contractors. The use of named sub-contractors, or named specialists is
generally considered to be a simpler alternative.
Payment
The cost consultant values the work of the nominated sub-contractor separately and the
amount due is shown on interim certificates and is notified to the nominated sub-contractor.
The contract may allow the client to pay the nominated sub-contractor directly if the main
contractor fails to do so.
Allocation of preliminaries
The allocation of preliminaries between the main contractor and sub-contractor depends on
whether the nominated sub-contractor is appointed before or after the main contractor.
Normally the main contractor is appointed first. In this case it is wise to get the main
contractor to specify the general preliminaries available to the sub-contractor, such as;
welfare buildings, craneage, site security, hoists, water, power and lighting and general
scaffolding etc., but also to set out specific items of preliminaries to be provided by the sub-
contractor, such as; site offices and stores, special scaffolding or cranes and waste disposal to
a certain point. Before any order is placed the main contractor should be consulted as to
whether the sub-contractor's proposals are acceptable including matters relating to
preliminaries.
If the sub-contractor is appointed before the main contractor, it is wise to send them the
proposed preliminaries requirements to be imposed on the main contractor and request that

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the sub-contractor clearly states in their tender what preliminaries are included in their bid
and what preliminaries they anticipate will be provided by the main contractor.
Attendance for construction
Attendance is the main contractor’s mark up for specific services it has to provide for
individual suppliers or sub-contractors. This might include items such as material handling,
scaffolding and rubbish clearance. Attendance can be ‘general’ or ‘special’. General
attendance is the description of main contractor attendance available site wide to all
suppliers or sub-contractors such as:
 Welfare facilities.
 External scaffolding.
 Temporary power and lighting.
 Platform and passenger hoists.
 Tower crane lifts by prior arrangement.
 Site security.
 Waste disposal.
Special attendance is specific to a particular supplier or sub-contractor if it requests that it is
provided by the main contractor, such as:
 Special hoists.
 Builders work such as a concrete plinth.
 Special scaffolding.
It is important to establish within the contract documents whether items that suppliers or
sub-contractors require will constitute attendances that will be provided by the main
contractor, or whether they will provide them themselves (such as their own specialist
equipment).
Attendance should not be confused with general site preliminaries or builder’s work in
connection with mechanical and electrical services. These items are separately priced.
Task Rate
Knowing what to charge (labor rate) and how to accurately and efficiently determine the
numbers are the issues that cause many construction business owners to lose the battle for
profitability. Charge too little and you won’t make a profit. Charge too much and you won’t
get work. Both of these situations will put you out of business. In this module at the optimal
labor rate per hour for your construction company is calculated. This optimal labor rate per
hour is called the BASE RATE.
Developing a BASE RATE for your construction business will enable you to accurately price
your work in less time. For the purposes of this post, the BASE RATE* refers to the unit price
of labor only that you will sell to your clients for each man-hour (M-HR) of work.
*The examples used here do not include the price of materials.
CALCULATING YOUR LABOR RATE (BASE RATE)
The BASE RATE for your construction business is determined by the actual costs of your

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 “average crew” size.

1.23.2TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #24

 Office supplies
 Charts and markers
 Date show
 Calculators

1.23.3ASSESSMENT TOOL FOR OUTCOME # 24

Model of Assessment tool is attached

1.24 : LO 25: Manage the performance and HR development

Learning Activities Special Instructions
1- Identification of appropriate
Lecture on:
trainers and institutions
 Training need assessment - Performance evaluation
 Merits in the selection of potential workers to be 2- Delivery strategic plan
trained 3- Job description and scope of
 Implementation of training programs for selected work
workers to be trained
 Career development/salary increase
Read the information sheet titled “Manage the
performance and HR development” (Below)
Discuss: Eventually with Stakeholders, experienced BT,
Craftsmen and experts in the building industry
 Training need assessment process
 Bonuses and promotion based on the performance
Application:
 Site visit
 Training need assessment (exercise)
References – books, e-books or websites
 https://www.osha.gov/Publications/osha3151.pdf
 http://www.oshatraining.com/Toolbox-Talks.php
 Introduction of Occupational Safety and health act No.
15 of 2007 (section related on PBEs)
 Book: Basic Construction Management – The
superintendent’s job, author Leon Rogers
Assessment (See assessment tools in the Annex)
The assessment will be based on individual trainees’
demonstration of fulfilling the course objectives as set out

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 Learning Activities Special Instructions
in the curriculum and the training guide
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
Final Exam which includes theory and practical

1.24.1INFO SHEET #25: Manage the performance and HR development

Introduction
Performance management is the foundation for employee performance and engagement.
Performance management is larger than the annual performance review. The process
includes setting clear and specific expectations and providing specific and ongoing feedback
both informal and formal. When elements of Performance Management are completed in a
thoughtful and coherent manner, with active engagement of both manager and staff
member, the results for all parties (including the University as a whole) are very positive.
Performance management is a much broader concept than performance appraisal or a
disciplinary process. It aims to improve organizational, functional, team and individual
performances. Effective performance management measures the progress being made
towards the achievement of the organization’s business objectives. It does so by planning,
establishing, monitoring, reviewing and evaluating organizational, functional, team and
individual performance.
The present information sheet intends to guide the trainers on the lesson preparation and
assist the trainees on acquiring the knowledge, attitude and skills on “Performance
Management and HR development”.
Build Plans for Further Development
Building plans for further development is a logical and positive final step of the review
process. The staff member's perception of this activity is derived from the manager's
approach throughout the whole Performance Management process because:
 If the manager has consistently used the Performance Management Process to guide
and enrich the capability of the staff member, this step will be viewed with
enthusiasm and interest.
 If the process has been judgmental and not supportive, then this step will be viewed
as an administrative requirement which will not receive attention and action.
The areas that are selected for development should be clearly defined, in much the same
manner as the original performance goals that were established using the Outcome,
Measurement, Timeframe format.

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The staff member should be able to see how the new skills or knowledge will be acquired,
and how they are expected to be applied - to the current job role, and as preparation for
future job roles. Specifically:
 If the planned development is a requirement to achieve satisfactory performance in
the current job role, then the specifications for achieving the development must be
very precise, with tightly controlled timelines.
If the development efforts are focused on longer-term staff member development, for a job
role that may not yet be determined, the timeliness may be more relaxed.
Training Needs Assessment
It is helpful to have an organized method for choosing the right assessment for your needs. A
checklist can help you in this process. Your checklist should summarize the kinds of
information discussed above. For example, is the assessment valid for your intended
purpose? Is it reliable and fair? Is it cost-effective? Is the instrument likely to be viewed as fair
and valid by the participants? Also consider the ease or difficulty of administration, scoring,
and interpretation given available resources. Your training needs analysis should include the
following:
 Know what the organization is trying to accomplish
 Know the history of training within the organization
 What "needs" will be addressed by the training?
 Any recent process or procedure changes?
 What resources are available for training?
 Who needs to be trained?
 Who can serve as subject matter experts?
 Are any staff going to do the training?
 Which companies provide training materials?
 What are the Knowledge, Skills, and Abilities?
 Review Job Descriptions and Org Charts
Types of Needs Assessment
Many needs assessments are available for use in different employment contexts. Sources
that can help you determine which needs analysis is appropriate for your situation are
described below.
 Organizational Analysis. An analysis of the business needs or other reasons the
training is desired. An analysis of the organization's strategies, goals, and objectives.
What is the organization overall trying to accomplish? The important questions being
answered by this analysis are who decided that training should be conducted, why a

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 training program is seen as the recommended solution to a business problem, what
the history of the organization has been with regard to employee training and other
management interventions.
 Person Analysis. Analysis dealing with potential participants and instructors involved
in the process. The important questions being answered by this analysis are who will
receive the training and their level of existing knowledge on the subject, what is their
learning style, and who will conduct the training. Do the employees have required
skills? Are there changes to policies, procedures, software, or equipment that require
or necessitate training?
 Work analysis / Task Analysis. Analysis of the tasks being performed. This is an
analysis of the job and the requirements for performing the work. Also known as a
task analysis or job analysis, this analysis seeks to specify the main duties and skill
level required. This helps ensure that the training which is developed will include
relevant links to the content of the job.
 Performance Analysis. Are the employees performing up to the established standard?
If performance is below expectations, can training help to improve this performance?
Is there a Performance Gap?
 Content Analysis. Analysis of documents, laws, procedures used on the job. This
analysis answers questions about what knowledge or information is used on this job.
This information comes from manuals, documents, or regulations. It is important that
the content of the training does not conflict or contradict job requirements. An
experienced worker can assist (as a subject matter expert) in determining the
appropriate content.
 Training Suitability Analysis. Analysis of whether training is the desired solution.
Training is one of several solutions to employment problems. However, it may not
always be the best solution. It is important to determine if training will be effective in
its usage.
Conducting a personnel training needs assessment
This technique is used to identify which employees need the training. Review performance
appraisals. Interview managers and supervisors. Look for performance measures such as
benchmarks and goals.
Are there differences between high and low performing employees on specific
competencies? Would providing training on those competencies improve employee job
performance?
List of Training Methods
Many avenues exist to train employees. The key is to match the training method to the
situation. Assess each training method implemented in the organization and get feedback
from trainees to see if they learned anything. Then take the results from the most popular

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and most effective methods to design a specific training program. Here we list the different
methods of training.
Technology-Based Learning
Common methods of learning via technology include:
 Basic PC-based programs
 Interactive multimedia - using a PC-based CD-ROM
 Interactive video - using a computer in conjunction with a VCR
 Web-based training programs

The forms of training with technology are almost unlimited. A trainer also gets more of the
learner’s involvement than in any other environment and trainees have the benefit of
learning at their own pace.
Example: In the trucking industry one can imagine interactive multimedia training on tractor-
trailers followed by a proficiency test to see how well the employee knows the truck.
Simulators
Simulators are used to imitate real work experiences.
Most simulators are very expensive but for certain jobs, like learning to fly a 747, they are
indispensable. Astronauts also train extensively using simulators to imitate the challenges
and micro-gravity experienced on a space mission. The military also uses video games (similar
to the "shoot-em-up" ones your 14-year old plays) to train soldiers.
Example: Truck drivers could use simulators to practice responding to dangerous driving
situations.
On-The-Job Training
Jumping right into work from day one can sometimes be the most effective type of training.
Here are a few examples of on-the-job training:
 Read the manual - a rather boring, but thorough way of gaining knowledge of about a
task.
 A combination of observation, explanation and practice.
 Trainers go through the job description to explain duties and answer questions.
 Use the intranet so trainees can post questions concerning their jobs and experts
within the company can answer them.
On-the-job training gives employees motivation to start the job. Some reports indicate that
people learn more efficiently if they learn hands-on, rather than listening to an instructor.
However, this method might not be for everyone, as it could be very stressful.
Example: New trucking employees could ride with experienced drivers. They could ask
questions about truck weigh stations, proper highway speeds, picking up hitchhikers, or any
other issues that may arise.

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Coaching/Mentoring
Coaching/mentoring gives employees a chance to receive training one-on-one from an
experienced professional. This usually takes place after another more formal process has
taken place to expand on what trainees have already learned.
Here are three examples of coaching/mentoring:
 Hire professional coaches for managers (see our HR.com article on Understanding
Executive Coaching)
 Set up a formal mentoring program between senior and junior managers
 Implement less formal coaching/mentoring to encourage the more experienced
employees to coach the less experienced.
Coaching/mentoring gives trainees the chance to ask questions and receive thorough and
honest answers - something they might not receive in a classroom with a group of people.
Example: Again, truck drivers could gain valuable knowledge from more experienced drivers
using this method.
Lectures
Lectures usually take place in a classroom-format.
It seems the only advantage to a lecture is the ability to get a huge amount of information to
a lot of people in a short amount of time. It has been said to be the least effective of all
training methods. In many cases, lectures contain no form of interaction from the trainer to
the trainee and can be quite boring. Studies show that people only retain 20 percent of what
they are taught in a lecture.
Example: Truck drivers could receive lectures on issues such as company policies and safety.
Group Discussions & Tutorials
These most likely take place in a classroom where a group of people discuss issues.
For example, if an unfamiliar program is to be implemented, a group discussion on the new
program would allow employees to ask questions and provide ideas on how the program
would work best.
A better form of training than lectures, it allows all trainees to discuss issues concerning the
new program. It also enables every attendee to voice different ideas and bounce them off
one another.
Example: Truck drivers could have group discussions and tutorials on safety issues they face
on the road. This is a good way to gain feedback and suggestions from other drivers.
Role Playing

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Role playing allows employees to act out issues that could occur in the workplace. Key skills
often touched upon are negotiating and teamwork.
A role play could take place between two people simulating an issue that could arise in the
workplace. This could occur with a group of people split into pairs, or whereby two people
role play in front of the classroom.
Role playing can be effective in connecting theory and practice but may not be popular with
people who don´t feel comfortable performing in front of a group of people.
Example: Truck drivers could role play an issue such as a large line-up of trucks is found at
the weighing station and one driver tells another that he might as well go ahead and skip the
whole thing. Or role play a driver who gets pulled over by a police officer and doesn´t agree
with the speeding charge.
Management Games
Management games simulate real-life issues faced in the workplace. They attract all types of
trainees including active, practical and reflective employees.
Some examples of management games could include:
 Computer simulations of business situations that managers ´play´.
 Board games that simulate a business situation.
 Games surrounding thought and creativity - to help managers find creative ways to
solve problems in the workplace, or to implement innovative ideas.
Example: In a trucking business, managers could create games that teach truckers the impact
of late deliveries, poor customer service or unsafe driving.
Outdoor Training
A nice break from regular classroom or computer-based training, the usual purpose of
outdoor training is to develop teamwork skills.
Some examples include:
 Wilderness or adventure training - participants live outdoors and engage in activities
like whitewater rafting, sailing, and mountain climbing.
 Low-impact programming - equipment can include simple props or a permanently
installed "low ropes" course.
 High-impact programming - Could include navigating a 40-foot "high ropes" course,
rock climbing, or rappelling.
Outgoing and active participants may get the most out of this form of training. One risk
trainer might encounter is distraction, or people who don´t like outdoor activities.
Example: As truck drivers are often on the road alone, they could participate in a nature-

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training course along with depot personnel to build esprit de corps.
Films & Videos
Films and videos can be used on their own or in conjunction with other training methods.
To be truly effective, training films and videos should be geared towards a specific objective.
Only if they are produced effectively, will they keep the trainees’ attention. They are also
effective in stimulating discussion on specific issues after the film or video is finished.
Films and videos are good training tools but have some of the same disadvantages as a
lecture - i.e., no interaction from the trainees.
A few risks to think about - showing a film or video from an outside source may not touch on
issues directly affecting a specific company. Trainees may find the information very
interesting but irrelevant to their position in the company.
Some trainers like to show videos as a break from another training method, i.e. as a break
from a lecture instead of a coffee break.
This is not a good idea for two reasons. One: after a long lecture, trainees will usually want a
break from any training material, so a training film wouldn´t be too popular. Two: using films
and videos solely for the purpose of a break could get expensive.
Example: Videos for truckers could show the proper way to interact with customers or
illustrate preventive maintenance techniques.
Case Studies
Case studies provide trainees with a chance to analyze and discuss real workplace issues.
They develop analytical and problem-solving skills and provide practical illustrations of
principle or theory. They can also build a strong sense of teamwork as teams struggle
together to make sense of a case.
All types of issues could be covered - i.e. how to handle a new product launch.
Example: Truck drivers could use case studies to learn what issues have been faced in the
trucking industry in the past and what they could do if a similar situation were to occur.
Planned Reading
Basically, planned reading is pre-stage preparation to more formal methods of training. Some
trainees need to grasp specific issues before heading into the classroom or the team-building
session.
Planned reading will provide employees with a better idea of what the issues are, giving them
a chance to think of any questions beforehand.
Example: Here we may be stretching if we think that truckers are going to read through a lot

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of material the training department sends them.
BENEFITS OF CAREER DEVELOPMENT
Career development is an emphasis on employee training intended to help an employee
meet his personal career objectives. By coaching and developing an employee to develop
skills for the position he wants, companies typically see a higher level of commitment and
better retention from its key employees.
Separation
Employees who take advantage of training and education programs offered by employers for
career development tend to outpace their peers in learning skills needed for advancement.
Some companies require that workers complete certain training programs or workshops to
become eligible for a promotion. Others simply convey to employees that they must develop
the requisite skills before a promotion would occur. Employees who participate not only
learn new skills, but they show commitment to their managers.
Talent
Companies with strong career development programs generally attract more talented
employees. This benefits the organization and workers because it elevates the general level
of knowledge and competence. Working with other capable professionals inside the
company is motivating for employees. When each person understands her role and the
responsibilities of her department to the organization, a mutually supportive, synergistic
environment emerges. A culture of knowledge also challenges each employee to learn and
grow.
Succession Planning
Succession planning is a proactive effort to development employees to take on leadership
roles when current employees retire. These plans help the company maintain stability in its
work force and production. It also helps employees plan for the future and more easily
envision their career advancing in the same company. When employees are developed for an
internal role, they are less likely to explore promotional opportunities outside the company.
Higher Achievement
An emphasis on career development and training protects against a stale work environment
where employees get comfortable in their current roles and don't reach their potentials. Goal
setting helps employees focus on gaps between their current abilities and those they need to
acquire to succeed at the next level. Ongoing training opportunities help fill these skill gaps;
they improve opportunities for promotion and give employees more satisfaction and
engagement from their work.

1.24.2TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #25

 Office supplies

136
  Computers
 HR policies and software

1.24.3ASSESSMENT TOOL FOR OUTCOME # 25

Model of Assessment tool is attached

1.25 LO #26: Manage subcontracts and monitor the work progress

Learning Activities Special Instructions
1- Type of subcontractors
Lecture on:
2- Defects’ liability period and
Subcontractors
conditions
 Identification and Selection
 Monitor the work progress against the work program 3- Delay Penalties
 Certification and payments
Read the information sheet titled “Manage subcontracts
and monitor the work progress” (Below)
Discuss: Eventually with Stakeholders, experienced BT,
Craftsmen and experts in the building industry
 Relationship between the contractor and subcontractor
 Type of the subcontractors
Application:
 Site visits
 Prepare a work program for a subcontract duty and
update a main work program
References – books, e-books or websites
 http://www.researchadministrationtools.org/files/PDF-
Alternative/Kakande_Subcontract_Management.pdf
 https://www.phe.gov/about/amcg/contracts/
Documents/subcontractor-management.pdf
 Introduction of Occupational Safety and health act No.
15 of 2007 (section related on PBEs)
 Book: Basic Construction Management – The
superintendent’s job, author Leon Rogers
Assessment (See assessment tools in the Annex)
The assessment will be based on individual trainees’
demonstration of fulfilling the course objectives as set out
in the curriculum and the training guide
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework

137
Learning Activities Special Instructions
Final Exam which includes theory and practical

1.25.1INFO SHEET #26: Manage subcontracts and monitor the work progress
Introduction31
Any contract or agreement to perform work in support of or on behalf of a prime is referred
to as subcontract and the concerned organization of company is called subcontractor or
often they revered to it as sub. The subcontract provisions are influenced by the prime’s
contract and any modification to the provisions in the statement of work by a subcontractor
will require approval from the prime. The subcontractor should be working under the
supervision by the prime but that does not include the second layer of supervision done by
the Building Technician, superintendent or engineer. Basically, all the arrangements aim to
ensure that the monitoring process is planned and implemented according the agreements
and as per the standards. The results good or bad are shared with the contractor(s) to ensure
that improvements are made, and/or corrective action taken if required.
The present information sheet intends to guide the trainers on the lesson preparation and
assist the trainees on acquiring the knowledge, attitude and skills on “Management and
monitoring of the subcontractors’ work progress”.
Approach on supervision and monitoring of subcontractors
The approach to managing the subcontractors is based on the following guiding principles:
 a Project Office will be established to effectively support the needs of the subcontractors,
 effective channels of communications will be clearly defined and established,
 a Statement of Work will be developed jointly by the team with each subcontractor
taking responsibility for the deliverables and services outlined in its areas of
responsibility,
 each subcontractor will have its responsibilities and authorities clearly defined in the
Statement of Work,
 each subcontractor will have its deliverables identified and required content clearly
specified in the Statement of Work,
 each subcontractor will have the services it is responsible for providing clearly identified
and described in the Statement of Work,
 all constraints imposed on the subcontractor will be clearly identified in the Statement of
Work, including schedule and budget constraints,
 each subcontractor will have requirements for quality clearly identified to it in the
Statement of Work, including the requirement to allow independent quality inspections

31
Refer to the other section of contracting

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 of materials and processes,
 all products and services provided by the subcontractor will be subject to the acceptance
of Company ABC and XYZ,
 each subcontract will contain appropriate terms and conditions,
 adequate facilities will be provided to meet the needs of the subcontractors, and
Performance Monitoring
Site Manager (Building Technician) a duty to ensure that all contractors undertake their work
in a safe and orderly fashion and in addition to the checking and approving of method
statements, the site management team including the site managers and QC team will carry
out regular monitoring of the subcontractors when on site to ensure that they are following
the safe system of work agreed and abiding by Site Rules and local requirements etc.
Planning
Project Coordinators and site manager should ensure that all subcontractors are monitored
on a regular basis. There should be a plan to undertake an inspection of all works at least at
weekly intervals during the works.
Undertaking
The Project Coordinator overseeing the works should arrange an inspection recording their
findings on the periodic ‘Spot Check’ form or checklist as the contract and as per the
standards. The inspection should ideally be undertaken together with the Contractors
Representative to ensure that the issues raised are dealt with at the time of the inspection. If
the Representative is not able to accompany the inspection, then the findings of the
inspection should be discussed with the person in charge of the works at the end.
A copy of the ‘Spot Check’ report should be handed to the Foreman and the original handed
to the Department Administrator for filing. The Department Administrator should on
receiving a completed form, update the Schedule to show the date undertaken.
Milestone Reviews At key contractual milestones
a formal review will be conducted to provide visibility into the direction of the project to all
parties. Topics covered depend on the milestone but could include such items as:
 where we are in the overall project schedule,
 an overview presentation of the key points contained in the project deliverables that
comprise that milestone,
 a briefing on the quality of work achieved to date,
 a briefing on the budget and schedule status with major variances clearly highlighted
and plans for corrective action presented, and a briefing on the current configuration
status (baseline status, status of approved baseline change requests, etc.)

139
 Reporting
The prime contractor must be kept aware of the overall progress of the project. This includes
the progress of each subcontractor. The subcontractors will report progress at the Cost
Account level on a weekly basis. Based on the information contained in the weekly Cost
Account Level Progress Reports, the prime contractor will prepare a monthly progress report
at the WBS level
Feedback/disciplinary measures
Where serious or recurring issues of non-compliance are found, a Safety Improvement Notice
should be issued, and the Contract’s Manager or Managing Director should be called in to
discuss the matter. Measures to rectify the issue should be discussed and agreed, including
timescale, and these should be noted on the back of the Spot Safety Check form.
Where the nature of non-compliance could have jeopardized the health or safety of
members of staff, students or a member of the public or there are signs of continuous poor
performance, the Project Coordinator should refer the matter to the Director to decide on
further action, and ultimately if the contractor should be allowed to continue providing
services to the University.

