d:\scanned\spdaeb.tif Page 1
Course Guide for
Civil and Environmental Engineering C240-A362
An Introduction to
VALUE ANALYSIS AND VALUE ENGINEERING for Architects, Engineers, anqBuilders
A Continuing Education Course
. .
.15 CEUsBy Muthiah Kasi, C.V.S.
Senior Vice President Alfred Benesch & Company Chicago, Illinois
Prepared under the supervision of Thomas J. Snodgrass, C.V.S.
Faculty Associate, Distinguished Service
Department of Engineering Professional Development University of Wisconsin-Madison
m
University of Wisconsin-Extension Independent StudyUniversity of Wisconsin-Extension Independent Study
Sylvia N. Rose, Director Publishing Staff
Aaron Appelstein, Editor Nancy H . Gaines, Senior Editor Shirley
Gleichauf, Editorial Assistant Cathy Moore, Associate Editor Brent Nelson, Editor Esther Paist. Senior Editor
Composition: Judy Faber, Program Manager, Department of Engineering Professional Development, University of Wisconsin-Madison
O 1994 by Board of Regents of the University of Wisconsin System All Rights Reserved
h
~ r o d u c e h b ~ University of Wisconsin-Extension Manufactured in the United States of America
University of Wisconsin-Extension provides affirmative action and equal opportunity in education, programming, and employment for all qualified persons regardless of race, color, genderhex, creed, disability, religion, national origin, ancestry, age, sexual orientation, pregnancy, marital or parental status, arrest or conviction record, or veteran status.
If you need this material in an alternative format, please contact the program coordinator or the University of Wisconsin-Extension Affirmative Action Office.
Direct policy inquiries to Office of Affirmative Action and Equal Opportunity Programs, 501 Extension Building, 432 N. Lake Street, Madison, Wisconsin 53706.
CONTENTS
I I
Reasonable Accommodation for Students with Disabilities
/
iv Academic Honesty/
ivAbout the Author
/
vi
Preface
/
vi Introduction/
viiHow You Should Proceed in This Course
/
viij 1 Why Value Engineering?/
12 Job Plan
/
43 Information Gathering
/
10 4 Defining Functions/
145 Technical FAST Diagramming
/
336 Case Study: High-rise Building Column
/
437 Task/Customer FAST Diagrams
/
46 8 Function Cost/
519 Function Attitudes and Value Mismatch
/
79 10 Function Analysis and Creativity/
8111 Evaluation
/
8412 Value Engineering Change Proposal (VECP)
/
97 13 How to Perform a Value Engineering Study/
101 14 Management's Role in Value Engineering/
11215 Value Engineering as a Career
/
115 Request for Final Examination/
119 Request for TranscriptCourse Evaluation Form
/
E-1iii
Reasonable 'Accommodation for Students with Disabilities
Independent Study is committed to providing reasonable accommodation for students with disabilities. Such accommodation includes making course materials available in accessible delivery formats (for example, large print, cassette tape,
*".scripts, and computer disk) and adapting written-assignment and exam procedures as appropriate.
If you are a student with disabilities and would like to discuss accommodation, please contact Independent Study (608-263-2055; toll-free: 800-442-6460; TTY:
608-262-8662). We ask that you request alternate, accessible course delivery for- mats at least eight weeks before beginning work on the course, and testing and written-assignment accommodation well in advance of need.
Academic Honesty
Students enrolled in Independent Study correspondence courses are expected to obsewe ,the same strict codes of academic honesty required of students in the
L -.
classroom. Failure to do so will result in various penalties ranging from having to resubmit assignments or retake examinations to immediate withdrawal or failure in the course.
Academic dishonesty is a serious offeqde, and you should be fully aware of its nature and its consequences. Unacceptable behavior includes, but is not limited to, submitting another's work as your own, using a solutions manual, cheating on examinations, and plagiarism in all forms.
ABOUT THE AUTHOR
Muthiah Kasi is a certified value specialist (life), a registered structural engineer, and a registered professional engineer. He received the Master of Sdiqnce degree in structural engineering from Michigan State University in 1968. Mr. Kasi is the Senior Vice President of Total Quality Management at Alfred Benesch & Company and is in charge of all value engineering studies.
Under his direction, Alfred Benesch & Company, a consulting firm in Chicago, has established an ongoing value engineering program. Their effort has already resulted in improved value with multimillion-dollar savings in highway and building projects. Alfred Benesch & Company received the 1989 Engineering Excellence Award for Industry and the 1992 Paper of the Year Award for STH 16 Bypass Safety Study from SAVE (Society of American Value Engineers).
Mr. Kasi has ceauthored these books: F'unction Analysis: The Stepping Stones to Good Value, A New Look at Short-Span Bridges, and Comparative Bridge Anal- ysis (COBRA). He has led various Value Engineering Workshops for the Penn- sylvania, Georgia, Michigan, Wisconsin, and Illinois Departments of Transporta- tion and the Federal Highway Administration. He is the past president of the Chicago Chapter of SAVE, the Director of Standards of SAVE and a Director of
the Lawrence D. Miles Value Foundation. -"au
PREFACE
The great inventors who made our life so enjoyable and convenient always de- lighted in manipulating their talents to the extreme. They often sought answers for what was considered impossible and suffered a great deal to achieve them.
They speculated and speculated until they transformed their dreams into reality.
Scientists like Thomas Edison proved that there is more to engineering than just calculations, namely, imagination. Perseverance was their key to success. They distinguished themselves from others and achieved lasting fame. Their philosophy
* w a n be summarized as follows:
. . .
my purpose holds,To sail beyond the sunset, and the baths Of all the western stars, until I die
. . .
To strive, to seek, to find, and not to yield.
- Tennyson, Ulysses
Perseverance is one of the themes that value engineering promotes. It is a system that encourages individuals to search systematically, analyze objectively, and solve creatively any problem.
Why Not the Best Value?
Economic, environmental, and social conditions, increased knowledge, and sophis- ticated attitudes of the owner/user demand a significant change in the philosophy of design and construction of civil engineering projects. The time has come for engineers to think beyond the compartmentalized analysis of stresses and strains and the>&cost of the project. This course covers the techniques and tools needed to implement the philosophy of value engineering, a method by which engineers can solve their problems.
