Bachelor of Engineering Technology

( BEng Tech: Industrial)

Learner Guide
INFORMATION SYSTEMS 2B
(INFMIB2)
Lecturer: F. Chiromo
Date of Module Review: January 2024

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Johannesburg.

Information Systems 2B Revision 5: January 2022

Table of Contents

ACTION WORDS......................................................................................................................................... II
SECTION A: ADMINISTRATIVE DETAILS ............................................................................................. 1
WELCOME ................................................................................................................................................... 1
CONTACT INFORMATION ............................................................................................................................. 1
SECTION B: INFORMATION SHEET ON ACADEMIC PROGRAMME QUALITY............................ 2
LECTURE / WORK SCHEDULE ...................................................................................................................... 2
POLICIES AND PROCEDURES ...................................................................................................................... 3
Plagiarism .............................................................................................................................................. 3
Grievance Procedure ............................................................................................................................ 4
Sick Tests............................................................................................................................................... 4
Class Attendance .................................................................................................................................. 4
SUPPORT SERVICES AND RESOURCES ....................................................................................................... 4
COMPOSITION OF THE PROGRAMME (QUALIFICATION) ............................................................................... 6
MODULE NQF LEVEL ................................................................................................................................... 7
ENTRY REQUIREMENTS ............................................................................................................................... 7
DURATION OF MODULE ................................................................................................................................ 8
PURPOSE OF MODULE ................................................................................................................................. 8
MODULE LEARNING OBJECTIVES................................................................................................................. 8

SECTION C: ASSESSMENT GUIDELINES ............................................................................................ 9

ASSESSMENT OPPORTUNITIES, WEIGHTS AND PASSING CRITERIA ............................................................ 9
Coursework............................................................................................................................................ 9
Examination ....................................................................................... Error! Bookmark not defined.
Examination Entrance and Module Passing Criteria..................... Error! Bookmark not defined.
FEEDBACK MECHANISMS .......................................................................................................................... 10

SECTION D: FACILITATION OF LEARNING ....................................................................................... 11

LEARNING UNIT OBJECTIVES ..................................................................................................................... 11

SECTION E: GRADUATE ATTRIBUTE OUTCOMES ......................................................................... 17

Graduate Attribute 1: Problem solving .............................................................................................. 17
GRADUATE ATTRIBUTE OUTCOMES RELEVANT TO MODULE ............................................................. 21
GRADUATE ATTRIBUTE RUBRIC........................................................... ERROR! BOOKMARK NOT DEFINED.
DISCLAIMER ............................................................................................................................................. 23

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ACTION WORDS

Action words that you may be exposed to in this learning guide

Apply Put to practical use or make use of a relevant equation or law.
Calculate Determine the value, using formulae or specific calculation methods.
Classify Group concepts or subjects together based on certain characteristics or
commonalities.
Compare Point out the similarities and differences between objects or points of view. The
word contrast can also be used.
Convert Transform a quantity expressed in one unit to a quantity expressed in another
unit.
Define Give a short and clear description of a term or concept.
Demonstrate Show clearly/prove/make clear by reasoning or evidence/illustrate and explain,
especially with many examples.
Derive Deduce or infer something from the given information.
Describe Tell in detail how a process works or how a subject appears. You need not
comment on the process or the subject or give your point of view.
Differentiate Find differences between objects or statements.
Discuss Explain terms or concepts in your own words. Give comments or give your
point of view.
Distinguish Write down the differences between subjects or concepts.
Draw Create a drawing, diagram or representation of a subject or concept.
Explain Write about the subject in your own words. Clarify or give reasons – it may be
helpful to use examples or illustrations. You must prove that you understand the
content.
Formulate Express in a concise, systematic way.
Identify Establish the identity or recognise a process.
Illustrate Explain using detailed descriptions and drawings.
Interpret Explain or clarify the meaning of a concept/value.
List/Name Briefly write down the facts or main points.
Motivate Give reason(s) for your answer.
Name Nominate or specify a site or process.
Organise Arrange data according to certain criteria.
Predict Use the facts available to derive an outcome.
Relate Show the relation/connection of entities and how the concepts can be linked.
Solve Find an answer by using critical thinking and/or calculations.
Summarise Briefly state/list/write down only the most important details/facts.
Understand Show insight into or know the meaning/nature of a concept or term; to
comprehend.