1.25.2TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #26

1.25.3ASSESSMENT TOOL FOR OUTCOME # 26

Model of Assessment tool is attached

140
 DUTY 5: Coordinate quality control activities and quality assurance (140h)

COMPETENCY: Coordinating the quality control activities and the quality assurance
INTRODUCTION
One of the pillars of the project delivery process is the management of the quality of the
product or service a construction company provides. The project specifications generally spell
out the quality standards for the project and by reference become a part of the contract
between the project owner and the contractor.
The specifications usually reference some standard, such as Kenya Building code, BS and
ASTM, or other organizations which spell out quality or workmanship standards.

PERFORMANCE STANDARD:
By the end of this training module, the trainee should be able to:
 Define the function and importance of Construction Quality Assurance and Quality
Control for construction
 Describe construction testing procedures and requirements
LEARNING OUTCOMES:
 Prepare and/or update the Quality Control (QC) Plan
 Acquire Testing services or equipment as per the procedures
 Monitor sampling of materials, lab tests and inspections of samples of materials to be
tested
 Monitor the Quality Control and the corrective actions

1.26 LO #27: Prepare and/or update the Quality Control (QC) Plan
Learning Activities Special Instructions
1- QC manuals
Lecture on:
2- Roles and responsibilities
 Essential Elements of a QC plan
(National construction
 Preparation and use a QC plan
authority, NEMA, Kenya Bureau
 Updating and sharing a QC plan
of Standards…)
Read the information sheet titled “Prepare and/or update
the Quality Control (QC) Plan” (Below)
Discuss: Eventually with Stakeholders, experienced BT,
Craftsmen and experts in the building industry
 Relationship between QC and QA
Application:
 Site visits
141
Learning Activities Special Instructions
 Prepare a QC plan
References – books, e-books or websites
 www.msdgc.org/downloads/...care/.../
MSDGC_Contractor_QC_Plan_Template.docx
 http://www.inspection-for-industry.com/
contractor-quality-control-plan.html
 http://www.oshatraining.com/Toolbox-Talks.php
 https://www.usaidassist.org/sites/assist/files/
kqmh_in-service_training_module_2.2.pdf
 Introduction of Occupational Safety and health act
No. 15 of 2007 (section related on PBEs)
 Book: Basic Construction Management – The
superintendent’s job, author Leon Rogers
Assessment (See assessment tools in the Annex)
The assessment will be based on individual trainees’
demonstration of fulfilling the course objectives as set out
in the curriculum and the training guide
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
Final Exam which includes theory and practical

1.26.1INFO SHEET#27: Prepare and/or update the quality control (qc) plan
Introduction
The present information sheet intends to guide trainers and provides them with the trainee’s
information about Construction Contractor Quality Control Plan. The QCP must be generated
based on the contractor quality control manual and also the requirements of the plant owner
or End-user inspection and test plan.
The present information sheet intends to guide the trainers on the lesson preparation and
assist the trainees on acquiring the knowledge, attitude and skills on “preparing and updating
quality control (QC) plan”.
Understanding what your client is looking for
Quality control can mean many things to a client. Therefore, the first step is to find out what
your client is looking for. Sometimes this will appear as a specification or as a mention in one
of the contract documents. Other times the client will just say they need a QCP and leave you
figure out what they want. Nonetheless, it’s worthwhile having a conversation so you get a
better understanding of what they have in mind or at least that they feel comfortable with
the suggestions. The following section goes over some of the baseline elements commonly
142
found in a construction QCP.
As you put your quality control plan together, try to organize it so that your headings match
up with your client’s specifications. This will make it easier for them to verify that your plan
meets their requirements.
Essentials Elements of a Project-Specific Construction Quality Control Plan
Project personnel
Every project should have a
designated quality manager
– the one person in charge
of the project quality. The
client needs to know who
this person is and what his
or her quality
responsibilities are.
Therefore, include this
information in the QCP
along with the person’s
qualifications for holding
this position.
While the quality manager
has overall responsibility
for the quality of the
project, the Building
Technicians are primarily
responsible for the day-to- Figure 71: Sample of quality assurance team
day field operations. The
project quality control plan
should indicate what
responsibilities Building
Technician(s) has and what
his or her responsibilities are.
Quality Communications
It is recommended to have a project start-up meeting and routine production meetings
where the chair of the meeting will discuss quality issues. The meeting has also to deal with
the reports to be submitted to the client together with the test results, and/or inspection
forms. Consequently, the QCP should include a quality communications plan that defines the
touch points that the two parties will have during the whole period of the execution of the
143
 project.
Quality assurance surveillance
A big concern of many clients is what management will be doing to monitor overall project
quality and how they will make sure that the project quality controls are running the way
that they should. With this in mind, the client will expect some form of quality assurance
surveillance. Will the quality manager be monitoring project quality on a weekly or monthly
basis? And, what will the quality manager be reviewing? All those topics has to be laid out in
QCP so that the client has a good picture of how the quality manager makes sure that the
project stays on track.
Subcontractors and suppliers
Outside organizations play a huge role in supplying materials and carrying out work on
construction projects. The QCP has to have provision what key suppliers and subcontractors
will be used on the project. What criteria will be used to select the suppliers and
subcontractors? All the information is communicated to the client.
It is always a good idea to include the following in the quality plan:
 Procedures you followed for qualifying suppliers and subcontractors
 Listing of project suppliers and subcontractors
 Records of supplier and subcontractor qualifications
Project quality specifications and standards
It goes without saying that the project activities will comply with your customer’s
specifications. However, in many cases, the customer specifications do not tell you which
building codes or industry standards apply to the scope of work and thus, there is a need that
the QCP lists them so there’s no confusion as to which versions of what standards apply to
the project. The QCP shall take in consideration ISO quality management system certification
and customer satisfaction in Kenyan Industry Sectors32
Inspections and tests.
A normal part of any construction process is to inspect phases of work (like steel erection)
and to perform tests that verify material quality (like concrete strength) or a system function
(determined by plumbing pressure test). QCP should list all of the inspections and tests that
are expected to be performing during the course of the entire project. QCP should also
include the inspection forms and test reports that will be used when the time comes.
Most specifications require that the submitted QCP include procedures for conducting
inspections. It is a good practice to include these procedures even if the client doesn’t

ADOPTION OF ISO 9001 QUALITY MANAGEMENT STANDARD AND OPERATIONAL PERFORMANCE OF SERVICE
32

ORGANIZATIONS IN KENYA http://chss.uonbi.ac.ke/sites/default/files/chss/Adoption%20of%20ISO%209001%20&

%20Operational%20Performance_0.pdf

144
specifically ask for them.
The inspection procedures should include how to do the following:
 Make sure that work is ready to begin
 Handle material receiving and do inspections
 Monitor work in process
 Verify that completed work meets project specifications
Control of non-conformances
Everyone understands that from time to time things go wrong in construction. The QCP
should discuss how you will handle these situations. Make it clear how QCP anticipate
controlling non-conformances so that overall quality of the project is protected. Be sure that
QCP define clearly the task of controlling non-conformances in such a way that it does not
include routine corrections and punch items.
Typical nonconformance procedures include included in QCP are:
- Preventing cover-ups
- Corrective actions
- Records you will keep of the incident
Project completion inspections
All the things that we have discussed so far have had to do with individual tasks and phases
of work. You’ll also want to discuss how you will conduct inspections and punch out near the
end of the project to assure that all the contracted work is completed to specifications.
The following chart shows the essential elements of a QCP:

145
 Subcontractors Project quality
and suppliers specifications

Quality
Inspections and
assurance
tests
surveillance

Quality Control of non-

Communications conformances

QCP
Project
Project
completion
personnel
inspections

1.26.2TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #271

1.26.3ASSESSMENT TOOL FOR OUTCOME # 27

Model of Assessment tool is attached

1.27 LO #28: Acquire Testing services and/or equipment as per the procedures.
Learning Activities Special Instructions
1- Use of manuals and catalogues
Lecture on:
2- Calibration
 Construction quality tests, type and definition
3- QC manuals
 Equipment and testing procedures
4- Roles and responsibilities
 Safety precaution during testing
(National construction
 Use, care and maintenance of testing equipment
authority, NEMA, Kenya Bureau
Read the information sheet titled “Acquire Testing services of Standards…)
or equipment as per the procedures” (Below)
Discuss: Eventually with Stakeholders, experienced BT,
Craftsmen and experts in the building industry
 Use, care and maintenance of testing equipment
 Safety precaution during testing

146
 Learning Activities Special Instructions
Application:
 Site visits
 Conduct quality control tests
 Clean, maintain and store the testing equipment
References – books, e-books or websites
 http://www.in.gov/indot/files/chapter_06(4).pdf
 http://www.hdm.lth.se/fileadmin/hdm/alumni/
papers/icm2000/ICM2000-10.pdf
 http://erepository.uonbi.ac.ke/handle/11295/65842
 https://www.kebs.org/
 https://www.nema.go.ke/
 Introduction of Occupational Safety and health act No.
15 of 2007 (section related on PBEs)
 Book: Basic Construction Management – The
superintendent’s job, author Leon Rogers
Assessment (See assessment tools in the Annex)
The assessment will be based on individual trainees’
demonstration of fulfilling the course objectives as set out
in the curriculum and the training guide
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
Final Exam which includes theory and practical

1.27.1INFO SHEET #28: Acquire testing services or equipment as per the procedures
Introduction
The foundation for a successful Quality Assurance (QA) program is the quality control
maintained by the Producer to assure that all materials submitted for acceptance conform to
the contract requirements. To accomplish this, the Producer is required to have a functional
plan to keep the process in control, quickly determine when the process goes out of control,
and respond adequately to bring the process back into control.
The present information sheet intends to guide the trainers on the lesson preparation and
assist the trainees on acquiring the knowledge, attitude and skills on “acquiring the testing
services or equipment as per the quality control/assurance Kenya Standards”

147
In-situ Laboratory Organizations that develop standards
A laboratory is required to be provided and in Kenya include:
maintained at the construction site with the The Kenya Bureau of Standards
necessary equipment and supplies for conducting (KEBS)
quality control testing. This Lab is run by the The National Environment
Quality Control Manager under the supervision of Management Authority (NEMA)
the Building Technician and/or the Engineer The Division of Environmental Health
Project Manager.
External Laboratory
Performance of quality control tests at
laboratory facilities other than the site
laboratory are allowed provided the
laboratory facilities are approved by the
contractual parties, the KEBS and is part
of the Quality Control Plan (QCP). All
Figure 72:Quality Control versa Quality Assurance
test procedure criteria should be
satisfied, and the test results are
furnished in writing to the site Quality
Manager as tests are done within ruled
time. Mandated authority (KEBS) is
allowed access to inspect any laboratory used for quality control testing and to witness
quality control activities
The equipment furnished for testing is required to be properly calibrated and maintained
within the calibration limits described in the applicable test method and according to the
standards adopted in Kenya.
Acquiring the equipment and/or the services
This is a procurement task and should be done by the appropriate departments within the
company. However, since the equipment or the services are required for testing purpose, the
acquiring (purchase) is regulated by the company procedures, the type of testing and the
KESB. For the construction sector, the equipment, tools and materials for a lab are well
known and comply with ISO standards, Kenya Building Code. A non-comprehensive list is the
attached to the present learning guide

1.27.2TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #28

 Sample of testing equipment
 Office supplies

148
  Charts and markers
 Data show

1.27.3ASSESSMENT TOOL FOR OUTCOME # 28

Model of Assessment tool is attached

1.28 LO #29: Monitor sampling of materials, lab tests and inspections of samples
of materials to be tested
Learning Activities Special Instructions
1- Protocols of sharing the testing
Lecture on:
results’ reports – Confidentiality
 Identification of materials and their respective tests
2- QC manuals
 Sampling of Materials – Procedures
3- Roles and responsibilities
 Inspection purpose and procedures
(National construction
Read the information sheet titled “Monitor sampling of authority, NEMA, Kenya Bureau
materials, lab tests and inspections of samples of materials of Standards…)
to be tested” (Below)
Discuss: Eventually with Stakeholders, experienced BT,
Craftsmen and experts in the building industry
 Inspection purpose and procedures
 Precaution during sampling and testing
 How to address false/misleading results
Application:
 Site visits
 Sampling and testing
 Inspect samples and tests
References – books, e-books or websites
 https://www.lucideon.com/testing-characterization/
construction-materials-testing
 https://www.globalgilson.com/construction-materials-
testing-certification
 http://nzta.govt.nz/assets/resources/guide-sampling-
testing-stabilised-materials/docs/guide.pdf
 Book: Basic Construction Management – The
superintendent’s job, author Leon Rogers
Assessment (See assessment tools in the Annex)
The assessment will be based on individual trainees’
demonstration of fulfilling the course objectives as set out
in the curriculum and the training guide

149
 Learning Activities Special Instructions
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
Final Exam which includes theory and practical

1.28.1INFO SHEET#29: Monitor sampling of materials, …

Monitor sampling of materials, lab tests and inspections of Figure
samples of materials
73: Site inspection to be tested

Introduction
This section is intended to provide a
basis for sampling and testing
stabilized materials during construction
project. It is applicable to all testing
provided in materials specifications/
final product quality as per the contract
and the building standards defined by
KEBS.
The information sheet deals with a
design of a test programme for use in a
performance-based contract under which the
Contractor is responsible for the selection of the processes, materials and equipment
necessary to obtain the specified results.
The specification for a performance-based contract will require the preparation of a design
and specification for the construction of a section of work. It will also specify that a Quality
Plan should be produced
The present information sheet intends to guide the trainers on the lesson preparation and
assist the trainees on acquiring the knowledge, attitude and skills on “Monitoring of
sampling of materials, lab tests, and inspection of samples to be tested”
Samples and Sampling of Materials – Procedures and Plan
The following plans and procedures are common to most of the construction sites. Building
technicians need to gather more information from the contract documents and KBC.
 Contract Documents indicate the test method used. Appendixes in the contract
documents (QC Section) mention clearly the required number samples per site or district,
Materials and type of tests
 The Project Engineer/Manager approves sampling and testing methods used at project
level.

150
 Common system of numbering (codification system) is used to identify each sample.
Often, field sample test results accompany the samples sent to the external Laboratory to
allow a comparison and to give the lab more indication on the materials and the result of
the field testing
 Sample cards and tag envelopes are submitted with the samples
 When submitting samples, make out a sample card, place it in a tag envelope, seal the
envelope, and it securely to the sample
 For questions about information required on the sample card, contact the District
Laboratory. Report all pit location information by section, township, range, and by the
name. testing on card. Add additional information the back of the card.
 Obtain containers for all materials at any district office through the District Materials
Coordinator
 Ship all samples in these approved containers. Ship asphalt cements and cutback oils in
metal cans
 Ship emulsified asphalt in plastic bottles or plastic pails. Securely fasten the lids on all
containers used to ship liquid materials to prevent leakage M
 ark packages containing these samples
 Liquid Handle with Care
 samples of other materials in pails or sacks (i.e. aggregate samples) or boxes (i.e., cores}
and securely seal
 To prevent injury, keep all shipping containers as light as practicable
 Carefully handle concrete cylinders place them transport vehicle so that they do not
touch each other or any other hard object.
 Separate concrete cylinders by a soft material and load them carefully to avoid damage.
 Protect concrete cylinders from freezing hot
Lab Tests – Procedures and Type
The present fiche is meant to be a testing manual but to explain the procedures of testing
and define the common test that are undertaken in most of the building sites.
Testing of sand quality at construction site for concrete
There are different methods for testing of sand quality at construction site for concrete.
Quality of sand is as much of importance as other materials for concrete.
Following are the tests for sand at construction site:
 Organic impurities test – this test is conducted at the field, for every 20 cum or part
thereof.
 Silt content test – this is also a field test and to be conducted for every 20 cum.
 Particle size distribution – this test can be conducted at site or in laboratory for every
40 cum of sand.
 Bulking of sand – this test is conducted at site for every 20 cum of sand. Based on

151
 bulking of sand, suitable water cement ratio is calculated for concrete at site.
Inspection Procedures
The information below are general and constitute guidelines only. Project Manager and
Building technicians have to go through the contract documents, the Kenya building code and
all other legal files to identify procedures of inspection related to the projects they run.
Purpose of Inspection procedures: The purpose of this form is to inform building permit
applicants Counties-Permit and Resource Management Department (PRMD) requirements
for projects requiring special inspection as per the rules in place in each county.
Before a permit can be issued: If special inspection is required, the owner, or the registered
design professional in responsible charge acting as the owner’s agent, shall read and be
familiar with this policy and complete request forms and attach the listed documents. A
preconstruction meeting may be required prior to the start of work. A copy of the procedures
and the Statement of Special Inspections form will be attached to the approved plan set.
Approval of special inspector: Each special inspection agency, testing facility, and special
inspector shall be recognized by the Building Official, as meeting the qualifications set forth
in Kenya Building Code, prior to performing any duties. Each special inspection agency must
submit to the Building Official, a company profile including resumes of all employees, their
certifications and a list of the types of work for which recognition is requested. An approved
agency must be objective and competent and disclose any possible conflicts of interest. The
approved agency shall have adequate equipment to perform required tests. Special
inspectors shall carry approved identification when performing the functions of a special
inspector. Identification cards shall follow the criteria set by the California Council of Testing
and Inspection Agencies. No personnel changes shall be made without first obtaining the
approval of the building official. Any unauthorized personnel changes may result in a “Stop
Work Order” and possible permit revocation.
Structural observation: In addition to other special inspection requirements, the owner shall
employ a registered design professional to perform structural observations. This requirement
and frequency of inspection shall be determined prior to permit issuance, and outlined in the
Statement of Special Inspections form, or during construction if the Building Official deems
structural compliance with the approved plans cannot be reasonably assured without
structural observation.
Special inspection and structural tests: Special inspection and testing shall meet the minimum
requirements of the Kenya Building Code. The Special Inspector and/or architect or engineer
of record is not authorized to do any of the following:
 Inspect or approve any work for which the building permit has not been issued;
 Direct any work to commence before the Construction Inspection Section has completed
its inspection. Deviations from this procedure must be requested in writing from the

152
 Building Official. Exception: Prefabricated components per Kenya Building Code.
 Inspect or approve any work other than that for which they are specifically certified;
 Approve alternative materials, structural changes, or revisions to plans without prior
approval of the Building Official.
Observe work: The Special Inspector shall test and/or observe, on either a periodic or
continuous basis, the work specified in the approved Statement of Special Inspections form
for conformance to the approved construction documents and the applicable workmanship
provisions of the KBC. Architect and/or engineer reviewed shop drawings may be used only
as an aid to inspection.
Report nonconforming items: The special inspector, or registered design professional in
responsible charge, shall bring nonconformance items to the immediate attention of the
contractor and note all such items in the daily report. If any item is not resolved in a timely
manner or is about to be incorporated in the work, the special inspector shall notify the
Building Official by telephone or in person and notify the professional in responsible charge
of work prior to the completion of that phase of the work. Any work performed by the
contractor or subcontractors following notification by the special inspector is “at risk” and
will require subsequent approval by the Building Official.
Provide required reports: Each special inspector shall complete the Special Inspection Record
form (report) for each day’s inspections. This Special Inspection Record includes information
regarding inspection type, name of special inspector, identification number, date, notes, and
arrival/departure times. These records are to remain at the job site with the contractor for
review by the Building Official. Additionally, the special inspector shall keep records of all
inspections which shall indicate that the work performed was done in conformance to
approved construction documents.
The special inspector or quality control firm shall submit a signed final report to the Building
Official. All materials’ testing results and an itemized summation of the special inspections
and structural observations performed shall be incorporated into this report. The final report
shall specifically itemize all materials and construction not in conformance, unresolved items,
or any discrepancies in inspection coverage (i.e., missed inspections, periodic inspections
when continuous was required, etc.). Any unresolved items must be approved by the
Building Official.
Contractor Responsibilities: The contractor bears the following responsibilities:
 Quality control and code compliance. The contractor is primarily responsible for the
quality of the work performed and compliance with code requirements.
 Inspector notification. The contractor is responsible for scheduling the required special
inspection and/or testing services. Most companies that perform these services require a
minimum of 24 hour-notice prior to the required inspection and/or testing service is to be
conducted. Sufficient lead time for the special inspector to review the construction

153
 documents and perform
preparatory work shall also be
provided at the job site.
 Provide access to plans. The
contractor is responsible for
providing the special inspector
access to approved construction
documents at the job site.
 Retain special inspection records.
The contractor is responsible for
retaining at the job site all special
inspection records submitted by the special inspector(s) for review by the Building
Inspector upon request.
 Inspection and approval of work: The contractor shall not perform any work that requires
special inspection without the presence of the inspector(s) during the performance of
that work. Work performed without special inspection shall be removed.
 Final inspection: The final inspection may not be scheduled until all reports documenting
the special inspection work have been submitted and approved by the Building Official.
 Construction Inspection Section approval: Approval of work by the special inspector does
not relieve the contractor from obtaining Construction Inspection Section approval for
inspections required per KBC.
Owner’s responsibilities
 Special Inspector employment: The owner or their agent(s) shall employ a sufficient
number of qualified special inspectors to assure inspection without hindering the
quality assurance of the work.
 Inspection continuity: It is recommended that the owner employ the same special
inspection agencies throughout the job to assure continuity. All substitutions of
special inspection agencies must have prior approval of the Building Official.
 Final Report: The owner or their agent(s) are responsible for submittal of a final
signed report, including necessary test results, before a final inspection can be
scheduled, per KBC.
 Preconstruction Meeting: If required by the Building Official, the owner or their
agent(s), contractor, and registered design professional in responsible charge agrees
to attend a preconstruction meeting with a representative of the Construction
Inspection Section prior to permit issuance, or to the commencement of work. The
meeting is to be arranged and scheduled per mutual agreement by the contractor.
Registered design professional in responsible charge responsibilities:
 Responsible to identify all construction methods that require Special Inspection prior
to permit issuance.

154
  In accordance KBC, the Building
Official may require that the
registered design professional in
responsible charge attend a
preconstruction meeting prior
to the commencement of work.
When structural observation is
required by the Building Official,
the registered design
professional in responsible
charge shall perform visual
observation on the project at
significant construction stages and at completion of the structural system, the
number of visual observation shall be clearly defined by the contract according to the
KBC. Any observed deficiencies that have not been resolved, or changes to the
approved plans must be brought to the attention of the building official as soon as
possible.
Use of technology in Site Inspection: A recent survey showed more than 90% of companies in
the construction industry still rely on paper-based blueprints and inspection forms while
conducting site audits/inspections. In developed countries, emerging technologies showed
that many companies started to use computers and IT devices connected to it such as
GPS/GIS, Map-Gage, Sophisticated cameras, drones etc. The new mobile solution helps you
capture records with all the relevant details, capturing images, video, sound and capturing
bar codes and signatures. Pinpoint the exact location of your findings using drone maps,
images and blueprints right in your mobile apps.

