Construction Industry Institute®

Zero Field Rework

Self-Assessment Opportunity Checklist

Implementation Resource 203-2

Construction Industry Institute
3M ABB Lummus Global
Abbott ALSTOM Power
Air Products and Chemicals AMEC
Amgen Aker Kværner
Anheuser-Busch Companies BE&K
Aramco Services Company Baker Concrete Construction
BP America Bechtel Group
CITGO Petroleum Corporation Black & Veatch
Cargill Burns & McDonnell
Celanese CB&I
Chevron Corporation CCC Group
ConocoPhillips CDI Engineering Solutions
Dofasco CH2M HILL/IDC/Lockwood Greene
The Dow Chemical Company CSA Group
DuPont Day & Zimmermann International
Eastman Chemical Company Dick Corporation
ExxonMobil Corporation Dresser-Rand Corporation
General Motors Corporation Emerson Process Management
GlaxoSmithKline Fluor Corporation
Intel Corporation Fru-Con Construction Corporation
International Paper Gilbane Building Company
Kraft Foods Grinaker-LTA
Eli Lilly and Company Hatch
Marathon Oil Corporation Hilti Corporation
NASA Jacobs
NOVA Chemicals Corporation Kellogg Brown & Root
Ontario Power Generation Kiewit Construction Group
Petrobras J. Ray McDermott
Praxair M. A. Mortenson Company
The Procter & Gamble Company Mustang Engineering
Rohm and Haas Company Perot Systems Corporation
Shell Oil Company Primavera Systems
Smithsonian Institution S&B Engineers and Constructors
Solutia The Shaw Group
Southern Company Technip USA Corporation
Sunoco Turner Construction Company
Tennessee Valley Authority Victaulic Company of America
U.S. Army Corps of Engineers Walbridge Aldinger Company
U.S. Bureau of Reclamation Washington Group International
U.S. Department of Commerce/NIST/Building and Fire Research Laboratory WorleyParsons Limited
U.S. Department of Energy Yates Construction
U.S. Department of Health and Human Services Zachry Construction Corporation
U.S. Department of State Zurich
U.S. General Services Administration
U.S. Steel
Weyerhaeuser Company
 Zero Field Rework
Self-Assessment
Opportunity Checklist

Implementation Resource 203-2

Prepared by
Construction Industry Institute
Do It Right the First Time Research Team
November 2005
© 2005 Construction Industry Institute™.

The University of Texas at Austin.

CII members may reproduce and distribute this work internally in any medium at no cost to internal recipients. CII members are
permitted to revise and adapt this work for the internal use provided an informational copy is furnished to CII.

Available to non-members by purchase; however, no copies may be made or distributed and no modifications made without prior
written permission from CII. Contact CII at http://construction-institute.org/catalog.htm to purchase copies. Volume discounts may
be available.

All CII members, current students, and faculty at a college or university are eligible to purchase CII products at member prices. Faculty
and students at a college or university may reproduce and distribute this work without modification for educational use.

Printed in the United States of America.

Foreword
A multitude of quality checklists are available to verify if the right “things”
are in place on a project. These checklists usually focus on manuals and
procedures, document and data control, and material control. These are all
necessary and important elements of a quality control program. The Do It
Right The First Time Research Team developed the Zero Field Rework Self-
Assessment Opportunity Checklist as a tool to supplement the traditional
quality checklist. It is focused primarily on people. The checklist addresses
areas such as leadership, resources, employee involvement, communication,
and teamwork, and takes a behavior-based approach to minimizing rework on
a project.

The self-assessment can be utilized on a large project or at a plant site with

a large volume of smaller project work. The checklist also can be applied
effectively on a global basis by owners and contractors and with any type
of contracting strategy. The level of application depends upon site/project
complexity, structure of common systems, and the desired outcomes of the
project leadership.