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SECTION A: ADMINISTRATIVE DETAILS

WELCOME
Welcome to Information Systems 2B (INFMIB2)

This learner guide serves as a map of content to be covered and assessments undertaken at appropriate venues, dates and times.

CONTACT INFORMATION
Faculty Officer: Ms V. Mushasha Maropeng Building, DFC (011) 559 6616
Head of Department: Dr M. Nkosi Office: 7220B, John Orr Building (011) 559 6652
Departmental Secretary: Mrs L. Bolilitye Office: 7222, John Orr Building (011) 559 6136
Module Lecturer: Dr. F. Chiromo Office: 7244, John Orr Building (011) 559 6447

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SECTION B: INFORMATION SHEET ON ACADEMIC PROGRAMME QUALITY

LECTURE / WORK SCHEDULE

Contact sessions are as per the semester class calendar handed to you at registration and as per the Departmental Schedule fixed on the
Departmental Notice Board.

The following table details the lecture/work schedule for this module:

Contact Sessions Learning Unit Title

Week 1 1 Systems, roles and development methodologies
Week 2 2 Understanding and modelling organisational systems
Week 3 3 Project management
Week 4 & 5 4 Information gathering: Interactive and unobtrusive methods
Week 6 5 Agile modelling and prototyping
Week 7 & 8 6 Using data flow diagrams
Week 9 7 Analysing systems using data dictionaries
Week 10 8 Process specification and structured decisions
Week 11 & 12 9 Object-Oriented Systems Analysis and Design Using UML

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POLICIES AND PROCEDURES
The UJ’s educational policy, General Regulation and Faculty Regulations is applicable and is available for scrutiny at the faculty office

Plagiarism
Dishonesty and plagiarism are not tolerated and will be punished.

• Plagiarism is the verbatim (word-for-word) use of another’s work and presenting it as if it were one’s own.

It is important to acknowledge any thoughts, ideas and information which are not your own. It is also important to use a standard form of
referencing to provide all relevant information that will help any person who may be interested to read further about the information. As a
result, you need to keep an accurate data collection record.
• You must cite your source(s), especially when referring to an item within your text. You must also indicate the reference where the
citation can be found at the end of your work.
• The different lecturers within the University may require you to use a particular (or other) way of citation. It is, therefore, important
for you to enquire and adhere to the requirements set by your lecturers.
• The University lays down the proper procedures, and the faculty is responsible for strategies that address preventing, monitoring
and handling acts of plagiarism.

DALRO principles and procedures handle copyright issues.

Electronic reports of your work may be assessed using appropriate software to check against plagiarism.

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Grievance Procedure
You must be able to follow procedures, solve problems and manage conflict. The faculty’s grievance procedure should be followed in case
of dissatisfaction or grievance. Therefore, firstly, if you experience any issues in this module, be sure to contact the lecturer or faculty officer
as soon as possible so we can find an appropriate solution. If a satisfactory agreement is not reached, then, secondly, you may consult
with the Head of the Department, with the Deputy Dean or with the Dean of the Faculty.

Sick Tests
The learner should bring a valid doctor’s note as soon as possible after missing an assessment.
A fraudulent doctor’s note will result in disciplinary action against the student by the university.

Class Attendance
Class attendance is compulsory.

SUPPORT SERVICES AND RESOURCES

To ensure that you have all the support you need to complete this course, we have made the resources listed below available to you. We
are confident that you will do very well if you follow our suggestions for studying this course and use all these resources to their full potential.

