Lifelong Learning Programme 2007-2013 “Multilateral Projects Transfer of Innovation”
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Transcript of Lifelong Learning Programme 2007-2013 “Multilateral Projects Transfer of Innovation”
Lifelong Learning Programme 2007-2013Lifelong Learning Programme 2007-2013““Multilateral Projects Transfer of Innovation”Multilateral Projects Transfer of Innovation”
(Project number: LLP-LDV/TOI/07/IT/020)(Project number: LLP-LDV/TOI/07/IT/020)
““Trasfobuilding”Trasfobuilding”Between formal and informal: a double model to assess competences in the Between formal and informal: a double model to assess competences in the
building sectorbuilding sector
INTRODUCTION
A BRIEF DESCRIPTION OF THE APPROACHES AND ACTIONS THE TRASFOBUILDING PROJECT IS BASED ON
SEE THE ATTACHEMENT
Evaluation process of the competences acquired and
utilities description
Trasfobuilding model
Evaluation process
The management of the assessment processesis arranged according to the procedures stated below,
supported by the tools that have been defined within the projects from which Trasfobuilding arises.
Trasfobuilding model
Evaluation process
Evaluate the competences acquired through formal and informal processes based on the Construction Competence Repertory
Two possible types of user:
Employees who require certification of their previously acquired competences to gain value in the labour market
Individuals who participate in a training programme, in order to assess and certify previously acquired competences upon
entry, and upon leaving
Trasfobuilding model
Evaluation process
0acqu is iz ione e organ izzazione
de lle ev idenze
rich iesta d i accessoa i perco rs i
INPUTLavoratori che richiedano attestazione
delle competenze pregresse per lavalorizzazione nel mercato del lavoro
INPUTSoggetti che partecipanoad un percorso formativo,(valutazione e attestazione
competenze pregresse in ingressoe valutazione e attestazione in uscita)
1
dossier pe rco rsofo rm ativo
dossie r de lleevidenze
2b va lutaz ione e accred itam entode lle com petenze p regresse2a accertam ento
tram ite ev idenze
ingresso in percorso fo rm ativo
4 va lu taz ione de llecom petenze possedu te
5 attestaz ione de llecom petenze possedu te
3 reg is traz ionede lle esperienze
See attachment
Trasfobuilding model
Evaluation process
Therefore, the users are guided towards two types of output:the certification of competences
demonstrated following a check(corresponding to the Construction Competence Repertory)
secondarily, the registration of experiencedemonstrated by collecting evidence,
outside the context of a real evaluation process
Trasfobuilding model
Evaluation process
The final outputs:
Certification of competences
Registration of experience
In the Italian experience this registration occurs inside the Formedil construction database,
with the consequent entry in theEmployee Training Booklet,
both for users coming from training programmes and users with work experience.
Process output
The personal vocational training booklet in the building sector is a system to identify areas of knowledge and expertise of the individual.
The contents of the booklet can be updated as needed
Trasfobuilding model
Evaluation process
0 – Request of access to programmes
Formalising the opening of the procedure
1 – Acquisition and organisation of evidence
Performed at individual counselling level, it provides the information necessary to obtain and formalise the elements aimed at proving possessed knowledge and competences. It ends with a dossier of the evidence, containing:formal documents (from education or training)output/productsexperience demonstrated
CCR – Construction Competence Repertory Documentation planSelf-assessment sheetDossier of evidence …
2a – Evaluation through evidence
For those who are not interested or do not have the possibility of demonstrating competences in the CCR through exams: an interview aimed at formalising the content of the dossier of evidence.
2b – Assessment and accreditation of previously acquired competences
For those entering a training programme.Aimed at recognising and accrediting any training credits for the customisation of the programme.
The phases in detail - 1
Trasfobuilding model
Evaluation process
The phases in detail - 2
3 - Registration of experience
Administrative process, output of the evaluation of the evidence, aimed at formalising any proof of education, work experience and training
CCR – Construction Competence RepertoryCBD – Construction databaseETB – Employee training booklet (section 1)
4 – Evaluation of possessed competences
Assessment process through exams. Training programme dossierProof structure modelAssessment indicator modelAssessment sheet model…
5 – Certification of possessed competences
Administrative process, output of the evaluation of competences, aimed at recognising the competences demonstrated on the CCR.
