LEARNER GUIDE

Faculty Engineering and Technology

Industrial Engineering, Operations
Department Management, and Mechanical Engineering
Advanced Diploma in Industrial Engineering
Course (AD0830)
Module Title Quality Control & Improvement

Module Code EBQCI4A

Compiled By I Khumalo

Year 2023-1

NQF Level 7

Credits 20

CESM Category 082801

Assessment Continuous Assessment (CASS)

Teaching and Learning Blended Learning

Module Type Core Module

Moderator Name(s) Z. Mpanza & Dr. N. Ndou

CONTENT
 1. WELCOME.......................................................................................................2
2. CONTACTS AND OTHER DETAILS FOR THIS MODULE...........................................2
3. GROUND RULES FOR THIS MODULE...................................................................2
4. COURSE/MODULE INFORMATION.......................................................................3
4.1 Purpose of the Diploma In Discipline Engineering..........................................3
4.2 Purpose Of (Module Name).........................................................................4
4.3 Introduction To (Module Name)...................................................................4
4.4 Module Outline..........................................................................................5
5. PREREQUISITES / LEARNING ASSUMED TO BE IN PLACE / exemptible...................6
6. PRESCRIBED LEARNING MATERIAL....................................................................7
7. HOW TO ACCESS VUTELA (BLACKBOARD LEARN)................................................7
8. HOW TO ACCESS ONLINE LECTURES IN VUTELA.................................................8
9. TEACHING, LEARNING AND ASSESSMENT STRATEGIES......................................10
9.1 How to Master This Module.......................................................................11
10. KNOWLEDGE AREA CONTRIBUTION.................................................................11
11. GRADUATE ATTRIBUTES.................................................................................14
11.1 General Information.................................................................................14
11.2. Graduate Attributes Assessed In This Module...........................................16
11.3. Evidence Of Assessment Of Outcomes.....................................................17
12. SUBJECT WEIGHTS........................................................................................18
13. ASSESSMENT STRATEGY................................................................................19
14. FORMATIVE ASSESSMENT DATES....................................................................19
15. GA ASSIGNMENT/ PRACTICAL.........................................................................20
16. ASSIGNMENT MARKING RUBRIC......................................................................21

1. WELCOME

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 The IEOMME department welcomes you as a learner to the Faculty of Engineering at the
Vaal University of Technology.

Persons achieving the Advanced Diploma in Industrial Engineering will be highly

competent in applying the relevant techniques and strategies resulting in effectiveness
and productivity in industry. In the context of the Quality Control & Improvement
module; the means by which this will be achieved are educating the students in
advanced concepts of statistics, lean manufacturing, six-sigma, reliability engineering
and statistical quality control etc.

2. CONTACTS AND OTHER DETAILS FOR THIS MODULE

Contact Name Office Phone Email

Mr I Khumalo (Lecturer) RE-201 016 950 9852 [email protected]
Ms Keke Nakedi (Admin) RE-206 016 950 9287 [email protected]
Class rep 1.
Class rep 2.

3. GROUND RULES FOR THIS MODULE

(CLASS ATTENDANCE AND PARTICIPATION, ASSESSMENT ATTENDANCE, PRACTICAL

CONTRIBUTIONS, INDIVIDUAL CONTRIBUTION IN GROUP ASSESSMENTS, REFERENCE
TO VUTELA, (student conduct document from Dean’s office as generic and then add
specifics for this module – Eudes will forward to everyone please)

Change the information to be relevant to your module. Add/Delete sections as required.

The Learner Guide

• Read carefully through the learner guide to ensure you familiarise yourself
with how and when the teaching and assessment will occur.
• Make a note of test dates and assignment due dates.

Class Attendance and Participation

Classes will be online and recordings will be available.

Communication

• Announcements and reminders will be posted on VUTela, which will then also
send an email to your VUT email address. If you want this to be sent to
another email address, you have to change your default email address on
VUTela. Go to the My Blackboard menu >Settings>Personal Information>Edit
Personal Information. Then, type your preferred email address and select
Submit.
• The preferred method of communication for module related issues is email. A
WhatsApp group can be formed and used in times of emergencies.

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 Assessments (Test, Assignments, etc.)

• Tests will be done in person at the campus, or on VUTela at scheduled dates and
times. You will be notified of the date and time of tests via email at least five (5)
days before the event.
• If you are unable to write a test or submit an assignment on the given date, let
your lecturer know via email no later than two days after the test date or due
date for the assignment. If you are unable to contact your lecturer personally,
ask somebody else to give the message.
• If a test for another module is scheduled at the same time, notify your lecturer
immediately. A notice given on the actual day of the test is not acceptable as it is
too late then to change dates.
• Online classes and assignments will all be done on VUTela.
• Familiarise yourself with the VUTela interface and make sure you can access this
module and its information. Quick Start for Blackboard Learn | Blackboard Help.

Practical Contributions

You will need to attend schedeled practical classes at R210.

VUTela

• Online classes, assignments and/or semester tests will all be done on VUTela.
• Familiarise yourself with the VUTela interface and make sure you can access this
module and its information. Quick Start for Blackboard Learn | Blackboard Help.