Value engineering is an organized wa of defining a problem and creatively solving it. It requires a job plan. The job plan provides a system for the solution
Y
of the problem. The value specialist utilizes this system to understand, define, and determine a way to achieve good value. The use of functions to clearly define the purpose of the project and allocation of cost by function are unique techniques of value engineering.
Acknowledgment
I would like to express my deep appreciation and gratitude to the management and staff of Alfred Benesch & Company for their sincere cooperation, moral support, and technical contribution to this Course Guide.
- Muthiah Kasi
I INTRODUCTION
Value analysis is a relatively new system which traces its origins back to the late 1940's. The concept was conceived by Lawrence D. Miles, the authorbf Techniques of Value Analysis and Engineering. It is a system developed for the elimination of unnecessary costs.
This course in value analysis and value engineering has four major objectives.
It is designed to help you:
1. understand the unique techniques of value analysis, 2. learn the value analysis job plan,
3. appreciate the major factors in value analysis, and
4. understand the role of the value specialist in relation to the rest of an orga- nization.
This is the Course Guide for Civil and Environmental Engineering C240-A362, An Introduction to Value Analysis and Value Engineering for Architects, Engi- neers, and Budders. This Course Guide provides the instruction and information usually given in a classroom situation, your reading and written assignments, q d . additional comments by the instructor. The course is divided into fifteen units.
Please read this section of this Course Guide carefully. It explains the struc- ture of the course and tells you how to organize your written assignments before submitting them for grading.
0.1 Materials for the Course
The required textbooks for this course are
finction Analysis: The Stepping Stones to Good Value, Thomas Snodgrass and Muthiah Kasi, 1986, The University of Wisconsin System, Madison, Wiscon- sin.
Excerpts from: "Techniques of Value Analysis and Engineering, " Lawrence D.
Miles. From the 2nd ed., 1972, originally published by McGraw-Hill, New York.
vii
vlll ... INTRODUCTION
A Forms Packet of special course materials is supplied for this course. First s h e @ for beginning the written work of each assignment and envelopes for mailing your work to University of Wisconsin-Extension are also enclosed. You will need to supply the following materials: additional paper for assigned written work, scratch paper, pencil, eraser, straight edge, and similar miscellaneous materials. Special blank forms are enclosed in this envelope for use when mentioned in some of your writ ten assignments.
0.2 How You Should Proceed in This Course
Each of the 15 assignments in this Course Guide contains the following:
0.2.1 Reading Assignment
.%."
The material assigned in the textbooks is required reading and should be carefully studied.
0.2.2 Study Notes
The study notes should also be carefully studied. They will help you acquire a more complete understanding of value engineering. This section includes the key points to each assignment and often incorporates supplementary material that amplifies or clarifies the text material.
0.2.3 Written Assignment
Write your answers to the written assignment neatly, beginning on one of the special first sheets provided by University of Wisconsin-Extension. Continue your assignment on additional paper, as needed. Be sure your name, mailing address, the coukqqumber, course name, and lesson number are filled in on the first sheet.
Your name and the course and lesson numbers should also be on each added sheet of paper. Then put all the sheets together and insert them in one of the special envelopes provided by UW-Extension. Fill in the blanks on the envelope, put postage on it, and mail it.
d
You can now proceed with the next lesson in the same manner. Meanwhile your written assignment will be graded by your course instructor, who will also provide written comment, as appropriate, on your work. After your corrected assignment has been returned to you, check it carefully and use it to guide any review study you may need. For Lessons 4 and 5, you must wait until the graded assignment is returned before proceeding to the next writ ten assignment.
After you have completed all the written assignments, request the final exam- ination. You will find the directions for the final examination at the back of this
Course Guide.
You will have completed the course when you have earned a satisfactory grade of 70% or better on each of the written assignments and the final examination.
INTRODUCTION
0.3 Additional Study Suggestions
The following suggestions, when adapted to fit your own study habits and methods, should help you successfully complete the course.
1. Set aside a regular number of hours each week for study. Study in a quiet place where you will not be interrupted.
2. Devote enough time to each assignment. Each assignment requires several hours of study. You may need more time to learn the material in some assignments. Take enough time to study new ideas thoroughly. Do not go on to the next assignment until (ou understand fully what you are currently studying and have submitted the written assignment with the confidence that you will receive a good grade.
3. Just read the total assignment (Reading Assignment and Study &tos) first- do not study details. Then return to the beginning and both read and study the assignment carefully. This time make sure that you thoroughly under- stand all the material, including figures and tables. You may want to make notes in the margins or on a separate sheet of paper, or underline key words and sentences. Review your initial reading of the assignment within 24 hours to fix major points in your mind.
4. Relate what you're learning to anything you can. The world is full of products and services. As you learn value analysis techniques, make a mental game of applying them to things you encounter. What was wrong with a product or service that disappointed you? How could its value be increased? Perhaps you could start a list of things which represent good value to you and a list of things which represent poor value. In short, keep your eyes open and your mind active. The more you can observe, see, read, discuss, or think through, the better you will learn not just the material in this course but also a lot
more about value and value analysis.
'-.
5. When you are ready, carefully and thoughtfully complete the written assign- ment. You may want to work it out on scratch paper first. Keep your final written work neat and legible. It's a courtesy to your instructor and your work will be more useful to you in reviewing the course.
6. Begin work on the next assignment of the course.
0.4 Ask For Help
If you have difficulty understanding some concepts or answering questions, please feel free to ask your instructor for help. The more specific your question is, the better your instructor can respond. Send any questions you may have in the same envelope with your written assignment.
We are well aware that individuals may have special questions not answered in the reading, or difficulties with the written assignments. If you wish a telephone
x INTRODUCTION
conference at any point during the course, inform the instructor on a written assignment sheet. Include your telephone number and a time when it would be convenient for the instructor to call you. Do not hesitate to ask for assistance.
0.5 Final Examinat ion
You must pass the final examination to complete the course and receive a passing grade. Directions for finding a proctor and a Request for Final Examination are included at the back of this Course Guide. Please fill in the request and mail it to the address given at the bottom of the request form.