CCR – Construction Competence RepertoryCBD – Construction databaseETB – Employee training booklet (section 2)
Trasfobuilding model
The process – Work experience
0acqu is iz ione e organ izzazione
de lle ev idenze
rich iesta d i accessoa i perco rs i
INPUTLavoratori che richiedano attestazione
delle competenze pregresse per lavalorizzazione nel mercato del lavoro
1
dossie r de lleevidenze
2a accertam entotram ite ev idenze
4 va lutaz ione de llecom petenze possedu te
5 attestaz ione de llecom petenze possedu te
3 reg is traz ionede lle esperienze
Case 1
The phases:
0 – Request to access the programme1 - Acquisition and organisation of evidence
in the presence of possible competences:
4 - Assessment of the possessed competences5 – Certification of the possessed competences
in the presence of simple experience:
2a – Evaluation through evidence3 – Registration of experience
Trasfobuilding model
The process – Training programme
Case 2
The phases:
0 - Request to access the programme1 - Acquisition and organisation of evidence
2b - Assessment and certification of previously acquired competences
…development of the training programme…
4 – Assessment of the possessed competences5 – Certification of the possessed competences
0acquis iz ione e o rgan izzazione
delle ev idenze
rich iesta d i accessoai pe rcors i
INPUTSoggetti che partecipanoad un percorso formativo,(valutazione e attestazione
competenze pregresse in ingressoe valutazione e attestazione in uscita)
1
dossie r percorsoform ativo
dossier de lleevidenze
2b valu tazione e accred itam entode lle com petenze p regresse
ingresso in percorso form ativo
4 va lu taz ione de llecom petenze possedute
5 a ttestazione de llecom petenze possedute
ONE OF THEONE OF THEUTILITIESUTILITIES
THE REPERTORY OF COMPETENCESTHE REPERTORY OF COMPETENCES
Trasfobuilding model
Searching for a benchmark system
Inhomogeneous training offered across the country.
Difficulties in comparing training objectives and results.
Actual obsolescence of the contractual professional roles.
Recognition of certifications for professional development purposes.
Distribution of certifications throughout the nation for mobility
purposes.
In recent years the Italian building training system has experienced some rationalisation problems:
Trasfobuilding model
Searching for a benchmark system
Hence two subjects of development were identified:
Rationalisation of the training offered
which was developed through various national projects
Tracking the competences acquired
with the search for a classification system univocally recognisable by all those involved
Trasfobuilding model
Because in Italy the system of qualificationscontemplated by the Employment Contract is in reality superseded
by the organisation of production and the evolution of the labour market in the building sector
Because the definition of professional roles is the task of the Regional authorities, and there is currently no agreement on
homogeneity among the regional repertories
e.g. the description of a mason varies from one region to another, and even varies according to the qualifications established in the industry employment
contract.
Why not qualifications?
Trasfobuilding model
Furthermore, the skills that constitute the professionalism of an operator can be acquired both inside and outside training:
through a training programme (initial or continuous)but may also be the skills gained on the workplace on a daily basis,
formal skillsand informal skills
Recognising abilities
Trasfobuilding model
The benchmark is the work, the only objective element in which the following are able to converge univocally:
training users companies
CONSTRUCTION WORK as a benchmark
Trasfobuilding model
Which benchmark level at work?
Not the role, but, a level lower, the skills that it consists of,identified as ‘competences’
The system has adopted a criterion of “competences”:independent unitsplaced in a Repertory of construction work
A building brick that, aggregated to others, may lead to the development of one or more professional roles
Trasfobuilding model
Competence
For the system, competence is:
An aggregate of knowledge and capacities that is univocally identifiable, unsuitable for achieving a full professional qualification, but sufficient to be used independently in the labour market, with reference to the current apportionment of the activities.
A unit that can stand alone, but also beaggregated to others in the definitionof old and new professional profiles, and from this viewpoint it may be capitalised by the employee and used in the labour market.
The system’s logic
More specifically, this logic breaks down construction work into:
MACRO AREASManagement, Safety, Construction work, Infrastructure work…
.......
MANAGEMENT
SAFETY
CONST WORK
The system’s logic
In turn these macro areas can be broken down into:
AREASConstruction work Masonry, Framing, Laying, …
.......
MANAGEMENT
SAFETY
CONST WORK
FRAMING
MASONRY
CONST WORK
FINISH
LAYING
The system’s logic
The Areas are broken down into:
UNITS THAT CAN BE CAPITALISEDMasonry-> Execution of Masonry, …
......
