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.


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


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


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


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


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


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)


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


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


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:


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


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?


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


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


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


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


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 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


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


…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 professional role is rebuilt by aggregating univocal competences, identified on the Repertory

CONST WORK


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 extract of the Repertory:

Area of the basic role

Area of the basic role

Area of the specialised

role


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


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


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 [ ]


Exposed walling FASTER THAN AVERAGE ON MY WORKSITE [ ]


Exposed arch with full bricks FASTER THAN AVERAGE ON MY WORKSITE [ ]


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%





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


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 less than +/- 2 mm

1 2 3 4 5 ARRANGEMENT OF BRICKS ON FLAT PLANE






1 2 3 4 5 COMPLIES WITH ALL MEASUREMENTS AND LEVELS AS PER PLAN






1 2 3 4 5 COMPLIANCE WITH SQUARING (measured on 1 m. side)






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 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


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

Date post:	17-Jan-2016
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Lifelong Learning Programme 2007-2013 “Multilateral Projects Transfer of Innovation”

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