Pearson Edexcel Level 6 Diploma in Construction Contracting … · 2020. 3. 29. · Edexcel, BTEC and LCCI qualifications Edexcel, BTEC and LCCI qualifications are awarded by Pearson,

Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management

Specification

NVQ/Competence-based qualification First registration November 2014

Issue 4

Edexcel, BTEC and LCCI qualifications

Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualifications website at qualifications.pearson.com. Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus

About Pearson

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This specification is Issue 4. Key changes are listed in the summary table on the next page. We will inform centres of any changes to this issue. The latest issue can be found on the Pearson website: qualifications.pearson.com

This qualification was previously known as:

Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management (QCF)

The QN remains the same.

This qualification is offered as part of a Joint Awarding Body Partnership with construction industry professional bodies; the Chartered Institute of Building (CIOB), and the Institution of Civil Engineers (ICE), for whom the NVQs are steps to professional recognition.

www.ciob.org.uk

www.ice.org.uk

References to third party material made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

All information in this specification is correct at time of publication.

ISBN 9781446957844

All the material in this publication is copyright © Pearson Education Limited 2017

http://www.ciob.org.uk/home

http://www.ice.org.uk/homepage/index.asp

Summary of Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management specification Issue 4 changes

Summary of changes made between previous issue and this current issue

Section

number

All references to QCF have been removed throughout the specification

Definition of TQT added 1

Definition of sizes of qualifications aligned to TQT 1

TQT value added 2

GLH range removed and replaced with lowest GLH value for the shortest route through the qualification

2

Reference to credit transfer within the QCF removed 8

Guided learning definition updated 11

QCF references removed from unit titles and unit levels in all units 11

Earlier issue(s) show(s) previous changes.

If you need further information on these changes or what they mean, contact us via our website at: qualifications.pearson.com/en/support/contact-us.html.

Contents

Purpose of this specification 1

1 Introducing Pearson Edexcel NVQ/Competence-based qualifications 2

Sizes of NVQ/Competence-based qualifications Error! Bookmark not defined.

2 Qualification summary and key information 4

3 Qualification rationale 5

Qualification objectives 5

Relationship with previous qualifications 5

Progression opportunities 6

Industry support and recognition 6

Relationship with National Occupational Standards 6

4 Qualification structures 7

Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management 7

5 Programme delivery 17

Learner recruitment, preparation and support 17

Training and assessment delivery 18

Employer engagement 18

6 Centre resource requirements 19

7 Access and recruitment 20

Prior knowledge, skills and understanding 20

Access to qualifications for learners with disabilities or specific needs 20

8 Assessment 21

Centre Guidance to ensure evidence at the appropriate standard is obtained 21

Language of assessment 21

Internal assessment 22

Assessment requirements/strategy 23

Types of evidence 23

Appeals 24

Dealing with malpractice 24

Reasonable adjustments to assessment 24

Special consideration 25

9 Centre recognition and approval 26

Centre recognition 26

Approvals agreement 26

10 Quality assurance of centres 27

11 Unit format 28

Unit title 28

This is the formal title of the unit that will appear on the learner’s certificate. 28

Unit reference number 28

Level 28

Credit value 28

Guided learning hours 28

Unit summary 28

Unit assessment requirements/evidence requirements 28

Learning outcomes 29

Assessment criteria 29

Unit 1: Maintain Health, Safety and Welfare Systems in Construction Contracting Operations Management 30

Unit 2: Plan, Allocate and Monitor Work in Own Area of Responsibility 41

Unit 3: Chair Meeting and Take Decisions in Construction Contracting Operations Management 48

Unit 4: Develop and Maintain Working Relationships and Personal Development in Construction Contracting Operations Management 55

Unit 5: Plan Measured Surveys in Construction Contracting Operations Management 69

Unit 6: Establish the Condition of Property in Construction Contracting Operations Management 83

Unit 7: Identify, Assess and Evaluate Project Requirements in Construction Contracting Operations Management 96

Unit 8: Develop and Agree Detailed Project Designs in Construction Contracting Operations Management 106

Unit 9: Specify and Control Production Documents in Construction Contracting Operations Management 118

Unit 10: Prepare Procurement Schedules and Programmes of Works in Construction Contracting Operations Management 133

Unit 11: Implement Strategic and Integrated Supply Chain Management and Sourcing Partnerships in Construction Contracting Operations Management 141

Unit 12: Obtain Tenders and Appoint Successful Contractors in Construction Contracting Operations Management 152

Unit 13: Evaluate Enquiries and Submit Tenders in Construction Contracting Operations Management 166

Unit 14: Evaluate Work Methods and Programme in Construction Contracting Operations Management 175

Unit 15: Analyse, Monitor and Optimise Materials, Plant and Services in Construction Contracting Operations Management 185

Unit 16: Control Contract Work in Construction Contracting Operations Management 194

Unit 17: Optimise and Control Contract Progress and Costs in Construction Contracting Operations Management 203

Unit 18: Prepare and Agree Contract Accounts and Entitlement in Construction Contracting Operations Management 212

12 Further information and useful publications 220

13 Professional development and training 221

14 Contact us 223

Annexe A: Assessment strategy – ConstructionSkills 224

Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management – Specification – Issue 4 – January 2018 © Pearson Education Limited 2018

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Purpose of this specification

This specification sets out:

● the objectives of the qualification

● any other qualification that a learner must have completed before taking the qualification

● any prior knowledge, skills or understanding which the learner is required to have before taking the qualification

● the combination of units that a learner must have completed before the qualification will be awarded and any pathways

● any other requirements that a learner must have satisfied before they will be assessed or before the qualification will be awarded

● the knowledge, skills and understanding that will be assessed as part of the qualification

● the method of any assessment and any associated requirements relating to it

● the criteria against which a learner’s level of attainment will be measured (such as assessment criteria)

● assessment requirements and/or evidence requirements required as specified by the relevant Sector Skills Council/Standards Setting Body

● assessment requirements/strategy as published by the relevant Sector Skills Council/Standards Setting Body

● the Apprenticeship Framework in which the qualification is included, where appropriate.


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1 Introducing Pearson Edexcel NVQ/Competence-based qualifications

What are NVQ/Competence-based qualifications?

National Vocational Qualifications (NVQs)/Competence-based qualifications are work-based qualifications that give learners the opportunity to develop and demonstrate their competence in the area of work or job role to which the qualification relates.

NVQs/Competence-based qualifications are based on recognised occupational standards for the appropriate sector. Occupational standards define what employees, or potential employees, must be able to do and know, and how well they should undertake work tasks and work roles. These standards are written in broad terms to enable employers and providers to apply them to a wide range of related occupational areas.

NVQs/Competence-based qualifications are outcomes-based with no fixed learning programme, therefore allowing flexible delivery to meet the individual learner’s needs. At Level 2 and above, these qualifications are recognised as approved training and development courses for employees that have been in the workplace for some time or as a way of inducting, training and developing new entrants into the workplace. Qualifications at Level 1 can be used in Traineeships, which enables progression to entry level employment or to Apprenticeship programmes.

Learners will work towards their qualification in the workplace or in settings that replicate the working environment as specified in the assessment requirements. Colleges, training centres and/or employers can offer these qualifications as long as they have access to appropriate physical and human resources and have the necessary quality assurance systems in place.

Sizes of NVQ/Competence-based qualifications For all regulated qualifications, Pearson specify a total number of hours that it is estimated learners will require to complete and show achievement for the qualification – this is the Total Qualification Time (TQT). The TQT value indicates the size of a qualification. Within the TQT, Pearson identifies the number of Guided Learning Hours (GLH) that we estimate a centre delivering the qualification might provide. Guided learning means activities, such as lessons, tutorials, online instruction, supervised study and giving feedback on performance, that directly involve tutors and assessors in teaching, supervising and invigilating learners. Guided learning includes the time required for learners to complete external assessment under examination or supervised conditions. In addition to guided learning, other required learning directed by tutors or assessors will include private study, preparation for assessment and undertaking assessment when not under supervision, such as preparatory reading, revision and independent research. As well as TQT and GLH, qualifications can also have a credit value – equal to one tenth of TQT, rounded to the nearest whole number.


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TQT and credit values are assigned after consultation with users of the qualifications.

NVQ/Competence-based qualifications are available in the following sizes:

● Award – a qualification with a TQT value of 120 or less (equivalent to a range of 1–12 credits)

● Certificate – a qualification with a TQT value in the range of 121–369 (equivalent to a range of 13–36 credits)

● Diploma – a qualification with a TQT value of 370 or more (equivalent to 37 credits and above).


4

2 Qualification summary and key information

Qualification title Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management

Qualification Number (QN) 601/4787/8

Regulation start date 09/10/2014

Operational start date 01/11/2014

Approved age ranges 18+

19+

Please note that sector-specific requirements or regulations may prevent learners of a particular age from embarking on this qualification. Please refer to the assessment requirements/strategy

Credit value 81

Assessment Portfolio of Evidence (internal assessment)

Total Qualification Time (TQT) 810

Guided learning hours 195

Grading information The qualification and units are graded pass/fail

Entry requirements No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification. However, centres must follow the Pearson Access and Recruitment policy (see Section 7, Access and Recruitment).

Centres must also follow the Pearson Access and Recruitment policy (see Section 7, Access and Recruitment).

Funding Qualifications eligible and funded for post-16-year-olds can be found on the funding Hub. The Skills Funding Agency also publishes a funding catalogue that lists the qualifications available for 19+ funding.

Centres will need to use the Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a unit reference number (URN).

The qualification title, unit titles and QN will appear on each learner’s final certificate. Centres should tell learners this when recruiting them and registering them with Pearson. There is more information about certification in our UK Information Manual, available on our website at: qualifications.pearson.com


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3 Qualification rationale

Qualification objectives

The Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management is for learners who work in, or who want to work in the construction and the built environment sector.

The Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management is designed for technical people working at a senior level in a wide range of job roles, for example senior estimator, senior quantity surveyor, senior buyer, senior planner. They will have responsibility for other people in their area of occupation.

This qualification is suitable for people who might be site-based and who have responsibility for functions such as dimensional control, surveys, physical testing and work planning. The qualification covers all sections of the construction cycle, including all forms of construction and civil engineering, and includes functions such as maintenance and demolition, and companies specialising in a single operation such as roofing, plastering and shop fitting.

Relationship with previous qualifications

This qualification is a direct replacement for the Pearson Edexcel Level 6 NVQ Diploma in Construction Contracting Operations Management (QCF) (500/9535/3), which has expired.


6

Progression opportunities

This qualification allows learners to demonstrate competence in construction contracting operations management at a level required by the construction and the built environment industry. Learners can progress to the next level and size of the construction and the built environment competence and knowledge qualifications, and into other occupational areas such as team leading and management.

There is a progression route from the Pearson Edexcel Level 3 NVQ Diploma in Construction Contracting Operations. Progression opportunities from this qualification include progressing to the Pearson Edexcel Level 7 NVQ Diploma in Construction Senior Management, the Pearson Edexcel Level 7 NVQ Diploma in Built Environment Design and Consultancy Practice, and other post-graduate level qualifications.

Industry support and recognition

This qualification is supported by ConstructionSkills, the Sector Skills Council for Construction.

Relationship with National Occupational Standards

This qualification is based on the National Occupational Standards (NOS) in Construction and the Built Environment, which were set and designed by ConstructionSkills.


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4 Qualification structures

Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management

To achieve this qualification, learners must complete the required number of mandatory and/or optional credits from within one of the pathways, below.

Pathway 1 – Estimating

The learner will need to meet the requirements outlined in the table below before the Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management – Estimating qualification can be awarded.

Minimum number of credits that must be achieved 86

Minimum number of credits that must be achieved at level 6 or above 81

Number of mandatory credits that must be achieved 73

Minimum number of optional credits that must be achieved 13

Unit Unit reference number

Mandatory units Level Credit Guided learning hours

1 K/505/8204 Maintain Health, Safety and Welfare Systems in Construction Contracting Operations Management

6 10 40

2 H/600/9674 Plan, Allocate and Monitor Work in Own Area of Responsibility

4 5 25

3 T/505/8206 Chair Meetings and Take Decisions in Construction Contracting Operations Management

6 8 20

4 H/505/8217 Develop and Maintain Working Relationships and Personal Development in Construction Contracting Operations Management

6 8 20

7 F/505/8256 Identify, Assess and Evaluate Project Requirements in Construction Contracting Operations Management

6 18 50

12 M/505/8298 Obtain Tenders and Appoint Successful Contractors in Construction Contracting Operations Management

6 12 20

13 M/505/8303 Evaluate Enquiries and Submit Tenders in Construction Contracting Operations Management

6 12 20


8


Optional units Level Credit Guided learning hours

5 K/505/8218 Plan Measured Surveys in Construction Contracting Operations Management

6 14 40

6 D/505/8250 Establish the Condition of Property in Construction Contracting Operations Management

6 14 40

8 T/505/8268 Develop and Agree Detailed Project Designs in Construction Contracting Operations Management

6 20 60

9 T/505/8271 Specify and Control Production Documents in Construction Contracting Operations Management

6 18 50

10 H/505/8279 Prepare Procurement Schedules and Programmes of Works in Construction Contracting Operations Management

6 16 40

11 R/505/8293 Implement Strategic and Integrated Supply Chain Management and Sourcing Partnerships in Construction Contracting Operations Management

6 20 60

14 R/505/8309 Evaluate Work Methods and Programme in Construction Contracting Operations Management

6 13 30

15 D/505/8314 Analyse, Monitor and Optimise Materials, Plant and Services in Construction Contracting Operations Management

6 13 20

16 A/505/8336 Control Contract Work in Construction Contracting Operations Management

6 13 30

17 F/505/8354 Optimise and Control Contract Progress and Costs in Construction Contracting Operations Management

6 13 30

18 D/505/8359 Prepare and Agree Contract Accounts and Entitlement in Construction Contracting Operations Management

6 14 40


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Pathway 2 – Buying

The learner will need to meet the requirements outlined in the table below before the Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management – Buying qualification can be awarded.


Minimum number of credits that must be achieved at Level 6 or above 89






6 10 40


4 5 25


6 8 20


6 8 20


6 18 50


6 20 60


6 13 20


10




6 14 40


6 14 40


6 20 60


6 18 50


6 16 40


6 12 20


6 12 20


6 13 30


6 13 30


6 13 30


6 14 40


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Pathway 3 – Planning

The learner will need to meet the requirements outlined in the table below before the Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management – Planning qualification can be awarded.








6 10 40


4 5 25


6 8 20


6 8 20


6 18 50


6 16 40


6 13 30


12




6 14 40


6 14 40


6 20 60


6 18 50


6 20 60


6 12 20


6 12 20


6 13 20


6 13 30


6 13 30


6 14 40


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Pathway 4 – Quantity Surveying

The learner will need to meet the requirements outlined in the table below before the Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management – Quantity Surveying qualification can be awarded.








6 10 40


4 5 25


6 8 20


6 8 20


6 18 50


6 13 30


6 14 40


14




6 14 40


6 14 40


6 18 50


6 20 60


6 16 40


6 20 60


6 12 20


6 12 20


6 13 30


6 13 20


6 13 30


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Pathway 4 – General The learner will need to meet the requirements outlined in the table below before the Pearson Edexcel Level 6 Diploma in Construction Contracting Operations Management – General qualification can be awarded.








6 10 40


4 5 25


6 8 20


6 8 20




6 14 40


6 14 40


6 18 50


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Optional units (continued) Level Credit Guided learning hours


6 20 60


6 18 50


6 16 40


6 20 60


6 12 20


6 12 20


6 13 30


6 13 20


6 13 30


6 13 30


6 14 40


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5 Programme delivery

Centres are free to offer these qualifications using any mode of delivery (for example full time, part time, evening only, distance learning) that meets learners’ needs. Learners must be in employment or working with a training provider on a programme so that they can develop and demonstrate the occupational competence required.

Whichever mode of delivery is used, centres must make sure that learners have access to specified resources and to the sector specialists delivering and assessing the units. Centres must adhere to the Pearson policies that apply to the different modes of delivery. Our policy on Collaborative arrangements for the delivery of vocational qualifications can be found on our website at qualifications.pearson.com

There are various approaches to delivering a successful competence-based qualification. The section below outlines elements of good practice that centres can adopt in relation to learner recruitment, preparation and support, training and assessment delivery, and employer engagement.

Learner recruitment, preparation and support

Good practice in relation to learner recruitment, preparation and support includes the following.

● Providing initial advice and guidance, including work tasters, to potential learners to give them an insight into the relevant industry and the learning programme.

● Using a range of appropriate and rigorous selection methods to ensure that learners are matched to the programme best suited to their needs.

● Carrying out a thorough induction for learners to ensure that they completely understand the programme and what is expected of them. The induction should include, for example, the requirements of the programme, an initial assessment of current competency levels, assessment of individual learning styles, identification of training needs, an individual learning plan, details of training delivery and the assessment process. It is good practice to involve the employer in the induction process. This helps employers to understand what will be taking place during the programme and enables them to start building a relationship with the centre to support the effective delivery of the programme.

● Keeping in regular contact with the learner to keep them engaged and motivated, and ensuring that there are open lines of communication between the learner, the assessor, the employer and teaching staff.


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Training and assessment delivery

Good practice in relation to training and assessment delivery includes the following.

● Offering flexible delivery and assessment to meet the needs of the employer and learner, through the use of a range of approaches, for example virtual learning environments (VLEs), online lectures, video, printable online resources, virtual visits, webcams for distance training, e-portfolios.

● Planning opportunities for the development and practising of skills on the job. On-the-job training presents an excellent opportunity to develop the learner’s routine expertise, resourcefulness, craftspersonship and business-like attitude. It is therefore important that there is intentional structuring of practice and guidance to supplement the learning and development provided through engagement in everyday work activities. Learners need to have structured time to learn and practice their skills separate from their everyday work activities. Teaching and learning methods, such as coaching, mentoring, shadowing, reflective practice, collaboration and consultation, could be used in this structured on-the-job learning.

● Integrating the delivery and assessment of Personal, Learning and Thinking Skills (PLTS) and Employment Rights and Responsibilities (ERR) if the programme is being delivered as a part of an Apprenticeship. It is important that learners understand the relevance of these skills in the workplace and are aware of when and how they will be developing them. Please see Annexe C for mapping of PLTS to the units in this specification.

● Developing an holistic approach to assessment by matching evidence to different assessment criteria, learning outcomes and units as appropriate, thereby reducing the assessment burden on learners and assessors. It is good practice to draw up an assessment plan that aligns the units with the learning process and the acquisition of knowledge and skills, and that indicates how and when the units will be assessed.

● Discussing and agreeing with the learner and employer suitable times, dates and work areas where assessment will take place. Learners and employers should be given regular and relevant feedback on performance and progress.

Employer engagement

Good practice in relation to employer engagement includes the following.

● Communicating with employers at the start of the programme to understand their business context and requirements so that the programme can be tailored to meet their needs.

● Working with the employer to ensure that learners are allocated a mentor in the workplace to assist them in the day-to-day working environment and to act as a contact for the assessor/tutor.

● Helping the employer to better understand their role in the delivery of the programme. It is important that employers understand that sufficient and relevant work must be given to learners in order to provide a culture of learning and to ensure that they are given every opportunity to participate in aspects of continuous professional development (CPD).


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6 Centre resource requirements

As part of the approval process, centres must make sure that the resource requirements below are in place before offering the qualification.

● Centres must have the appropriate physical resources to support delivery and assessment of the qualification. For example, a workplace in line with industry standards, or a Realistic Working Environment (RWE), where permitted, as specified in the assessment requirements/strategy for the sector, equipment, IT, learning materials, teaching rooms.

● Where RWE is permitted, it must offer the same conditions as the normal, day-to-day working environment, with a similar range of demands, pressures and requirements for cost-effective working.

● Centres must meet any specific human and physical resource requirements outlined in the assessment requirements/strategy in Annexe A. Staff assessing learners must meet the occupational competence requirements within the overarching assessment requirements/strategy for the sector.

● There must be systems in place to ensure continuing professional development for staff delivering the qualification.

● Centres must have appropriate health and safety policies, procedures and practices in place for the delivery and assessment of the qualification.

● Centres must deliver the qualification in accordance with current equality legislation. For further details on Pearson’s commitment to the Equality Act 2010, please see Section 7, Access and recruitment. For full details on the Equality Act 2010, please go to www.legislation.gov.uk.


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7 Access and recruitment

Our policy on access to our qualifications is that:

● they should be available to everyone who is capable of reaching the required standards

● they should be free from barriers that restrict access and progression

● there should be equal opportunities for all wishing to access the qualifications.

Centres must ensure that their learner recruitment process is conducted with integrity. This includes ensuring that applicants have appropriate information and advice about the qualification to ensure that it will meet their needs.

Centres should review applicants’ prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification.

Prior knowledge, skills and understanding

No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification.

Access to qualifications for learners with disabilities or specific needs

Equality and fairness are central to our work. Pearson’s Equality Policy requires all learners to have equal opportunity to access our qualifications and assessments and that our qualifications are awarded in a way that is fair to every learner.

We are committed to making sure that:

● learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic

● all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.

For learners with disabilities and specific needs, the assessment of their potential to achieve the qualification must identify, where appropriate, the support that will be made available to them during delivery and assessment of the qualification. Please see the information regarding reasonable adjustments and special consideration in Section 8, Assessment.


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8 Assessment

To achieve a pass for the full qualification, the learner must achieve all the units required in the stated qualification structure.

Centre Guidance to ensure evidence at the appropriate standard is obtained

At level 6, this qualification is only suitable for learners working with significant levels of responsibility. They may be budget holders, in their respective disciplines, e.g. as site managers, planners, estimators, buyers - with responsibility and broad autonomy for managing projects and people, and dealing with complex problems that arise.

Where knowledge is required, discussions, questioning or other knowledge evidence should show conceptual understanding that enables the student to devise and sustain arguments and/or to solve problems, using ideas and techniques, some of which may be at the forefront of a discipline and from a range of sources

For competence it is expected that the evidence presented is in line with the level of responsibility they currently exercise, for example learners are likely to be operating in a range of varied and specific contexts using non routine and/ or creative activities exercising judgement in planning, selecting or presenting information which contribute to the management of significant construction projects.

They may show that they are utilising specialized skills across one or more disciplines, transferring and applying knowledge to solve complex problems and exercising judgement across a range of situations, determining, refining and evaluating methodology and their results, accepting accountability for achieving group and personal outcomes. They are likely to be involved in leading processes that result in substantial change, taking responsibility for the work and roles of others.

Language of assessment

Assessment of the internally assessed units may be in English, Welsh or Irish. If assessment is to be carried out in either Welsh or Irish then centres must inform Pearson at the point of learner registration.

A learner taking the qualification may be assessed in British or Irish Sign Language where it is permitted for the purpose of reasonable adjustment.

Further information on the use of language in qualifications is available in our policy document Use of languages in qualifications policy, available on our website qualifications.pearson.com

Further information on access arrangements can be found in the Joint Council for Qualifications (JCQ) document Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational qualifications. Both documents are on our website at: qualifications.pearson.com


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Internal assessment

The units in this qualification are assessed through an internally and externally quality assured Portfolio of Evidence made up of evidence gathered during the course of the learner’s work.

Each unit has specified learning outcomes and assessment criteria. To pass each unit the learner must:

● achieve all the specified learning outcomes

● satisfy all the assessment criteria by providing sufficient and valid evidence for each criterion

● prove that the evidence is their own.

The learner must have an assessment record that identifies the assessment criteria that have been met. The assessment record should be cross-referenced to the evidence provided. The assessment record should include details of the type of evidence and the date of assessment. Suitable centre documentation should be used to form an assessment record.

It is important that the evidence provided to meet the assessment criteria for the unit and learning outcomes is:

Valid relevant to the standards for which competence is claimed

Authentic produced by the learner

Current sufficiently recent to create confidence that the same skill, understanding or knowledge persist at the time of the claim

Reliable indicates that the learner can consistently perform at this level

Sufficient fully meets the requirements of the standards.

Learners can provide evidence of occupational competence from:

● current practice – where evidence is generated from a current job role

● a programme of development – where evidence comes from assessment opportunities built into a learning programme. The evidence provided must meet the requirements of the Sector Skills Council’s assessment requirements/strategy

● the Recognition of Prior Learning (RPL) – where a learner can demonstrate that they can meet a unit’s assessment criteria through knowledge, understanding or skills they already possess without undertaking a course of development. They must submit sufficient, reliable, authentic and valid evidence for assessment. Evidence submitted that is based on RPL should give the centre confidence that the same level of skill, understanding and knowledge exists at the time of claim as existed at the time the evidence was produced. RPL is acceptable for accrediting a unit, several units, or a whole qualification

Further guidance is available in our policy document Recognition of Prior Learning Policy and Process, available on our website at: qualifications.pearson.com

● a combination of these.


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Assessment requirements/strategy

The assessment requirements/strategy for this qualification is included in Annexe A. It sets out the overarching assessment principles and the framework for assessing the units to ensure that the qualification remains valid and reliable. It has been developed by ConstructionSkills in partnership with employers, training providers, awarding organisations and the regulatory authorities.

Types of evidence

To achieve a unit, the learner must gather evidence that shows that they have met the required standard specified in the assessment criteria, Pearson’s quality assurance arrangements (please see Section 10, Quality assurance of centres) and the requirements of the assessment requirements/strategy given in Annexe A.

In line with the assessment requirements/strategy, evidence for internally assessed units can take a variety of forms as indicated below:

● direct observation of the learner’s performance by their assessor (O)

● outcomes from oral or written questioning (Q&A)

● products of the learner’s work (P)

● personal statements and/or reflective accounts (RA)

● outcomes from simulation (S)

● professional discussion (PD)

● authentic statements/witness testimony (WT)

● expert witness testimony (EWT)

● evidence of Recognition of Prior Learning (RPL).

Learners can use the abbreviations in their portfolios for cross-referencing purposes.

Learners can also use one piece of evidence to prove their knowledge, skills and understanding across different assessment criteria and/or across different units. It is not necessary for learners to have each assessment criterion assessed separately. They should be encouraged to reference evidence to the relevant assessment criteria. However, the evidence provided for each unit must be clearly reference the unit being assessed. Evidence must be available to the assessor, the internal verifier and the Pearson standards verifier.

Any specific evidence requirements for a unit are given in the Assessment section of the unit.

Further guidance on the requirements for centre quality assurance and internal verification processes is available on our website qualifications.pearson.com. Please see Section 12, Further information and useful publications for details.


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Appeals

Centres must have a policy for dealing with appeals from learners. Appeals may relate to incorrect assessment decisions or unfairly conducted assessment. The first step in such a policy is a consideration of the evidence by a Lead Internal Verifier or other member of the programme team. The assessment plan should allow time for potential appeals after learners have been given assessment decisions.

Centres must document all learners’ appeals and their resolutions. Further information on the appeals process can be found in the document Enquiries and appeals about Pearson vocational qualifications policy, which is available on our website at: qualifications.pearson.com

Dealing with malpractice

Centres must have a policy for dealing with malpractice by learners. This policy must follow the Pearson Assessment Malpractice Policy, which is available on our website at: qualifications.pearson.com. Centres must report malpractice to Pearson, particularly if any units have been subject to quality assurance or certification.

Reasonable adjustments to assessment

Centres are able to make adjustments to assessments to take account of the needs of individual learners in line with the guidance given in the document Pearson Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units. In most instances, adjustments can be achieved by following the guidance; for example allowing the use of assistive technology or adjusting the format of the evidence. We can advise you if you are uncertain as to whether an adjustment is fair and reasonable. Any reasonable adjustment must reflect the normal learning or working practice of a learner in a centre or working within the occupational area.

Further information on access arrangements can be found in the Joint Council for Qualifications (JCQ) document Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational qualifications.

Both documents are on our website at: qualifications.pearson.com


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Special consideration

Centres must operate special consideration in line with the guidance given in the document Pearson Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units. Special consideration may not be applicable in instances where:

● assessment requires the demonstration of practical competence

● criteria have to be met fully

● units/qualifications confer licence to practice.

Centres cannot apply their own special consideration; applications for special consideration must be made to Pearson and can be made only on a case-by-case basis. A separate application must be made for each learner and certification claims must not be made until the outcome of the application has been received.

Further information on special consideration can be found in the Joint Council for Qualifications (JCQ) document Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational qualifications.

Both of the documents mentioned above are on our website at: qualifications.pearson.com


26

9 Centre recognition and approval

Centre recognition

Centres that have not previously offered Pearson vocational qualifications need to apply for and be granted centre recognition and approval as part of the process for approval to offer individual qualifications.

Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by a new qualification and the conditions for automatic approval are met.

Guidance on seeking approval to deliver Pearson vocational qualifications is available at qualifications.pearson.com.

Approvals agreement

All centres are required to enter into an approval agreement, which is a formal commitment by the head or principal of a centre, to meet all the requirements of the specification and any associated codes, conditions or regulations. Pearson will act to protect the integrity of the awarding of qualifications. If centres do not comply with the agreement, this could result in the suspension of certification or withdrawal of approval.


27

10 Quality assurance of centres

Quality assurance is at the heart of vocational qualifications. Centres are required to declare their commitment to ensuring quality and to giving learners appropriate opportunities that lead to valid and accurate assessment outcomes.

Centres must follow quality assurance requirements for standardisation of assessors and internal verifiers and the monitoring and recording of assessment processes. Pearson uses external quality assurance procedures to check that all centres are working to national standards. It gives us the opportunity to identify and provide support to safeguard certification and quality standards. It also allows us to recognise and support good practice.

Centres offering competence-based qualifications will usually receive two standards verification visits per year (a total of two days per year). The exact frequency and duration of standards verifier visits will reflect the centre’s performance, taking account of the:

● number of assessment sites

● number and throughput of learners

● number and turnover of assessors

● number and turnover of internal verifiers.

For centres offering a full Pearson BTEC Apprenticeship (i.e. all elements of the Apprenticeship are delivered with Pearson through registration of learners on a BTEC Apprenticeship framework) a single standards verifier will normally be allocated to verify all elements of the BTEC Apprenticeship programme. Centres should make use of our one-click learner registration to access this facility. If a centre is also offering stand-alone NVQs/Competence-based qualifications in the same sector as a full BTEC Apprenticeship, the same standards verifier should be allocated. If a centre is also offering stand-alone BTEC qualifications in the same sector as a full BTEC Apprenticeship, a different quality assurance model applies.

