A UNIVERSITY CHALLENGE In this case study, Robert Kravitz addresses the stubborn facts of cleaning.

Professor Paul Lawrence, from Carnegie Mellon University in the United States, believes that case studies – which discuss challenges and how these challenges were addressed – should be viewed as a learning tool.

Often, when we read articles in a textbook or trade publications, they are just written to be educational, according to the professor. A case study is different: it deals with reality.

Paul said: “They are the vehicle by which a chunk of reality is brought into the classroom. A good case study keeps the class discussion grounded upon some of the stubborn facts that must be faced in real life situations.”

Well, cleaning contractors in the UK may no longer be in a classroom, but many are indeed dealing with ‘the stubborn facts that must be faced’ in real life cleaning situations. So, let’s see what we can learn from the challenges of the head of cleaning and maintenance at a North American university, and how one administrator resolved them.

THE CHALLENGES: This administrator was looking for cleaning equipment that his staff could learn to use quickly and which cleaned more effectively than what they were currently using. He also wanted to transfer to cleaning methods and procedures that helped eliminate the

need for his staff to ‘touch’ potentially contaminated surfaces.

As is the case at many universities, this manager was also dealing with a very tight cleaning budget. So finding a system that helped improve worker productivity, allowing his department ‘the ability to do more with existing or fewer staff’ was critical.

Additionally, the manager wanted to reduce the number of cleaning supplies and equipment used on the campus. And one more thing: he wanted his staff to be happy with the new equipment. If they don’t like the machines, they won’t use them and all his efforts would be in vain.

THE SOLUTIONS: The manager was introduced to Kaivac cleaning equipment, which is now marketed throughout Europe. Impressed with the machines, the college purchased nearly 100 No- Touch Cleaning as well as Kaivac’s OmniFlex floor cleaning systems.

According to the manager: “The machines, by design, allow us to clean and disinfect effectively. [We] apply cleaning agents to surfaces and then extract the water. This has proven to be an effective and very sanitary method of cleaning.”

He also commented that by using the Kaivac No-Touch Cleaning systems, his employees had minimal direct contact with cleaning surfaces. This

was something he was looking for because it reduces the chance of them coming in contact with potentially harmful pathogens.

Using the Kaivac equipment, he commented: “We have been able to increase the total square footage our employee covers each day. This is major [cost] savings for us. And the versatility of the units has allowed us to reduce the need for additional ‘specialty’ cleaning equipment.”

For example, the extraction feature of the Kaivac No-Touch system minimizes the number of wet/dry vacuums needed at the school.

Well, things are looking good. But what about the training issue, and our most important concern: whether his staff liked the equipment?

Kaivac provides training videos which the manager said: “helped us train our part-time student staff as well as new employees. Overall, the videos are a good supplement to our hands-on training program.”

And as far as his staff liking the equipment? He concluded: “All the machines get high marks; the cleaning workers like the equipment. Even more, we get lots of praise from students, teachers, and staff about the cleanliness of the buildings. I guess that says it all.” EDUCATIONAL & SCHOOL FACILITIES | 41

Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72  |  Page 73  |  Page 74  |  Page 75  |  Page 76