ELEMENTARY INTERMEDIATE
EXECUTION OFMASONRY
MOUNTING OF FLOOR AREA
PACKAGING ANDPOURING
........
FAIRFACED
COVERING MANTLE
TEMPORARYWORKS
ARCHES AND PLAT BANDS
. .......
GLASS-BRICK
PLASTERBOARD
........
MASONRY area UPPER
FRAMING
MASONRY
LAYING
CONSTRUCTION
The system’s logic
Finally the Units into:
COMPETENCE ELEMENTS
Masonry joints layout
Laying geometric reference points
Realisation of mortar
Realisation of masonry
Management of joints
EXECUTION OFMASONRY
ELE MENTARYI INTERMEDIATE UPPER RECOVERY
MASONRY
..CONFEZIONAM
GETTO...........
FACCIAVISTA
MANTO DICOPERTURA
OPEREPROVVISIONALI...
ARCHI EPIATTABANDE
........
MURATURAIN SASSO
STRUTTUREVOLTATE
COPERTUREIN PIETRA
RECUPEROCEMENTO
........
VETROMATTONE...
CARTONGESSO
........
FLOOR MOUNT.
The Repertory of Competences
To conclude the programme, the system is based on two benchmarks:
COMPETENCE…
The description is arranged into two parts:
DESCRIPTIONthe expected results
ASSESSMENT INDICATORS
the corresponding acceptable indices
And these are connected to:
THE TRAINING PROGRAMME
STANDARDSthus the benchmarks with which to achieve competence also through training programmes
Description Assessment
Training programme
The system’s logic
…AND THE REAL REPERTORY
In which each competence is placed in an organic context according to the structure:
ELEMENTARY INTERMEDIATE UPPER
BASIC
TRANSVERSAL
TECHNICAL PROFESSIONAL
The system’s logic
The professional role is rebuilt by aggregating univocal competences, identified on the Repertory
CONST WORK
The system’s logic
The description of the roles through competences(at a lower level)
may allow a comparison to be madebetween different description systems
An example: the core areas of the role of the mason
For simplicity reasons, let us now consider just the professional technical competences.
In the Italian labour organisation the core competences of the role are associated to the following areas:
Masonry – the elementary competences and some intermediate ones constitute the professional base, the others are specialisations
Framing – for some elementary framing competences for reinforced concrete
Finish – for some elementary competences such as the realisation of plaster
An example: the core areas of the role of the mason
An extract of the Repertory:
Area of the basic role
Area of the basic role
Area of the specialised
role
An example: the core areas of the role of the mason
For some of the competences that characterise the role of the mason, tools and assessment procedures have been
developed, which we propose to test in this project.
Construction Skills Repertory update March 2008
KEY
Activity areas
Skill level: ELEMENTARY INTERMEDIATE UPPER
Skill level
LABOUR LAW Labour law
BASIC DESIGN Construction design reading
Basic survey
Basic layout
BASIC I T Basic I T
LANGUAGE 2 I talian
SAFETY Safety Skill level
FACE Face
DIAGNOSE Diagnose
INTERACT I nteract TECHNICAL PROFESSIONAL SKILLS
ENVIRONMENT Environment
DESIGN Technical design Executive planning Survey Layout
I T I T-based design Advanced IT
CONSTRUCTION WORK Preparations Framing
I ronworking for reinforced concrete Structural carpentry in wood
Fabrication of structures in reinforced concrete
Finish Masonry Plastering Laying
SYSTEM WORK Utilities INFRASTRUCTURE WORK Tools and equipment Machinery for vertical movement of loads Machinery for ground movement and construction machinery Road machinery Machinery for mixing mortar, concrete and conglomerate PRODUCTION AND PROCESS PLANNING Accounting Management and control of works QUALITY Quality ADVANCED SAFETY Safety roles Safety management Safety planning Emergency teams TOWN PLANNING AND LAND REGISTER Town planning and land register
SEE ATTACHMENT
Unità di Competenza Esecuzione muratura Repertorio Tecnico professionale area muratura livello elementare specifiche Capacità esecutiva di murature in laterizio semplici di differente tipologia e articolazioni
murarie a media complessità.
