DOCSLIB.ORG

What Is Value Engineering?

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
What Is Value Engineering? The Methodology for Maximizing Project Value Table of Contents Chapter 1 – Value .................................................................................................................... 1 Introduction ................................................................................................................................... 1 What is Value Engineering? ........................................................................................................ 2 History ............................................................................................................................................. 3 Value Study ................................................................................................................................... 5 Job Plan ......................................................................................................................................... 5 Value Engineering Principals ....................................................................................................... 9 Reasons for Poor Value .............................................................................................................. 12 Chapter 2 – Preparation and Pre-Workshop Activities ....................................................... 15 Introduction ................................................................................................................................. 15 Definitions..................................................................................................................................... 15 Common Activities ..................................................................................................................... 15 Pre-Study Meeting ...................................................................................................................... 16 Specific VE Project Plan Features ............................................................................................. 16 Value Study Team Structuring ................................................................................................... 17 Team Operation ...................................................................................................................... 18 Performance Attributes ............................................................................................................. 18 Attributes and Requirements. ............................................................................................... 18 Value Study Agenda ................................................................................................................. 20 Typical 5-day Value Study Agenda ..................................................................................... 20 Data Required for a Value Study ............................................................................................. 22 Pareto's Law ............................................................................................................................. 23 Cost Model .............................................................................................................................. 24 Pre-Workshop Checklist ............................................................................................................. 25 Chapter 3 – Teamwork .......................................................................................................... 26 Introduction ................................................................................................................................. 26 Content & Dynamics .................................................................................................................. 26 Relationships ............................................................................................................................ 28 Communication is a two-way street .................................................................................... 28 Team Member Participation Expectations ............................................................................. 30 Value Study Ground Rules ......................................................................................................... 31 Team Members' Responsibilities ............................................................................................... 32 The Role of the Value Study Leader ........................................................................................ 33 Principles of Social Behavior .................................................................................................. 33 Promoting Cooperation ......................................................................................................... 36 Team Building .......................................................................................................................... 37 Communication Exercises .................................................................................................. 37 Problem Solving/Decision Making Exercises .................................................................... 37 Planning/Adaptability Exercises ........................................................................................ 38 Trust Exercise ........................................................................................................................ 38 Conflict ..................................................................................................................................... 38 Set goals and ground rules in advance........................................................................... 39 Look for warning signs ......................................................................................................... 40 Remain neutral and defuse the emotions ....................................................................... 40 Conclusion ................................................................................................................................... 42 Chapter 4 – Workshop Activities Information Phase ........................................................... 43 Introduction ................................................................................................................................. 43 Definitions..................................................................................................................................... 43 Common Activities ..................................................................................................................... 43 Obtain project data ............................................................................................................... 43 Confirm the most current project concept ........................................................................ 44 Project Overview..................................................................................................................... 44 Constraints and Controlling Decisions .............................................................................. 44 Gather All Types of Information ......................................................................................... 45 Obtain Information ................................................................................................................. 45 Obtain Complete, Pertinent Information ......................................................................... 46 Work with Specifics/Facts ................................................................................................... 46 Get all Available Costs ....................................................................................................... 46 Information Phase Checklist...................................................................................................... 47 General .................................................................................................................................... 47 Specifications .......................................................................................................................... 47 Engineering and Design ......................................................................................................... 48 Methods and Processes ......................................................................................................... 48 Materials and Procurement .................................................................................................. 49 Maintenance ........................................................................................................................... 49 Chapter 5 – Workshop Activities Function Analysis Phase ................................................. 50 Introduction ................................................................................................................................. 50 Definitions..................................................................................................................................... 50 Common Activities ..................................................................................................................... 50 Determine the Functions ........................................................................................................... 51 Defining Functions .................................................................................................................. 52 Purpose and Need ................................................................................................................
Load more

Recommended publications
  • Analysis of Functions of a Single Variable a Detailed Development
    ANALYSIS OF FUNCTIONS OF A SINGLE VARIABLE A DETAILED DEVELOPMENT LAWRENCE W. BAGGETT University of Colorado OCTOBER 29, 2006 2 For Christy My Light i PREFACE I have written this book primarily for serious and talented mathematics scholars , seniors or first-year graduate students, who by the time they finish their schooling should have had the opportunity to study in some detail the great discoveries of our subject. What did we know and how and when did we know it? I hope this book is useful toward that goal, especially when it comes to the great achievements of that part of mathematics known as analysis. I have tried to write a complete and thorough account of the elementary theories of functions of a single real variable and functions of a single complex variable. Separating these two subjects does not at all jive with their development historically, and to me it seems unnecessary and potentially confusing to do so. On the other hand, functions of several variables seems to me to be a very different kettle of fish, so I have decided to limit this book by concentrating on one variable at a time. Everyone is taught (told) in school that the area of a circle is given by the formula A = πr2: We are also told that the product of two negatives is a positive, that you cant trisect an angle, and that the square root of 2 is irrational. Students of natural sciences learn that eiπ = 1 and that sin2 + cos2 = 1: More sophisticated students are taught the Fundamental− Theorem of calculus and the Fundamental Theorem of Algebra.