4. COURSE/MODULE INFORMATION

4.1 Purpose of the Advanced Diploma In Industrial Engineering

This Advanced Diploma in Industrial Engineering has the primary purpose of

developing a person who has completed a Diploma in Industrial Engineering to attain
knowledge, skills and applied competence that constitute an educational foundation for
an Industrial Engineering technologist. The outcomes of this advanced Diploma call
for the following enhancements of the Diploma-holder’s attributes:

 Development of problem-solving ability from broadly defined to broadly defined

industrial engineering problems, as defined in the Diploma qualification standard
and below;
 Enhancement of ability in mathematical and natural science from descriptive,
formula-based orientation toward engineering analysis and modelling in a sub-
discipline;
 Development of ability to apply industrial engineering fundamentals from solving
broadly defined problems to solving broadly defined industrial engineering
problems;
 Development of specialist industrial engineering knowledge from codified
practical knowledge to knowledge of technologies and the family of applications
they serve;

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  Development of design and investigative ability from broadly defined to broadly
defined industrial engineering problems; and
 Extending the ability to assess impacts of industrial engineering technology from
task contexts to project contexts.

4.2 Purpose of Quality Control & Improvement

The rationale of this course is:

Quality Control & Improvement is designed to provide a look at the various tools and
techniques for quality; such as statistical methodologies for quality, basic tools of
problem solving and analysis in quality, confidence intervals, hypothesis testing, analysis
of variance (ANOVA), regression and correlation, design of experiments, target and
tolerance designs, measurement system evaluation, statistical process control, lean
manufacturing, Six Sigma, lean six sigma etc. The module also looks at how to design
and manage processes, strategic planning, measurement and knowledge management.
Quality chiefly involves quality planning, control and improvement and other areas as
specified in the learner guide.

4.3 Introduction To Quality Control & Improvement

Module Objective:

Quality Control & Improvement is designed to provide a look at the various tools and
techniques for quality and techniques that are currently being used in industry.  Quality
Control and Improvement chiefly involves quality planning, control and improvement,
The objective of the module is for students to be able to design and/or implement quality
control and continuous improvement systems in both manufacturing and services
enterprises, It focuses on basic factors, principles, techniques involved in quality
management and continuous improvement as specified in the learner guide.

Module outcomes:
 Demonstrate detailed understanding and acquire the necessary knowledge to
apply different quality management systems used in today’s world.
 Analyse, prepare and apply the statistical quality techniques associated with
industries and the implementation of quality systems.
 Understand and apply strategic quality control, which is required to maintain a
quality management system and continual improvement of quality in any
organisation.
 Identify and solve quality related issues through various methods such as case
studies, practical’s, syndicate groups etc.
 Demonstrate an ability to design new business processes and/or products.
 Demonstrate the ability to structure or restructure organisations in order to
achieve key quality and business objectives.
 Demonstrate the ability to use various tools and techniques for quality to design
for quality, or improve quality of products and services..

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 4.4 Module Outline

LU Learning Learning Outcomes Learning

Units Material

1. Introduction At the end of this learning unit, learners should be Chapter 1

able to:
to Quality Chapter 1
o  Define quality Notes
 Understand quality in manufacturing
 Understand quality in service organisations
 Understand quality in business support functions
 Understand quality and competitive advantage.
2. Foundation At the end of this learning unit, learners should be Chapter 2
able to:
of Quality Chapter 2
management  Know history of Quality/Godfathers of Quality; The Notes
J.M. Juran, W. E. Deming, P. Crosby, A. V.
Faigenbaum, K. Ishikawa, G. Taguchi, W. A.
Shewhart, H. G. Romig, S. Shingo and T. Ohno
philosophies.
 Know principles, practices and techniques of
quality management.
 Know Quality Management Systems
3. Process focus At the end of this learning unit, learners should be Chapter 5
able to:
Chapter 5
 Understand Process management. Notes
 Identify processes and process requirements.
 Understand process design techniques.
 Understand process control techniques
 Understand process improvement techniques.

4. Statistical At the end of this learning unit, learners should be Chapter 6

methods in able to:
Chapter 6
quality
 Understand basic probability concepts Notes
management.
 Understand probability distributions
 Understand statistical methodologies used in
quality.
 Use of statistical inference in drawing conclusions
about populations of interest.
o Confidence Intervals.
o Hypothesis Testing
o Analysis of Variance (ANOVA)
o Regression and Correlation Analysis
 Use of design of experiments to improve design of
products
5. Design for At the end of this learning unit, learners should be Chapter 7
Quality and able to:

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 product  Understand the product development process. Chapter 7
excellence.  Apply concept development and innovation. Notes
 Design products and processes for reliability.
 Understand design optimisation.
 Understand design verification.
6. Measuring At the end of this learning unit, learners should be Chapter 8
and able to:
Chapter 8
controlling Notes
 Understand measurement for quality control
quality.
 Carry out measurement system evaluations.
o Metrology
o Calibration
o Repeatability and Reproducibility Analysis
o Carry out process capability measurements.

 Statistical process control/statistical process control

charts - Charts for variable data and attribute data.
 Implement statistical process control
7. Process At the end of this learning unit, learners should be Chapter 9
Improvement able to:
Chapter 9
and Six
 Understand process improvement methodologies. Notes
Sigma.
 Understand various ways in which Six Sigma is
implemented,
 Understand the Six Sigma business improvement
approach. / DMAIC process improvement approach.
 Apply lean tools for process improvement.