Parte A. Competenze Parte B. I ndicatori di padronanza
A.1 Risultato atteso (il soggetto è in grado di) (elemento di Competenza) MIN 3 MAX 7
A.2 Per … il soggetto ha bisogno di sapere come:
B.1 Per dimostrare di saper … il soggetto deve (saper fare): (Descrizione EdC)
B.2 Indici di accettabilità della performance:
Tracciare semplici strutture murarie
saper tracciare la pianta di un semplice manufatto in muratura
Mettere in opera i riferimenti geometrici per la costruzione della muratura
saper mettere in opera almeno due stagge e tendere tra esse il filo per l’allineamento
Preparare le malte
saper preparare la malta scegliendo materiali, quantità, tecniche ed eventuali strumenti;
Realizzare la muratura in laterizio
saper realizzare corsi di muratura a 1 e 2 teste secondo un disegno planimetrico dato
Realizzare le aperture e le connessioni della struttura muraria
- leggere uno schema di progetto, saper usare correttamente strumenti di misurazione; - disegnare sul piano di riferimento il tracciato della muratura; - riconoscere le altre figure che operano nell’ambito del tracciamento; - saper scegliere correttamente e usare gli strumenti del mestiere; - operare in sicurezza; -utilizzare le malte correttamente, scegliendole opportunamente e curandone l’impasto; - posizionare correttamente laterizi e i corsi garantendo l’allineamento; - definire quote di imposta delle aperture murarie; - integrare correttamente due tipi di murature diverse e non allineate.
saper eseguire il posizionamento di apertura e architravi, eseguendo correttamente gli ammorsamenti previsti
- la localizzazione rispetto ai riferimenti è esatta; - il tracciato è preciso e le misure sono esatte; - le stagge sono collocate in posizione corretta; allineate e ben fissate; - il filo di collegamento è orizzontale e ben teso; - i materiali sono scelti correttamente e l’impasto è come desiderato; - gli strumenti e le macchine sono utilizzati in modo corretto e sicuro; - la muratura e gli spigoli sono verticali, le facce complanari, i corsi sono regolari; - tutte le attività sono svolte in sicurezza; - aperture e architravi sono posizionati correttamente; - gli ammorsamenti sono localizzati correttamente; - gli incastri sono realizzati correttamente.
C.1 Prerequisiti C.2. Indicazioni didattiche sicurezza - sensibilizzazione e concetto di rischio in ingresso
SEE ATTACHMENT
OTHERS UTILITIES FOR THE ASSESSMENT
Trasfobuilding model
Recognition and validation of prior learning outcomes
Features of the model
Sustainability(cost-benefit, flexibility...) Reliability
(social consensus, equivalence)
Formative / summative dimensions of the
assessment procedures
Trasfobuilding model
Recognition and validation of prior learning outcomes
Features of the model
Social dialogue(tripartite)
Mutual trust(values, cultures)
Coherence of the model(ECVET-EQF)
Process output
The personal vocational training booklet in the building sector is a system to identify areas of knowledge and expertise of the individual.
The contents of the booklet can be updated as needed
Assessmentprocess
1. Information and Guidance
2. Start-up phase: personal Portfolio (dossier)
3. Self assessment (recognition)
4. Assessment (validation)
Access to training
Access to job and carreer
Certification
SELF-ASSESSMENT Reinforced sheathing for iron cage and pillar
Self-assessment sheet
INDEPENDENCE OF EXECUTION: IDENTIFYING THE MATERIALS, READING THE DRAWING
1) Different materials must be used to prepare the sheathing (wood, iron…), which must be identified on the basis of the technical drawing and the design indications. Have you ever had to choose the materials personally and withdraw them from stores while at work?
YES, I NORMALLY DO IT [ ] YES, I HAVE SOMETIMES DONE IT [ ] NO, I HAVE NEVER DONE IT [ ]
2) Different materials must be used to prepare the reinforcement (straight reinforcement tools, stirrups, strips,…), which must be identified on the basis of the technical drawing and the design indications. Have you ever had to choose the materials personally and withdraw them from stores while at work?
YES, I NORMALLY DO IT [ ] YES, I HAVE SOMETIMES DONE IT [ ] NO, I HAVE NEVER DONE IT [ ]
PREPARING THE SHUTTERS
1) 4 wooden shutters must be prepared to create the sheathing (see picture). Have you ever had to perform this job at the worksite?