Before you may take the final examination, you will need a passing grade for ,,each of the fifteen assignments. That means that any assignment returned to you that is marked "Incomplete" or "Correct and Return" must be completed and graded before your exam is sent to your proctor.
You should review all completed assignments, and the written comments from your instructor before you take the final examination.
0.6 Course Grade
To learn value analysis you must not only completely understand what it is but must also develop the ability to use the system and techniques presented by the authors of the textbooks and this Course Guide. Your written assignment grades will reflect how well you demonstrate that you comprehend and can apply the subject matter. We understand that you may not always agree with what is presented. If so, your answers should first demonstrate that you have learned the course
rh "a
&rial before you offer other comments. Otherwise, in grading, it may not be possible to distinguish between a wrong answer (lack of understanding) and a difference of opinion.The final course grade will be based half on the average of the written as- signment grades and half on the course &a1 examination grade. You must earn a satisfactory grade (70 or more on a scale of 100) not only for each assignment but also the final examination to earn a passing grade in the course. The fol- lowing grades will be used for your written assignments, final examination, and final grade: A -Excellent (93 - 100) ; B -Good (85- 92) ; C -Fair (77- 84) ; D -Poor (70-76); F-Failure (below 70). Whenever a lesson or exam is graded below 70, you will be given an opportunity to improve your grade.
An "Incomplete" or "C & R" indicates that some work in a written assignment has not been submitted or was not done correctly (resulting in a grade below 70).
You will be given a new grade for the particular assignment when you return it along with any required additional work. The higher grade is entered in your record.
INTRODUCTION xi
0.7 Certificate of Completion
Upon your successful compIetion of the course, Independent Study will issue a certificate of completion free of charge.
0.8 Additional Help
If you would like to contact the Department of Engineering Professional Develop ment Independent Study Program directly, please call Judy Faber, program man- ager (800-462-0876 or 608-262-1735;
fv:
608-265-2293; e-mail: faber@engr.wisc.edu).4
i" WHY VALUE ENGINEERING?
In the 50s and 60s, a major explosion in the transportation system of the United States took place. Hundreds of miles of state and federal highways were built.
Thousands of additional bridges were added with the construction of the interstate highway system. New office and apartment high-rise buildings were constructed.
The huge increase in new construction required tremendous amounts of materials for utility distribution links (e.g., electrical cables and gas pipelines) to be buried.
For many years, we benefited from those years of major construction projects.
Now, after more than 30 years, we are challenged by the same elements that once were our pride and joy. Bridges and highways are old and need major rehabilita- tion or replacement. Buildings and utilities are in some cases functionally obsolete.
Existing utility distribution links pose major obstacles for new construction be- cause the exact underground locations are not always known. Cost, environmental impact, and energy are some of the other issues that must be addressed.
An engineer, as an individual, can no longer design a structure. The engineer must coordinate ideas with all other professionals involved in the project. A team concept has evolved to coordinate solving common problems for a project. Con- tractors, for example, are given the opportunity to present alternative problem solutions. By understanding all the functions of a project, the team can discover solutions that will reduce cost, but also maintain performance.
Engineers should be aware of and should appreciate the role of present owners and future owners. For example, developers of a condominium complex and the future buyers of the condominiums are users/owners whose interests may not al- ways be compatible. It is evident that we need an organized system to recognize such differences and focus on needs and requirements. These needs and require- ments can be defined in terms of functions. The value of a project can be defined and enhanced only if all functions of a project are defined. Performance can be measured only if the functions of a project are precisely known.
This course guide and the textbook finction Analysis: The Stepping Stones to Good Value will guide you through the use of function analysis on good perfor- mance and reasonable cost.
2 Unit 1. WHY VALUEENGINEERING?
1.1 Reading Assignment
finction Analysis: The Stepping Stones to Good Value, Snodgrass and Kasi. Preface, pages xi-xii
Excerpts from: "Techniques of Value Analysis and Engineering,
"
L. D. Miles.Preface, Chapter 1
1.2 Study Notes
Anyone who is interested in value engineering1 should read VE history. Lawrence (Larry) D. Miles, the "founder" of value engineering, describes his philosophy in his book, Techniques of Value Analysis and Engineering. Your major textbook, finction Analysis: The Stepping Stones to Good Value, expands this approach
""further. Reading explanations of the past and present thinking will give you a better understanding of value engineering.
Value analysis/value engineering is a problem-solving technique that provides an organized approach with an emphasis on thorough consideration of the impor- tant factors in the analysis and development of creative solutions. It also compares efforts and benefits. The process focuses on unnecessary cost by matching functions to cost. Four steps-gathering and structuring information, analyzing informa- tion, creating alternatives, judging the merits of alternatives-are the heart of the technique called value analysis.
In the value analysis process, a major player who was often forgotten at crucial times in the past, the user has surfaced. The voice of the user/owner/customer is now heard in all public and private owner's planning sessions. Larry Miles emphasizes that a product must meet the customer's expectations in order to be acceptable. In any civil engineering project, the user's acceptance is critical. User acceptance may be direct and timely, or indirect and untimely. Millions of dollars are often spent to make a building dependable and attractive, yet we sometimes fail to &&FI~ a little bit more to make it convenient to use. Value engineering brings out indirect acceptance in a timely fashion.
Larry Miles' book is written mainly with references to manufactured products.
You are urged to review these references t oroughly. They illustrate that the own- ers/users of some projects may not unde
+!
tand the technical needs of the projects.We should be trained to express our technical needs in terms of the functions of a project, and functions and their benefits are best understood by analyzing un- familiar projects. Hence, civil engineering professional~ will be well served with Larry Miles' industrial examples.
Miles presents five key questions in Section 1-10 which must be asked and answered in order to select a value analysis project and prepare individual's minds to accept value analysis techniques. You should be able to list the questions and give an example of each.
he term value engineering is often replaced by value analysis, value assurance, value man- agement, or other synonyms. It may also be written as VA, VE, or VA/VE.
Unit 1. WHY VALUE ENGINEERING? 3
1.3 Written Assignment 1
Begin each Written Assignment on one of the special printed first sheets we have provided, and continue on 8 1/2 x 11 inch paper you provide. Be sure to carefully complete the requested information on the first sheet. The first sheet is used in a window envelope to return your lesson after it is graded. Keep your written work neat and legible. Show all your work clearly so it will be more useful to you for review later in the course and for future reference.