In order for certification to be released, confirmation is required that the National Occupational Standards (NOS) for assessment and verification, and for the specific occupational sector are being met consistently.

For further details, please go to the NVQ Quality Assurance Centre Handbook, the BTEC Apprenticeships Quality Assurance Handbook and the Pearson Edexcel NVQs, SVQs and competence-based qualifications – Delivery Requirements and Quality Assurance Guidance on our website at qualifications.pearson.com


28

11 Unit format

Each unit has the following sections.

Unit title

This is the formal title of the unit that will appear on the learner’s certificate.

Unit reference number

Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.

Level

All units and qualifications have a level assigned to them. The level assigned is informed by the level descriptors defined by Ofqual, the qualifications regulator.

Credit value

All units have a credit value. When a learner achieves a unit, they gain the specified number of credits. The minimum credit value is 1 and credits can be awarded in whole numbers only.

Guided learning hours

Guided Learning Hours (GLH) is the number of hours that a centre delivering the qualification needs to provide. Guided learning means activities that directly or immediately involve tutors and assessors in teaching, supervising, and invigilating learners, for example lectures, tutorials, online instruction and supervised study.

Unit summary

This summarises the purpose of the unit and the learning the unit offers.

Unit assessment requirements/evidence requirements

The SSC/B set the assessment/evidence requirements. Learners must provide evidence according to each of the requirements stated in this section.


29

Learning outcomes

The learning outcomes set out what a learner will know, understand or be able to do as the result of a process of learning.

Assessment criteria

Descriptions of the requirements a learner is expected to meet to demonstrate that a learning outcome has been achieved.


30

Unit 1: Maintain Health, Safety and Welfare Systems in Construction Contracting Operations Management

Unit reference number: K/505/8204

Level: 6

Credit value: 10

Guided learning hours: 40

Unit summary

This unit is about health, safety and welfare policy and how it is implemented in an organisation. The knowledge gained applies to all workplaces whether a site, workshop, office or elsewhere.

You will need to promote a culture of health, safety and welfare and ensure that induction has taken place. You will need to check systems regularly, record/report information, identify possible improvements, make recommendations and implement systems.

You will need to identify hazards, obtain and review information relating to them and assess risks. You will need to apply the protection and prevention principles, identify any residual risks and pass on information relating to them.

You will need to identify the necessary resources and promote and maintain risk reduction.


Please note the information in the () round brackets relates to the performance criteria in the NOS and the information in the [ ] square brackets relates to the range items in the NOS.

The following ranges apply to the assessment criteria given in this unit.

Learning outcomes 1 and 2:

1. Workplace:

● office

● workshop

● factory

● warehouse

● site.


31

2. Induction:

● health and safety responsibilities

● work operations

● health, safety and welfare equipment and resources

● risk control procedures

● first-aid arrangements

● health and safety plans.

3. People:

● workforce

● visitors.

4. Statutory:

● prescribed notices

● certificates

● Certificate of Insurance

● safety signs.


1. Hazards

● falls from height

● slips, trips and falls (same level)

● hit by falling or moving objects

● manual handling

● health issues

● power sources

● hazardous substances

● trapped by something collapsing or overturning

● confined spaces

● fire.

2. Workplace:

● office

● workshop

● factory

● warehouse

● site.


32

3. Factors:

● injury to people

● cause of ill health

● damage of property

● adversely affect the built environment

● cost.

4. Assessing:

● likelihood of occurrence

● severity of harm incurred.

5. Risks:

● high

● medium

● low.

6. Principles of prevention and protection:

● eliminate

● control at source

● cumulative protection

● manage

● personal protection equipment.


1. Workplace:

● office

● workshop

● factory

● warehouse

● site.

2. Risks:

● high

● medium

● low.

3. Methods:

● eliminate

● control at source

● cumulative protection

● manage

● personal protection equipment.


33

Taken as a whole, the evidence must show that the learner consistently meets all the assessment criteria, across the ranges for the element.

Performance evidence

There must be workplace evidence against each assessment criterion. Where the workplace evidence does not cover a whole range, knowledge evidence must be provided to cover the remaining items of range for each relevant assessment criterion.

Learning outcome 1

Product evidence

The learner must produce documentary evidence from the workplace covering the following items which are considered to be common and key to demonstrating competence.

1. Records of inducting and checking the competence of people in the workplace, including promoting a culture of health, safety and welfare, and recommending opportunities for improvements (1.1, 1.2) [1.1, 1.2, 1.3].

2. Records of implementing systems that include the meeting of statutory requirements for the identification and reduction of hazards, the reporting of accidents and emergencies and preventing recurrences, any special workplace conditions and non-complying situations (1.3, 1.4, 1.5) [1.1, 1.3, 1.4].

Process evidence: not applicable.

Learning outcome 3

Product evidence

The learner must produce documentary evidence from the workplace covering the following item that is considered to be common and key to demonstrating competence.

1. Identified hazards arising from work products, processes and equipment, identified residual risks, applied principles of prevention and protection (ALL) [ALL].

Simulations are not considered to be acceptable for producing evidence for this element.


Learning outcome 5

Product evidence

The learner must produce documentary evidence from the workplace covering the following items that are considered to be common and key to demonstrating competence.

1. Records of the appropriate health and safety plan which include details of the risks, and risk reduction methods as planned (5.1, 5.2) [ALL].

2. Records of implemented and maintained risk reduction methods (5.3, 5.4) [5.2, 5.3].



34

This unit must be assessed in a work environment, in accordance with:

● the Additional Requirements for Qualifications using the title NVQ in QCF

● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment.

Assessors for this unit must have verifiable, current industry experience and a sufficient depth of relevant occupational expertise and knowledge, and must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.

Workplace evidence of skills cannot be simulated.

Pear

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To p

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the

uni

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Ass

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crit

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Ev

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typ

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D

ate

1 Be

able

to

mai

ntai

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alth

, sa

fety

and

w

elfa

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the

w

orkp

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1.1

Prom

ote

a cu

ltur

e of

hea

lth,

saf

ety

and

wel

fare

in t

he w

orkp

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and

id

entif

y an

d re

com

men

d op

port

uniti

es for

impr

ovem

ents

1.2

Ensu

re t

hat

indu

ctio

n ha

s ta

ken

plac

e an

d ch

eck

the

com

pete

nce

of

peop

le in

the

wor

kpla

ce

1.3

Impl

emen

t sy

stem

s w

hich

mee

t or

gani

sation

al a

nd s

tatu

tory

re

quir

emen

ts f

or id

entify

ing

and

redu

cing

haz

ards

and

rep

orting

ac

cide

nts

and

emer

genc

ies

and

prev

enting

rec

urre

nces

1.4

Che

ck h

ealth,

saf

ety

and

wel

fare

sys

tem

s re

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in a

ccor

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e w

ith

orga

nisa

tiona

l and

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rem

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, an

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y an

d re

cord

any

spe

cial

wor

kpla

ce c

ondi

tions

and

situa

tion

s w

hich

do

not

com

ply

and

take

app

ropr

iate

act

ion

1.5

Mak

e re

com

men

dation

s fo

r im

prov

ing

the

wor

k en

viro

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t cl

earl

y an

d pr

ompt

ly t

o pe

ople

Pear

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Ass

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Ev

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w t

o m

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ain

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safe

ty a

nd w

elfa

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in t

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2.1

Prop

ose

how

to

prom

ote

a cu

ltur

e of

hea

lth,

saf

ety

and

wel

fare

in t

he

wor

kpla

ce

2.2

Des

crib

e w

hat

to id

entify

as

oppo

rtun

ities

for

impr

ovem

ents

2.3

Prop

ose

how

to

reco

mm

end

oppo

rtun

ities

for

impr

ovin

g th

e he

alth

, sa

fety

and

wel

fare

in t

he w

orkp

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2.4

Expl

ain

how

to

impl

emen

t sy

stem

s w

hich

mee

t or

gani

sation

al a

nd

stat

utor

y re

quir

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ts f

or id

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and

redu

cing

haz

ards

and

re

port

ing

acci

dent

s an

d em

erge

ncie

s an

d pr

even

ting

recu

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2.5

Expl

ain

how

to

chec

k he

alth

, sa

fety

and

wel

fare

sys

tem

s re

gula

rly,

in

acc

orda

nce

with

orga

nisa

tiona

l and

sta

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equi

rem

ents

2.6

Des

crib

e w

hat

to id

entify

as

spec

ial w

orkp

lace

con

ditio

ns a

nd

situ

atio

ns w

hich

do

not

com

ply

2.7

Expl

ain

how

to

reco

rd a

ny s

peci

al w

orkp

lace

con

ditio

ns a

nd s

itua

tions

w

hich

do

not

com

ply

2.8

Expl

ain

how

to

take

app

ropr

iate

act

ion

whe

re s

peci

al w

orkp

lace

co

nditi

ons

and

situ

atio

ns d

o no

t co

mpl

y

2.9

Prop

ose

how

to

mak

e re

com

men

dation

s fo

r im

prov

ing

the

wor

k en

viro

nmen

t cl

earl

y an

d pr

ompt

ly t

o pe

ople

Pear

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Ass

essm

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crit

eria

Ev

iden

ce

typ

e P

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olio

re

fere

nce

D

ate

3 Be

able

to

iden

tify

haza

rds

and

asse

ss

risk

s in

the

w

orkp

lace

3.1

Iden

tify

the

haz

ards

in t

he w

orkp

lace

ari

sing

fro

m c

onst

ruct

ion

wor

k pr

oduc

ts,

proc

esse

s an

d eq

uipm

ent

3.2

Obt

ain

and

revi

ew in

form

atio

n on

any

fac

tors

rel

atin

g to

the

haz

ards

3.3

Iden

tify

the

sig

nific

ance

of th

e ha

zard

s

3.4

Ass

ess

the

sign

ifica

nt r

isks

3.5

App

ly t

he p

rinc

iple

s of

pre

vent

ion

and

prot

ection

3.6

Iden

tify

the

res

idua

l ris

ks

3.7

Che

ck t

hat

resu

lting

info

rmat

ion

on s

igni

fican

t re

sidu

al r

isks

is

prov

ided

to

the

appr

opri

ate

peop

le

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Ass

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iden

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ate

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nder

stan

d ho

w t

o id

entif

y ha

zard

s an

d as

sess

ris

ks in

th

e w

orkp

lace

4.1

Des

crib

e w

hat

to id

entify

as

the

haza

rds

in t

he w

orkp

lace

ari

sing

fro

m

cons

truc

tion

wor

k pr

oduc

ts,

proc

esse

s an

d eq

uipm

ent

4.2

Expl

ain

how

to

obta

in a

ccur

ate

info

rmat

ion

on a

ny fac

tors

rel

atin

g to

th

e ha

zard

s

4.3

Exam

ine

how

to

revi

ew a

ccur

ate

info

rmat

ion

on a

ny fac

tors

rel

atin

g to

th

e ha

zard

s

4.4

Des

crib

e w

hat

to id

entify

as

the

sign

ifica

nce

of t

he h

azar

ds

4.5

Exam

ine

how

to

asse

ss t

he s

igni

fican

t risk

s

4.6

Expl

ain

how

to

appl

y th

e pr

inci

ples

of

prev

ention

and

pro

tect

ion

4.7

Des

crib

e w

hat

to id

entify

as

the

resi

dual

ris

ks

4.8

Expl

ain

how

to

chec

k th

at in

form

atio

n on

sig

nific

ant

resi

dual

ris

ks is

pr

ovid

ed t

o th

e ap

prop

riat

e pe

ople

Pear

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crit

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Ev

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typ

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ate

5 Be

able

to

iden

tify

and

impl

emen

t m

etho

ds a

nd

proc

edur

es t

o re

duce

ris

k

5.1

Iden

tify

the

req

uire

men

ts o

f th

e ap

prop

riat

e he

alth

and

saf

ety

plan

in

the

wor

kpla

ce

5.2

Iden

tify

the

res

ourc

es a

nd a

ctiv

ities

tha

t ar

e ne

cess

ary

to im

plem

ent

the

risk

red

uction

met

hods

5.3

Impl

emen

t an

d m

aint

ain

risk

red

uction

met

hods

and

pro

cedu

res

5.4

Util

ise

oppo

rtun

ities

to

prom

ote

the

impl

emen

tation

of th

e ri

sk

redu

ctio

n m

etho

ds a

nd p

roce

dure

s

5.5

Rec

ord

the

risk

red

uction

met

hods

and

pro

cedu

res

in t

he a

ppro

pria

te

info

rmat

ion

syst

ems

Pear

son

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6 D

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4

0

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

6 U

nder

stan

d ho

w t

o id

entif

y an

d im

plem

ent

met

hods

and

pr

oced

ures

to

redu

ce r

isk

6.1

Des

crib

e ho

w t

o id

entif

y th

e re

quir

emen

ts o

f th

e ap

prop

riat

e he

alth

an

d sa

fety

pla

n in

the

wor

kpla

ce

6.2

Des

crib

e w

hat

to id

entify

as

the

reso

urce

s an

d ac

tivi

ties

that

are

ne

cess

ary

to im

plem

ent

the

risk

red

uction

met

hods

6.3

Expl

ain

how

to

impl

emen

t an

d m

aint

ain

risk

red

uction

met

hods

and

pr

oced

ures

6.4

Expl

ain

how

to

utili

se o

ppor

tuni

ties

to p

rom

ote

the

impl

emen

tation

of

the

risk

red

uction

met

hods

and

pro

cedu

res

6.5

Expl

ain

how

to

reco

rd t

he r

isk

redu

ctio

n m

etho

ds a

nd p

roce

dure

s in

th

e ap

prop

riat

e in

form

atio

n sy

stem

s

Lear

ner

nam

e: _

____

____

____

____

____

____

____

____

____

____

____

___

Dat

e: _

____

____

____

____

____

____

____

Lear

ner

sign

atur

e: _

____

____

____

____

____

____

____

____

____

____

____

D

ate:

___

____

____

____

____

____

____

__

Ass

esso

r si

gnat

ure:

___

____

____

____

____

____

____

____

____

____

____

_ D

ate:

___

____

____

____

____

____

____

__

Inte

rnal

ver

ifier

sig

natu

re: _

____

____

____

____

____

____

____

____

____

__

(if sa

mpl

ed)

Dat

e: _

____

____

____

____

____

____

____


41

Unit 2: Plan, Allocate and Monitor Work in Own Area of Responsibility

Unit reference number: H/600/9674

Level: 4

Credit value: 5


Unit summary

This unit is about allocating work to team members, agreeing objectives with them, assessing their performance and providing feedback.

You will gain an understanding of how to allocate work to team members, taking full account of their abilities and recommendations, and ensure that they have sufficient information and understand their responsibilities. You will gain an understanding of how to ensure their continuing understanding and agreement of priorities, and inform them of changes.

You will gain an understanding of how to work with team members to develop their own objectives and work plans, ensuring that these are consistent with their abilities, are sufficiently detailed, meet organisational objectives and are realistic and achievable. You will gain an understanding of how to ensure that team members understand the plans and are committed to them, and to offer advice and guidance as necessary and update plans as required.

You will gain an understanding of how to ensure that the team members understand monitoring and assessment processes and, in conjunction with team members, carry out meaningful assessments. Take account of their personal circumstances and organisational requirements.

You will gain an understanding of how to provide team members with feedback that is clear and constructive, is sensitive to their needs and maintains confidentiality. You will gain an understanding of how to give them the opportunity to respond and make recommendations regarding improvement.


42



The following ranges apply to the assessment criteria given in this unit:

Learning outcome 1

1. Team members:

● people for whom you have line responsibility

● people for whom you have functional responsibility.

2. Objectives and work plans:

● short term

● medium term

● long term.

3. Organisational constraints:

● organisational objectives

● organisational policies

● resources.

Learning outcome 2

1. Allocate work in the contexts of:

● normal working

● emergencies.

2. Information:

● spoken

● written

● graphical.

3. Relevant people:

● team members

● colleagues working at the same level as yourself

● higher-level managers or sponsors

● customers

● suppliers.


43

Learning outcomes 3 and 4

1. Purpose:

● assuring that objectives have been achieved

● assuring that quality and customer requirements have been met

● appraising team or individual performance

● assessing performance for reward

● recognise competent performance and achievement.

2. Monitor and assessment:

● specific to one activity or objective

● general to overall performance of the team or individual.

3. Information:

● qualitative

● quantitative.

4. Organisational constraints:

● organisational objectives

● organisational policies

● resources.

5. Feedback:

● positive

● negative

● spoken

● written.

6. Situation:

● during normal day-to-day activities

● when required to maintain motivation, morale and effectiveness

● during formal appraisals

● at team meetings and briefings

● during confidential discussions of work.





44

Learning outcome 1

Product evidence

1. You must show evidence that you involve and plan work with at least one type of team member (ALL).

2. You must show evidence that you agree at least two types of objective and work plan (ALL).

3. You must also show evidence that you take account of all of the types of organisational constraint (ALL).

4. You must also convince your assessor that you have the necessary knowledge, understanding and skills to be able to perform competently in respect of all types of team member, and objective and work plan (ALL).


Learning outcome 2

Product evidence

1. You must also show evidence that you reach agreement with at least two types of relevant person (ALL).

2. You must show evidence that you make allocations covering both contexts (ALL).

3. You must show evidence that you provide at least two types of information (ALL).

4. You must also convince your assessor that you have the necessary knowledge, understanding and skills to be able to perform competently in respect of all types of information and relevant people (ALL).


Learning outcome 3

Product evidence

1. You must also show evidence that you take account of all types of organisational constraint (ALL).

2. You must show evidence that you use at least one type of monitor and assessment (ALL).

3. You must show evidence that you use both types of information (ALL).

4. You must show evidence that your assessments have at least two types of purpose (ALL).

5. You must also convince your assessor that you have the necessary knowledge, understanding and skills to be able to perform competently in respect of all types of purpose, monitoring and assessment (ALL).



45

Learning outcome 4

Product evidence

1. You must also show evidence that you give feedback in at least three types of situation (ALL).

2. You must show evidence that you give both types of feedback (ALL).

3. You must also convince your assessor that you have the necessary knowledge, understanding and skills to be able to perform competently in respect of all types of situation (ALL).







Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

4

6

Lear

nin

g o

utc

om

es a

nd

ass

essm

ent

crit

eria

To p

ass

this

uni

t, t

he le

arne

r ne

eds

to d

emon

stra

te t

hat

they

can

mee

t al

l the

lear

ning

out

com

es f

or t

he u

nit.

The

ass

essm

ent

criter

ia o

utlin

e th

e re

quir

emen

ts t

he le

arne

r is

exp

ecte

d to

mee

t to

ach

ieve

the

uni

t.

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

1 Be

able

to

prod

uce

a w

ork

plan

for

ow

n ar

ea o

f re

spon

sibi

lity

1.1

Expl

ain

the

cont

ext

in w

hich

wor

k is

to

be u

nder

take

n

1.2

Iden

tify

the

ski

lls b

ase

and

the

reso

urce

s av

aila

ble

1.3

Exam

ine

prio

rities

and

suc

cess

cri

teri

a ne

eded

for

the

tea

m

1.4

Prod

uce

a w

ork

plan

for

ow

n ar

ea o

f re

spon

sibi

lity

2 Be

able

to

allo

cate

an

d ag

ree

resp

onsi

bilit

ies

with

team

m

embe

rs

2.1

Iden

tify

tea

m m

embe

rs’ r

espo

nsib

ilitie

s fo

r id

entifie

d w

ork

activi

ties

2.2

Agr

ee r

espo

nsib

ilitie

s an

d SM

ART

(Spe

cific

, M

easu

rabl

e, A

chie

vabl

e,

Rea

listic

and

Tim

e-bo

und)

obj

ective

s w

ith

team

mem

bers

3 Be

able

to

mon

itor

th

e pr

ogre

ss a

nd

qual

ity o

f w

ork

in

own

area

of

resp

onsi

bilit

y an

d pr

ovid

e fe

edba

ck

3.1

Iden

tify

way

s to

mon

itor

pro

gres

s an

d qu

ality

of w

ork

3.2

Mon

itor

and

eva

luat

e pr

ogre

ss a

gain

st a

gree

d st

anda

rds

and

prov

ide

feed

back

to

team

mem

bers

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

4

7

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

4 Be

able

to

revi

ew

and

amen

d pl

ans

of w

ork

for

own

area

of

resp

onsi

bilit

y an

d co

mm

unic

ate

chan

ges

4.1

Rev

iew

and

am

end

wor

k pl

an w

here

cha

nges

are

nee

ded

4.2

Com

mun

icat

e ch

ange

s to

tea

m m

embe

rs

Lear

ner

nam

e: _

____

____

____

____

____

____

____

____

____

____

____

___

Dat

e: _

____

____

____

____

____

____

____

Lear

ner

sign

atur

e: _

____

____

____

____

____

____

____

____

____

____

____

D

ate:

___

____

____

____

____

____

____

__

Ass

esso

r si

gnat

ure:

___

____

____

____

____

____

____

____

____

____

____

_ D

ate:

___

____

____

____

____

____

____

__

Inte

rnal

ver

ifier

sig

natu

re: _

____

____

____

____

____

____

____

____

____

__

(if sa

mpl

ed)

Dat

e: _

____

____

____

____

____

____

____


48

Unit 3: Chair Meeting and Take Decisions in Construction Contracting Operations Management

Unit reference number: T/505/8206

Level: 6

Credit value: 8


Unit summary

This unit is about chairing meetings and analysing information, making decisions based on the conclusions from the analysis.

You will gain an understanding of how to circulate appropriate information before the meeting and ensure that those attending the meeting agree the meeting objectives. You will gain the ability to allocate time for discussion and keep within it, ensure that contributions are useful, clearly summarise them at appropriate times, confirm decisions and recommendations and seek feedback to improve future meetings.

You will gain the ability to use suitable methods to select and analyse information based on identified objectives, and then develop clear conclusions. You will need to present your results and record the work that led to the decisions.





1. Purpose:

● information given

● consultation

● decision making.


49

2. Meeting:

● involving people from within your organisation

● involving people outside your organisation.


1. Analysis:

● formal and planned

● informal and ad hoc.

2. Information:

● qualitative

● quantitative.

3. Decisions:

● affecting operational performance

● affecting organisational policy.




Learning outcome 1

Product evidence

1. You must also show evidence of leading both types of meeting (1.1, 1.2, 1.4, 1.6, 1.7, 1.10) [1.2].

2. You must prove that you chair meetings to the national standard of competence (ALL) [ALL].

3. You must show evidence of leading meetings with all types of objective (1.1, 1.2, 1.7) [1.1].


Learning outcome 3

Product evidence

1. You must also show evidence that you take at least one type of decision (3.1, 3.2, 3.4) [3.3].

2 You must also show evidence that you use both types of information (3.2, 3.4) [3.2].

3. You must show evidence that you carry out both types of analysis (3.3, 3.6, 3.7) [3.1].


50

4. You must also convince your assessor that you have the necessary knowledge, understanding and skills to be able to perform competently in taking both types of decision (3.1, 3.2, 3.4, 3.7) [3.3].







Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

5

1

Lear

nin

g o

utc

om

es a

nd

ass

essm

ent

crit

eria

To p

ass

this

uni

t, t

he le

arne

r ne

eds

to d

emon

stra

te t

hat

they

can

mee

t al

l the

lear

ning

out

com

es f

or t

he u

nit.

The

ass

essm

ent

criter

ia o

utlin

e th

e re

quir

emen

ts t

he le

arne

r is

exp

ecte

d to

mee

t to

ach

ieve

the

uni

t.

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

1 Be

able

to

chai

r m

eeting

s 1.

1 G

ive

peop

le,

appr

opri

ate

to t

he p

urpo

se o

f th

e m

eeting

, su

ffic

ient

no

tice

and

info

rmat

ion

to a

llow

the

m t

o co

ntri

bute

eff

ective

ly

1.2

Ensu

re t

hat

ever

yone

att

endi

ng a

gree

s th

e ob

ject

ive

of t

he m

eeting

at

the

star

t

1.3

Allo

cate

dis

cuss

ion

tim

e to

top

ics

cons

iste

ntly

with

the

ir im

port

ance

, ur

genc

y an

d co

mpl

exity

1.4

Man

age

the

mee

ting

in a

way

whi

ch h

elps

att

ende

es t

o m

ake

usef

ul

cont

ribu

tions

and

dis

cour

ages

dig

ress

ions

1.5

Pres

ent

info

rmat

ion

and

prov

ide

sum

mar

ies

clea

rly

at a

ppro

pria

te

poin

ts d

urin

g th

e m

eetin

g

1.6

Ensu

re t

hat

mee

ting

s ac

hiev

e th

eir

obje

ctiv

es w

ithi

n th

e al

loca

ted

tim

e

1.7

Ensu

re t

hat

agre

ed d

ecis

ions

and

rec

omm

enda

tion

s fa

ll w

ithi

n th

e gr

oup’

s au

thor

ity

1.8

Giv

e cl

ear,

acc

urat

e an

d co

ncis

e in

form

atio

n ab

out

deci

sion

s an

d re

com

men

dation

s to

tho

se w

ho n

eed

it

1.9

See

k fe

edba

ck f

rom

tho

se a

tten

ding

and

use

thi

s to

impr

ove

the

effe

ctiv

enes

s of

fut

ure

mee

ting

s

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

5

2

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

2 U

nder

stan

d ho

w t

o ch

air

mee

ting

s 2.

1 Ex

plai

n ho

w t

o gi

ve p

eopl

e, a

ppro

pria

te t

o th

e pu

rpos

e of

the

m

eeting

, su

ffic

ient

not

ice

and

info

rmat

ion

to a

llow

the

m t

o co

ntri

bute

ef

fect

ivel

y

2.2

Expl

ain

how

to

ensu

re t

hat

ever

yone

att

endi

ng a

gree

s th

e ob

ject

ive

of

the

mee

ting

at

the

star

t

2.3

Expl

ain

how

to

allo

cate

dis

cuss

ion

time

to t

opic

s co

nsis

tent

ly w

ith

thei

r im

port

ance

, ur

genc

y an

d co

mpl

exity

2.4

Eval

uate

how

to

man

age

the

mee

ting

in a

way

whi

ch h

elps

att

ende

es

to m

ake

usef

ul c

ontr

ibut

ions

and

dis

cour

ages

dig

ress

ions

2.5

Expl

ain

how

to

pres

ent

info

rmat

ion

and

prov

ide

sum

mar

ies

clea

rly

at

appr

opri

ate

poin

ts d

urin

g th

e m

eeting

2.6

Expl

ain

how

to

ensu

re t

hat

mee

ting

s ac

hiev

e th

eir

obje

ctiv

es w

ithi

n th

e al

loca

ted

tim

e

2.7

Expl

ain

how

to

ensu

re t

hat

agre

ed d

ecis

ions

and

rec

omm

enda

tion

s fa

ll w

ithi

n th

e gr

oup’

s au

thor

ity

2.8

Expl

ain

how

to

give

cle

ar,

accu

rate

and

con

cise

info

rmat

ion

abou

t de

cisi

ons

and

reco

mm

enda

tions

to

thos

e w

ho n

eed

it

2.9

Expl

ain

how

to

seek

fee

dbac

k fr

om t

hose

att

endi

ng a

nd u

se t

his

to

impr

ove

the

effe

ctiv

enes

s of

fut

ure

mee

ting

s

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

5

3

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

3 Be

able

to

anal

yse

info

rmat

ion

for

deci

sion

mak

ing

3.1

Iden

tify

obj

ective

s fo

r yo

ur a

naly

sis

whi

ch a

re c

lear

and

con

sist

ent

with

the

deci

sion

s yo

u ne

ed t

o m

ake

3.2

Sel

ect

info

rmat

ion

whi

ch is

acc

urat

e, r

elev

ant

to t

he o

bjec

tive

s, a

nd

suffic

ient

to

arri

ve a

t re

liabl

e de

cisi

ons

3.3

Use

met

hods

of an

alys

is w

hich

are

sui

tabl

e to

ach

ieve

the

obj

ective

s

3.4

Ana

lyse

the

info

rmat

ion

to id

entify

pat

tern

s an

d tr

ends

sig

nific

ant

to

the

deci

sion

s yo

u ne

ed t

o ta

ke

3.5

Dev

elop

cle

ar c

oncl

usio

ns w

hich

you

sup

port

with

reas

oned

arg

umen

ts

and

appr

opri

ate

evid

ence

3.6

Pres

ent

the

resu

lts

of y

our

anal

ysis

, di

ffer

entiat

ing

clea

rly

betw

een

fact

and

opi

nion

3.7

Mai

ntai

n re

cord

s of

you

r an

alys

is w

hich

are

suf

ficie

nt t

o sh

ow t

he

assu

mpt

ions

and

dec

isio

ns m

ade

at e

ach

stag

e

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

5

4

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

4 U

nder

stan

d ho

w t

o an

alys

e in

form

atio

n fo

r de

cisi

on m

akin

g

4.1

Des

crib

e w

hat

to id

entify

as

obje

ctiv

es f

or y

our

anal

ysis

whi

ch a

re

clea

r an

d co

nsis

tent

with

the

deci

sion

s yo

u ne

ed t

o m

ake

4.2

Eval

uate

how

to

sele

ct in

form

atio

n w

hich

is a

ccur

ate,

rel

evan

t to

the

ob

ject

ives

, an

d su

ffic

ient

to

arri

ve a

t re

liabl

e de

cisi

ons

4.3

Expl

ain

how

to

use

met

hods

of an

alys

is w

hich

are

sui

tabl

e to

ach

ieve

th

e ob

ject

ives

4.4

Exam

ine

how

to

anal

yse

the

info

rmat

ion

to id

entify

pat

tern

s an

d tr

ends

sig

nific

ant

to t

he d

ecis

ions

you

nee

d to

tak

e

4.5

Prop

ose

how

to

deve

lop

clea

r co

nclu

sion

s w

hich

you

sup

port

with

reas

oned

arg

umen

ts a

nd a

ppro

pria

te e

vide

nce

4.6

Expl

ain

how

to

pres

ent

the

resu

lts

of y

our

anal

ysis

, di

ffer

entiat

ing

clea

rly

betw

een

fact

and

opi

nion

4.7

Expl

ain

how

to

mai

ntai

n re

cord

s of

you

r an

alys

is w

hich

are

suf

ficie

nt

to s

how

the

ass

umpt

ions

and

dec

isio

ns m

ade

at e

ach

stag

e

Lear

ner

nam

e: _

____

____

____

____

____

____

____

____

____

____

____

___

Dat

e: _

____

____

____

____

____

____

____

Lear

ner

sign

atur

e: _

____

____

____

____

____

____

____

____

____

____

____

D

ate:

___

____

____

____

____

____

____

__

Ass

esso

r si

gnat

ure:

___

____

____

____

____

____

____

____

____

____

____

_ D

ate:

___

____

____

____

____

____

____

__

Inte

rnal

ver

ifier

sig

natu

re: _

____

____

____

____

____

____

____

____

____

__

(if sa

mpl

ed)

Dat

e: _

____

____

____

____

____

____

____


55

Unit 4: Develop and Maintain Working Relationships and Personal Development in Construction Contracting Operations Management


Level: 6

Credit value: 8


Unit summary

This unit is about developing, maintaining and enhancing the trust and support of colleagues, those to whom you report and people who benefit from your work. It is also about personal development.