YES, I NORMALLY DO IT [ ] YES, I HAVE HELPED COLLEAGUES DO IT [ ]NO, I HAVE SEEN IT DONE [ ] NO, I AM NOT FAMILIAR WITH THIS JOB [ ]
2) If you have performed this job before, have you come across the following problems?
Correct dimension of the shutters I HAVE NEVER HAD PROBLEMS [ ] I HAVE HAD PROBLEMS [ ]
Riveting of beams I HAVE NEVER HAD PROBLEMS [ ] I HAVE HAD PROBLEMS [ ]
Surname:
Name:
Date:
PREPARATION OF THE SHUTTERSTO CREATE THE
SHEATHING
Recognises and takesthe link necessary to create the sheathing,paying attention to the
quality of the lining(presence of knots and
“smoothness” of the plate) also making sure thatthe total of the linings
coincides with the exactmeasurements of the
sheathing
IDENTIFICATION OFNECESSARY MATERIALS
Recognises and takesthe link necessary to create the sheathing,
making an effort to try andkeep the quality of the
lining high (presence of knots and “smoothness” of the
plate), also making sure thatthe total of the linings
coincides with the exactmeasurements of the
sheathing
1 2 3 4 5
1 2 4 5
Reinforced sheathing for iron cage and pillar
:
Can not identify(describe correctly)
the link necessary tocreate the
sheathing and can notdistinguish the diameters of
the tools necessary tocreate the cage
Does not always recogniseand take the correct linkto create the sheathing,
does not always recognise and take the rods and
stirrups of the right diameterto construct the cage
Recognises and takes
the correct link to create the sheathing,
recognises and takes the rods and the stirrups of
the right diameter toconstruct the cage
3
Prepares 4 shutters ofsuitable width to create
the sheathing, taking carethat the beams
are placed at the samedistance, performing acorrect riveting of the
beams (crossed screws)making sure that the
shutters donot feature gaps
Prepares 4 shutters,
taking the wrong measurements
Prepares 4 shutters of suitable width to createthe sheathing, though
leaving a gap of more than1 cm between the liningsand without taking care
that the beams are placedat the same
distance
Prepares 4 shutters of suitable width to create
the sheathing, leaving a gapfrom 0.3 to 1 cm between the linings and takes carethat the beams are placed
at the same distance
Prepares 4 shutters of suitable width to create
the sheathing, taking carethat the beams
are placed at the samedistance, performing acorrect riveting of the
beams (crossed screws) and making sure that the
linings of the shutters feature gaps
THE ASSESSMENT: criteria
THE ASSESSMENT: the score
Surname:
Name:
Weighting MARK
1 2 3 4 5 1 5
1 2 3 4 5 3 15
1 2 3 4 5 3 15
1 2 3 4 5 1 5
1 2 3 4 5 3 15
1 2 3 4 5 3 15
1 2 3 4 5 3 15
1 2 3 4 5 3 15
100
DESCRIPTION OF OPERATION MARK OBTAINED
SPEED OF EXECUTION
Date:
TOTAL MARK
IDENTIFICATION OF NECESSARY MATERIALS
PREPARATION OF THE SHUTTERS TO CREATE THESHEATHING
USE OF TOOLS: LEVEL, PLUMB, TROWEL, FLOAT, MEASURE
COMPLYING WITH SAFETY REGULATION ONSITE
ARRANGEMENT OF THE SHEATHING: VERTICAL POSITIONING
PREPARATION AND INSTALLATION OF THE IRON CAGE
Reinforced sheathing for iron cage and pillar
INSTALLATION OF THE SHUTTERS
Professional role: BRICKLAYER
No. Work sector Skill Check test
3 MASONRY WORK
Independently and/or in a team carrying out main, dividing or curtain walling in brick or air or cement blocks
COGITO – MUR1Execution of 2.5x2.8 partition with
0.80x2.2 door opening made with bricks (4 hole 24x12x8)
COGITO – MUR 2Execution of double skin wall with bricksCOGITO – MUR3Execution of double skin wall with bricks
in “Z” shape
Interreg. Project III A “CO.G.I.T.O. Skills: Organised Crossborder Integrated Management”
SEE ATTACHMENT
SELF-ASSESSMENT SHEET COGITO – MUR (1-4)