1.28.2TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS#29

The type of tools, equipment, supplies and materials depend on the type of the construction
activities under each project. Lab and testing tools equipment are seven main categories 33
 General Lab Testing
 Concrete Testing
 Aggregate Testing
 Cement Testing
 Asphalt Testing
 Soil Field Testing, compaction and density
 Soil-Lab Testing

33
In Appendix 2 page 17 you find an informative list of tools and equipment with image of each

155
 1.28.3ASSESSMENT TOOL FOR OUTCOME # 29
Model of Assessment tool is attached

1.29 LO #30: Monitor the Quality Control and the corrective actions
Learning Activities Special Instructions
1- Protocols of sharing the testing
Lecture on:
results’ reports – Confidentiality
 Monitoring and Reporting procedures
2- QC manuals
 Corrective actions
3- Roles and responsibilities
 Templates, forms and recording system
(National construction
Read the information sheet titled “Monitor the Quality authority, NEMA, Kenya Bureau
Control and the corrective actions” (below) of Standards…)
Discuss new techniques that may not have been tried but
may work.
 Corrective action
 Monitoring Procedures
Application
 Preparation and use of forms
 Role play
 Site visits
References
 Kenya Building Code
 https://www3.epa.gov/hudson/012607_cqap_ph1-
fswc.pdf
 http://pmbook.ce.cmu.edu/
13_Quality_Control_and_Safety_During_Construction.h
tml
 Book: Basic Construction Management – The
superintendent’s job, author Leon Rogers
Assessment (See assessment tools in the Annex)
The assessment will be based on individual trainees’
demonstration of fulfilling the course objectives as set out
in the curriculum and the training guide
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
Final Exam which includes theory and practical

156
1.29.1INFO SHEET #30: Monitor the quality control and the corrective actions
Introduction
Construction monitoring is an accurate and positive way of checking the quality, accuracy and
progress of a construction project. Specialists teams should oversee all aspects of
construction identified by due diligence phase and provide reports, updates and advice and
give a complete project control. Areas to monitor include:
 the construction environment
 quality control including lab test results and reports
 timeliness and meeting targets
 negotiations, suppliers and supplier performance
 health & safety
 costing and expenses
 materials and materials conformance with the specifications
 overall conformance with plans and specifications
Quality monitoring gives a clear view of the project’s progress, and addresses problems
before and as they arise. Real-time quality monitoring systems can further contribute to
improve and enhance the whole management of the project. Quality is key factor in
determining the completion of tasks and their final certification.
The present information sheet intends to guide the trainers on the lesson preparation and
assist the trainees on acquiring the knowledge, attitude and skills on “Monitor the Quality
Control and the corrective actions”
Importance of Monitoring the Quality Control for a construction project
Quality control and safety represent increasingly important concerns for project managers
and their teams of Building Technician,
Quality Manager etc. Defects or failures
in constructed facilities can result in very Figure 75: Comparison between reactive and proactive
large costs. Even with minor defects, re- quality management

construction may be required and

facility operations impaired. Increased
costs and delays are the result. In the
worst case, failures may cause personal
injuries or fatalities. Accidents during the
construction process can similarly result
in personal injuries and large costs. Indirect costs of insurance, inspection and regulation are
increasing rapidly due to these increased direct costs. Good project managers try to ensure,
through monitoring the quality control, that the job is done right the first time and that no
major accidents occur on the project.
Quality management

157
All contractors make an effort to control quality, but generally most of them do not have a
robust quality management process in place. In many cases, they do not have a written
program either. Traditionally, the project superintendent is responsible for the quality of the
work. And the building technician or superintendent depends of the different craft workers
to follow normal and customary industry practice when it comes to the quality of the work.
Such a process depends a lot on to the ability, knowledge, discretion, and diligence of
workers, and the supervisor’s persistent and careful oversight
As with cost control, the most important decisions regarding the quality of a completed
facility are made during the design and planning stages rather than during construction. It is
during these preliminary stages that component configurations, material specifications and
functional performance are decided. Quality control during construction consists largely of
insuring conformance to these original designs and planning decisions. To correctly
implement and monitor construction quality control systems, it is essential that companies
develop a careful strategic plan, with the essential steps:
 Decide on the conditions and regulatory requirements to be implemented in the
company
 Analyze and evaluate in detail all current quality processes
 Determine priorities such as staff training and structural improvements
 Design a base matrix for system implementation
 Provide appropriate training and documentation and monitor these closely
 Verify the deployment of the system through internal and external audits
 Plan and ensure continuous maintenance and reviews of the entire system
The implementation of construction quality control can be made by internal teams of the
company itself or through specialized consultants, and the average time for system
certification can be about one year. That period may increase or decrease, depending on
variables such as the number of employees, number of active jobs for which the company is
responsible and the location of these jobs, etc.
Basic Activities in monitoring the quality
The following are the basic activities of Corrective Action Close Out:
1. Reviewing nonconformities within each nonconformity report (NCR) (including Company
complaints),
2. Determining the cause of nonconformities,
3. Evaluating the need for action to ensure that nonconformities do not recur,
4. Determining and implementing the action needed,
5. Maintaining records,
6. Reviewing the corrective action taken,
7. Reporting / Notification.
8. Close out of the related NCR by Contractor /Company.

158
Procedures for Corrective Action
The Quality Manager, as person
responsible, shall prepare the request
for corrective action, based on the
relevantly opened NCR, and will
forward it to the concerned Manager.
All corrective actions required and
subsequent investigations in the form
of concessions, waivers, defect reports Figure 76 Cycle of collaborative quality management cycle
etc., that impinges on or related to
Company requirements shall be issued
to Company for approval. The Quality
Manager as the lead in Corrective
Actions process shall confirm with Field
Engineering and / or Designers that the proposed correction is technically acceptable.
Where changing of staff or subcontractors becomes necessary, the local labour law and
contract conditions procedures shall be strictly followed. The Manager who has a
nonconforming product (material or workmanship out of specification or tolerance) for which
he is responsible or nonconformity relevant to implementation of the Quality Management
System (QMS) (documentation or information flow) shall perform the following:
 Take timely corrective action which shall be appropriate to eliminate the Effects of the
non-conformities encountered.
 Quarantine non-conforming material to ensure it cannot be incorporated in the
works.
 Agree a completion schedule for the Corrective Action.
 Record the status and the results of action taken.
 Report and notify the Quality Manager when actions are complete.
 Review of the Effectiveness of Corrective Action
The Quality Manager shall verify the effectiveness of the Corrective Action taken and report
to the Building Technician and the Engineer. The Quality Manager and Building Technician
shall review the effectiveness of Corrective Action taken for the nonconformity of product
and implementation of Quality Management System (QMS).
6. Corrective Action Plan Template - Records
Monitor the conformance
While conformance to existing design decisions is the primary focus of quality control, there
are exceptions to this rule. First, unforeseen circumstances, incorrect design decisions or
changes desired by an owner in the facility function may require re-evaluation of design
decisions during the course of construction. While these changes may be motivated by the

159
concern for quality, they represent occasions for re-design with all the attendant objectives
and constraints. As a second case, some designs rely upon informed and appropriate decision
making during the construction process itself. For example, some tunneling methods make
decisions about the amount of shoring required at different locations based upon
observation of soil conditions during the tunneling process. Since such decisions are based on
better information concerning actual site conditions, the facility design may be more cost
effective as a result.
With the attention to conformance as the measure of quality during the construction
process, the specification of quality requirements in the design and contract documentation
becomes extremely important. Quality requirements should be clear and verifiable, so that
all parties in the project can understand the requirements for conformance. Much of the
discussion in this chapter relates to the development and the implications of different quality
requirements for construction as well as the issues associated with insuring conformance.
Safety during the construction project is also influenced in large part by decisions made
during the planning and design process. Some designs or construction plans are inherently
difficult and dangerous to implement, whereas other, comparable plans may considerably
reduce the possibility of accidents. For example, clear separation of traffic from construction
zones during roadway rehabilitation can greatly reduce the possibility of accidental collisions.
Beyond these design decisions, safety largely depends upon education, vigilance and
cooperation during the construction process. Workers should be constantly alert to the
possibilities of accidents and avoid taken unnecessary risks.
Organizing for Quality and Safety
A variety of different organizations are possible for quality and safety control during
construction. One common model is to have a group responsible for quality assurance and
another group primarily responsible for safety within an organization. In large organizations,
departments dedicated to quality assurance and to safety might assign specific individuals to
assume responsibility for these functions on particular projects. For smaller projects, the
project manager or an assistant might assume these and other responsibilities. In either case,
insuring safe and quality construction is a concern of the project manager in overall charge of
the project in addition to the concerns of personnel, cost, time and other management
issues.
Inspectors and quality assurance personnel will be involved in a project to represent a variety
of different organizations. Each of the parties directly concerned with the project may have
their own quality and safety inspectors, including the owner, the engineer/architect, and the
various constructor firms. These inspectors may be contractors from specialized quality
assurance organizations. In addition to on-site inspections, samples of materials will
commonly be tested by specialized laboratories to insure compliance. Inspectors to insure

160
 compliance with regulatory requirements will also be involved. Common examples are
inspectors for the local government's building department, for environmental agencies, and
for occupational health and safety agencies.
Work and Material Specifications
Specifications of work quality are an important feature of facility designs. Specifications of
required quality and components represent part of the necessary documentation to describe
a facility. Construction specifications normally consist of a series of instructions or
prohibitions for specific operations. For example, a typical specification, in this case for
excavation for structures requires the builder to conform to elevations and dimensions
shown on plan within a tolerance of plus or minus 0.10 foot and extending a sufficient
distance from footings and foundations to permit placing and removal of concrete formwork,
installation of services, other construction, and for inspection. In excavating for footings and
foundations, take care not to disturb bottom of excavation. Excavate by hand to final grade
just before concrete reinforcement is placed. Trim bottoms to required lines and grades to
leave solid base to receive concrete.

1.29.2TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #30

 Office supplies
 Charts and markers
 Data Show
 Lab forms/testing journals

1.29.3ASSESSMENT TOOL FOR OUTCOME # 30

Model of Assessment tool is attached

161
DUTY: Manage the site materials, tools and equipment through the cycle of
implementation of the project

COMPETENCY: Managing the site materials, tools and equipment through the
cycle of implementation of the project (180h)

INTRODUCTION

Introduction: Material Management

Materials management is an integrated process that consists of the people, organizations,
technology, and procedures used to effectively identify, quantify, acquire, expedite, inspect,
transport, receive, store, and preserve the materials, equipment, tools and associated
information across the life cycle of a capital project. The goal is to ensure that the correct
quality and quantity of materials, tools and equipment are procured or acquired in an
effective manner, obtained at a reasonable cost, and available when needed. The
implementation of a comprehensive materials management program contributes to more-
predictable project outcomes, reduced costs, improved productivity and quality, and a safer
working environment.
The materials management attempts to ensure that the right quality and quantity of
materials are appropriately selected, purchased, delivered and handled on site in a timely
manner and at a reasonable cost. Materials management is the system for planning and
controlling all of the efforts necessary to ensure that the correct quality and quantity of
materials are properly specified in a timely manner, are obtained at a reasonable cost and
most importantly are available at the point of use when required.
Materials represent a major expense in construction, so minimizing procurement costs
improves opportunities for reducing the overall project costs. Poor materials management
can result in increased costs during construction. Efficient management of materials can
result in substantial savings in project costs. If materials are purchased too early, capital may
be held up and interest charges incurred on the excess inventory of materials. Materials may
deteriorate during storage or get stolen unless particular care is taken. Delays and extras
expenses may be incurred if materials required for particular activities are unavailable.
Ensuring a timely flow of materials is an important concern of material management. For
effectively managing and controlling materials, the performance of materials management
should be measured. A performance measure calculates the effective working of a function.
These performance measures may differ from system to system. The measures divide the
materials management system in parts and make the working of the system more efficient.
When joined, the measures make the complete materials management system.

162
Components of material management are:
 Material estimation, budgeting, planning and programming.
 Scheduling, purchasing and procurement
 Receiving and inspection.
 Inventory control, storage and warehousing
 Material handling and transport
 Waste management

Information Materials'
system Planning

Issue Materials' Procurement

Procedure Management & purchase

Inventory Inspection
Maintenace
& repair Control & and
Control
Storage

Objectives of Material Management

 Efficient materials planning
 Buying or Purchasing
 Procuring and receiving
 Storing and inventory control
 Supply and distribution of materials
 Quality assurance

163
  Good supplier and customer relationship
 Improved departmental efficiency
To fulfill all these objectives, it is necessary to establish harmony and good co-ordination
between all the employees of material management department and this department should
have good co-ordination with the other departments of the organization to serve all
production centers.
Functions of Materials management
The functions of materials management are discussed below: In order to fulfill the objectives
of materials management as stated above to meet the basic objectives and goals, the
functions of the materials management are also categorized as primary and secondary
functions.
Primary Functions: To meet the primary objectives, the functions of the materials
management are given as follows:
 Materials Requirements Planning (MRP)
 Purchasing
 Inventory Planning and Control
 Ascertaining and Maintaining the Flow and Supply of Materials
 Quality Control of Materials
 Departmental Efficiency
Secondary Functions
 Standardization and Simplification
 Make and Buy Decisions
 Coding and Classification of Materials
 Forecasting and Planning

PERFORMANCE STANDARD:
By the end of this training module, the trainee should be able to:
manage the site materials, tools and equipment through the cycle of implementation of the
project
LEARNING OUTCOMES:
 Prepare a schedule (Planning) for procurement of Materials, tools and equipment and
acquire the quantities needed
 Organize storage facilities of Materials, Tools and Equipment and receive quantities
needed
 Ensure the maintenance of equipment as per the schedule
 Manage the Materials waste

164
1.30 LO #31: Prepare a schedule … acquire the quantities needed
Prepare a schedule for procurement of Materials, tools and equipment / acquire the quantities
needed
Learning Activities Special Instructions
1- Specifications and catalogues
Lecture on:
2- Quality Control
 Materials, tools and equipment Schedule - Method
statement 3- Relevant legislation
 Supply chain management (Requisition, bidding, 4- Internal financial control system
Purchase Order, delivery…)

Read the information sheet titled “Prepare a schedule for

procurement and use of Materials, tools and equipment
and acquire the quantities needed” (Below)
Discuss new techniques that may not have been tried but
may work.
 Emerging Trends and Challenges on materials, tools
and equipment
 Integrating ICT in the process of scheduling and supply
chain management
Application
 Prepare a method statement on materials, tools and
equipment
 Filling Supply Chain Management Forms
 Site visits
References
 Kenya Building Code
 http://pmbook.ce.cmu.edu/
04_Labor,_Material,_And_Equipment_Utilization.html
 https://ppra.go.tz/index.php/2012-11-29-10-53-22/
checking-monitoring/96-related-links/144-kenya-
public-procurement-authority-ppoa
 Book: basic Construction Management – The
superintendent’s job, author Leon Rogers
Assessment (See assessment tools in the Annex)
The assessment will be based on individual trainees’
demonstration of fulfilling the course objectives as set out
in the curriculum and the training guide
The course will be examined using
 Quizzes and/or tests

165
 Prepare a schedule for procurement of Materials, tools and equipment / acquire the quantities
needed
Learning Activities Special Instructions
 Participation in the class or in Application sessions
 Homework
Final Exam which includes theory and practical

1.30.1INFO SHEET #31: Prepare a schedule … acquire the quantities needed

Introduction
Materials management is an important element in project planning and control. Materials
represent a major expense in construction, so minimizing procurement or purchase costs
presents important opportunities for reducing costs. Poor materials management can also
result in large and avoidable costs during construction. First, if materials are purchased early,
capital may be tied up and interest charges incurred on the excess inventory of materials.
Even worse, materials may deteriorate during storage or be stolen unless special care is
taken. For example, electrical equipment often must be stored in waterproof locations.
Second, delays and extra expenses may be incurred if materials required for particular
activities are not available. Accordingly, insuring a timely flow of material is an important
concern of project managers.
Materials management is not just a concern during the monitoring stage in which
construction is taking place. Decisions about material procurement may also be required
during the initial planning and scheduling stages. For example, activities can be inserted in
the project schedule to represent purchasing of major items such as elevators for buildings.
The availability of materials may greatly influence the schedule in projects with a fast track or
very tight time schedule: sufficient time for obtaining the necessary materials must be
allowed. In some case, more expensive suppliers or shippers may be employed to save time.
Materials management is also a problem at the organization level if central purchasing and
inventory control is used for standard items. In this case, the various projects undertaken by
the organization would present requests to the central purchasing group. In turn, this group
would maintain inventories of standard items to reduce the delay in providing material or to
obtain lower costs due to bulk purchasing. This organizational materials management
problem is analogous to inventory control in any organization facing continuing demand for
particular items.
The present information sheet intends to guide the trainers on the lesson preparation and
assist the trainees on acquiring the knowledge, attitude and skills on “Prepare a schedule for
procurement and use of Materials, tools and equipment and acquire the quantities
needed”.

166
 Planning
The most commonly used basis for
planning things out for the project is the
BOQ prepared by the client. Companies
may have two major levels in planning-
micro and macro level. Time, cost,
material and labour are the four major
types of planning undertaken on sites. Figure 77: Procurement cycle
The planning should be revised as
frequently as possible in order to
monitor whether work is progressing as
planned.
Materials Procurement and delivery
Procurement34
The main sources of information for feedback and control of material procurement are
requisitions, bids and quotations, purchase orders and subcontracts, shipping and receiving
documents, and invoices. For projects involving the large-scale use of critical resources, the
owner may initiate the procurement procedure even before the selection of a constructor in
order to avoid shortages and delays. Under ordinary circumstances, the constructor will
handle the procurement to shop for materials with the best price/performance
characteristics specified by the designer. Some overlapping and re-handling in the
procurement process is unavoidable, but it should be minimized to insure timely delivery of
the materials in good condition
Delivery
The materials for delivery to and from a construction site may be broadly classified as : (1)
bulk materials, (2) standard off-the-shelf materials, and (3) fabricated members or units. The
process of delivery, including transportation, field storage and installation will be different for
these classes of materials. The equipment needed to handle and haul these classes of
materials will also be different.
 Bulk materials refer to materials in their natural or semi-processed state, such as
earthwork to be excavated, wet concrete mix, etc. which are usually encountered in large
quantities in construction. Some bulk materials such as earthwork or gravels may be
measured in bank (solid in situ) volume. Obviously, the quantities of materials for delivery
may be substantially different when expressed in different measures of volume,
depending on the characteristics of such materials.

34
Note: Consult Public Procurement Regulatory Authority - Kenya

167
  Standard piping and valves are typical examples of standard off-the-shelf materials which
are used extensively in the chemical processing industry. Since standard off-the-shelf
materials can easily be stockpiled, the delivery process is relatively simple.
 Fabricated members such as steel beams and columns for buildings are pre-processed in
a shop to simplify the field erection procedures. Welded or bolted connections are
attached partially to the members which are cut to precise dimensions for adequate fit.
Similarly, steel tanks and pressure vessels are often partly or fully fabricated before
shipping to the field. In general, if the work can be done in the shop where working
conditions can better be controlled, it is advisable to do so, provided that the fabricated
members or units can be shipped to the construction site in a satisfactory manner at a
reasonable cost.

1.30.2TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #31

 Computers
 Printers
 Procurement forms
 Inventory management journal (or book)
 Bin Cards
 Asset list

1.30.3ASSESSMENT TOOL FOR OUTCOME # 31

Model of Assessment tool is attached

1.31 LO #32: Organize storage facilities … receive quantities needed

Organize storage facilities of Materials, Tools and Equipment and receive quantities needed
Learning Activities Special Instructions
1- Quality Control
Lecture on:
2- Internal Finance Control
 Inventory Management
3- Inventory manuals
 Capital Asset Management
4- Perishable items
Read the information sheet titled “Organize storage 5- Rules and regulations on stores
facilities of Materials, Tools and Equipment and receive and warehouses
quantities needed” (Below) 6- Re-order level
Discuss new techniques that may not have been tried but
may work.
 Capital Asset Management
 Warehouse Management
 Logistics
Application
 Preparation and use of forms
 Role play

168
Organize storage facilities of Materials, Tools and Equipment and receive quantities needed
Learning Activities Special Instructions
 Site visits
References
 Kenya Building Code
 www.pitt.edu/~super7/30011-31001/30961.ppt
 https://ppra.go.tz/index.php/2012-11-29-10-53-22/
checking-monitoring/96-related-links/144-kenya-
public-procurement-authority-ppoa
 https://iglcstorage.blob.core.windows.net/papers/
attachment-07a23abb-099f-4fe6-80e2-
59af0655cf69.pdf
 Book: Basic Construction Management – The
superintendent’s job, author Leon Rogers

1.31.1INFO SHEET #32: Organize storage … receive quantities needed

Introduction
Once goods are purchased, they represent an inventory used during the construction
process. The general objective of inventory control is to minimize the total cost of keeping
the inventory while making tradeoffs among the major categories of costs: (1) purchase
costs, (2) order cost, (3) holding costs, and (4) unavailable cost. These cost categories are
interrelated since reducing cost in one category may increase cost in others. The costs in all
categories generally are subject to considerable uncertainty.
The present information sheet intends to guide the trainers on the lesson preparation and
assist the trainees on acquiring the knowledge, attitude and skills on “Organizing storage
facilities of Materials, Tools and Equipment and receiving quantities needed”
Receiving
The receipt system can be divided into:
1. Receipt from outside suppliers
2. Receipts from internal divisions.
System of receipt starts even before the material reaches the site. The three documents that
should be dispatched are copy of purchase order, supplier’s advice document and the
consignment note. This enables the Stores manager to organize and plan for clearances of
materials. For receipt from internal divisions, usually transfer notes and return to stores
documents are used.
Inspection (for more details see the section of Quality Control)
The inspection can happen in two ways

169
1. Pre- dispatch inspection
2. Inspection on site It is the
responsibility of the inspector to inspect
all materials delivered to the site prior to
their being used in the work. It is
desirable to perform inspection of
materials or fabricated products prior to
their delivery at site. E.g.: precast
members. The inspector shall have
rights to reject faulty material and have
it removed from site. With respect to
manufactured goods, the quality
requirements should be specified in the Figure 78 Examples for Stored goods

purchase order. There are three methods of inspection:

1. Visual
2. Tactile
3. Statistical
Stacking and Storage
This involves physical control of materials, preservation of stores, minimization of
obsolescence and damage through
timely disposal and efficient handling,
maintenance of stores records, proper
location and stocking. Stores is also
responsible for the physical verification
of stocks and reconciling them with
book figures.
The inventory control covers aspects Figure 79: Illustration of inventory control
such as setting inventory levels, ABC
analysis, fixing economic ordering
quantities, setting safety stock levels,
lead time analysis and reporting.
The types of physical storage system on site vary according to the space availability and
company practices. Industrial guidelines are also taken into consideration for the stacking
and storage of particular materials. Materials are most often classified as per the comfort
level of working of the workers. Basic categories followed are civil, electrical, plumbing,
finishes, construction chemicals, miscellaneous. The materials are also often stacked as per
the specification of the vendor or manufacturer. Relevant IS Codes (IS: 4082:

170
recommendations on stacking and
storage of construction materials at site)
specifications are also followed. E.g.: As
per IS: 4082, 1. The materials should not
be affected by impurities or atmospheric
agencies. 2. Materials like cement should Figure 80: Materials handling
must be stored in covered sheds and
stacked on timber raised platforms. 3.
Reinforcing bars should be stacked yards
away from moisture to prevent rusting
and also away from oil and lubricants. Bars of
different classification, sizes and lengths should be stored separately to facilitate issues.
ISSUING MATERIAL
Issuing Materials can be divided into
1. Issues to consuming departments
2. Issues to outside suppliers for processing or conversion.
Issuing on site does not happen in the case of all construction materials. In the case of sand
or aggregate, the materials are consumed as and when required corresponding to the
progress of the project. For other materials, issues are based on production programmes.
Based on this and the bill of materials, work orders are printed, listing for each material,
quantity to be issued against each component requiring that material. This automatically
controls consumption
INVENTORY CONTROL
It means stocking adequate number and kind of stores, so that the materials are available
whenever required and wherever required. Scientific inventory control results in optimal
balance. The functions of inventory control are:
 To provide maximum supply service, consistent with maximum efficiency & optimum
investment.
 To provide cushion between forecasted & actual demand for a material
Storekeeper keeps in mind the Economic order of quantity (EOQ) defined as follow:
EOQ = Average Monthly Consumption X Lead Time [in months] + Buffer Stock – Stock on
hand.
Needless to mention that the inventory management task is computerized and there are
many programs (software) that can be easily used in keeping inventory system well running.