1. Prescribed reading/textbook/ reading package

Your prescribed reading for this course is as follows:

Systems Analysis and Design by Kenneth E. Kendall and Julie E. Kendall, Ninth Edition, Pearson Education Limited.

This book is also available as an e-book

The learner will be issued with a supplementary set of Class Handouts containing further information and Tutorial Exercises to be

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 completed in preparation for the assessments. These Class Handouts should be filed and stored safely. Relevant sections should
be brought to the lecture.

2. Library

Please contact the UJ DFC librarian for information on different resources available using the library link on the UJ website or the
library live on your uLink site.

3. Additional requirements

• Learners are advised to use the consultation times with the Lecturer as per schedule published by the department.
• Learners are required to use the knowledge gained from previous modules (due to the module length, there is no time for prolonged
revisions)
• It is strongly recommended that learners complete all class activities / illustrated examples/exercises to understand how well the
Module content is understood. This will help to identify possible problem areas that your lecturer can then clarify.
• This module is a very dynamic course due to its practical basis. Learners are required to be involved in the class activities.
• Learners are advised to use the consultation times with the Lecturer as scheduled at the Department front office.
• The Module is an examinable course.

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COMPOSITION OF THE PROGRAMME (QUALIFICATION)
The subjects listed below are for Bachelor of Engineering Technology: Industrial.

UNIVERSITY OF JOHANNESBURG FACULTY OF ENGINEERING AND THE BUILT ENVIRONMENT

BACHELOR OF ENGINEERING TECHNOLOGY DEGREE: INDUSTRIAL

(PROGRAMME CODE: B6INDQ)

YEAR ONE YEAR TWO

SEMESTER 1 SEMESTER 2 SEMESTER 1 SEMESTER 2

1. Computer Skills 1A 1. Engineering 1. African Insight 1A 1. Automation 2B

(CPSELA1) Communication Skills 1B (AFINSA1) (AUTMIB2)
(ECS1BB1)
2. Electrotechnology 1A 2. Engineering Mathematics 2. Facility Lay Out and
(ELTELA1) 2. Engineering Mathematics 2A Materials Handling 2B
1B (MATE2A2) (FACMIB2)
3. Engineering (MATE1B1)
Communication Skills 1A 3. Manufacturing Systems 3. Industrial Accounting
(ECS1AA1) 3. Engineering Statistics 1B Design 2A 2B
(STAE1B1) (MFDMIA2) (IACMIB2)
4. Engineering Mathematics
1A 4. Engineering Work Study 4. Material Science 2A 4. Information Systems
(MATE1A1) 1B (MATMIA2) 2B
(EWSMIB1) (INFMIB2)
5. Engineering Physics 1A 5. Production Engineering 2A
(PHYE1A1) 5. Mechanical (PDEMIA2) 5. Operational Research
Manufacturing 2B
6. Technical Graphics 1A Engineering 1B 6. Quality Assurance 2A (OPRMIB2)
(TGRMIA1) (MANMIB1) (QUAMIA2)

6. Thermofluids 1B
(THFMIB1)

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 YEAR THREE

SEMESTER 1 SEMESTER 2

1. Engineering Management (Industrial) 3A 1. Entrepreneurship 3B

(ENGMIA3) (ENTMIB3)

2. Final Year Project 3A 2. Final Year Project 3B

(PJIMIA3) (PJIMB3)

3. Production Technology 3A 3. Logistics Engineering 3B

(PDTMIA3) (LOGMIB3)

4. Project Engineering 3A 4. System Dynamics 3B

(PENMIA3) (SYSMIB3)

5. Project Research 3A 5. Quality Management System 3B

(PRSMIA3) (QMSMIB3)

MODULE NQF LEVEL

NQF level 6
Credits 14.2
Study field Engineering
Subfield Bachelor of Engineering Technology: Industrial

ENTRY REQUIREMENTS
There is no pre-requisite subject required for Information Systems 2B

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DURATION OF MODULE
The module duration is one semester, approximately 14 weeks.