8. Strategy and At the end of this learning unit, learners should be Chapter 11
Performance able to:
Chapter 11
Excellence.
Understand the strategic planning process. Notes
Understand the seven management and planning
tools that are used to implement policy
deployment.
 Design organisations for performance excellence.
9. Measurement At the end of this learning unit, learners should be Chapter 10
and able to:
Chapter 10
knowledge
 Understand the value and scope of performance Notes
management
for measurement.
performance  Design effective performance measurement systems.
excellence.  Analyse and use performance data.
 Manage information resources.
 Understand knowledge management.

5. PREREQUISITES / LEARNING ASSUMED TO BE IN PLACE / exemptible

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 No pre-requisites.

The student must ensure that they have access to the laboratory in room R210 as this is
where they will carry out practical exercises, type out assignments and projects.

 Students should have access to and be competent in the use of the following
computer software:
o Microsoft Word;
o Microsoft Excel/ Advanced Excel/Minitab
o Microsoft Power Point etc.
o Microsoft Media Player
o PDF

6. PRESCRIBED LEARNING MATERIAL

The content of this learner guide is the primary source of your learning material /
or

Evans, J.R., & Lindsay, W.M. 2017. Managing for Quality and Performance
Excellence, 10th Edition. Cengage Learning.

7. HOW TO ACCESS VUTELA (BLACKBOARD LEARN)

You can log in to VUTela/Blackboard Learn on a web browser on your computer or a

mobile app. You need three pieces of information to access Blackboard:

• Blackboard/VUTela site: https://vut.blackboard.com/webapps/login/

• Your username (Student Email)

• Your password (Birthdate yyyy/mm/dd)

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 In most cases, the web address directs you to the login page. If you're directed to
another location, look for a login button or a special portal area.

What happens after I log in?

When you access the login page the first time, a pop-up will appear that will direct you
to the Blackboard Profiles Terms of Service. You have to read the material and at the
bottom accept it before you will be able to log in.

New users see a welcome page that invites them to create a profile. If you did not
accept the terms of service, you wouldn't be granted access to some tools. You can
choose to create a profile later.

Existing users see the My Courses tab. From this tab, you can access the courses where
you're enrolled.

Where can I find support for VUTela (Blackboard Learn)?

Blackboard Learn has comprehensive help for students online. It can be accessed here:
https://help.blackboard.com/Learn/Student

8. HOW TO ACCESS ONLINE LECTURES IN VUTELA

8.1 How to join an online lecture

Online lecture sessions are scheduled on VUTela, using a tool called Blackboard
Collaborate Ultra. From this tool, you can attend online lectures and view recordings of
sessions. To attend a scheduled lecture, follow the following steps:

a) On the course home screen, select ONLINE CLASSES from the pop-up menu on
the left side of the screen. This will take you automatically to the Blackboard
Collaborate Ultra screen.

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 b) Blackboard Collaborate Ultra Interface

The Blackboard Collaborate Ultra tools have two areas, Sessions and Recordings.

In the Sessions area, click on session links to access scheduled meetings.

Select the session you want to attend and then Join session.

c) View online assistance for Blackboard Collaborate Help:

https://help.blackboard.com/Collaborate/Ultra

8.2 Ground rules for attending online classrooms

• Check connection – ensure you are connected to the internet.

• Set-up properly – be ready to join the video call in good time and make sure
you have the appropriate equipment ready (e.g. pen, paper, textbook etc.).
Prepare everything you will need during the online session beforehand.

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 • Listen carefully – avoid being distracted by background noise, wear
headphones when possible.
• Manage distractions – when listening to others, turn your microphone on
mute. Switch off notifications on your device and shut down non-work-related
browsers and applications.
• Ask questions – use the comment box in the Blackboard Collaborate Ultra or
raise a virtual hand to ask a question. Collaboration is important.
• Make contributions – when invited by your teacher, unmute your
microphone and share your thoughts/questions clearly and concisely.
• Show understanding by using emoji's/reactions rather than typing an actual
message that takes time and may block the chat.
• Respect others – do not interrupt others or dominate discussions.
• An attendance register will automatically be available on VUTela for each class
session.

9. TEACHING, LEARNING AND ASSESSMENT STRATEGIES

Learning Activities

Quality Control & Improvement has a credit value of 20 credits which amounts to 200
notional hours. These hours are distributed as follows:

Component Hours %
Lectures / Videos 56 28
Semester Tests (2) 4 2
Tutorials 12 6
Assignments and other self-learning 123 61.5
activities
Laboratory / Practical 5 2.5
Total Notional Hours 200 100%

Teaching methods/Lecturing using online tools

 Lectures (face to face, limited interaction or technologically mediated where most

people are addressed at once). A formal or semi-formal discourse is which the
instructor presents a series of events, facts, or principles, explores a problem or
explains relationships, according to a lesson plan.

 Non-contact learning will be applied; use of learning management systems such

as Blackboard/Blackboard Collaborate Ultra etc. Notes or slides, practice
problems, lecture video links and voice notes are uploaded on Blackboard.

 Tutorials – A method of instruction in which an instructor works directly with an

individual student (peer students or tutors). A competent student (peer assistant
or tutor) assists students to understand the module content better.

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  Independent self-study of standard text or references – A method of learning
about the course that involves studying alone at home, rather than in an
auditorium with an instructor.

