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Line D: Organizational Skills Competency D-6: Plan Projects
Description: Every job is different and may have special requirements. Anticipating these requirements and planning accordingly is vital to ensuring that you have the materials, tools, and time to complete the job. To do this effectively you will need to have a clear understanding of the overall job. You will need to know what materials are required and be able to record organized and accurate notes on the time and materials used when the job is complete. Planning ahead saves time and money and makes a job more profitable. Effectively managing time and resources, including materials, and keeping detailed notes is very important whether you are working for another company or on your own. It allows your company to be more competitive and also provides a good base for estimating the costs of similar jobs in the future. The following list of lines and competencies was generated with the goal of creating an entry-level trades training resource, while still offering the flexibility for lines to be used as stand-alone books. Line D – Organizational Skills. D-1 Solve Trades Mathematical Problems, D-2 Apply Science Concepts to Trades Applications, D-3 Read Drawings and Specifications, D-4 Use Codes, Regulations, and Standards, D-5 Use Manufacturer and Supplier Documentation, D-6 Plan Projects. Special thanks to CAPER-BC (https://caperbc.ca/) for creating the audio recording for each Competency.
Author: Camosun College
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- DOWNLOAD EDITABLE: Word file (.docx) (1 MB)
- DOWNLOAD EDITABLE: .html files (0.12 MB)
- WEBSITE Student Resource: Audio file (9 MB)
- DOWNLOAD Student Resource: Self Test Files (.zip) (0.04 MB)
Line D: Organizational Skills Competency D-6: Plan Projects by Camosun College is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
1. Reviewed by: Brian McClinton
- Institution: Kwantlen Polytechnic University
- Title/Position: Millwright Instructor
- Overall Rating:
4.6 out of 5
Q: The text covers all areas and ideas of the subject appropriately and provides an effective index and/or glossary
The text book does give examples of field scenarios which is great for the learner to bring from the class room to the real world.
My intentions where to use this book for level four but I believe it needs more content of actual examples of items showing what a trades man would see in the field. Example; 1- a written work order. 2- a change order. 3- reference to the scheduling resources in industry like the Microsoft project management software etc.
Comprehensiveness Rating: 2 out of 5
Q: Content is accurate, error-free and unbiased
Yes, the the content in it's form is accurate and unbiased. It is a brief description of what needs to happen for job planning.
Content Accuracy Rating: 5 out of 5
Q: Content is up-to-date, but not in a way that will quickly make the text obsolete within a short period of time. The text is written and/or arranged in such a way that necessary updates will be relatively easy and straightforward to implement
Content in it's simple form is up to date.
The planning process is standard and used in industry, especially in big projects where all the steps are used.
Any content to be added to show complexity would be easy to attach to the content after each line item or step.
I do not see any problems with a quick entry of material to be added.
Relevance Rating: 4 out of 5
Q: The text is written in lucid, accessible prose, and provides adequate context for any jargon/technical terminology used
Even though the content is brief it does provide an exact understanding of terms used that match the terminology we would use in industry.
It was east to read and understand.
Clarity Rating: 5 out of 5
Q: The text is internally consistent in terms of terminology and framework
The text is consistent with industry standards and terminology. It is laid out in a systematical sequence of events that should happen when planning a job or project.
Consistency Rating: 5 out of 5
Q: The text is easily and readily divisible into smaller reading sections that can be assigned at different points within the course (i.e., enormous blocks of text without subheadings should be avoided). The text should not be overly self-referential, and should be easily reorganized and realigned with various subunits of a course without presenting much disruption to the reader.
If required to move around sections of the procedures because they are in blocks this would not be a problem especially when they are all titled.
It would be easy to separate any text and insert a diagram or written example of a form used in industry etc.
Modularity Rating: 5 out of 5
Q: The topics in the text are presented in a logical, clear fashion
All topics covered are easy to understand in there full content used. The book is well written.
Organization Rating: 5 out of 5
Q: The text is free of significant interface issues, including navigation problems, distortion of images/charts, and any other display features that may distract or confuse the reader
The flow of the text and the content is accurate. There was no chart or diagrams to be confusing, so the booklet is simple in its model.
Interface Rating: 5 out of 5
Q: The text contains no grammatical errors
The text was consistent with no grammatical errors. It was inline with grammar used in industry.
Grammar Rating: 5 out of 5
Q: The text is not culturally insensitive or offensive in any way. It should make use of examples that are inclusive of a variety of races, ethnicities, and backgrounds
Any country could use this booklet to be concise with it's understanding of the material. The grammar and understanding of the material is only reflecting the use of it's intent. The booklet is inclusive of all ethnic, races and backgrounds.
Cultural Relevance Rating: 5 out of 5
Q: Are there any other comments you would like to make about this book, for example, its appropriateness in a Canadian context or specific updates you think need to be made?
I believe reference to resources is important for the learner and instructor. It can be links or actual photo copied pages of lists, graphs or tables to show the perspective and relationship to the real world learning tools we have in industry. Learners can then except the process and tools used to plan projects much easier because they have seen them in a class room environment.
The goal for trades training is to bring material in the class room as close as we can to the real world application. As experienced instructors in the trades, we use examples of real world experience and applications to tie the interest in to the theory and practical in the training institution.
The content does fit well with the Canadian and American (USA) guide lines for planing projects and jobs.
I have experience on new heavy industry projects with Canada and the USA in the Metal recycling Industry.
I enjoyed the reading of this booklet Line -D Organizational Skills/Competency D-6: Plan Projects.