    [Show full text]
  • SHEET 14: LINEAR ALGEBRA 14.1 Vector Spaces
    SHEET 14: LINEAR ALGEBRA Throughout this sheet, let F be a field. In examples, you need only consider the field F = R. 14.1 Vector spaces Definition 14.1. A vector space over F is a set V with two operations, V × V ! V :(x; y) 7! x + y (vector addition) and F × V ! V :(λ, x) 7! λx (scalar multiplication); that satisfy the following axioms. 1. Addition is commutative: x + y = y + x for all x; y 2 V . 2. Addition is associative: x + (y + z) = (x + y) + z for all x; y; z 2 V . 3. There is an additive identity 0 2 V satisfying x + 0 = x for all x 2 V . 4. For each x 2 V , there is an additive inverse −x 2 V satisfying x + (−x) = 0. 5. Scalar multiplication by 1 fixes vectors: 1x = x for all x 2 V . 6. Scalar multiplication is compatible with F :(λµ)x = λ(µx) for all λ, µ 2 F and x 2 V . 7. Scalar multiplication distributes over vector addition and over scalar addition: λ(x + y) = λx + λy and (λ + µ)x = λx + µx for all λ, µ 2 F and x; y 2 V . In this context, elements of F are called scalars and elements of V are called vectors. Definition 14.2. Let n be a nonnegative integer. The coordinate space F n = F × · · · × F is the set of all n-tuples of elements of F , conventionally regarded as column vectors. Addition and scalar multiplication are defined componentwise; that is, 2 3 2 3 2 3 2 3 x1 y1 x1 + y1 λx1 6x 7 6y 7 6x + y 7 6λx 7 6 27 6 27 6 2 2 7 6 27 if x = 6 .
    [Show full text]
  • Two Fundamental Theorems About the Definite Integral
    Two Fundamental Theorems about the Definite Integral These lecture notes develop the theorem Stewart calls The Fundamental Theorem of Calculus in section 5.3. The approach I use is slightly different than that used by Stewart, but is based on the same fundamental ideas. 1 The definite integral Recall that the expression b f(x) dx ∫a is called the definite integral of f(x) over the interval [a,b] and stands for the area underneath the curve y = f(x) over the interval [a,b] (with the understanding that areas above the x-axis are considered positive and the areas beneath the axis are considered negative). In today's lecture I am going to prove an important connection between the definite integral and the derivative and use that connection to compute the definite integral. The result that I am eventually going to prove sits at the end of a chain of earlier definitions and intermediate results. 2 Some important facts about continuous functions The first intermediate result we are going to have to prove along the way depends on some definitions and theorems concerning continuous functions. Here are those definitions and theorems. The definition of continuity A function f(x) is continuous at a point x = a if the following hold 1. f(a) exists 2. lim f(x) exists xœa 3. lim f(x) = f(a) xœa 1 A function f(x) is continuous in an interval [a,b] if it is continuous at every point in that interval. The extreme value theorem Let f(x) be a continuous function in an interval [a,b].