iii
Introduction
This self-assessment opportunity checklist is to be used as a tool to Scoring Scale
assist in identifying areas for improvement to further strengthen a site Yes – place a check mark in this column when the team believes the
construction quality process on the journey to zero field rework. activity is being done to their satisfaction.
Scope Plan/need to do – place a check mark in this column when the team
The self-assessment can be utilized on a large project or at a plant site believes the activity is not being done to their satisfaction and
with a large volume of smaller project work. The checklist also can be needs to be addressed sometime in the future.
applied effectively on a global basis by owners and contractors and with N/A – place a check mark in this column when the activity is not
any type of contracting strategy. The level of application depends upon applicable to the project or might be applicable but no plans
site/project complexity, structure of common systems, and the desired address it.
outcomes of the project leadership.
Recommended Process Steps to Complete the Self-Assessment
Team
The following provides suggested process steps to complete the self-
The self-assessment is best implemented using a team approach that assessment:
includes a cross-section of the project team based on role and function.
1) Identify the scope of the assessment, assign a leader, and select/solicit
A team leader should be selected to facilitate and coordinate the
team members.
assessment. It is the responsibility of project leadership to determine the
specific team members who should participate. 2) Orient the team about the purpose of the self-assessment, desired
outcomes, and basic methodology.
Once the team is created, some basic orientation should be provided so
3) Schedule the self-assessment. This may involve one or several
that all team members understand the intent and desired outcomes of sessions over several weeks or a month.
the self-assessment process.
4) Complete the self-assessment through group input/session(s):
Assessment Elements a) Review each element.
The eight elements listed below are included in the self-assessment.
b) Place a check mark in one of the columns for each question.
1. Leadership by Example 5. Teamwork
c) Based on the results, identify any key opportunities for
2. Sufficient and Capable 6. Documentation improvement.
Resources
5) Review the completed self-assessment results with project or site
3. Employee Involvement 7. Absence of Shortcuts
leadership (including prioritization of multiple recommendations).
4. Communication 8. Quality/Rework Auditing
6) Establish agreement on recommended improvement opportunities,
Three columns are provided in the checklist for each input within an develop an action plan, assign responsibility and target dates, and
element. The project team should evaluate each element question and track action items to completion.
identify the most appropriate column based on team consensus or other
agreed upon method.

1
 Results
The project or site conducting the evaluation is responsible to determine
what improvement opportunities, if any, will be targeted based on the
team’s self-assessment results. This may include a goal to substantially
improve one element where significant gaps were identified or work on
multiple recommendations that extend across several elements. This
must be determined based on perceived benefit, existing priorities,
and available resources. The fundamental intent is to focus on key
opportunities to upgrade project systems and performance, not generate
a lengthy list of administrative action items.

The performance (results) box at the end of each element highlights

recommended metrics or key performance indicators that could be
monitored to drive improved performance in that area. The list is not
intended to be comprehensive.

After completing the assessment, project leadership should determine

how to best share the results with employees in the organization in order
to communicate key learnings, an implementation plan, and worker
involvement.

2
Element #1 – Leadership by Example
Leaders influence, inspire, and support others to adopt the principles of construction quality excellence, rework minimization, and to demonstrate
the desired model in their own behaviors.

1-1 Leadership Essentials

Inspiring, motivating, and enabling people to do their best work Yes Plan/need to do N/A
Consider: Are team goals actively and enthusiastically communicated? ___ ___ ___
Are work contributions explained in terms of success to the team? ___ ___ ___
Is positive reinforcement made to skilled craft workers? ___ ___ ___
Are leaders visible and accessible to workers? ___ ___ ___
Are leaders actively involved with planning and leading quality meetings and communications? ___ ___ ___

Setting, communicating, and committing to the expectations Yes Plan/need to do N/A

Consider: Are clear lines of accountability established? ___ ___ ___
Are clear quality/rework goals provided, and is success recognized and achievement rewarded? ___ ___ ___
Is progress monitored and communicated frequently? ___ ___ ___
Are individuals held accountable for both WHAT they do and HOW they do it? ___ ___ ___
Are vision and goals clearly articulated for quality/rework performance? ___ ___ ___

Supporting continuous improvement of team Yes Plan/need to do N/A

Consider: Is feedback sought out and acted on about their team’s impact on other team’s performances? ___ ___ ___
Are the leaders teachers/coaches/ mentors? ___ ___ ___
Do they model the appropriate behaviors? ___ ___ ___
Do they demonstrate continuous learning and facilitate learning in others in their team? ___ ___ ___
Do they share best/recommended practices? ___ ___ ___

1-2 Personal Leadership is expected and exercised in all roles.

