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VAAL TRIANGLE Powered By Docstoc
					                              TABLE OF CONTENTS


     1.1.   General Aspects
     1.2.   Critical Thinking
     1.3.   Syllabus Guide – Experiential Training
            1.3.1. Construction Technology II
            1.3.2. Construction Management II
            1.3.3. Quantity Surveying II


     2.1.   Project Report.
     2.2.   Interviews and Discussions.
     2.3.   Student Characteristics And Traits.
     2.4.   Road Map to Site
     2.5.   Experiential Training Diary




1.1.       General Aspects

The 6-month period of experiential training is done during the second year, i.e. after
completing the academic components of S1 and S2 at the University. At the beginning of the
calendar year, students register at the University during the normal academic registration
period, for the following 3 subjects: Construction Technology II, Construction Management
II and Quantity Surveying II (syllabi contents shown in 1.3). Students receive assignments in
each subject which should be done while doing their experiential training at a Company.
These assignments should be completed at regular stipulated intervals and are submitted for
evaluation to the University.

During and after completion of the student's experiential training, the company mentor /
supervisor has to evaluate the student on various aspects (see Section 2 and Appendix D) and
has to certify that he / she has done the training. If the company mentor / supervisor is of the
opinion that the student does not meet the minimum requirements for the National Diploma
and his / her achievements are still not up to standard, the period of experiential training
should be extended.

The company should take cognisance of the following factors in planning a detailed expe-
riential training programme for University students:

The ideal is to give the student practical training in as many aspects relating to the Building
Industry as possible. This would imply exposure to most (if not all) of the categories listed in
1.3. The minimum requirement is that a student must acquire an acceptable level of
proficiency in all major categories. Companies can, through mutual co-operations /
partnerships / liaisons / alliances with other companies, consider or encourage students to go,
for an interim period, to another company to get exposure in those categories which are not
part of the mother company's core business.

The programme could be such that the intellectual demands on the student are increased as
he/she progresses through the programme. Degrees of difficulty and responsibility should be
increased as the student achieves a greater skills proficiency. The emphasis should be on
project work, especially in the latter stages of experiential training. It is therefore
envisaged that the student will be required to do some projects. These projects should cover
technical investigations or studies as required by the company. At the end of the experiential
training, the student must submit one (1) project report, evaluated by the company mentor /
supervisor, to the University; the format of reporting should be based on the guidelines
obtained from the Experiential Training Office (B001-A).

Projects could include studies/tasks/reports by the student on related training aspects as re-
quired by the company, and should comply with the following requirements:

          It should address some Building Industry aspects of the student's experiential
          The report should address the Building Industry’s theory of that aspect which the
           student is addressing.
          The report must also reflect the student's critical assessment of the practical and
           theoretical aspects of the topic he/she is addressing.
          The report must present evidence of wider reading and references must be ac-
           knowledged in the correct way.

Typical examples of suitable projects are:

          Production analysis/comparisons for Building plant applications.
          Investigating the use of alternative or new materials.
          Compiling guidelines, procedures.
          Investigating the application of appropriate technologies.
          Time studies.
          Literature surveys.

1.2.       Critical Thinking

In trying to achieve the experiential training goals, students should acquire and exercise
critical thinking skills. Critical thinking may include the following features:

          Critical thinkers decide on what they think and why they think it.
          Critical thinkers seek other views and evidence beyond their own knowledge.
          Critical thinkers decide which view is the most reasonable, based on all the evidence.
          Critical thinkers make sure that they use reliable facts and sources of information;
           when they state a fact that is not common knowledge, they will briefly say where
           they have obtained the information.
          When critical thinkers state an opinion, they anticipate questions others might ask
           and thus have thoughtful answers ready to support their opinion.

Three aspects of critical thinking are: argument skills, cognitive processes and intellectual

Argument skills - Students exercise the skills of analysing and constructing arguments based
on logic. This emphasis on analytical skills may improve the students’ ability to justify beliefs
they already hold.

Cognitive processes - Here students interpret problems or phenomena based on what they
already know or believe. They construct a mental model of the problem or situation around a
claim or hypothesis which is supported by reasoning and evidence. Three kinds of knowledge
contribute to the model:

1) the facts involved in the particular discipline,
2) knowing the procedures on how to reason in the discipline and
3) evaluating the goals, the context, the cause-and-effect relationships and the progress of
   inquiry or problem solving. However, new learning is not stored as a collection of
   isolated facts, but as meaning constructed into patterns or scripts as understood by the

Intellectual development - this approach examines students' relationship to belief and

1.3.    Syllabus Guide - Experiential Training

                          Subject                     Code            Code
             Construction Technology II             ECBCT2A        020401622
             Construction Management II             ECBCM2A        020401722
             Quantity Surveying II                  ECBQS2A        020502322


Projects and assignments based on suitable load bearing structures, which covers the

1.     Formwork Materials And Re-Use Factors.
2.     Precast Concrete Beams And Floors.
3.     Metal Doors And Windows.
4.     Timber Doors And Windows.

