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PLUMBING CONNECTION
SPRING 2015
S
o you’ve worked on the tools for decades and you’re
ready to sit behind a desk and make the bigger
decisions. Or perhaps you’ve just knocked over your
apprenticeship and have a thirst to learn more. Either way,
you’ll need to put your head down and bum up because it’s
time to go back to school.
One of the first things that became clear when delving into
the subject of estimating was the variation in the approach
to it being taught from state to state and from institution to
institution. The delivery methods are numerous too.
It can be delivered face to face in a classroom
environment, via correspondence, either paper based
or online, blended approach with the use of tutorials or
Recognised Prior Learning (RPL). Some Registered Training
Organisations (RTOs) offer all options and leave it up to the
students depending on their situation or preferred learning
method.
The content that is delivered should be the same as it is
specified in the unit of competence itself; however this is
not always the case as you hear stories of estimating being
covered in a few hours at some RTOs.
Lecturer of Plumbing and Building Services Rob Gilman
explained that at TAFE SA, estimating was delivered face
to face, 3 hours a night spanning 10 nights over a term.
Alternatively, it could be delivered externally whereby
students were given 10 weeks to complete all requirements
and have access to lecturer support on a Thursday evening
or via phone and e-mail.
In Victoria, at Holmesglen at least, a similar structure is
followed. But, as Robert reiterates, stories of RTOs taking
shortcuts are passed along the grapevine.
“I teach estimating in 10 weeks over 40 hours. I’ve heard
that some colleges deliver it in one night though. I don’t
know how that is possible but there is clearly a lack of
consistency across the board.”
It seems to come down to a lack of motivation from both
teachers and students.
“There are two ways to handle the course as a teacher.
One way is to simply fulfil the minimum requirements while
the alternative is to impart knowledge and leave a lasting
impression.”
“A lot of experienced blokes don’t want to give away their
secrets so it’s hard for training colleges to find teachers to
deliver the subject.
On the flip side, the attitude of plumbers toward learning
about the business side isn’t always positive either as
Robert explains.
“When I started teaching estimating, I was delivering it
to people who had already started their own business and
were wanting more information. They wanted to be there.
Nowadays, the plumbers feel like they’re being forced to
do something they don’t want to do. They just want to be
a plumber… not run their own business. It’s a fantastic
opportunity for them to learn some really sound business
skills that will see them in good stead down the track should
they decide to one day become a sub-contractor.
“Once you become a sub-contractor, you are running your
own business. You’re a business owner, not just a plumber.
You need to work out how much time you’re going to spend
plumbing and how much time you’re going to work on your
business. Because if you spend 100% of your time doing
EDUCATING ESTIMATORS
JUSTIN FELIX
CAUGHT UP WITH ROBERT WOOLLEY, DIRECTOR OF WOOLLEY’S PLUMBING PTY LTD AND TEACHER
AT HOLMESGLEN INSTITUTE OF TAFE IN MELBOURNE TO FIND OUT WHAT HE HAD TO SAY ABOUT ESTIMATING AND
DISCOVER SOME VALUABLE TIPS FOR PLUMBERS TO TAKE ADVANTAGE OF.
COVER STORY:
AN EDUCATION IN ESTIMATING
Sub-contractors must learn the art of estimating, not only
to win the work but be accurate when quoting too.