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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 CEUs
m University of Wisconsin-Extension
Independent Study
University of Wisconsin-Extension
Independent Study
~ r o d u c e h bUniversity
~ of Wisconsin-Extension
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CONTENTS
I I
iii
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
*wan be summarized as follows:
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.
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.
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.
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 &rial before you offer other comments. Otherwise, in grading, it may
"a
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
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?
!+
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
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
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.
(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
"%..
(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.
1. ~ n f o ~ n a t i oPhase
n
(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
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:
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 to 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.
Performance Elements ,1
Pre-design
1. Who are the owners/decision-makers?
-,) \
Pre-construction
1. Who are the owners/decision makers?
Cost Elements
1. First cost
2. Operating costs
3. Maintenance costs
4. Staffig costs
5. Users costs
6. Rehabilitation/repair costs
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
6. Noise transmission
7. Vibrations
8. Deflection
9. Drainage
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.
lhnctions will generally be in italics with initial letters capitalized when they appear in the
body of the text.
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.
NORTH
Unit 4. DEFINING FUNCTIONS
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.
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.
26 Unit 4. DEFINING FUNCTIONS
.%."
Written Assignment 4 follows Figure 4-15.
Unit 4. DEFINING FUNCTIONS
Property Line -* I
Existing Ground 2
,..
......
......
,..
,..
,..,
....,
..........
...,
,. . ,
, ,
... , ,
,,. . ,
.13: ..
llEll~lEll~l~:. .~l :E~ : l l E l l ~ l E
..
UTE LOAD
(Crosshatched)
-->wh
Figure 4-8 Retaining Wall with Footing Added
Unit 4. DEFINING FUNCTIONS
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
-*
.::'.:.:
:
'.: .'..
......
...
:: .
.....:.:
:
: ........
U ~ I ~ I ~ I ~ I ~ I E U ~ I ~ I ~
..?
I . .~ l I: ~~ ~I mE ~ m ~ ~
R
::: e
Property Line -* I
PROTECT USER
(Crosshatched)
->
/ Sidewalk 1
2
umim11
Existing Ground
-?&na~miam~m~
NOTE: Do not attempt the written assignment for Unit 5 until you
have received the corrected written assignment for Unit 4. It will be
returned with additional material necessary for Unit 5. Before proceed-
ing with this unit, carefully review your corrected Unit 4 along with
the new material sent to you. Make absolutely certain that you under-
stand why the functions are shown as indicated in the new material. It
is essential that you understand the reasoning for the functions before
you attempt a FAST diagram.
The material in Unit 4 is so important and so often misunderstood
that you may not receive a grade on your first attempt. A grade of
C / R ~is not uncommon since we find that most students can improve
their understanding by trying a second time.
In Unit 4 you determined the functions of the embankment for the Campus Wall.
In this unit you will arrange the functions in a hierarchy called a FAST (Functirn*
Analysis System Technique) diagram. A FAST diagram shows the specific re-
-
lationships of all the functions, and tests the validity of the functions. It is an
essential and culminating part of the function analysis technique.
Two types of FAST diagrams are in wide use: task-oriented and technically-
oriented. Each of these types of FAST diagram should be mastered by the serious
value engineering student; the problem at hand determines which is the better
choice.
Task FAST diagrams are very effective for solving all problems for which a
customer (and customer need) can be identified. Generally, this means that the
Task FAST diagram is superior whenever the product the customer buys is in
exactly the same form as the product the team develops. A customer would buy
the campus walk rather than only its embankment or retaining wall (excegt as a
repair). Therefore a Task FAST diagram would be suitable for designing the total
'c/R, or C & R, means 'Correct the incorrect parts of the unit and &submit for grading.'
The only grade that is recorded for a unit is the last one received.
33
34 Unit 5. TECHNICAL FAST DIAGRAMMING
campus walk (which would contain all its components), but would not be suitable
for a,.value analysis study to design only the embankment (a sub-project).
Technical FAST diagrams are primarily used for single components, small parts
of larger projects and processes (such as construction processes). The next two
units are specifically directed to Technical FAST.
1. are used to test the validity of the functions and insure that all the functions
are included in the analysis.
4. aid communication.
HOW? WHY? *
Objective
Function
Functions
that happen
"All the Time" :/t
u WHEN?
I Objective
Function
Design I ,-- - Critical Path of Functions
I
I
Higher Order
Function 1 - Basic
Ehnction
Required
Secondary
Function ?
Required
Secondary
Function
Required
Secondary
Function
- Causative
Function
I I
0
0
These questions are used to determine (1) which functions appear on the critical
path, and (2) the level at which they occur. Let's illustrate the use of this powerful
and indispensable tool by using the questions to determine which of a pair of
adjacent functions is the higher level function.
Note: The WHEN question relates to the causative function. When that action
occurs the WHY is answered by the required secondary function to the left of the
right scope line. The HOW question to this function must also be answered by
the causative function.
Ask questions as follows, putting the actual functions within the quotation
marks.
t
The HOW question: HOW is "a higher level function" accomplished?
Response: "A lower level function."