    [Show full text]
  • Innovation Through Design Thinking (2 Units)
    University Of California, Berkeley Department of Mechanical Engineering ME 290K A: Innovation through Design Thinking (2 units) Graduate Course Syllabus CATALOG DESCRIPTION Designed for professionally-oriented graduate students, this course explores key concepts in design inovation based on the human-centered design approach called “design thinking”. Topics cover include human-centered design research, analysis of research to develop design principles, creativity techniques, user needs framing and strategic business modeling. COURSE PREREQUISITES Graduate level standing; Prior design course TEXTBOOK(S) AND/OR OTHER REQUIRED MATERIAL No formal textbook. Sample readings are: Designing for Growth: A Design Thinking Tool Kit for Managers, by Jeanne Liedtka and Tim Ogilvie, Columbia Business School, 2011. Peter Guber Interview – The MAGIC is Story at http://tinyurl.com/3phk6bl and the executive summary of the book Made to Stick at Design Thinkng .tagonline.org/files/Made_to_Stick.pdf. “Design Thinking: Notes on its Nature and Use,” Design Research Quarterly Vol. 2, N0. 1, January, 2007 “The Principles of Collective Invention,” White Paper by Erika Gregory & Clark Kellogg “Learning from Studio,” by Clark Kellogg, Design Intelligence Knowledge Reports, January, 2006 The Future of Innovation, by Andrew Razeghi, selected chapters (Slimbooks), 2012 “PFPS Toolkit,” by Clark Kellogg, Sara Beckman and Helene Cahen “Culture of the Charrette,” White Paper by Arnold Wasserman “Ethnography Primer,” IDSA, 2010 Business Model Generation: A Handbook
    [Show full text]
  • The Axiom of Choice and Its Implications
    THE AXIOM OF CHOICE AND ITS IMPLICATIONS KEVIN BARNUM Abstract. In this paper we will look at the Axiom of Choice and some of the various implications it has. These implications include a number of equivalent statements, and also some less accepted ideas. The proofs discussed will give us an idea of why the Axiom of Choice is so powerful, but also so controversial. Contents 1. Introduction 1 2. The Axiom of Choice and Its Equivalents 1 2.1. The Axiom of Choice and its Well-known Equivalents 1 2.2. Some Other Less Well-known Equivalents of the Axiom of Choice 3 3. Applications of the Axiom of Choice 5 3.1. Equivalence Between The Axiom of Choice and the Claim that Every Vector Space has a Basis 5 3.2. Some More Applications of the Axiom of Choice 6 4. Controversial Results 10 Acknowledgments 11 References 11 1. Introduction The Axiom of Choice states that for any family of nonempty disjoint sets, there exists a set that consists of exactly one element from each element of the family. It seems strange at first that such an innocuous sounding idea can be so powerful and controversial, but it certainly is both. To understand why, we will start by looking at some statements that are equivalent to the axiom of choice. Many of these equivalences are very useful, and we devote much time to one, namely, that every vector space has a basis. We go on from there to see a few more applications of the Axiom of Choice and its equivalents, and finish by looking at some of the reasons why the Axiom of Choice is so controversial.
    [Show full text]
  • 17 Axiom of Choice
    Math 361 Axiom of Choice 17 Axiom of Choice De¯nition 17.1. Let be a nonempty set of nonempty sets. Then a choice function for is a function f sucFh that f(S) S for all S . F 2 2 F Example 17.2. Let = (N)r . Then we can de¯ne a choice function f by F P f;g f(S) = the least element of S: Example 17.3. Let = (Z)r . Then we can de¯ne a choice function f by F P f;g f(S) = ²n where n = min z z S and, if n = 0, ² = min z= z z = n; z S . fj j j 2 g 6 f j j j j j 2 g Example 17.4. Let = (Q)r . Then we can de¯ne a choice function f as follows. F P f;g Let g : Q N be an injection. Then ! f(S) = q where g(q) = min g(r) r S . f j 2 g Example 17.5. Let = (R)r . Then it is impossible to explicitly de¯ne a choice function for . F P f;g F Axiom 17.6 (Axiom of Choice (AC)). For every set of nonempty sets, there exists a function f such that f(S) S for all S . F 2 2 F We say that f is a choice function for . F Theorem 17.7 (AC). If A; B are non-empty sets, then the following are equivalent: (a) A B ¹ (b) There exists a surjection g : B A. ! Proof. (a) (b) Suppose that A B.