1. What is value analysis trying to do?
2. What is the definition for valu&analysis given by Larry Miles?
3. Why is value analysis needed?
4. What are four roadblocks mentioned in the assignment? . , t
\
5. In what areas of an organization can causes for poor value be found?
6. What are four types of mental activity involved in VA?
7. What does "appropriate performance" mean as it is used in VA?
8. List the questions that must be excluded when the question, "what does it do?" is asked?
J O B PLAN
" T a l u e engineering advocates a stepby-step systematic approach. Gathering infor- mation is the major part of a VE job plan. The VE job plan has several phases and imposes a set of rules that must be adhered to for each phase. The rules may appear to be simple but they are vital to the success of a value engineering study.
This unit will describe the typical job plan and explain the rules of the job plan and the reasoning behind them.
2.1 Reading Assignment
Excerpts from: "Techniques of Value Analysis and Engineering, " L. D. Miles.
Chapter 5, Sections 5.2-5.3; Chapter 6, Sections 6.1-6.2
2.2 Study Notes
2.2.1 Job Plan
i L*.
A typical jbb plan consists of the following phases:
Information Phase Speculation Phase
Evaluation Phase
r'
Development Phase Implementation Phase
These phases are described in more detail in the remainder of this unit.
The Information Phase
The first step in information gathering is to know the owners/users and understand their needs.
Who are the owners/users?
Who or what influences the owner in making critical decisions?
What do these individuals or organizations want?
Unit 2. JOB PLAN 5
Example 2-1 is a list of the owners/users with a list of their wants made for a VE study of a highway bridge project. The owners/users are listed in their precise order of importance. Determine the role each plays and how important these roles are in the decision-making process.
In addition, during the information phase, all specifications, goals and objec- tives, and unwritten constraints would be gathered, functions would be determined, and function and total costs would be calculated. Functions and their importance will be discussed in Units 4 through 9 of this course.
EXAMPLE 2-1
A Wisconsin Hghway Bridge Project Who are the owners/users? (Step 1)
1. City
2. Wisconsin Department of Natural Resources 3. Federal Highway Administration
4. Industrial Park 5. State of Wisconsin
6. Gun Club and Golf Course 7. Fishermen
8. Railroad 9. Truckers
What do they want? (Step 2)
1. City. Wants a four-lane highway with sidewalk, curb, and gutters, which will provide the access between the City and the Industrial Park. - - + % 2. Wisconsin Department of Natural Resources. Concerned with flow capaci-
ties, backwater elevations, potential upstream and downstream water dam- ages, and protection of the roadway in the design of any water-related struc- tures. It is also concerned with the riparian rights of present and future owners, upstream and downstream.
3. Fedeml Highway Administration. Needs to be assured (a) that adequate con- siderations are given to possible social, economic, and environmental effects of proposed highway projects; (b) that there is fast, safe, and efficient trans- portation and public services; and (c) that adverse effects be eliminated or minimized. This includes air, noise, and water pollution, destruction or dis- ruption of man-made and natural resources, aesthetic values, corqnunity cohesion, availability of public facilities and services, adverse employment effects, tax-property value losses, and disruption of desirable community and regional growth.
6 Unit 2. JOB PLAN
4. Industrial park. Needs access with adequate size and load carrying capacity between the industrial park, the city and major highways.
5. State of Wisconsin. Concerned that the bridge be designed and constructed in accordance with the specifications of the American Association of State Highway and Transportation Officials (AASHTO) and the bridge manual and specifications of the state.
6. Gun club and golf course. Concerned that during and after construction the project will interfere with the use of their facilities.
7. Fishermen. Concerned that access to the river and river banks is maintained and that the environment conducive to fishing be maintained or improved.
8. Railroad. Concerned that railroad traffic be maintained during construction
3 % - and that the railroad right-of-way be properly protected during and after the
project.
9. Trucker-s. Concerned that the project will provide reasonable entrance and exit facilities for safe, efficient operation.
The Speculation Phase
Being creative is difficult for most engineers, because they have a built-in urge to find a quick solution. The job plan controls this tendency and requires the engineer go through all phases of this systematic procedure. Larry Miles discusses the strategy of creativity in value engineering. One important point to remember is to let your mind wander freely with no limitations. Utilize functions as a vehicle to create the widest possible range of ideas. Unit 10 will discuss this approach in detail.
The Eyaluation Phase
After all \ t
b"
e ideas are listed, a series of screening processes is needed to sort them.Idea comparison, feasibility ranking, and analysis matrix are some of the techniques that will be utilized. These techniques will be discussed in Unit 11. Basically, the system will help you focus on ideas thatjare closer to the user's concerns, needs and requirements. At the end of this phase, outstanding ideas will emerge for development.
The Development Phase
Good results are obtained by combining the strengths of various ideas. Develop ment should include the following steps:
1. Research and add information to substantiate your approach.
(a) Separate ideas that are industry standards.
(b) Recognize ideas that are not tested.
Unit
2. JOB PLAN(c) Become aware of ideas that are controversial.
2. Recognize ideas that may be unique.
3. Involve specialists to support and perfect your ideas.
4. Prepare cost estimate.
(a) Consider impact on customer(s)
.
(b) Use cost to perform rate of return analysis.
(c) Consider life cycle cost.
t
5. Analyze risks and back up your ideas accordingly.
The Implementation Phase
-,t
Be aware of road blocks. Look out for signals that may doom your e d r t s . The VE job does not end at presentation. It should continue until the ideas or the dreams materialize into reality. Keep in mind that your ideas are only as good as their implementation. It is important that the VE leader should listen, monitor and react to all concerns.
2.2.2 Job Plan Questions
Each phase of the VE job plan can be summarized in a series of questions:
1. Information Phase (a) What is it?
(b) What does it cost?
(c) What does it do?
(d) How does it do it?
(e) What are the functions?
(f) What do they cost?
(g) What should they cost?
2. Speculation Phase
(a) What else will do the job?
(b) What if
. . .
?(c) What is the least expensive way of performing each function?
3. Evaluation Phase
(a) What are the criteria for judging? (needs and desires) (b) How does each solution meet the criteria?