You will gain the ability to develop and maintain effective relationships, and offer timely, relevant information and helpful, sensitive advice. You will gain an understanding of how to present clear, timely proposals that are appropriately detailed and acknowledge objections and resolve conflicts sensitively.

You will review own performance, both by self and with line manager, and identify personal development needs and form them into a development plan. You will gain an understanding of the need to undertake development activities, record your progress and re-review your performance.


56





1. Working relationships:

● formal

● informal.

2. People:

● those commissioning work

● employers

● employees

● clients and customers

● statutory bodies

● users

● professional consultants

● contractors

● consultants

● partners

● general public

● community groups

● suppliers of products and services

● government agencies.

3. Promote goodwill and trust:

● demonstrating a duty of care

● ethical relationships

● professional independence

● honouring promises and undertakings

● honest relationships

● constructive relationships.

4. Instructing, provide guidance, presenting and acknowledge:

● orally

● in writing

● using graphics

● electronically.


57

5. Work activities:

● progress

● results

● achievements

● emerging threats

● risks

● opportunities.


1. Aims and objectives:

● preparation for career development

● intellectual challenge

● need for updating

● need to provide evidence of vocational competence

● compliance with employer and professional requirements

● promotion or job change

● awareness of shortcomings.

2. Personal development:

● maintenance of existing competence

● improvements to existing competence

● development of new competence

● commitment to vocational excellence.

3. Sources of support and guidance:

● national/industry bodies

● professional institutions

● education and training providers

● in house.

4. Benchmarks of competence:

● job descriptions

● professional institution requirements

● industry national occupational standards.

5. Development plan includes:

● priorities

● target dates

● development activities.


58

6. Development activities:

● formal courses

● research

● work experience

● personal study.


● personal responsibility for own decisions and the decisions of others

● ethical behaviour and take appropriate action if unethical behaviour

● responsibility and empowerment

● judgements and advice

● illegal contracts and conflicts of interest

● limits of professional expertise and parametres

● formal and informal contracts

● legal requirements, ethical standards and recognised good practice

● communication that maintains professional independence, goodwill and trust

● working practices

● systems to protect individual and the interests of society

● a culture of honesty and equity with people

● personal responsibility for own decisions and the decisions of others in organisation

● ethical and unethical behaviour

● establish a system of communication to report instances of unethical behaviour

● explain how to implement improvements where areas of weakness have been identified.





59

Learning outcome 1

Product evidence

The learner must produce documentary evidence from the workplace covering the following item(s) which are considered to be common and key to demonstrating competence.

1. Instructions given and guidance provided about work activities (1.1, 1.2, 1.3, 1.6) [ALL].

2. Proposal(s) presented, including clarification and alternatives suggested (1.1, 1.4, 1.5, 1.6) [1.1, 1.2, 1.3, 1.4].

Process evidence

1. Instructions, guidance and presentations (ALL) [ALL].

Learning outcome 3

Product evidence

The learner must produce documentary evidence from the workplace covering the following item(s) that are considered to be common and key to demonstrating competence.

1. Records of personal development aims and objectives that include sources of support and guidance and selected benchmarks of competence and reviews and updating (3.1, 3.2, 3.3, 3.8).

2. Profiles of present competence identified against benchmarks of competence (3.4) [3.4].

3. Development plans which include identified development needs (3.4, 3.5) [3.5].

4. Records of developed progress achievement and evidence of competence identified against benchmarks of competence (3.6, 3.7) [3.4, 3.6].







Pear

son

Edex

cel L

evel

6 D

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ma

in C

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ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

6

0

Lear

nin

g o

utc

om

es a

nd

ass

essm

ent

crit

eria

To p

ass

this

uni

t, t

he le

arne

r ne

eds

to d

emon

stra

te t

hat

they

can

mee

t al

l the

lear

ning

out

com

es f

or t

he u

nit.

The

ass

essm

ent

criter

ia o

utlin

e th

e re

quir

emen

ts t

he le

arne

r is

exp

ecte

d to

mee

t to

ach

ieve

the

uni

t.

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

1 Be

able

to

deve

lop

and

mai

ntai

n w

orki

ng

rela

tion

ship

s

1.1

Dev

elop

and

mai

ntai

n w

orki

ng r

elat

ions

hips

with

peo

ple

whi

ch

prom

ote

good

will

and

tru

st

1.2

Inst

ruct

peo

ple

abou

t w

ork

activi

ties

in a

n ap

prop

riat

e le

vel o

f de

tail

and

with

an a

ppro

pria

te d

egre

e of

urg

ency

1.3

Prov

ide

guid

ance

and

hel

p to

peo

ple

abou

t w

ork

activi

ties

with

sens

itiv

ity

and

enco

urag

e qu

estion

s, r

eque

sts

for

clar

ifica

tion

and

com

men

ts

1.4

Pres

ent

prop

osal

s fo

r ac

tion

cle

arly

to

peop

le a

t an

app

ropr

iate

tim

e an

d w

ith

the

righ

t le

vel o

f de

tail

for

the

degr

ee o

f ch

ange

, ex

pend

itur

e an

d ri

sk in

volv

ed

1.5

Ack

now

ledg

e ob

ject

ions

to

prop

osal

s an

d su

gges

t al

tern

ativ

e pr

opos

als

1.6

Res

olve

con

flict

s an

d di

ffer

ence

s of

opi

nion

in w

ays

whi

ch m

inim

ise

offe

nce

and

mai

ntai

n go

odw

ill,

trus

t an

d re

spec

t

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

6

1

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

2 U

nder

stan

d ho

w t

o de

velo

p an

d m

aint

ain

wor

king

re

lation

ship

s

2.1

Prop

ose

how

to

deve

lop

wor

king

rel

atio

nshi

ps w

ith p

eopl

e w

hich

pr

omot

e go

odw

ill a

nd t

rust

2.2

Expl

ain

how

to

mai

ntai

n w

orki

ng r

elat

ions

hips

with

peo

ple

whi

ch

prom

ote

good

will

and

tru

st

2.3

Expl

ain

how

to

inst

ruct

peo

ple

abou

t w

ork

activi

ties

in a

n ap

prop

riat

e le

vel o

f de

tail

and

with

an a

ppro

pria

te d

egre

e of

urg

ency

2.4

Expl

ain

how

to

prov

ide

guid

ance

and

hel

p to

peo

ple

abou

t w

ork

activi

ties

with

sens

itivi

ty

2.5

Expl

ain

how

to

enco

urag

e qu

estion

s, r

eque

sts

for

clar

ifica

tion

and

co

mm

ents

2.6

Expl

ain

how

to

pres

ent

prop

osal

s fo

r ac

tion

to

peop

le a

t an

ap

prop

riat

e tim

e an

d w

ith t

he r

ight

leve

l of de

tail

for

the

degr

ee o

f ch

ange

, ex

pend

itur

e an

d ri

sk in

volv

ed

2.7

Expl

ain

how

to

ackn

owle

dge

obje

ctio

ns t

o pr

opos

als

2.8

Prop

ose

how

to

sugg

est

alte

rnat

ive

prop

osal

s w

here

obj

ection

s ha

ve

been

rai

sed

in r

espe

ct o

f ex

istin

g pr

opos

als

2.9

Prop

ose

how

to

reso

lve

conf

licts

and

diff

eren

ces

of o

pini

on in

way

s w

hich

min

imis

e of

fenc

e, a

nd m

aint

ain

good

will

, tr

ust

and

resp

ect

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

6

2

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

3 Be

able

to

unde

rtak

e pe

rson

al

deve

lopm

ent

in t

he

occu

pation

al

prac

tice

are

a

3.1

Def

ine

the

aim

s an

d ob

ject

ives

for

und

erta

king

per

sona

l dev

elop

men

t

3.2

Iden

tify

and

con

tact

sou

rces

of

supp

ort

and

guid

ance

for

und

erta

king

pe

rson

al d

evel

opm

ent

3.3

Iden

tify

and

sel

ect

rele

vant

ben

chm

arks

of

com

pete

nce

agai

nst

whi

ch

pers

onal

dev

elop

men

t ca

n be

mea

sure

d

3.4

Ana

lyse

the

cur

rent

per

sona

l lev

el o

f pe

rfor

man

ce a

gain

st t

he

iden

tifie

d be

nchm

arks

of co

mpe

tenc

e an

d re

cord

a p

rofil

e of

pre

sent

co

mpe

tenc

e an

d pe

rson

al d

evel

opm

ent

need

s

3.5

Prep

are

a de

velo

pmen

t pl

an for

ach

ievi

ng id

entif

ied

deve

lopm

ent

need

s

3.6

Und

erta

ke d

evel

opm

ent

activi

ties

aim

ed a

t ac

hiev

ing

iden

tifie

d de

velo

pmen

t ne

eds,

rev

iew

and

rec

ord

prog

ress

and

the

eff

ective

ness

of

the

act

iviti

es

3.7

Mea

sure

ach

ieve

men

t of

iden

tifie

d de

velo

pmen

t ne

eds

and

reco

rd

evid

ence

of

com

pete

nce

gain

ed a

gain

st t

he id

entifie

d be

nchm

arks

of

com

pete

nce

3.8

Rev

iew

the

cyc

le o

f pe

rson

al d

evel

opm

ent

aim

s an

d ob

ject

ives

and

re

vise

and

upd

ate

aim

s an

d ob

ject

ives

to

suit c

hang

ing

circ

umst

ance

s

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

6

3

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

4 U

nder

stan

d ho

w t

o un

dert

ake

pers

onal

de

velo

pmen

t in

the

oc

cupa

tion

al

prac

tice

are

a

4.1

Eval

uate

how

to

defin

e th

e ai

ms

and

obje

ctiv

es f

or u

nder

taki

ng

pers

onal

dev

elop

men

t

4.2

Des

crib

e w

hat

to id

entify

as

sour

ces

of s

uppo

rt a

nd g

uida

nce

for

unde

rtak

ing

pers

onal

dev

elop

men

t

4.3

Expl

ain

how

to

cont

act

sour

ces

of s

uppo

rt a

nd g

uida

nce

for

unde

rtak

ing

pers

onal

dev

elop

men

t

4.4

Des

crib

e w

hat

to id

entify

as

rele

vant

ben

chm

arks

of

com

pete

nce

agai

nst

whi

ch p

erso

nal d

evel

opm

ent

can

be m

easu

red

4.5

Eval

uate

how

to

sele

ct r

elev

ant

benc

hmar

ks o

f co

mpe

tenc

e ag

ains

t w

hich

per

sona

l dev

elop

men

t ca

n be

mea

sure

d

4.5

Exam

ine

how

to

anal

yse

the

curr

ent

pers

onal

leve

l of pe

rfor

man

ce

agai

nst

the

iden

tifie

d be

nchm

arks

of

com

pete

nce

4.6

Expl

ain

how

to

reco

rd a

pro

file

of p

rese

nt c

ompe

tenc

e an

d pe

rson

al

deve

lopm

ent

need

s

4.7

Expl

ain

how

to

reco

rd a

pro

file

of p

rese

nt c

ompe

tenc

e an

d pe

rson

al

deve

lopm

ent

need

s

4.8

Expl

ain

how

to

prep

are

a de

velo

pmen

t pl

an

4.9

Eval

uate

how

to

unde

rtak

e de

velo

pmen

t ac

tivi

ties

4.10

Ex

amin

e ho

w t

o re

view

pro

gres

s an

d th

e ef

fect

iven

ess

of t

he a

ctiv

ities

4.11

Ex

plai

n ho

w t

o re

cord

pro

gres

s an

d th

e ef

fect

iven

ess

of t

he a

ctiv

ities

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

6

4

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

4.12

Ex

plai

n ho

w t

o m

easu

re a

chie

vem

ent

of id

entifie

d de

velo

pmen

t ne

eds

agai

nst

the

iden

tifie

d be

nchm

arks

of

com

pete

nce

4.13

Ex

plai

n ho

w t

o re

cord

evi

denc

e of

com

pete

nce

gain

ed a

gain

st t

he

iden

tifie

d be

nchm

arks

of co

mpe

tenc

e

4.14

Ex

amin

e ho

w t

o re

view

the

cyc

le o

f pe

rson

al d

evel

opm

ent

aim

s an

d ob

ject

ives

4.15

Ex

plai

n ho

w t

o re

vise

and

upd

ate

pers

onal

dev

elop

men

t ai

ms

and

obje

ctiv

es t

o su

it c

hang

ing

circ

umst

ance

s

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

6

5

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

5 Be

able

to

prac

tice

in

an

ethi

cal

man

ner

5.1

Take

cle

ar a

nd u

nequ

ivoc

al p

erso

nal r

espo

nsib

ility

for

you

r ow

n de

cisi

ons

and

the

deci

sion

s of

oth

ers

in y

our

orga

nisa

tion

5.2

Beh

ave

in a

n et

hica

l man

ner

and

take

app

ropr

iate

act

ion

if un

ethi

cal

beha

viou

r is

bro

ught

to

your

att

ention

5.3

Esta

blis

h a

syst

em o

f co

mm

unic

atio

n to

rep

ort

inst

ance

s of

une

thic

al

beha

viou

r w

hich

enc

oura

ges

resp

onsi

bilit

y an

d em

pow

erm

ent

at a

ll le

vels

5.4

Off

er jud

gem

ents

and

adv

ice

whi

ch r

ecog

nise

the

nee

ds o

f ot

her

peop

le

5.5

Man

age

criter

ia t

hat

iden

tify

offe

rs a

nd c

ontr

acts

whi

ch a

re il

lega

l and

w

hich

may

gen

erat

e co

nflic

ts o

f in

tere

st a

nd r

ejec

t th

ose

that

fai

l the

cr

iter

ia

5.6

Def

ine

the

limits

of y

our

prof

essi

onal

exp

ertise

and

set

per

imet

ers

to

wor

k w

ithi

n th

em

5.7

Dis

clos

e in

form

atio

n ob

tain

ed fro

m c

lient

s on

ly t

o th

ose

who

hav

e a

legi

timat

e ri

ght

to r

ecei

ve it

5.8

Che

ck t

hat

form

al a

nd in

form

al c

ontr

acts

and

agr

eem

ents

for

adv

isor

y an

d pr

oble

m s

olvi

ng s

ervi

ces

conf

orm

to

lega

l req

uire

men

ts,

ethi

cal

stan

dard

s an

d re

cogn

ised

goo

d pr

actice

and

tha

t se

rvic

e pr

ovid

ers

adhe

re t

o re

leva

nt c

ondi

tions

5.9

Com

mun

icat

e w

ith

clie

nts

in a

sty

le a

nd m

anne

r w

hich

mai

ntai

ns

prof

essi

onal

inde

pend

ence

and

max

imis

es g

oodw

ill a

nd t

rust

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

6

6

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

5.10

D

efin

e an

d ag

ree

the

wor

king

pra

ctic

es a

nd t

he e

xpec

tation

s of

the

pe

ople

invo

lved

in t

he c

ontr

act

5.11

M

anag

e sy

stem

s to

pro

tect

indi

vidu

al a

nd t

he in

tere

sts

of s

ocie

ty a

nd

to in

dem

nify

clie

nts

whe

re t

he a

dvic

e gi

ven

resu

lts

in lo

ss o

r da

mag

e to

the

clie

nt

5.12

Kee

p al

l fun

ds,

incl

udin

g in

tere

st,

held

on

beha

lf of

clie

nts,

sep

arat

e fr

om p

erso

nal a

nd o

rgan

isat

iona

l fun

ds

5.13

Pr

omot

e a

cultur

e of

hon

esty

and

equ

ity

with

peop

le,

iden

tify

are

as o

f w

eakn

ess

and

reco

mm

end

or im

plem

ent

impr

ovem

ents

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

6

7

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

6 U

nder

stan

d ho

w t

o pr

actice

in a

n et

hica

l man

ner

6.1

Expl

ain

how

to

take

cle

ar a

nd u

nequ

ivoc

al p

erso

nal r

espo

nsib

ility

for

yo

ur o

wn

deci

sion

s an

d th

e de

cisi

ons

of o

ther

s in

you

r or

gani

satio

n

6.2

Expl

ain

how

to

beha

ve in

an

ethi

cal m

anne

r an

d ta

ke a

ppro

pria

te

action

if u

neth

ical

beh

avio

ur is

bro

ught

to

your

att

ention

6.3

Expl

ain

how

to

esta

blis

h a

syst

em o

f co

mm

unic

atio

n to

rep

ort

inst

ance

s of

une

thic

al b

ehav

iour

whi

ch e

ncou

rage

s re

spon

sibi

lity

and

empo

wer

men

t at

all

leve

ls

6.4

Eval

uate

how

to

offe

r ju

dgem

ents

and

adv

ice

whi

ch r

ecog

nise

the

ne

eds

of o

ther

peo

ple

6.5

Eval

uate

how

to

man

age

criter

ia t

hat

iden

tify

offe

rs a

nd c

ontr

acts

w

hich

are

ille

gal a

nd w

hich

may

gen

erat

e co

nflic

ts o

f in

tere

st a

nd

reje

ct t

hose

tha

t fa

il th

e cr

iter

ia

6.6

Eval

uate

how

to

defin

e th

e lim

its

of y

our

prof

essi

onal

exp

ertise

and

se

t pe

rim

eter

s to

wor

k w

ithi

n th

em

6.7

Expl

ain

how

to

disc

lose

info

rmat

ion

obta

ined

fro

m c

lient

s on

ly t

o th

ose

who

hav

e a

legi

timat

e ri

ght

to r

ecei

ve it

6.8

Expl

ain

how

to

chec

k th

at for

mal

and

info

rmal

con

trac

ts a

nd

agre

emen

ts f

or a

dvis

ory

and

prob

lem

sol

ving

ser

vice

s co

nfor

m t

o le

gal r

equi

rem

ents

, et

hica

l sta

ndar

ds a

nd r

ecog

nise

d go

od p

ract

ice

and

that

ser

vice

pro

vide

rs a

dher

e to

rel

evan

t co

nditi

ons

6.9

Expl

ain

how

to

com

mun

icat

e w

ith

clie

nts

in a

sty

le a

nd m

anne

r w

hich

m

aint

ains

pro

fess

iona

l ind

epen

denc

e an

d m

axim

ises

goo

dwill

and

tr

ust

6.10

Ev

alua

te h

ow t

o de

fine

the

wor

king

pra

ctic

es a

nd t

he e

xpec

tation

s of

th

e pe

ople

invo

lved

in t

he c

ontr

act

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

6

8

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

6.11

Ev

alua

te h

ow t

o ag

ree

the

wor

king

pra

ctic

es a

nd t

he e

xpec

tation

s of

th

e pe

ople

invo

lved

in t

he c

ontr

act

6.12

Ev

alua

te h

ow t

o m

anag

e sy

stem

s to

pro

tect

indi

vidu

al a

nd t

he

inte

rest

s of

soc

iety

and

to

inde

mni

fy c

lient

s w

here

the

adv

ice

give

n re

sults

in lo

ss o

r da

mag

e to

the

clie

nt

6.13

Ex

plai

n ho

w t

o ke

ep a

ll fu

nds,

incl

udin

g in

tere

st,

held

on

beha

lf of

cl

ient

s, s

epar

ate

from

per

sona

l and

org

anis

atio

nal f

unds

6.14

Pr

opos

e ho

w t

o pr

omot

e a

cultur

e of

hon

esty

and

equ

ity

with

peo

ple

6.15

D

escr

ibe

how

to

iden

tify

area

s of

wea

knes

s an

d re

com

men

d im

prov

emen

ts

6.16

Ex

plai

n ho

w t

o im

plem

ent

impr

ovem

ents

whe

re a

reas

of

wea

knes

s ha

ve b

een

iden

tifie

d

Lear

ner

nam

e: _

____

____

____

____

____

____

____

____

____

____

____

___

Dat

e: _

____

____

____

____

____

____

____

Lear

ner

sign

atur

e: _

____

____

____

____

____

____

____

____

____

____

____

D

ate:

___

____

____

____

____

____

____

__

Ass

esso

r si

gnat

ure:

___

____

____

____

____

____

____

____

____

____

____

_ D

ate:

___

____

____

____

____

____

____

__

Inte

rnal

ver

ifier

sig

natu

re: _

____

____

____

____

____

____

____

____

____

__

(if sa

mpl

ed)

Dat

e: _

____

____

____

____

____

____

____


69

Unit 5: Plan Measured Surveys in Construction Contracting Operations Management

Unit reference number: K/505/8218

Level: 6

Credit value: 14


Unit summary

This unit is about identifying what outputs are required from a survey, choosing appropriate survey methods and selecting people to carry out the work.

You will need to identify the data needed required from the survey. You must also analyse and assess existing information and investigate any access problems. You will also need to choose survey methods and commission people and organisations to carry out the survey.

You will need to assess any constraints that may affect the planning of the survey, and obtain permissions from owners of the sites and legal authorities. You must estimate the costs of the survey, plan and schedule the survey and identify and implement quality assurance and safety standards.

You will need to identify the factors for investigation, selecting any critical aspects of the site and surrounding area. You must also summarise priorities and costs in an investigation brief, and contact people and organisations affected by the investigation.

You will need to choose methods and techniques for the investigation. You should identify, collect, and collate the investigation data and analyse and evaluate it. You will also need to identify and record the opportunities and constraints and assess previous solutions to similar problems. You must present the findings and important factors, and assemble any supporting data that is not included in the report.


70





1. Survey – method:

● visual

● approximate measured

● detailed measurement of all specified features

● graphic

● instrumental.

2. Existing information:

● photographs

● maps

● charts

● drawings

● archive records

● legal documents.


1. Information:

● photographs

● maps

● charts

● drawings

● archive records

● legal documents.

2. Survey:

● visual

● approximate measured

● detailed measurement of all specified features

● graphic

● instrumental.


71


1. Factors for investigation:

● historical

● conservation

● social

● visual and spatial

● ecological and environmental

● construction.


1. Methods and techniques for the investigation:

● documentary and record search

● investigative research

● field research.

2. Data:

● photographs

● maps

● charts

● drawings

● archive records

● legal documents

● surveys.

3. Factors:

● historical

● conservation

● social


● ecological and environmental

● construction.

4. Opportunities and constraints:

● project type, purpose, location

● durability

● occupancy

● significance/status

● legal and regulatory constraints

● physical and technical constraints

● health and safety


72

● anticipated development timetable

● environmental quality and sustainability.

5. Presenting:

● orally

● in writing

● graphically

● electronically.




Learning outcome 1

Product evidence


1. Record(s) of a preliminary investigation which identifies the data requirements and an assessment of existing information and needs (1.1, 1.2, 1.3) [ALL].

2. Records of survey methods chosen (1.4) [1.2].

3. Records of commissioned surveys (1.5) [1.1, 1.2].


Learning outcome 3

Product evidence


1. Plan(s) and schedule(s) for survey(s); assessed constraints; expert advice; permissions; cost estimates; identified quality assurance and safety standards (ALL) [ALL].

2. Method statement(s), programme(s) and budget(s) for survey(s) (3.5) [3.2].



73

Learning outcome 5

Product evidence


1. Investigation brief(s) including significant factors; critical aspects of site and surroundings; priorities; time and costs (5.1, 5.2, 5.3) [5.1].

2. Record(s) of permissions and insurance (5.4, 5.5).

3. Record(s) of commissioning investigations (5.7) [5.1].

4. Specification(s) for contractor(s) (5.7).

Process evidence

1. Discussion(s) and meeting(s) (5.1) [5.1].

Learning outcome 7

Product evidence


1. Evaluation(s) of investigation data (7.1, 7.2, 7.3) [7.1, 7.2, 7.3].

2. Summary(ies) of problems provided to experts (7.4) [7.3, 7.4].

3. Findings from investigations which include: opportunities and constraints for project development options; previous solutions; factors; supporting data (7.5, 7.6, 7.7, 7.8, 7.9) [7.2, 7.3, 7.4, 7.5].

Process evidence:

1. Presentation(s) of the evaluation report (7.7) [7.3, 7.5].






Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

7

4

Lear

nin

g o

utc

om

es a

nd

ass

essm

ent

crit

eria

To p

ass

this

uni

t, t

he le

arne

r ne

eds

to d

emon

stra

te t

hat

they

can

mee

t al

l the

lear

ning

out

com

es f

or t

he u

nit.

The

ass

essm

ent

criter

ia o

utlin

e th

e re

quir

emen

ts t

he le

arne

r is

exp

ecte

d to

mee

t to

ach

ieve

the

uni

t.