    [Show full text]
  • Calculus Terminology
    AP Calculus BC Calculus Terminology Absolute Convergence Asymptote Continued Sum Absolute Maximum Average Rate of Change Continuous Function Absolute Minimum Average Value of a Function Continuously Differentiable Function Absolutely Convergent Axis of Rotation Converge Acceleration Boundary Value Problem Converge Absolutely Alternating Series Bounded Function Converge Conditionally Alternating Series Remainder Bounded Sequence Convergence Tests Alternating Series Test Bounds of Integration Convergent Sequence Analytic Methods Calculus Convergent Series Annulus Cartesian Form Critical Number Antiderivative of a Function Cavalieri’s Principle Critical Point Approximation by Differentials Center of Mass Formula Critical Value Arc Length of a Curve Centroid Curly d Area below a Curve Chain Rule Curve Area between Curves Comparison Test Curve Sketching Area of an Ellipse Concave Cusp Area of a Parabolic Segment Concave Down Cylindrical Shell Method Area under a Curve Concave Up Decreasing Function Area Using Parametric Equations Conditional Convergence Definite Integral Area Using Polar Coordinates Constant Term Definite Integral Rules Degenerate Divergent Series Function Operations Del Operator e Fundamental Theorem of Calculus Deleted Neighborhood Ellipsoid GLB Derivative End Behavior Global Maximum Derivative of a Power Series Essential Discontinuity Global Minimum Derivative Rules Explicit Differentiation Golden Spiral Difference Quotient Explicit Function Graphic Methods Differentiable Exponential Decay Greatest Lower Bound Differential
    [Show full text]
  • The Exponential Constant E
    The exponential constant e mc-bus-expconstant-2009-1 Introduction The letter e is used in many mathematical calculations to stand for a particular number known as the exponential constant. This leaflet provides information about this important constant, and the related exponential function. The exponential constant The exponential constant is an important mathematical constant and is given the symbol e. Its value is approximately 2.718. It has been found that this value occurs so frequently when mathematics is used to model physical and economic phenomena that it is convenient to write simply e. It is often necessary to work out powers of this constant, such as e2, e3 and so on. Your scientific calculator will be programmed to do this already. You should check that you can use your calculator to do this. Look for a button marked ex, and check that e2 =7.389, and e3 = 20.086 In both cases we have quoted the answer to three decimal places although your calculator will give a more accurate answer than this. You should also check that you can evaluate negative and fractional powers of e such as e1/2 =1.649 and e−2 =0.135 The exponential function If we write y = ex we can calculate the value of y as we vary x. Values obtained in this way can be placed in a table. For example: x −3 −2 −1 01 2 3 y = ex 0.050 0.135 0.368 1 2.718 7.389 20.086 This is a table of values of the exponential function ex.
    [Show full text]
  • The Effects of Creative Problem Solving Training on Cognitive Processes in Managerial Problem Solving”
    “The Effects of Creative Problem Solving Training on Cognitive Processes in Managerial Problem Solving” Ching-Wen Wang AUTHORS Ruey-Yun Horng Shih-Chang Hung Yung-Chang Huang Ching-Wen Wang, Ruey-Yun Horng, Shih-Chang Hung and Yung-Chang Huang ARTICLE INFO (2004). The Effects of Creative Problem Solving Training on Cognitive Processes in Managerial Problem Solving. Problems and Perspectives in Management, 2(1) RELEASED ON Wednesday, 17 March 2004 JOURNAL "Problems and Perspectives in Management" FOUNDER LLC “Consulting Publishing Company “Business Perspectives” NUMBER OF REFERENCES NUMBER OF FIGURES NUMBER OF TABLES 0 0 0 © The author(s) 2021. This publication is an open access article. businessperspectives.org Problems and Perspectives in Management, 1/2004 101 The Effects of Creative Problem Solving Training on Cognitive Processes in Managerial Problem Solving Ching-Wen Wang1, Ruey-Yun Horng2, Shih-Chang Hung3, Yung-Chang Huang2 Abstract: The purpose of this study is to investigate the effect of Creative Problem Solv- ing (CPS) training on managerial problem solving behaviors. The ill-defined nature of managerial problem solving process is modeled by a two-space four-stage search model. Twenty-two mangers solved a managerial case before they received 12 hours of CPS training (control group). Another 22 managers solved the case problem after the CPS training (experimental group). All managers were administered the Torrance Test of Creative Thinking, Circle Test before the CPS training. The results showed that after the CPS, managers in the experimental group improved in the num- ber of inferences made in the problem space and the number ofroblem p definitions linking the cognitive activities between problem space and solution space,compared to managers in the con- trol group.
    [Show full text]
  • Calculus Formulas and Theorems
    Formulas and Theorems for Reference I. Tbigonometric Formulas l. sin2d+c,cis2d:1 sec2d l*cot20:<:sc:20 +.I sin(-d) : -sitt0 t,rs(-//) = t r1sl/ : -tallH 7. sin(A* B) :sitrAcosB*silBcosA 8. : siri A cos B - siu B <:os,;l 9. cos(A+ B) - cos,4cos B - siuA siriB 10. cos(A- B) : cosA cosB + silrA sirrB 11. 2 sirrd t:osd 12. <'os20- coS2(i - siu20 : 2<'os2o - I - 1 - 2sin20 I 13. tan d : <.rft0 (:ost/ I 14. <:ol0 : sirrd tattH 1 15. (:OS I/ 1 16. cscd - ri" 6i /F tl r(. cos[I ^ -el : sitt d \l 18. -01 : COSA 215 216 Formulas and Theorems II. Differentiation Formulas !(r") - trr:"-1 Q,:I' ]tra-fg'+gf' gJ'-,f g' - * (i) ,l' ,I - (tt(.r))9'(.,') ,i;.[tyt.rt) l'' d, \ (sttt rrJ .* ('oqI' .7, tJ, \ . ./ stll lr dr. l('os J { 1a,,,t,:r) - .,' o.t "11'2 1(<,ot.r') - (,.(,2.r' Q:T rl , (sc'c:.r'J: sPl'.r tall 11 ,7, d, - (<:s<t.r,; - (ls(].]'(rot;.r fr("'),t -.'' ,1 - fr(u") o,'ltrc ,l ,, 1 ' tlll ri - (l.t' .f d,^ --: I -iAl'CSllLl'l t!.r' J1 - rz 1(Arcsi' r) : oT Il12 Formulas and Theorems 2I7 III. Integration Formulas 1. ,f "or:artC 2. [\0,-trrlrl *(' .t "r 3. [,' ,t.,: r^x| (' ,I 4. In' a,,: lL , ,' .l 111Q 5. In., a.r: .rhr.r' .r r (' ,l f 6. sirr.r d.r' - ( os.r'-t C ./ 7. /.,,.r' dr : sitr.i'| (' .t 8. tl:r:hr sec,rl+ C or ln Jccrsrl+ C ,f'r^rr f 9.