Create an environment and processes that encourages quality leadership in all roles, including an
understanding of barriers which block this desired behavior. Yes Plan/need to do N/A
Consider: Does leadership promote an expectation of personal responsibility for minimizing rework? ___ ___ ___
Does leadership consistently strive to improve rework performance? ___ ___ ___
Does the organization use metrics and lessons learned as opportunities for rework improvement? ___ ___ ___
Does everyone live up to his or her personal commitment to achieve “zero” rework? ___ ___ ___
Are personal quality/rework objectives and improvement plans in place for all leadership? ___ ___ ___
Do all workers feel empowered to raise and discuss issues with quality of design, workmanship, and ___ ___ ___
materials?

3
 1-3 Expectations and Accountability

Define standards, requirements, and expectations for all roles, including line management. Yes Plan/need to do N/A
Consider: Do employees personally feel accountability and focus on zero rework? ___ ___ ___
Is there a “do the right thing, right, the first time” philosophy on site? ___ ___ ___
Is leadership accountable to ensure field rework is reported and investigated? ___ ___ ___
Is there a measurement system for capturing rework? ___ ___ ___
Is there accountability at all levels for following standards and procedures? ___ ___ ___
Does leadership have a thorough knowledge of the quality process to set standards and drive ___ ___ ___
performance?

Define and communicate accountability processes and ensure consistent application. Yes Plan/need to do N/A
Consider: Is there an annual plan developed for conducting self-audits of the quality management system? ___ ___ ___
Do personal development plans for leaders include quality planning, management and monitoring? ___ ___ ___
Does the project use quality/rework-leading indicators/metrics? ___ ___ ___
Is there a quality improvement action item list and is it reviewed, updated and communicated ___ ___ ___
regularly?
Are quality/rework metrics shared with all employees? ___ ___ ___
Are timeframes for applying requirements being met for quality related procedures? ___ ___ ___
Are quality procedures being reviewed for updating within specified time limits? ___ ___ ___

Performance (Results)
Percent of workers in the team who understand how they contribute to quality/rework goals
Number of quality/rework related issues observed this period
Cost of rework activities by month
Cost of materials written off due to quality/rework issues by month
Work-hours written off due to quality/rework issues by month
Number of quality/rework toolbox talks completed by month
Visibility of site quality/rework goals and plan
Number of open and overdue quality/rework issues this period

Recommendations:

4
Element #2 – Sufficient and Capable Resources
The organization has adequate resources with the right functioning capability to monitor and control quality and participate in improvement
initiatives.

2-1 Project organization provides sufficient time and focused resources with the right functioning capability to achieve and
sustain “ZERO” rework performance.

Capabilities and technical expertise needed to implement the site Quality Plan are maintained. Yes Plan/need to do N/A
Consider: Is there a needs assessment process in place to forecast, acquire and assure capable resources? ___ ___ ___
Are people / knowledge resources and skills as well as technical needs to improve quality/rework ___ ___ ___
identified?
Is a training matrix available for all employees and is it up to date? ___ ___ ___
Do mechanisms exist to formally evaluate the effectiveness of training? ___ ___ ___
Does training include a detailed competency evaluation (test or similar means)? ___ ___ ___

Leveraging of resources and best practices for quality/rework occurs across the project. Yes Plan/need to do N/A
Consider: Does the site have a means and process to identify, capture, share and retain best practices for quality/ ___ ___ ___
rework?
Does leadership drive consistent implementation of best practices to improve overall results? ___ ___ ___
Are subject matter experts clearly assigned/identified, shared, and available where needed? ___ ___ ___

A rigorous process exists to assess the effectiveness of the training. Yes Plan/need to do N/A
Consider: Are all employees provided the opportunity to provide feedback on training effectiveness? ___ ___ ___
Is feedback/results used to modify and improve training content and delivery? ___ ___ ___

Performance (Results)
Competency assessment
Skills inventory/assessment
Training matrix
Organization chart in place that clearly shows the subject matter experts
Execution of commitments vs. training program
Availability of up-to-date job descriptions that include quality responsibilities and requirements
Evaluation training effectiveness
System to capture and share best practices

Recommendations:

5
 Element #3 – Employee Involvement
Employees at all levels are committed and involved in implementation of quality systems, processes, and procedures which, in turn enhances
ownership, acceptance and improves rework performance.

3-1 Managing quality systems, processes, and procedures encourages, facilitates, and drives employee involvement.