171
 1.31.2TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #32
 Computers
 Printers
 Procurement forms
 Inventory management journal (or book)
 Bin Cards
 Asset list

1.31.3ASSESSMENT TOOL FOR OUTCOME # 32

Model of Assessment tool is attached

1.32 LO #33: Ensure the maintenance of equipment as per the schedule

Learning Activities Special Instructions
1- Spare parts and re-order level
Lecture on:
2- Quality Control (Genuine Parts)
 Purpose/Importance
3- Maintenance Schedule to avoid
 Types of maintenance
working days if possible
 Maintenance schedule and report
Read the information sheet titled “Ensure the maintenance
of equipment as per the schedule” (Below)
Discuss new techniques that may not have been tried but
may work.
 Preventive and recurrent maintenance
 Monitoring Maintenance process
Application
 Preparation and use of forms
 Role play
 Site visits
References
 Kenya Building Code
 https://www.constructconnect.com/blog/operating-
insights/tips-for-the-proper-use-maintenance-of-
construction-equipment/
 https://www.macallister.com/parts-service/
maintenance-tips/
 Book: Basic Construction Management – The
superintendent’s job, author Leon Rogers
Assessment (See assessment tools in the Annex)
The assessment will be based on individual trainees’
demonstration of fulfilling the course objectives as set out

172
 Learning Activities Special Instructions
in the curriculum and the training guide
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
Final Exam which includes theory and practical

1.32.1INFO SHEET #33: Ensure the maintenance of equipment as per the schedule
Introduction
Construction equipment plays a huge role in any construction, whether big or small. For this
reason, it is prudent to use such equipment in the best way possible. Additionally, make sure
that you maintain your equipment regularly. Ultimately, you’ll benefit immensely in terms of
reduced maintenance and repair costs as well as increased profits.
Preventive maintenance starts the minute a machine is purchased, and it doesn't end until
disposal. As important as they are, there is more to preventive maintenance than grease jobs,
oil drains and filter changes. In fact, there are eight distinct elements that play important
roles in the overall preventive maintenance program of any fleet. Those elements are actually
activities that surround the machine from the moment it is purchased to the day its
usefulness comes to an end. They are:
 purchasing,
 operator training,
 technician training,
 scheduled maintenance,
 repairs, consumables,
 fleet sizing,
 machine disposal.
The present information sheet intends to guide the trainers on the lesson preparation and
assist the trainees on acquiring the knowledge, attitude and skills on “maintenance of
equipment as per the schedule”
The Maintenance of Construction Equipment
Regular maintenance of construction equipment is an important factor in cost control.
Equipment maintenance is an effective way of getting the most out of your investment.
Excellent maintenance helps minimize, repair and maintenance costs, as well as going miles
in maximizing both profit and production, but has the greatest impact on profits.
Other benefits you stand to gain from maintaining your construction equipment include:

173
 Maintenance adds resale value
 Maintenance minimizes downtime
 Maintenance lengthens equipment life
 Maintenance helps control service intervals and costs
Simply put, proper maintenance of construction equipment can reduce your operating costs
significantly, both indirectly and directly. In terms of direct operating costs, it’s related to
costly unscheduled repairs and machine downtime. Maintenance will help you indirectly in
the sense that your equipment will always be functional thus you’ll not experience any
shutdowns that can harm the entire production site. That last thing you want is to suffer
thousands if not millions of dollars because of equipment failure.
Routine is Key
Adhering to recommended maintenance schedules as well as regular inspections is a major
step towards proper maintenance of your construction equipment. Secondly, you must
always follow the manufacturer’s recommendations. Remember that nobody knows the
equipment better than the manufacturer. So, it’s important to adhere to the manufacturer’s
manual.
Have Your Own Application Related Maintenance Guide/Rules
Adding your personal application-related maintenance items is another important step to
take. For instance, some harsh environments need air filters to be changed frequently. Also,
undercarriages exposed to abrasive or corrosive soils require extra attention to detail. These
are just some of the items that no manufacturer will ever know when it comes to individual
job characteristics.
Adhere to Equipment’s Maintenance Schedule Recommended by the Manufacturer
Doing this ensures the equipment operates at optimum conditions at all times. Furthermore,
you should never get tired of performing daily inspections. It goes miles in making sure that
you’re able to avoid issues later. Additionally, it extends the life cycle of an equipment. Of
great to note is that you need to conduct the daily inspections in an organized manner. For
example, visual inspections usually determine operator techniques. On the other hand, you
can conduct a deeper or more thorough inspection depending on operator suggestions
and/or machine performance.
The Use of Construction Equipment
The selection and use of the appropriate size and type of construction equipment affect the
needed effort and time of a project. It also highly affects jobsite productivity. Consequently,
it’s not only important to select the right construction equipment, it’s also crucial to use it in
the right way. Whether your construction project is paving, drilling, compaction and grading,

174
excavation and loading etc. doesn’t
matter. You must use the
equipment in the way that it’s
supposed to.
Construction equipment can be
classified into four main categories.
The groups are based on use and
purpose. They are:
Figure 81: Maintenance of construction heavy equipment
 Construction vehicles
 Earth moving equipment
 Construction equipment
 Material handling equipment
Conduct Proper Training to Equipment Users
Ensure that the people designated to handle construction equipment are extensively trained.
Unless someone can efficiently handle the equipment, he or she shouldn’t operate it.
Adhere to Safety Rules
To ensure the construction site remains safe, it’s highly important to observe safety rules
religiously. Contrary to how it might sound, feel or look, handling construction equipment
isn’t simple. The bedrock of a hazard free experience is safety.
Always Put on Protective Gear
Protected gears such as dipped gloves, fall gear, hard hats, goggles, etc. are great at
preventing hazards at the construction site. Industrial ear plugs are also a must have on any
construction site.
The equipment used at construction work should be:
 Ideal for the intended use
 Only used by people with necessary training, adequate information and training
 Safe for use
 Used based on specific requirements, for power presses and mobile work equipment
The Use and Maintenance of Construction Safety Equipment
Observing high safety levels in a construction site is very important. It protects site workers
from different forms of injury. Safety equipment such as industrial ear plugs and hand
protection like coated gloves should never miss in a site. Having them goes miles in
protecting everyone at the site from any form of danger.

175
 The operator's manual for a new machine may not include any rapidly advancing
technological upgrades. Hutchinson says OEMs or dealers should be able to give you a
website where you can check the updates 24 hours a day. "And a lot of times," he says, "if
you twist their arm a little bit, you can get the latest CD on the machine." Or get "The
frequent updates on a website would be part of the purchasing requirement."
Operator training
Operators need to know how to take advantage of the newest technical capability of a
machine. Parsons relies heavily on the dealer or manufacturer to explain instruments,
controls and other functions to operators. "What good is all that advanced technology that
helps production and efficiency if the operator doesn't use it?
"It's almost like working on your own car," he says. "Ten years ago, you could do that, but
today if you have a computer problem on your car you can't work on it. Machines have
evolved into the same thing. When you have a fault code, the operator is clueless. You have
to get a mechanic involved."
Technician training
Faced with ever-advancing new technology, technicians are the first to be sent into training.
Scheduled maintenance
Keep it as simple as possible,
have stickers on the machine that says when it reaches 9,000 hours to call the shop and get it
scheduled,
Repairs
To reduce both costs and maintenance, keep the machine clean. Cleaning up the machine is
just another check to make sure everything functions, says Anderson.
Monitor Maintenance for Enhanced Efficiency
Proper maintenance and condition monitoring will increase uptime significantly and keep
equipment working at peak levels.

1.32.2TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #33

Workshop on the site equipped with basic equipment and tools such Automotive
Lifting/Garage Equipment, the most common are as follow:
 Tire changing set
 Oil changing set
 Wheel balancer
 Brake lathe off car
 Brake lathe on car
176
  Engine analyzer.
 Lifts and Hoists
 Parts Washer Accessories
 Parts Washer Cleaners and Solvents
 Parts Washers
 Vehicle Lifting Systems (or lifters)

1.32.3ASSESSMENT TOOL FOR OUTCOME # 33

Model of Assessment tool is attached

1.33 LO #34: Manage the Materials waste

Learning Activities Special Instructions
1- Disposal regulations
Lecture on:
(NEMA=National
 Materials Waste Management
Environmental Management
 Material Waste Disposal
Authority)
Read the information sheet titled “Manage the Materials
waste” (Below)
Discuss new techniques that may not have been tried but
may work.
 Emerging methods of materials waste management
 Impact of waste on environment
Application
 Role play (cleaning, inspection, supervision)
 Site visits
 Research (IEE, EIA)
References
 Kenya Building Code
 Solid Waste Management In Kenya: A Case Study Of
Public Technical Training Institutions at
https://profiles.uonbi.ac.ke/bnknjoroge/files/gakungu_
paper.pdf
 The National Solid Waste Management Strategy at
https://www.nema.go.ke/
 Actions to reduce waste at
http://www.wrap.org.uk/sites/files/wrap/W676%20Ac
tions%20to%20reduce%20waste%20in%20construction
%20projects%20and%20minor%20works_FINAL.pdf
 Occupational Safety and Health Act, 2007
 The Public Health Act Revised Edition 2012

177
Learning Activities Special Instructions
 Book: Basic Construction Management – The
superintendent’s job, author Leon Rogers
Assessment (See assessment tools in the Annex)
The assessment will be based on individual trainees’
demonstration of fulfilling the course objectives as set out
in the curriculum and the training guide
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
Final Exam which includes theory and practical

1.33.1INFO SHEET #34: Manage the materials waste

Introduction
The present information sheet is meant to guide the trainers and the trainees on the
management of the material waste. The paper deals with the management of the material
waste at construction site.
The management of waste is an essential aspect of sustainable building. In this context,
managing waste is generally taken under the following meanings:
 Eliminating waste where possible;
 Minimizing waste where feasible;
 Reusing materials which might otherwise become waste.
Solid waste management practices have identified the reduction, recycling, and reuse of
wastes as essential for sustainable management of resources with a construction site.
The present information sheet gives a description on regulations, management of waste,
eliminating waste, reusing waste. The present information sheet intends to guide the trainers
on the lesson preparation and assist the trainees on acquiring the knowledge, attitude and
skills on “Managing the materials’ waste in construction site”. The course is intended to be
taught to a trainee, future building technician
Regulation and Materials’ waste on in construction
Most construction and demolition waste currently generated in Kenya is lawfully destined for
disposal in landfills regulated under Environmental Management and Coordination Act 1999.
In some areas all or part of construction and demolition waste stream is unlawfully deposited
on land, or in natural drainages including water, contrary to regulations to protect human
health, commerce and the environment. The volumes of building-related waste generated

178
 are significantly influenced by macroeconomic conditions affecting construction, societal
consumption trends, and natural and anthropogenic hazards.
Kenya Vision 203035 recognizes the need for efficient and sustainable waste management
systems to be established as the country develops into a newly industrialized state by 2030.
In this regard the Vision 2030 identified Solid waste management for five cities as one of the
flagship projects. The National Environment Management Authority (NEMA) is expected to
deliver this flagship project which falls within its mandate.
Description
Effective management of building-related waste requires coordinated action of
governmental, business, and professional groups and their activities. Several non-
governmental organizations and societies promote coordinated action, and have identified
best management practices in the interest of public health and welfare. Absent coordinated
regulations, realistic business opportunities, and the commitment of design and construction
professionals and their clients for continual improvement of industry practices, consistent
and stable markets for recovered materials cannot be achieved or sustained.
Management of building-related waste is expensive and often presents unintended
consequences. However, common sense suggests that failure to reduce, reuse and recycle
societal wastes is unsustainable. It stands to reason that efficient and effective elimination
and minimization of waste, and reuse of materials are essential aspects of design and
construction activity. Creativity, persistence, knowledge of available markets and businesses,
and understanding of applicable regulations are important skills for design and construction
professionals.
Eliminating Waste
Some waste generated in the process of construction can be eliminated. For example,
durable modular metal form systems for use in concrete construction may be selected on the
basis of being readily demountable and reusable on other projects, thus eliminating wood
waste associated with formwork fabricated of plywood and dimensional lumber. Elimination
of waste can be beneficial to reduce impacts on human health and the environment.
Minimizing Waste
Some building-related waste can be minimized. For example, construction products can be
selected on the basis of its being designed and manufactured to be shipped with minimal
packaging. Also consider that selection and use of recyclable materials and products offers
potential to minimize waste.
Reusing Materials

35

179
Some materials can be reused. For
example, doors and windows in good,
resalable condition might substitute for
new products, or be donated and or Figure 82: Reuse of materials
sold for use on another project—a form
of beneficial reuse.
Materials and products which cannot
efficiently and effectively be eliminated,
minimized or reused ultimately are collected, and unless managed, will probably be disposed
at the lowest cost. In many areas of the country, disposal fees at solid waste landfills are
substantially higher than the cost of separation and recovery, including the disposal cost for
residues.
B. Management
Most construction and demolition debris are generated at the project level and therefore
subject to laws and regulations by local laws. Local practices in the management and disposal
of construction and demolition wastes often are shaped by the availability of suitable
disposal sites, economic conditions, societal priorities, availability of markets for recycling
and reuse, transportation options, and the capabilities of local workforces and construction
businesses to adapt demolition processes for management of wastes.
Management of construction and demolition wastes is addressed at project, organization,
and disposition levels.
Project Level—Enhancing project value and performance
The project level encompasses the work of a specific project or projects, and is administered
by the project team, often led by the architect or engineer during the design phase. The
project level requirements are often communicated through project specifications, and
contract provisions. Green building certification programs, notably LEED, include protocols,
measurement and verification targets, and documentation that may be helpful to ensure
project goals are achieved.
Organization Level—Stewardship of corporate values and priorities

180
The organization level encompasses the management of wastes identified at the project level
and includes the business practices and priorities of building owners and general contractors.
The organization level provisions are often communicated through corporate reports, policy
statements, and work plans. Performance measured against corporate targets for diversion,
reduction in greenhouse gas emissions, and sustainability metrics are increasingly being
recognized in industry programs recognizing
corporate green building practices.
Organizations can work with vendors
responsible at the disposition level to ensure
that business practices and operation of
segregation, sorting, transporting and final
disposition of wastes meet or exceed corporate
expectations.
Disposition Level—Management of diversion
and disposal
The disposition level encompasses the
Figure 83: Separation of disposal on site
segregation, sorting, handling, transporting and
final disposition of wastes, and is administered
by the businesses and agencies responsible for
disposal under contract or agreement, under
licenses, and in accordance with all laws and
regulations. Communication is often provided in the form of written diversion reports
tabulating the amounts of materials accepted, diverted, and disposed, and the locations of
final disposition of the materials received. Service providers at the disposition level can work
with building owners and general contractors for project-specific approaches to managing
waste, including custom diversion plans tailored to the project opportunities.
Definitions
 Alternative Daily Cover (ADC): Material having no value in reuse, although employed
for beneficial use as a supplement to soil in the practice of applying earth cover over
active portions of managed municipal solid waste landfills, thus covering the day's
waste, and with the effect of reducing nuisance odor and exploitation by animals,
birds and insects.
 Beneficial Use: An assertion of right to enjoy the benefits of specific property. Industry
best practices promote inspection and evaluation of materials and products proposed
for reuse to be certain hazards are mitigated, for example: window assemblies which
include caulking containing PCB compounds; friable asbestos containing products;
light fixture ballasts; etc. generally pose risks to human and environmental well-being.
 Commingle: A term referring to the practice of placing unrelated materials together in

181
 a single container, usually for benefits of convenience and speed, but presenting
challenges for subsequent recovery and diversion.
 Construction Waste: Waste generated by construction activities, such as scrap,
damaged or spoiled materials, temporary and expendable construction materials, and
aids that are not included in the finished project, packaging materials, and waste
generated by the workforce.
 Demolition Debris: Waste generated from the process of intentional dismantling all or
portions of a building, clearing of buildings and contents destroyed or damaged as a
result of natural or anthropogenic hazards.
 Disposal: Depositing waste in a solid waste disposal facility, usually a managed landfill,
regulated.
 Diversion: The practice of diverting waste from disposal in a landfill, by means of
eliminating or minimizing waste, or reuse of materials.
 Diversion Report: A written assertion by a material recovery facility operator
identifying constituent materials diverted from disposal, usually including summary
tabulations of materials, weight in short-ton units (NIST), and percentages.
 Industrial Waste Stabilizer (IWS): Material having no value in reuse, although
employed for beneficial use in stabilization of industrial waste in landfills.
 Land clearing Debris: Waste generated from the process of clearing land, including
preparing building sites for construction, generally consisting of vegetation, soil,
rocks, and constituent matter.
 LEED: An internationally recognized green building certification system, providing
third-party verification that a building or community was designed and built using
strategies intended to improve performance in metrics such as energy savings, water
efficiency, CO2 emissions reduction, improved indoor environmental quality, and
stewardship of resources and sensitivity to their impacts.
 Organics: Vegetation, soils, and constituent matter excluding rocks, and being both
carbon- and nitrogen-rich, and completely biodegradable to carbon dioxide, water
and biomass through the action of micro-organisms under normal environmental
conditions.
 Recycling: Introducing a material into some process for remanufacture into a new
product, which may be the same or similar product or a completely different type of
product.
 Residue: Waste which is economically impractical to recover for reuse or to divert
from disposal.

182
  Reuse: The subsequent use of a material, product, or component upon salvage.
 Salvage: Recovery of components, products, or materials for the purpose of reusing
them for the same or similar purposes as their original use.
 Sortline (or Pickline): An item of industrial recycling equipment featuring a conveyor
belt and several stations for workers to rapidly sort and segregate waste, usually part
of a material recovery facility.
 Source Separation: A term referring to the practice of administering and
implementing a management strategy to identify and segregate unrelated waste at
the first opportunity, thus simplifying subsequent processes for recovery of materials
and diversion but presenting challenges for management of space on the jobsite,
training and supervision, and inefficiencies associated with hauling.
Containerization and Transport
Picked and sorted materials are deposited by means of equipment and manual labor into
industrial containers of various types. Combination compactor-balers are used in some
applications to produce dense bales of materials which are then loaded into intermodal
shipping containers for transport. Heavy interstate trucks are an important part of the
transportation system. Containers of all types are destined for transport locally, regionally,
nationally and internationally via road, rail, or barge via intermodal facilities such as railyards
and ports. Once containerized, recyclable materials are commoditized and traded in the
global marketplace.
Diversion or Disposal
Diverted materials are destined for incorporation in new products as recycled material or are
processed for reuse. Materials destined for disposal in landfills include refuse, materials
contaminated with waste or which have been ruined, and materials for which markets do not
exist.
Waste Management Planning
Waste management should be an integral part of a project's development. Each of the principal
project participants—the Owner, their Architectural and Engineering (A/E) services (or
Construction Management consultant), the Contractor, and Subcontractors—will engage in waste
management to some degree throughout the project. Initially, the Owner and their A/E must
establish waste reduction goals and define what levels of diversion are achievable and reasonable
under the project's conditions and as required by:
 local regulations
 Environmental rules
 State statutes or

183
  Green Building Rating program requirements.

Facility Design
The Contractor is responsible for the means, methods, techniques, sequences, and
procedures of construction, which include waste disposal methods. However, the A/E's
design team can contribute to waste reduction in several ways. These include:
1. Observe Value Engineering principals. Perform multiple functions with one material
rather than requiring multiple materials to perform one function. Design to optimize
systems' and components' use. Avoid extraneous materials that do not contribute to
function.
2. Be efficient in area and volume. If less material is required by the design, less waste is
generated at the jobsite.
3. Observe standard material and
product dimensions. Locate
features "on module" to the
extent possible to reduce
cutting and special fitting, which
creates scrap. Figure 84: Waste disposal planning

4. Where possible, select

construction systems that do
not require temporary support,
shoring, construction aids, or
other materials that will be disposed of as debris during the project.
5. Where possible, select materials that do not rely on adhesives, which require
containers and create residue and packaging waste. Furthermore, adhesives inhibit
salvage and recycling at the end of the component's or building's life.
6. Where possible, reduce requirements for applied finishes, laminates, coatings,
adhesives, and the associated scrap, packaging, and waste. Select materials with
integral finishes.
7. Where possible, avoid materials which are sensitive to damage, contamination,
environmental exposure, or spoilage on-site, which increase the potential for jobsite
waste.