Surname: Date: Name: INDEPENDENCE OF EXECUTION: IDENTIFICATION OF MATERIALS, PREPARATION OF MORTAR 1) To build main, dividing or curtain walls, various types of bricks or blocks in masonry or cement must be used. On the worksite, have you ever had to personally choose the bricks or blocks on the basis of the design indications, and take them from stores in the preset quantities? YES I NORMALLY DO IT [ ] YES I HAVE SOMETIMES DONE IT
[ ] NO, I’VE NEVER DONE IT [ ]
2) Have you ever had to prepare mortar onsite, measuring the correct quantities of aggregates and binder and establishing when the consistency is adequate? YES I NORMALLY DO IT [ ] YES I HAVE SOMETIMES DONE IT
[ ] NO, I’VE NEVER DONE IT [ ]
GROUND LAYOUT 1) Before carrying out the brickwork, it is necessary to do the ground layout on the basis of the technical drawing; have you ever done this onsite? YES I NORMALLY DO IT [ ]
YES, I HAVE HELPED COLLEAGUES DO IT [ ]
NO, I HAVE ONLY SEEN IT DONE [ ] NO, I AM NOT FAMILIAR WITH THIS JOB [ ] 2) If you have already carried out this work, have you ever had problems due to the difference between the layout realised and the specifications of the technical drawing? NEVER HAD PROBLEMS [ ] SOMETIMES, SMALL DIFFERENCES [ ] OFTEN, MAJOR DIFFERENCES [ ] NEVER PREPARED LAYOUT [ ]
WALLING WITH PERFORATED BRICKS 1) Have you ever carried out walling onsite, including making openings for doors or windows, using perforated bricks?
YES I NORMALLY DO IT [ ]
YES, I HAVE HELPED COLLEAGUES DO IT [ ]
NO, I HAVE ONLY SEEN IT DONE [ ] NO, I AM NOT FAMILIAR WITH THIS JOB [ ] 2) If you have already done this kind of work, have you encountered any of the following problems? Layout of course measurement poles (vertically: have you found differences between the actual layout and the specifications?)
NEVER [ ] SMALL PROBLEMS –under 9 mm. [ ] BIG PROBLEMS over 10 mm. [ ]
Layout of perforated bricks (as for flatness, have you found differences between the reality and the specifications?) NEVER [ ] SMALL PROBLEMS –under 6 mm. [ ] BIG PROBLEMS over 7 mm. [ ] Staggering of joints (Correct layout of perforated bricks) NEVER [ ] SMALL PROBLEMS alignment [ ] BIG PROBLEMS MORTAR MISSING IN JOINTS [ ]
WALLING WITH DOUBLE SKIN BRICKWORK 1) Have you ever carried out double skin brickwork onsite? YES I NORMALLY DO IT [ ] YES, I HAVE HELPED COLLEAGUES DO IT [ ]
NO, I HAVE ONLY SEEN IT DONE [ ] NO, I AM NOT FAMILIAR WITH THIS JOB [ ] 2) If you have already done this kind of work, have you encountered any of the following problems? Vertical layout of bricks: plumb and edges – tolerance margins NEVER [ ] SMALL PROBLEMS –under 6 mm. [ ] BIG PROBLEMS over 7 mm. [ ] Horizontal layout of bricks (spirit level); tolerance margins NEVER [ ] SMALL PROBLEMS –under 6 mm. [ ] BIG PROBLEMS over 7 mm. [ ] Respecting measurements and squaring, in accordance with plan NEVER [ ] SMALL PROBLEMS –under 6 mm. [ ] BIG PROBLEMS over 7 mm. [ ] Execution of joints and bindings (% cases different from plan and best working practices) NEVER [ ] SMALL PROBLEMS –under 40% [ ] BIG PROBLEMS over 50% [ ] Execution of cuts (% cases different from plan and best working practices) NEVER [ ] SMALL PROBLEMS –under 40% [ ] BIG PROBLEMS over 50% [ ]
EXECUTIVE ASPECTS 1) Have you been injured in the last three years while bricklaying? YES AND BEEN UNABLE TO WORK [ ] YES BUT ONLY MINOR ACCIDENTS [ ] NO, NO INJURIES [ ] Provide short description: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… 2) Do you usually use the following tools without any particular difficulty (cross the tools you are familiar with and have used)? LEVEL [ ] PLUMB [ ] TROWEL [ ] FLOAT [ ] MEASURE [ ] 3) How fast do you think you are in performing the following masonry tasks? Walling with air bricks FASTER THAN AVERAGE ON MY WORKSITE [ ]
AVERAGE FOR WORKSITE [ ] SLOWER THAN AVERAGE [ ]
Walling with double skin brickwork FASTER THAN AVERAGE ON MY WORKSITE [ ]
AVERAGE FOR WORKSITE [ ] SLOWER THAN AVERAGE [ ]