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

1 Be

able

to

iden

tify

inve

stig

atio

n re

quir

emen

ts

1.1

Iden

tify

the

fac

tors

for

inve

stig

atio

n th

at m

ay b

e si

gnifi

cant

for

the

pl

anne

d de

velo

pmen

t by

exa

min

ing

docu

men

ts,

sett

ing

up a

nd

faci

litat

ing

disc

ussi

ons

and

mee

ting

s

1.2

Sel

ect

the

critic

al a

spec

ts o

f bo

th t

he s

ite

and

the

surr

ound

ing

area

s w

hich

req

uire

inve

stig

atio

n an

d pr

iori

tise

them

1.3

Agr

ee t

he p

rior

itie

s fo

r in

vest

igat

ion,

an

accu

rate

est

imat

e of

the

tim

e an

d co

sts

invo

lved

, an

d su

mm

aris

e bo

th t

he p

rior

itie

s an

d es

tim

ates

in

an

inve

stig

atio

n br

ief

1.4

Obt

ain

any

perm

issi

on t

hat

will

be

need

ed t

o ca

rry

out

the

inve

stig

atio

n an

d co

nfirm

tha

t th

ey a

re v

alid

bef

ore

the

inve

stig

atio

n st

arts

1.5

Con

tact

peo

ple

and

orga

nisa

tions

who

will

be

affe

cted

by

the

inve

stig

atio

n, p

rovi

de t

hem

with

clea

r an

d ac

cura

te in

form

atio

n an

d as

k fo

r th

eir

coop

erat

ion

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

7

5

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

2 U

nder

stan

d ho

w t

o id

entif

y in

vest

igat

ion

requ

irem

ents

2.1

Des

crib

e w

hat

to id

entify

as

the

fact

ors

for

inve

stig

atio

n th

at m

ay b

e si

gnifi

cant

for

the

pla

nned

dev

elop

men

t by

exa

min

ing

docu

men

ts,

sett

ing

up a

nd fac

ilita

ting

disc

ussi

ons

and

mee

tings

2.2

Eval

uate

how

to

sele

ct t

he c

ritic

al a

spec

ts o

f bo

th t

he s

ite

and

the

surr

ound

ing

area

s w

hich

req

uire

inve

stig

atio

n

2.3

Exam

ine

how

to

prio

ritis

e th

e cr

itic

al a

spec

ts o

f bo

th t

he s

ite

and

the

surr

ound

ing

area

s w

hich

req

uire

inve

stig

atio

n

2.4

Eval

uate

how

to

agre

e th

e pr

iori

ties

for

inve

stig

atio

n, a

n ac

cura

te

estim

ate

of t

he t

ime

and

cost

s in

volv

ed,

and

sum

mar

ise

both

the

pr

iori

ties

and

estim

ates

in a

n in

vest

igat

ion

brie

f

2.5

Expl

ain

how

to

obta

in a

ny p

erm

issi

on t

hat

will

be

need

ed t

o ca

rry

out

the

inve

stig

atio

n an

d co

nfir

m t

hat

they

are

val

id b

efor

e th

e in

vest

igat

ion

star

ts

2.6

Expl

ain

how

to

cont

act

peop

le a

nd o

rgan

isat

ions

tha

t w

ill b

e af

fect

ed

by t

he in

vest

igat

ion,

pro

vide

the

m w

ith

clea

r an

d ac

cura

te in

form

atio

n an

d as

k fo

r th

eir

coop

erat

ion

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

7

6

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

3 Be

able

to

iden

tify

surv

ey

requ

irem

ents

3.1

Iden

tify

wha

t su

rvey

info

rmat

ion

is n

eede

d, h

ow a

ccur

ate

it n

eeds

to

be a

nd w

hat

info

rmat

ion

outp

uts

are

requ

ired

fro

m t

he s

urve

y

3.2

Ana

lyse

and

ass

ess

how

acc

urat

e, u

p to

dat

e an

d co

mpl

ete

the

exis

ting

info

rmat

ion

is,

and

deci

de w

hat

addi

tiona

l inf

orm

atio

n is

ne

eded

3.3

Mak

e a

prel

imin

ary

inve

stig

atio

n to

iden

tify

any

acc

ess

prob

lem

s an

d eq

uipm

ent

whi

ch w

ill b

e ne

eded

, an

d as

sess

the

impl

icat

ions

for

the

su

rvey

3.4

Cho

ose

surv

ey m

etho

ds w

hich

are

sui

tabl

e fo

r th

e ty

pe o

f su

rvey

and

th

e si

te

3.5

Com

mis

sion

sur

veys

by

sele

ctin

g pe

ople

and

org

anis

atio

ns t

hat

are

com

pete

nt t

o do

the

wor

k

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

7

7

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

4 U

nder

stan

d ho

w t

o id

entif

y su

rvey

re

quir

emen

ts

4.1

Des

crib

e w

hat

to id

entify

as

the

surv

ey in

form

atio

n ne

eded

, ho

w

accu

rate

it n

eeds

to

be a

nd w

hat

info

rmat

ion

outp

uts

are

requ

ired

fr

om t

he s

urve

y

4.2

Exam

ine

how

to

anal

yse

and

asse

ss h

ow a

ccur

ate,

up-

to-d

ate

and

com

plet

e th

e ex

isting

info

rmat

ion

is

4.3

Eval

uate

how

to

deci

de w

hat

addi

tiona

l inf

orm

atio

n is

nee

ded

4.4

Exam

ine

how

to

mak

e a

prel

imin

ary

inve

stig

atio

n to

iden

tify

any

ac

cess

pro

blem

s an

d eq

uipm

ent

whi

ch w

ill b

e ne

eded

, an

d as

sess

the

im

plic

atio

ns for

the

sur

vey

4.5

Eval

uate

how

to

choo

se s

urve

y m

etho

ds w

hich

are

sui

tabl

e fo

r th

e ty

pe o

f su

rvey

and

the

site

4.6

Eval

uate

how

to

com

mis

sion

sur

veys

by

sele

ctin

g pe

ople

and

or

gani

sation

s w

ho a

re c

ompe

tent

to

do t

he w

ork

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

7

8

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

5 Be

able

to

sele

ct

surv

ey p

roce

sses

an

d op

erat

ions

5.1

Ass

ess

any

cons

trai

nts

whi

ch m

ight

affec

t th

e pl

anni

ng o

f th

e su

rvey

an

d lim

it t

he p

roce

sses

whi

ch a

re s

elec

ted

5.2

Con

sult w

ith e

xper

ts f

or a

dvic

e w

here

add

ition

al,

spec

ialis

t in

form

atio

n is

nee

ded

5.3

Ask

for

and

obt

ain

perm

issi

on t

o ca

rry

out

the

surv

ey f

rom

ow

ners

of

site

s w

ho w

ill b

e af

fect

ed,

and

from

any

lega

l aut

hori

ties

whi

ch h

ave

to b

e no

tifie

d

5.4

Plan

the

sur

veys

whi

ch w

ill b

e ne

eded

and

sch

edul

e th

em t

o m

eet

the

requ

irem

ents

of th

e pr

ojec

t

5.5

Estim

ate

and

just

ify t

he c

ost

of t

he s

urve

y

5.6

Dev

elop

a c

lear

and

con

cise

met

hod

stat

emen

t, a

pro

gram

me

and

a bu

dget

for

the

sur

vey,

and

agr

ee t

hem

with

the

stak

ehol

ders

5.7

Iden

tify

and

impl

emen

t qu

ality

ass

uran

ce a

nd s

afet

y st

anda

rds

whi

ch

are

suitab

le for

the

sur

vey

5.8

Che

ck a

nd c

onfir

m t

hat

insu

ranc

e ha

s be

en t

aken

out

to

prov

ide

full

cove

r ag

ains

t ac

cide

nts

and

negl

igen

ce

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

7

9

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

6 U

nder

stan

d ho

w t

o se

lect

sur

vey

proc

esse

s an

d op

erat

ions

6.1

Exam

ine

how

to

asse

ss a

ny c

onst

rain

ts w

hich

mig

ht a

ffec

t th

e pl

anni

ng o

f th

e su

rvey

and

lim

it th

e pr

oces

ses

whi

ch a

re s

elec

ted

6.2

Expl

ain

how

to

cons

ult

with

expe

rts

for

advi

ce w

here

add

itio

nal,

spec

ialis

t in

form

atio

n is

nee

ded

6.3

Expl

ain

how

to

ask

for

and

obta

in p

erm

issi

on t

o ca

rry

out

the

surv

ey

from

ow

ners

of

site

s w

ho w

ill b

e af

fect

ed a

nd f

rom

any

lega

l au

thor

ities

whi

ch h

ave

to b

e no

tifie

d

6.4

Prop

ose

how

to

plan

the

sur

veys

whi

ch w

ill b

e ne

eded

6.5

Exam

ine

how

to

sche

dule

sur

veys

to

mee

t th

e re

quir

emen

ts o

f th

e pr

ojec

t

6.6

Exam

ine

how

to

estim

ate

the

cost

of th

e su

rvey

6.7

Eval

uate

how

to

just

ify t

he c

ost

of t

he s

urve

y

6.8

Prop

ose

how

to

deve

lop

a cl

ear

and

conc

ise

met

hod

stat

emen

t, a

pr

ogra

mm

e an

d a

budg

et f

or t

he s

urve

y

6.9

Eval

uate

how

to

agre

e a

clea

r an

d co

ncis

e m

etho

d st

atem

ent,

a

prog

ram

me

and

a bu

dget

for

the

sur

vey

with

stak

ehol

ders

6.10

D

escr

ibe

wha

t to

iden

tify

as

qual

ity

assu

ranc

e an

d sa

fety

sta

ndar

ds

whi

ch a

re s

uita

ble

for

the

surv

ey

6.11

Ex

plai

n ho

w t

o im

plem

ent

qual

ity

assu

ranc

e an

d sa

fety

sta

ndar

ds

whi

ch a

re s

uita

ble

for

the

surv

ey

6.12

Ex

plai

n ho

w t

o im

plem

ent

qual

ity

assu

ranc

e an

d sa

fety

sta

ndar

ds

whi

ch a

re s

uita

ble

for

the

surv

ey

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

8

0

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

7 Be

able

to

inve

stig

ate

and

eval

uate

pro

ject

fa

ctor

s

7.1

Cho

ose

met

hods

and

tec

hniq

ues

for

the

inve

stig

atio

n w

hich

are

val

id,

relia

ble,

con

sist

ent

with

lega

l req

uire

men

ts a

nd w

hich

rec

ogni

se

conc

erns

rai

sed

by t

he p

ublic

7.2

Iden

tify

inve

stig

atio

n so

urce

s an

d co

llect

and

col

late

rel

evan

t in

form

atio

n

7.3

Ana

lyse

and

eva

luat

e th

e in

vest

igat

ion

info

rmat

ion

whi

ch h

as b

een

colle

cted

abo

ut a

ll of

the

sig

nific

ant

fact

ors

affe

ctin

g th

e pr

ojec

t de

velo

pmen

t

7.4

Con

sult w

ith e

xper

ts o

n sp

ecifi

c pr

oble

ms

whi

ch a

re r

elev

ant

to t

he

inve

stig

atio

n by

pro

vidi

ng t

hem

with

an a

ccur

ate

sum

mar

y of

the

pr

oble

ms

7.5

Iden

tify

and

rec

ord

the

oppo

rtun

ities

and

con

stra

ints

for

pro

ject

de

velo

pmen

t op

tion

s

7.6

Iden

tify

and

ass

ess

prev

ious

sol

utio

ns w

hich

are

sim

ilar

to t

he c

urre

nt

circ

umst

ance

s to

see

whe

ther

the

y ar

e re

leva

nt a

nd u

sefu

l

7.7

Pres

ent

accu

rate

fin

ding

s w

hich

cle

arly

des

crib

e al

l the

impo

rtan

t fa

ctor

s

7.8

Sta

te c

lear

ly t

he a

utho

rity

for

ass

umpt

ions

and

pro

ject

ions

use

d in

the

re

port

7.9

Ass

embl

e an

y su

ppor

ting

info

rmat

ion

whi

ch is

rel

evan

t to

the

stu

dy,

but

whi

ch is

not

incl

uded

in t

he r

epor

t, s

tore

it s

afel

y an

d in

dex

it

clea

rly

for

futu

re r

efer

ence

7.10

Ev

alua

te t

he r

esul

ts o

f th

e in

vest

igat

ion

and

deci

de o

n an

app

ropr

iate

co

urse

of ac

tion

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

8

1

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

8 U

nder

stan

d ho

w t

o in

vest

igat

e an

d ev

alua

te p

roje

ct

fact

ors

8.1

Eval

uate

how

to

choo

se m

etho

ds a

nd t

echn

ique

s fo

r th

e in

vest

igat

ion

whi

ch a

re v

alid

, re

liabl

e an

d co

nsis

tent

with

lega

l req

uire

men

ts a

nd

whi

ch r

ecog

nise

con

cern

s ra

ised

by

the

publ

ic

8.2

Des

crib

e w

hat

to id

entify

as

inve

stig

atio

n so

urce

s

8.3

Expl

ain

how

to

colle

ct a

nd c

olla

te r

elev

ant

info

rmat

ion

8.4

Exam

ine

how

to

anal

yse

the

inve

stig

atio

n in

form

atio

n w

hich

has

bee

n co

llect

ed a

bout

all

of t

he s

igni

fican

t fa

ctor

s af

fect

ing

the

proj

ect

deve

lopm

ent

8.5

Expl

ain

how

to

eval

uate

the

inve

stig

atio

n in

form

atio

n w

hich

has

bee

n co

llect

ed a

bout

all

of t

he s

igni

fican

t fa

ctor

s af

fect

ing

the

proj

ect

deve

lopm

ent

8.6

Expl

ain

how

to

cons

ult

with

expe

rts

on s

peci

fic p

robl

ems

whi

ch a

re

rele

vant

to

the

inve

stig

atio

n by

pro

vidi

ng t

hem

with

an a

ccur

ate

sum

mar

y of

the

pro

blem

s

8.7

Des

crib

e w

hat

to id

entify

as

the

oppo

rtun

ities

and

con

stra

ints

for

pr

ojec

t de

velo

pmen

t op

tion

s

8.8

Expl

ain

how

to

reco

rd t

he o

ppor

tuni

ties

and

cons

trai

nts

for

proj

ect

deve

lopm

ent

option

s

8.9

Des

crib

e w

hat

to id

entify

as

prev

ious

sol

utio

ns w

hich

are

sim

ilar

to t

he

curr

ent

circ

umst

ance

s to

see

whe

ther

the

y ar

e re

leva

nt a

nd u

sefu

l

8.10

Ex

amin

e ho

w t

o as

sess

pre

viou

s so

lution

s w

hich

are

sim

ilar

to t

he

curr

ent

circ

umst

ance

s to

see

whe

ther

the

y ar

e re

leva

nt a

nd u

sefu

l

8.11

Ex

plai

n ho

w t

o pr

esen

t ac

cura

te fin

ding

s w

hich

cle

arly

des

crib

e al

l the

im

port

ant

fact

ors

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

8

2

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

8.12

Ex

plai

n ho

w t

o st

ate

clea

rly

the

auth

ority

for

assu

mpt

ions

and

pr

ojec

tion

s us

ed in

the

rep

ort

8.13

Ex

plai

n ho

w t

o as

sem

ble

any

supp

orting

info

rmat

ion

whi

ch is

rel

evan

t to

the

stu

dy,

but

whi

ch is

not

incl

uded

in t

he r

epor

t, s

tore

it s

afel

y an

d in

dex

it c

lear

ly for

fut

ure

refe

renc

e

8.14

Ex

plai

n ho

w t

o ev

alua

te t

he r

esul

ts o

f th

e in

vest

igat

ion

and

deci

de o

n an

app

ropr

iate

cou

rse

of a

ctio

n

Lear

ner

nam

e: _

____

____

____

____

____

____

____

____

____

____

____

___

Dat

e: _

____

____

____

____

____

____

____

Lear

ner

sign

atur

e: _

____

____

____

____

____

____

____

____

____

____

____

D

ate:

___

____

____

____

____

____

____

__

Ass

esso

r si

gnat

ure:

___

____

____

____

____

____

____

____

____

____

____

_ D

ate:

___

____

____

____

____

____

____

__

Inte

rnal

ver

ifier

sig

natu

re: _

____

____

____

____

____

____

____

____

____

__

(if sa

mpl

ed)

Dat

e: _

____

____

____

____

____

____

____


83

Unit 6: Establish the Condition of Property in Construction Contracting Operations Management

Unit reference number: D/505/8250

Level: 6

Credit value: 14


Unit summary

This unit is about assessing the condition of property and recommending a condition survey process.

You will gain the ability to select and evaluate relevant information methods and techniques for the condition survey process. You will also recommend a condition survey process and present it to the client. You will then assess the opinions of other people included in the recommendation and agree and confirm the instructions for the condition survey before the work starts.

You will gain the ability to evaluate data to identify the purpose of the inspection. You must also check and confirm that people affected by condition inspection have given their permission. You will then examine actual and potential causes of failure and identify parts of the property that do not conform to statutory requirements.

You will gain the ability to assemble and collate information on the condition survey, and select evaluation methods and techniques appropriate to the type of property. You will then select evidence for the assessment of the property’s condition, analyse evidence and information, and identify causes of failure and deterioration.


84





1. Information and documents – sources:

● land registry

● local search

● statutory notice

● acts of parliament

● local authority.

2. Condition survey:

● letting

● compensation

● insurance

● dilapidation

● tenant right

● condition

● estimate.

3. Relevant information:

● legal

● physical

● previous surveys

● technical

● historical.

4. Significant factors:

● degree of urgency

● gaps in information

● susceptibility to damage

● safety requirements.


85


1. Data – sources:

● the client

● land registry

● local search

● tenants

● occupiers

● local authorities.

2. Condition inspection:

● letting

● compensation

● insurance

● dilapidation

● tenant right

● condition

● estimate.

3. Record:

● in writing

● graphically

● electronically.

4. Conventions:

● relevant professional bodies’ guidance

● in house

● health and safety legislation

● industry standards and legislation.


1. Information – sources:

● the client

● land registry

● local search

● tenants

● occupiers

● survey data

● local authorities

● industry standards and legislation

● published technical data.


86

2. Condition survey:

● letting

● compensation

● insurance

● dilapidation

● tenant right

● condition

● estimate.

3. Evaluation methods and techniques:

● comparison

● quantitative

● qualitative

● risk assessment.

4. Report:

● in writing

● graphically

● electronically.

5. Necessary remedial work due to:

● susceptibility to damage

● safety requirements

● need to inhibit deterioration

● minimum legal standards

● in-house standards.

6. Relevant factors:

● costs

● specialist reports.





87

Learning outcome 1

Product evidence


1. Evaluation(s) of information, advice and significant factors which include objectives and purpose, selected methods and techniques (1.1, 1.2, 1.3, 1.4, 1.5) [ALL].

2. Recommendation(s) for condition survey processes which include assessments of the status and validity of others’ opinions and judgements (1.6, 1.7) [1.2].

3. Instruction(s) and agreement(s) for condition survey(s) (1.8) [1.2].

Process evidence

1. Presentation(s) and agreement(s) for condition survey(s) (1.8) [1.2].

Learning outcome 3

Product evidence


1. Evaluation(s) of available and additional data (3.1, 3.4) [3.1].

2. Record(s) of inspection(s) which include equipment, resources and advice obtained, permissions, observations and measurements, agreed formats and conventions (3.1, 3.2, 3.3) [3.2, 3.3, 3.4].

3. Record(s) of further investigation(s) to identify the cause of inconsistencies and actual and potential causes of failure and deterioration (3.5, 3.6) [3.1, 3.2].

4. Record(s) of parts of the property that do not conform to statutory requirements (3.7) [3.3, 3.4].


Learning outcome 5

Product evidence


1. Condition survey which includes evaluations of collated information use appropriate methods and techniques, analysed evidence, identified causes of failure and deterioration, specified level of condition, recommended remedial work, qualifications and explanations (ALL) [ALL].

2. Record(s) of responses to client’s questions (5.8) [5.2].

3. Internal record(s) (5.9) [5.1].


88

Process evidence

1. Response(s) and clarification given to clients (5.8) [5.2].






Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

8

9

Lear

nin

g o

utc

om

es a

nd

ass

essm

ent

crit

eria

To p

ass

this

uni

t, t

he le

arne

r ne

eds

to d

emon

stra

te t

hat

they

can

mee

t al

l the

lear

ning

out

com

es f

or t

he u

nit.

The

ass

essm

ent

criter

ia o

utlin

e th

e re

quir

emen

ts t

he le

arne

r is

exp

ecte

d to

mee

t to

ach

ieve

the

uni

t.

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

1 Be

able

to

reco

mm

end

and

agre

e a

cond

itio

n su

rvey

pro

cess

1.1

Col

late

ava

ilabl

e in

form

atio

n an

d do

cum

ents

and

iden

tify

the

obje

ctiv

es

and

purp

ose

of t

he c

ondi

tion

surv

ey

1.2

Sel

ect

valid

, ac

cura

te a

nd r

elev

ant

info

rmat

ion

for

the

cond

itio

n su

rvey

pr

oces

s

1.3

Iden

tify

the

leve

ls a

nd t

ypes

of

prof

essi

onal

sup

port

whi

ch w

ill b

e ne

eded

and

bri

ef a

dvis

ers

with

clea

r an

d ac

cura

te s

umm

arie

s of

the

in

form

atio

n av

aila

ble

1.4

Sel

ect

met

hods

and

tec

hniq

ues

for

the

cond

ition

sur

vey

proc

ess

whi

ch

mee

t th

e re

quir

emen

ts o

f re

leva

nt p

rofe

ssio

nal c

odes

of pr

actice

1.5

Eval

uate

rel

evan

t in

form

atio

n an

d ad

vice

and

iden

tify

sig

nific

ant

fact

ors

whi

ch m

ay in

fluen

ce t

he c

ondi

tion

sur

vey

1.6

Rec

omm

end

a co

nditi

on s

urve

y pr

oces

s w

hich

is jus

tifie

d by

the

ev

alua

tion,

pre

sent

it c

lear

ly a

nd e

xpla

in it

to

the

clie

nt in

a m

anne

r w

hich

pro

mot

es g

oodw

ill a

nd t

rust

1.7

Ass

ess

the

valid

ity

of t

he o

pini

ons

of o

ther

peo

ple

whi

ch a

re in

clud

ed in

th

e re

com

men

dation

1.8

Agr

ee a

nd c

onfir

m t

he in

stru

ctio

ns a

nd a

gree

men

ts f

or t

he c

ondi

tion

surv

ey b

efor

e w

ork

star

ts

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

9

0

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

2 U

nder

stan

d ho

w t

o re

com

men

d an

d ag

ree

a co

nditio

n su

rvey

pro

cess

2.1

Expl

ain

how

to

colla

te a

vaila

ble

info

rmat

ion

and

docu

men

ts

2.2

Des

crib

e w

hat

to id

entify

as

the

obje

ctiv

es a

nd p

urpo

se o

f th

e co

nditi

on

surv

ey

2.3

Eval

uate

how

to

sele

ct v

alid

, ac

cura

te a

nd r

elev

ant

info

rmat

ion

for

the

cond

ition

sur

vey

proc

ess

2.4

Des

crib

e w

hat

to id

entify

as

the

leve

ls a

nd t

ypes

of pr

ofes

sion

al s

uppo

rt

whi

ch w

ill b

e ne

eded

2.5

Expl

ain

how

to

brie

f ad

vise

rs w

ith

clea

r an

d ac

cura

te s

umm

arie

s of

the

in

form

atio

n av

aila

ble

2.6

Eval

uate

how

to

sele

ct m

etho

ds a

nd t

echn

ique

s fo

r th

e co

nditi

on s

urve

y pr

oces

s w

hich

mee

t th

e re

quir

emen

ts o

f re

leva

nt p

rofe

ssio

nal c

odes

of

prac

tice

2.7

Expl

ain

how

to

eval

uate

rel

evan

t in

form

atio

n an

d ad

vice

2.8

Des

crib

e ho

w t

o id

entif

y si

gnifi

cant

fac

tors

whi

ch m

ay in

fluen

ce t

he

cond

ition

sur

vey

2.9

Prop

ose

how

to

reco

mm

end

a co

nditi

on s

urve

y pr

oces

s

2.10

Ex

plai

n ho

w t

o pr

esen

t an

d ex

plai

n th

e co

nditio

n su

rvey

pro

cess

to

the

clie

nt

2.11

Ex

amin

e ho

w t

o as

sess

the

val

idity

of th

e op

inio

ns o

f ot

her

peop

le

whi

ch a

re in

clud

ed in

the

rec

omm

enda

tion

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

9

1

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

2.12

Ev

alua

te h

ow t

o ag

ree

the

inst

ruct

ions

and

agr

eem

ents

for

the

co

nditi

on s

urve

y be

fore

wor

k st

arts

2.13

Ex

plai

n ho

w t

o co

nfir

m t

he in

stru

ctio

ns a

nd a

gree

men

ts f

or t

he

cond

ition

sur

vey

befo

re w

ork

star

ts

3 Be

able

to

inve

stig

ate

prop

erty

for

co

nditi

on

3.1

Eval

uate

ava

ilabl

e in

form

atio

n, id

entif

y th

e pu

rpos

e of

the

insp

ection

an

d ob

tain

the

equ

ipm

ent

and

reso

urce

s an

d sp

ecia

list

advi

ce t

hat

will

be

nee

ded

3.2

Che

ck a

nd c

onfir

m,

befo

re s

tart

ing

the

cond

ition

insp

ection

, th

at p

eopl

e w

ho w

ill b

e af

fect

ed h

ave

give

n th

eir

perm

issi

on

3.3

Take

acc

urat

e ob

serv

atio

ns a

nd m

easu

rem

ents

whi

ch a

re n

eces

sary

for

th

e co

nditi

on in

spec

tion

and

rec

ord

them

cle

arly

, ac

cura

tely

and

co

mpl

etel

y us

ing

agre

ed for

mat

s an

d co

nven

tion

s

3.4

Iden

tify

gap

s in

info

rmat

ion

and

obta

in a

dditi

onal

info

rmat

ion

need

ed

abou

t th

e pr

oper

ty a

nd it

s us

e

3.5

Mak

e fu

rthe

r in

vest

igat

ions

whe

n ob

serv

atio

ns a

re in

cons

iste

nt w

ith

exis

ting

info

rmat

ion

and

expe

cted

fin

ding

s, a

nd a

ccur

atel

y id

entif

y th

e ca

use

of in

cons

iste

ncie

s

3.6

Exam

ine

actu

al a

nd p

oten

tial

cau

ses

of f

ailu

re,

dete

rior

atio

n an

d de

cay

3.7

Iden

tify

and

rec

ord

part

s of

the

pro

pert

y w

hich

do

not

conf

orm

to

stat

utor

y re

quir

emen

ts a

nd c

ircu

late

the

fin

ding

s to

peo

ple

who

hav

e an

inte

rest

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

9

2

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

4 U

nder

stan

d ho

w t

o in

vest

igat

e pr

oper

ty f

or

cond

ition

4.1

Expl

ain

how

to

eval

uate

ava

ilabl

e in

form

atio

n

4.2

Des

crib

e w

hat

to id

entify

as

the

purp

ose

of t

he in

spec

tion

4.3

Expl

ain

how

to

obta

in t

he e

quip

men

t an

d re

sour

ces

and

spec

ialis

t ad

vice

tha

t w

ill b

e ne

eded

4.4

Expl

ain

how

to

chec

k an

d co

nfir

m b

efor

e st

arting

the

con

ditio

n in

spec

tion

, th

at p

eopl

e w

ho w

ill b

e af

fect

ed h

ave

give

n th

eir

perm

issi

on

4.5

Expl

ain

how

to

take

and

rec

ord

accu

rate

obs

erva

tion

s an

d m

easu

rem

ents

whi

ch a

re n

eces

sary

for

the

con

ditio

n in

spec

tion

, us

ing

agre

ed f

orm

ats

and

conv

ention

s

4.6

Des

crib

e w

hat

to id

entify

as

gaps

in in

form

atio

n

4.7

Expl

ain

how

to

obta

in a

dditi

onal

info

rmat

ion

need

ed a

bout

the

pro

pert

y an

d its

use

4.8

Expl

ain

how

to

mak

e fu

rthe

r in

vest

igat

ions

whe

n ob

serv

atio

ns a

re

inco

nsis

tent

with

exis

ting

info

rmat

ion

and

expe

cted

fin

ding

s an

d id

entif

y th

e ca

use

of in

cons

iste

ncie

s

4.9

Exam

ine

how

to

exam

ine

actu

al a

nd p

oten

tial

cau

ses

of fai

lure

, de

teri

orat

ion

and

deca

y

4.10

D

escr

ibe

wha

t to

iden

tify

as

part

s of

the

pro

pert

y th

at d

o no

t co

nfor

m

to s

tatu

tory

req

uire

men

ts

4.11

Ex

plai

n ho

w t

o re

cord

tho

se p

arts

of th

e pr

oper

ty w

hich

do

not

conf

orm

to

sta

tuto

ry r

equi

rem

ents

and

cir

cula

te t

he fin

ding

s to

peo

ple

who

hav

e an

inte

rest

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

9

3

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

5 Be

able

to

prep

are

and

pres

ent

cond

ition

sur

vey

repo

rts

and

reco

rds

5.1

Ass

embl

e an

d co

llate

info

rmat

ion

on t

he c

ondi

tion

surv

ey

5.2

Sel

ect

eval

uatio

n m

etho

ds a

nd t

echn

ique

s w

hich

are

app

ropr

iate

to

the

type

of pr

oper

ty a

nd w

hich

mee

t th

e re

quir

emen

ts o

f pr

ofes

sion

al

stan

dard

s an

d co

des

of p

ract

ice

5.3

Sel

ect

evid

ence

for

the

ass

essm

ent

of c

ondi

tion

whi

ch is

acc

urat

e,

com

plet

e an

d re

leva

nt t

o th

e re

quir

emen

ts o

f th

e co

nditi

on s

urve

y pr

oces

s

5.4

Ana

lyse

all

rele

vant

evi

denc

e an

d in

form

atio

n us

ing

appr

opri

ate

met

hods

and

tec

hniq

ues

and

mak

e a

real

istic

asse

ssm

ent

of c

ondi

tion

to id

entify

cau

ses

of fai

lure

, de

teri

orat

ion

and

deca

y

5.5

Prep

are

a co

nditio

n su

rvey

rep

ort

whi

ch is

acc

urat

e, c

ompl

ete,

mee

ts

rele

vant

cod

es o

f pr

actice

and

sta

ndar

ds,

clea

rly

spec

ifies

the

leve

l of

cond

ition

, re

com

men

ds a

ny n

eces

sary

rem

edia

l wor

k, a

nd is

qua

lifie

d by

any

rel

evan

t fa

ctor

s

5.6

Expl

ain

clea

rly

whe

re a

nd w

hy a

ccur

ate

insp

ection

and

mea

sure

men

t ha

s no

t be

en p

ossi

ble

5.7

Ans

wer

the

clie

nt’s

que

stio

ns a

bout

the

con

ditio

n su

rvey

and

giv

e ap

prop

riat

e cl

arifi

catio

n

5.8

Mai

ntai

n re

cord

s w

hich

are

cle

ar,

accu

rate

and

com

plet

e an

d co

nfor

m

to a

ccep

ted

prof

essi

onal

and

sta

tuto

ry r

equi

rem

ents

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

9

4

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

6 U

nder

stan

d ho

w t

o pr

epar

e an

d pr

esen

t co

nditi

on

surv

ey r

epor

ts a

nd

reco

rds

6.1

Expl

ain

how

to

asse

mbl

e an

d co

llate

info

rmat

ion

on t

he c

ondi

tion

surv

ey

6.2

Eval

uate

how

to

sele

ct e

valu

atio

n m

etho

ds a

nd t

echn

ique

s w

hich

are

ap

prop

riat

e to

the

typ

e of

pro

pert

y an

d w

hich

mee

t th

e re

quir

emen

ts o

f pr

ofes

sion

al s

tand

ards

and

cod

es o

f pr

actice

6.3

Eval

uate

how

to

sele

ct e

vide

nce

for

the

asse

ssm

ent

of c

ondi

tion

whi

ch

is a

ccur

ate,

com

plet

e an

d re

leva

nt t

o th

e re

quir

emen

ts o

f th

e co

nditi

on

surv

ey p

roce

ss

6.4

Exam

ine

how

to

anal

yse

all r

elev

ant

evid

ence

and

info

rmat

ion

usin

g ap

prop

riat

e m

etho

ds a

nd t

echn

ique

s an

d m

ake

a re

alis

tic a

sses

smen

t of

con

ditio

n to

iden

tify

cau

ses

of fai

lure

, de

teri

orat

ion

and

deca

y

6.5

Expl

ain

how

to

prep

are

a co

nditio

n su

rvey

rep

ort

6.6

Expl

ain

clea

rly

whe

re a

nd w

hy a

ccur

ate

insp

ection

and

mea

sure

men

t ha

s no

t be

en p

ossi

ble

6.7

Expl

ain

how

to

answ

er t

he c

lient

’s q

uest

ions

abo

ut t

he c

ondi

tion

surv

ey

and

give

app

ropr

iate

cla

rific

atio

n

6.8

Expl

ain

how

to

mai

ntai

n re

cord

s w

hich

are

cle

ar,

accu

rate

and

com

plet

e an

d co

nfor

m t

o ac

cept

ed p

rofe

ssio

nal a

nd s

tatu

tory

req

uire

men

ts

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

9

5

Lear

ner

nam

e: _

____

____

____

____

____

____

____

____

____

____

____

___

Dat

e: _

____

____

____

____

____

____

____

Lear

ner

sign

atur

e: _

____

____

____

____

____

____

____

____

____

____

____

D

ate:

___

____

____

____

____

____

____

__

Ass

esso

r si

gnat

ure:

___

____

____

____

____

____

____

____

____

____

____

_ D

ate:

___

____

____

____

____

____

____

__

Inte

rnal

ver

ifier

sig

natu

re: _

____

____

____

____

____

____

____

____

____

__

(if sa

mpl

ed)

Dat

e: _

____

____

____

____

____

____

____


96

Unit 7: Identify, Assess and Evaluate Project Requirements in Construction Contracting Operations Management

Unit reference number: F/505/8256

Level: 6

Credit value: 18


Unit summary

This unit is about the procurement and use of resources. You will gain the ability to identify and agree goals and priorities with the project stakeholders. You will also identify the function and performance requirements for the project. You will need to clarify, summarise and present the project requirements and stakeholder preferences, challenge any preferences that are not realistic and decide valid options.