9.1 How to Master This Module

When you study Quality Control & Improvement, you should:

• Attentively study the outcomes on all levels (module, learning unit, learning
section);
• View the module plan for a bird's eye view of what the module entails;
• Page through the learning materials to determine the organisation, difficulty
level, and volume;
• Read the learning material according to the instructions provided in the
learning guide and learning outcomes;
• Attentively read/listen to all course material made available to you, according
to the guidelines of the lecturer;
• Do all learning activities (questions) in every learning section (or learning
unit) of the learning guide or the textbook or otherwise made available by the
lecturer;
• Study the sections indicated/listed in the learning guide and prepare to take
part in the group discussion;
• Complete all exercises and mark each according to the
answers/instructions/solutions provided;
• Submit fully completed assignments according to the schedule.

10. KNOWLEDGE AREA CONTRIBUTION

10.1 The Advanced Diploma in Industrial Engineering includes a total of 140 credits. Of
these credits, twenty (20) are for Quality Control & Improvement. Six of the
knowledge areas are ingrained in this subject, as highlighted in the table below.
Knowledge demonstrated by the graduate has the following characteristics:

Knowledge Area Credits

Mathematical Sciences 4
Natural Sciences 2
Engineering Sciences 8
Design and Synthesis 3
Computing and Information Technology 1
Complementary Studies 2
Total Credits for module 20

Natural Sciences:

The student will be taught the physical science of product physical attributes
(dimensional metrology and measurement attributes) as they carry out
repetability and reproducibility studies (as they learn how to assess accuracy and
consistency of measuring instruments and operators).

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 Mathematical Sciences:

The student will be taught the statistics of data analyses, that resuts in
improvement of process cycle times and reductin of errors and defects in
products. They will be taught how to carry out statistical inferences in practical or
applied confidence intervals/ hypothesis testing/ ANOVA problems.

Engineering Sciences:

The student will be taught the science of streamlining of processes; that results in
reduction of wastes in any process, and subsequently, increased customer
satisfaction. They will also be taught the science of reducing costs of processes in
businesses; through application of design of experiments, or parameter designs,
to optimise designs of products and reduce product costs.

Design and Synthesis:

The student will be taught and must be able to display ability to understand
process design techniques (design of processes using various tools). They can re-
design processes by use of design of experiments to identify dominant or key
process input variables, which results in improvement of production yields.

Computing and Information Technology:

The student will be taught and must be able to use software such as Advanced
MS Excel, or similar software such as Minitab, to carry out complex statistical
data analyses and inferences on select problems such as regression and
correlation analyses, ANOVA, design of experiments, descriptive statistical
analysis etc.

Complementary Studies:

The students will be taught on how to manage information resources and

understand knowledge management. For instance; how quality costs can be used
for decision making. The students will also be taught or will understand the
strategic planning process.

Main Topic Knowledge

Chapter 1  Prior learning from Qualitative Techniques 1, or Quality Assurance
Introduction to Quality 2 that shows the significance of quality in various business
functions.
Chapter 2  Prior learning from Qualitative Techniques 1, or Quality Assurance
Foundation of Quality 2 that looks at the people who did contribute significantly to the
management field of quality management.
Chapter 5  Expanded depth to prior learning from Quality Assurance 2 that
Process focus looks at various engineering tools on process design and
management.

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 Main Topic Knowledge
Chapter 6  Expanded depth to prior learning from Qualitative Techniques 1
Statistical methods in that looks at various tools and techniques for quality such as
quality management. frequency distributions, confidence intervals, hypothesis testing
etc. to evaluate suppliers.
 Expanded depth to prior learning from Production Engineering 1
that looks at tools and techniques for quality such as regression
and correlation analysis to improve process control.
 New engineering design knowledge on design of experiments o
improve product yields.
 New mathematical science knowledge on analysis of variance
(ANOVA) to evaluate performance of suppliers.
 Embedded knowledge from computing & IT such as use of
advanced Excel for statistical analysis of data.
Chapter 7  Expanded depth on prior learning from Quality Assurance 2 and
Design for Quality and Production Engineering 1 that looks at optimisation of product and
product excellence. process designs – design for manufacturability, quality function
deployment and design of products and processes for reliability.
 New engineering science knowledge on target and tolerance
designs of experiments, the Taguchi loss function that tests the
impact of variation on product functionality and manufacturability.
Chapter 8  Expanded depth on prior learning from Qualitative Techniques 1
Measuring and controlling that looks at statistical process control/statistical process
quality. control charts and how to Implement statistical process
control
 Expanded depth to prior learning from Qualitative Techniques 1
that looks at various tools and techniques for quality such as
frequency distributions and histograms, other basic tools of quality
control such as Pareto Analysis, Fishbone diagram, Scatter
Diagram etc.
 Prior learning from Quality Assurance 2 on process capability
measurements.
 New natural sciences knowledge on use of metrology (physical
measurements) on evaluating measurement systems - Carry out
repeatability and reproducibility analysis
Chapter 7  Expanded depth to prior learning from Qualitative Techniques 1,
Process Improvement and Production Engineering 1/2 and Quality Assurance 2 on process
Six Sigma. improvement approaches such as lean, Six Sigma, lean-six sigma
etc.
Chapter 8  Expanded depth to prior learning from Quality Assurance 2 and
Strategy and Performance Facility Layout & Materials Handling 2 on the strategic quality
Excellence. management process and the use how to use the seven
management and planning tools for strategic planning.
Chapter 9  New engineering knowledge on new product development
Measurement and knowledge techniques; including quality by design.
management for  Prior knowledge from Quality Assurance 2 on how to manage
performance excellence. information resources and to manage knowledge for
different business scenarios.