(c) Will that work?
8 Unit 2. JOB PLAN
(d) How would it work?
(e) Why can't this work?
(f) What does it cost?
(g) How important is the cost?
4. Development Phase
(a) How can we make it acceptable to owners/users?
(b) What can we do to make it better?
(c) What can be done to make it cost less?
5. Implement at ion Phase (selling)
"%.. (a) Who really makes the decision?
(b) Who knows most about this problem?
(c) Who are the stake holders?
Exploring these questions and answering them for a given project becomes the main part of a VE job plan. Some practitioners tend to stress certain phases of a job plan. This has led to slight variations to the job plan. The steps cited above may be subdivided and as many as eight used. However, the basic steps and rules as outlined here are still valid.
2.2.3 Guidelines for a Successful Study
Keep in mind that the job plan must be followed to have a meaningful study.
Failure to adhere to its rules may in some cases result in a cost reduction study rather than a value engineering study. During the various phases, keep in mind the following guidelines.
1. ~ n f o ~ n a t i o n Phase (a) Don't speculate.
(b) Don't jump to conclusions; gather as much information as possible.
(c) Don't evaluate.
d
(d) Underst and the problem thoroughly.
2. Speculation Phase
(a) Don't judge or evaluate.
(b) Don't question the validity of an idea.
(c) Let everyone participate in the creative phase.
3. Evaluation Phase (a) Don't create.
Unit 2. JOB PLAN
(b) Don't jump to conclusions.
(c) Judge each idea against each criterion.
(d) Always be prepared to explain your ratings.
4. Development Phase (a) Seek help.
(b) Get input from specialists and experts.
(c) Develop the best ideas.
5. Implementation Phase
I
(a) Look for road blocks.
(b) Identify and influence decision makers.
In Units 3 through 11 we will discuss the information and speculation phases of the job plan in more detail with examples.
2.3 Written Assignment 2
1. Conduct a mind-tuning exercise (This will require a bit of role playing, so supply your own reasonable answers for the project.) for Example 2-1, A Wisconsin Highway Bridge Project, in this Course Guide.
(a) List the output of the first step.
(b) List the output of the second step.
(c) Write a concise paragraph setting the problem. (third step) 2. What is the problem-solving system of value analysis?
3. Describe the importance of each phase.
4. List the critical questions of each phase.
5. What are the major rules that must be adhered to in each phase?
6. Explain the purpose of the job plan.
7. Can the sequence of steps in the job plan be changed? (Explain your answer.)
INFORMATION GATHERING
The value of a project depends upon the degree of acceptance of the project by the users and owners. Roadblocks to good value include:
1. gathering information too late,
2. gathering insufficient information, and 3. selective gathering of information.
Value can't be achieved when a design team fails to recognize the importance of information gathering. In the public sector, owners and designers gather infor- mation through public hearing and public information meetings. However, this information is generally limited to the environmental issues. Decisions are then made apd "cast in concrete" without considering other factors. In the private sec- tor it is?of&m done after decisions are made. Effort must be made to gather all the available information pertaining to the project. Partial information gathering may lead t o solutions that are inappropriate for the specific project. Selective gather- ing of information to ensure that the information only substantiates the decision already made will seldom produce optim&n value. Similarly, selective gathering of information by, or for, a special interest group might actually result in poor value. Gathering information- timely, adequately, and properly -is much more important than developing solutions. This unit will discuss the importance of information gathering.
3.1 Reading Assignment
Excerpts from: "Techniques of Value Analysis and Engineering,
"
L. D. Miles.Chapter 8, Introduction and Sections 8.1-8.3; Chapter 12, Sec- tion 12.1; Chapter 13, Sections 13.4-13.5
Unit 3. INFORMATION GATHERING
3.2 Study Notes
Information related to any project is usually gathered by many people at different time periods. The results are summarized on different occasions and then passed on to others. The actual in-depth information is not available to the decision makers or designers. This unintentional lack of coordination can affect the project value more than anything else. The value engineer should insist on documenting all information without judging its merits. The first step in information-gathering is to recognize all the elements of an information package.
Performance Elements ,1 Pre-design
1. Who are the owners/decision-makers?
-,) \
2. What are their needs/requirements, desireslwants?
3. What are the constraints? (Such as vibrations, deflections, etc.) 4. What are the user's concerns?
5. What were the problems on similar projects?
Pre-construction
1. Who are the owners/decision makers?
2. What are their needs/requirements, desires/wants?
3. What is the scheduling/lead-time?
4. How much time is available?
5. Will there be construction access problems?
6. Are there anticipated construction difficulties?
Cost Elements 1. First cost 2. Operating costs 3. Maintenance costs 4. Staffig costs 5. Users costs
6. Rehabilitation/repair costs
7. End-of-life value (salvage less demolition)
12 Unit 3. INFORMATION G A T H E R I N G
For example, in a recent project an owner, through his construction manager, direcfed the architect and engineers to design a steel building. The designers were directed to design the most economical steel building and in a very short period of time. With input from the construction manager and contractor, an economical steel building was designed. But is this what the owner/user really needed? The selection of a steel building was made without proper and timely input from the designers. Let us look at all of the concerns that had to be addressed after this decision.
1. Cost (Must meet a specific budget.)
2. Total height restrictions (construction depth for steel-36 in, for concrete- 16 in)
*""" 3. Mechanical ducts must pass through structural members
4. Lead time
5. Construction during winter months 6. Noise transmission
7. Vibrations 8. Deflection 9. Drainage
10. Adaptability t,o design changes
Deckions were made before gathering, understanding, and coordinating infor- mation. &ore effort was expended in justifying the decision than in making the proper decision. Rather than working with a proper decision that fit the project's needs, the designers were forced to make an improper decision work. This demon- strates that proper information gatherin is vital to achieve better value for the
project.
9'
Value engineering is very powerful when the value engineer recognizes the im- portance of timely information gathering. Following are some of the points that must be observed:
1. Gather information in a timely manner.
2. Identify the people having state-of-the-art information.
3. Pursue the latest, appropriate documents.
4. Obtain detailed cost data.
Unit 3. INFORMATION GATHERING 13
People who are in a hurry sometimes make a common mistake. They believe that they don't have time to look at a map for guidance. They are prepared to take a risk of going in the wrong direction or missing their destination. They sometimes just don't have enough time to do it right-but always manage to find enough time to do it over. Owners and users are better served when the designers thoroughly understand the objective at the beginning.