You will gain the ability to identify where resources will be needed and how to obtain them. You will then need to analyse the factors that will influence the procurement and use of resources. You will also check that resources have been estimated, and that opportunities and constraints have been evaluated and presented to decision makers. You will also produce a report on the procurement and use of resources.


97





1. Agree:

● direct with a client

● by negotiation and agreement with a partnering team.

2. Project stakeholders:

● the client

● the client’s financial advisers

● design consultants

● potential contractors

● potential subcontractors and suppliers

● potential investors

● funding agencies

● independent client advisers

● user groups.

3. Goals and priorities:

● quantity

● quality

● cost

● time

● development

● improvement

● use

● whole-life costs

● environmental impact and sustainability

● security.


98

4. Clarify the project stakeholders’ requirements by:

● reference to standard documentation

● checklists

● client consultation

● questionnaires

● comparative field research

● market research.

5. Constraints and risks

● cost

● time


● the environment.

6. Presenting:

● orally

● in writing

● graphically

● electronically.


1. Identify by:

● standard lists and procedures

● investigative research.

2. Resources:

● plant

● labour

● materials

● subcontractors.

3. Factors that will influence the procurement of resources:

● forms of contract

● availability

● cost

● insurances

● time and period required

● transport

● delivery dates

● recoverable costs

● discounts


99

● service support

● environmental impact and sustainability

● political sensitivities

● legal and regulatory constraints on access and use

● permits

● sustainability.

4. Factors that will influence the use of resources:

● people

● use of materials

● sustainability

● equipment

● construction methods

● contracting methods

● quantity

● quality standards

● climate


● health, safety and welfare

● infrastructure.

5. Presenting:

● orally

● in writing

● graphically

● electronically.





100

Learning outcome 1

Product evidence


1. Summary(ies) of stakeholder goals, priorities and requirements (1.1, 1.2, 1.3, 1.4) [ALL].

2. Options agreed in writing (1.5) [1.2].

Process evidence

1. Presentation(s) of the summary(ies) of requirements and preferences (1.4) [1.2, 1.6].

Learning outcome 3

Product evidence


1. Report(s) on the procurement and use of resources which include: areas of development where resources will be needed; investigations to quantify the resources; costs programmes and statements of purpose; influencing factors; potential opportunities and constraints; impact; checks of estimated resources; calculations; amendments to reflect feedback (ALL) [ALL].


Process evidence

1. Presentation(s) of evaluation report(s) (3.5) [3.5].






Pear

son

Edex

cel L

evel

6 D

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ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

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emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

01

Lear

nin

g o

utc

om

es a

nd

ass

essm

ent

crit

eria

To p

ass

this

uni

t, t

he le

arne

r ne

eds

to d

emon

stra

te t

hat

they

can

mee

t al

l the

lear

ning

out

com

es f

or t

he u

nit.

The

ass

essm

ent

criter

ia o

utlin

e th

e re

quir

emen

ts t

he le

arne

r is

exp

ecte

d to

mee

t to

ach

ieve

the

uni

t.

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

1 Be

able

to

iden

tify,

as

sess

and

agr

ee

proj

ect

requ

irem

ents

and

st

akeh

olde

r pr

efer

ence

s

1.1

Iden

tify

and

agr

ee w

ith

proj

ect

stak

ehol

ders

wha

t th

eir

goal

s an

d pr

iori

ties

are

both

now

and

for

the

fut

ure

1.2

Sum

mar

ise,

pre

sent

and

cla

rify

the

pro

ject

sta

keho

lder

s’

requ

irem

ents

, th

e op

tion

s av

aila

ble

and

the

cons

trai

nts

and

risk

s w

hich

mig

ht a

pply

to

the

proj

ect

1.3

Cha

lleng

e pr

ojec

t re

quir

emen

ts a

nd s

take

hold

ers’

pre

fere

nces

whi

ch

do n

ot a

ppea

r to

be

real

istic

, de

cide

val

id o

ptio

ns a

nd a

gree

the

m in

w

ritin

g

1.4

Inve

stig

ate

econ

omic

fac

tors

and

res

ourc

es,

envi

ronm

enta

l and

ec

olog

ical

fac

tors

, an

d so

cial

vie

ws

that

aff

ect

the

futu

re a

sset

val

ue

and

sust

aina

bilit

y of

pot

ential

dev

elop

men

t

1.5

Eval

uate

the

bes

t ba

lanc

e be

twee

n th

e po

tent

ial a

sset

val

ue a

nd

sust

aina

bilit

y an

d pr

ojec

t de

sign

, fu

nction

, pe

rfor

man

ce a

nd r

etur

n on

in

vest

men

t

1.6

Dec

ide

whe

ther

and

how

to

impl

emen

t th

e po

tent

ial s

usta

inab

le

deve

lopm

ent

appr

oach

in o

rder

to

achi

eve

key

requ

irem

ents

Pear

son

Edex

cel L

evel

6 D

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in C

onst

ruct

ion

Con

trac

ting

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ration

s M

anag

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t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

02

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

2 U

nder

stan

d ho

w t

o id

entif

y, a

sses

s an

d ag

ree

proj

ect

requ

irem

ents

and

st

akeh

olde

r pr

efer

ence

s

2.1

Des

crib

e w

hat

to id

entify

as

the

proj

ect

stak

ehol

ders

’ goa

ls a

nd

prio

ritie

s bo

th n

ow a

nd in

the

fut

ure

2.2

Eval

uate

how

to

agre

e w

ith

the

proj

ect

stak

ehol

ders

wha

t th

eir

goal

s an

d pr

iori

ties

are,

bot

h no

w a

nd in

the

fut

ure

2.3

Expl

ain

how

to

sum

mar

ise,

pre

sent

and

cla

rify

the

pro

ject

st

akeh

olde

rs’ r

equi

rem

ents

, th

e op

tion

s av

aila

ble

and

the

cons

trai

nts

and

risk

s w

hich

mig

ht a

pply

to

the

proj

ect

2.4

Exam

ine

how

to

chal

leng

e pr

ojec

t re

quir

emen

ts a

nd s

take

hold

ers’

pr

efer

ence

s

2.5

Eval

uate

how

to

deci

de w

hich

opt

ions

are

val

id a

nd a

gree

the

m in

w

ritin

g

2.6

Exam

ine

how

to

inve

stig

ate

econ

omic

fac

tors

and

res

ourc

es,

envi

ronm

enta

l and

eco

logi

cal f

acto

rs,

and

soci

al v

iew

s th

at a

ffec

t th

e fu

ture

ass

et v

alue

and

sus

tain

abili

ty o

f po

tent

ial d

evel

opm

ent

2.7

Expl

ain

how

to

eval

uate

the

bes

t ba

lanc

e be

twee

n th

e po

tent

ial a

sset

va

lue

and

sust

aina

bilit

y an

d pr

ojec

t de

sign

, fu

nction

, pe

rfor

man

ce a

nd

retu

rn o

n in

vest

men

t

2.8

Eval

uate

how

to

deci

de w

heth

er t

o im

plem

ent

the

pote

ntia

l sus

tain

able

de

velo

pmen

t ap

proa

ch in

ord

er t

o ac

hiev

e ke

y re

quir

emen

ts

2.9

Expl

ain

how

to

impl

emen

t th

e po

tent

ial s

usta

inab

le d

evel

opm

ent

appr

oach

in o

rder

to

achi

eve

key

requ

irem

ents

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

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t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

03

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

3 Be

able

to

iden

tify,

as

sess

and

ev

alua

te r

esou

rce

proc

urem

ent

fact

ors

3.1

Iden

tify

the

are

as o

f th

e de

velo

pmen

t w

here

res

ourc

es w

ill b

e ne

eded

an

d pl

an a

n in

vest

igat

ion

to q

uant

ify t

he r

esou

rces

and

to

deci

de w

here

to

obt

ain

them

3.2

Agr

ee r

ealis

tic c

osts

, pr

ogra

mm

es a

nd c

lear

sta

tem

ents

of

purp

ose

for

inve

stig

atio

n w

ith

the

stak

ehol

ders

3.3

Ana

lyse

the

fac

tors

whi

ch w

ill in

fluen

ce t

he p

rocu

rem

ent

and

use

of

reso

urce

s

3.4

Iden

tify

pot

ential

opp

ortu

nitie

s an

d co

nstr

aint

s an

d as

sess

the

impa

ct

thes

e m

ight

hav

e on

the

pra

ctic

abili

ty a

nd e

ffic

ienc

y of

the

de

velo

pmen

t pr

oces

s

3.5

Che

ck t

hat

the

reso

urce

s th

at w

ill b

e ne

eded

hav

e be

en e

stim

ated

, su

mm

aris

e po

tent

ial o

ppor

tuni

ties

and

cons

trai

nts

and

eval

uate

how

th

ese

will

affec

t bo

th t

he fin

anci

ng a

nd t

he p

rogr

amm

ing

of t

he p

roje

ct

3.6

Pres

ent

the

calc

ulat

ions

and

eva

luat

ion

to d

ecis

ion

mak

ers,

not

e th

eir

advi

ce a

nd a

men

d th

e ev

alua

tion

to r

efle

ct t

he f

eedb

ack

rece

ived

3.7

Prod

uce

a re

port

on

the

proc

urem

ent

and

use

of r

esou

rces

whi

ch w

ill

enab

le a

pro

cure

men

t st

rate

gy t

o be

impl

emen

ted

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

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t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

04

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

4 U

nder

stan

d ho

w t

o id

entif

y, a

sses

s an

d ev

alua

te

reso

urce

pr

ocur

emen

t fa

ctor

s

4.1

Des

crib

e w

hat

to id

entify

as

the

area

s of

the

dev

elop

men

t w

here

re

sour

ces

will

be

need

ed

4.2

Prop

ose

how

to

plan

an

inve

stig

atio

n to

qua

ntify

the

res

ourc

es

4.3

Eval

uate

how

to

deci

de w

here

to

obta

in t

he r

esou

rces

4.4

Eval

uate

how

to

agre

e re

alis

tic

cost

s, p

rogr

amm

es a

nd c

lear

st

atem

ents

of pu

rpos

e fo

r in

vest

igat

ion

with

the

sta

keho

lder

s

4.5

Eval

uate

how

to

agre

e re

alis

tic

cost

s, p

rogr

amm

es a

nd c

lear

st

atem

ents

of pu

rpos

e fo

r in

vest

igat

ion

with

the

sta

keho

lder

s

4.6

Exam

ine

how

to

asse

ss t

he im

pact

whi

ch p

oten

tial

opp

ortu

nitie

s an

d co

nstr

aint

s m

ight

hav

e on

the

pra

ctic

abili

ty a

nd e

ffic

ienc

y of

the

de

velo

pmen

t pr

oces

s

4.7

Expl

ain

how

to

chec

k th

e re

sour

ces

that

will

be

need

ed h

ave

been

es

tim

ated

4.8

Expl

ain

how

to

sum

mar

ise

pote

ntia

l opp

ortu

nitie

s an

d co

nstr

aint

s

4.9

Expl

ain

how

to

eval

uate

how

res

ourc

e ne

eds,

pot

ential

opp

ortu

nitie

s an

d co

nstr

aint

s w

ill a

ffec

t bo

th t

he f

inan

cing

and

the

pro

gram

min

g of

th

e pr

ojec

t

4.10

Ex

plai

n ho

w t

o pr

esen

t th

e ca

lcul

atio

ns a

nd e

valu

atio

n to

dec

isio

n m

aker

s, n

ote

thei

r ad

vice

and

am

end

the

eval

uation

to

refle

ct t

he

feed

back

rec

eive

d

4.11

Ex

plai

n ho

w t

o pr

oduc

e a

repo

rt o

n th

e pr

ocur

emen

t an

d us

e of

re

sour

ces

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

05

Lear

ner

nam

e: _

____

____

____

____

____

____

____

____

____

____

____

___

Dat

e: _

____

____

____

____

____

____

____

Lear

ner

sign

atur

e: _

____

____

____

____

____

____

____

____

____

____

____

D

ate:

___

____

____

____

____

____

____

__

Ass

esso

r si

gnat

ure:

___

____

____

____

____

____

____

____

____

____

____

_ D

ate:

___

____

____

____

____

____

____

__

Inte

rnal

ver

ifier

sig

natu

re: _

____

____

____

____

____

____

____

____

____

__

(if sa

mpl

ed)

Dat

e: _

____

____

____

____

____

____

____


106

Unit 8: Develop and Agree Detailed Project Designs in Construction Contracting Operations Management


Level: 6

Credit value: 20


Unit summary

This unit is about choosing methods for developing detailed designs. It is also about selecting, investigating and analysing the construction and installation criteria and selecting products and design solutions to meet the requirements of the brief.

You will need to select and decide the importance of the construction and installation requirements contained in the brief. You will then investigate and analyse the construction and installation criteria and select products and processes that meet them. You should then assess existing design solutions; choose solutions and evaluate them against the requirements of the project brief.

You will need to identify and analyse factors that will influence the detailed design solutions, and agree and apply criteria for selecting design solutions. You will evaluate the effectiveness of design solutions; analyse and test design solutions against relevant factors; and record data from calculations, investigations and analyses, and then select preferred designs and present them to stakeholders. You will recommend, present and justify the benefits of the preferred design solution to project stakeholders. You will need to confirm the costs and implementation time for the design solution.

You will need to reach agreement with stakeholders on the detailed design solution.


107





1. Parts of the overall project design:

● location

● assembly

● component.

2. Format for presenting the detailed design information:

● in writing

● graphically

● electronically.

3. Stakeholders:

● the client

● consultants



● regulatory authorities.

4. Evaluation

● fitness for purpose

● design coherence and consistency


● functional performance

● technical performance

● requirements of relevant legislation and codes

● cost

● environmental quality and sustainability

● buildability


● KPIs

● lean construction

● value engineering.


108

5. Methods:

● comparison with regulations

● conformance with codes of practice

● relevant previous solutions and feedback

● calculations

● full size working drawings

● investigations

● testing.


1. Construction and installation requirements contained in the project brief:

● client and user context

● project type

● purpose

● location

● durability

● scale

● occupancy


● programme budget and anticipated development timetable

● surrounding environment

● specified materials and component performance standards

● specified technical performance standards

● available and projected technology


● buildability.

2. Construction and installation criteria which are significant to the overall design:

● construction processes and quality control

● materials appearance, availability and sustainability

● structural forms

● component life

● heating and cooling

● energy use

● surface type and durability

● occupancy



109

● fire protection

● access

● equipment performance

● resource availability

● transportation

● risk assessment.

3. Products:

● raw materials

● manufactured materials

● components

● systems.

4. Standards:

● British Standards and Codes of Practice

● BBA certificates

● EU Standards

● trade advisory guidance publications

● BRE publications

● CIRIA publications.


1. Identify:



2. Factors:

● physical conditions

● technical (including materials performance and availability, structural forms, component life, heating and cooling, surface type and durability, occupancy, health and safety, fire protection, access, equipment performance, plant availability, human resource availability, transportation)

● environmental (sustainability, energy use, resource availability).

3. Data:

● identified construction criteria

● existing design solutions

● potential conceptual solutions.


110

4. Criteria:

● function

● physical

● fit and tolerances

● practicality and buildability


● maintenance

● cost factors

● materials availability and capability

● environmental quality and sustainability

● aesthetics

● technical.

5. Investigations:

● comparison with regulations

● specialist guidance and good practice

● relevant previous solutions and feedback

● calculations

● full-size working drawings.

6. Stakeholders:

● the client

● the client’s financial advisers

● consultants



● regulatory authorities.

7. Presenting and justifying – by use:

● sketches

● scale and full-size drawings

● physical models

● computer generated data

● diagrams

● mock-ups

● written reports

● cost estimates

● programming

● cash analysis

● approvals from regulatory authorities.


111




Learning outcome 1

Product evidence


1. Records of identified parts of the overall project which require a detailed design including a chosen format for presenting the detailed design information (1.1, 1.2, 1.3) [1.1, 1.2, 1.3].

2. Record(s) of chosen methods for developing detailed designs and codes of practice (1.4) [1.5].


Learning outcome 3

Product evidence


1. Plan(s) for investigations to select construction and installation requirements and criteria and potential opportunities and constraints (3.1, 3.2, 3.3) [3.1, 3.2].

2. Record(s) of investigations and analyses of construction and installation criteria which are significant to the overall design (3.2, 3.3) [3.2].

3. Record(s) of selected products (3.4) [3.2, 3.3, 3.4].

4. Assessment(s) of existing design solutions and evaluations of chosen solutions (3.5, 3.6) [3.1, 3.2].



112

Learning outcome 5

Product evidence


1. Record(s) of agreed criteria for selecting detailed design solutions which include identified and analysed factors and data (5.1, 5.2, 5.3) [5.1, 5.2, 5.3, 5.4].

2. Record(s) of selected, preferred design solutions and those that might be useful in other projects (5.6, 5.7).

3. Record(s) of data from calculations, investigations and analyses including re-check (5.4, 5.5) [5.2, 5.5].

Process evidence

1. Presentation(s) of preferred designs (5.6).

Learning outcome 7

Product evidence


1. Information provided to project stakeholders (7.1) [7.1].

2. Records of presentation(s) and justification(s) of recommended design solutions (7.2, 7.3, 7.4) [7.1, 7.2].

3. Agreement(s) to move to the next stage of the project (7.5) [7.1].



x the Additional Requirements for Qualifications using the title NVQ in QCF

x the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment.



Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

13

Lear

nin

g o

utc

om

es a

nd

ass

essm

ent

crit

eria

To p

ass

this

uni

t, t

he le

arne

r ne

eds

to d

emon

stra

te t

hat

they

can

mee

t al

l the

lear

ning

out

com

es f

or t

he u

nit.

The

ass

essm

ent

criter

ia o

utlin

e th

e re

quir

emen

ts t

he le

arne

r is

exp

ecte

d to

mee

t to

ach

ieve

the

uni

t.

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

1 Be

able

to

iden

tify

and

coor

dina

te t

he

met

hods

for

pr

epar

ing

initi

al

desi

gns

1.1

Iden

tify

whi

ch p

arts

of

the

over

all p

roje

ct r

equi

re a

det

aile

d de

sign

1.2

Iden

tify

and

eva

luat

e in

terf

aces

bet

wee

n pa

rts

of t

he p

roje

ct d

esig

n

1.3

Cho

ose

met

hods

for

dev

elop

ing

deta

iled

desi

gns

and

asso

ciat

ed

info

rmat

ion

and

code

s of

pra

ctic

e

1.4

Agr

ee w

ith

stak

ehol

ders

, th

e co

sts,

tim

etab

les

and

clea

r st

atem

ents

of

purp

ose

for

the

proj

ect

stag

e

2 U

nder

stan

d ho

w t

o id

entif

y an

d co

ordi

nate

the

m

etho

ds for

pr

epar

ing

initi

al

desi

gns

2.1

Des

crib

e w

hat

to id

entify

as

part

s of

the

ove

rall

proj

ect

whi

ch r

equi

re

a de

taile

d de

sign

2.2

Des

crib

e w

hat

to id

entify

as

inte

rfac

es b

etw

een

part

s of

the

pro

ject

de

sign

2.3

Expl

ain

how

to

eval

uate

inte

rfac

es b

etw

een

part

s of

the

pro

ject

des

ign

2.4

Eval

uate

how

to

choo

se m

etho

ds for

dev

elop

ing

deta

iled

desi

gns

and

asso

ciat

ed in

form

atio

n an

d co

des

of p

ract

ice

2.5

Eval

uate

how

to

agre

e w

ith

stak

ehol

ders

, th

e co

sts,

tim

etab

les

and

clea

r st

atem

ents

of pu

rpos

e fo

r th

e pr

ojec

t st

age

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

14

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

3 Be

able

to

sele

ct

mat

eria

ls,

com

pone

nts

and

syst

ems

3.1

Inve

stig

ate

the

cons

truc

tion

and

inst

alla

tion

crite

ria

whi

ch a

re s

igni

fican

t to

the

ove

rall

desi

gn a

nd w

hat

pote

ntia

l opp

ortu

nitie

s an

d co

nstr

aint

s th

ere

mig

ht b

e in

mee

ting

them

3.2

Ana

lyse

the

con

stru

ctio

n an

d in

stal

latio

n cr

iter

ia w

hich

are

sig

nific

ant

to

the

over

all d

esig

n, b

oth

indi

vidu

ally

and

in c

ombi

natio

n w

ith

othe

r pr

ojec

t co

nsid

erat

ions

3.3

Sel

ect

prod

ucts

whi

ch m

eet

the

iden

tifie

d co

nstr

uction

and

inst

alla

tion

criter

ia a

nd s

tand

ards

, an

d w

hich

bal

ance

cos

t an

d qu

ality

3.4

Ass

ess

whe

ther

exi

stin

g de

sign

sol

utio

ns w

hich

con

tain

sim

ilar

cons

truc

tion

and

inst

alla

tion

cri

teri

a m

ight

be

rele

vant

3.5

Cho

ose

the

solu

tions

whi

ch b

est

mee

t th

e si

gnifi

cant

con

stru

ctio

n an

d in

stal

lation

req

uire

men

ts,

eval

uate

the

m a

gain

st t

he r

equi

rem

ents

of

the

proj

ect

brie

f an

d ke

ep r

ecor

ds o

f th

em f

or t

he p

roje

ct t

eam

3.6

Sel

ect

and

deci

de t

he r

elat

ive

impo

rtan

ce o

f co

nstr

uction

and

in

stal

latio

n re

quir

emen

ts w

hich

are

con

tain

ed in

the

pro

ject

bri

ef

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

15

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

4 U

nder

stan

d ho

w t

o se

lect

mat

eria

ls,

com

pone

nts

and

syst

ems

4.1

Exam

ine

how

to

inve

stig

ate

the

cons

truc

tion

and

inst

alla

tion

criter

ia

whi

ch a

re s

igni

fican

t to

the

ove

rall

desi

gn a

nd w

hat

pote

ntia

l op

port

uniti

es a

nd c

onst

rain

ts t

here

mig

ht b

e in

mee

ting

the

m

4.2

Exam

ine

how

to

anal

yse

the

cons

truc

tion

and

inst

alla

tion

criter

ia w

hich

ar

e si

gnifi

cant

to

the

over

all d

esig

n, b

oth

indi

vidu

ally

and

in

com

bina

tion

with

othe

r pr

ojec

t co

nsid

erat

ions

4.3

Eval

uate

how

to

sele

ct p

rodu

cts

whi

ch m

eet

the

iden

tifie

d co

nstr

uction

an

d in

stal

latio

n cr

iter

ia a

nd s

tand

ards

, an

d w

hich

bal

ance

cos

t an

d qu

ality

4.4

Exam

ine

how

to

asse

ss w

heth

er e

xist

ing

desi

gn s

olut

ions

whi

ch c

onta

in

sim

ilar

cons

truc

tion

and

inst

alla

tion

criter

ia m

ight

be

rele

vant

4.5

Eval

uate

how

to

choo

se t

he s

olut

ions

whi

ch b

est

mee

t th

e si

gnifi

cant

co

nstr

uction

and

inst

alla

tion

req

uire

men

ts

4.6

Expl

ain

how

to

eval

uate

sol

utio

ns a

gain

st t

he r

equi

rem

ents

of th

e pr

ojec

t br

ief

and

keep

rec

ords

of th

em f

or t

he p

roje

ct t

eam

4.7

Eval

uate

how

to

sele

ct a

nd d

ecid

e th

e re

lative

impo

rtan

ce o

f co

nstr

uction

and

inst

alla

tion

req

uire

men

ts w

hich

are

con

tain

ed in

the

pr

ojec

t br

ief

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

16

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

5 Be

able

to

anal

yse,

se

lect

and

pre

sent

de

taile

d de

sign

so

lutio

ns

5.1

Iden

tify

fac

tors

whi

ch a

re li

kely

to

influ

ence

des

ign

solu

tions

5.2

Ana

lyse

and

pri

oriti

se t

he fac

tors

whi

ch w

ill in

fluen

ce t

he d

esig

n so

lutio

n an

d re

solv

e an

y co

nflic

ts b

etw

een

them

5.3

Agr

ee a

nd a

pply

cri

teri

a fo

r se

lect

ing

solu

tions

5.4

Ana

lyse

and

tes

t th

e de

sign

sol

utio

ns a

gain

st a

ll re

leva

nt fac

tors

5.5

Rec

ord

inve

stig

atio

ns a

nd a

naly

ses

incl

udin

g su

ppor

ting

info

rmat

ion

and

pass

the

m o

n fo

r ap

prov

al b

y ot

hers

5.6

Sel

ect

the

pref

erre

d de

sign

s an

d pr

esen

t th

em a

ppro

pria

tely

to

stak

ehol

ders

5.7

Con

firm

with

stak

ehol

ders

wha

t th

e re

com

men

ded

deta

iled

desi

gn

solu

tion

will

cos

t an

d ho

w lo

ng it

will

tak

e to

impl

emen

t

5.8

Rea

ch a

n ag

reem

ent

on t

he d

etai

led

desi

gn s

olut

ion

whi

ch is

acc

epta

ble

to t

he s

take

hold

ers

and

whi

ch a

llow

s th

e pr

ojec

t to

pro

gres

s to

its

next

st

age

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

17

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

6 U

nder

stan

d ho

w t

o an

alys

e, s

elec

t an

d pr

esen

t de

taile

d de

sign

sol

utio

ns

6.1

Des

crib

e w

hat

to id

entify

as

fact

ors

whi

ch a

re li

kely

to

influ

ence

des

ign

solu

tions

6.2

Exam

ine

how

to

anal

yse

and

prio

ritis

e th

e fa

ctor

s w

hich

will

influ

ence

th

e de

sign

sol

utio

n an

d re

solv

e an

y co

nflic

ts b

etw

een

them

6.3

Eval

uate

how

to

agre

e an

d ap

ply

criter

ia for

sel

ecting

sol

utio

ns

6.4

Expl

ain

how

to

appl

y cr

iter

ia for

sel

ecting

sol

utio

ns

6.5

Exam

ine

how

to

anal

yse

and

test

the

des

ign

solu

tions

aga

inst

all

rele

vant

fac

tors

6.6

Expl

ain

how

to

reco

rd in

vest

igat

ions

and

ana

lyse

s in

clud

ing

supp

orting

in

form

atio

n an

d pa

ss t

hem

on

for

appr

oval

by

othe

rs

6.7

Eval

uate

how

to

sele

ct t

he p

refe

rred

des

igns

6.8

Expl

ain

how

to

pres

ent

the

pref

erre

d de

sign

s ap

prop

riat

ely

to

stak

ehol

ders

6.9

Expl

ain

how

to

conf

irm

with

stak

ehol

ders

wha

t th

e re

com

men

ded

deta

iled

desi

gn s

olut

ion

will

cos

t an

d ho

w lo

ng it

will

tak

e to

impl

emen

t

6.10

Ev

alua

te h

ow t

o re

ach

an a

gree

men

t on

the

det

aile

d de

sign

sol

utio

n w

hich

is a

ccep

tabl

e to

the

sta

keho

lder

s an

d w

hich

allo

ws

the

proj

ect

to

prog

ress

to

its

next

sta

ge

Lear

ner

nam

e: _

____

____

____

____

____

____

____

____

____

____

____

___

Dat

e: _

____

____

____

____

____

____

____

Lear

ner

sign

atur

e: _

____

____

____

____

____

____

____

____

____

____

____

D

ate:

___

____

____

____

____

____

____

__

Ass

esso

r si

gnat

ure:

___

____

____

____

____

____

____

____

____

____

____

_ D

ate:

___

____

____

____

____

____

____

__

Inte

rnal

ver

ifier

sig

natu

re: _

____

____

____

____

____

____

____

____

____

__

(if sa

mpl

ed)

Dat

e: _

____

____

____

____

____

____

____


118

Unit 9: Specify and Control Production Documents in Construction Contracting Operations Management


Level: 6

Credit value: 18


Unit summary

This unit is about developing a document production programme. It is also about preparing a specification document consistent with the current design; the identification of discrepancies and making recommendations for changes to the brief; producing progress reports; and issuing documents in line with project requirements.





1. Controlling requirements:

● type of measurement

● cost

● time

● quality

● methods of production

● liaison requirements

● model documents and standards

● integration of data

● electronic data transfer.


119

2. Document:


● specifications

● scale and full-size working drawings

● operations and maintenance manuals

● bills of quantities

● schedules

● health and safety plans and files

● accounts

● claims.

3. Purpose:

● to obtain consents

● procurement

● contract

● production

● as built drawings.

4. Scope:

● number

● type

● format

● size.

5. Registers and records:

● incoming and outgoing drawing and document registers

● records of document approval and revision.

6. Check:

● format

● presentation

● accuracy

● technical content

● completeness

● referencing

● cross referencing and correlation with associated documents

● status.


120


1. Purpose:


● procurement

● contract

● production.

2. Source information:

● design information

● statutory regulations

● British Standards

● codes of practice

● technical literature.

3. Referenced against:

● Standard phraseology

● Common Arrangement

● CI/SfB.


1. Information about project requirements:

● project brief

● design information from earlier stages

● surveys

● reports

● statutory approvals and requirements

● cost estimates

● standards and codes of practice

● technical literature.

2. Documents:


● specifications

● scale and full size working drawings


● schedules

● health and safety plans and files

● accounts

● claims

● operational and maintenance manuals.


121

3. Project requirements:


● procurement

● contract

● production

● as built drawings.

4. Document production requirements:

● type of measurement

● cost

● time

● quality

● methods of production

● liaison arrangements

● model documents and standards

● integration of data

● electronic data transfers.

5. Criteria:

● format

● presentation

● accuracy

● technical content

● completeness

● referencing

● cross referencing and correlation with associated documents

● status.

6. Registers and records:

● incoming and outgoing drawing and document registers

● records of document approval and revision archives.





122

Learning outcome 1

Product evidence


1. Specification(s) of project document control requirements, including purpose and scope, registers, records and systems for monitor and controlling document production (1.1, 1.2, 1.5) [1.1, 1.3, 1.4].