10.3 General Information regarding Knowledge Areas

i. The level of knowledge of mathematics, natural sciences and engineering sciences

are characterised by:
a) A coherent range of fundamental principles in mathematics and natural
science underlying a discipline or recognised practice area;
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 b) A consistent range of the central tenets in engineering science and technology
underlying an engineering discipline or recognised practice area.
c) A codified practical knowledge in a recognised practice area.
d) The use of mathematics, natural sciences and engineering sciences, supported
by established mathematical formulas, codified engineering analysis, methods
and procedures to solve broadly defined engineering problems.

ii. A coherent progression of learning in mathematics, natural sciences and

engineering fundamentals that provides a sequence to the exit level.

iii. Specialist knowledge of engineering methods at the exit level in a sub-discipline

or specialist field. The specialist study may take the form of compulsory or
elective credits.

iv. Practical experience includes an understanding of workplace practices comprising

not less than 30 credits of work-integrated learning.

v. In the Complementary Studies area, it covers those disciplines outside of

engineering sciences, basic sciences and mathematics, which are relevant to the
practice of engineering. This is accomplished in two ways:
a) principles, results and methods are applied in the practice of engineering,
including engineering economics, the impact of technology on society and
effective communication; and
b) the study broadens the learner's perspective in the humanities or social
sciences to support an understanding of the world.
c) Underpinning Complementary Studies knowledge of type (b) must be
sufficient and appropriate to support the learner in satisfying Graduate
Attributes 6, 7 and 10 in the graduate's specialised practice area.

11. GRADUATE ATTRIBUTES

11.1 General Information

The Engineering Council of South Africa (ECSA) is a statutory body established in terms
of the Engineering Profession Act (EPA), 46 of 2000. ECSA's primary role is the
regulation of the engineering profession in terms of this Act. Its core functions are the
accreditation of engineering programmes, registration of persons as professionals in
specified categories, and the regulation of the practice of registered persons.

Consequently, the ECSA is the only body in South Africa that is authorised to register
engineering professionals and bestow the use of engineering titles, such as Pr Eng, Pr
Tech Eng, Pr Techni Eng, Pr Cert Eng, on persons who have met the requisite
professional registration criteria. (https://www.ecsa.co.za )

The Engineering Council of South Africa, in their document E-02-PN, Rev 3 (Qualification
Standard for Diploma in Engineering: NQF level 6), prescribes eleven Graduate
Attributes (GAs) that learners should be able to demonstrate competence in by the time
they have finished their qualification. Graduate Attributes are clear, concise statements
of the qualities, skills and understandings that learners should develop during their time
with the institution. These attributes include and go beyond the disciplinary expertise or
technical knowledge that has traditionally formed the core of most university courses.

Graduate Attributes defined below are stated generically and will be assessed in the
Industrial engineering discipline contexts. The Department of Industrial Engineering and
Operations Management shall, in its quality assurance process, demonstrate that an
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 effective integrated assessment strategy is used. Identified components of assessment
must address the summative assessment of graduate attributes. Evidence should be
derived from significant work or multiple instances of limited scale work.

Below is a short summary of the 12 Graduate Attributes that will be developed and
assessed in different subjects during your studies for this qualification. To view the full
description, please refer to the qualification standard using the following link:

https://ecsa.co.za/ECSADocuments/Shared%20Documents/E-02-PN%20Qualification
%20Standard%20for%20Diploma%20in%20Engineering%20NQF%20Level%206.pdf

Graduate Attribute Learning Outcome

GA1 Problem Solving. Identify, formulate, analyse and solve broadly defined
engineering problems.
GA2 Application of scientific and Apply knowledge of mathematics, natural sciences,
engineering knowledge engineering fundamentals and an engineering
specialty to solve broadly defined engineering
problems.
GA3 Engineering Design Perform procedural design and synthesis of
components, systems, engineering works, products or
processes.
GA4 Investigations, experiments Demonstrate competence to design and conduct
and data analysis investigations and experiments.
GA5 Engineering methods, skills, Demonstrate competence to use appropriate
and tools, including engineering methods, skills and tools, including those
information technology based on information technology.
GA6 Professional and technical Demonstrate competence to communicate effectively,
communication both orally and in writing, with engineering audiences
and the community at large.
GA7 Sustainability and Impact of Demonstrate a critical awareness of the sustainability
Engineering Activity and impact of engineering activity on the social,
industrial and physical environment.
GA8 Individual, team and Demonstrate competence to work effectively as an
multidisciplinary working individual, in teams and in multidisciplinary
environments.
GA9 Independent learning ability Demonstrate competence to engage in independent
learning through well-developed learning skills.
GA10 Engineering Professionalism Demonstrate a critical awareness of the need to act
professionally and ethically and to exercise judgment,
and take responsibility within own limits of
competence.
GA11 Engineering Management Demonstrate knowledge and understanding of
engineering management principles and economic
decision-making.
GA12 Workplace Practices Demonstrate an understanding of workplace practices
to solve engineering problems consistent with
academic learning achieved.