When the answers make sense, the pair of adjacent functions is arranged in the
correct order.
Let's use the retaining wall as a specific example. Consider the pair of functions
Distribute Load and Resist Movement. See Figure 5-2 in this Course Guide. We'll
apply the HOW-WHY questions to verify that Resist Movement is a higher level
function than Distribute Load.
The HOW question: HOW does it Resist Movement?
(Or, HOW is Resist Movement accomplished?)
Response: Distribute Load.
and,
The WHY question: WHY is it necessary to Distribute Load?
(Or, WHY is Distribute Load needed, 1-9
or necessary?)
Response: Resist Movement.
It is clear that the retaining wall, when designed correctly, can Resist Movement
of the soil.
Since the answer to both questions is logical, Resist Movement is a higher level
function than Distribute Load and they are, correctly, a pair of adjacent functions.
Note that, in the questioning, the functions were used in their exact two-word
form-as they are listed for the retaining wall. It is highly recommended that
you use the same procedure. Although it may not always be pleasing in the
grammatical sense, you will develop the important ability to think in terms of
exactly stated functions. This is a crucial ability for successful value analysis.
Until you develop it, your mind will have a tendency to digress from the value
analysis approach into time-wasting pitfalls.
When the critical path is complete and correct with each function at its proper
level, each and every possible pair of adjacent functions will provide the proper
38 Unit 5. TECHNICAL FAST DIAGRAMMING
response to a HOW question and its converse WHY question. We can state that in
another way which is particularly useful in the initial stages of developing a FAST
diagram: Each function on the critical path must get a logical response for a HOW
question from the function immediately to its right, and for a WHY question from
the function immediately to its left.
r
causative function is Generate Load; it id tifies the external force of the embank-
ment soil. This function creates the need or a solution. If the ground didn't apply
pressure we wouldn't have an encroachment problem.
In summary, the critical path is a path of functions which lies entirely within the
scope of the problem. It starts with the highest level critical path function-the
basic function-and ends with the lowest level function. The level of each function
is determined by asking HOW -WHY questions. Two additional functions which
are not part of the critical path for the problem are utilized, one beyond each scope
line.
d:\scanned\x.tif
40 Unit 5. TECHNICAL FAST DIAGRAMMING
drawn as a group of related functions located above the critical path and near the
HOW scope line as in Figure 5-1. They are not connected to the critical path.
Some value specialists elect to connect the functions within this group with lines.
All-the-time functions are those which assure both the dependability of the
product and the satisfaction of the user. For the retaining wall, such functions as
Protect User and Relieve Pressure are all-the-time functions. Like design-objective
functions they are drawn as a group of related functions above the critical path,
but near the WHY scope line. They are not connected to any specific function
on the critical path. Some value specialists also choose to connect the functions
within this group with lines.
,1
5.2.8 Developing the FAST Diagram
..,p
A stepby-step procedure provides an organized approach to develo ing FAST
diagrams. Basic thought processes shape the diagram by seeking app opiate re-
sponses to questions relating functions. These were described earlier and will be
used mainly in Steps 4 and 5. Some of the other steps in the procedure are quite
mechanical. Including them makes it easier for you to devote maximum effort to
the thought processes in an efficient manner. As you proceed, you will find that
some or all of the following may occur: moving back and forth between steps;
adding, modifying, dropping, and reclassifying functions; and rearranging func-
tions. For example, the higher order function is often not identified until Step 4.
The list of steps follows.
1. List the components and their functions. Figure 4-15 for the retaining wall
provides an example. Satisfy yourself that the list is as accurate as you can
make it at this time before proceeding to Step 2.
2. Write each function on a card. The cards make it easy to reposition functions
as the diagram is developed. A good size for the cards, or 3M post-itTMnote
pad, is 2" x 3". Make only one card for each function. Even if a functiog*
appears more than once on your list, it only appears once on the FAST
diagram.
3. Sketch a skeleton FAST diagram. Use a large sheet of paper, such as flip
chart paper. Figure 5-1 is a good guide for your skeleton diagram. It will be
a helpful framework for positioning your function cards on the paper.
4. Establish the critical path functions. This is best done by first selecting the
most probable basic function and asking HOW- WHY questions to identify
the adjacent secondary function and higher order function. Then continue
working toward lower level secondary functions. Often you will reshuffle func-
tions and rearrange their order. Finding the critical path will take time. It is
not established until each function on it satisfies completely its appr9priate
HOW-WHY questions.
The higher-order function and the causative function are also normally es-
tablished in this step.
42 Unit 5. TECHNICAL FAST DIAGRAMMING
Figure 5-2 is the FAST diagram for the retaining wall. Study it closely and
visualize how the stepby-step process was applied. Perform Step 6 on it. Use it
to help develop confidence in your understanding of FAST diagrams.
*lC."
Experience has shown that it is not reasonable for the beginning value analysis
student to expect to master function analysis by merely reading the rules and
doing one or two examples. Larry Miles recognized this difficulty 40 years ago and
recommended that the serious practitioner spend a couple of years in applying the
principles while working with the normal situations that affect value alternatives.