PURPOSE OF MODULE
To present basic principles of information systems, and the associated management processes such as supply chain
management.

MODULE LEARNING OBJECTIVES

Students are expected to:
• know systems, roles and development methodologies
• know and model organisational systems
• Understand project management
• Understand information-gathering interactive and unobtrusive methods
• Know agile modelling and prototyping
• Know how to use data flow diagrams
• Know how to analyse systems using data dictionaries
• Know how to process specifications and make structured decisions.

This module Graduate Attribute:

This module addresses and/or builds knowledge towards Graduate Attribute 3 – Engineering Design (formative stage), Graduate Attribute
5 – Engineering methods, skills, and tools, including information technology (formative stage). See Section E for more details. The attributes
will be developed through Labs and outlined on the Lab brief guided by the Rubric of the Labs.

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SECTION C: ASSESSMENT GUIDELINES

ASSESSMENT OPPORTUNITIES, WEIGHTS AND PASSING CRITERIA

The department will communicate assessment dates at the beginning of the semester.

Assessments
Continuous assessments will be conducted as follows:
• There will be two (2) written test opportunities, and each test will contribute 35% to the final mark.
• There will be three labs and each lab will contribute 10% to the final mark.
• Graduate attributes 3 and 5 will be assessed in the labs. A student is required to attain a 50% pass in the labs.
• This module addresses and/or builds up knowledge towards Graduate Attribute 3: Engineering Design (formative stage) and
Graduate Attribute 5: Engineering methods, skills, and tools, including information technology (formative stage).

The learner will not pass the module if s/he;

• obtains a final mark that is less than 50%.

• Fails the laboratory assessments.

The table below summarises the assessments and weights for this module

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 Assessment Learning objectives Weight
TEST 1 • Systems, roles and development methodologies
• Understanding and modelling organisational systems
• Project management 35%
• Information gathering: Interactive and unobtrusive methods

TEST 2 •
Agile modelling and prototyping
•
Using data flow diagrams
35%
•
Process specifications and structured decisions
•
Object-oriented systems analysis and design using UML
Labs • Individual labs in which the student uses information systems tools to
30%
solve problems.
FINAL MARK 100%

FEEDBACK MECHANISMS

Feedback is an essential part of assessment and learning. Therefore, solution templates (memoranda) and useful comments will be
provided after each assessment to maximise your learning.

Assessment scores will typically be made available to the students via Moodle or other discreet methods.

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SECTION D: FACILITATION OF LEARNING

The following tables align the Weekly Themes, Learning Objectives, Assessment Criteria and Media / Resources for this Module:

LEARNING UNIT OBJECTIVES

The Table below details the learning objectives to be covered in this module.

Week 1: Themes Learning Unit 1 Objectives Assessment criteria Media / resources

for this unit
The student is expected to:
Systems, roles • Tests • Learner guide
and development • Understand the need for systems analysis and design in
• Lab • Lectures
methodologies organisations
• Textbook
• Realize what the many roles of a systems analyst are.
• Illustrative
• Comprehend the fundamentals of three development
examples
methodologies: SDLC, the agile approach, and object-
• Library research
oriented systems analysis and design

Week 2: Themes Learning Unit 2 Objectives Assessment criteria Media / resources

for this unit
Understanding The students are expected to: • Tests • Lectures
and Modelling
• Understand that organisations and their members are • Lab • Textbook
Organisational
systems and that analysts need to take a systems • Illustrative
Systems
perspective examples

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 • Depict systems graphically, using context-level data flow
• Library
diagrams, entity-relationship models, use cases, and use
Research
case scenarios.
• Recognise that different levels of management require
different systems
• Comprehend that organisational culture impacts the design
of information systems.