1.33.2TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #34

Same tools and equipment as in Unit 33

184
 1.33.3ASSESSMENT TOOL FOR OUTCOME # 34
Model of Assessment tool is attached

185
DUTY 6: Supervise and coordinate the execution of site activities in accordance
with project plan(420h)36
COMPETENCY 6: SUPERVISING AND COORDINATING THE EXECUTION OF THE SITE ACTIVITIES IN
ACCORDANCE WITH PROJECT PLAN
INTRODUCTION:
Under this duty, one of the biggest, the competency unit of supervising and coordination the
execution of the site activities appears to be very relevant to the occupation of the Building
Technicians who are being prepared to play the role of site managers.
Construction project management combines the responsibilities of a traditional project
manager with the skills and expertise of the construction industry. Because construction
projects are always changing, a successful construction project manager needs a wide range
of skills and abilities to manage diverse teams and projects.
Construction project management involves the planning, coordination, and control over the
various tasks involved in construction projects. This could include different types of
construction projects, like agricultural, residential, commercial, institutional, industrial, heavy
civil, and environmental. It typically includes complex tasks that change dramatically from
project to project, and requires skills like strong communication, knowledge of the building
process, and problem solving

PERFORMANCE STANDARD 5:
By the end of this training module, the trainee should be able to:
supervise and coordinate the execution of the site activities in accordance with project plan
LEARNING OUTCOMES 6:

 Develop the work execution plan

 Manage and distribute resources

 Coordinate/Monitor execution of site activities

 Resolve conflicts related to site activities

 Organize and lead the Site Meetings

 Prepare and oversee the Site Handover

36
See case study of coordination of a construction site:
https://www.arbeitsinspektion.gv.at/cms/preview/attachments/0/1/6/CH3611/CMS1449506740155/
bauarbeiten_koordinationsgesetz_engl_b_ua.pdf
186
1.34 LO #35: Develop the work execution plan
Learning Activities Special Instructions
1- Work breakdown structure
Lecture on:
(WBS)
 Preparation of Work Execution Program, using Gantt
2- Special Conditions of the
chart, Critical Path Analysis (CPA) and Computer Aided
contract
Planning Programs
3- Changes and update of the
 Implementation and monitoring of the activities as per
work execution of plan
the execution plan
4- Eventual budget revision
 Integration of ICT and computer aided programs in
Planning activities
Read the information sheet titled “Develop the work
execution plan” (Below)
Discuss new techniques that may not have been tried but
may work.
 New ICT planning programs
 Changes and Update of the work execution plan
Application
 Prepare a work program
 Site visits
 Computer Lab, computer aided planning programs
References
 Kenya Building Code
 https://www.designingbuildings.co.uk/wiki/
Workmanship_in_construction
 Book: Basic Construction Management – The
superintendent’s job, author Leon Rogers
Assessment (See assessment tools in the Annex)
The assessment will be based on individual trainees’
demonstration of fulfilling the course objectives as set out
in the curriculum and the training guide
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
Final Exam which includes theory and practical

187
1.34.1INFO SHEET #35: Develop the work execution plan
Introduction37
Project Execution Planning is more than a chart showing timescales. It is a process describing
how, when and by whom a specific target or set of goal is to be achieved. In this paper, the
major nine elements of project execution planning were derived. Project execution planning
creates a safe, productive, collaborative & highly motivated work culture in construction
projects. Recent research has shown that development of project execution plan is the best
control document for completing projects within stipulated time frame with customer
satisfaction.
The purpose of manage execution plan is to manage every aspect of the Project Plan as work
being done to make certain the project is a success. This process is performed concurrently
with the manage CSSQ (Cost, Scope, Schedule, and Quality) and Monitor and Control Risks
process. The task in this process is performed repeatedly as various aspects of the product of
the project are constructed, tested and accepted.

The project execution plan (PEP) may be a development of the business case and the
strategic brief. The project execution plan sets out the strategy for managing the project,
describes the policies, procedures and priorities that will be adopted. It may also define
strategies in relation to items outside of the scope of the main contract (as the client's overall
project might include multiple contracts for the supply of goods and services, both from
external organizations and from within the client organization itself such as operational and
maintenance contracts, the supply of equipment and so on).

It is prepared by the project director (senior responsible owner (SRO) in the public sector),
although it is often developed on their behalf by a project manager (or The project execution
plan (PEP) may be a development of the business case and the strategic brief. The project
execution plan sets out the strategy for managing the project, describes the policies,
procedures and priorities that will be adopted.

It may also define strategies in relation to items outside of the scope of the main contract (as
the client's overall project might include multiple contracts for the supply of goods and
services, both from external organizations and from within the client organization itself such
as operational and maintenance contracts, the supply of equipment and so on). It is prepared
by the project director (senior responsible owner (SRO) in the public sector), although it is
often developed on their behalf by a project manager (or

there are many reasons why projects fail to meet their objectives. Some external events may
render a project unneeded. Internal events may cause a project to be delayed or cost more
than expected. Almost all events that bear on project success can be anticipated and plans
can be made accordingly. Projects do not succeed only because of a project execution plan
but their potential success is ensured if there is an appropriate plan, effectively utilized. The
project plan is a roadmap to how the project will progress through all project phases. The
project execution plan is used to:

37
https://www.irjet.net/archives/V2/i9/IRJET-V2I976.pdf (05.08.2018)

188
  Guide the execution of the project document the assumptions, constraints, and
alternatives.
 Provide a tool to communicate with stakeholders.
 Establish project milestones and deliverables.
 Set scope, cost and schedule baselines for progress measurement and control.
Research has revealed numerous barriers to effective strategy execution; including the
following (discussions on overcoming those barriers can be found in the sections listed in
parentheses):
 Inflexible processes and organizational structures – leads to difficulty in adapting to
rapidly changing business environments.
 Inadequate performance measurement tools – leads to poor improvement practices.
 Poor communication of strategy and performance – leads to strategic misalignment.
 No strategy-execution focus – leads to poor delivery of results.
 Poor change management practices – leads to execution failure.
 No execution roadmap – leads to inefficiencies and wasted effort.
 No understanding by employees of their contribution to execution outcomes – leads
to lack of motivation to succeed.
 Poor resource allocation – leads to inefficiencies and lost opportunities.
 Unclear strategy management policies – leads to confusion and poor decision making.

POSSIBLE ELEMENTS OF PROJECT EXECUTION PLAN

 Goal statements
 Quality and technical specifications
 Resource allocation
 Project scheduling (including Work Breakdown Structure)
 Organizational considerations
 Milestones / Tolerances / Dependencies / Risks

Goal Statements

The statement of goals lists out specific project requirements such as key project
deliverables, milestones, and the project life cycle. The goal statement also explains:

 Why the project is carried out, the purpose served by the project, and the expected
benefits from the project.
 The unique challenges that the project overcomes.
 The risks associated with the project and how the project plan will overcome such
risks.

Quality & Technical Specifications

While the project scope and statement of goals make clear the output of the project, one
important element that needs inclusion in the project execution plan is quality or technical
specifications of the work processes and output. Quality control plan is need to established

189
for provide all the necessary inspection, testing and documentations of the contract in order
to ensure that all work that is accomplished, materials utilized and equipment supplied are in
accordance with the plans and specifications applicable to the work as prescribed in the
quality control provisions of the plan and specifications. This quality control plan includes all
the requirements under the contract such as raw material selection, selection of vendors,
procurement, equipment, and identification of non-conforming products and control of
documents. The quality control plan is designed to be both preventative and corrective in
nature.

Resource Allocation

Resources include staff/labour with knowledge or skills sets, money to buy equipment’s, and
time considerations. One of the biggest problems small contractors have is managing
multiple projects at the same time. It is rare to have all the resources you need on every
project. Continual changes, complexity of projects, demands from clients and cash flow
requirements mean we are constantly forced to do more with less.

Project Management methodologies can be used as a better way to manage multiple

projects. If we use program management for the company as a whole, we can deliver more
benefits to our clients than if each project were managed in a standalone manner. Through
program management, it is easier to optimize resources and productivity and resolve
conflicts between projects that affect our ability to deliver client satisfaction.

Project Scheduling

Scheduling the project is a very important element in

a project execution plan. The best approach is to
divide the project into small units or chunks and set
time bound milestones of achievements, mutually
acceptable to all stakeholders. The best examples of
preparing a project schedule are Gantt Charts that
list what will happen and when. Of the various
project scheduling techniques, the Critical Path
Method (CPM) and PERT charts are two of the best
techniques. One important consideration with
project scheduling is the need to be ready for
exceptions.
Figure 85 Flow chart of Project schedule
Organizational Considerations

One important but often overlooked element of the project execution plan is organizational
considerations. A properly crafted project execution plan is the foundation to a successful
project. This entails:

 Details of the project manager and other key personnel responsible for different
190
 aspects of the project, with their duties and responsibilities.
 Decision making authority for specific components of the project.  The reporting
relationships of the project team members.
 The general approach of undertaking the project, whether the project gets a
dedicated team, whether a matrix type of organizational structure is adopted, or any
other model.
 Method of coordination and reporting.
 Method of project monitoring and status updates.

Milestones

Milestones will break up the project. Unless it is very small, you don't want to have the entire
project as one lump of work, with the only check on progress at the very end. Instead, it
makes sense to break the project up into discrete chunks, where related tasks can be lumped
together, with a sensible milestone at the end of them. Milestones are frequently used to
monitor the progress, but there are limitations to their effectiveness. They usually show
progress only on the critical path, and ignore non-critical activities. It is common for
resources to be moved from non-critical activities to critical activities to ensure that
milestones are met. This gives the impression that the project is on schedule when actually
some activities are being ignored.

Tolerances

It is remarkably unlikely that a project will not deviate from its resource or quality targets.
Setting tolerances allows you to be able to manage the project without continually seeking
guidance from the project executive as to whether you should carry on. This is not to say that
you should be happy with these deviations, and you should try to avoid them, and monitor
them closely.

That way you can build your understanding of the project for the future. Details that don't
take allowed tolerances into account don't work on the job. They can lead to improvisations
that may, or may not, impair future performance. “May” is more likely. Good practice
dictates that professionals should design enough leeway into the details to allow for
acceptable tolerances. This will take some extra effort in design, but if a designer gets a
reputation for buildable details, or if he does design-build work, the added effort should pay
off in the long run.

Dependencies

These dependencies should include both those internal to the project (i.e. those under your
control), and those external to it (i.e. those outside of your control). For example, you may
need an accurate figure for the number of staff in the organization. This needs to come from
your HR department, and would be an external dependency.

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 Risks

The construction industry has a high rate of work accidents and a poor reputation for coping
with problems, with many projects failing to meet deadlines, cost and quality targets. In
extreme cases the risk of time and cost overruns can compromise the economic viability of
the project, making a potentially profitable investment untenable. Compared to many other
activities, construction is subject to more risks due to unique features such as long duration,
complicated processes, unpredictable environment, financial intensity and dynamic
organization structures. Construction project risks are interrelated and interdependent. The
customary origins for project risks are the following:

 Performance, scope, quality, or technology issues;

 Environment, safety, and health concerns;
 Scope, cost, and schedule uncertainty;
 Political concerns.

1.34.2TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #35

 Office supply
 Data show
 Markets

1.34.3ASSESSMENT TOOL FOR OUTCOME # 35

Model of Assessment tool is attached

1.35 LO #36: MANAGE AND DISTRIBUTE RESOURCES

Learning Activities Special Instructions
1- Capital Assets Management
Lecture on:
2- Quality Control
 Resources allocation, distribution and leveling (EOQ)
 Assignment of responsibilities, dispatching teams and 3- Adaptation of the use of foreign
delegation of power workers or equipment
 Logistics of materials, tools and equipment 4- Procurement of alternative
Read the information sheet titled “Manage and distribute resources
resources”
Discuss new techniques that may not have been tried but
may work.
 Capital Assets Management
 Logistics of materials, tools and equipment

192
Learning Activities Special Instructions
Application
 Preparation and use of forms
 Role play
 Site visits
References
 Kenya Building Code
 https://www.projectmanager.com/blog/resource-
planning
 Book: Basic Construction Management – The
superintendent’s job, author Leon Rogers
Assessment (See assessment tools in the Annex)
The assessment will be based on individual trainees’
demonstration of fulfilling the course objectives as set out
in the curriculum and the training guide
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
Final Exam which includes theory and practical

1.35.1INFO SHEET #36: Manage and distribute resources

Introduction
Construction industry is an integral part of Kenya economy and represents one of the largest
industries in the country. Kenya is right now one of the fastest growing infrastructure country
in East Africa. However, the sector faces many challenges mainly in the management and
allocation of resources. Many problems and issues arise in construction industry due to poor
planning, improper management, non-availability of resource, climatic changes which affects
the project cost and project duration.
The two main important factors in the construction field are time and money. Time and
money are mainly depending on the utilization of available resource and effective
management, and proper planning at the right time and right place. There are three main
resource in the construction field are man power, materials, machineries. The whole
construction project purely depends on proper utilization of available resource. If not proper
utilization of resource the project will be lost due to excess of time and cost.
The present information sheet intends to guide the trainers on the lesson preparation and
assist the trainees on acquiring the knowledge, attitude and skills on how to “manage and
distribute resources”.
Resources estimation
In construction project, resource requirements are usually estimated for each activity. Since

193
the work activities defined for a project are comprehensive, the total resources required for
the project are the sum of the resources required for the various activities. By making
resource requirement estimates for each activity, the requirements for particular resources
during the course of the project can be identified. In fact, resources estimation starts as early
as the preparation of the design and the bill of quantities. Once the Site supervisor (in this
case the Building Technician) and his team have made accurate quantity take-off and
extracted the need in workmanship (manpower), materials, tools and equipment, then all is
ready for the resources schedule and distribution, generally identified to be a main challenge.
The process is very complex, and the resource management means supplying and supporting
resource to each activities of the project within the project cost. Many formal scheduling
procedures can incorporate constraints imposed by the availability of particular resources.
For example, the unavailability of a specific piece of equipment or crew may prohibit
activities from being undertaken at a particular time. Another type of resource is space. A
planner typically will schedule only one activity in the same location at the same time. While
activities requiring the same space may have no necessary technical precedence,
simultaneous work might not be possible. Computational procedures for these various
scheduling problems will be described in Chapters 10 and 11. In this section, we shall discuss
the estimation of required resources.
Preparation of the resources’ schedule
In organizational studies, resource management is the efficient and effective development of
an organization's resources when they are needed. Such resources may include financial
resources, inventory, human skills, production resources, or information technology (IT). In
the realm of project management, processes, techniques and philosophies as to the best
approach for allocating resources have been developed. These include discussions on
functional vs. cross-functional resource allocation as well as processes espoused by
organizations like the Project Management Institute (PMI) through their Project Management
Body of Knowledge (PMBOK) methodology of project management.
Resource management is a key element to activity resource estimating and project human
resource management. Both are essential components of a comprehensive project
management plan to execute and monitor a project successfully. As is the case with the
larger discipline of project management, there are resource management software tools
available that automate and assist the process of resource allocation to projects and portfolio
resource transparency including supply and demand of resources. The goal of these tools
typically is to ensure that:
 there are employees within our organization with required specific skill set and
desired profile required for a project,
 decide the number and skill sets of new employees to hire and allocate the workforce
to various projects. Within professional services and consulting organizations, the
effectiveness of these tools and processes is typically monitored by measuring billable
utilization rate.
Resource Management Techniques
One resource management technique is resource leveling. It aims at smoothing the stock of
resources on hand, reducing both excess inventories and shortages. The required data are:

194
the demands for various resources, forecast by time period into the future as far as is
reasonable, as well as the resources' configurations required in those demands, and the
supply of the resources, again forecast by time period into the future as far as is reasonable.
The goal is to achieve 100% utilization but that is very unlikely, when weighted by important
metrics and subject to constraints, for example: meeting a minimum service level, but
otherwise minimizing cost. A Project Resource Allocation Matrix (PRAM) is maintained to
visualize the resource allocations against various projects.
The principle is to invest in resources as stored capabilities, then unleash the capabilities as
demanded. A dimension of resource development is included in resource management by
which investment in resources can be retained by a smaller additional investment to develop
a new capability that is demanded, at a lower investment than disposing of the current
resource and replacing it with another that has the demanded capability. In conservation,
resource management is a set of practices pertaining to maintaining natural systems
integrity. Examples of this form of management are air resource management, soil
conservation, forestry, wildlife management and water resource management. The broad
term for this type of resource management is natural resource management (NRM).
Resource allocation
In economics, resource allocation is the assignment of available resources to various uses. In
the context of an entire economy, resources can be allocated by various means, such as
markets or central planning. In project management, resource allocation or resource
management is the scheduling of activities and the resources required by those activities
while taking into consideration both the resource availability and the project time.
Strategic planning
In strategic planning, resource allocation is a plan for using available resources, for example
human resources, especially in the near term, to achieve goals for the future. It is the process
of allocating scarce resources among the various projects or business units. There are a
number of approaches to solving resource allocation problems e.g. resources can be
allocated using a manual approach, an algorithmic approach (see below), or a combination of
both.
Resource Leveling optimizes histogram of resources on a project. There may be contingency
mechanisms such as a priority ranking of items excluded from the plan, showing which items
to fund if more resources should become available and a priority ranking of some items
included in the plan, showing which items should be sacrificed if total funding must be
reduced.
Algorithms
Resource allocation may be decided by using computer programs applied to a specific
domain to automatically and dynamically distribute resources to applicants. This is especially
common in electronic devices dedicated to routing and communication. For example,

195
channel allocation in wireless communication may be decided by a base transceiver station
using an appropriate algorithm. One class of resource whereby applicants bid for the best
resource(s) according to their balance of "money", as in an online auction business model is
highly important in the resource allocation sector. In one paper on CPU time slice allocation
an auction algorithm is compared to proportional share scheduling.
Resource planning
Resource planning is the step in writing a business plan where you identify all the resources
in a proposed project. It’s coming up with a summary to manage your workload needs to be
comprehensive to make sure all the resources that you need to complete the project are
clearly identified. This document is going to help you get buy-in from your sponsor. Resource
planning may apply to:
 Enterprise resource planning (ERP), a kind of business-management software
 Manufacturing resource planning (MRP and MRPII), a method for handling resources
of a manufacturing company
 Distribution Resource Planning (DRP), a method for planning orders within a supply
chain.
 Human resources planning (HR), the consideration of HR needs in overall goals and
strategies
 Natural resource management

How to Create a Resource Plan

A resource plan also has to

• Schedule the dates for using the planned resources. That includes when and for how
long you’ll need the people assigned to your team, equipment rental, project site
rental and anything else.
• Identify the amount of resource required per project activity. Each day you’ll be using
many resources. Use this part of the plan to detail them on a daily basis.
• Create a detailed resource use schedule. Now take those durations and amounts and
collect them on a calendar or timeline to make sure you’ve allocated those resources
correctly.
In order to include all that information, you want to have a process in place. Basically, it’s a
three-step process of listing, estimating and then constructing. Let’s go through each of those
steps in more detail.

Step 1: List the Resources: Simply start a list. Write down all the different resources you’ll
need. Use the above bullet points as a structure. Who do you need to do the tasks that make
up the project? Identify all of those roles. That includes full-time, part-time and contractors.
Now, what about equipment? Do the same as you did with the labor, identify all the
equipment you’re going to need to get the project completed. That list should include

196
anything from office equipment such as computers, photocopies and other devices to
telecommunications and machinery.
The next item on the list is the materials. What are the non-consumable materials you’ll need
to complete the project activities? These can be materials necessary to build physical
deliverables, such as wood, steel, and concrete.
Step 2: Estimate How Many Resources: Now you want to figure out, the best you can, how
many of of the listed resources you’ll need throughout the life cycle of the project. For
example, how many hours are you going to need from your team? Break that down per role.
Do the same for your equipment. How many pieces of equipment are going to be necessary?
The same goes with your material. Estimate what about of material, in terms of square
footage, number of units, etc., is going to be necessary for the project. How much hardware
do you need to buy, or will you have to license software?
Get as accurate an estimate as you can. If possible, try to note the date the resources are
needed and what the consumption rate per day, week or month is. The more data you have,
the better you can allocate various resources.
Step 3: Construct a Resource Schedule: Use the information you’ve collected in the first two
steps to build a detailed resource schedule. You’ll want to specify the resources required to
complete the project, the time-frames for the consumption of each of those resources and
the quantity of time each resource is going to require per week and/or month.
Then you want to add up the total quantity of resources consumed per week and/or month.
Don’t forget to identify the assumptions and constraints you feel are going to arise over the
life cycle of the project.
How PM Tools Can Help
Planning out your resources is only the Figure 86: Resources planning
beginning. Once you execute the project
you’re going to have to monitor your
resources and make sure they’re
adhering to your schedule and budget.
Things are going to change over the
course of the project’s life cycle, which is
going to put a strain on your resource
plan.
But your resources are finite. What are you going to do?
This is where the project management tool comes in handy. This software is designed to
manage your resources easily and give you an accurate picture of the project’s progress, so
you know how to allocate those resources to avoid blocking team members or going off
schedule and over budget. PM tools help:

197
 • Better manage your team
• Help with data-driven decision-making
• Provide real-time resource optimization
See Where Your Resources are Allocated
With project management software you can see all the work across your team in one place
and on a single page. With a big-picture view of the schedule you’re able to know what
everyone in your team is doing, so you can schedule ahead, giving them the right amount of
work at the right time.
This way if you need to assign more or less work to a team member you can easily do so with
a click of the keyboard. Just pick the day you want to reassign the task to, and the number of
hours you want to allocate to that task and set it. This removes the complexity from
scheduling changes and helps you keep the project on track.
Planning out your resources is only the beginning. Once you execute the project you’re going
to have to monitor your resources and make sure they’re adhering to your schedule and
budget. Things are going to change over the course of the project’s life cycle, which is going
to put a strain on your resource plan. But your resources are finite. What are you going to
do?
This is where the project management tool comes in handy. This software is designed to
manage your resources easily and give you an accurate picture of the project’s progress, so
you know how to allocate those resources to avoid blocking team members or going off
schedule and over budget.
PM tools help:
 Better manage your team
 Help with data-driven decision-making
 Provide real-time resource optimization
See Where Your Resources are Allocated
With project management software you
can see all the work across your team in
one place and on a single page. With a
big-picture view of the schedule you’re
able to know what everyone in your
Figure 87: Resources planning cycle
team is doing, so you can schedule
ahead, giving them the right amount of
work at the right time.
This way if you need to assign more or
less work to a team member you can
easily do so with a click of the keyboard. Just pick the day you want to reassign the task to,
and the number of hours you want to allocate to that task and set it. This removes the
198
 complexity from scheduling changes and helps you keep the project on track.
Resource Planning Is Color-Coded
By using color coding on the calendar, you can see at a glance which of your resources are
over-allocated and those who are idle. Also, another color indicates that a holiday or vacation
day is coming. This is the information you need at your fingertips, so you can plan ahead and
allocate your resources more efficiently.
Monitor in Real-Time
With an online project management tool, when your team updates their task status with
their percentage of completion or mark tasks as done, that data is instantly fed into your
dashboard, giving you the most accurate
picture of the project to date.
By viewing your team workload on the
dashboard, you get another window into
whether your resources are properly
allocated or not. This gives you a heads- Figure 88: Example of schedule
up on balancing the workload, so you
don’t burn out team members or leave
others idle.
Sharing Is Easy
You’re not managing resources in a
vacuum. You’ll need to share data with both your team and your sponsors. With an online
PM tool, you have access to a shared social page where team members can chat and attach
project-related files. Or you can just attach the documents to email.