5.     Characteristics of Glass.
6.     Prefabricated Timber Trusses.
7.     Roof Coverings, Eaves, Flashings And Rainwater Goods.
8.     Dormer Windows And Use Of Attic Space In Roofs.

9.     Fire Places, Etc.
10.    Fixings, Fastenings And Adhesives.
11.    Floor, Wall And Ceiling Finishes.
12.    Drainage And Plumbing Details

13. Paint To Metal, Plaster And Timber.
14. Industrial Buildings.



1.1.   Communication in the micro environment of the site.
1.2.   Co-ordination of sub-contractors.
1.3.   Application of management functions and procedures.
1.4.   Collection and application of information on plant such as:

        1.4.1.   Capacities.
        1.4.2.   Suitability.
        1.4.3.   Running costs.
        1.4.4.   Production costs.
        1.4.5.   Production cycle times.
        1.4.6.   Matching and balancing of plant.

1.5.     Compilation and application of:

       1.5.1.   Bar charts.
       1.5.2.   Labour schedules.
       1.5.3.   Material schedules.
       1.5.4.   Plant usage schedules.
       1.5.5.   Plant maintenance schedules.
       1.5.6.   Simple critical path networks.
       1.5.7.   Simple work study exercises.

1.6.     Application of site costing methods.


2.1      Compliance with the Machinery and Occupational Safety Act.
2.2.     Compliance with the requirements of the Industrial Council Agreements.
2.3.     The monitoring of trainee tradesman.
2.4.     Meetings and negotiations with works councils/union representatives.


1.       Projects Based On Load Bearing Structures Including Measuring, Abstracting
         And Billing With Full Descriptions And Specifications. Reference Is To Be Made
         To Manufacturers' Catalogues And The ASAQS Model Preambles. Items To Be
         Specifically Covered Are:

1.1.     Pre-cast and pre-stressed concrete beams and floors.
1.2.     Standard metal doors and windows.
1.3.     Standard timber doors and windows.
1.4.     Glass for windows.
1.5.     Prefabricated timber trusses.
1.6.     Roof coverings, eaves, flashing and rain water goods.
1.7.     Floors, wall and ceiling finishes.
1.8.     Drainage and Plumbing details.
1.9.     Paint for all elements.

2.       The Above Projects Should Be Done With Reference To The Work Done And
         Knowledge Gained From Site And The Subject: Construction Technology. This
         Should Develop The Students' Appreciation For:

2.1.     Systems used to develop Bills of Quantities including:

         2.1.1. the traditional,
         2.1.2. the cut and shuffle and
         2.1.3. the computerized methods.

2.2.    The model Preambles and Preliminaries

2.3.    The appointment of the members of the professional teams, and their fee scales

2.4.    Standard forms used for certificates, etc.


2.1.    Project Report

             Students must consult the two CHECK LIST pages (at the end of this
              document) and complete and use the cover page (also at the end of this
             Students must compile a project report which focuses on important educational
              experiences, i.e. what they have done and what they have learned.
             The project report, evaluated by the company mentor / supervisor, should be
              submitted towards (or at) the end of the experiential training period.
             The project report must be accompanied by the evaluation documents
              indicating the result (%) given by the mentor/supervisor; without this the result
              of the student’s experiential training cannot be recognised or published.

The project report must have a cover page, clearly indicating:

             All the relevant student information, i.e. initials, surname, signature, student
              number, name of diploma (field of study at University), company, mentor /
              supervisor, signature, contact tel. no., etc.
             Which period this report covers, i.e. from which date (ddmmyyyy) till which
              date (ddmmyyyy)

The student's performance must be evaluated by competent officials in industry by
evaluating the project report. In doing so, the mentor/supervisor has to judge qualities of
the student such as:

Presentation / rhetoric skills, verbal reporting, ability to organise, ability to make judgement,
creativity, flexibility, working pace, working quality / end results, reliability, ability to
withstand stressful situations, independence and initiative, teamwork, readiness to carry
responsibility, assertiveness, open-mindedness.

In compiling the project report, the student must focus on the functional elements listed
below in which he/she has gained experience. The scope of the functions, together with the
minimum level of skill at which each was performed, must satisfy the Company's and
University 's requirements. Phrases such as "involved in" or "worked with" should preferably
not be used; detailed information is required.