2. Document production programme(s), including resources and production instructions (1.3, 1.4, 1.6) [1.1, 1.2].

3. Record(s) of systems for checking, approving and integrating documents (1.7, 1.8) [1.2, 1.6].

4. Record(s) of procedures that have been developed to deal with discrepancies and inconsistencies in information, and delays and revisions to project information (1.8) [1.1, 1.2].

5. Record(s) of arrangements and contingency plans which have been developed for reporting progress in meeting the programme requirements and manage problems in document production (1.9) [1.1, 1.2].


Learning outcome 3

Product evidence


1. Specification(s) that includes: purpose; consistency checks; collated sections; identified source information; technical clauses (ALL) [ALL].



Learning outcome 5

Product evidence


1. Record(s) of information that has been obtained, checked and assessed (5.1, 5.2, 5.3) [5.1, 5.2, 5.3, 5.4].

2. Record(s) of collated and checked documents (5.4) [5.2, 5.6].

3. Record(s) of advice given to people who are producing documents and referrals of outstanding queries (5.5, 5.6) [5.1, 5.2, 5.3].

4. Recommendation(s) for changes to the brief, design, specification and contract based on discrepancies that have been identified (5.7) [5.1, 5.2].


123

5. Record(s) of collated design information that has been distributed, including briefings given to the client and the people responsible for producing documents (5.8) [5.1, 5.2, 5.3].

6. Record(s) showing checks and approvals obtained (5.9) [5.5].

7. Record(s) of information on progress that has been circulated (5.4) [5.4].

8. Registers and records of issued documents (5.11, 5.12) [5.2, 5.36].







Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

24

Lear

nin

g o

utc

om

es a

nd

ass

essm

ent

crit

eria

To p

ass

this

uni

t, t

he le

arne

r ne

eds

to d

emon

stra

te t

hat

they

can

mee

t al

l the

lear

ning

out

com

es f

or t

he u

nit.

The

ass

essm

ent

criter

ia o

utlin

e th

e re

quir

emen

ts t

he le

arne

r is

exp

ecte

d to

mee

t to

ach

ieve

the

uni

t.

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

1 Be

able

to

spec

ify

prod

uction

do

cum

ent

requ

irem

ents

1.1

Sel

ect

cont

rolli

ng r

equi

rem

ents

for

the

pro

ject

info

rmat

ion

and

docu

men

t pr

ogra

mm

e w

hich

are

sui

tabl

e fo

r th

e pr

ojec

t st

ages

and

th

e re

sour

ces

avai

labl

e

1.2

Spe

cify

the

pur

pose

and

sco

pe o

f in

form

atio

n an

d do

cum

ents

and

the

co

ntro

lling

req

uire

men

ts t

hey

need

to

mee

t an

d w

ho w

ill p

rodu

ce t

he

docu

men

ts

1.3

Dev

elop

a p

rodu

ctio

n pr

ogra

mm

e, w

hich

mee

ts a

gree

d co

ntro

lling

re

quir

emen

ts,

to p

rodu

ce a

ll th

e re

quir

ed in

form

atio

n an

d do

cum

ents

in

a fea

sibl

e se

quen

ce o

f pr

oduc

tion

1.4

Spe

cify

eno

ugh

reso

urce

s an

d re

alis

tic

indi

vidu

al t

arge

ts t

o co

mpl

ete

the

info

rmat

ion

and

docu

men

t pr

oduc

tion

pro

gram

me

1.5

Set

up

regi

ster

s, r

ecor

ds a

nd s

yste

ms

for

mon

itori

ng a

nd c

ontr

ollin

g th

e pr

oduc

tion

of in

form

atio

n an

d do

cum

ents

whi

ch a

re c

apab

le o

f m

aint

aini

ng p

roje

ct c

ompl

ianc

e

1.6

Spe

cify

indi

vidu

al p

rodu

ctio

n in

stru

ctio

ns w

hich

are

acc

urat

e, c

lear

an

d co

mpl

ete

1.7

Sel

ect

criter

ia for

the

eva

luat

ion

of t

he p

roje

ct in

form

atio

n an

d do

cum

ents

, ag

ree

the

criter

ia w

ith d

ecis

ion

mak

ers

and

circ

ulat

e th

e cr

iter

ia t

o th

e pr

oduc

tion

tea

m

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

25

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

1.8

Dev

elop

and

agr

ee s

yste

ms

for

chec

king

, ap

prov

ing

and

inte

grat

ing

info

rmat

ion

and

docu

men

ts

1.9

Dev

elop

and

agr

ee p

roce

dure

s, w

hich

are

app

ropr

iate

to

the

requ

irem

ents

of th

e pr

ojec

t an

d th

e co

ntra

ct c

ondi

tions

, fo

r de

alin

g w

ith

disc

repa

ncie

s an

d in

cons

iste

ncie

s in

info

rmat

ion

and

docu

men

ts,

and

dela

ys a

nd r

evis

ions

to

proj

ect

info

rmat

ion

and

docu

men

ts

1.10

D

evel

op a

rran

gem

ents

and

con

ting

ency

pla

ns for

rep

orting

pro

gres

s in

m

eeting

the

pro

gram

me

requ

irem

ents

and

to

man

age

info

rmat

ion

and

docu

men

t pr

oduc

tion

pro

blem

s

2 U

nder

stan

d ho

w t

o sp

ecify

pro

duct

ion

docu

men

t re

quir

emen

ts

2.1

Eval

uate

how

to

sele

ct c

ontr

ollin

g re

quir

emen

ts f

or t

he p

roje

ct

info

rmat

ion

and

docu

men

t pr

ogra

mm

e w

hich

are

sui

tabl

e fo

r th

e pr

ojec

t st

ages

and

the

res

ourc

es a

vaila

ble

2.2

Eval

uate

how

to

spec

ify t

he p

urpo

se a

nd s

cope

of in

form

atio

n an

d do

cum

ents

and

the

con

trol

ling

requ

irem

ents

the

y ne

ed t

o m

eet

and

who

will

pro

duce

the

doc

umen

ts

2.3

Prop

ose

how

to

deve

lop

a pr

oduc

tion

pro

gram

me,

whi

ch m

eets

agr

eed

cont

rolli

ng r

equi

rem

ents

, to

pro

duce

all

the

requ

ired

info

rmat

ion

and

docu

men

ts in

a fea

sibl

e se

quen

ce o

f pr

oduc

tion

2.4

Eval

uate

how

to

spec

ify e

noug

h re

sour

ces

and

real

istic

indi

vidu

al

targ

ets

to c

ompl

ete

the

info

rmat

ion

and

docu

men

t pr

oduc

tion

pr

ogra

mm

e

2.5

Prop

ose

how

to

set

up r

egis

ters

, re

cord

s an

d sy

stem

s fo

r m

onitor

ing

and

cont

rolli

ng t

he p

rodu

ctio

n of

info

rmat

ion

and

docu

men

ts w

hich

are

ca

pabl

e of

mai

ntai

ning

pro

ject

com

plia

nce

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

26

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

2.6

Eval

uate

how

to

spec

ify in

divi

dual

pro

duct

ion

inst

ruct

ions

whi

ch a

re

accu

rate

, cl

ear

and

com

plet

e

2.7

Eval

uate

how

to

sele

ct c

rite

ria

for

the

eval

uatio

n of

the

pro

ject

in

form

atio

n an

d do

cum

ents

2.8

Eval

uate

how

to

agre

e th

e cr

iter

ia for

the

eva

luat

ion

of t

he p

roje

ct

info

rmat

ion

and

docu

men

ts w

ith

deci

sion

mak

ers

2.9

Expl

ain

how

to

circ

ulat

e th

e cr

iter

ia for

the

eva

luat

ion

of t

he p

roje

ct

info

rmat

ion

and

docu

men

ts t

o th

e pr

oduc

tion

tea

m

2.10

Pr

opos

e ho

w t

o de

velo

p sy

stem

s fo

r ch

ecki

ng,

appr

ovin

g an

d in

tegr

atin

g in

form

atio

n an

d do

cum

ents

2.11

Ev

alua

te h

ow t

o ag

ree

syst

ems

for

chec

king

, ap

prov

ing

and

inte

grat

ing

info

rmat

ion

and

docu

men

ts

2.12

Pr

opos

e ho

w t

o de

velo

p pr

oced

ures

, w

hich

are

app

ropr

iate

to

the

requ

irem

ents

of th

e pr

ojec

t an

d th

e co

ntra

ct c

ondi

tions

, fo

r de

alin

g w

ith

disc

repa

ncie

s an

d in

cons

iste

ncie

s in

info

rmat

ion

and

docu

men

ts,

and

dela

ys a

nd r

evis

ions

to

proj

ect

info

rmat

ion

and

docu

men

ts

2.13

Ev

alua

te h

ow t

o ag

ree

proc

edur

es,

whi

ch a

re a

ppro

pria

te t

o th

e re

quir

emen

ts o

f th

e pr

ojec

t an

d th

e co

ntra

ct c

ondi

tions

, fo

r de

alin

g w

ith

disc

repa

ncie

s an

d in

cons

iste

ncie

s in

info

rmat

ion

and

docu

men

ts,

and

dela

ys a

nd r

evis

ions

to

proj

ect

info

rmat

ion

and

docu

men

ts

2.14

Pr

opos

e ho

w t

o de

velo

p ar

rang

emen

ts a

nd c

onting

ency

pla

ns for

re

port

ing

prog

ress

in m

eeting

the

pro

gram

me

requ

irem

ents

and

to

man

age

info

rmat

ion

and

docu

men

t pr

oduc

tion

pro

blem

s

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

27

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

3 Be

able

to

prep

are

pres

crip

tive

spec

ifica

tion

s

3.1

Sel

ect

a ty

pe o

f sp

ecifi

cation

doc

umen

t w

hich

is s

uita

ble

for

the

purp

ose

and

the

proj

ect

stag

e

3.2

Che

ck t

hat

the

spec

ifica

tion

is c

onsi

sten

t w

ith

the

desi

gns

and

rela

ted

docu

men

ts,

whe

re s

epar

ate,

and

tha

t it d

oes

not

incl

ude

dupl

icat

e an

d co

ntra

dict

ory

info

rmat

ion

3.3

Col

late

the

sec

tion

s in

the

spe

cific

atio

n so

tha

t th

ey a

re b

ased

on

elem

ents

of a

type

app

ropr

iate

to

the

circ

umst

ance

s an

d re

quir

emen

ts

3.4

Con

firm

tha

t th

e cu

rren

t so

urce

info

rmat

ion

is v

alid

and

obt

ain

accu

rate

an

d va

lid s

uppl

emen

tary

info

rmat

ion

3.5

Prod

uce

a sp

ecifi

catio

n w

hich

is b

ased

on

iden

tifie

d, a

pplic

able

, cu

rren

t so

urce

info

rmat

ion

3.6

Sel

ect,

dra

ft a

nd a

men

d te

chni

cal c

laus

es f

rom

sta

ndar

d so

urce

s, w

hich

de

fine

the

qual

ity,

typ

e an

d st

anda

rd o

f th

e m

ater

ials

, co

mpo

nent

s an

d fin

ishe

d w

ork

3.7

Che

ck t

hat

the

spec

ifica

tion

is c

onsi

sten

t w

ith

the

curr

ent

desi

gn a

nd

othe

r de

sign

doc

umen

tation

, an

d up

date

it p

rom

ptly

whe

n th

e de

sign

ch

ange

s

3.8

Obt

ain

nece

ssar

y ch

ecks

and

app

rova

ls f

or t

he c

onte

nt a

nd

pres

enta

tion

of

spec

ifica

tion

s

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

28

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

4 U

nder

stan

d ho

w t

o pr

epar

e pr

escr

iptiv

e sp

ecifi

cation

s

4.1

Eval

uate

how

to

sele

ct a

typ

e of

spe

cific

atio

n do

cum

ent

whi

ch is

su

itab

le for

the

pur

pose

and

the

pro

ject

sta

ge

4.2

Expl

ain

how

to

chec

k th

at t

he s

peci

ficat

ion

is c

onsi

sten

t w

ith t

he

desi

gns

and

rela

ted

docu

men

ts,

whe

re s

epar

ate,

and

tha

t it d

oes

not

incl

ude

dupl

icat

e an

d co

ntra

dict

ory

info

rmat

ion

4.3

Expl

ain

how

to

colla

te t

he s

ection

s in

the

spe

cific

atio

n so

tha

t th

ey a

re

base

d on

ele

men

ts o

f a

type

app

ropr

iate

to

the

circ

umst

ance

s an

d re

quir

emen

ts

4.4

Expl

ain

how

to

conf

irm

tha

t th

e cu

rren

t so

urce

info

rmat

ion

is v

alid

and

ob

tain

acc

urat

e an

d va

lid s

uppl

emen

tary

info

rmat

ion

4.5

Expl

ain

how

to

prod

uce

a sp

ecifi

catio

n w

hich

is b

ased

on

iden

tifie

d,

appl

icab

le,

curr

ent

sour

ce in

form

atio

n

4.6

Eval

uate

how

to

sele

ct t

echn

ical

cla

uses

fro

m s

tand

ard

sour

ces,

whi

ch

defin

e th

e qu

ality,

typ

e an

d st

anda

rd o

f th

e m

ater

ials

, co

mpo

nent

s an

d fin

ishe

d w

ork

4.7

Eval

uate

how

to

draf

t te

chni

cal c

laus

es f

rom

sta

ndar

d so

urce

s, w

hich

de

fine

the

qual

ity,

typ

e an

d st

anda

rd o

f th

e m

ater

ials

, co

mpo

nent

s an

d fin

ishe

d w

ork

4.8

Expl

ain

how

to

amen

d te

chni

cal c

laus

es f

rom

sta

ndar

d so

urce

s, w

hich

de

fine

the

qual

ity,

typ

e an

d st

anda

rd o

f th

e m

ater

ials

, co

mpo

nent

s an

d fin

ishe

d w

ork

4.9

Expl

ain

how

to

chec

k th

at t

he s

peci

ficat

ion

is c

onsi

sten

t w

ith t

he

curr

ent

desi

gn a

nd o

ther

des

ign

docu

men

tation

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

29

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

4.10

Ex

plai

n ho

w t

o up

date

the

spe

cific

atio

n pr

ompt

ly w

hen

the

desi

gn

chan

ges

4.11

Ex

plai

n ho

w t

o ob

tain

nec

essa

ry c

heck

s an

d ap

prov

als

for

the

cont

ent

and

pres

enta

tion

of

spec

ifica

tion

s

5 Be

able

to

cont

rol

and

mai

ntai

n pr

ojec

t in

form

atio

n

5.1

Con

firm

with

the

clie

nt t

he in

form

atio

n re

quir

ed f

or d

ecis

ion

mak

ing

thro

ugho

ut t

he p

roje

ct s

tage

s

5.2

Iden

tify

and

con

firm

pro

toco

ls,

data

for

mat

s an

d st

anda

rds

for

info

rmat

ion

exch

ange

bet

wee

n al

l rel

evan

t pr

ojec

t st

akeh

olde

rs

5.3

Obt

ain

info

rmat

ion

abou

t de

sign

par

amet

ers

whi

ch m

ay c

ontr

ibut

e to

th

e de

velo

pmen

t of

des

ign

and

prep

arat

ion

of in

form

atio

n an

d do

cum

ents

5.4

Eval

uate

the

info

rmat

ion

on d

esig

n pa

ram

eter

s to

see

whe

ther

it is

ad

equa

te t

o m

eet

the

requ

irem

ents

of th

e st

akeh

olde

rs a

nd

requ

irem

ents

for

con

trol

ling

info

rmat

ion

and

docu

men

t pr

oduc

tion

5.5

Ass

ess

the

stat

us o

f th

e in

form

atio

n on

des

ign

para

met

ers

and

pass

it

on t

o pe

ople

who

nee

d it for

pro

ject

info

rmat

ion

and

docu

men

t pr

oduc

tion

, in

dica

ting

any

spec

ial c

onsi

dera

tion

s an

d lim

itat

ions

on

its

use

5.6

Ensu

re t

hat

info

rmat

ion

and

docu

men

ts a

re c

olla

ted

whe

n th

ey h

ave

been

pro

duce

d an

d ev

alua

te t

hem

aga

inst

the

agr

eed

criter

ia

5.7

Adv

ise

peop

le w

ho a

re p

rodu

cing

info

rmat

ion

and

docu

men

ts,

clar

ify

info

rmat

ion

whe

n th

ey d

o no

t un

ders

tand

the

inst

ruct

ions

and

ref

er

outs

tand

ing

quer

ies

to t

he p

eopl

e w

ho p

rodu

ced

the

orig

inal

in

form

atio

n

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

30

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

5.8

Iden

tify

any

dis

crep

anci

es a

nd in

cons

iste

ncie

s in

the

info

rmat

ion

and

docu

men

ts a

nd r

efer

any

pro

blem

s ba

ck t

o th

e or

igin

ator

s fo

r cl

arifi

catio

n an

d re

solu

tion

5.9

Res

olve

diff

eren

ces

betw

een

proj

ect

info

rmat

ion

and

docu

men

ts a

nd

spec

ifica

tion

and

cir

cula

te a

gree

d am

endm

ents

5.10

O

btai

n ne

cess

ary

chec

ks a

nd a

ppro

vals

whe

n th

ey a

re n

eede

d

5.11

Pr

oduc

e up

-to-

date

and

acc

urat

e in

form

atio

n on

pro

gres

s an

d is

sue

it

to t

he p

eopl

e w

ho n

eed

the

info

rmat

ion

to m

eet

proj

ect

requ

irem

ents

5.12

En

sure

tha

t ac

cura

te a

nd c

ompl

ete

regi

ster

s an

d re

cord

s ar

e m

aint

aine

d w

hich

can

be

used

for

qua

lity

audi

ting

6 U

nder

stan

d ho

w t

o co

ntro

l and

m

aint

ain

proj

ect

info

rmat

ion

6.1

Expl

ain

how

to

conf

irm

with

the

clie

nt t

he in

form

atio

n re

quir

ed f

or

deci

sion

mak

ing

thro

ugho

ut t

he p

roje

ct s

tage

s

6.2

Des

crib

e w

hat

to id

entify

as

prot

ocol

s, d

ata

form

ats

and

stan

dard

s fo

r in

form

atio

n ex

chan

ge b

etw

een

all r

elev

ant

proj

ect

stak

ehol

ders

6.3

Expl

ain

how

to

conf

irm

pro

toco

ls,

data

for

mat

s an

d st

anda

rds

for

info

rmat

ion

exch

ange

bet

wee

n al

l rel

evan

t pr

ojec

t st

akeh

olde

rs

6.4

Expl

ain

how

to

obta

in in

form

atio

n ab

out

desi

gn p

aram

eter

s w

hich

may

co

ntri

bute

to

the

deve

lopm

ent

of d

esig

n an

d pr

epar

atio

n of

info

rmat

ion

and

docu

men

t

6.5

Expl

ain

how

to

eval

uate

the

info

rmat

ion

on d

esig

n pa

ram

eter

s to

see

w

heth

er it

is a

dequ

ate

to m

eet

the

requ

irem

ents

of th

e st

akeh

olde

rs

and

requ

irem

ents

for

con

trol

ling

info

rmat

ion

and

docu

men

t pr

oduc

tion

6.6

Exam

ine

how

to

asse

ss t

he s

tatu

s of

the

info

rmat

ion

on d

esig

n pa

ram

eter

s

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

31

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

6.7

Expl

ain

how

to

pass

sta

tus

of t

he in

form

atio

n on

des

ign

para

met

ers

on

to p

eopl

e w

ho n

eed

it for

pro

ject

info

rmat

ion

and

docu

men

t pr

oduc

tion

6.8

Expl

ain

how

to

indi

cate

any

spe

cial

con

side

ration

s an

d lim

itat

ions

on

its

use

6.9

Expl

ain

how

to

ensu

re t

hat

info

rmat

ion

and

docu

men

ts a

re c

olla

ted

whe

n th

ey h

ave

been

pro

duce

d an

d ev

alua

te t

hem

aga

inst

the

agr

eed

criter

ia

6.10

Pr

opos

e ho

w t

o ad

vise

peo

ple

who

are

pro

duci

ng in

form

atio

n an

d do

cum

ents

6.11

Ex

plai

n ho

w t

o cl

arify

info

rmat

ion

whe

n pe

ople

do

not

unde

rsta

nd t

he

inst

ruct

ions

6.12

Ex

plai

n ho

w t

o re

fer

outs

tand

ing

quer

ies

to t

he p

eopl

e w

ho p

rodu

ced

the

orig

inal

info

rmat

ion

6.13

D

escr

ibe

wha

t to

iden

tify

as

any

disc

repa

ncie

s an

d in

cons

iste

ncie

s in

th

e in

form

atio

n an

d do

cum

ents

6.14

Ex

plai

n ho

w t

o re

fer

any

prob

lem

s ba

ck t

o th

e or

igin

ator

s fo

r cl

arifi

catio

n an

d re

solu

tion

6.15

Pr

opos

e ho

w t

o re

solv

e di

ffer

ence

s be

twee

n pr

ojec

t in

form

atio

n an

d do

cum

ents

and

spe

cific

atio

n an

d ci

rcul

ate

agre

ed a

men

dmen

ts

6.16

Ex

plai

n ho

w t

o ci

rcul

ate

agre

ed a

men

dmen

ts t

o pr

ojec

t in

form

atio

n an

d do

cum

ents

and

spe

cific

atio

n

6.17

Ex

plai

n ho

w t

o ob

tain

nec

essa

ry c

heck

s an

d ap

prov

als

whe

n th

ey a

re

need

ed

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

32

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

6.18

Ex

plai

n ho

w t

o pr

oduc

e up

-to-

date

info

rmat

ion

on p

rogr

ess

to m

eet

proj

ect

requ

irem

ents

6.19

Ex

plai

n ho

w t

o is

sue

info

rmat

ion

on p

rogr

ess

to t

he p

eopl

e w

ho n

eed

it

to m

eet

proj

ect

requ

irem

ents

6.20

Ex

plai

n ho

w t

o en

sure

tha

t ac

cura

te a

nd c

ompl

ete

regi

ster

s an

d re

cord

s ar

e m

aint

aine

d w

hich

can

be

used

for

qua

lity

audi

ting

Lear

ner

nam

e: _

____

____

____

____

____

____

____

____

____

____

____

___

Dat

e: _

____

____

____

____

____

____

____

Lear

ner

sign

atur

e: _

____

____

____

____

____

____

____

____

____

____

____

D

ate:

___

____

____

____

____

____

____

__

Ass

esso

r si

gnat

ure:

___

____

____

____

____

____

____

____

____

____

____

_ D

ate:

___

____

____

____

____

____

____

__

Inte

rnal

ver

ifier

sig

natu

re: _

____

____

____

____

____

____

____

____

____

__

(if sa

mpl

ed)

Dat

e: _

____

____

____

____

____

____

____


133

Unit 10: Prepare Procurement Schedules and Programmes of Works in Construction Contracting Operations Management


Level: 6

Credit value: 16


Unit summary

This unit is about producing a detailed schedule and procurement programme.

You will need to produce a schedule of works that contains the project needs and range of services needed. You will need to estimate work content and duration, and plan the schedule. You will need to draft and present the schedule of works to stakeholders.

You will need to develop a detailed procurement programme and identify any conflicting requirements and agree modifications. You will also integrate the procurement programme with the requirements of the overall programme, monitor the programme and identify modifications that would offer cost and time benefits.



The following ranges apply to the assessment criteria given in this unit: Learning outcomes 1 and 2

1. Project needs:

● time

● cost

● quality objectives.

2. Range of services:

● design (including management services)

● materials


134

● construction

● plant and equipment

● people

● manufacturing.

3. Conflicting requirements

● working arrangements

● staging of payments

● schedule of deliveries

● obligations to third parties

● statutory obligations and approvals.

4. Presenting:

● orally

● in writing

● graphically

● electronically.


1. Procurement programme for:

● principal contractors

● sub/works/trade contractors

● suppliers

● consultants.

2. Resources:

● information (including documents and drawings)

● labour, plant and equipment, materials

● services

● finance including cash flow.

3. Conflicting requirements and unacceptable variations:

● working arrangements

● staging of payments

● schedule of deliveries

● obligations to third parties

● statutory obligations and approvals.

4. Overall programme:

● clients’ overall timescale and requirements

● tender and contract activities

● key dates for long delivery items.


135




Learning outcome 1

Product evidence

The learner must produce documentary evidence from the workplace covering the following item that is considered to be common and key to demonstrating competence.

1. Schedule of works which include project needs and the range of services, work content, time duration, calculated allowances for contingencies, corrected conflicting requirements and agreed amendments (ALL) [ALL].


Process evidence

1. Presentation(s) of schedule of works (1.6, 1.7) [1.4].

Learning outcome 3

Product evidence


1. Procurement programme(s) (3.1, 3.2, 3.3, 3.4) [ALL].

2. Record(s) of the monitor of the procurement programme(s) (3.5) [3.1].







Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

36

Lear

nin

g o

utc

om

es a

nd

ass

essm

ent

crit

eria

To p

ass

this

uni

t, t

he le

arne

r ne

eds

to d

emon

stra

te t

hat

they

can

mee

t al

l the

lear

ning

out

com

es f

or t

he u

nit.

The

ass

essm

ent

criter

ia o

utlin

e th

e re

quir

emen

ts t

he le

arne

r is

exp

ecte

d to

mee

t to

ach

ieve

the

uni

t.

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

1 Be

able

to

deve

lop

a sc

hedu

le o

f w

orks

1.1

Prod

uce

a de

taile

d sc

hedu

le o

f w

orks

whi

ch c

onta

ins

a co

mpl

ete

stat

emen

t of

the

pro

ject

nee

ds a

nd t

he s

ervi

ces

whi

ch w

ill b

e re

quir

ed

1.2

Estim

ate

the

wor

k co

nten

t an

d tim

e du

ration

acc

urat

ely

1.3

Plan

the

sch

edul

e of

wor

ks s

o th

at it

is a

chie

vabl

e w

ith t

he r

esou

rces

av

aila

ble

1.4

Cal

cula

te a

ppro

pria

te a

nd r

ealis

tic a

llow

ance

s to

mee

t an

tici

pate

d co

ntin

genc

ies

1.5

Dra

ft t

he s

ched

ule

of w

orks

in a

for

mat

whi

ch is

app

ropr

iate

to

the

type

and

sco

pe o

f th

e w

ork

1.6

Pres

ent

the

sche

dule

of

wor

ks t

o st

akeh

olde

rs,

corr

ect

any

inco

nsis

tenc

ies

and

unac

cept

able

var

iation

s an

d ag

ree

amen

dmen

ts

1.7

Pres

ent

info

rmat

ion

clea

rly

and

accu

rate

ly a

nd r

each

agr

eem

ent

usin

g a

styl

e an

d ap

proa

ch w

hich

mai

ntai

ns g

oodw

ill a

nd t

rust

1.8

Kee

p re

gist

ers

and

reco

rds

whi

ch a

re c

ompl

ete,

acc

urat

e an

d up

-to-

date

1.9

Obt

ain

nece

ssar

y ch

ecks

and

app

rova

ls f

or t

he c

onte

nt a

nd

pres

enta

tion

of

sche

dule

s

1.10

U

se m

etho

ds f

or p

rodu

ctio

n an

d re

cord

kee

ping

whi

ch a

re c

onsi

sten

t w

ith

qual

ity a

ssur

ance

pro

cedu

res

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

37

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

2 U

nder

stan

d ho

w t

o de

velo

p a

sche

dule

of

wor

ks

2.1

Expl

ain

how

to

prod

uce

a de

taile

d sc

hedu

le o

f w

orks

whi

ch c

onta

ins

a co

mpl

ete

stat

emen

t of

the

pro

ject

nee

ds a

nd t

he s

ervi

ces

whi

ch w

ill b

e re

quir

ed

2.2

Exam

ine

how

to

estim

ate

the

wor

k co

nten

t an

d tim

e du

ration

ac

cura

tely

2.3

Prop

ose

how

to

plan

the

sch

edul

e of

wor

ks s

o th

at it

is a

chie

vabl

e w

ith

the

reso

urce

s av

aila

ble

2.4

Expl

ain

how

to

calc

ulat

e ap

prop

riat

e an

d re

alis

tic a

llow

ance

s to

mee

t an

tici

pate

d co

ntin

genc

ies

2.5

Eval

uate

how

to

draf

t th

e sc

hedu

le o

f w

orks

in a

for

mat

whi

ch is

ap

prop

riat

e to

the

typ

e an

d sc

ope

of t

he w

ork

2.6

Expl

ain

how

to

pres

ent

the

sche

dule

of

wor

ks t

o st

akeh

olde

rs

2.7

Expl

ain

how

to

corr

ect

any

inco

nsis

tenc

ies

and

unac

cept

able

var

iatio

ns

2.8

Eval

uate

how

to

agre

e am

endm

ents

to

the

sche

dule

of w

orks

to

stak

ehol

ders

2.9

Expl

ain

how

to

pres

ent

info

rmat

ion

clea

rly

and

accu

rate

ly

2.10

Ev

alua

te h

ow t

o re

ach

agre

emen

t us

ing

a st

yle

and

appr

oach

whi

ch

mai

ntai

ns g

oodw

ill a

nd t

rust

2.11

Ex

plai

n ho

w t

o ke

ep r

egis

ters

and

rec

ords

whi

ch a

re c

ompl

ete,

ac

cura

te a

nd u

p-to

-dat

e

2.12

Ex

plai

n ho

w t

o ob

tain

nec

essa

ry c

heck

s an

d ap

prov

als

for

the

cont

ent

and

pres

enta

tion

of

sche

dule

s

2.13

Ex

plai

n ho

w t

o us

e m

etho

ds f

or p

rodu

ctio

n an

d re

cord

kee

ping

whi

ch

are

cons

iste

nt w

ith

qual

ity

assu

ranc

e pr

oced

ures

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

38

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

3 Be

able

to

deve

lop

a Pr

ocur

emen

t pr

ogra

mm

e

3.1

Con

firm

the

are

as o

f w

ork

for

whi

ch r

esou

rces

will

nee

d to

be

proc

ured

an

d id

entif

y po

tent

ial s

ourc

es f

or o

btai

ning

the

m

3.2

Dev

elop

a d

etai

led

proc

urem

ent

prog

ram

me

in a

n ap

prop

riat

e fo

rmat

3.3

Iden

tify

withi

n th

e pr

ocur

emen

t pr

ogra

mm

e th

e le

ad t

imes

for

ord

erin

g an

d re

ceiv

ing

esse

ntia

l res

ourc

es a

ppro

pria

te t

o th

e pr

ojec

t st

age

3.4

Ana

lyse

the

cri

tical

pat

h fo

r pr

ocur

ing

and

use

of r

esou

rces

and

bui

ld in

su

ffic

ient

buf

fers

to

optim

ise

proj

ect

prog

ram

min

g

3.5

Iden

tify

any

inco

nsis

tenc

ies

and

unac

cept

able

var

iatio

ns in

the

pr

ocur

emen

t pr

ogra

mm

e, r

ecom

men

d fe

asib

le a

lter

nativ

es,

and

agre

e m

odifi

catio

ns t

o th

e pr

ogra

mm

e w

ith

stak

ehol

ders

3.6

Inte

grat

e th

e pr

ocur

emen

t pr

ogra

mm

e so

tha

t it is

con

sist

ent

with

the

requ

irem

ents

of th

e ov

eral

l pro

gram

me,

sta

tuto

ry b

odie

s an

d ot

hers

w

ho w

ill b

e af

fect

ed

3.7

Mon

itor

the

pro

cure

men

t pr

ogra

mm

e an

d id

entif

y m

odifi

catio

ns w

hich

w

ould

sui

t ch

ange

d ci

rcum

stan

ces

or w

hich

off

er c

ost

and

tim

e be

nefit

s

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

39

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

4 U

nder

stan

d ho

w t

o de

velo

p a

proc

urem

ent

prog

ram

me

4.1

Expl

ain

how

to

conf

irm

the

are

as o

f w

ork

for

whi

ch r

esou

rces

will

nee

d to

be

proc

ured

4.2

Des

crib

e w

hat

to id

entify

as

pote

ntia

l sou

rces

for

obt

aini

ng r

esou

rces

4.3

Prop

ose

how

to

deve

lop

a de

taile

d pr

ocur

emen

t pr

ogra

mm

e in

an

appr

opri

ate

form

at

4.4

Des

crib

e w

hat

to id

entify

as

the

lead

tim

es f

or o

rder

ing

and

rece

ivin

g es

sent

ial r

esou

rces

the

pro

cure

men

t pr

ogra

mm

e ap

prop

riat

e to

the

pr

ojec

t st

age

4.5

Exam

ine

how

to

anal

yse

the

criti

cal p

ath

for

the

proc

urin

g an

d us

e of

re

sour

ces

4.6

Prop

ose

how

to

build

in s

uffic

ient

buf

fers

to

optim

ise

proj

ect

prog

ram

min

g

4.7

Des

crib

e w

hat

to id

entify

as

any

inco

nsis

tenc

ies

and

unac

cept

able

va

riat

ions

in t

he p

rocu

rem

ent

prog

ram

me

4.8

Prop

ose

how

to

reco

mm

end

feas

ible

alte

rnat

ives

to

the

prog

ram

me

with

stak

ehol

ders

4.9

Eval

uate

how

to

agre

e m

odifi

catio

ns t

o th

e pr

ogra

mm

e w

ith

stak

ehol

ders

4.10

Pr

opos

e ho

w t

o in

tegr

ate

the

proc

urem

ent

prog

ram

me

so t

hat

it is

co

nsis

tent

with

the

requ

irem

ents

of th

e ov

eral

l pro

gram

me,

sta

tuto

ry

bodi

es a

nd o

ther

s w

ho w

ill b

e af

fect

ed

4.11

Ex

amin

e ho

w t

o m

onitor

the

pro

cure

men

t pr

ogra

mm

e

4.12

D

escr

ibe

wha

t to

iden

tify

as

mod

ifica

tions

whi

ch w

ould

sui

t ch

ange

d ci

rcum

stan

ces

or w

hich

off

er c

ost

and

tim

e be

nefit

s

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

40

Lear

ner

nam

e: _

____

____

____

____

____

____

____

____

____

____

____

___

Dat

e: _

____

____

____

____

____

____

____

Lear

ner

sign

atur

e: _

____

____

____

____

____

____

____

____

____

____

____

D

ate:

___

____

____

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__

Ass

esso

r si

gnat

ure:

___

____

____

____

____

____

____

____

____

____

____

_ D

ate:

___

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____

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____

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____

__

Inte

rnal

ver

ifier

sig

natu

re: _

____

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__

(if sa

mpl

ed)

Dat

e: _

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____

____


141

Unit 11: Implement Strategic and Integrated Supply Chain Management and Sourcing Partnerships in Construction Contracting Operations Management

Unit reference number: R/505/8293

Level: 6

Credit value: 20


Unit summary

This unit is about selecting criteria to evaluate the benefits of strategic sourcing, specifying and agreeing how the supply chain and management systems will be aligned and monitoring the performance of the supply chain.

You will need to select criteria to evaluate the effect of strategic sourcing on competitiveness and the benefits of changing to new suppliers. You will also recommend changes and negotiate and agree recommendations with decision makers and suppliers.

You will need to specify and agree with the supply chain how the management systems will be aligned, and identify and agree with stakeholders any changes required. You will then develop and implement trials, assessing results and making modifications prior to implementation.

You will need to review the terms of contract to assess benefits to the supply chain, and then monitor the performance of the supply chain. You should then inform the supply chain about variations in performance and advising them about changes needed.


142





1. Criteria:

● legislation


● security of supply

● quality of product or service being supplied

● alignment of systems

● cost

● project objectives

● competence of supplier.

2. Strategic sourcing – of:



● suppliers of goods and materials

● consultants

● clients/end users.


1. Supply chain:




● consultants.

2. Management systems:

● clients/end user


● environment

● quality

● certification of workforce.


143


1. Supply chain:




● consultants

● clients/end users.

2. Monitor – methods:

● internal auditing

● external auditing.




Learning outcome 1

Product evidence


1. Evaluation(s) of the effect of strategic sourcing, including the benefits of change (1.1, 1.2, 1.3) [1.1, 1.2].

2. Record(s) of recommendations which have been negotiated (1.4, 1.5) [1.1, 1.2].


Learning outcome 3

Product evidence


1. Specification(s) for the alignment of supply chain management systems (3.1, 3.2) [3.1, 3.2].

2. Record(s) of trials, including modifications made (3.3) [3.2].

3. Record(s) of checks made to the aligned management systems (3.4) [3.2].



144

Learning outcome 5

Product evidence


1. Review(s) of the supply chain terms of contract (5.1) [5.1].

2. Record(s) of the supply chain performance monitor including variations, advice and information about changes (5.2, 5.3) [5.1, 5.2].

3. Investigation(s) of persistent variations and major problems (5.4) [5.1].

4. Assessment(s) of existing and alternative sourcing arrangements (5.5) [5.1].







Pear

son

Edex

cel L

evel

6 D

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onst

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Con

trac

ting

Ope

ration

s M

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Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

45

Lear

nin

g o

utc

om

es a

nd

ass

essm

ent

crit

eria

To p

ass

this

uni

t, t

he le

arne

r ne

eds

to d

emon

stra

te t

hat

they

can

mee

t al

l the

lear

ning

out

com

es f

or t

he u

nit.

The

ass

essm

ent

criter

ia o

utlin

e th

e re

quir

emen

ts t

he le

arne

r is

exp

ecte

d to

mee

t to

ach

ieve

the

uni

t.

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

1 Be

able

to

eval

uate

an

d ag

ree

the

bene

fits

and

risk

s of

str

ateg

ic

sour

cing

1.1

Sel

ect

rele

vant

cri

teri

a to

use

in m

akin

g ev

alua

tions

and

dec

isio

ns

1.2

Eval

uate

the

eff

ect

of s

trat

egic

sou

rcin

g on

com

petitiv

enes

s of

sup

ply,

co

mpa

re t

he e

valu

atio

n w

ith

exis

ting

arra

ngem

ents

and

cal

cula

te t

he

adva

ntag

es a

nd d

isad

vant

ages

1.3

Eval

uate

the

ben

efits

of c

hang

ing

to n

ew s

uppl

iers

1.4

Rec

omm

end

chan

ges

usin

g ev

iden

ce a

nd id

entif

y th

e st

rate

gic

impl

icat

ions

for

sup

ply

1.5

Neg

otia

te a

nd a

gree

rec

omm

enda

tion

s w

ith

deci

sion

mak

ers,

the

su

pplie

rs a

nd o

ther

peo

ple

who

hav

e an

inte

rest

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

46

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

2 U

nder

stan

d ho

w t

o ev

alua

te a

nd a

gree

th

e be

nefit

s an

d ri

sks

of s

trat

egic

so

urci

ng

2.1

Eval

uate

how

to

sele

ct r

elev

ant

criter

ia t

o us

e in

mak

ing

eval

uatio

ns

and

deci

sion

s

2.2

Expl

ain

how

to

eval

uate

the

eff

ect

of s

trat

egic

sou

rcin

g on

co

mpe

titiv

enes

s of

sup

ply

2.3

Prop

ose

how

to

com

pare

the

eva

luat

ion

with

exi

stin

g ar

rang

emen

ts

2.4

Expl

ain

how

to

calc

ulat

e th

e ad

vant

ages

and

dis

adva

ntag

es s

trat

egic

so

urci

ng o

n co

mpe

titiv

enes

s of

sup

ply

2.5

Expl

ain

how

to

eval

uate

the

ben

efits

of c

hang

ing

to n

ew s

uppl

iers

2.6

Prop

ose

how

to

reco

mm

end

chan

ges

to s

uppl

iers

usi

ng e

vide

nce

2.7

Des

crib

e ho

w t

o id

entif

y th

e st

rate

gic

impl

icat

ions

for

sup

ply

2.8

Prop

ose

how

to

nego

tiat

e re

com

men

dati

ons

with

dec

isio

n m

aker

s, t

he

supp

liers

and

oth

er p

eopl

e w

ho h

ave

an in

tere

st

2.9

Eval

uate

how

to

agre

e re

com

men

dation

s w

ith

deci

sion

mak

ers,

the

su

pplie

rs a

nd o

ther

peo

ple

who

hav

e an

inte

rest

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

47

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

3 Be

able

to

agre

e an

d im

plem

ent

alig

nmen

t of

sy

stem

s

3.1

Spe

cify

and

agr

ee w

ith

the

supp

ly c

hain

the

way

s in

whi

ch s

yste

ms

will

be

man

aged

and

alig

ned

3.2

Iden

tify

and

agr

ee,

with

all s

take

hold

ers,

the

cha

nges

to

syst

ems

whi

ch a

re n

eces

sary

to

mee

t te

chni

cal a

nd q

ualit

y re

quir

emen

ts

3.3

Dev

elop

and

impl

emen

t ap

prop

riat

e tr

ials

, as

sess

the

res

ults

and

m

ake

appr

opri

ate

mod

ifica

tions

bef

ore

mov

ing

to ful

l im

plem

enta

tion

3.4

Che

ck t

hat

the

alig

nmen

t of

sys

tem

s co

nfor

ms

to t

he r

equi

rem

ents

of

data

pro

tect

ion

legi

slat

ion

3.5

Neg

otia

te a

nd a

gree

for

mal

con

trac

tual

arr

ange

men

ts t

hat

set

out

the

requ

irem

ents

for

the

impl

emen

tatio

n an

d op

erat

ion

of s

trat

egic

so

urci

ng p

artn

ersh

ips

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

48

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

4 U

nder

stan

d ho

w t

o ag

ree

and

impl

emen

t al

ignm

ent

of

syst

ems

4.1

Eval

uate

how

to

spec

ify a

nd a

gree

with

the

supp

ly c

hain

the

way

s in

w

hich

sys

tem

s w

ill b

e m

anag

ed a

nd a

ligne

d

4.2

Des

crib

e w

hat

to id

entify

as

the

chan

ges

to s

yste

ms

with

all

stak

ehol

ders

whi

ch a

re n

eces

sary

to

mee

t te

chni

cal a

nd q

ualit

y re

quir

emen

ts

4.3

Eval

uate

how

to

agre

e w

ith

all s

take

hold

ers,

the

cha

nges

to

syst

ems

whi

ch a

re n

eces

sary

to

mee

t te

chni

cal a

nd q

ualit

y re

quir

emen

ts

4.4

Prop

ose

how

to

deve

lop

appr

opri

ate

tria

ls b

efor

e m

ovin

g to

ful

l im

plem

enta

tion

4.5

Expl

ain

how

to

impl

emen

t ap

prop

riat

e tr

ials

bef

ore

mov

ing

to ful

l im

plem

enta

tion

4.6

Exam

ine

how

to

asse

ss t

he r

esul

ts a

nd m

ake

appr

opri

ate

mod

ifica

tions

bef

ore

mov

ing

to ful

l im

plem

enta

tion

4.7

Expl

ain

how

to

chec

k th

at t

he a

lignm

ent

of s

yste

ms

conf

orm

s to

the

re

quir

emen

ts o

f da

ta p

rote

ctio

n le

gisl

atio

n

4.8

Prop

ose

how

to

nego

tiat

e a

form

al c

ontr

actu

al a

rran

gem

ents

tha

t se

t ou

t th

e re

quir

emen

ts f

or t

he im

plem

enta

tion

and

ope

ration

of

stra

tegi

c so

urci

ng p

artn

ersh

ips

4.9

Eval

uate

how

to

agre

e fo

rmal

con

trac

tual

arr

ange

men

ts t

hat

set

out

the

requ

irem

ents

for

the

impl

emen

tatio

n an

d op

erat

ion

of s

trat

egic

so

urci

ng p

artn

ersh

ips

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

49

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

5 Be

able

to

mon

itor

an

d co

ntro

l sup

ply

chai

n ar

rang

emen

ts

5.1

Rev

iew

the

ter

ms

of c

ontr

act

regu

larl

y, a

nd a

sses

s w

heth

er t

here

are

co

ntin

ued

net

bene

fits

to t

he s

uppl

y ch

ain

5.2

Mon

itor

the

per

form

ance

of th

e su

pply

cha

in a

gain

st a

gree

d st

anda

rds

and

quan

tify

any

vari

atio

ns in

per

form

ance

5.3

Info

rm t

he s

uppl

y ch

ain

abou

t va

riat

ions

in p

erfo

rman

ce f

rom

co

ntra

ct t

erm

s, a

nd p

rovi

de t

hem

with

advi

ce a

nd in

form

atio

n ab

out

the

chan

ges

need

ed a

nd t

he t

ime

allo

wed

to

mak

e th

e ch

ange

s

5.4

Inve

stig

ate

pers

iste

nt v

aria

tions

and

maj

or p

robl

ems,

iden

tify

likel

y ca

uses

and

info

rm a

ll th

e su

pply

cha

in

5.5

Ass

ess

exis

ting

sour

cing

arr

ange

men

ts a

gain

st a

lter

nativ

e su

pply

op

tion

s re

gula

rly

and

estim

ate

the

rela

tive

ben

efits

and

adva

ntag

es

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

50

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

6 U

nder

stan

d ho

w t

o m

onitor

and

co

ntro

l sup

ply

chai

n ar

rang

emen

ts

6.1

Exam

ine

how

to

revi

ew t

he t

erm

s of

con

trac

t an

d as

sess

whe

ther

the

co

ntra

ct p

rovi

des

cont

inue

d ne

t be

nefit

s to

the

sup

ply

chai

n

6.2

Exam

ine

how

to

mon

itor

the

per

form

ance

of th

e su

pply

cha

in a

gain

st

agre

ed s

tand

ards

6.3

Exam

ine

how

to

quan

tify

any

var

iation

s in

per

form

ance

of th

e su

pply

ch

ain

6.4

Expl

ain

how

to

info

rm t

he s

uppl

y ch

ain

abou

t va

riat

ions

in

perf

orm

ance

fro

m c

ontr

act

term

s

6.5

Expl

ain

how

to

prov

ide

the

supp

ly c

hain

with

advi

ce a

nd in

form

atio

n ab

out

the

chan

ges

need

ed a

nd t

he t

ime

allo

wed

to

mak

e th

e ch

ange

s

6.6

Exam

ine

how

to

inve

stig

ate

pers

iste

nt v

aria

tion

s an

d m

ajor

pro

blem

s

6.7

Des

crib

e w

hat

to id

entify

as

likel

y ca

uses

of

pers

iste

nt v

aria

tion

s an

d pr

oble

ms

6.8

Expl

ain

how

to

info

rm a

ll th

e su

pply

cha

in a

bout

cau

ses

of p

ersi

sten

t va

riat

ions

and

pro

blem

s

6.9

Exam

ine

how

to

asse

ss e

xist

ing

sour

cing

arr

ange

men

ts a

gain

st

alte

rnat

ive

supp

ly o

ptio

ns

6.10

Ex

amin

e ho

w t

o es

tim

ate

the

rela

tive

bene

fits

and

adva

ntag

es f

rom

th

e an

alys

is o

f th

e ex

istin

g so

urci

ng a

rran

gem

ents

and

alter

native

su

pply

opt

ions

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

51

Lear

ner

nam

e: _

____

____

____

____

____

____

____

____

____

____

____

___

Dat

e: _

____

____

____

____

____

____

____

Lear

ner

sign

atur

e: _

____

____

____

____

____

____

____

____

____

____

____

D

ate:

___

____

____

____

____

____

____

__

Ass

esso

r si

gnat

ure:

___

____

____

____

____

____

____

____

____

____

____

_ D

ate:

___

____

____

____

____

____

____

__

Inte

rnal

ver

ifier

sig

natu

re: _

____

____

____

____

____

____

____

____

____

__

(if sa

mpl

ed)

Dat

e: _

____

____

____

____

____

____

____


152

Unit 12: Obtain Tenders and Appoint Successful Contractors in Construction Contracting Operations Management

Unit reference number: M/505/8298

Level: 6

Credit value: 12


Unit summary

This unit is about shortlisting and selecting appropriate tenderers. It is also about reviewing and amending tender documents and ensuring that addendums are issued.

You will need to identify suitable bills of quantities, evaluate options against relevant criteria and select options for bills of quantities. You will then forecast the prime cost, provisional sums and contingencies, prepare a bill of preliminaries and check final drafts.

You will need to select an appropriate tender, and review tender documents to ensure that they are issued and cover the scope of work. You will also investigate any errors reported by tenderers, amend tender documents and ensure that addendums are reissued.

You will need to acknowledge and evaluate tenders against the criteria and modify and repeat tendering processes if necessary, choosing the best tenderers to appoint formally and notifying unsuccessful tenderers. You will also negotiate and agree any variations, adjustments and corrections with tenderer(s) subject to contract.


153





1. Tenderers:

● contractors


● suppliers

● consultants.

2. Evidence:

● documentary

● references

● interview.

3. Selection criteria:

● quality and delivery record

● perceived added value (including reputation of potential contractors)

● acceptability of known sub-contracting arrangements

● acceptability to client

● financial resources

● references from previous clients and bankers


● competence of people

● resources (human, materials, facilities)

● insurance

● environmental policy and management

● competitiveness.


1. Bills:

● trade

● elemental

● operational

● approximate

● schedules of rates.


154

2. Procurement:

● competitive tender – limited competition

● open competition (including advertising)

● non-competitive – negotiation

● serial award

● partnering.

3. Relevant criteria:

● cost of production

● time in preparation

● suitability to the contract

● form of project procurement

● intended purpose.


1. Tender:

● open competitive

● two stage

● two envelope

● selected list

● negotiated.

2. Tender documents

● invitation to tender

● form of tender

● returns procedure

● surveys

● specifications

● drawings

● schedules


● health and safety plans

● scope of services

● terms and conditions

● schedules of rates.


155

3. Tenderers:

● contractors


● suppliers

● consultant.


1. Tenderers:

● contractors


● suppliers

● consultants.

2. Criteria:

● tender compliance

● quality

● technical viability

● timescale

● cost (budgets, rates)

● loading and cash flow

● policies which offer added value

● any variations, adjustments and corrections.

3. Variations, adjustments and corrections:

● price

● quantity

● quality

● standards

● carriage and delivery

● completion

● maintenance

● after sales service

● method of payment

● terms of payment

● contract conditions

● scope of service

● terms and conditions.


156




Learning outcome 1

Product evidence


1. Record(s) of pre-qualification tender enquiries sent to potential tenderers (1.1, 1.2, 1.3) [1.1, 1.2, 1.3].

2. Evaluation(s) of potential tenderers (1.4, 1.5) [1.1, 1.3].


Learning outcome 3

Product evidence


1. Bill(s) that include: evaluated and selected options; forecasts of prime cost, provisional sums and contingencies; bill of preliminaries, checks and approvals (ALL) [ALL].



Learning outcome 5

Product evidence


1. Tender document(s) (5.1, 5.2, 5.3) [5.1, 5.2].

2. Record(s) of tender documents reviewed and issued including (5.2, 5.3, 5.4) [ALL].



157

Learning outcome 7

Product evidence


1. Acknowledgements and evaluation(s) of tenders amendments and checks against the agreed criteria (7.1, 7.3) [7.1, 7.2].

2. Records showing repeated tendering processes (7.2) [7.1].

3. Records of chosen tender (7.4) [7.1].

4. Records of negotiations including any variations, adjustments and corrections made (7.5) [7.3].

5. Records of notifications to tenderers (7.6) [7.1].







Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

58

Lear

nin

g o

utc

om

es a

nd

ass

essm

ent

crit

eria

To p

ass

this

uni

t, t

he le

arne

r ne

eds

to d

emon

stra

te t

hat

they

can

mee

t al

l the

lear

ning

out

com

es f

or t

he u

nit.

The

ass

essm

ent

criter

ia o

utlin

e th

e re

quir

emen

ts t

he le

arne

r is

exp

ecte

d to

mee

t to

ach

ieve

the

uni

t.

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

1 Be

able

to

shor

tlist

te

nder

ers

1.1

Sel

ect

an a

ppro

pria

te t

ype

of p

rocu

rem

ent

proc

ess

whi

ch a

ligns

with

lega

l, st

atut

ory

and

orga

nisa

tiona

l req

uire

men

ts a

nd d

ecid

e w

hich

po

tent

ial t

ende

rers

cou

ld m

eet

the

cont

ract

con

ditio

ns

1.2

Dec

ide

how

man

y te

nder

ers

to in

vite

, ta

king

into

acc

ount

the

val

ue

and

size

of th

e co

ntra

ct

1.3

Cho

ose

sele

ctio

n cr

iter

ia w

hich

are

sui

tabl

e to

wei

ght

and

rate

pe

rfor

man

ce f

or t

he t

ype

of w

ork

desc

ribe

d in

the

ten

der

1.4

Sen

d te

nder

enq

uiri

es t

o po

tent

ial t

ende

rers

, fo

r th

em t

o pr

ovid

e ev

iden

ce a

bout

the

ir e

xper

ienc

e, c

apab

ility

and

ava

ilabi

lity

to c

arry

ou

t th

e w

ork

1.5

Eval

uate

pot

ential

ten

dere

rs w

ho r

espo

nd t

o th

e en

quir

y ag

ains

t th

e se

lect

ion

criter

ia,

in o

rder

to

shor

tlist

ten

dere

rs

1.6

Off

er a

dvic

e an

d in

form

atio

n to

dec

isio

n m

aker

s ab

out

pote

ntia

l te

nder

ers

and

the

sele

ctio

n cr

iter

ia a

nd m

odify

the

ten

der

list

to

refle

ct a

ny c

hang

es w

hich

are

agr

eed

1.7

Add

mor

e po

tent

ial t

ende

rers

fro

m t

he e

valu

atio

n lis

t w

hich

mee

t th

e se

lect

ion

criter

ia if

tho

se c

onta

cted

are

not

will

ing

or a

ble

to t

ende

r

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

59

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

2 U

nder

stan

d ho

w t

o sh

ortlis

t te

nder

ers

2.1

Eval

uate

how

to

sele

ct a

n ap

prop

riat

e ty

pe o

f pr

ocur

emen

t pr

oces

s w

hich

alig

ns w

ith le

gal,

stat

utor

y an

d or

gani

satio

nal r

equi

rem

ents

and

de

cide

whi

ch p

oten

tial

ten

dere

rs c

ould

mee

t th

e co

ntra

ct c

ondi

tions

2.2

Eval

uate

how

to

deci

de h

ow m

any

tend

erer

s to

invi

te,

taki

ng in

to

acco

unt

the

valu

e an

d si

ze o

f th

e co

ntra

ct

2.3

Eval

uate

how

to

choo

se s

elec

tion

cri

teri

a w

hich

are

sui

tabl

e to

wei

ght

and

rate

per

form

ance

for

the

typ

e of

wor

k de

scri

bed

in t

he t

ende

r

2.4

Expl

ain

how

to

send

ten

der

enqu

irie

s to

pot

entia

l ten

dere

rs,

for

them

to

prov

ide

evid

ence

abo

ut t

heir

exp

erie

nce,

cap

abili

ty a

nd a

vaila

bilit

y to

ca

rry

out

the

wor

k

2.5

Expl

ain

how

to

eval

uate

pot

ential

ten

dere

rs w

ho r

espo

nd t

o th

e en

quir

y ag

ains

t th

e se

lect

ion

criter

ia,

in o

rder

to

shor

tlis

t te

nder

ers

2.6

Prop

ose

how

to

offe

r ad

vice

and

info

rmat

ion

to d

ecis

ion

mak

ers

abou

t po

tent

ial t

ende

rers

and

the

sel

ection

cri

teri

a

2.7

Expl

ain

how

to

mod

ify t

he t

ende

r lis

t to

ref

lect

any

cha

nges

whi

ch a

re

agre

ed

2.8

Expl

ain

how

to

add

mor

e po

tent

ial t

ende

rers

fro

m t

he e

valu

atio

n lis

t w

hich

mee

t th

e se

lect

ion

criter

ia if

tho

se c

onta

cted

are

not

will

ing

or

able

to

tend

er

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

60

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

3 Be

able

to

sele

ct

docu

men

ts

3.1

Iden

tify

doc

umen

ts w

hich

are

sui

tabl

e fo

r th

e ty

pe o

f pr

ocur

emen

t an

d ev

alua

te t

he o

ptio

ns a

gain

st r

elev

ant

criter

ia

3.2

Sel

ect

valid

opt

ions

for

doc

umen

ts,

disc

uss

them

with

the

clie

nt a

nd

othe

r pe

ople

who

hav

e an

inte

rest

and

agr

ee a

for

m

3.3

Incl

ude

withi

n th

e do

cum

ents

and

des

crip

tions

, ch

ange

s, c

lari

ficat

ions

an

d co

rrec

tion

s ar

isin

g fr

om t

he s

ourc

e do

cum

ents

and

the

bri

ef

3.4

Fore

cast

the

pri

me

cost

, pr

ovis

iona

l sum

s an

d co

ntin

genc

ies

so t

hat

they

can

be

incl

uded

in t

he d

ocum

ents

3.5

Prep

are

accu

rate

doc

umen

ts w

hich

des

crib

e th

e ne

eds

of t

he c

ontr

acto

r an

d th

e cl

ient

3.6

Obt

ain

nece

ssar

y ch

ecks

and

app

rova

ls

3.7

Che

ck t

he fin

al d

raft

doc

umen

ts a

nd a

ppro

ve t

hose

whi

ch a

re a

ccur

ate

for

prod

uction

and

issu

ing

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

61

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

4 U

nder

stan

d ho

w t

o se

lect

doc

umen

ts

4.1

Des

crib

e w

hat

to id

entify

as

docu

men

ts w

hich

are

sui

tabl

e fo

r th

e ty

pe

of p

rocu

rem

ent

4.2

Expl

ain

how

to

eval

uate

the

opt

ions

for

doc

umen

ts a

gain

st r

elev

ant

criter

ia

4.3

Expl

ain

how

to

sele

ct v

alid

opt

ions

for

doc

umen

ts

4.4

Expl

ain

how

to

disc

uss

valid

opt

ions

with

the

clie

nt a

nd o

ther

peo

ple

who

hav

e an

inte

rest

4.5

Eval

uate

how

to

agre

e a

form

of

option

s w

ith

the

clie

nt a

nd o

ther

pe

ople

who

hav

e an

inte

rest

4.6

Expl

ain

how

to

incl

ude

withi

n th

e do

cum

ents

and

des

crip

tions

, ch

ange

s,

clar

ifica

tions

and

cor

rect

ions

ari

sing

fro

m t

he s

ourc

e do

cum

ents

and

the

br

ief

4.7

Exam

ine

how

to

fore

cast

the

pri

me

cost

, pr

ovis

iona

l sum

s an

d co

ntin

genc

ies

so t

hat

they

can

be

incl

uded

in t

he d

ocum

ents

4.8

Expl

ain

how

to

prep

are

accu

rate

doc

umen

ts w

hich

des

crib

e th

e ne

eds

of t

he c

ontr

acto

r an

d th

e cl

ient

4.8

Expl

ain

how

to

obta

in n

eces

sary

che

cks

and

appr

oval

s

4.9

Expl

ain

how

to

chec

k th

e fin

al d

raft

doc

umen

ts a

nd a

ppro

ve t

hose

w

hich

are

acc

urat

e fo

r pr

oduc

tion

and

issu

ing

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

62

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

5 Be

able

to

obta

in

tend

ers

5.1

Sel

ect

an a

ppro

pria

te t

ype

of t

ende

r

5.2

Ensu

re t

hat

all r

equi

red

tend

er in

form

atio

n an

d do

cum

ents

are

issu

ed in

ac

cord

ance

with

agre

ed p

roce

dure

s

5.3

Inve

stig

ate

any

quer

ies,

err

ors,

om

issi

ons

and

ambi

guiti

es w

hich

are

re

port

ed b

y te

nder

ers

5.4

Am

end

the

tend

er in

form

atio

n an

d do

cum

ents

to

corr

ect

them

and

en

sure

tha

t ad

dend

ums

are

re-i

ssue

d

5.5

Agr

ee a

nd im

plem

ent

action

whe

n te

nder

ers

withd

raw

fro

m t

he p

roce

ss

5.6

Kee

p re

cord

s of

ten

der

info

rmat

ion

and

docu

men

ts is

sued

, fe

edba

ck,

quer

ies

and

info

rmat

ion

from

ten

dere

rs

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

63

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

6 U

nder

stan

d ho

w t

o ob

tain

ten

ders

6.