Week 3: Themes Learning Unit 3 Objectives Assessment Criteria Media / Resources

for this unit
Project The students are expected to: • Tests • Lectures
management
• Understand how projects are initiated and selected, define a • Lab • Textbook
business problem, and determine the feasibility of a proposed • Illustrative
project. examples

• Evaluate hardware and software alternatives by addressing the • Library

Research
trade-offs.
• Forecast and analyse tangible and intangible costs and
benefits.
• Manage a project by preparing a budget, creating a work
breakdown structure, scheduling activities, and controlling the
schedule and costs.
• Build and manage a project team.
• Write an effective systems proposal, concentrating on both
content and design.

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 Week 4 & 5: Learning Unit 4 Objectives Assessment Criteria Media / Resources
Themes for this unit
Information The students are expected to: • Tests • Lectures
gathering -
• Recognise the value of using interactive methods for • Lab • Textbook
interactive and
unobtrusive information gathering. • Illustrative
methods • Construct interview questions to elicit human information examples

requirements and structure them meaningfully to users. • Library research

• Understand the purpose of stories and why they are useful

in systems analysis.
• Understand the concept of JAD and when to use it.
• Write effective questions to survey users about their work.
• Design and administer effective questionnaires.
• Recognise the value of unobtrusive methods of information
gathering.
• Understand the concept of sampling for human information
requirements analysis.
• Construct useful samples of people, documents, and events
for determining human information requirements.
• Create an analyst’s play script to observe decision-makers’
activities.

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 • Apply the STROBE technique to observe and interpret a
decision maker’s environment and interaction with
technologies.

Week 6: Themes Learning Unit 5 Objectives Assessment Criteria Media / Resources

for this unit
Agile Modelling The students are expected to: • Tests • Lectures
and Prototyping • Lab
• Understand the roots of agile modelling in prototyping and • Textbook
the four main types of prototyping. • Illustrative
• Use prototyping for gathering human information examples

requirements. • Library
Research
• Understanding agile modelling and the core practices that
differentiate it from other development methodologies.
• Learn the importance of values critical to agile modelling
• Understand how to improve efficiency for users who are
knowledge workers using either structured methods or agile
modelling.

Week 7 & 8: Learning Unit 6 Objectives Assessment Criteria Media / Resources

Themes for this unit
Using data flow The students are expected to: • Tests • Lectures
diagrams • Lab
• Comprehend the importance of using logical and physical • Textbook
data flow diagrams (DFDs) to graphically depict data • Illustrative
movement for humans and systems in an organisation. examples

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 • Create, use, and explode logical DFDs to capture and
• Library
analyse the current system through parent and child levels. Research
• Develop and explode logical DFDs that illustrate the
proposed system.
• Produce physical DFDs based on logical DFDs you have
developed.
• Understand and apply the concept of partitioning of physical
DFDs.

Week 9: Themes Learning Unit 7 Objectives Assessment Criteria Media / Resources

for this unit
Analysing The students are expected to: • Tests • Lectures
systems using • Lab
• Understand how analysts use data dictionaries for analysing • Textbook
data dictionaries
data-oriented systems. • Illustrative
• Understand the concept of a repository for analysts’ project examples

information and the role of CASE tools in creating them. • Library

Research
• Create data dictionary entries for data processes, stores,
flows, structures, and logical and physical elements of the
studied systems, based on DFDs.
• Recognise the functions of data dictionaries in helping users
update and maintain information systems

Week 10: Learning Unit 8 Objectives Assessment Criteria Media / Resources

Themes for this unit

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 Process The student is expected to: • Tests • Lectures
specifications and • Lab
• Understand the purpose of process specifications • Textbook
structured
decisions • Recognize the difference between structured and semi- • Illustrative
structured decisions. examples

• Use structured English, decision tables, and decision trees to • Library

Research
analyse, describe, and document structured decisions
• Choose an appropriate decision analysis method for analysing
structured decisions and creating process specifications

Week 11 & 12: Learning Unit 8 Objectives Assessment Criteria Media / Resources
Themes for this unit
• Understand what object-oriented systems analysis and • Tests
Object-Oriented • Lectures
Systems Analysis • Lab
design is and appreciate its usefulness
• Textbook
and Design Using
• Comprehend the concepts of a unified modelling language
UML • Illustrative
(UML), the standard approach for modelling a system in the examples
object-oriented world.
• Library
• Apply the steps in UML to break down the system into a use Research
case model and then a class model.
• Diagram systems with the UML toolset so they can be
described and properly designed.
• Document and communicate the newly modelled object-
oriented system to users and other analysts.