Documented principles, policies, practices, and implementation plan for employee involvement Yes Plan/need to do N/A
Consider: Are specific involvement opportunities outlined to promote and encourage quality program
___ ___ ___
improvements/objectives?
Is there a formal employee suggestion program for quality/rework items with formal feedback/
___ ___ ___
response?
Do employees have the opportunity to make suggestions of alternative methods or materials? ___ ___ ___
Has a quality audit team been formed that include representatives from all project functions? ___ ___ ___

Recognition/reward process Yes Plan/need to do N/A

Consider: Is there a formal system to recognize employee involvement for the project? ___ ___ ___
Are there individual and group recognition/awards for quality/rework involvements (vs. all types of
___ ___ ___
awards)?
Are awards publicly presented? ___ ___ ___

Reporting rework Yes Plan/need to do N/A

Consider: Are all employees encouraged to report rework? ___ ___ ___
Do all employees understand the negative consequences of rework? ___ ___ ___
Do all work groups participate consistently? ___ ___ ___

Performance (Results)
Is there evidence of activities by the quality audit team?
Percent of employees submitting suggestions to improve quality/minimize rework
Number of awards given related to improving quality/minimizing rework
Percent of employees who have recorded a rework issue
Feedback from employees demonstrates value for suggestion system

Recommendations:

6
Element # 4 – Communication
Employees at all levels participate in open dialogue and their views are valued and respected.

4-1 The project environment encourages and supports active, open communications up, down, and across the organization.

Policy or statements on the “what’s” and “how’s” of a quality/rework communication strategy Yes Plan/need to do N/A
Consider: Is a variety of written, visual, interactive and electronic means to ensure quality/rework
___ ___ ___
communications to all being used?
Is there a formal site or project communications team that meets routinely and has a well-defined
___ ___ ___
charter?
Is more personal contact used for higher priority communications? (For example, when the project has
an unacceptable level of rework incidents, does the site conduct a mass meeting with all employees as ___ ___ ___
they would in the case of an unacceptable level of safety incidents?)
Are non-native language considerations taken into account to assure effective communications? ___ ___ ___

Leadership is active in the field interacting and communicating with the organization routinely. Yes Plan/need to do N/A
Consider: Are quality/rework incident reports, findings, key learnings, issues requirements and site procedures ___ ___ ___
communicated to all site employees in a focused, interactive manner?
Does supervision routinely conduct interactive quality/rework meetings or toolbox talks with their
___ ___ ___
groups?
Is the impact of rework to the site communicated visually to workers, e.g. cost, schedule? ___ ___ ___

Responsiveness to inputs and communications involving specific quality/rework trends, issues, or

patterns of concern Yes Plan/need to do N/A
Consider Is the organization spending as much if not more time listening vs. speaking? ___ ___ ___
Does the site have a system to address employee concerns with quality/rework? ___ ___ ___

Clearly established expectations for communication by all and to all Yes Plan/need to do N/A
Consider: Are communications requirements specifically included as a key attribute in role / position
___ ___ ___
descriptions?
Is a formal quality/rework communications plan a part of the overall project communications plan? ___ ___ ___
Are a supervisor’s communications abilities and performance included as part of their overall ___ ___ ___
performance evaluation?
Are effective and timely communications rolled out to all personnel? ___ ___ ___
Are quality/rework reporting requirements clearly established and followed? ___ ___ ___

7
 Performance (Results)
What is the evidence of worker quality/rework suggestions being implemented?
Is the effectiveness of communications measured?
How visible and up-to-date are quality/rework performance metrics, and special emphasis programs in all areas?
Is the feedback from quality/rework audits shared with the broader team?
Is quality/rework a part of the fixed agenda at every standing meeting?

Recommendations:

8
Element # 5 – Effective Teamwork
Focus and desire by all employees to be active participants in teams to accomplish quality/rework shared goals and objectives.

5-1 Leadership supports and empowers teams.