Professionals rarely make a mistake if they know what is required in the first place. Making decisions prior to gathering information is a gamble. Engineers are generally eager to jump to solutions. Once a solution is proposed, it is only natural to justify its validity. Recognizing this problem, VE stresses the importance of information gathering. The job plan dot only places information gathering as its first step but also encourages teams to spend most of the total time on this phase.
3.3 Written Assignment 3
b.1 b,
1. Larry Miles gives five specific examples of situations where meaningful costs are not readily available. Discusss one of these in relation to a problem you have observed, and explain what could/should have been done to obtain the necessary costs.
2. Briefly discuss a project familiar to you. State how the information-gathering process could have been improved by using some specific techniques men- tioned in this unit.
3. Name six generalities that often stop thinking in your organization.
4. Name three methods, covered in this unit, to prevent action blocking.
5. What specific types of data are obtained in public information meetings or public hearings?
6. From your own work experience, select a project and list the types of infar;, mation that should be collected for it.
DEFINING FUNCTIONS
*%.?
Larry Miles created value engineering by asking the simple question:
What does it do?
He stressed that functions, not parts, should govern the selection of alternatives.
He pointed out that every component or service has a series of functions. The ability to satisfy various functions is the key to better value. The importance of first selecting the right functions is illustrated by the following story.
A team of engineers at a VE course brought a coffee mug as their project for a VE study. Their firm markets coffee mugs with various messages on the surface.
First, the team leader asked the questions:
"Is this a mug?
...
or,Is this a media on which greetings are displayed?"
In other words:
"What does it do?"
The fhctions are greatly different for the first two questions, either i Contain Liquid or Express Sentiment.' Both are needed functions for this coffee mug. Yet, the team should understand which function dominates the business decision. This team had to confer with its corporate-level executives to determine which was the distinctive function. The corporate executives directed the team to explore
4
various possibilities for the function Express Sentiment. (You will learn in Unit 7 that Contain Liquid is a "basic function" and Express Sentiment is a "supporting function.")
Defining functions and understanding them differentiates value engineering from other cost-reduction techniques. Embracing the technique of function defi- nition is the most difficult adaptation an engineer must make to become a value engineer. It is hard to force yourself to do it. But when properly done, it enables you to understand the scope, goal and objectives of a project.
l h n c t i o n s will generally be in italics with initial letters capitalized when they appear in the body of the text.
Unit 4. DEFINING FUNCTIONS
4.1 Reading Assignment
h n c t i o n Analysis: The Stepping Stones to Good Value, Snodgrass and Kasi. Chapters 1 and 2
4.2 Study Notes
The most powerful tool of value analysis is function analysis. In order for us to get the most out of value analysis it is absolutely necessary that we clearly understand functions and are able to find the correct functions relating to the problems we are trying to solve. Often beginning #A (value analysis) practitioners think that it is only necessary to capture the general idea of the performance action involved;
often they are too lazy to exert the necessary effort to correctly identify all of the functions. The student must be prepared to spend a great deal of%~Vme on this lesson and on Unit 5 to establish a sound foundation for the rernafncfc!r of this course.
The reading assignment for this lesson discusses the reasons for using functions to better understand the problems we hope to solve. The chapters also discuss that function analysis is often misunderstood and resisted by people. It is essential that you clearly understand what a function is.
A function is a required performance action described by two words, a verb (active) and a noun (measurable), without identifying a specific method of performing that action.
Read and understand the definition, and the words (See following.) used in the definition.
Required
+
It's something that is necessary to satisfy the user or customer.0 Performance action =+ "What it does," not "what does it."
0 Two words, a verb and a noun =+ Exactly two words are required, a v e x plus a nown.
0 Active verb
+
Whenever possible use an active verb; this enhances clarity and preciseness of the action to be performed. Try to avoid vague, passive verbs such as "provide."Measurable noun
+
We want to use measurable nouns so that we can es- tablish exactly what amount satisfies the requirement. Support Load is a function with a measurable noun; we can specify precisely what level of load is to be supported-e.g., 5000 pounds. Enhance Appearance, on the other hand, is a function with a noun that has no apparent definite measure; we cannot precisely specify what level of "appearance" is acceptable.Specific method
+
Don't use names of components and elements that are part of the solution. Functions such as Support Pipe and Form Slab are unacceptable.16 Unit 4. DEFINING FUNCTIONS
In general, a value engineering study is conducted with the following two ob- jectives:
1. improve performance, and 2. decrease cost.
Keeping this in mind, let us review a project. The project will be used as your study project and learning tool throughout this course. It is a practical, real-world example that each student must analyze with VA/VE tools and techniques. The analysis proceeds stepby-step over several written assignments, and is designed to improve your knowledge and understanding of value engineering.
You will be reviewing a proposed design for a campus sidewalk and conducting a value engineering study to improve its value. Approach this project realistically, as if it were a current proposal given to a value engineer (you) employed by a
"Yirm responsible for the total design of the project. Take particular note that this project includes not only a bridge but also a walkway, retaining wall, embankment, landscaping, etc.
This student project does not require any special civil engineering design in- formation. It can be accomplished by any architect or civil engineer regardless of his/her specific background.
A complete description of the project is given below and on the following pages.
PROJECT: CAMPUS WALK
The library and the student union building of a campus are to be connected with a walkway for students and staff. As shown in Figure 4-1, the proposed walkway had to be designed to span a creek. See, also, Figures 4-2 and 4-3.2 The high-water level of the creek is 715.00 feet. The top of the proposed sidewalk at the bri ge hence, the top of the bridge) is at an elevation of 718.75 feet. The
Q (
bottom o w e bridge is at 717.00 feet. This will give a freeboard of 2 feet above the high-water level. The elevation at the entrance of both buildings should be maintained at 718.50 feet. Sidewalk between the bridge and the buildings will be placed over fill.