One of the best ways to supplement this experience is to study case histories of
value studies. This unit is devoted to the analysis of real VA studies and the role
that good function analysis played in achieving good results.
done in conjunction with the analysis of the design process. Section 5.3 presents
the designer's approach to column design.
Figure 5.3, in the textbook, is the FAST diagram of the column design process.
The critical path shows all the functions or steps of a column design. The higher
order function of this process is Design Column. The four steps needed to design
a column are as follows:
1. The engineer determines the shape after reviewing the architectural layout
of a floor and based on the guidelines set by the architect. Preliminary
dimensions usually influence or modify the initial shape.
2. Once the shape is determined, the loads to be carried are computed.
3. Several column sizes are tested to see which one, in the designer's judgment,
best fits the needs.
L C "
4. The design of the column is completed with the selection of its shape, the
concrete strength, and the number and size of reinforcing bars.
The functions that represent the above steps are shown in Figure 5.3. Note
that the function Compute Load is shown under the function Size Column. These
two functions will be performed together. Compute Load is a supporting function
that happens at the same time as Size Column. Under the function Determine
Shape, three functions are listed: Calculate Dimension, Test Dimension, and Re-
vise Dimension. These are functions that are required to Determine Shape and
are called same-time or caused-by functions.
For a given floor, design loads of the columns vary. Theoretically, columns
for the same floor could have different sizes and different concrete strengths. In
practice, when loads are computed, the designer attempts to standardize size and
concrete strength. This allows repeated use of a column design which reduces
errors and cost. In the design process, Repeat Size and Coordinate Strength are
functioqs that must be considered. They are known as all-the-time functions.
wh?e&ing all of the above steps, the designer tries to Satisfy Decor and
Minimize Cost of the column. These are his design objectives. They are shown in
their proper place in the FAST diagram labeled Figure 5.3.
Section 5.5 develops a similar FAST diagram for the process of constructing
a column. Given the design drawings shdwing the column, its dimensions, rein-
forcement, and concrete strength, the contractor's job is to construct the column
in a minimum amount of time while also showing concern for his workers. The
required functions are shown in Figure 5.7.
The critical path of the FAST diagram for a circular column differs considerably
from that for a rectangular column. For circular columns, the function Set Side
forms does not require any supporting functions. But for rectangular columns, the
Set Side function forces the performance of the three functions Tie Side, Reinforce
Side and Reinforce Corners. These additional functions increase the cost of a
column.
These two FAST diagrams (Figures 5.3 and 5.7) are the result of asking the
quest ion
Unit 6. CASE STUDY: HIGH-ltlSE BUILDING COLUMN 45
4. (a) Explain what is meant by the function Minimize Errors (Figure 5.7).
(b) Why is this an important function?
(c) Why is it located where it is on the FAST diagram of Figure 5.7?
5. Discuss why the function Vary Strength (Figure 5.4) probably offers an o p
portunity for the VE team to improve value.
6. Discuss your FAST diagram for the embankment of the campus walk. What
do you think you can do to improve it? (Consider any observations made by
the instructor in your answer.)
TASK/CUSTOMER FAST
DIAGRAMS
3. Satisfy User
4. Attract User
Using a building as an example, these supporting functions are easily under-
stood. :Structural engineers design the building for its basic function and with
a heavy &hphasis on the supporting function Assure Dependability. Mechanical
engineers and electrical engineers pay more attention to the supporting functions
Assure Convenience and Assure Dependability. Architects conceive their ideas
to satisfy both the basic function and th supporting functions Satisfy User and
Attract User.
7
text) and the classification of functions. The emphasis is on using the customer's
language or the "voice of the customer."
Note that only one scope line is used. It separates the task function of the
total product from the product's primary functions. The primary functions are
divided into basic and supporting functions. They are arranged in a column to
the right of the scope line with the basic functions forming the upper part of the
column, and the four pre-defined supporting functions appearing below them. All
remaining functions of the product are called secondary functions and are arranged
to the right of the primary functions. Each secondary function relates directly to
a primary function or another secondary function.
4
In general, a Task FAST diagram developed by identifying all required func-
tions and arranging them in the format just described. Separating the basic func-
tions from the other functions is extremely important and involves input from
all parts of the organization. This input comes from the team ~ e ~ b e rors ,is
elicited from various parts of the organization by the value specialist,'to%erify the
separation.
Learn the definitions of each of these function classifications: task, basic and
supporting.
The task function (or task) is that function which fulfills
or satisfies the need of the owner/user. It is the function which
makes the basic and supporting functions necessary.
protect the user from unfavorable natural conditions (e.g., from wind
or cold).
7.2.1
*C.
Developing a Task-oriented FAST Diagram
A general plan for developing Task/Customer-oriented Fast diagrams is outlined
in the following six steps.
(a) It must be a product or service for which a customer can be defined and
for which the customer's attitudes can be described.
(b) An expert source must be available for accurately defining the functions
of the product.
2. Identify all functions performed by all parts or elements of the project (or
all elements of the service, system, or procedure). Simply ask What does
it do? and answer with one verb and one noun- that is, with a function.