Exposed walling FASTER THAN AVERAGE ON MY WORKSITE [ ]
AVERAGE FOR WORKSITE [ ] SLOWER THAN AVERAGE [ ]
Exposed arch with full bricks FASTER THAN AVERAGE ON MY WORKSITE [ ]
AVERAGE FOR WORKSITE [ ] SLOWER THAN AVERAGE [ ]
Execution of double skin brickwork wall COGITO-MUR2
Surname: Date: Name:
1 2 3 4 5
IDENTIFICATION OF NECESSARY MATERIALS
Can’t distinguish (describe correctly) from other bricks the bricks needed to do this task
Takes (describes the choice of) bricks without distinguishing full bricks from ¾ bricks and pays no attention (does not stress the aspects linked) to type or quality
Recognises (describes) and takes (calculates) full and ¾ bricks
Recognises (describes) and takes (calculates) full and ¾ bricks and seeks to choose bricks of (or describes methods of choosing bricks according to) the same type and quality
Recognises (describes) and takes (calculates) full and ¾ bricks, using (describing the correct usage criteria) only those of the same type and selecting on the basis of quality
1 2 3 4 5
QUANTIFICATION OF THE MATERIALS NEEDED
Prepares (calculates) a number of bricks with a difference of +/- 30% Prepares (calculates) quantity of mortar +/- 30%
Prepares (calculates) a number of bricks with a difference of +/- 25% Prepares (calculates) quantity of mortar +/- 25%
Prepares (calculates) a number of bricks with a difference of +/- 20% Prepares (calculates) quantity of mortar +/- 20%
Prepares (calculates) a number of bricks with a difference of +/- 15% Prepares (calculates) quantity of mortar +/- 15%
Prepares (calculates) a number of bricks with a difference of +/- 10% Prepares (calculates) quantity of mortar +/- 10%
1 2 3 4 5
PREPARATION OF MORTAR
Cannot prepare (describe the procedure for preparing) mortar
Cannot use (describe – calculate) the right quantities of aggregates and binder, thus obtaining an unsuitable mix
Can use (describe the features and properties of) the right quantities of aggregates and binder, however obtaining an unsuitable mix owing to too much/too little water
Can use (describe the features and properties of) the right quantities of aggregates and binder, thus obtaining a suitable mix
Can use (describe the features and properties of) the right quantities of aggregates and binder, thus obtaining a suitable mix and the quantity needed
1 2 3 4 5
USE OF TOOLS: LEVEL, PLUMB, TROWEL, FLOAT, MEASURE
Shows no familiarity with use of tools and often uses them inappropriately and incorrectly
Can only use some tools and not always appropriately and correctly
Is fairly confident in use of tools, however sometimes use is inappropriate and incorrect
Can use all tools sufficiently appropriately and correctly
Can use all tools appropriately and correctly and with confidence
1 2 3 4 5
COMPLYING WITH SAFETY REGULATIONS ONSITE
Does not apply any regulations regarding safety and accident prevention
Rarely wears IPD (shoes and gloves) and takes no care of order and tidiness in the workplace
Almost always wears IDP (shoes and gloves), respects regulations regarding use of cement mixer, maintains correct posture during execution of tasks
Makes an effort to always wear IDP (shoes and gloves), respects regulations on use of cement mixer, maintains correct posture during execution of tasks and seeks to keep workplace tidy
Always wears IDP (shoes and gloves), respects regulations on use of cement mixer, maintains correct posture during execution of task and seeks to keep workplace tidy and ordered, and tries not to manually lift loads of over 30 kilos
1 2 3 4 5
GROUND LAYOUT OF 1ST COURSE
Layout is completely wrong
Layout has many faults and a tolerance from +/- 6 mm. to +/- 10 mm.
Layout complies with drawing but has some faults and a tolerance from +/- 4 mm. to +/- 6 mm.
Layout is clean, error free and complies with drawing with tolerance from +/- 2 mm. to +/- 4 mm.