1.35.2TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #36

 Computers and printers
 Office supplies

1.35.3ASSESSMENT TOOL FOR OUTCOME # 36

Model of Assessment tool is attached

1.36 LO #37: Coordinate and Monitor execution of site activities

Learning Activities Special Instructions
1- Compliance with legal safety
Lecture on:
and environmental regulations
 Preparation of site activity schedule as per work program
and corporate policies
 Coordinate and monitor execution of site activities 2- Adjoining structures and foot-
 Matching worker skills with tasks to attain objectives prints
 Task rate 3- Quality Control manual and

199
 Learning Activities Special Instructions
legislation
Read the information sheet titled “Coordinate/Monitor
execution of site activities” (Below)
Discuss new techniques that may not have been tried but
may work.
 Compliance with legal safety and environmental regulations
and corporate policies
 Adjoining structures and foot-prints

Application
 Preparation and use of forms
 Role play
 Site visits
References
 Kenya Building Code
 https://www.designingbuildings.co.uk/wiki/
Workmanship_in_construction
 Book: Basic Construction Management – The
superintendent’s job, author Leon Rogers
Assessment (See assessment tools in the Annex)
The assessment will be based on individual trainees’
demonstration of fulfilling the course objectives as set out
in the curriculum and the training guide
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
Final Exam which includes theory and practical

1.36.1INFO SHEET #37: Coordinate/monitor execution of site activities

Introduction
Spearheading a project isn’t a walk in the park. You would be responsible for its planning,
execution and completion, as well as the aggregation of separate tasks by teams and
individuals into a cohesive whole.
The present information sheet intends to guide the trainers on the lesson preparation and
assist the trainees on acquiring the knowledge, attitude and skills on “Coordination and
monitoring execution of site activities”.
Keys to success
The information sheet focus on the main factors of successful project site. Below are seven
200
other key ingredients to lead a project to success:
Clearly define the scope of your project: We know that a problem – or in this case, the
project’s scope – well stated is half-solved. No matter how you do it, it pays to be clear about
your objectives, scope, budget, and methodology right out of the gate. One way to do this is
through a meeting or forum, depending on who your project is ultimately going to serve.
For example, you’re tasked to build a website for a particular company. You should then
confer with the company’s decision-makers to know what they want their website to include,
including how they would like the information to be presented, the overall tone or theme of
the web pages, among others. Or if you’d like to build an app specifically for people who are
differently abled, you might want to meet with a focus group comprised of special education
teachers, psychologists, and other learning specialists.
Carefully select the members of your team: Once you’ve clearly defined the scope of the
project, identifying the talents needed to execute your vision becomes easier. Carefully select
the individuals who will make up your team, and delegate tasks and activities to people best
suited for each. Proper task delegation can come off as a show of confidence in your team
members’ inherent abilities, which then boosts morale and becomes instrumental in bringing
about the best possible project results – a domino effect, if you will.
Outline your goals and keep them SMART: Having a clear idea of what to expect for a final
product allows you to create short-term goals. Outline goals that are specific, measurable,
attainable, realistic and timely. After delegating the appropriate tasks to your team members,
have each of them list down subtasks that will serve as milestones towards their final goal,
and then, let them set their own deadlines for each milestone. These deadlines, of course,
have to coincide with the project’s overall time targets.
Manage your data: Data storage is getting more and more affordable and more easily
accessible. However, with easier accessibility, security issues arise. While most cloud-based
data management solutions keep a close eye on data security, which is one of their major
selling points, things can sometimes get out of hand. To be doubly sure, it’s imperative that
you manage file permissions, document ownerships, and monitor data versions on a
consistent basis.
Monitor progress daily: Being aware of project, team and individual deadlines is a must to
continually propel a project forward. Sending out regular status updates through face-to-
face/virtual meetings or via an enterprise social tool. Ensures everyone has a big-picture view
of the project’s progress and how each individual’s contribution fits into the whole. A tracker
is a convenient way to keep abreast of important dates, like the target versus completion
date of each short-term goal. Setting up alerts for items that are nearing their scheduled
dates of completion, as well as those that have fallen behind schedule, is also recommended.
Engender internal motivation in your team: When it comes to motivating teams, awarding

201
 members for good performance takes the cake over punishing those that underperform. As
each team member achieves a milestone, recognize their accomplishments through team
R&R (rewards and recognition) sessions, or even one-on-one, as knowing their contributions
are valued by the company makes people more inclined to perform. Also, it’s worth noting
that some individuals may like the attention of being acknowledged publicly, and some prefer
to have their accomplishments recognized by their leaders privately.
Manage your resources wisely and prudently: Book or acquire the resources you will need
before diving headfirst into the project. Resources include budget allocation, venues in the
case of focus groups, conferences or events you’ll need to hold, tools that your team
members will require, and human resources in the case of third-party specialists and
consultants. Booking resources ahead of time can also help you more easily manage your
project’s budget.

1.36.2TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #37

 Office supplies
 Charts and various sizes of paper
 Data show
 Markers

1.36.3ASSESSMENT TOOL FOR OUTCOME # 37

Model of Assessment tool is attached

1.37 LO #38: Resolve conflicts related to site activities

Learning Activities Special Instructions
1- Labour laws and other
Lecture on:
legislation
Dispute resolution
2- Contractual claims
 Purpose
 Causes
 Methods and Alternative dispute resolution (ADR)
Read the information sheet titled “Resolve conflicts related
to site activities” (Below)
Discuss new techniques that may not have been tried but
may work.
 Labour laws
 Resolution Procedures
 Contractual claims

Application

202
Learning Activities Special Instructions
 Preparation dispute resolution reports
Role play
Site visits
References
 Kenya Building Code
 https://www.amvicsystem.com/4-tips-to-construction-site-
conflict-resolution/
 https://www.irmi.com/articles/expert-commentary/
construction-conflict-resolution
 Book: Basic Construction Management – The
superintendent’s job, author Leon Rogers
Assessment (See assessment tools in the Annex)
The assessment will be based on individual trainees’
demonstration of fulfilling the course objectives as set out
in the curriculum and the training guide
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
Final Exam which includes theory and practical

1.37.1INFO SHEET #38: Resolve conflicts related to site activities38

Introduction
Construction site conflict is a familiar buzzword; site managers may get upset at changes to
the building plans or deferrals caused by homeowners while they, in turn, may not be
receiving what they requested for. So many prospective proprietors have their dream homes
turn into construction site conflicts that there are whole TV channels dedicated to this
theme. But there are some protections you can take to guarantee that your home build goes
off without a glitch.
Understanding the causes and effects of conflict is fundamental to personal and professional

38
Resources Furlong, Gary T. The Conflict Resolution Toolbox: Models and Maps for Analyzing, Diagnosing, and
Resolving Conflict. John Wiley and Sons, 2000.
Morton, Peter T. Coleman, and Eric C. Marcus. The Handbook of Conflict Resolution: Theory and Practice. 2nd ed.
John Wiley and Sons, 2006.
Lipsky, David B. Emerging Systems for Managing Workplace Conflict: Lessons from American Corporations for
Managers and Dispute Resolution Professionals. John Wiley and Sons, 2003

203
success. The pace of business in general
and projects in particular is
accelerating, supply chains becoming
longer and more complex, relationships
more intertwined, and expectations Figure 89: Positive and Negative Consequences of Conflict
more challenging, which can lead to
increased opportunities for conflict.
The present information sheet intends
to guide the trainers on the lesson
preparation and assist the trainees on acquiring the knowledge, attitude and skills on how to
“Resolve conflicts related to site activities”.
Conflicts in construction sites
How conflicts start
Essentially, conflict arises when parties consider two or more competing options, responses,
or courses of action to satisfy a particular event or situation or when the involved parties
perceive a threat to their needs, interests, or concerns. The construction process is rife with
uncertainty, and uncertainty creates fertile ground for conflict. One's ability to effectively
deal with people, elicit their cooperation, and resolve conflict can be critical to the
construction project's success.
In many construction situations, production may trump protection. In other words, safety
takes the backseat when production is in jeopardy. This can create a situation where the
person who tries to ensure safe operation may be faced with people responsible for
production taking risks, which increase the possibility of injuries while performing the work.
Conflict has both positive and negative consequences. This could very well have its roots in
knowledge as well as situations. Having a good understanding of the other person's basis for
their position, their needs, and their past experience may go a long way in finding a means to
approach and resolve the issues in an amicable way.
Construction has a complex supply chain with multiple entities involved. There are
contractual relationships between the owner and the architect, the general contractor, and
possibly a construction manager. The architect has agreements with a number of consultants,
and the contractor has agreements with a large number of subcontractors. There are also a
number of other entities involved in the construction process. All the contracting entities
have business relationships with a number of vendors and suppliers. There is no contract
between the contractor and the designers or between subcontractors, but there is an
expectation that these parties will work together to achieve the project's overarching goals
and objectives. This can be especially challenging when dealing with safety issues.
Who are involved in a conflict
One of the key drivers of a construction project is the time element. Everyone involved

204
basically makes a promise to perform in such a way so as to meet the project time
requirements. These promises are based on individual organizations making educated
guesses as to the ability of their partners and workers, vendors, and suppliers to perform so
as to deliver on their promises. Also, situations and conditions beyond the control of all these
entities—such as transportation, the weather, and other factors—may come into play.
Because of the complex supply chain and the large number of entities involved, there are
many opportunities for a disruption of the orderly and planned delivery on promises. This
imposes some degree of uncertainty into the process, which increases the potential for
conflict.
Due to the possibly large number of people involved in the construction process and their
differing organizational goals and objectives, the potential for variation, external factors,
changed conditions, and diverse expectations all set the stage for potential
miscommunication, misunderstanding, and ultimately conflict. This could very well create a
crisis of leadership. So, having a good understanding of how to effectively deal with people
and adeptly defuse explosive situations and constantly honing conflict resolution skills can be
very helpful in managing performance and the ultimate outcome of the project. There are a
number of possible outcomes to any conflict resolution process, and the results are a
function of our approach to the situation.
The Emotional Aspects of Conflict
Emotion is usually an integral part of any conflict and tends to become a barrier to amicable
resolution. The effort to resolve a dispute often is thwarted by the emotions related to the
conflict. To be able to more effectively resolve conflicts, one has to be aware of the sources
and impact of emotion in such
situations. It is our emotional reactions
to things, people, and events that help
form our "positions" about them. Once
our positions are formed, we tend to
look at them as "truths." This leads to a
strong tendency to protect our positions,
which, in turn, can block us from actually
working toward the desired outcome—
conflict resolution. Positions tend to
become polarizing and potentially self-
reinforcing, creating situations that can
sabotage the best efforts to reach agreement.
Understanding some of the underlying aspects of the situation will be useful in how we
approach the conflict resolution process. We need to be able to identify whether the issue is
a "hot button" to either party—that is, how important the issue is to each. Are there other

205
peripheral issues that may be critical to either side that may influence positions taken? Are
there others indirectly influencing the situation? Getting a handle of some of these elements
will go a long way in removing such barriers and therefore lubricate the process, resulting in
expediting an amicable solution.
The Language of Conflict
The words we use in describing or when dealing with conflict reflects our basic assumptions
regarding our opponent, the situation, and ourselves. This sets our approach to the situation
as well as shapes our expectations of the process. To assist in creating a situation that will
foster resolution, we need to pay attention to the language used. Following are three
metaphors.
Conflict Considered as War
This clearly characterizes a "win-lose" approach. This thinking suggests that the other is in the
wrong, that their position is unreasonable, and that they are out to take advantage. Emotion
takes on a large role in the process and reinforces the "under siege" mentality and
willingness to fight to win. It is unfortunate, but some organizations may consider such an
approach as competition and reward it. This has powerful implications for internal working
relationships as it diminishes trust and
cooperation while encouraging
infighting. On the whole, this approach
tends to be counterproductive to the Figure 90: Illustration of possible conflict outcome
overall well-being of the organization.
Conflict Considered as Opportunity
This sort of use of language can make a
difference in how conflict situations are
seen and dealt with. A situation that can have negative implications transforms into a positive
and cooperative one. Considering the situation as an opportunity diminishes the possible
negative impact of emotion and enhances the amicable resolution of the situation. It also
saves time and resources that can be better used by both parties for more constructive
endeavors. In such a case, the other person is not cast as an adversary but as someone who
can assist us in reaching an agreement. This fosters a working relationship. It also creates a
situation in which "win-win" results are possible.
Conflict Considered as a Journey
This sort of thinking opens up a large number of possibilities. It is transformational. It takes a
more long-term approach to resolving issues, creating amicable solutions leading to
relationship building. In most cases, the people we end up in conflict with are people we have
dealings with over long periods of time and in different situations. So, our approach to solving

206
conflict in any one situation takes on a more global context and requires us to look at the "big
picture." As a result, our position in one particular situation may take on a whole new
meaning and outlook. This sort of approach fosters empathic thinking.
Common Sources of Conflict
Conflict in the workplace leads to dysfunction, which is detrimental to the project's outcome
and those involved. Conflicts that are ignored may lead to anger, which can transform a
simple problem into one that may become insurmountable later on. Addressing conflict as
soon as it arises is the most effective way to avoid future discord. Conflict arises for a number
of reasons, and the most common ones are:
• Poor communication: Poor communication tends to lead to misunderstanding and
discord among people who have to work together, as on construction projects. Lack
of information, partial information, untimely information, and inaccurate information
all can lead to work being done that does not meet expectations and sets the stage
for conflict and animosity.
• Lack of clarity: Project participants may wind up in turf wars when boundaries and
expectations are not clearly defined. It is important to clarify content and to ask for
confirmation of understanding.
• Conflicts of interest: Individuals fighting for personal goals may lose sight of project or
organizational goals. One tactic may be continually reminding partners and
employees how their personal goals and efforts "fit" into the project's strategic goals
and outcome expectations.
• Limited resources: There are many situations on projects when resources are limited
and have to be managed effectively. Conflict may91:arise
Figure Chartover the use
on conflict of equipment,
resolution steps
space, material, time, manpower, etc. Such conflicts must be dealt with effectively so
as to maintain harmony on-site. Whenever possible, include employees and partners
in the resource allocation process. This will provide them with a better understanding
of how allocation decisions are made in the best interest of the project.
• Power struggles: The need to
control is at the root of many conflicts on construction projects. Perception plays a
key role in this regard. Treating everyone fairly and with respect goes a long way to
diminish some of this. But, invariably, power struggles are going to occur and should
be addressed appropriately. If necessary, teach employees how to manage
relationships on the project. This will go a long way toward reducing conflict and the
need for others to get involved.
Conflict Resolution Styles
When dealing with conflict, there are two general approaches: concern for the people or
concern for results (or something in-between). This leads to five different approaches that
can be taken when trying to resolve the situation. The style taken has something to do with
the personalities involved as well. Those who are competitive will tend to gravitate to styles

207
with a greater focus on results rather than a concern for the other person's views and
feelings.
People who have low self-esteem or do not want to upset the other person will choose
avoidance. This approach leads to accepting a default position or delegating controversial
decisions to others. Avoidance may also make sense when it is obvious that someone else is
in a better position to deal with the problem. It can also be appropriate when victory is
impossible, or the controversy is trivial. However, in many situations, this is a weak and
ineffective approach to take when faced with a conflict.
he accommodating style indicates a willingness to meet the needs of others in the conflict
resolution process. The accommodator often knows when to give in to others and can be
persuaded to surrender a position to reach an amicable resolution. Accommodation is an
appropriate approach when the issues matter more to the other person. It may make sense
when peace is more valuable than winning. It can be very useful if you want to be in a
position to collect on this "favor" at some future time. There is the possibility that this person
may not return the favor later on. Overall, this approach is unlikely to result in the best
outcome.
People who prefer the compromising style of negotiation try to find a solution that will at
least partially satisfy everyone. This style is a balance between winning and a concern for the
other person's needs and wants. For this to work, everyone is expected to give up something.
The compromising style is useful when the cost of conflict is higher than the cost of losing
ground or face. It can also be useful when both sides have equally strong arguments or when
discussions come to a standstill and there is a deadline looming.
The contentious approach is for people who want to win no matter what the consequences
are. People who tend to be competitive take a firm stand and know what they want. They
usually operate from a position of power. This style can be useful when there is an
emergency and a decision need to be made fast. It can be employed when defending against
someone who is trying to take advantage or exploit the situation selfishly. This approach can
leave people feeling bruised, unsatisfied, and resentful when employed in situations that are
not deemed emergencies.
People who tend toward a collaborative style of negotiating try to understand and meet the
needs of all the people involved in the situation. These people can be highly assertive but,
unlike the contentious negotiator, they acknowledge everyone's views and take them into
consideration. This style is useful when there is a need to bring together a variety of
viewpoints to get the best solution. Collaboration is important to create a harmonious
approach to dealing with people at a later time.
The use of one of these five approaches will define the resulting relationship between the
two sides of the situation going forward as well as the results achieved. Once you have a

208
good understanding of the different negotiating styles, you can use them individually or in
combination when it is most appropriate to a given situation. The combined style is known as
situational negotiation. This gives you the flexibility to change styles as needed or as the
situation dictates. Ideally, you can adopt an approach that meets needs of the situation,
resolves the problem, respects people's legitimate interests, and mends damaged working
relationships.
Conclusion
If anything is true about conflict, it is that it will occur at some point. No single tool or
technique will work for everyone and in all cases. The reason why is that the situations are
always going to vary with different people involved combined with the different possible
approaches to resolution. Due to this, there really is no one tool, technique, or method that
will work universally. The elemental approach is one that will foster resolution, address the
issues symbiotically, and combine honesty with empathy, reason with intuition, and emotion
with logic, as well as a willingness to align goals with the intent to have them work
synergistically. This is also a learning process, and those open to flexibility and willingness to
collaborate will gain trust, increase goodwill, build relationships, and solve problems
effectively.
Tools and Rules
Conflict resolution steps:
• Take an inventory of yourself. What are your strengths and weaknesses? What are
your personal needs and objective?
• Find or accept that there is a conflict and decide to resolve it.
• Have a good understanding to the situation (both sides) and the events that led up to
it. Identify the "real" issues underlying the conflict.
• Mentally go through the resolution process and visualize the presentation of the
information and possible actions and reactions. Go prepared.
• Select a neutral place.
• Ensure that people who have the authority to make decisions that will lead to
resolution are present.
• Actively and empathically listen to all points of view and then clarify by restating the
other position.
• Present your position and justification in neutral language.
• Explore and generate alternative ways to reach resolution.
• Start with the items that are the easiest to resolve to establish an atmosphere of
understanding and cooperation.
• Be flexible.

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 • Persevere in difficult situations, be creative, accentuate the positive, take breaks,
involve others if needed, work toward an understanding that is satisfactory, and
record the resulting agreement

1.37.2TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #38

 Office supplies
 Charts and various sizes of paper
 Data show
 Markers

1.37.3ASSESSMENT TOOL FOR OUTCOME # 38

Model of Assessment tool is attached

1.38 LO #39: Organize and lead Site Meetings

Learning Activities Special Instructions
1- Preparing and Use of
Lecture on:
presentations (PowerPoint)
 Organization of a meeting
2- The role of the communication
 Purpose and best practices
in making the site meeting
 Presentations and information sharing
effective
 Audience of a meeting
3- Ground rules
 Agenda and minute
Read the information sheet titled “Organize and lead the
Site Meetings.
Discuss: Eventually with Stakeholders, experienced BT,
Craftsmen and experts in the building industry
 Agenda and the minute
 Purpose and best practices
Application:
 Organization of a meeting
 Role play- attend a meeting
 Trainees to participate by taking minute
References
 Kenya Building Code
 https://www.designingbuildings.co.uk/wiki/
Workmanship_in_construction
 Book: Basic Construction Management – The
superintendent’s job, author Leon Rogers
Assessment (See assessment tools in the Annex)
The assessment will be based on individual trainees’
210
Learning Activities Special Instructions
demonstration of fulfilling the course objectives as set out
in the curriculum and the training guide
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
Final Exam which includes theory and practical

1.38.1INFO SHEET #39: Organize and lead site meetings39

CONSTRUCTION PROGRESS MEETINGS40
A weekly construction progress meeting shall be scheduled by the Construction site manager.
For smaller projects, the frequency of the meetings may be adjusted as applicable. The
purpose of the meeting is to review progress in the work during the previous week, discuss
anticipated progress during the following weeks, and review critical operations and potential
problems.
The Construction site manager, will prepare a written report of each progress meeting and
distribute it to the stakeholder, the contractors etc. The report of the following progress
meeting shall reflect any exception made to the previous report if any were submitted in
writing.
The contractor and the stakeholder shall be represented at every progress meeting by a
person authorized with signature authority to make decisions regarding possible modification
of the Contract Documents.
Suggested Construction Progress Meeting Agenda
1) Pass around a sign in sheet or confirm attendees and note any Contractor or other
party not represented.
2) Review the previous meeting minutes and update status or respond to any pending
issues.
3) Contractors should note their current total job staffing.
4) Discuss problems, material delivery or shortages, site problems, shop drawing
submission and approvals, construction conflicts etc.
5) Review progress schedule. Identify causes of delay.
6) Discuss new business with each participant given opportunity to speak or indicate no
new business.
7) Discuss status of change orders in progress.
8) Contractor payment issues can be discussed in general, especially to verify the
monthly cycle of pencil copies and payment approvals.
9) Verify the time and place of the next meeting.

39
Refer to the kick-off meeting in Unit 15
40
http://www.wright.edu/sites/www.wright.edu/files/page/attachments/Project-Meeting-Minutes-Template.pdf
(07.08.2018)

211
 10) Adjourn to the job site or group meetings in order to review on-site or specific
problems.

1.38.2TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #39

 Office supplies
 Charts and various sizes of papers
 Data show
 Markers

1.38.3ASSESSMENT TOOL FOR OUTCOME # 39

Model of Assessment tool is attached

1.39 LO #40: Prepare and oversee the Site Handover

Learning Activities Special Instructions
1- Retention time and money
Lecture on:
 Handing over and commissioning process and documents 2- Project Audit and final
evaluation-lessons learnt
 Handing over ceremony
3- Mitigation, mediation and
 Defects liability period and corrective measures
litigation
 Final payment, report and certification
Read the information sheet #4 titled “Prepare and oversee
the Site Handover” (Below)
Discuss new techniques that may not have been tried but
may work.
 Retention time and money
 Project cost and baseline
Application
 Preparation and use of handover checklist
 Role play
 Site visits
References
 Kenya Building Code
 https://www.designingbuildings.co.uk/wiki/
Workmanship_in_construction
 Book: Basic Construction Management – The
superintendent’s job, author Leon Rogers
Assessment (See assessment tools in the Annex)
The assessment will be based on individual trainees’
212
Learning Activities Special Instructions
demonstration of fulfilling the course objectives as set out
in the curriculum and the training guide
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
Final Exam which includes theory and practical

1.39.1INFO SHEET #40: Prepare and oversee the site handover

Introduction
Prior to the site area being handed over to the contractor, the Project Manager with the
assistance of the building technician will arrange a handover meeting with the contractor,
Engineer, Architect and all stakeholders involved in the construction project at its various
stages. The purpose of the meeting is to prepare and launch the process of the handover. Key
stakeholders that should input to the handover plan are commonly: Project Manager, Senior
Supplier, User Coordinator, Consultants, Building Manager, ICT Manager, Archives Officer
(Projects), Estates Development and Projects Health and Safety Manager, Engineering Team
Manager, Maintenance Manager, CAD Manager, contractor and sub-contractors (if any)
Once prepared, the handover plan should be updated throughout the duration of the process
and lead to the final closure of the site and constructed items given to their owners. A robust
handover plan is key to ensuring that the project is completed on schedule with zero defects,
and that O&M manuals and the H&S file are delivered on time. The PM will not issue a
completion certificate unless the O&M manuals are completed.
The present information sheet intends to guide the trainers on the lesson preparation and
assist the trainees on acquiring the knowledge, attitude and skills on how to “Prepare and
oversee the site handover”
Handover and handover process
The handover of the site to the client takes place once the contract administrator has
confirmed that the works defined in the contract are complete. However, as mentioned
above, the handover should be planned well in advance, and any special requirements
included in appointment documents and contracts. During handover the client should be
issued with the following:
 Keys, fobs and transmitter controls for the development.