Continue until functions are found for everything it does.
1
r,
(a) lyhe verb should be demonstrable on a nonverbal level.
(b) The noun should, where possible, be a parameter of measurable quan-
tity.
J
NOTE: In defining functions, maintain the same frame of reference. That is,
do not allow yourself to slip from what the item does to what the item's user
does.
Record each function on its own card, or use a 3M post-itTM note pad. Be
sure there is a card for each of the four primary supporting functions. Display
the cards so that all the functions are always visible to you.
3. When all functions appear to have been defined, start the diagram by choos-
ing the one function in your display that appears to be the task function and
place it on the left of the diagram.
Add a note above the task, saying "Task fulfills need."
Unit 7. TASK/CUSTOMER FAST DIAGRAMS 49
4. Develop the vertical column (the primary functions) just to the right of the
task. First form the bottom of the column from the four primary supporting
functions. Then select the primary basic functions, locating them on the
diagram to form the top portion of the vertical column. The primary basic
functions precisely answer the question,
"HOW does it (task function)?"
(An example question for a vacuum cleaner with the task function Clean
Surface is the first line of Section 8.4.)
5. Develop the lower level structurgj the secondary functions to the right of the
primary column, by asking of each primary function the question,
"HOW does it (a primary function)?"
(An example question for a vacuum cleaner's primary functionhdeanoveDirt
leads to three secondary functions in Section 8.4.)
If the answers already exist on the cards you developed in Step 2, place the
cards on the diagram to the right of the function being expanded. If not,
write them on new cards and place them on the diagram.
Complete the diagram by expanding it to the right until each string, or
branch, of extended functions reaches a point where cost can be clearly allo-
cated.
(Example partial diagrams for a vacuum cleaner are Figures 8.5 and 8.6.)
6. To branch to the right, two or more functions must be found to answer the
HOW and WHY question. If only one is found do not branch and assume
that the performance of the one function is included in the higher order
function from which the one function branched.
7. Verify the structure of the completed diagram by moving from right to lek,
(toward the task function) asking of each function the question,
"WHY does it (a function)?"
The answer must be supplied by the function immediately to its left.
(Here are two example questions based on Figure 8.5.
(a) WHY does a vacuum cleaner Loosen Dirt? Answer: To Remove Dirt.
(b) WHY does a vacuum cleaner Remove Dirt? Answer: To Clean Sur-
face.)
NOTE: For steps 5 through 7, the response to either the HOW or the WHY
questions must completely answer the question with no conditioning phrases to
bridge the gap. If either question is not completely answered by the function
already displayed, either an intermediate function is missing or the function defi-
nition is incorrect.
50 Unit 7. TASK/CUSTOMER FAST DIAGRAMS
3. Keep expanding to the right until the answer to a HOW question describes
hardware, and cost can be allocated.
4. Verify the diagram by moving from the extreme right to the left, checking
that the answer to each WHY question is the function at its left.
1. Construct the task and primary basic functions portion of the Task FAST
Diagram for the Campus Walk project.
2. Explain why you selected the following functions. Use the HOW-WHY ra-
tional.
Ea),-;Task
(b) Each of the primary basic functions
3. Identify all of the secondary supporting functions for the Campus Walk. Your
answer should be submitted in a f@m similar to Section 8.6.1, but should
also include the basic functions with their supporting functions.
You may use the present tense such as "it is safe for a pedestrian to cross"
rather than "it should be safe for a pedestrian to cross."
4. Do a complete Task FAST diagram for the Campus Walk similar to that
illustrated in Figure 8.6 in the textbook.
5. Discuss what determines when you stop asking HOW to a given branch of
your FAST diagram.
6. What are the advantages of the Task FAST diagram.
FUNCTION COST
When a project is planned, various interest groups influence the si$! +ape, and
type of structures. Various components are added, modified, enlarged, or reduced
to fulfill their needs, wants, desires, and requirements. Sometimes certain functions
cause a major increase in cost. Owners and users may not be aware of the extent of
spending for certain desires. One of the reasons is that the cost of a certain function
may be spread among many components. The next step in the information phase
is to allocate the cost to these functions. Function cost allocation is a logical,
systematic, detailed, and arithmetic activity.
We would normally allocate all of the costs for the campus walk project as an
example for this unit. However, it is a great deal of work to allocate all of the costs
on a project this size. As a teaching assignment, we will work with only a small
portion of the campus walk project: the retaining wall. Review Units 4 and 5 to
refresh your memory of the campus walk project, and specifically, the retaining
wall. You will have to address yourself to all of the cost elements that relate to the
wall which include the labor, material and overhead for the concrete, reinforcing
rod, formwork, etc.
Figures 8-1 through 8-6 identify the various components of the campus walk
with assigned part numbers. These part numbers are used in association with
Exhibit 8-1, Structured Bill of Materials, and Exhibit 8-2, Costed Bill of Materials.
The structured bill of materials describes each subsystem (SS) and each cost
component (PP) that goes into it. Level one is the entire project-campus concrete
walk and bridge. Level two subsystems are the retaining wall (2001SS), line 2,
-=&.