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 11.2. Graduate Attributes Assessed In This Module

The following Graduate Attribute will be assessed in this module:

Graduate Attribute Evidence

Provided
GA1 Problem Solving.  Apply engineering principles to systematically
diagnose and solve broadly defined engineering
problems.
Level Descriptor: Broadly defined engineering problems:
a) Can be solved mainly by practical engineering knowledge, underpinned by
related theory;
and have one or more of the characteristics:
b) are largely defined but may require clarification;
c) are discrete, focused tasks within engineering systems;
d) are routine, frequently encountered, may be unfamiliar but in familiar context;
and have one or more of the characteristics:
e) can be solved in standardized or prescribed ways;
f) are encompassed by standards, codes and documented procedures;
requires authorization to work outside limits;
g) information is concrete and largely complete, but requires checking and possible
supplementation;
h) involve several issues but few of these imposing conflicting constraints and a
limited range of interested and affected parties.

Graduate Attribute Evidence

Provided
GA2 Application of scientific  Apply knowledge of mathematics, natural
and engineering sciences, engineering fundamentals and an
knowledge engineering specialty to solve broadly defined
engineering problems.
Level descriptor:
Knowledge of mathematics, natural sciences and engineering sciences is
characterized by:
 A systematic, theory-based understanding of the natural sciences applicable to the
discipline;
 Conceptually based mathematics, numerical analysis, statistics and formal aspects
of computer and information science to support analysis and modelling applicable
to the discipline;
 A systematic, theory-based formulation of engineering fundamentals required in
the engineering discipline; and
 Engineering specialist knowledge that provides theoretical frameworks and bodies
of knowledge for the accepted practice areas in the engineering discipline; much is
at the forefront of the discipline.

Range Statement:
Mathematics, natural science and engineering sciences are applied in formal analysis
and modelling of engineering situations, and for reasoning about and conceptualizing
engineering problems.

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 11.3. Evidence Of Assessment Of Outcomes

ECSA Graduate
Assessment Details
Attribute

1: Problem Solving
Learning outcome: Apply engineering principles to systematically diagnose and solve
broadly defined engineering problems.

Level Descriptor: Broadly defined engineering problems:

a) Can be solved mainly by practical engineering knowledge, underpinned by related
theory;
and have one or more of the characteristics:
b) are largely defined but may require clarification;
c) are discrete, focused tasks within engineering systems;
d) are routine, frequently encountered, may be unfamiliar but in familiar context;
and have one or more of the characteristics:
e) can be solved in standardized or prescribed ways;
f) are encompassed by standards, codes and documented procedures; requires
authorization to work outside limits;
g) information is concrete and largely complete, but requires checking and possible
supplementation;
h) involve several issues but few of these imposing conflicting constraints and a
limited range of interested and affected parties.
Where is the outcome In selected tasks in the GA assignment and laboratory
assessed? practical exercises of EBQCI4A module.

How is this outcome Learners will be given a detailed GA assignment and

assessed? laboratory practical. The GA assignment will mainly involve
application and use of advanced Excel and related tools to
solve broadly defined engineering problems; including
statistical analyses of laboratory practical exercises. The GA
assignment will be assessed using a custom rubric, which is
as shown below.

What is a satisfactory 50% and above should be scored for the GA 1 & 2
performance? assignment, according to the marking rubric

What is the If the student fails to obtain the minimum of 50% in the GA
consequence of 1 & 2 assignment during the semester, he or she will be
unsatisfactory granted another chance to redo/resubmit the assignment,
performance? but he/she can then only obtain a maximum of 50%. If the
student does not obtain 50%, then the student must repeat
the subject.

ECSA Graduate
Assessment Details
Attribute

2: Application of scientific and engineering knowledge

Learning outcome: Apply knowledge of mathematics, natural sciences, engineering
fundamentals and an engineering specialty to solve broadly defined engineering
problems.

Level descriptor:

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 Knowledge of mathematics, natural sciences and engineering sciences is characterized
by:

 A systematic, theory-based understanding of the natural sciences applicable to the

discipline;
 Conceptually based mathematics, numerical analysis, statistics and formal aspects
of computer and information science to support analysis and modelling applicable
to the discipline;
 A systematic, theory-based formulation of engineering fundamentals required in
the engineering discipline; and
 Engineering specialist knowledge that provides theoretical frameworks and bodies
of knowledge for the accepted practice areas in the engineering discipline; much is
at the forefront of the discipline.

Range Statement:

Mathematics, natural science and engineering sciences are applied in formal analysis
and modelling of engineering situations, and for reasoning about and conceptualizing
engineering problems.
Where is the outcome In selected tasks in the GA assignment and laboratory
assessed? practical exercises of EBQCI4A module.

How is this outcome Learners will be given a detailed GA assignment and

assessed? laboratory practical. The GA assignment will mainly involve
application and use of advanced Excel and related tools to
solve broadly defined engineering problems; including
statistical analyses of laboratory practical exercises. The GA
assignment will be assessed using a custom rubric, which is
as shown below.

What is a satisfactory 50% and above should be scored for the GA 1 & 2
performance? assignment, according to the marking rubric

What is the If the student fails to obtain the minimum of 50% in the GA
consequence of 1 & 2 assignment during the semester, he or she will be
unsatisfactory granted another chance to redo/resubmit the assignment,
performance? but he/she can then only obtain a maximum of 50%. If the
student does not obtain 50%, then the student must repeat
the subject.