The functional elements are as follows:

Technological knowledge: Training requiring the application of (proven and new)
technological knowledge (although perhaps sometimes in a limited field).
Manipulative skills: Training on the execution of tasks and projects requiring the effective
handling, maintenance and setting up of a reasonable variety of measuring apparatus and
"tools" which are peculiar to the building industry or a combination of building disciplines.

Mental skills: Training requiring the application of mental skills for the solution of a variety
of practical and/or technical problems which include most of the following elements:

              Diagnosis and tracing of faults
              Experimental investigation
              Design and development

Communication skills: Training requiring the application of communication skills which
utilise (most of) the following elements:

              Planning and preparation of building drawings, work instructions,
               specifications and building documentation;
              Preparation of cost estimates and work schedules in respect of smaller
              Planning and preparation of instruction manuals for new equipment and/or
              Planning and writing reports on experimental and/or literature investigations;
              Planning, preparing and presenting progress and completion reports in respect
               of projects;
              Planning and active participation in discussions, seminars, exhibitions and/or
               presentation of courses.

Personal and Interpersonal skills: Training creating opportunities for personal develop-
ment, independent action and increasing responsibility which includes the various aspects of
interpersonal relationships with subordinates, peers and superiors.

Supervisory and Management skills: Training during which the basic elements of man-
agement namely planning, action and control can be exercised, at least with regard to the
allocation of your own time and the co-ordination of the work of a small group of persons
(e.g. with regard to a project).

A general guideline should be that the functional elements should not be practised only in a
narrow specialised area of building work, but should be of such variety that they are common
to a number of the possible posts available to building technicians within the particular

Functional descriptions of experiential training must, therefore, be as complete as possible
and must include the level of functional work with associated dates and changes of

The University may expect a student to present himself/herself for an interview in order to
ascertain whether the training is according to the required standard and that it has been
correctly documented in the evaluation forms.

2.2.   Interviews and Discussions on Managerial Functions

       Students must first research all the topics below, draw up questions for the interviews
       and record the responses of the person being interviewed. The questions and answers
       must then be typed into reports, to be evaluated by the company mentor / supervisor.
       The interview reports must be submitted to the University to be moderated.

a.     Interview the most Senior Manager in the company.
       Discuss Forecasting and how the company does this.

b.     Interview the Contracts Manager and discuss the three stages of planning.
       How and by whom is each stage done?
       What is the preferred method of Contract Planning?

c.     Interview a Senior General Foreman or Site Agent and discuss the functions of:
       i.      Controlling of own workmen.
       ii.     Co-ordination of the different trades of workmen. (sub-contractor's workmen)

d.     Discuss with a Senior General Foreman or Site Agent how to co-ordinate at least five
       different sub-contractors. Name the types of Sub-contractors. Refer specifically to the
       Sub-contractor’s programme and give an example as it is done on the site.

e.     Discuss with the Plant Manager how maintenance schedules are prepared for the plant
       and equipment.

f.     Prepare, with the assistance of the Quantity Surveyor, how a material schedule is
       prepared for any type of major material e.g. concrete sand, stone or bricks, etc.

g.     Prepare a complete Organisational Structure of the company. You need only show
       your site to indicate how the production side works.

2.3.   Assessment of Student’s Characteristics and Traits.

       See Appendix D

2.4.   Road Map To Site

A neat and clearly detailed sketch map, which could include a descriptive directory, showing
directions on how to reach the student's location of placement by road from the Vaal Triangle
University showing route numbers of all major roads and street names in the local vicinity of
the site/office must be compiled by the student as soon as he/she starts with experiential
training. This map must be submitted to the undersigned as a first priority - to be evaluated
and used for any possible visit by a University staff member. Failure to do so or incomplete
map details could result in disqualification.

2.5.    Experiential Training Diary

The    student     should keep a       diary to record what was done             and what
knowledge/experience was gained. In doing so, a typical daily report of the following could
be of benefit for eventually compiling the compulsory project report of a student e.g. on a
construction site:

Date, Weather condition, Construction Plant on site you are involved with, Materials re-
ceived, Work in progress, Tasks performed, Site Instructions received, Problems encountered
and Solutions found, What you have learned, Technical and Manipulative Skills gained, etc.


This document has been devised with the intention for the guidance of both student and
mentor/supervisor during the experiential training period. We hope that this will contribute to
the interaction between the company, student and University. We are all stakeholders in the
co-operative education business and positive contributions are always welcome to facilitate
continuous improvement.

Please feel free to contact the following person, should any problems or questions arise:

          Mr. M. Achmad
          Department of Civil Engineering and Building
          Vaal University of Technology
          Private Bag X021
          VANDERBIJLPARK 1900

          Tel: (016) 950-9422
               (016) 950-9241
          Fax: (016) 950-9797


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