213
 The health and safety file.
 The draft building owner's manual.
 The building log book.
 A building user's guide.
 Up to date testing and commissioning data.
 All certificates and warranties in respect of the works.
 As-built drawings from consultants and specialist suppliers and contractors (or as
manufactured and installed). Or an as-constructed building information model.
 Copies of statutory approvals, waivers, consents and conditions.
 Equipment test certificates for lifts, escalators, lifting equipment, cradle systems, boilers
and pressure vessels.
 Licenses such as licenses to store chemicals and gases and to extract groundwater from
an artesian well.
If building information modelling (BIM) is being used, the common data environment may be
transferred to the employer, including the final published information and the archive which
provides a record of all activities in the common data environment during the project. If they
have not already done so, the employer should appoint an asset information manager to
maintain the information.
In addition:
 A defect reporting procedure should be agreed.
 Access arrangements should be arranged for the contractor to remedy defects.
 The contractor’s insurance cover ceases upon practical completion so a new policy for full
cover needs to be in place.
 The contractor will no longer be responsible for security and so the client's own security
arrangements need to be implemented.
 As the client's facilities management team takes over the running of plant and
equipment, meters and fuel should be checked and recorded, and tools and spares issued
or sourced.
 Legal agreements such as adoption of roads or lease agreements should be signed.
 Outsourced contracts for maintenance should be signed.
If the soft landings framework is adopted, there may be additional requirements to ensure a
smooth transition from construction to occupation, such as aftercare services and the
provision of a technical guide. These additional services should be included in appointment
documents and contracts
Handover and Close-out
What happens at the end of a project will depend on many things, not least on the size and
kind of the project. For some very small projects, such as those for private clients for small
works, you can simply shake the client’s hand and walk away, congratulate yourself on a job
well done, and then go straight on to the next job. At the other extreme is the brand-new

214
office block with hi-tech building management systems or, bigger still, huge factories and
petrochemical plants, where commissioning goes on for many months and where you have a
continuing post-project obligation to the client to assist with breakdown and maintenance
support for some of the installed plant and equipment.
The larger and more complex the project, the more involved is the close-down process.
Closure activities can be costly, often using the time of people that the contractor would like
to move on to the next project. For large projects, the contractor might even open a new
mini-project, complete with its owns plans and budgets, just to make sure that everything is
properly put to bed or laid to rest.
Closure activities, except for the celebration party, are unpopular with the contractor and all
project employees because, unlike main project work, they are not creative, and they cannot
usually be charged to the client. Generally speaking, they add cost but not apparent value.
Nevertheless, an orderly shutdown is necessary so that:
 lessons learned from the project are remembered and used for the benefit of future
projects
 archives are assembled that can provide supporting evidence in the event of disputes
and future legal claims
 the as-built condition of the project is accurately recorded
 effective post-project services are provided for the client.
Lessons learned
Everyone learns from a project, no matter how big or small. That is inevitable, because every
project is different, with its own special risks, new design, new site and so on. Experiences
from one project can strengthen our performance on future projects, even though those
projects may be dissimilar in many ways. When a project comes to an end it is important to
reflect on all the events and experiences – mistakes as well as successes – so that work on
the next and future projects will have an improved experience base. The following are among
the aspects that can be singled out for evaluation:
1. checklist development
2. project diary
3. retained design elements
4. retained planning elements
5. performance of subcontractors and the vendors of bought-out goods
6. site experiences, for improving work processes and health and safety
7. performance of the contractor’s staff and the home office organization.
Some of these topics are discussed in more detail in the following sections.
Checklist development
Checklists are invaluable in many project management activities, and the experience gained
from one project gives an opportunity either to compile or improve checklists for use on

215
 future projects. Here are a few applications where checklists can be helpful:
 initial definition of the project and its scope
 preparation of tenders and proposals
 contract terms and conditions
 initial site visits to investigate conditions
 quality issues
 health and safety issues
 content and format of reports
 meeting agendas
 security issues
 site preparation and organization
 risk identification and classification
 start-up activities
 project closure activities.

1.39.2TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #40

 Computer and printers
 Paper various size
 Data show
 Appropriate software

1.39.3ASSESSMENT TOOL FOR OUTCOME # 40

Model of Assessment tool is attached

216
 DUTY 7: Maintain safe, informative and continuously updated site records (120h)
COMPETENCY 7: Maintaining safe, informative and continuously updated site records
INTRODUCTION:
Successful contract documentation requires that measurements and calculations supporting
contract payments are accurate and that records of these actions are complete. Contract
records and documentation must be sufficiently detailed and maintained in a manner that
will withstand an audit and be clear enough to be read and understood by anyone unfamiliar
with the project. The Project Engineer is responsible to ensure that these accurate and
complete records are maintained for all construction project work.

PERFORMANCE STANDARD 7:
By the end of this training module, the trainee should be able to:
Maintain safe, informative and continuously updated site records
LEARNING OUTCOMES 7:
 Develop system of record keeping
 Maintain/update records
 Display site information

1.40 LO #41: Develop system of record keeping

Learning Activities Special Instructions
1- Confidentiality
Lecture on:
2- Disposal/archiving/retrieval
 Record keeping system, purpose, types and
safety/security
 Development of Record Keeping System
 Integrating ICT in the Record Keeping System
Read the information sheet “Develop system of record
keeping” (Below)
Discuss new techniques that may not have been tried but
may work.
 Backup System
 Confidentiality and security of the information
 Disposal/archiving/retrieval
Application
 Develop a Record Keeping System
 Site visits
References
 Kenya Building Code

217
Learning Activities Special Instructions
 https://www.commerce.wa.gov.au/books/inc-guide-
incorporated-associations-western-australia/record-
keeping-systems
 Book: Basic Construction Management – The
superintendent’s job, author Leon Rogers
Assessment (See assessment tools in the Annex)
The assessment will be based on individual trainees’
demonstration of fulfilling the course objectives as set out
in the curriculum and the training guide
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
Final Exam which includes theory and practical
Figure 92: Filing system (manual)
1.40.1: INFO SHEET #41: Develop system of record keeping (filing system)
Introduction
A well-developed filing system is a crucial element of good construction project
management. Not only must the filing system keep track of consultant, contractor and
vendor responsibilities, deliverables and deadlines, but it also must facilitate document
retrieval from a variety of locations. For this reason, most construction companies adopt a
standard file identification and coding system. A coded system makes file management
significantly easier and facilitates communication between interested parties.
The present information sheet intends to guide the trainers on the lesson preparation and
assist the trainees on acquiring the knowledge, attitude and skills on how to “develop system
of record keeping (filing system)”.
Type of filing systems
There are various manual records
(filing cabinets) and electronic
(computer-aided) ways to record, store
and retrieve information. Each
association should work out and
decide on a record-keeping system
that suits its particular needs,
circumstances and resources (availability
of space or computers). The preferred system should be functional, accurate, reliable and
user-friendly.

218
Record-keeping systems need to
consider the:
 nature of information to be
stored and retrieved;
 security and access of files and
information (particularly Figure 93 Computerized filing system with full access
computer records);
 validity and reliability of the
information collected and the
system on which it is recorded;
 resources and training required;
and
 length of time that the records should be kept (general legal requirement is seven
years).
Electronic records
An electronic record is any information
entered onto a computer system and
used, stored and accessed via that
system. Electronic records include
document files, databases,
spreadsheets, electronic mail and
internet documents.
Figure 94: Very organized filing system
Electronic records need to be given
special consideration.
For example, without an appropriate
security system an original document such
as meeting minutes may be amended without authority and/or being readily detected.
Electronic records need to be kept securely and at the same time, be easily accessible for
retrieval.
Tracking documents
Associations may consider developing a simple policy that prescribes how documents are to
be identified. It is very easy for there to be suddenly two or more versions of a document and
no one is sure which is the most accurate!
For example:
A company A policies state that all official documents, minutes, reports, records, forms and
orientation documents must:
 be clearly titled;
 show authorization;
219
  show date of authorization;
 show date of review;
 title original copies as 'Original Copy'; and
 title any non-original document as 'Copy'.
A register of all official copies will be kept for reference purposes.
Bring-up systems
A bring-up system is any systematic method used to regularly check open files and review
policy or management decisions. The system can be manual, or computer based.
Many associations use bring-up systems to help ensure that policies, decisions and other
important matters are kept highlighted and reviewed regularly. This system is a useful quality
assurance and risk management tool.
For example:
The management committee of an association gives a review date for all policies developed.
The date of review is entered into a register maintained by the secretary for each meeting. A
policy 'coming-up' on the register as scheduled for review is then put on the next meeting
agenda.
A computer bring-up system is used as the quality assurance mechanism for service delivery
by community staff. Actions taken on a file are recorded and a bring-up date allocated before
being given to administration staff for recording and filing. Each morning a staff member
opens the bring-up list for the day, retrieves the files and places them on the desk of the
employee who is working on the file. This reminds the employee that they had requested the
file to be 'brought to the top of the pile' for follow up. It may be that a court date is getting
near, or the employee wrote a letter four weeks ago and wanted to check if a response had
been received.
Storage management
The way in which records are stored will depend on:
 the purpose of the records;
 the type of records;
 how long records must be kept; and
 access needs.
Records may be stored on-site at the company’s place of business. If there is insufficient and
appropriate space, records can be stored off-site by storage companies. It is essential
documents are stored in safe, secure and appropriate facilities. There are a number of factors
to consider when deciding on a storage facility. Storage facilities should:
 be conveniently located to the user;
 comply with occupational health and safety standards;
 comply with building standards;

220
  have secure and controlled access;
 be appropriate for the kinds of documents to be stored;
 facilitate easy access and retrieval;
 have containers that are suitable, durable and appropriate for the kinds of
documents; and
 protect documents from disasters such as fire and deterioration from direct sunlight.
Destroying and archiving records
Some records may be destroyed after their legal retention period has expired (in most cases
this period is seven years).
Records should not be destroyed unless the association is absolutely certain that this can be
done both safely and legally. An association should have a policy on storing and destroying
records. No record should be destroyed without the appropriate authorization.
If the records of your association have not been destroyed, you may wish to consider passing
them to the Battye Library. The Library maintains an extensive archive of the social history of
Western Australia and its people and has expressed an interest in the records of defunct
associations.
Records that must be kept permanently should be archived and not destroyed. Records that
have permanent value are historical documents, minutes of meetings and legal documents.
Archived records can be stored on-site or at an off-site storage facility.

1.40.2TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #41

 Computers and printers
 Server
 Backup hard drive
 Office supplies
 File boxes
 Binders
 File cabinet
 Labels

1.40.3ASSESSMENT TOOL FOR OUTCOME # 41

Model of Assessment tool is attached

1.41 LO #42: Maintain/update records

Learning Activities Special Instructions
1- Regulation on the access to the
Lecture on:
files
 Maintaining and updating of records
2- Protection of files
 Archiving and retrieving
 Integrating ICT in maintaining and updating records

221
Learning Activities Special Instructions
Read the information sheet titled “Maintain/update
records” (Below)
Discuss new techniques that may not have been tried but
may work.
 Authenticity, Sensitivity, confidentiality of the
information
Application
 Site visits
 Role Play
 Preparation of a record and retrieval system
References
 Kenya Building Code
 https://www.designingbuildings.co.uk/wiki/
Workmanship_in_construction
 Book: Basic Construction Management – The
superintendent’s job, author Leon Rogers
Assessment (See assessment tools in the Annex)
The assessment will be based on individual trainees’
demonstration of fulfilling the course objectives as set out
in the curriculum and the training guide
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
Final Exam which includes theory and practical

1.41.1: INFO SHEET #42: Maintain/update records

Introduction
Keeping accurate and up-to-date records is vital to the success of any business. The business
must realize that records kept will be one of the most important management tools it
possesses and, therefore, it should be allocated due importance. Many business owners
invest a lot of time and effort into the running of their business and yet fail to realise the
importance of maintaining good documentation. The business owner is looking for the
maximum return from their investment and the maintaining of good records is part of that
equation.
The present information sheet intends to guide the trainers on the lesson preparation and
assist the trainees on acquiring the knowledge, attitude and skills on how “to maintain and

222
update record”
Maintaining and updating records with construction project
Documentation is very important in a construction project because it provides a “memory” of
the project. It is the only contemporaneous record of what was actually happening at any
given time during the course of the project. Documentation is the framework on which a
claim is built; without it, there is no contemporaneous evidence to prove a claim and, thus,
little chance of a fair outcome. Project documents kept on a contemporaneous basis provide
a permanent record which allows the detailed reconstruction, review, and analysis of events
and actions of the project.
The destruction of project documents is destruction of evidence which severely handicaps
the impacted party in presenting its case to the trier of fact. Such destruction “erases” the
memory of project events. This violates industry practice, likely violates internal corporate
policy, and may violate the law depending on the circumstances.
It is essential, industry practice, and standard internal corporate policy for construction
companies to maintain a project documentation system. In addition to being a contract
requirement in most large construction projects today, thorough and organized
documentation throughout a project provides the only contemporaneous “memory” of what
actually happened on the project.
Documentation for construction projects generally consist of the following types of
documents:
 Pre-Construction Agreements
 Other Pre-Construction Documentation
 Contractual Agreements
 Contract Change Orders/Amendments
 Contract Drawings and Revisions
 Architect’s Bulletins (information received from design professionals)
 Requests for Information (information requested from design professionals)
 Correspondence (external)
 Memoranda (internal)
 Daily Reports (Field Reports)
 E-mails

1.41.2EQUIPMENT, SUPPLIES, AND MATERIALS #42

 Computers and printers
 Server
 Backup hard drive
 Office supplies
 File boxes
 Binders
 File cabinet
223
  Labels

1.41.3ASSESSMENT TOOL FOR OUTCOME # 42

Model of Assessment tool is attached

1.42 LO #43: Display site information

Learning Activities Special Instructions
1- Social networks
Lecture on:
2- Regulation/Confidentiality
 Sharing information: Rules, regulation, techniques,
3- Use of media
target population, objectives and benefits
4- Location and visibility of
Read the information sheet #4 titled “Sharing information displays
in construction site” (Below)
Discuss new techniques that may not have been tried but
may work.
 Techniques and cost of sharing information
Application
 Site visits
 Role play
 Prepare display, presentations, Signboards, Noticeboards
References
 https://www.microsoft.com/middleeast/atwork/
worktogether/sharing.mspx
 https://www.adeaca.com/blog/real-time-information-
sharing-is-key-to-productivity-for-construction-
companies/
 Book: Basic Construction Management – The
superintendent’s job, author Leon Rogers
Assessment (See assessment tools in the Annex)
The assessment will be based on individual trainees’
demonstration of fulfilling the course objectives as set out
in the curriculum and the training guide
The course will be examined using
 Quizzes and/or tests
 Participation in the class or in Application sessions
 Homework
Final Exam which includes theory and practical

224
 1.42.1INFO SHEET #43: Sharing information in construction site
Introduction:
With advancement of technology, challenges facing businesses such as construction sector,
are growing over time. Novel applications of technology in business worldwide made
Information Technology (IT) a key element for business success. As a natural evolution, the
field of Management Information Systems (MIS) has also undergone progressive
development over time in line with evolving technologies.
Worldwide, technologically speaking, the construction industry lags other industries, such as
retail, manufacturing, finance, logistics, and health care. However, people in the construction
industry aren’t behind; we are just as likely as those in other industries to adopt, embrace, or
resist individual technologies, such as mobile devices, tablets, GPS-enabled devices, and
other gadgets.
In developing countries and specifically in Kenya, the use of technology in the information
sharing is still stamped at traditional way of mostly using papers, hard copies of work orders
and most recently email, IM or little space of online sharing. The present information sheet
intends to guide the trainers and the trainees to better understand the information sharing,
rules, regulation, techniques, target population, objectives and benefits.
The present information sheet intends to guide the trainers on the lesson preparation and
assist the trainees on acquiring the knowledge, attitude and skills on “sharing information in
construction site”
Information sharing
Definition and process
The term information sharing has a long history in the information technology. Traditional
information sharing referred to one-to-one exchanges of data between a sender and
receiver. These information exchanges are implemented via dozens of open and proprietary
protocols message and file formats. Information flow, just as any other type of flow, requires
four components:
 a starting point (source)
 an ending point (receiver)
 a path (interaction)
 a driving force (mutual relevance)
In order for information to add value to a project, there are three critical steps that need to
take place.
 First, information needs to be shared by an individual on the project team.
 Second, the shared information needs to be accepted by others on the project team.
225
 Information that is ignored or rejected becomes waste and essentially disappears
from the project unless shared again under different circumstances. Information that
is accepted by others is captured tacitly in the collective memory of the project team
and can be captured explicitly in boundary objects. However, acceptance of
information does not actually add value to a project. It is only when that information
has been captured in a decision, that it finally is able to add value to the project,
 Third: into the project, it needs to first of all be shared by a project team member and
made available.

New information Captured in collective memory

Existing information

Interacti on Captured in decisions

Collective Memory
Parameters set by past
decisions Captured in Boundary
Objects
Previously captured in
boundary objects

Waste

Whether information becomes waste, is captured tacitly or explicitly, or captured in a

decision makes a great deal of difference to the project. Therefore, understanding what
happens within the “black box” of interaction is critical to improving information flow and the
overall quality of complex projects
Paper processes stymie productivity
The construction sector is hindered because it still relies on paper-based processes, including
blueprints, designs, drawings, procurement, financial reports and supply chain orders as well
as regular progress reports, that don’t allow teams in various departments to collaborate in
real-time. Because these processes aren’t digitized, it takes longer for information to be
shared, and even then, it may not be shared across the entire organization. In addition,
paper-based processes make it difficult to capture and analyze data. This is an important
consideration in procurement and contracting because understanding how your organization
has performed in the past can enable better outcomes and improved risk management. To
reduce procurement costs and execution times, you need timely access to the data to ensure
that all your current and future projects take full advantage of the best features of your

226
earlier projects.
Digital Process
During construction, if processes and contracts aren’t well defined, you can also lose a lot of
time when it comes to making decisions on claims and change-order management and that
can lead to major delays that build upon each other sequentially. Developing more efficient
processes for change-order and claims management can cut down on the time it takes to
resolve discrepancies that crop up during construction. One integrated system is key to real-
time management. Comparatively, the construction industry is one of the least digitized. This
inability to utilize technology to improve processes and information flow is a major reason
why the industry lags behind in productivity and is plagued by budget overruns and project
delays.
Got a document, graphic, spreadsheet, program, or just a thought you want to share with
your co-workers? The method you choose to share it depends on the content you're sharing,
your personal work style, the tools you have, and if you're at home, in your office, or on the
road. Learn about seven uncomplicated ways you can share information and get tips on how
to use each one.
Common ways to Share Information with Co-workers at the construction site
E-mail is quick, easy, and you're probably already familiar with how it works. Using Microsoft
Office Outlook to send and receive e-mail works great for sharing thoughts, issues, questions,
and even larger materials when you may or may not need an immediate response. E-mail
also gives you a record of your communications.
Instant Messaging (IM): When you want an immediate response, you're probably looking for
a conversation, and that's exactly what IM provides—a two-way electronic conversation.
With Microsoft Windows Messenger,
Microsoft MSN Messenger, and
Microsoft Office Live Communications
Server, you can quickly ask questions Figure 95: Online sharing information
and share your thoughts interactively, as
well as instantly tell if someone is online
and available to talk. In addition, you can
have conversations with audio or video,
share applications, and collaborate. You
also even control how your online status appears to others.
Storage Devices: CDs, DVDs, or Floppy Discs, and USB Storage Devices: Corporate networks
are so big these days we forget that you can just copy your file onto a storage device and
hand it (or ship it) to someone. It's a handy way to share presentations, digital photos,
videos, and audio files with your work colleagues and friends or to carry files between work
227
 and home
Rules, regulation: in term of security, information sharing falls under international protocols
at the national and the international levels. As for the information sharing itself, each
organization sets the internal regulation depending on the level of sharing, the type of
information to share. The following rules are given as examples:
 Be aware of the Data Protection Act 1998 and human rights law on personal
information about living individuals.
 Be open and honest with the individual (among supervisor and colleagues) from the
outset about why, what, how and with whom information will, or could be shared,
and seek their agreement, unless it is unsafe or inappropriate to do so.
 Seek advice from other colleagues if you are in any doubt about the confidentiality of
the information you share.
 Share with informed consent where appropriate and, where possible, respect the
wishes of those who do not consent to share confidential information.
 Consider safety and well-being: Base your information sharing decisions on
considerations of the safety and well-being of the individual and others who may be
affected by their actions.
 Ensure that the information you share is Necessary, proportionate, relevant,
adequate, accurate, timely and secure.
 Keep a record of your decision and the reasons for it.
 Use the sharing platform with care and according to the rules and regulations of the
organization

1.42.2TOOLS, EQUIPMENT, SUPPLIES, AND MATERIALS #43

 Computers and printers
 Server
 Backup hard drive
 Office supplies
 File boxes
 Binders
 File cabinet
 Labels