12. SUBJECT WEIGHTS

The year mark (YM) will be calculated as follows:

FM = 0.50 (Test 1) + 0.5 (GA 1 & 2 Assignment)

There will be no examination. The assignment with a weight of 50% will be moderated. A
final mark of at least 50% is required for a pass. The Graduate Attributes will also be
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 assessed in the same assignment and the students must pass the GAs also with 50% or
higher for each GA.

13. ASSESSMENT STRATEGY

Assessment for this subject will be done on a Continuous Assessment (CASS) basis. You
will be assessed using formative assessment tools such as VUTela based tests/in-person
tests, case studies and laboratory (practical) work.

The GA 1 & 2 assignment forms part of the final mark and are also assessed against
Graduate Attributes 1 & 2: Problem solving and Application of scientific and engineering
knowledge respectively. If the learner is found 'not competent' against the rubric used to
assess these graduate attributes, the learner will be granted a chance to redo and
resubmit the assignment. Resubmitted assignments will only be marked up to a
maximum of 50% for each GA.

No formal examination will be written in this module, and therefore the above-mentioned
assessments will determine your final mark. The minimum pass mark for this module is
a final mark of 50%, including a 50% subminimum for the GA assignment.

The year mark (YM) will be calculated as follows:

FM = 0.50 (Test 1) + 0.5 (GA 1 & 2 Assignment)

Formative assessment:

 Ongoing and flexible evaluation;

 Informal process, designed to give feedback and affect learning;
 Focuses on the individual performance and needs of learners;
 Produces feedback to meet those needs;
 Opens communication and focuses on growth, not grades;

Summative assessment:

 A formal process, which is highly structured such as formal examinations;

 Normalises scores for comparison against a pre-decided standard;
 Evaluates the result, not the process;
 The assessment produces a grade.

14. FORMATIVE ASSESSMENT DATES

Assessment Due Date Scope % of YM

GA 1/2 Assignment TBA Assignment on key learning 50%
units
Semester Test 1 TBA Based on all learning units 1 – 9 50%
If the student fails to obtain the minimum of 50% in the GA 1 & 2 assignment during the
semester, he or she will be granted another chance to redo/resubmit the assignment. If
the student still does not obtain 50%, then the student will have to repeat the subject.

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 Assessment dates are subject to change, and any changes to these will be
communicated to the learners.

15. GA ASSIGNMENT/PRACTICAL

Learners will be given a detailed GA 1 & 2 assignment and laboratory practical. The GA 2
assignment will mainly involve application and use of advanced Excel and related tools to
solve broadly defined engineering problems; including statistical analyses of laboratory
practical exercises. The GA 1 & 2 assignment will be assessed using a custom rubric,
which is as shown below. The GA 1 & 2 assignment tasks will be spelt out and given to
each student. Some of the guidelines can be seen in the Practical Learner Guide. The
assignment report must be submitted in PDF and Excel format on the VUTela link
provided.

16. ASSIGNMENT MARKING RUBRIC

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 Graduate Attribute 1: Problem Solving

Level 1 Level 2 Level 3 Level 4

Strong in GA Competent in Developing Needs work in Mark Scor
Indicators
2 GA 2 GA 2 GA 2 s e
75 – 100% 50 – 74% 25 – 49% 0 – 24%
Identify/
Define
Problem:
Ability to Demonstrate an
Demonstrate Demonstrate no
identify/articula ability to Demonstrate an
some ability to ability to
te broadly skillfully ability to
identify/articula identify/articula
defined identify/articula identify/articula
te a broadly te a broadly
engineering te a broadly te a broadly
defined defined
problems defined defined
engineering engineering
such as engineering engineering 30
problems that problems that
measurement problems that problems that
have to do with have to do with
system have to do with have to do with
measurement measurement
evaluations – measurement measurement
system system
metrology, system system
evaluations. evaluations.
calibration, evaluations. evaluations.
reproducibility
and repeatability
studies etc.
               
Analyse,
evaluate and
select Demonstrates a Demonstrates Demonstrates Demonstrates n
solutions: skilful ability to an ability to some ability to ability to
analyse, analyse, analyse, analyse,
Ability to
evaluate and evaluate and evaluate and evaluate and
analyse,
select select select select
evaluate, and
optimal/practic optimal/practic optimal/practic optimal/practic
select
al solutions al solutions al solutions al solutions
optimal/practical
related to related to related to related to
solutions,
confidence confidence confidence confidence
including
interval interval interval interval
feasibility and 30
estimations, estimations, estimations, estimations,
impact of
hypothesis hypothesis hypothesis hypothesis
confidence
testing, testing, testing, testing,
interval
analysis of analysis of analysis of analysis of
estimations,
variance variance variance variance
hypothesis
(ANOVA) and (ANOVA) and (ANOVA) and (ANOVA) and
testing, analysis
other related other related other related other related
of variance
statistical statistical statistical statistical
(ANOVA) and
methods. methods. methods. methods.
other related
statistical
methods.
               

Indicators Level 1 Level 2 Level 3 Level 4 Marks Score

Strong in GA 2 Competent in Developing Needs work in
GA 2 GA 2 GA 2

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 75 – 100% 50 – 74% 25 – 49% 0 – 24%
Implement
Solution:
Demonstrates a Demonstrates Demonstrates
Ability to Demonstrates
skillful ability to some ability to no ability to
implement or an ability to
implement or implement or implement or
propose implement or
propose propose propose
practical propose
practical practical practical
solutions to practical
solutions on solutions on solutions on
address solutions on
problems problems problems
problems problems
related to the related to the related to the
related to related to the
design and design and design and
design and design and
management of management of management of 12
management management of
processes, as processes, as processes, as
of processes, processes, as
well as process well as process well as process
as well as well as process
improvement improvement improvement
process improvement
approaches approaches approaches
improvement approaches
such as lean, such as lean, such as lean,
approaches such as lean,
Six Sigma, Six Sigma, Six Sigma,
such as lean, Six Sigma,
lean-six sigma lean-six sigma lean-six sigma
Six Sigma, lean-six sigma
etc. etc. etc.
lean-six sigma etc.
etc.
               