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SECTION E: GRADUATE ATTRIBUTE OUTCOMES

For details on how this module builds towards graduate attributes recognised by ECSA, learners are encouraged to consult the
documentation provided by the department.

The graduate can demonstrate competence in the graduate attributes 1 to 10. The Graduate Attributes are stated generically and may be
assessed in various engineering disciplinary or cross-disciplinary contexts in a provider-based or simulated practice environment. Words
and phrases having specific meanings are defined in this document or in the ECSA document E-01-P.

Note: General Range Statement: The competencies in the ten graduate attributes may be demonstrated in a provider-based
and/or simulated workplace context.

Graduate Attribute 1: Problem-solving

Apply engineering principles to diagnose and solve broadly defined engineering systematically problems
Level Descriptor: Broadly-Defined engineering problems:
a. require coherent and detailed engineering knowledge underpinning the technology area;
and one or more of the characteristics:
b. are ill-posed, or under or over-specified, requiring identification and interpretation into the technology area;
c. encompass systems within complex engineering systems;
d. belong to families of problems which are solved in well-accepted but innovative ways;
and one or more of the characteristics:
e. can be solved by structured analysis techniques;
f. may be partially outside standards and codes; must justify to operate outside;
g. require information from the practice area and source interfacing with the incomplete practice area;
h. involves various issues which may impose conflicting needs and constraints; technical, engineering and interested or affected parties.

Graduate Attribute 2: Application of scientific and engineering knowledge

Apply knowledge of mathematics, natural science and engineering sciences to define and apply engineering procedures, processes,

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systems and methodologies to solve broadly defined engineering problems.
Range Statement: See section 6.2.

6.2: The level of knowledge of mathematics, natural sciences and engineering sciences is characterized by:
• A knowledge of mathematics using formalism and oriented toward engineering analysis and modelling; fundamental understanding of
natural science: both as relevant to a sub-discipline or recognised practice area;
• A coherent range of fundamental principles in engineering science and technology underlying an engineering sub-discipline or
recognised practice;
• A systematic body of established and emerging knowledge in specialist areas or recognised practice areas; and
• The use of mathematics, natural sciences and engineering sciences, supported by established models, to aid in solving broadly defined
engineering problems

Graduate Attribute 3: Engineering Design

Perform procedural and non-procedural design of broadly defined components, systems, works, products or processes to meet desired
needs normally within applicable standards, codes of practice and legislation.
Range Statement: Design problems used in the assessment must conform to the definition of broadly-defined engineering problems.
1. A major design project must be used to provide a body of evidence that demonstrates this outcome.
2. The project would be typical of the graduate participating in a typical employment situation shortly after graduation.
3. The selection of components, systems, engineering works, products or processes to be designed depends on the sub-discipline.
4. A major design project should include one or more of the following impacts: social, economic, legal, health, safety, and environmental.

Graduate Attribute 4: Investigations, experiments and data analysis

Conduct investigations of broadly defined problems through locating, searching and selecting relevant data from codes, databases and
literature, designing and conducting experiments, and analyzing and interpreting results to provide valid conclusions.
Range Statement: The balance of investigation and experiment should be appropriate to the discipline. An investigation or experimental
study should be typical of those where the graduate would participate in an employment situation shortly after graduation.
Note: An investigation differs from a design because the objective is to produce knowledge and understanding of a phenomenon.

Graduate Attribute 5: Engineering methods, skills, tools, including Information

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Technology
Use appropriate techniques, resources, and modern engineering tools, including information technology, prediction and modelling, to
solve broadly-defined engineering problems with an understanding of the limitations, restrictions, premises, assumptions and constraints.