1.42.3ASSESSMENT TOOL FOR OUTCOME # 43

Model of Assessment tool is attached

228
229
2 ANNEX: ASSESSMENT TOOL
PROGRAM TITLE: Building Technician Level VI

Assessment Guide
Key Assessment Subjects & Duties

The Competency Development Framework for the Building Technician discipline / profession
includes selected list of Key Assessment Subjects describing duties and competencies that the
industrial (construction) company’s employees or vocational trainees (students) are expected
to perform and acquire in their work assignments within the Company / Enterprise or the TVET
Institution. The Key Assessment Subjects contain the following four sections:
Section A: Core Competencies: These are the most important specific technical competencies
required to be acquired by a particular discipline as core competencies to carry out the roles
covered by the Competency Framework.
Section B: Basic Competencies: These are the specific technical competencies required to be
acquired by a particular discipline from other disciplines' competencies to carry out the roles
covered by the Competency Framework.
Section C: General Competencies: These are the general technical competencies required to be
acquired by all disciplines during their training and development period.
Section D: Personal / Behavioral Competencies: These are the non-technical competences
required to be acquired by all disciplines during their training and development period.
The above Key Assessment Subjects are further broken down into a number of Modules / Units
which further are broken down into number of Elements / Tasks outlining the actual things that
employees / trainees will need to know about. The following table lists the units or competency
and the learning outcomes that a Building technician needs to complete and be certified before
he or she gets his or her diploma at the level VI.
Training Units and Learning Outcomes
The building technician occupation has nine core duties. Each duty is divided in learning
outcomes through the Occupational Standards, the curricula and the learning guide. The
present assessment guide shall continue to use the same division of units and outcomes for the
testing of candidates and their certification.
Unit of competency Learning Outcomes
Performing general building 0.7. Demonstrating Pre-contracting activities skills
construction works 0.8. Demonstrating knowledge and skills in Building

230
 construction techniques (Masonry, Carpentry,
Plumbing and services)
0.9. Demonstrating knowledge and skills in structural
mechanics (Structure/Geology/Building
science/Building materials)
0.10.Applying Quantity surveying skills
0.11.Applying surveying principles
0.12.Demonstrating knowledge and skills in
Temporary work – scaffolding,
formwork/shuttering, underpinning, shoring
Interpretation of the Contract 1.6 Extract the materials, tools and equipment
documents needed for the construction
1.7 Breakdown the quantities of workmanship
1.8 Extract the specifications, rules and procedures
needed for the project implementation
1.9 Prepare or update the work program
1.10 Draw sketches to guide site foremen
Performing the building site
2.1 Secure building site
preparation
2.2 Perform the site clearance

2.3 Perform the site Lay out including the proposed

construction

2.4 Organize information sharing/meetings for the

kick-off
Managing workplace for safe,
3.1 Perform site cleaning and organize traffic
healthy and secure work
environment for the worker's 3.2 Identify hazards and risks
welfare
3.3 Provide / install safety and protection equipment

3.4 Manage and Maintain occupational safety and

health (OSH)

3.5 Manage site welfare facilities

Managing Workmanship in the site
4.1 Ensure the recruitment of workmanship
to deliver desired results at the
workplace 4.2 Maintain effective team work

4.3 Interact and communicate

4.4 Monitor the work progress and process

231
 payments

4.5 Manage the performance and HR development

4.6 Manage subcontracts and monitor the work

progress
Coordination of the quality control
5.1 Prepare and/or update the Quality Control (QC)
activities and the quality assurance
Plan

5.2 Acquire Testing services or equipment as per the

procedures

5.3 Monitor sampling of materials, lab tests and

inspections of samples of materials to be tested

5.4 Monitor the Quality Control and the corrective

actions
Managing the site materials, tools 6.1 Prepare a schedule (Planning) for procurement of
and equipment through the cycle of Materials, tools and equipment and acquire the
implementation of the project quantities needed
6.2 Organize storage facilities of Materials, Tools and
Equipment and receive quantities needed
6.3 Ensure the maintenance of equipment as per the
schedule
6.4 Manage the Materials waste
Supervising and coordinating the
7.1 Develop the work execution plan
execution of the site activities in
accordance with project plan 7.2 Manage and distribute resources

7.3 Coordinate/Monitor execution of site activities

7.4 Resolve conflicts related to site activities

7.5 Organize and lead the Site Meetings

7.6 Prepare and oversee the Site Handover

Maintaining safe, informative and 8.1. Develop system of record keeping
continuously updated site records 8.2. Maintain/update records
8.3. Display site information
Competency Based Assessment and Certification
In order for a Building Technician to carry out standardized activities, he or she must be
formally assessed and verified to prove that he or she is competent.

232
 The certification of competencies refers to the formal recognition of the proved
competency (thus, assessed and verified) of an individual in order for him or her
to carry out a standardized labor activity. Once he or she completed all the Units
of competencies as per the curriculum (Basic and Core Units), the candidate is
certified by his or her graduation and certification by getting the diploma which
represents a guarantee of quality concerning what a Building Technician is
capable of doing and the competencies he / she have to do so. The assessment
process is lengthy and transparent and should be done for each unit of
competency.

Below is an assessment tool that serves as guide for trainers to proceed with performance
evaluation of each trainees at the completion of each course/Unit of competency.
Assessment tools
How is assessment conducted? Assessment is conducted through any of the following evidence
gathering methods: demonstration/observation with oral questioning, written test, interview,
third party report, portfolio and submission of work project41. The following is a model that is
simple to follow. As a Guide, the tool is developed for one Unit and trainers do build on this
guide to expand the tool on each unit of the curricula.

It is recommended to use the Learning Outcome as the smallest unit for the
testing procedures.
Building technician would be test on 43 Outcomes for the 9 Units of competency

Unit of competency-1: Interpretation of the Contract documents

Learning Outcomes
1.1 Extract the materials, tools and equipment needed for the construction
1.2 Breakdown the quantities of workmanship
1.3 Extract the specifications, rules and procedures needed for the project implementation
1.4 Prepare or update the work program
1.5 Draw sketches to guide site foremen

41
refer to the curricula, Occupational Standards and Learning Guide for Building Technician

233
Assessment Tool (below the tool is developed for the outcome 1.1 Materials,
tools and equipment take-off42

Learner Name: Signed:

Telephone No.: Date:

Theoretical 20
Maximal total marks
Practical 20

Theoretical
Theory Mark: Obtained marks
Practical

Total obtained marks in

%
percentage

 Competent
Learner Is:
 Not Yet Competent

Occupation Safety Follow Health, Safety and Environment ACT 2007 of Kenya.
and Health
Considerations

Instructor Name: Signed:

42
Comprehensive assessment tool has to be developed for all the learning outcomes under the nine core units

234
TRAINER / ASSESSOR INSTRUCTIONS

This assessment requires the candidate to demonstrate competency against unit standard:
GEN001 – Interpretation of the Contract documents.
Extract the materials, tools and equipment needed for the construction (Material Take-off)

The assessment consists of three (3) tasks.

 Task-1: Read the contract and determine the type and specification of materials, tools
and equipment listed in the BoQ
 Task-2: Determine the type of extraction of materials, tools and equipment (manual or
digital)
 Task-3: Extract the materials, tools and equipment and their quantities from the BoQ
The tasks to be performed are a mix of theory and practice. The candidate has to complete all tasks
within the allocated timeframe.

Note:
Read the candidate instructions for the “Practical Assessment and Theoretical Assessment” carefully and
make sure the candidate understands them. Clarify any questions.

Instructions for Task-1: Read the contract and determine the type and specification of materials, tools
and equipment listed in the BoQ
The candidate is required to demonstrate the ability to Perform the take-off of materials, tools and
equipment from the BoQ by preparing and giving a presentation as per requirements outlined in the
task 1 sheet.

Preparation:
(1) Allow candidate time of at least 12 hours in advance for preparing a presentation for the given
task.
(2) Ensure candidate access to required equipment and material.

Instructions for Task-2: Determine the type of extraction of materials, tools and equipment
(manual or digital)
The candidate is required to demonstrate the ability to Perform the takeoff of materials, tools and
equipment from the BoQ by preparing and giving a presentation as per requirements outlined in the
task 1 sheet.

Preparation:

235
 (1) Allow candidate time of at least 12 hours in advance for preparing a presentation for the
given task.
(2) Ensure candidate access to required equipment and material.

Instructions for Task-3: Extract the materials, tools and equipment and their quantities from
the BoQ
The candidate is required to demonstrate the ability to Perform the takeoff of materials, tools and
equipment from the BoQ by preparing and giving a presentation as per requirements outlined in the
task 1 sheet.

Preparation:
(1) Allow candidate time of at least 12 hours in advance for preparing a presentation for the
given task.
(2) Ensure candidate access to required equipment and material.

236
CANDIDATE INSTRUCTIONS

This assessment requires you to demonstrate competency against unit standard:

GEN003 – Extract the materials, tools and equipment needed for the construction (Material Take-off).

The assessment consists of three (3) tasks.

 Task1: Read the contract and determine the type and specification of materials, tools
and equipment listed in the BoQ
 Task2: Determine the type of extraction of materials, tools and equipment (manual or
digital)
 Task3: Extract the materials, tools and equipment and their quantities from the BoQ

The tasks to be performed are a mix of theory and practice. You have to complete the task within the
allocated timeframe and in the given sequence.

NOTE:
Read all instructions carefully and clarify issues that you do not understand with your
trainer/assessor, if necessary!

237
PRACTICAL ASSESSMENT Duration: 40 min
Task 1: Read the contract and determine the type and specification of
materials, tools and equipment listed in the BoQ

Task The candidate is required to demonstrate knowledge, skills and attributes to Perform
Requirement Takeoff of Materials, tools and equipment by giving a presentation on determining the
context, purpose, methods and application of the takeoff.
This candidate must adhere to work instructions as stipulated in the ‘Additional
Describes what
you have to do. information’ section of this document.

Performance  Contract files or documents details red and Interpreted, including legal
Criteria aspect, use of materials, use for workmen, specifications and
procedures/regulations that need to be applied
 Calculations for required quantity of relevant materials are carried out
Describes what
your performance from schematic working drawings and BoQs
will be measured  Method statements for all type of construction works (Foundation,
against. Concrete, Mason, Carpenter, Electrical works, plumbing works, external
works, erection of formwork & shuttering scaffold etc.) are Read and
prepared.
 Schedules of quantities and/or estimation of materials and
workmanship from the bills of quantities and working drawings
prepared.
 Details of all the uncaptured elements of the BQ are decoded and
billed for
Resources Tools/Equipment: Material:
 Laptop / Computer/takeoff  Permanent markers different
software colors
Describes what
resources are  Printer  Paper various sizes
required to  Projector
complete the
task.
 White screen
 Flip chart stand
 Accessories such as power cables,
extension lead

238
Additional Presentation requirements:
Information  A thirty (30) minute slide show presentation, or equal slide show presentation
programme, with a minimum of twelve (12) and maximum of twenty (20) slides to
cover the following:
Describes what to
- “Welcoming” / Topic slide
observe.
- Slides on ‘Materials, tools and equipment takeoff’ introduction, including
o What are Materials, tools and equipment takeoff
o Definition of Materials, tools and equipment takeoff
o Aims of Materials, tools and equipment takeoff
o Methods of Materials, tools and equipment takeoff
o Application of Materials, tools and equipment takeoff
- Materials, tools and equipment takeoff based on a sample of contract/BoQ
- Use of computer in Materials, tools and equipment takeoff
- Output of takeoff – show examples
- “Thanking audience” / End slide
o A ten (10) minute “Question & Answer” session

Suggested 1. Interpret and confirm instructions for the given task.

Procedure 2. Prepare presentation on determining nature and context of Materials, tools and
equipment takeoff.
3. Prepare handouts of presentation as required.

239
Practical Assessment Checklist Allocated time: 60 min
Task 1: Determine nature and context of injury and/or medical emergency Time spend:

Tolera
Items to be Evaluated NYC C
nce

- Instructions were interpreted N/A

- Instructions were confirmed and clarified N/A

- Overall topic was captured by presentation N/A
- Slides were presented according to presentation requirements N/A
- Handouts were prepared and circulated N/A
- Open questions were answered during “Question & Answer” session N/A
25 – 30
- Presentation was given within timeline
min
The overall evidence presented by the candidate was: N/A Not sufficient Sufficient

Comments by Assessor:

240
THEORETICAL ASSESSMENT Duration: 15 min
Task 2: Demonstrate knowledge of first aid procedures

Please answer the following questions in the space provided, within the given timeframe.

1. Mention at least three purpose of Materials, tools and equipment takeoff? [1]

a. …………
b. …………
c. …………

2. Describe the methods of Materials, tools and equipment takeoff [1]

a. Describe the manual Materials, tools and equipment takeoff

b. Describe the computerized Materials, tools and equipment takeoff
c. List at least three software that can be used for Materials, tools and
equipment takeoff

3. What are the units to be used in Materials, tools and equipment takeoff? [1]

a. Unit for materials (list at least possible units)

b. Tools (list at least 3 possible units)
c. Equipment (list at least 3 possible units
d. A blood clot in an artery in the lungs message

4. List the most important documents of the contract that are necessary for Materials, [1]
tools and equipment takeoff?

a. …………………………………….
b. …………………………………….
c. …………………………………….
d. ……………………………………..

241
5. What are the elements of Materials, tools and equipment schedule? [1]

a. Describe the timing…when, where and what quantity

b. Describe the operation of acquiring Materials, tools and equipment
c. Describe how to illustrate Materials, tools and equipment
specifications on a schedule
d. Describe the process of sharing and approval of Materials, tools and
equipment schedule

242
Theoretical Assessment Checklist
Task 2: Demonstrate knowledge of first aid procedures

Marks Marks
Items to be Evaluated
Available Obtained

- Question 1 4

- Question 2 4

- Question 3 4

- Question 4 4

- Question 5 4
TOTAL: 20

Comments by Assessor:

243
PRACTICAL ASSESSMENT Duration: 15 min
Task 3: Complete incident and/or accident report

Accident/Incident Report Form

Date of incident: _______________ Time: ________ Location:

_______________________________

Name of person completing report: ___________________________ Phone:

_______________________

Name of witness: _________________________________________ Phone:

________________________

Name of injured person:

_________________________________________________________________

Address:
______________________________________________________________________________

Phone:
________________________________________________________________________________

Date of birth: ________________ ☐ Male ☐ Female

Type of injury:
_________________________________________________________________________

Details of incident:
_____________________________________________________________________________________
_

_____________________________________________________________________________________
_

_____________________________________________________________________________________
_

_____________________________________________________________________________________
_

244
Injury requires physician/hospital visit? ☐ Yes ☐ No

Name of physician/hospital:
______________________________________________________________

Address:
______________________________________________________________________________

Physician/hospital phone:
________________________________________________________________

_____________________________________________________________________________________
_
Signature of injured person Date

_____________________________________________________________________________________
_
Signature of Supervisor Date

Return this form to Safety Coordinator within 24 hours of incident.

245
Practical Assessment Checklist
Task 3: Complete incident and/or accident report

Items to be Evaluated Tolerance NYC C

- Information to be provided were clarified (if necessary) N/A

- Complete information were provided N/A

- Type of injury was sufficiently explained N/A

- Details of incident were sufficiently described N/A
The overall evidence presented by the candidate was: N/A Not sufficient Sufficient

Comments by Assessor:

246
Table of figures
FIGURE 1: WALL MASONRY IN BRICKS.................................................................................................................................12
FIGURE 2: CARPENTER PREPARING A ROOF..........................................................................................................................13
FIGURE 3: PLUMBING WORK.............................................................................................................................................13
FIGURE 4: EXAMPLE OF EXTERNAL WORK AND LANDSCAPING..................................................................................................14
FIGURE 5: MANUAL CONCRETE MIXER................................................................................................................................17
FIGURE 6: IDENTIFICATION OF TYPE OF SOIL BASED ON THE SIZE OF THE GRAINS..........................................................................18
FIGURE 7: SAMPLES OF FINISHING MATERIALS......................................................................................................................19
FIGURE 8: SOIL DILATANCY CURVES....................................................................................................................................21
FIGURE 9: PHOTO OF CREEP ZONE.....................................................................................................................................21
FIGURE 10: ILLUSTRATION OF GROUND WATER....................................................................................................................21
FIGURE 11: USE OF ANGLES AND TRIGONOMETRIC FUNCTIONS................................................................................................29
FIGURE 12: MEASURING DISTANCE BY CHAINING SURVEYING..................................................................................................30
FIGURE 13: ANGLE MEASURING........................................................................................................................................31
FIGURE 14: TYPE OF MEASURED ANGLES.............................................................................................................................31
FIGURE 15: RECTANGULAR COORDINATES...........................................................................................................................32
FIGURE 16: POLAR COORDINATES.....................................................................................................................................33
FIGURE 17: MEASURING DISTANCES BETWEEN COORDINATES..................................................................................................33
FIGURE 18: MEASURING ANGLE WITH GPS.........................................................................................................................34
FIGURE 19: PROFILES AND CONTOURS................................................................................................................................34
FIGURE 20: SAMPLE OF DIGITAL TERRAIN............................................................................................................................36
FIGURE 21: DRAWING OF CROSS SECTION...........................................................................................................................36
FIGURE 22: PHOTO OF SCAFFOLDING.................................................................................................................................39
FIGURE 23: PHOTO OF FAÇADE RETENTION.........................................................................................................................40
FIGURE 24: PHOTO OF CRANE SUPPORTS............................................................................................................................40
FIGURE 25: PHOTO OF FALSEWORK....................................................................................................................................41
FIGURE 26: MODULAR HAND-SET WALL FORMWORK...........................................................................................................42
FIGURE 27: PHOTO OF TRENCH SHEETS...............................................................................................................................43
FIGURE 28: EXAMPLE OF UNDERPINNING............................................................................................................................45
FIGURE 29: PHOTO OF DEBRIS NETTING.............................................................................................................................47
FIGURE 30: PHOTO OF MANUAL MATERIALS TAKE-OFF..........................................................................................................52
FIGURE 31: SCREENSHOT OF COMPUTERIZED MATERIALS TAKE-OFF..........................................................................................52
FIGURE 32: WORKMAN NEED EXTRACTION..........................................................................................................................55
FIGURE 33: DRAWING PENCILS......................................................................................................................................... 56
FIGURE 34: TE-RULER AND RULERS....................................................................................................................................56
FIGURE 35: EXAMPLE OF SPECIFICATIONS............................................................................................................................58
FIGURE 36: EXAMPLE OF TASK LIST...................................................................................................................................65
FIGURE 37: ILLUSTRATION OF ONE TASK.............................................................................................................................65
FIGURE 38: ILLUSTRATION OF SEVERAL TASKS.......................................................................................................................65
FIGURE 39: ILLUSTRATION OF SEVERAL TASKS.......................................................................................................................66
FIGURE 40: ILLUSTRATION OF THE CRITICAL PATH.................................................................................................................66
FIGURE 41: SKETCHING...................................................................................................................................................69
FIGURE 42: DRAWING.....................................................................................................................................................69
FIGURE 43: DRAWING USING CAD SOFTWARE.....................................................................................................................71
FIGURE 44: FULL SECURITY OF A BUILDING..........................................................................................................................78
FIGURE 45: SOIL TESTING.................................................................................................................................................80
FIGURE 46: CLEARED SITE................................................................................................................................................81

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FIGURE 47: PHOTO OF LAND CLEARING..............................................................................................................................82
FIGURE 48:ROLE OF THE LAND SURVEYOR IN SITE LAYOUT......................................................................................................84
FIGURE 49: TOTAL STATION.............................................................................................................................................85
FIGURE 50: LAYOUT OF PROPOSED BUILDING.......................................................................................................................85
FIGURE 51: KICKOFF MEETING PREPARATION- ROLES.............................................................................................................88
FIGURE 52: DUMPSTERS IN FRONT OF THE CONSTRUCTION SITE...............................................................................................92
FIGURE 53: THE FINAL CLEANING THAT PRECEDE THE HANDOVER.............................................................................................93
FIGURE 54: PEDESTRIAN WALKWAY...................................................................................................................................94
FIGURE 55: ORGANIZE TRAFFIC.........................................................................................................................................94
FIGURE 56: SAMPLE OF SIGNS WITH INSTRUCTIONS...............................................................................................................96
FIGURE 57: NON-IDENTIFIED HAZARD.................................................................................................................................98
FIGURE 58: IDENTIFIED HAZARD........................................................................................................................................98
FIGURE 59: SAFETY SIGNS..............................................................................................................................................102
FIGURE 60: SAMPLE OF PPES.........................................................................................................................................103
FIGURE 61: USE OF CHEMICALS.......................................................................................................................................104
FIGURE 62: DRINKING WATER ON SITE.............................................................................................................................110
FIGURE 63: SANITATION FACILITIES ON SITE.......................................................................................................................111
FIGURE 64: MEETING FACILITIES ON SITE..........................................................................................................................111
FIGURE 65: TALENTED RECRUITMENT ILLUSTRATION............................................................................................................115
FIGURE 66: ADVERTISING FOR JOBS.................................................................................................................................117
FIGURE 67: ILLUSTRATION OF SUCCESS OF TEAMWORK........................................................................................................119
FIGURE 68: SLOGAN THAT PROMOTE LEADERSHIP...............................................................................................................120
FIGURE 69: TEAM WORK WITH GOOD COMMUNICATION......................................................................................................121
FIGURE 70: PATH TO HANDLE A CONFLICT - ILLUSTRATION....................................................................................................124
FIGURE 71: SAMPLE OF QUALITY ASSURANCE TEAM............................................................................................................147
FIGURE 72:QUALITY CONTROL VERSA QUALITY ASSURANCE.................................................................................................152
FIGURE 73: SITE INSPECTION..........................................................................................................................................154
FIGURE 74: SITE INSPECTION USING DRONE.......................................................................................................................159
FIGURE 75: COMPARISON BETWEEN REACTIVE AND PROACTIVE QUALITY MANAGEMENT.............................................................161
FIGURE 76 CYCLE OF COLLABORATIVE QUALITY MANAGEMENT CYCLE......................................................................................163
FIGURE 77: PROCUREMENT CYCLE...................................................................................................................................171
FIGURE 78 EXAMPLES FOR STORED GOODS.......................................................................................................................174
FIGURE 79: ILLUSTRATION OF INVENTORY CONTROL............................................................................................................174
FIGURE 80: MATERIALS HANDLING..................................................................................................................................175
FIGURE 81: MAINTENANCE OF CONSTRUCTION HEAVY EQUIPMENT........................................................................................180
FIGURE 82: REUSE OF MATERIALS....................................................................................................................................184
FIGURE 83: SEPARATION OF DISPOSAL ON SITE...................................................................................................................185
FIGURE 84: WASTE DISPOSAL PLANNING...........................................................................................................................189
FIGURE 85 FLOW CHART OF PROJECT SCHEDULE.................................................................................................................194
FIGURE 86: RESOURCES PLANNING..................................................................................................................................201
FIGURE 87: RESOURCES PLANNING CYCLE..........................................................................................................................202
FIGURE 88: EXAMPLE OF SCHEDULE.................................................................................................................................203
FIGURE 89: POSITIVE AND NEGATIVE CONSEQUENCES OF CONFLICT.......................................................................................209
FIGURE 90: ILLUSTRATION OF POSSIBLE CONFLICT OUTCOME.................................................................................................210
FIGURE 91: CHART ON CONFLICT RESOLUTION STEPS...........................................................................................................212
FIGURE 92: FILING SYSTEM (MANUAL)..............................................................................................................................222
FIGURE 93 COMPUTERIZED FILING SYSTEM WITH FULL ACCESS...............................................................................................223
FIGURE 94: VERY ORGANIZED FILING SYSTEM.....................................................................................................................223

248
FIGURE 95: ONLINE SHARING INFORMATION......................................................................................................................231

249