Exhibit 8-1-1, shown in Figure 8-5; sidewalk on grade (2002SS), line 4, Exhibit
8-1-2, shown in Figure 8-3; and sidewalk on bridge (2003SS), line 20, of Exhibit
8-1-2, shown in Figure 8-3. The landscaping (2004SS), line 1, Exhibit 8-1-4 is
shown on the general plan Figure 8-1.
The part description is followed by quantities and purchase cost per quantity
(cubic yards, lbs, square feet, etc.). The actual unit of the component (PP) is
shown on the right under "involves" and the subsystem into which the component
goes is under the heading "part of."
The costed bill of material (Exhibit 8-2) lists the part numbers in ascending
order with all of level 2s then 3s and finally 4s in groups. The "goes into file,"
exhibit 8-3 is shown in pairs of 4 digit numbers. The number on the left is always
a subsystem (SS) and the one on the right is the component which goes into the
subsystem. The highest level and number (SS) is at the top of the "goes into file"
and the number to its right is one of the components which make up the subsystem.
The highest SS is 3024SS embankment and it contains three components: material,
labor, end overhead.
' l"p
the stem varies as shown by the elevations. We know the total volume of concrete
and we can calculate the average stem height as folows:
Now we can set up two ratios to determine how much of the concrete cost is
used to h r n i s h Barrier (0411). We will use commas to indicate numerators and
E
denominators and assume the decima results of each ratio are multiplied together
to obtain a percent of the cost.
>.,I
8 in, 12 in, 3.5 ft, 9.5 ft = .245 -*
Exhibit 8-6 shows how each of the five supporting functions in the stem are set
up in brackets to determine the individual function percent of the concrete cost.
The first number is the function number, the first ratio is the width and second
ratio is the height. Each percentage is shown in the function cost detail, Exhibit
8-8.
The totals for each function are shown, and the percent shown is the percent
of the cost of the stem.
- G Sidewalk
U
(reinforced concrete)
3024ss
Unit 8. FUNCTION C O S T
3006-PP
'IP ~ FP E OVRHD
PI 270.0
....................................................................
....................................................................
PROJECT: 041 PRODUCT: O1,CAMPUS CONCRETE WALK 8 BRIDGE
401 ~ ~ P ~ F MATERIAL
D R M 5 18.0 513 0 0 5 13
<><><><><><> ......................................................
PROJECT: 041 PRODUCT: O1,CAMPUS CONCRETE WALK 4 BRIDGE
....................................................................
PROJECT: 041 PRODUCT: O1,CAMPUS CONCRETE WALK & BRIDGE
Exhibit 8-6
Unit 8. FUNCTION COST
44000-MINIMIZE MAINTNC
50000-ASSURE DEPEND
51000-PROTECT PEDESTRN
61100-FURNISH BARRIER
60000-SATISFY USER
61000-MAINTAIN GRADE
61100-OVERCOME FROST
70000-&:TRACT USER
1 ~ O O O - E N ~ & C E APPEAR.
71300-STYLE BARRIER
1. Clearly explain the calculations for determining the ratio multipliers for the
formwork slab of the bridge deck problem.
2. Clearly explain why the extra cost e p o q cyreinforcement is allocated to the
function Extend Life and not to some other function.
3. Explain why none of the costs of the concrete curb are allocated to protecting
the pedestrians or cyclists.
4. Do a complete function cost allocation for the retaining wall usi the FAST
Y
functions returned with your written assignment for Unit 7. (1ne)ude con-
crete, reinforcement and formwork.) Provide the following:
(a) A sketch for each component indicating which specific parts of the ma-
terial are allocated to which function.
(b) Clearly show each term in your calculation.
(c) Complete a "function cost detail" (See Exhibits 8-8-1 -8-8-2).
(d) Complete a "function cost summary" for the retaining wall shown in
Figure 8-7 on the following page.
78 Unit 8. FUNCTION COST
furnish Barrier
Style Barrier
ever, in some cases the access may also be viewed as a potential accident area by
transportation officials and the thru-traffic drivers. Let us look at this scenario :
You have studied three of the four steps in the information phase of the Task
FAST: FAST diagramming, function cost, and function attitudes. The fourth
step, function analysis, is so important it has been used in the title of the text,
finction Analysis: The Stepping Stones to Good Value.
""-a*
$520 for the special alloy tank. The final design cost is $80.00, but the effectiveness
of the value analysis approach is clearly demonstrated.
Functions are often interacting and interdependent. The procedure for listing
these functions is outlined, and an example is provided. Note that the functions
were (1) identified, and then (2) arranged in an order suitable for evaluation. In
your particular case, this order is in the basic- and supporting-function format of
TASK FAST or in the technical FAST diagramming format.
Another effective means of evaluation involves using relationships: property-
material relationships and material-cost relationships. All this data is available in
published form but often needs some conversion. For example, the price of low
carbon steel sheet might be determined at 10 centsllb while standard aluminum
alloy sheet might cost 45 centsllb. To make a comparison based only on cost-
per-pound would be inaccurate, because the two materials have different densities.