Leadership demonstrates value in resourcing and staffing team, including leadership sponsorship and
ensuring adequate team membership and resourcing. Yes Plan/need to do N/A
Consider: Are standing and ad hoc teams routinely established to address quality/rework opportunities? ___ ___ ___
Do all members of management (site, unit, site leadership team) actively participate in at least one
___ ___ ___
quality/rework team?
Are teams provided with appropriate tools and budgets/funding to successfully complete their goals? ___ ___ ___
Does leadership provide adequate time for team members to participate on teams? ___ ___ ___

Leadership accepts/supports team outputs — leadership demonstrates trust/confidence in team to

accomplish the work. Yes Plan/need to do N/A
Consider Do the teams function independently with the scope and boundaries to identify needs? ___ ___ ___
Does the team report its work and does leadership endorse the team recommendations? ___ ___ ___
Does the team get feedback from their recommendations? ___ ___ ___

A process exists to periodically review the role and charter/purpose of each team and determine
necessity and value of effort, as well as a formal mechanism to sunset the team when work is completed
or no longer applicable. Yes Plan/need to do N/A
Consider: Is there a periodic team review process, their charter/role, and deliverables? ___ ___ ___
Do teams sunset when the work is completed or no longer applicable? ___ ___ ___

9
 5-2 Teams are chartered and energized to deliver results with clear roles, responsibilities, deliverables.

Makeup of team reflects work to be done. Yes Plan/need to do N/A

Consider: Does the make-up of teams cut across both levels and functions? ___ ___ ___
Are all groups involved in the project/work represented on the team? ___ ___ ___

Clear vision and written charter of work to be done by team (for both ongoing and ad hoc teams): for
ongoing teams, a process exists to review and revalidate or modify periodically the team charter and
activities. Yes Plan/need to do N/A
Consider: Does each team have a formal charter and scope with goals, timing and metrics/success measures? ___ ___ ___
Are team member responsibilities and participation/attendance tracked and periodically reviewed? ___ ___ ___

A list of specific measurable deliverables is periodically reviewed/shared and audited by leadership. Yes Plan/need to do N/A
Consider: Does each team have a formal list of goals/deliverables? ___ ___ ___
Does the team and site leadership review these goals? ___ ___ ___
Are new goals periodically established that are tied in with site/project quality/rework needs? ___ ___ ___

Train team members on teaming skills and accountabilities. Yes Plan/need to do N/A
Consider: Are new teams or team members oriented on team dynamics, processes, and goals? ___ ___ ___

A site process is used to track and capture team accomplishments including quality/rework
improvement upgrades and people-developed savings on a periodic basis (e.g., annually). Yes Plan/need to do N/A
Consider: Is there a process to holistically evaluate the results of site quality/rework teams as it relates to
___ ___ ___
improved quality /project results/performance and team deliverables?

Performance (Results)
Review list of quality/rework teams on project and/or site
Do teams have formal goals and are they executing against their objectives?
Do teams have all the membership needed?
Team meeting attendance (and is the data available for routine review)?
Are team deliverables and status well recognized and visible on site?

Recommendations:

10
Element # 6 – Documentation
All documentation is current and accurate (e.g., documentation includes project/site procedures, quality plan(s), change control, suggestions, rework
costs, schedule impacts, trends).

6-1 A system exists to maintain up-to-date documentation.

An auditing/review process for documentation system and documents (a robust proactive tracking
system) is in place. Yes Plan/need to do N/A
Consider: Is there a formal tracking and reporting system for written documentation and revisions? ___ ___ ___
Does this system include all types of project documentation? ___ ___ ___
Does the documentation system include closure of all recommendations from quality/rework issues? ___ ___ ___
Are open and overdue items being reported consistently and completely? ___ ___ ___

Clearly assigned accountability and ownership for the documentation system, individual documents,
and follow-up items are evident. Yes Plan/need to do N/A
Consider: Is every document assigned an owner or responsible person? ___ ___ ___
Is there a responsible person for the documentation system (or each component)?
___ ___ ___

6-2 All employees know what documentation is required for their job, where to find it, and how to use it.

A training mechanism (both initial and refresher) on the documentation system is provided for both
new and experienced employees. Yes Plan/need to do N/A
Consider: Is there a clear roadmap or catalog on what documentation exists and where to find it? ___ ___ ___
Have employees been educated on applicable documentation and how to access it? ___ ___ ___
Is required documentation accessible on all shifts or weekends? ___ ___ ___

Leadership assures that employees only use up-to-date documentation. Yes Plan/need to do N/A
Consider: How often do employees report overdue or inaccurate procedures/documentation? ___ ___ ___

11
 6-3 Work Practices

Employees are involved in the development and implementation of work practices. Yes Plan/need to do N/A
Consider: Are all job practices covered by a written procedure? ___ ___ ___
Are employees involved in the review and revision of work practices either as individuals or on teams? ___ ___ ___

Consequences of deviation and impact on affected parties from the work practice are understood by all
Yes Plan/need to do N/A
employees.
Consider: Do policies clearly state the quality consequences of deviating from work practices? ___ ___ ___
Are there clearly stated expectations for following work practices in the quality plan? ___ ___ ___

Performance (Results)
Is there a catalog of required documentation?
Is there an owner for each catalog item?
Is there a tracking system for all documentation?
Is there access provided to the catalog at all times?
Is the status of open and overdue documentation tracked? (i.e., Operating instructions, maintenance procedures, SHE procedures, technical standards, P&IDs)
Are team members oriented to the document management system?