Graduate Attribute 2: Application of scientific and engineering knowledge

Indicators Level 1 Level 2 Level 3 Level 4 Mark: Score:

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 Competent in Developing Needs work
Strong in GA 2
GA 2 GA 2 in GA 2
75 – 100% 50 – 74% 25 – 49% 0 – 24%
Demonstrates a Demonstrates Demonstrates Demonstrates
Theory in
comprehensive an some no
Engineering
understanding understanding understanding understanding
Problems:
of underlying of underlying of underlying of underlying
Ability to
theory and theory and theory and theory and
understand
application to application to application to application to
engineering
the problems the problems the problems the problems
problems such
that have to do that have to do that have to do that have to do
as target and
with target and with target and with target and with target and
tolerance
tolerance tolerance tolerance tolerance
designs, 13
designs, designs, designs, designs,
Taguchi
Taguchi Taguchi Taguchi Taguchi
tolerance
tolerance tolerance tolerance tolerance
designs or loss
designs or loss designs or loss designs or loss designs or loss
function,
function, function, function, function,
designs for
designs for designs for designs for designs for
reliability and
reliability and reliability and reliability and reliability and
maintainability
maintainability maintainability maintainability maintainability
etc.
etc. etc. etc. etc.
               
Calculations:

Ability to carry Demonstrates a

Demonstrates Demonstrates Demonstrates
skilful ability to
out an ability to some ability to no ability to
carry out
calculations carry out carry out carry out
calculations
and / or use calculations calculations calculations
that relate to
“Tools and that relate to that relate to that relate to
“Tools and
techniques for “Tools and “Tools and “Tools and
techniques for
Quality”, or techniques for techniques for techniques for
Quality”, or
Quality”, or Quality”, or Quality”, or
statistical statistical
statistical statistical statistical
concepts; such concepts, such
concepts, such concepts, such concepts, such 42
as Control as Control
as Control as Control as Control
Charts, Charts,
Charts, Charts, Charts,
capability capability
capability capability capability
measurement measurement
measurement measurement measurement
studies, studies,
studies, studies, studies,
regression and
regression and regression and regression and regression and
correlation
correlation correlation correlation correlation
analysis etc.
analysis etc. analysis etc. analysis etc. analysis etc.

               

Level 1 Level 2 Level 3 Level 4

Strong in GA Competent in Developing Needs work
Indicators Marks Score
2 GA 2 GA 2 in GA 2
75 – 100% 50 – 74% 25 – 49% 0 – 24%

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 Demonstrates
Demonstrates Demonstrates Demonstrates
Statistical a skillful ability
an ability to some ability to np ability to
Analysis: to use
use statistical use statistical use statistical
Ability to carry statistical
concepts to concepts to concepts to
out statistical concepts to
analyse data analyse data analyse data
analysis from analyse data
from from from
information from
information information information
generated from information
generated from generated from generated from
practical generated from
practical practical practical
exercises based practical
exercises exercises exercises
on measurement exercises 62
based on based on based on
system based on
measurement measurement measurement
evaluations – measurement
system system system
metrology, system
evaluations – evaluations – evaluations –
calibration, evaluations –
metrology, metrology, metrology,
repeatability and metrology,
calibration, calibration, calibration,
reproducibility calibration,
repeatability repeatability repeatability
studies etc. repeatability
and and and
and
reproducibility reproducibility reproducibility
reproducibility
studies etc. studies etc. studies etc.
studies etc.
               
Interpretation
of Data:
Demonstrates Demonstrates Demonstrates Demonstrates
Ability to a skilful ability an ability to some ability to no ability to
interpret to provide provide provide provide
mathematical balanced balanced balanced balanced
data and / or explanations, explanations, explanations, explanations,
and based on and based on and based on and based on
visual forms,
that that that that
including
information, information, information, information,
diagrams, can make can make can make can make
graphics, figures fitting fitting fitting fitting
and tables, or inferences on inferences on inferences on inferences on
inference related normal normal normal normal
to the normal probability probability probability probability
probability distribution distribution distribution distribution 29.5
distribution theory, other theory, other theory, other theory, other
theory, other probability probability probability probability
probability distributions, distributions, distributions, distributions,
distributions, design of design of design of design of
design of experiments, experiments, experiments, experiments,
histograms, histograms, histograms, histograms,
experiments,
Pareto Pareto Pareto Pareto
histograms,
Analysis, Analysis, Analysis, Analysis,
Pareto Analysis, Fishbone Fishbone Fishbone Fishbone
Fishbone diagram, diagram, diagram, diagram,
diagram, Scatter Scatter Scatter Scatter Scatter
Diagram, Diagram, Diagram, Diagram, Diagram,
Flowcharts etc. Flowcharts etc. Flowcharts etc. Flowcharts etc. Flowcharts etc.

               

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