The
'%."
density of steel is 0.283 lb/cubic inch while that of aluminum is only 0.098
lblcubic inch. If you wish to compare equivalent volume on a cost basis, you need
dollars/cubic inch. To obtain it, the following calculation could be made: .10
dollars per pound times .238 pounds per cubic inch equals .0238 dollars per cubic
inch for steel. Forty five cents per pound times .098 pounds per cubic inch equals
.0441 dollars per cubic inch for aluminum. This readily indicates that although
the cost per pound for aluminum is four and one-half times that of steel, the cost
ratio of aluminum to steel on a volume basis is closer to two.
Functions can be varied to generate creative ideas. Read Section 15.5 from the
text that deals with maintenance of traffic. Below are some functions.
0 Maintain R a f i c
0 Manage T m f i c
Prohibit Trafic
0 Divert Trafic
Reduce Trafic 4
Various ideas can be generated by varying either the verb (action) or the noun.
By varying the verb from "maintain" to "prohibit," entirely different ideas will be
developed.
Go back and review Value Mismatch in Chapter 14, finction Analysis: The
Stepping Stones to Good Value, and the material in the Study Notes in Unit 9 of this
Course Guide. This unit adds another dimension to function analysis. Once the
functions with the greatest opportunity for improving product acceptance and/or
reducing costs are identified, the next step is to think of other ways to perform these
functions using creativity. Study the quotation at the beginning of Chapter 15.
Where do you belong?
Unit 10. FUNCTION ANALYSIS AND C R E A T I V I T Y 83
Often the challenge is to create using the correct function. Note the six steps
that should precede the creative phase. Several examples are included. The p r e
posed tunnel station for the CTA rapid transfer extension to O'Hare Airport in
Chicago is an interesting example of creative thinking.
% P r i o rto this unit, your objectives have been to collect information, define func-
tions, arrange them in a function logic diagram called FAST, allocate the cost and
attitudes information to the functions, and carry out a function analysis to de-
termine the function mismatches. These identified function mismatches were then
used in the creative phase to develop alternate ways to perform these particular
functions.
You are now ready to determine how to obtain the lowest cost product or
service that will receive high customer acceptance. This important relationship
is the ultimate objective that assures good value to both the customer and the
producer and is called the Value Standard.
1. Put the function name at the top of the Feasibility Ranking sheet for each
function being studied (Figure 11-2).
Unit 11. EVALUATION 85
2. Transfer the ideas, that were not crossed out from the Idea List form, to the
Feasibility Ranking sheets under the same function name.
3. Select a function sheet and address the first idea with respect to the first
criterion (State of the Art).
4. On a scale of 1 to 10 assign a number reflecting how well the idea satisfies
the criterion. High numbers are favorable, low numbers are unfavorable.
Example: 10 is "off the shelf," available now; 1 is "brand new technology,"
usually implying a long development time, high uncertainty and/or high
costs.
t
5. Proceed down the idea column for this criterion-do not proceed horizon-
tally across the line. When the first sheet is completed, continue with the
remaining sheets for the same criterion.
.t? \
6. When all of the sheets have been completed for this criterion, then repeat
the process for the remaining criteria on the Feasibility Ranking sheets. Be
certain that you proceed dovm the columns.
7. There is room on the sheet to add a sixth criterion.
8. Total the numbers in the row for each idea and enter at the right in the
"Total Ranking" column.
9. Select the 5 to 8 highest ranking ideas for each function and transfer these
to the Idea Comparison sheets.
5. Add the advantage and disadvantage rating for each idea and enter under
.the "Rank" column. (Note: +4 and -2 equal a rank of +2.)
6. The ideas with the highest plus ranking are then grouped and transferred to
the Analysis Matrix chart. Usually any idea with an Idea Comparison rank
of +2 or greater is transferred. Occasionally a +1 is transferred.
Next set up a series of procedures to enable you to evaluate the ideas objec-
tively. A set of criteria must be developed. Criteria can be developed using the
functions. Various functions can be combined into a set of criteria. It is not desir-
able to develop more than 10 criteria. If more are suggested, check to see if there
are duplicates, or whether some can be combined. Once the team settles on the
list of criteria, the next step is to rank these criteria.
A. Strength
B. Stability
C. Constructibility
D. Appearance
E. Versatility
F. Time of construction
G. Drainage
H. Makk%ance
These criteria are not listed in the order of preference. The next step is to find a
way t o arrange them in the order of importance (see Figure 11-5).
List all of the criteria on the left-haid side in any random order and letter
them A thru H (Exhibit 11-1). Across the top, place letters representing these
criteria starting with the second criteria (B) and continue in the same order as the
vertical list. The objective of the following procedure is to compare one criterion
at a time against each of the others and decide which one is more important.
Let us compare the criterion "strength" (A) with "stability" (B). Ask the
question, "Which criterion is more important?" The answer is "stability" (B). Next
ask the question "How much more important?" using the the preference ratings
on the bottom half of Exhibit 11-1. The answer is %cry slightly more important."
Mark B in the box that is enclosed by A and B with a (1) slightly below the B.