A precast, prestressed concrete deckheam construction is proposed for the pedestrian bridge. See Figures 4-2 through 4-4. Construction of the embankment for the sidewalk is restricted on part of the south side due to the adjacent property line. (A detailed investigation was conducted about the possibility of buying the adjacent property; the owner and the engineer concluded it was not economically feasible.) A retaining wall, as shown in Figures 4-5 and 4-6, is proposed to limit the construction within the existing property line. A structured Bill of Material is included in Unit 8, Exhibits 8-1-1 through 8-1-4.
he figures in this lesson are not necessarily drawn to scale.
Unit 4. DEFINING FUNCTIONS
Figure 4-1 General Plan: Campus Walk
Unit 4. DEFINING FUNCTIONS
Figure 4-2 Bridge Elevation
+-
Bukolt CreekNORTH
Unit 4. DEFINING FUNCTIONS
Figure 4-4 Typical Section: Foot Bridge
Unit 4. DEFINING FUNCTIONS
Figure 4-5 Typical Section: Sidewalk, Embankment, Retaining Wall
Unit 4. DEFINING FUNCTIONS
Figure 4-6 Retaining Wall Elevation (Facing North)
Unit 4. DEFINING FUNCTIONS 23
CAMPUS WALK OWNERS/USERS
The owners/users are a crucial factor in any project design. The more infor- mation you have about them, the more you can increase the value of the project to them. Here is some data on the owners/users of the Campus Walk project.
Who Are the Owners/Users of ,the Campus Walk?
1. Students
2. Faculty and staff
3. Interior building maintenance staff ,1
4. Exterior building and grounds maintenance crews 5. Security personnel
6. Administrative staff (management) 7. Visitors
What Do They Want?
1. Students. Direct, efficient access to all buildings. They consider any railing or barrier as a nuisance for their activities.
2. Faculty and staff. A safe and wide access to all buildings. They want the walkway to be convenient and secure. They also want the walk to be archi- tecturally compatible with the campus landscaping and buildings.
3. Interior building maintenance staff. Their main concern is that the walkway be wide enough to carry their equipment between buildings. The slope should be gradual so that they can transport their equipment easily.
"'"s-.
4. Exterior building and grounds maintenance crews. They prefer not t o have too many bushes near the walkway. This may hinder snow removal and lawn mowing. They also prefer to have a rather flat sidewalk slope to facilitate snow removal. However, the slope should be sufficient to drain water. In their opinion, steps should be avoided.
5. Security personnel. Security personnel would like the area to be well lighted.
They note that too many bushes closely placed may pose security problems.
6. Administrative staff (management). Their concerns are based on how well the following issues are addressed:
(a) Safety (b) Security (c) Vandalism
(d) Accessibility for handicapped
24 Unit 4. DEFINING FUNCTIONS (e) Convenience
a (f) Attractiveness (g) Maintenance costs (h) First cost
They want barrier-free access .for the handicapped. The walkway should be wide enough to accommodate wheelchairs and should be flat; ramps should be used instead of steps.
They also want the sidewalk to be such that it will discourage people from walking on the lawn.
7. Visitors. Visitors, often first-time or infrequent users, require easy access with clear identification of route and buildings. They also like safe and attractive surroundings.
It is very important that you develop a thorough understanding of the project because it will be used as a teaching tool in several units. It will help you un- derstand functions and develop the Technical FAST (Function Analysis System Technique) diagram in Unit 5 and a Task/Customer FAST diagram in Unit 7.
You will review the costs of a portion of the project and their distribution in Unit 8. In Unit 10 you will speculate on other ways of performing the required functions, and will be asked to compute the costs of the alternatives, compare their performance, evaluate their worth, and select the alternative with the best value.
In the process of naming functions, the most common approach is to list all of the components and labor intensive activities for a similar or preliminary project, and then determine the functions of each component or activity. Figure 4-15 illustrates such a Component/Functions tabulation for the retaining wall of the Campus Walk project.
Let us now analyze the retaining wall portion of the project for its functions.
Figure &@hows a simplified cross-section of the walkway including the retaining wall. While examining this design and keeping in mind the project needs, we can begin to identify the functions in Figure 4-15. We can easily decide that one function of the retaining wall is to Resist Movement. Naming the function in this manner clearly describes the functioqhe retaining wall must perform-resist the potential movement of the embankment and walkway-without mentioning the components that are part of the solution. We now continue by seeking other functions.
1. Distribute Load. The vertical load of the wall must be distributed over a large enough area of the soil to achieve acceptable support for the weight of the wall. The labor, material, excavation, forming, etc. associated with the lower horizontal footing of the retaining wall is part of the Distribute Load function. See Figure 4-8.
2. Prevent Overturning. A horizontal force in the ground must be used to coun- teract potential forces tending to overturn the wall. To achieve this function,
Unit 4. DEFINING FUNCTIONS 25 additional strength is needed in the stem (using reinforcement, for example) and the size of the footing must be greater. See Figure 4-9.
3. Prevent Sliding. Any tendency for horizontal sliding of the wall can be re- duced by adding a shear key below ground. See Figure 4-10.
4. Overcome &ost (action). In order to avoid heaving, and unequal upward movement or settling of the footing during freeze and thaw conditions, the wall is extended 3.5 feet below the existing grade as shown in Figure 4-11.
5. Enhance Appearance. The top f the retaining wall is extended 6 inches
&
above the ground, as shown in igure 4-12, in order to hide the dirt and otherwise improve the appearance.
6 . Protect User. To protect pedestrians, the wall is raised an additional 3.5 feet as shown in Figure 4-13. (If this requires an increased foo?Tbg size, the additional footing would also be associated with the function Protect User.
7. Minimize Maintenance. Reinforcement rods can be better protected and re- ductions can be achieved in crack-inducing tensile stresses by increasing the wall thickness, as shown in Figure 4-14. This reduces maintenance.
8. Relieve Pressure. Pressure due to soil water would increase the design load over that for normal soil conditions. Gravel fill and a drain, as shown in Figure 4-14, are added to drain the water and prevent such a pressure build- UP.
The functions we identified above are primarily for the concrete. The alloca- tions for reinforcing rods will be similar though not exactly the same. To determine these allocations, identify the reasons for each part of each rod which is used. For example, the reinforcing rod associated with the function Distribute Load will extend well into the stem of the wall.