Layout is clean, error free and perfectly complies with drawing with tolerance below +/- 2 mm.
1 2 3 4 5 ARRANGEMENT OF BRICKS: VERTICAL POSITIONING (plumb and corners)
Out by more than +/- 10 mm.
Out by between +/- 7 mm. and +/- 10 mm
Out by between +/- 4 mm. and +/- 7 mm
Out by between +/- 2 mm. and +/- 4 mm
Out by less than +/- 2 mm
1 2 3 4 5 ARRANGEMENT OF BRICKS ON FLAT PLANE
Out by more than +/- 10 mm.
Out by between +/- 7 mm. and +/- 10 mm
Out by between +/- 4 mm. and +/- 7 mm
Out by between +/- 2 mm. and +/- 4 mm
Out by less than +/- 2 mm
1 2 3 4 5 COMPLIES WITH ALL MEASUREMENTS AND LEVELS AS PER PLAN
Out by more than +/- 10 mm.
Out by between +/- 7 mm. and +/- 10 mm
Out by between +/- 4 mm. and +/- 7 mm
Out by between +/- 2 mm. and +/- 4 mm
Out by less than +/- 2 mm
1 2 3 4 5 COMPLIANCE WITH SQUARING (measured on 1 m. side)
Out by more than +/- 10 mm.
Out by between +/- 7 mm. and +/- 10 mm
Out by between +/- 4 mm. and +/- 7 mm
Out by between +/- 2 mm. and +/- 4 mm
Out by less than +/- 2 mm
1 2 3 4 5
EXECUTION OF JOINTS
Joints do not match the executive plan, joints empty and unaligned
Joints correspond in part to executive plan but are not finished. Only 25% are uniform (same thickness and gaps)
Joints correspond in part to executive plan but are not finished. Only 50% are uniform (same thickness and gaps)
Joints correspond in part to executive plan but are not finished. Only 75% are uniform (same thickness and gaps)
Joints correspond in full to executive plan and are finished (same thickness and gaps)
1 2 3 4 5
EXECUTION OF BINDINGS
Does not correspond to regulations in force and/or existing best practice
Few bindings correspond to regulations in force and/or existing best practice
Around 50% of bindings correspond to regulations in force and/or existing best practice
Mostly corresponds to regulations in force and/or existing best practice
Fully corresponds to regulations in force and/or existing best practice
1 2 3 4 5 EXECUTION OF CUTS Non-parallel cuts:
too long or too short Around 25% of cuts are correct
Around 50% of cuts are correct
Around 75% of cuts are correct
Cutting of bricks is correct
1 2 3 4 5 SPEED OF EXECUTION
Over 8 hours 7 -8 hours 6-7 hours 5-6 hours Under 5 hours
Execution of double skin brick wall COGITO-MUR2
Surname: Date: Name:
DESCRIPTION OF OPERATION MARK OBTAINED Weighting MARK
IDENTIFICATION OF NECESSARY MATERIALS 1 2 3 4 5 1 5
QUANTIFICATION OF THE MATERIALS NEEDED
1 2 3 4 5 1 5
PREPARATION OF MORTAR 1 2 3 4 5 1 5
USE OF TOOLS: LEVEL, PLUMB, TROWEL, FLOAT, MEASURE
1 2 3 4 5 1 5
COMPLYING WITH SAFETY REGULATIONS ONSITE
1 2 3 4 5 2 10
GROUND LAYOUT OF 1ST COURSE 1 2 3 4 5 1.5 7.5
ARRANGEMENT OF BRICKS: VERTICAL POSITIONING (plumb and corners)
1 2 3 4 5 1.5 7.5
ARRANGEMENT OF BRICKS ON FLAT PLANE 1 2 3 4 5 1.5 7.5
COMPLIES WITH ALL MEASUREMENTS AND LEVELS AS PER PLAN
1 2 3 4 5 2 10
COMPLIANCE WITH SQUARING (measured on 1 m. side)
1 2 3 4 5 1.5 7.5
EXECUTION OF JOINTS 1 2 3 4 5 1.5 7.5
EXECUTION OF BINDINGS 1 2 3 4 5 1.5 7.5
EXECUTION OF CUTS 1 2 3 4 5 1 5
SPEED OF EXECUTION 1 2 3 4 5 2 10
TOTAL MARK 100