Next compare "stability" (B) with "constructabili ty" (C). The result (B) is more
important than (C) and the preference rating is LLmuch more important" or (4).
Unit 1I . EVALUATION 87
The members who rated the 1 and 5 will be asked to explain their
viewpoints. Member who rated 3 or 4 can respond and a new poll
taken. If the ratings are not revised, discard the extreme values and
use the average value of 3.5.
(b) When a five member team rates an idea as follows:
Team
Members Rating
4 3
1 5
kind of decision maker is experienced and has a disciplined mind. Above all, there
should always be enough time and information to make the decision. In Value
Engineering, even though self-discipline and experience of individuals are a help
in making decisions, they are not necessary to obtain good results. The VE job
plan and evaluation procedure will guide the team to an unbiased evaluation.
The Figures and Exhibits for Unit 11 follow the written assignment.
*Y
CREATIVE PHASE
STUDY NO.
IDEA
FUNCTION
'
This is the creative phase of the value study. Generate as many ideas as possible for accomplishing b e function.
Do not evaluate the ideas durir~gthis phase.
YOU'RE NOT THROUGH YET. ADD MORE SHEETS FOR MORE IDEAS1
Copyri@t Q 1 9 9 by Bcud of wpnu o f h Udvoniq of W c m h S y a m FORM 1101
Figure 11-1
Unit 11. EVALUATION
ANALYSIS PHASE
STUDY NO.
FEASIBILITY RANKING
Figure 11-2
Unit 11. EVALUATION
ANALYSIS PHASE
STUDY NO. IIbcr COMPARISON
Select the most feasible ideas or combination of ideas. List them below. Ust both the advantages and
disadvantages of each idea to determine where additional work must be done.
IDEA ADVANTAGES DISADVANTAGES RANK
.%.
1
'%
I'
Copyri@ O 1989 by Boud o i P . p n ~of the Univ*nity of Wtemndn Syrlorn POW 1103
Figure 11-3
Unit 11. EVALUATION
ANALYSIS PHASE
ANALYSIS MATRIX
Figure 11-4
PA1RED COMPARISON ANALYSIS
ORDER
OF IMPORTANCE
OF CRITERIA
(Accordin to the
CRITERIA Highest &re)
PREFERENCE WElGHTlNGS
0 - N o difference.
1 - Very slightly more important
2 - Slightly more important
3 - ReasmaMy more important.
4 - Much more imponant. H
5 - Examely more important.
I
SCORING
Put tbe SCORE in each box by writing J
BOTH the LFTIER reprrsenting the crituicm
AND the NUMBER reprrsenting the waghting *I
for the choice you feel is most important
FORM 1105
Unit 1 1 . EVALUATION
Exhibit 11-1
Unit 1 1 . EVALUATION
Exhibit 11-2
VALUE ENGINEERING
CHANGE PROPOSAL
Value Engineering Change Proposal, widely known as VECP, is one way an owner
can lower the cost and improve the value of the project. VECP also gives the con-
tractor an incentive to invest significant effort in seeking ways and means by which
savings can be attained without lowering the value of the project. A successful
VECP benefits both owner and contractor.
There is always a time lapse between the design and construction phases.
Sometimes this lapse may be measured in years and not in months. Prices of
materials and their availability change considerably during this time lapse.
What was abundant and economical during the design phase may sometimes
become very expensive and scarce during the construction phase.
3. Submission. The contractor should submit the VECP to the resident engi-
neer with a copy to the owner.
4. Acceptance. The contractor should stipulate the time limit by which the
owner should respond. Beyond this limit the contractor has the option to
withdraw the VECP proposal. h t also should stipulate that the owner has
the right to accept or reject the proposal.
5. Sharing. The contract will detail the method by which the contract price
would be adjusted if the proposal is accepted. One method of 0 s$aring the
savings between the contractor and the owner if the proposal is accepted is
as follows:
7. Are there advantages to other parties when VECPs are used? Give examples
;,if there are any.
8. List some ways that people can abuse the VECP idea. (You may not find
these in this Course Guide.)
HOW TO PERFORM A
VALUE ENGINEERING
The previous units presented the basic principles of Value Engineering. The prob-
lem presented in this unit is how to create a climate in which these VE principles
may be effectively utilized.
1. project selection,
3. team selection,
5. subject selection.
102 Unit 13. HOW TO PERFORM A VALUE ENGINEERING STUDY
1. TYPE I
2. TYPE I1
Tuesday
Wednesday
Thursday
Tuesday
Wednesday
3. TYPE I11
Monday
Tuesday
Thursday
Friday
0 Monday
Three other factors are used to identify worthwhile subjects. These are
1. Pareto's Law of Distribution,
The team should determine the weight of importance of each of the previous
factors, then develop a composite diagram of the weighted factors. For the bridge,
the following weights were used to develop the composite diagram (see Figure 13.4).