Range Statement: A range of methods, skills and tools appropriate to the sub-discipline of the program, including:
1. Sub-discipline-specific tools, processes or procedures.
2. Computer packages for computation, modelling, simulation, and information handling;
3. Computers and networks and information infrastructures for accessing, processing, managing, and storing information to enhance
personal productivity and teamwork;
4. Techniques from economics, management, health, safety and environmental protection.

Graduate Attribute 6: Professional and Technical Communication

Communicate effectively, orally and in writing, with engineering audiences and the affected parties.
Range Statement: The material to be communicated is in an academic or simulated professional context.
1. Audiences range from engineering peers, related engineering personnel and lay persons. Appropriate academic or professional
discourse is used.
2. Written reports range from short (300-1000 words plus tables and diagrams) to long (10 000 to 15 000 words plus tables, diagrams and
appendices), covering material at exit level.
3. Methods of providing information include the conventional methods of the discipline, for example, engineering drawings, as well as
subject-specific methods.

Graduate Attribute 7: Sustainability and Impact of Engineering Activity

Demonstrate knowledge and understanding of the impact of engineering activity on society, economy, industrial and physical
environment, and address issues by analysis and evaluation.
Range Statement: The combination of social, workplace (industrial) and physical environmental factors must be appropriate to the sub-
discipline of the qualification. Evidence may include case studies typical of the technological practice situations in which the graduate is
likely to participate. Issues and impacts to be addressed:
1. Are generally within but may be partially outside of standards and code of practice

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2. Involve several groups of stakeholders with differing and conflicting needs.
3. Have consequences that are locally important but may extend more widely.

4. It May be part of or a system within a wider engineering system.

Graduate Attribute 8: Individual, Team and Multidisciplinary Working

Demonstrate knowledge and understanding of engineering management principles and apply these to one’s own work, as a member and
leader in a team and to manage projects.
Range Statement:
1. The ability to manage a project should be demonstrated in the form of the project indicated in attribute 3.
2. Tasks are discipline-specific and within the technical competence of the graduate.
3. Projects could include laboratories, business plans, design, etc.;
Document E-02-PT Rev 3 Page 8 of 16
4. Management principles include:
4.1 Planning: set objectives, select strategies, implement strategies and review achievement;
4.2 Organising: set operational model, identify and assign tasks, identify inputs, delegate responsibility and authority;
4.3 Leading: give directions, set example, communicate, motivate;
4.4 Controlling: monitor performance, check against standards, identify variations and take remedial action.

Graduate Attribute 9: Independent Learning

Engage in independent and life-long learning through well-developed learning skills.
Range Statement: The learning context is varying and unfamiliar. Some information is drawn from technological literature.

Graduate Attribute 10: Engineering Professionalism

Comprehend and apply ethical principles and commit to professional ethics, responsibilities and norms of engineering technology
practice.
Range Statement: Evidence includes case studies typical of engineering practice situations where the graduate is likely to participate.

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GRADUATE ATTRIBUTE OUTCOMES RELEVANT TO MODULE

This module addresses and/or builds up knowledge towards; 1) Graduate attribute 3- Engineering Design, and 2) Graduate
attribute 5 – engineering methods, skills, tools, including information technology

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DISCLAIMER
This Module Learner Guide provides planned and desirable teaching and learning methods, assessment schedules, expected outcomes
and relevant information and instruction for this module. There is no guarantee that unforeseeable circumstances such as delays in learning
progress, precedent or unprecedented and disruptive university or national programmes, severe adverse weather and other acts of nature,
ill-health of the instructor or adjustments to schedules (by class vote) will not change the actual module presentation. When this happens,
learners will be timeously informed during class and, where necessary, by email of the changes to the module schedule. For this reason, it
is the responsibility of learners to stay up to date with class and email communication about this module.

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