Recommendations:

12
Element # 7 – Absence of Shortcuts
There are no conscious deviations from practices/procedures involving all employees, functions, and tasks.

7-1 Employees at all levels adhere to documented procedures or established practices without shortcuts.

Employees are empowered to stop a task (their own or someone else’s) when issues arise that might
result in a deviation from practice or procedure and are engaged in providing a solution to eliminate
the potential for a shortcut. Yes Plan/need to do N/A
Consider: Have reports of employees stopping a task been shared? ___ ___ ___
Do employees clearly understand they are empowered to stop a task if the procedure or best practice is
___ ___ ___
being violated?

Before starting a task, employees need to understand the quality requirements. Yes Plan/need to do N/A
Consider: Do all written procedures describe the quality expectations and required documentation? ___ ___ ___
Do work crews review task requirements and understand prior to start of work? ___ ___ ___

7-2 Leadership creates an environment where it is acceptable to discuss shortcomings in procedures and practices that could
contribute to shortcuts while developing an intolerance for shortcuts.

Leadership behavior encourages open discussion regarding enhancements in procedures and best
practices. Yes Plan/need to do N/A
Consider: Does leadership show personal interest, commitment, credibility and support for quality efforts? ___ ___ ___
Is there a system to evaluate work methods and procedures to ensure that the most effective methods
___ ___ ___
and tools are being used for a specific task or job?
Is there a system in place to identify and address chronic shortcuts, which may grow into standard
___ ___ ___
(unauthorized) practices?
Is there a means to share/communicate learnings re: shortcuts to the organization when they occur? ___ ___ ___

Performance (Results)
Review attendance data on training sessions, monthly safety meetings, and medical exams.
Review quality incident investigations to determine if shortcuts were involved.
Are near-miss quality incidents (i.e., shortcuts) reviewed at standing meetings?

Recommendations:

13
 Element # 8 – Quality/Rework Auditing
Procedures are clear, complete, and followed 100% of the time by fully qualified and knowledgeable employees.

8-1 Knowledgeable people conduct routine work performance audits (practice vs. procedure).

A statistically valid Skill Demonstration Audit Process and procedural audits are in place and cover all
work activities. Yes Plan/need to do N/A
Consider: Are audits conducted by the supervisor, peer to peer, or both? ___ ___ ___
Are audits being documented and reviewed by line management? ___ ___ ___
Are action items from audits being tracked, followed-up and verified completed? ___ ___ ___
Are there routine field audits to verify effective job planning and execution (and do they cover all
___ ___ ___
critical tasks/assignments for all people)

Training on how to conduct the Practice vs. Procedure audit is provided to all auditors/observers so
that the audit is consistent and complete. Yes Plan/need to do N/A
Consider: Is formal training or guidance provided to the observer? ___ ___ ___
Are all audits completely documented with formal checklists and reviewed by leadership for
___ ___ ___
completeness?

Performance (Results)
Skill demonstrations completed vs. schedule for past 12 months
Skill training completed vs. overdue training
Results of field audits ( number completed, findings)

Recommendations:

14
Notes

15
 Do It Right the First Time Research Team
* Lew Coles, DuPont, Chair
George Fenton, Victaulic
Chris Gower, GlaxoSmithKline
Paul Lee, Eli Lilly and Company
John Lucente, Ontario Power Generation
Jim Nelson, Bechtel
John Nowoj, M.A. Mortenson Company
Cindy Richartz, Abbott
Gary Smith, North Dakota State University
Steve Sumner, Smithsonian Institution

* Principal Author

Editor: Rusty Haggard

16
 ®

The Construction Industry Institute®

The University of Texas at Austin
3925 W. Braker Lane (R4500)
Austin, Texas 78759-5316
(512) 232-3000
FAX (512) 499-8101
 ®

Implementation Resource 203-2