    [Show full text]
  • Teaching Creativity in a Technological Design Context*
    Int. J. Engng Ed. Vol. 19, No. 2, pp. 260±271, 2002 0949-149X/91 $3.00+0.00 Printed in Great Britain. # 2002 TEMPUS Publications. Teaching Creativity in a Technological Design Context* KEES VAN OVERVELD, RENEÂ AHN, ISABELLE REYMEN and MAXIM IVASHKOV Stan Ackermans Institute, Centre for Technological Design, Eindhoven University of Technology, PO Box 513, 5600 MB Eindhoven, The Netherlands. E-mail: [email protected] We want to teach creativity techniques to prospective technological designers in a domain- independent way. To facilitate this, we adopt a format and nomenclature that is close to the terminology used by engineers. Central notions are concepts, attributes and values. A crucial role is played by, what we call, productive attributes: attributes that come with a set of values that can easily be enumerated. In this paper we show how this format supports several creativity techniques and how it allows engineers to explore option spaces in a structured manner. We briefly discuss some practical experiences with our approach. INTRODUCTION: PROBLEM STATEMENT ANALYSIS THE STAN ACKERMANS INSTITUTE (SAI) We focus on the following problem: `How to is a subsidiary of Eindhoven University of Tech- teach creativity techniques in interdisciplinary nology [1]. It has been established in order to design for post graduate technological design organise various postgraduate programs in programs'. advanced technological design. In order to enrol Even when dealing with design problems that in these programs, candidates possess a completed offer ample opportunity for an innovative masters degree in some technical discipline; after approach, novice designers and students in tech- successful completion of an SAI program, they nological design very often fall back to conven- receive the title MTD (Master of Technological tional, and frequently sub-optimal textbook-type Design): a degree that is certified by the Dutch solutions.
    [Show full text]
  • Brainstorming and Brainwriting As Creativity Techniques: a Diagnosis in Companies of the Metallurgic Sector
    Brainstorming and Brainwriting as creativity techniques: a diagnosis in companies of the metallurgic sector Jaqueline Fonseca Rodrigues (UTFPR) [email protected] Ivanilde Scussiatto Eyng (UNAM-Argentina) [email protected] Thompson von Agner (CESCAGE) [email protected] Isaura Alberton de Lima (UTFPR) [email protected] Dálcio Roberto dos Reis (UTFPR) dá[email protected] Abstract The objective of this article is to diagnosis the level of knowledge and the level of experience allied to the importance of the creativity, through the use of the techniques of Brainstorming and Brainwriting, as stimulation to the generation of ideas. The present study was developed in companies of the metallurgic sector in the City of Ponta Grossa. Here presented through a field research in eleven companies. Creativity for some authors is the process to become sensible the problems, deficiencies; gaps in knowledge, disharmony; to identify the difficulty, to search solutions, formulating hypotheses regarding the deficiencies; to test and to re-test these hypotheses; and finally, to communicate the results. Brainstorming, more than a technique of group dynamics, is a developed activity to explore the potentiality creativity of individual, placing them it service of their objectives, whereas Brainwriting is the quiet version of the Brainstorming. The results demonstrate that in relation to the knowledge level: Brainstorming: there are managers who do not know, others that know and still a third group that knows well; Brainwriting: many managers are unaware of, some know and few know well. With regard to the experience level: Brainstorming: a great number of managers does not use, few use occasionally and some use it regularly; Brainwriting: a totality of the researched managers practically do not use, a minority uses occasionally and none of the managers makes regular use of the technique.
    [Show full text]