Cost 6
Acceptance of Change 10
Maintenance 8
1
These weights of importance are hultiplied times the rating received for each
of the bridge components to obtain a score. The foundation received a rating of
10 for the cost and a score of 60 (i.e. 10 x 6). The scores for the three factors are
now added to obtain the weighted total. Finally the top weighted to@ :i assigned
10 and the others are a ratio of this number (981188 x 10 = 5.2). These'weighted
ratios are shown in chart form (Figure 13-4) and as a graph for comparison (Figure
-
TOTAL RATING
Cost Maint.
- 1 Acceptance (weighted) (weighted)
Weights of Importance - 6
-
FOUNDATION 60
BEAM 36
SLAB 30
PIERS 24
RAIL 12
ABUT. 18
EXP. J T -6
Figure 13-4
110 Unit 13. HOW T O PERFORM A VALUE ENGINEERING STUDY
Figure 13-5
Unit 13. HOW TO PERFORM A VALUE ENGINEERING STUDY 111
For the bridge, the expansion joint is not an expensive item, ranking lowest in
the cost consideration. However, it ranks second in importance in the study, as
shown in the composite diagram, for two reasons:
1. expansion joints, in general, cost more to maintain or repair, and
2. the owner gives the joint a higher priority for maintenance than other ele-
ments.
Figures 13-1 through 13-5 vary for each project and depend on the following:
1. structure,
2. owner,
3. time, and
4. location.
The value engineering team should develop figures similar to Figures 13-1- 13-5
before selecting the element to be studied.
4. Develop and justify the weights of importance for the above graphs. (Please,
don't just copy the workbook numbers.)
5. Using your answers to questions 3 and 4, develop a composite graph.
6. Make recommendations based on what you have learned from your answer
to question 5.
7. Select a project with which you are familiar, and that you would like to use
for a VE study.
(a) Briefly explain the project.
(b) Make a list justifying the project selection.
(c) List the expertise you would include on the team? (eg. A design engi-
neer, a juggler, a nuclear physicist, etc.)
MANAGEMENT'S ROLE IN
VALUE ENGINEERING
The tools and techniques of value analysis are important in determining solutions.
Management's understanding and support determines the degree of implementa-
tion and overall success of the value engineering program. The elements of a suc-
cessful value engineering program, as they concern management, deal primarily
with interactions, personalities and the politics of the organization.
1. obtaining the value recommendation through the tools and techniques you
studied in the first section of this correspondence course, and
2. obtaining management's support in implementing the recommendations.
value specialist must learn to cope with such situations and must realize that often
timeedone will help some individuals adjust to change.
A dominant team member will sometimes demand that the team stop "wasting
time" on silly verblnoun functions and get to the important activity of creativity.
Giving in to such an individual spells disaster because the poor results from such
a study will reflect on the value specialist. Following the stepby-step job plan
from the information phase through the various screens of the evaluation phase
can raise real questions about the use of the team's time. Most team members
are action-oriented, "get the job done" types, and it is difficult not to jump ahead
when one sees a potential solution.
Unit 3 covered gathering the necessary data, and this can also become a prob-
lem. An organization can take months trying to decide whether to do a value
engineering study, but after management makes the decision, instant action is
desired. Gathering information takes time, and without the proper information
b k
another major pitfall has been placed in the road to a successful study.
Who should be on the team is often another obstacle the value specialist must
face. Successful projects are always the output from the right individuals following
the proper job plan and using the correct data. Anything less, at the very least,
detracts from the organization and definitely injures the reputation of the value
specialist.
Creative thinking is another problem in motivation. Individuals, working on
the same types of construction for long periods of time, develop methods that
are difficult to change. The dilemma the specialist faces is that usually these
individuals are the very persons who should be on the VE team. Again, time is
the answer. Allow enough time for creating by functions to produce better and
better answers, Always make positive suggestions, never criticize.
Most important, remember that you are working with a system that works.
Refinement has been made over many years. Ideas have been borrowed from other
approaches. Never lose faith. The system is the solution to the most complex
probleq. Trust the system.
~ h e ~ q ~ i v a t i for
o n sbecoming a value specialist are as great or greater than
the problems just discussed. There is no similar opportunity in an organization
to learn and understand how things are done. What makes it work? Where do
the problem areas exist? For many, the time spent as value specialists will be a
training period, a period for upper managkment to observe your skills in handling
people as well as problems, and decide that you are just the right candidate for a
higher level job.
Equally important, value specialists enter upper management as specialists.
They are recognized on an equal basis with their peers, who are supervisors. There
are two reasons for this. First, the unique technique of value engineering tackles
a total project and points out the specific problems. Second, it pushes the team
members toward new technologies.
Review Section 16.3 in your text for further evidence that the techniques of
the value specialist and the VE system provide ready answers to several of John
Nesbitt's mega-trends; weapons against many of W. Edward Demming's many sins;
and procedures for the majority of Peter's and Waterman's eight basic principles.
Unit 15. VALUE ENGINEERING AS A CAREER 117
1. Explain why and how you will (or will not) use value analysis on your job.
2. Explain what additional things you will be doing to improve your value
analysis skills. (If your answer is "nothing," then explain what additional
things you are going to do to improve your job skills.)
3. Discuss some roadblocks you regularly encounter on your job. How do you
think you might overcome them in the future?
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