We now have a reasonable list of functions (perhaps you can improve on
ig'
which describe the Campus Walk retaining wall:
Resist Movement Distribute Load Prevent Overturning Prevent Sliding
Overcome Bast Enhance Appearance Protect User
Minimize Maintenance Relieve Pressure
Some of the functions, such as Prevent Overturning are unique to the zetain- ing wall. Other functions, such as Protect User and Minimize Maintenance occur in other components of the Campus Walk. You must remember that functions with the same name must mean the same thing for each component using them.
2 6 Unit 4. DEFINING FUNCTIONS
A function cannot have different meanings in the same project. An an exam- ple, iEnhance Appearance means make the Campus Walk more attractive to both pedestrians and observers. With regard to the retaining wall, this is achieved by hiding the dirt; with regard to the bridge, this is achieved by painting and finishing the exterior.
.%."
Written Assignment 4 follows Figure 4-15.
Unit 4. DEFINING FUNCTIONS
Property Line
-* I
/
Basic Retaining Wall-m I
RESIST MOVEMENT (Crosshatched)
-*
Existing Ground
2
Figure 4-7 Basic Retaining Wall, Embankment, and Sidewalk
Figure 4-8 Retaining Wall with Footing Added
Property Line
->
Sidewalk
I
I
::o:::o:::::i,:::p:::d::o:
I
,.. . . . . . . ...
,.. . . .
,.. ..,
, . . . . ,
.
.
. . , , .
. .
. ,, . . .
.
, , .., ..
, . . ,
.
., . . . . 13: .
""4.3
l l E l l ~ l E l l ~ l ~ l E
. .
: ~ : ~ : l l E l l ~ l E . .UTE LOAD
-->wh
(Crosshatched)
Unit 4. DEFINING FUNCTIONS
Property Line
->I
..+:.t?.:.:.. : . : q . : o : . p
" / QQG
ii::
... . .
...
. . ... . . ...
..
...
PREVENT OVERTURNING . .
. .
. .
tl (Crosshatched)... ... ...
.... . .
. ..
.
. ...
. ....
0::: ... . . .
. ... .
....
. . ... .. ...
,
:#
I I ~ I ~ I B I ~ I ~ I E ::::$
Existina Ground
2
Figure 4-9 Retaining Wall with Enlarged Footing
Property Line
->I
Sidewalk
7
kg Ground PREVENT SLIDING
~ & - %i
(Crosshatched)
Figure 4-10 Retaining Wall with Shear Key
Unit 4. DEFINING FUNCTIONS
Property Line
-> I
Figure 4-1 1 Retaining Wall with Extended Stem
Property Line
,->
ENHANCE APPEARANCE
I
(Crosshatched)
- *
: .::. ::
:' . '. . ... . . :: :
.. .
....' .
. ... .:. :
: ..
. . .
...
: .
U ~ I ~ I ~ I ~ I ~ I E U ~ I ~ I ~ I ~ I ~ I E
..?
. . l : ~ ~ m ~ m ~ ~R e
Existing Ground ::: . t~ ..
: ..:
. .
Figure 4-12 Retaining Wall with Top Extended
Unit 4. DEFINING FUNCTIONS
Property Line
-* I
PROTECT USER
->
(Crosshatched)
/
Sidewalk1
2
umim11Existing Ground
Figure 4-13 Retaining Wall with Top Extended Further
Property Line
-> I
- ? & n a ~ m i a m ~ m ~ Existing Ground
'r
RELIEVE (WATER) PRESSURE(drain, gravel)
Figure 4-14 Retaining Wall with Greater Thickness and Drainage
Unit 4. DEFINING FUNCTIONS 31
Overcome Frost
~ n h a n & Appearance
COMPONENTS
3001SS: Concrete Stem 4001PP-4003PP: Concrete
I I
Overcome ~ r o s tI I I
FUNCTIONS
Resist Movement
4004PP-4006PP: Form
1 I
Enhance AppearanceI I I
Protect User
Minimize Maintenance Resist ~ o y d m e n t
I I
protectuser I 4 I
COMPONENTS FUNCTIONS
I
4010PP-4012PP: ReinforcementI
Resist MovementI I I
4007PP-4009PP: Finish
Overcome Frost Enhance Appearance Minimize Maintenance Enhance Appearance
I I
Protect UserI I I
1
4013PP-4015PP: ConcreteI
Distribute LoadI I I
3002SS: Footing & Key
I I
Prevent OverturningI I I
Minimize Maintenance
I
Prevent SlidingI I
I
Prevent SlidingI
4016PP-4018PP: Form Distribute Load Prevent Overturning
4019PP-4021PP: Reinforcement
I
3022PP: TreesI
Enhance ApuearanceI I
.
-
Distribute Load Prevent Overturning Prevent Sliding 3004PP: Drain
2 0 0 4 s : Landscaping
Relieve Pressure
Figure 4-15 Retaining Wall Functions
3023PP: Evergreens Protect User
32 Unit 4. DEFINING FUNCTIONS
4.3 Written Assignment 4
1. Assume you must explain "functions" to your management. Write a short, clear, well-organized essay defining what a function is and explaining why it is useful.
2. Which of the functions of the retaining wall are expressed in two-word mea- surable terms?
3. Which of the functions of the retaining wall are not expressed in two-word measurable terms?
4. Clearly explain why component names are unacceptable as function nouns.
5. Must each function be precise? Explain your answer.
-+"*
6. Provide a complete function identification for the embankment of the Cam- pus Walk. (use the forms provided in the packet of additional materials.) It is essential that you consider everything. Keep in mind all of the considera- tions involved in all aspects of the embankment.
NOTE: As you answer this question, we recommend that you follow the approach used with the retaining wall. You must look at everything and concentrate on what each element does. You cannot just copy the retaining ' wall functions; that answer would be incorrect and unacceptable.
A thesaurus, a dictionary, and technical handbooks are important references in choosing the best verb-noun functions that answer the question: What does this component do? Caution should be exercised not to use words with local meanings (words that mean something other than what the dictionary says they mean). Keep in mind that value analysis puts emphasis on func- tions that can be quantified (measured) such as Discharge Water and Receive Load. These have measurable nouns. Measured values might be, for example, 3h@lons per minute or 7,000 pounds.