1 Ev

alua

te h

ow t

o se

lect

app

ropr

iate

typ

es o

f te

nder

6.2

Expl

ain

how

to

ensu

re t

hat

all t

ende

r in

form

atio

n an

d do

cum

ents

are

is

sued

in a

ccor

danc

e w

ith a

gree

d pr

oced

ures

6.3

Exam

ine

how

to

inve

stig

ate

any

quer

ies,

err

ors,

om

issi

ons

and

ambi

guiti

es w

hich

are

rep

orte

d by

ten

dere

rs

6.4

Expl

ain

how

to

amen

d th

e te

nder

info

rmat

ion

and

docu

men

ts t

o co

rrec

t th

em

6.5

Expl

ain

how

to

ensu

re t

hat

adde

ndum

s ar

e re

-iss

ued

6.6

Eval

uate

how

to

agre

e ac

tion

whe

n te

nder

ers

withd

raw

fro

m t

he

proc

ess

6.7

Expl

ain

how

to

impl

emen

t ac

tion

whe

n te

nder

ers

withd

raw

fro

m t

he

proc

ess

6.7

Expl

ain

how

to

keep

rec

ords

of te

nder

info

rmat

ion

and

docu

men

ts

issu

ed,

feed

back

, qu

erie

s an

d in

form

atio

n fr

om t

ende

rers

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

64

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

7 Be

able

to

eval

uate

te

nder

s an

d ap

poin

t co

ntra

ctor

s

7.1

Ack

now

ledg

e an

d ev

alua

te t

he t

ende

rs r

ecei

ved

agai

nst

the

agre

ed

criter

ia

7.2

Mod

ify a

nd/o

r re

peat

the

ten

deri

ng p

roce

sses

in c

onsu

ltat

ion

with

the

clie

nt if

too

few

ten

ders

are

rec

eive

d

7.3

Che

ck w

ith

tend

erer

s if

any

disc

repa

ncie

s, o

mis

sion

s an

d er

rors

are

fo

und

in t

he t

ende

rs,

and

mak

e an

y am

endm

ents

whi

ch t

ende

rers

au

thor

ise

7.4

Cho

ose

the

tend

er w

hich

bes

t m

eets

the

cri

teria

7.5

Neg

otia

te a

nd a

gree

any

var

iatio

ns,

adju

stm

ents

and

cor

rect

ions

with

the

mos

t ap

prop

riat

e te

nder

er a

nd c

onfir

m t

hem

in w

ritin

g, s

ubje

ct t

o co

ntra

ct

7.6

App

oint

the

suc

cess

ful t

ende

rer

form

ally

and

not

ify t

ende

rers

who

hav

e be

en u

nsuc

cess

ful a

bout

the

res

ult

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

65

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

8 U

nder

stan

d ho

w t

o ev

alua

te t

ende

rs

and

appo

int

cont

ract

ors

8.1

Expl

ain

how

to

ackn

owle

dge

the

tend

ers

rece

ived

8.2

Expl

ain

how

to

eval

uate

the

ten

ders

rec

eive

d ag

ains

t th

e ag

reed

cri

teri

a

8.3

Expl

ain

how

to

mod

ify a

nd/o

r re

peat

the

ten

deri

ng p

roce

sses

in

cons

ulta

tion

with

the

clie

nt if

too

few

ten

ders

are

rec

eive

d

8.4

Expl

ain

how

to

chec

k w

ith

tend

erer

s if

any

disc

repa

ncie

s, o

mis

sion

s an

d er

rors

are

fou

nd in

the

ten

ders

, an

d m

ake

any

amen

dmen

ts w

hich

te

nder

ers

auth

oris

e

8.5

Eval

uate

how

to

choo

se t

he t

ende

r w

hich

bes

t m

eets

the

cri

teri

a

8.6

Prop

ose

how

to

nego

tiat

e an

y va

riat

ions

, ad

just

men

ts a

nd c

orre

ctio

ns

with

the

mos

t ap

prop

riat

e te

nder

er

8.7

Eval

uate

how

to

agre

e an

y va

riat

ions

, ad

just

men

ts a

nd c

orre

ctio

ns w

ith

the

mos

t ap

prop

riat

e te

nder

er

8.8

Expl

ain

how

to

conf

irm

in w

ritin

g an

y va

riat

ions

, ad

just

men

ts a

nd

corr

ection

s w

ith

the

mos

t ap

prop

riat

e te

nder

er s

ubje

ct t

o co

ntra

ct

8.9

Eval

uate

how

to

appo

int

the

succ

essf

ul t

ende

rer

form

ally

8.10

Ex

plai

n ho

w t

o no

tify

ten

dere

rs w

ho h

ave

been

uns

ucce

ssfu

l abo

ut t

he

resu

lt

Lear

ner

nam

e: _

____

____

____

____

____

____

____

____

____

____

____

___

Dat

e: _

____

____

____

____

____

____

____

Lear

ner

sign

atur

e: _

____

____

____

____

____

____

____

____

____

____

____

D

ate:

___

____

____

____

____

____

____

__

Ass

esso

r si

gnat

ure:

___

____

____

____

____

____

____

____

____

____

____

_ D

ate:

___

____

____

____

____

____

____

__

Inte

rnal

ver

ifier

sig

natu

re: _

____

____

____

____

____

____

____

____

____

__

(if sa

mpl

ed)

Dat

e: _

____

____

____

____

____

____

____


166

Unit 13: Evaluate Enquiries and Submit Tenders in Construction Contracting Operations Management

Unit reference number: M/505/8303

Level: 6

Credit value: 12


Unit summary

This unit is about evaluating the organisation’s resources to meet tender requirements and the submission of tenders.

You will need to evaluate the tender documents against agreed criteria and assess the organisation’s resources to meet the tender requirements. You will then identify and resolve points of concern and contractual and legal issues with the tender, investigate the tender documents within budgets and tender time limits, and draw objective conclusions on whether to make a bid.

You will need to identify and evaluate the risks and opportunities involved in the submission of a successful tender. You will then modify costs to take into account any external factors and recommend a profit margin and payment schedule. You will also need to check that the tender is complete and accurate, and then present and support the tender to maximise its acceptability. You will need to collate and submit tender information in accordance with procurement requirements.


167





1. Tender – type:

● contractor

● sub/works/trade contractor

● supply

● consultancy.

2. Tender requirements:

● construction

● installation and maintenance work

● supply of goods and materials

● consultancy services.

3. Legal issues:

● plan


● environmental

● ownership

● common law rights

● European Union requirements

● form of contracts.

4. Points of concern:

● discrepancies within enquiry information

● tender procedure requirements

● quantitative requirements

● qualitative requirements

● contractual requirements.


168

5. Tender documents — type:

● invitation to tender

● form of tender

● returns procedure

● survey reports

● specifications

● drawings



● scope of services

● terms and conditions

● schedule of rates.

6. Agreed criteria:

● financial

● viability of tendering information

● current workload

● type of work


● timescale

● social policies

● environmental impact

● location

● practical completion.


1. Risks and opportunities:

● environmental

● financial and market

● political

● technical


● reputation


● time and resources.


169

2. Tender

● contracting

● sub/works/trade contracting

● supply

● consultancy.

3. Alternatives and/or qualifications:

● specifications and materials

● methods of construction

● services

● timescales

● supply options

● price offer options.

4. Tender requirements:

● construction

● installation and maintenance work

● supply of goods and materials

● consultancy services.

5. External factors:

● variations over time

● geographic location

● statutory and contractual requirements

● special working conditions and methods

● special resourcing conditions.

6. Presenting:

● orally

● in writing

● graphically

● use computer models.





170

Learning outcome 1

Product evidence


1. Evaluations of tender documents which include points of concern, assessment of capability to meet the requirements, contractual and legal issues, conclusions (ALL) [ALL].



Learning outcome 3

Product evidence


1. Tender submission(s) (ALL) [ALL].


Process evidence

1. Presentation(s) and support of tender(s) which include evaluations of risks and opportunities, specified alternatives, profit margin, payment schedule (3.1, 3.2, 3.4, 3.6) [3.2, 3.3, 3.6].






Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

71

Lear

nin

g o

utc

om

es a

nd

ass

essm

ent

crit

eria

To p

ass

this

uni

t, t

he le

arne

r ne

eds

to d

emon

stra

te t

hat

they

can

mee

t al

l the

lear

ning

out

com

es f

or t

he u

nit.

The

ass

essm

ent

criter

ia o

utlin

e th

e re

quir

emen

ts t

he le

arne

r is

exp

ecte

d to

mee

t to

ach

ieve

the

uni

t.

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

1 Be

able

to

eval

uate

te

nder

enq

uiry

do

cum

enta

tion

1.1

Iden

tify

any

poi

nts

of c

once

rn in

the

ten

der

docu

men

ts

1.2

Eval

uate

the

ten

der

docu

men

ts a

gain

st t

he a

gree

d cr

iter

ia a

nd a

sses

s th

e or

gani

satio

nal c

apab

ility

of m

eeting

the

ten

der

requ

irem

ents

1.3

Iden

tify

and

ass

ess

any

cont

ract

ual a

nd le

gal i

ssue

s w

hich

mig

ht

affe

ct t

he p

roje

ct

1.4

Kee

p in

form

atio

n ab

out

tend

er e

nqui

ries

in c

onfid

ence

and

onl

y pa

ss

it o

n to

peo

ple

who

hav

e th

e au

thor

ity

to r

ecei

ve it

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

72

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

2 U

nder

stan

d ho

w t

o ev

alua

te t

ende

r en

quir

y do

cum

enta

tion

2.1

Des

crib

e w

hat

to id

entify

as

any

poin

ts o

f co

ncer

n in

the

ten

der

docu

men

ts

2.2

Expl

ain

how

to

eval

uate

the

ten

der

docu

men

ts a

gain

st t

he a

gree

d cr

iter

ia

2.3

Exam

ine

how

to

asse

ss t

he o

rgan

isat

iona

l cap

abili

ty o

f m

eeting

the

te

nder

req

uire

men

ts

2.4

Des

crib

e w

hat

to id

entify

as

any

cont

ract

ual a

nd le

gal i

ssue

s w

hich

m

ight

affec

t th

e pr

ojec

t

2.5

Exam

ine

how

to

asse

ss a

ny c

ontr

actu

al a

nd le

gal i

ssue

s w

hich

mig

ht

affe

ct t

he p

roje

ct

2.6

Expl

ain

how

to

keep

info

rmat

ion

abou

t te

nder

enq

uiries

con

fiden

tial

an

d on

ly p

ass

it o

n to

peo

ple

who

hav

e th

e au

thor

ity

to r

ecei

ve it

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

73

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

3 Be

able

to

final

ise

and

subm

it a

te

nder

3.1

Iden

tify

and

eva

luat

e th

e ri

sks

and

oppo

rtun

ities

invo

lved

in a

su

cces

sful

ten

der

3.2

Iden

tify

opp

ortu

nitie

s fo

r an

y al

tern

ativ

es a

nd/o

r qu

alifi

cation

s to

the

or

igin

al t

ende

r re

quir

emen

ts t

o op

tim

ise

the

tend

er

3.3

Mod

ify t

he c

osts

to

take

into

acc

ount

any

ext

erna

l fac

tors

whi

ch m

ay

affe

ct t

he c

ost

proj

ection

s

3.4

Iden

tify

a p

rofit

mar

gin

and

paym

ent

sche

dule

whi

ch m

eets

the

ob

ject

ives

and

str

ateg

y of

the

org

anis

atio

n an

d no

tify

dec

isio

n m

aker

s

3.5

Che

ck t

hat

the

tend

er is

com

plet

e an

d ac

cura

te a

nd c

onfo

rms

to h

ouse

st

yle

and

mak

e an

y ne

cess

ary

mod

ifica

tion

s

3.6

Col

late

, ar

rang

e an

d su

bmit t

ende

r in

form

atio

n in

acc

orda

nce

with

proc

urem

ent

requ

irem

ents

and

sup

port

the

ten

der

in a

man

ner

whi

ch

max

imis

es it

s ac

cept

abili

ty

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

74

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

4 U

nder

stan

d ho

w t

o fin

alis

e an

d su

bmit

a te

nder

4.1

Des

crib

e w

hat

to id

entify

as

any

risk

s an

d op

port

uniti

es in

volv

ed in

a

succ

essf

ul t

ende

r

4.2

Expl

ain

how

to

eval

uate

the

ris

ks a

nd o

ppor

tuni

ties

invo

lved

in a

su

cces

sful

ten

der

4.3

Des

crib

e w

hat

to id

entify

as

oppo

rtun

ities

for

any

alter

native

s an

d/or

qu

alifi

catio

ns t

o th

e or

igin

al t

ende

r re

quir

emen

ts t

o op

tim

ise

the

tend

er

4.4

Expl

ain

how

to

mod

ify t

he c

osts

to

take

into

acc

ount

any

ext

erna

l fa

ctor

s w

hich

may

aff

ect

the

cost

pro

ject

ions

4.5

Des

crib

e w

hat

to id

entify

as

a pr

ofit m

argi

n an

d pa

ymen

t sc

hedu

le

whi

ch m

eets

the

obj

ective

s an

d st

rate

gy o

f th

e or

gani

sation

4.6

Expl

ain

how

to

notify

dec

isio

n m

aker

s ab

out

iden

tifie

d pr

ofit m

argi

n an

d pa

ymen

t sc

hedu

le

4.7

Expl

ain

how

to

chec

k th

at t

he t

ende

r is

com

plet

e an

d ac

cura

te a

nd

conf

orm

s to

hou

se s

tyle

and

mak

e an

y ne

cess

ary

mod

ifica

tions

4.8

Expl

ain

how

to

colla

te,

arra

nge

and

subm

it t

ende

r in

form

atio

n in

ac

cord

ance

with

proc

urem

ent

requ

irem

ents

sup

port

ing

the

tend

er in

a

man

ner

whi

ch m

axim

ises

its

acce

ptab

ility

Lear

ner

nam

e: _

____

____

____

____

____

____

____

____

____

____

____

___

Dat

e: _

____

____

____

____

____

____

____

Lear

ner

sign

atur

e: _

____

____

____

____

____

____

____

____

____

____

____

D

ate:

___

____

____

____

____

____

____

__

Ass

esso

r si

gnat

ure:

___

____

____

____

____

____

____

____

____

____

____

_ D

ate:

___

____

____

____

____

____

____

__

Inte

rnal

ver

ifier

sig

natu

re: _

____

____

____

____

____

____

____

____

____

__

(if sa

mpl

ed)

Dat

e: _

____

____

____

____

____

____

____


175

Unit 14: Evaluate Work Methods and Programme in Construction Contracting Operations Management

Unit reference number: R/505/8309

Level: 6

Credit value: 13


Unit summary

This unit is about assessing project data and selecting methods that meet technical project criteria. It is also about analysing the sequential programming of activities, confirming alterations and developing a monitoring system for the works programme.

You will need to assess project data and obtain more information where required, and then identify, evaluate and select methods which meet technical and project criteria and propose them to decision makers.

You will also need to analyse and quantify the selected methods for their activity content and review method statements to ensure they are accurate and acceptable to the people involved. You will analyse the sequential programming of activities against external factors and resources to meet project requirements. You will then need to ensure that programmes and schedules of activities are consistent with the complexities of the project. You will need to confirm any alterations made to the works programme and develop a monitoring system for it.


176





1. Project data:

● conditions of contract


● specifications

● detailed drawings


● timescales

● contractual risks obligations and scope of works.

2. Alternative sources:

● the client

● the client’s representative

● contractors

● sub-contractors

● suppliers

● regulatory authorities

● technical literature

● trade literature.

3. Identify work methods:



4. Technical criteria:

● materials and component performance and availability

● structural forms

● physical environmental factors

● occupancy


● fire protection

● access

● plant, equipment and people availability

● transportation


177

● traffic generation and management

● general environmental factors

● waste and sustainability

● location weather conditions.

5. Project criteria:

● cost benefit

● conformity to statutory requirements

● client and user needs

● contract requirements in terms of time, quantity and quality

● environmental considerations

● third party obligations

● other related programmes

● supply lead times.

6. Analyse – use:

● method study

● work study

● production analysis

● feedback from similar projects.


1. Analyse – use:

● method study

● work study

● production analysis.

2. Project requirements:

● contract conditions

● contract programme stipulations

● statutory consent

● Building Control notification

● third party obligations

● health and safety requirements.

3. External factors:

● other related programmes

● supply lead times

● contingencies

● special working conditions

● location weather conditions

● statutory limitations.


178

4. Resources:

● people


● materials and components

● sub-contractors.

5. Programmes and schedules:

● bar charts

● network analysis

● critical path

● line of balance

● action lists

● method statements.




Learning outcome 1

Product evidence


1. Evaluation(s) of possible work methods which include assessments of project data, information from alternative services, identified work methods, technical and project criteria (1.1, 1.2) [ALL].

2. Record(s) of proposed work methods (1.3) [1.3].

3. Analyse the method statement(s) (1.4, 1.5) [1.3, 1.6].


Learning outcome 3

Product evidence


1. Analysis of sequential programming of activities against project requirements, external factors and necessary resources (3.1) [3.1, 3.2, 3.3, 3.4].

2. Programme(s) and schedule(s) of planned activities (3.2) [ALL].


179

3. Alterations to works programme(s) with savings calculated and justified (3.3) [3.5].

4. Records of system(s) developed and implemented for monitor works programmes which include use the results to improve future production and plan (3.4) [3.5].







Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

80

Lear

nin

g o

utc

om

es a

nd

ass

essm

ent

crit

eria

To p

ass

this

uni

t, t

he le

arne

r ne

eds

to d

emon

stra

te t

hat

they

can

mee

t al

l the

lear

ning

out

com

es f

or t

he u

nit.

The

ass

essm

ent

criter

ia o

utlin

e th

e re

quir

emen

ts t

he le

arne

r is

exp

ecte

d to

mee

t to

ach

ieve

the

uni

t.

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

1 Be

able

to

eval

uate

, re

view

an

d se

lect

wor

k m

etho

ds

1.1

Ass

ess

the

avai

labl

e pr

ojec

t in

form

atio

n ac

cura

tely

and

sum

mar

ise

it

to e

nabl

e de

cisi

ons

on p

rodu

ctio

n, in

stal

latio

n an

d w

ork

met

hods

to

be m

ade

1.2

Obt

ain

mor

e in

form

atio

n fr

om o

ther

sou

rces

in c

ases

whe

re t

he

avai

labl

e pr

ojec

t in

form

atio

n is

insu

ffic

ient

1.3

Iden

tify

and

eva

luat

e th

e po

ssib

le w

ork

met

hods

aga

inst

rel

evan

t te

chni

cal a

nd p

roje

ct c

rite

ria

and

sele

ct t

hose

whi

ch b

est

mee

t th

e cr

iter

ia

1.4

Ana

lyse

the

met

hod

whi

ch h

as b

een

sele

cted

for

its

activi

ty c

onte

nt

and

quan

tify

it a

ccur

atel

y

1.5

Prop

ose

the

sele

cted

met

hod

to d

ecis

ion

mak

ers

1.6

Rev

iew

met

hod

stat

emen

ts t

o en

sure

tha

t th

ey a

re a

ccur

ate,

cle

ar,

conc

ise

and

acce

ptab

le t

o al

l the

peo

ple

invo

lved

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

81

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

2 U

nder

stan

d ho

w t

o ev

alua

te,

revi

ew

and

sele

ct w

ork

met

hods

2.1

Exam

ine

how

to

asse

ss t

he a

vaila

ble

proj

ect

info

rmat

ion

accu

rate

ly

2.2

Expl

ain

how

to

sum

mar

ise

proj

ect

info

rmat

ion

to e

nabl

e de

cisi

ons

on

prod

uction

, in

stal

latio

n an

d w

ork

met

hods

to

be m

ade

2.3

Expl

ain

how

to

obta

in m

ore

info

rmat

ion

from

oth

er s

ourc

es in

cas

es

whe

re t

he a

vaila

ble

proj

ect

info

rmat

ion

is in

suffic

ient

2.4

Des

crib

e w

hat

to id

entify

as

the

poss

ible

wor

k m

etho

ds a

gain

st

rele

vant

tec

hnic

al a

nd p

roje

ct c

rite

ria

and

sele

ct t

hose

whi

ch b

est

mee

t th

e cr

iter

ia

2.5

Expl

ain

how

to

eval

uate

the

pos

sibl

e w

ork

met

hods

aga

inst

rel

evan

t te

chni

cal a

nd p

roje

ct c

rite

ria

and

sele

ct t

hose

whi

ch b

est

mee

t th

e cr

iter

ia

2.6

Exam

ine

how

to

anal

yse

the

met

hod

whi

ch h

as b

een

sele

cted

for

its

activi

ty c

onte

nt a

nd q

uant

ify it

acc

urat

ely

2.7

Prop

ose

the

sele

cted

met

hod

to d

ecis

ion

mak

ers

2.8

Exam

ine

how

to

revi

ew m

etho

d st

atem

ents

to

ensu

re t

hat

they

are

ac

cura

te,

clea

r, c

onci

se a

nd a

ccep

tabl

e to

all

the

peop

le in

volv

ed

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

82

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

3 Be

able

to

eval

uate

pr

ojec

t pr

ogra

mm

e 3.

1 Id

entify

maj

or a

ctiv

ities

, ca

lcul

ate

the

reso

urce

s ne

eded

and

iden

tify

thei

r so

urce

s fr

om t

he p

roje

ct in

form

atio

n av

aila

ble

and

prep

are

a dr

aft

wor

k pr

ogra

mm

e

3.2

Eval

uate

alter

native

met

hods

, re

sour

ces

and

syst

ems,

in o

rder

to

sele

ct t

he o

ptim

um s

olut

ion

to m

eet

proj

ect

requ

irem

ents

3.3

Obt

ain

clar

ifica

tion

and

advi

ce w

here

the

res

ourc

es n

eede

d ar

e no

t av

aila

ble

3.4

Ana

lyse

the

seq

uent

ial p

rogr

amm

ing

of a

ctiv

ities

aga

inst

pro

ject

re

quir

emen

ts a

nd t

he r

equi

rem

ents

of si

gnifi

cant

ext

erna

l fac

tors

and

ne

cess

ary

reso

urce

s

3.5

Ensu

re t

hat

the

prod

uced

pro

gram

mes

and

sch

edul

es o

f pl

anne

d ac

tivi

ties

are

cons

iste

nt w

ith

the

com

plex

ity

of t

he p

roje

ct

3.6

Con

firm

alter

atio

ns t

o th

e w

orks

pro

gram

me

whi

ch w

ill m

eet

chan

ged

circ

umst

ance

s or

off

er c

ost

and

tim

e be

nefit

s, c

alcu

late

the

sav

ings

ac

cura

tely

and

jus

tify

the

m t

o de

cisi

on m

aker

s

3.7

Dev

elop

a s

yste

m f

or m

onitor

ing

and

reco

rdin

g th

e w

orks

pr

ogra

mm

e, im

plem

ent

it a

nd u

se t

he r

esul

ts t

o im

prov

e fu

ture

pr

oduc

tion

and

pla

nnin

g

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

83

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

4 U

nder

stan

d ho

w t

o ev

alua

te p

roje

ct

prog

ram

me

4.1

Des

crib

e w

hat

to id

entify

as

maj

or a

ctiv

ities

fro

m t

he p

roje

ct

info

rmat

ion

4.2

Expl

ain

how

to

calc

ulat

e th

e re

sour

ces

need

ed f

or m

ajor

act

iviti

es

4.3

Des

crib

e w

hat

to id

entify

as

the

sour

ces

of r

esou

rces

fro

m t

he p

roje

ct

info

rmat

ion

avai

labl

e

4.4

Expl

ain

how

to

prep

are

a dr

aft

wor

k pr

ogra

mm

e

4.5

Expl

ain

how

to

eval

uate

alter

native

met

hods

, re

sour

ces

and

syst

ems,

in

ord

er t

o se

lect

the

opt

imum

sol

utio

n to

mee

t pr

ojec

t re

quir

emen

ts

4.6

Expl

ain

how

to

obta

in c

lari

ficat

ion

and

advi

ce w

here

the

res

ourc

es

need

ed a

re n

ot a

vaila

ble

4.7

Exam

ine

how

to

anal

yse

the

sequ

ential

pro

gram

min

g of

act

iviti

es

agai

nst

proj

ect

requ

irem

ents

and

the

req

uire

men

ts o

f si

gnifi

cant

ex

tern

al fac

tors

and

nec

essa

ry r

esou

rces

4.8

Expl

ain

how

to

ensu

re t

hat

the

prod

uced

pro

gram

mes

and

sch

edul

es

of p

lann

ed a

ctiv

ities

are

con

sist

ent

with

the

com

plex

ity

of t

he p

roje

ct

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

84

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

4.9

Expl

ain

how

to

conf

irm

alter

atio

ns t

o th

e w

orks

pro

gram

me

whi

ch

will

mee

t ch

ange

d ci

rcum

stan

ces

or o

ffer

cos

t an

d tim

e be

nefit

s

4.10

Ex

plai

n ho

w t

o ca

lcul

ate

the

savi

ngs

accu

rate

ly fro

m a

lter

nation

s to

th

e w

orks

pro

gram

mes

4.11

Ev

alua

te h

ow t

o ju

stify

the

sav

ings

fro

m a

lter

atio

ns t

o th

e w

orks

pr

ogra

mm

es t

o de

cisi

on m

aker

s

4.12

Pr

opos

e ho

w t

o de

velo

p a

syst

em f

or m

onitor

ing

and

reco

rdin

g th

e w

orks

pro

gram

me

4.13

Ex

plai

n ho

w t

o im

plem

ent

a sy

stem

for

mon

itor

ing

and

reco

rdin

g th

e w

orks

pro

gram

me

and

use

the

resu

lts

to im

prov

e fu

ture

pro

duct

ion

and

plan

ning

4.14

Ex

plai

n ho

w t

o us

e th

e re

sults

from

the

sys

tem

for

mon

itor

ing

and

reco

rdin

g th

e w

orks

pro

gram

me

to im

prov

e fu

ture

pro

duct

ion

and

plan

ning

Lear

ner

nam

e: _

____

____

____

____

____

____

____

____

____

____

____

___

Dat

e: _

____

____

____

____

____

____

____

Lear

ner

sign

atur

e: _

____

____

____

____

____

____

____

____

____

____

____

D

ate:

___

____

____

____

____

____

____

__

Ass

esso

r si

gnat

ure:

___

____

____

____

____

____

____

____

____

____

____

_ D

ate:

___

____

____

____

____

____

____

__

Inte

rnal

ver

ifier

sig

natu

re: _

____

____

____

____

____

____

____

____

____

__

(if sa

mpl

ed)

Dat

e: _

____

____

____

____

____

____

____


185

Unit 15: Analyse, Monitor and Optimise Materials, Plant and Services in Construction Contracting Operations Management


Level: 6

Credit value: 13


Unit summary

This unit is about analysing design information and operational plans. It is also about evaluating supplier performance and providing resources to help them meet supply project requirements.

You will need to analyse design information, operational plans, user feedback and quantities, and then confirm supply requirements.

You will also need to identify the opportunities for economising on usage, cost and the environmental impact of supplies. You will then confirm and monitor purchase plans to ensure that supply requirements and changing circumstances are met.

You will need to evaluate supplier performance, and identify, record and pass on information to suppliers regarding any issues in respect of supply requirements. You will also identify, discuss and agree changes with suppliers which will improve performance, advise suppliers and provide resources to help them meet supply and project requirements.


186





1. Users:



● direct labour organisations

● clients.

2. Supplies:

● raw materials


● components

● systems

● prefabricated components

● people

● construction plant and equipment.

3. Supply requirements:

● price

● quantity

● availability and lead time

● delivery

● life expectancy

● maintenance and servicing

● storage and handling

● health and safety issues

● environmental issues (including sustainability)

● transportation

● deterioration and damage

● loss and theft

● after-sales service

● payment terms

● cash flow.


187

4. Circumstances:

● over and under supply

● changes to project programme

● non-availability

● inadequately and inappropriately specified resources.


1. Suppliers of:

● raw materials


● components

● systems

● prefabricated requirements

● people

● construction plant and equipment.

2. Supply requirements:

● price

● quantity

● quality

● availability and lead time

● delivery

● life expectancy

● maintenance and servicing

● storage and handling

● environmental issues (including sustainability)

● health and safety competence

● transportation

● deterioration and damage

● loss and theft

● after sales-service

● payment terms

● cash flow.





188

Learning outcome 1

Product evidence


1. Analyses of design and project information, operational plans, user feedback and quantities, confirmations of suppliers (1.1) [ALL].

2. Records of monitor of the purchasing plan to ensure that supply requirements are met and that changing circumstances are accommodated (1.3, 1.4) [1.3, 1.4].


Learning outcome 3

Product evidence


1. Record(s) of evaluation(s) of supplier performance which include identified issues with supply requirements and identified changes passed on to suppliers (3.1, 3.2, 3.3) [3.1, 3.2].

2. Record(s) of supplier development programmes, advice and resources provided (3.3, 3.4, 3.5) [3.1, 3.2].

Process evidence

1. Meeting(s) with suppliers (3.5) [3.1].






Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

89

Lear

nin

g o

utc

om

es a

nd

ass

essm

ent

crit

eria

To p

ass

this

uni

t, t

he le

arne

r ne

eds

to d

emon

stra

te t

hat

they

can

mee

t al

l the

lear

ning

out

com

es f

or t

he u

nit.

The

ass

essm

ent

criter

ia o

utlin

e th

e re

quir

emen

ts t

he le

arne

r is

exp

ecte

d to

mee

t to

ach

ieve

the

uni

t.

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

1 Be

able

to

anal

yse

and

mon

itor

re

quir

emen

ts f

or

supp

lies

1.1

Ana

lyse

des

ign

and

proj

ect

info

rmat

ion,

ope

ratio

nal p

lans

, us

er

feed

back

and

qua

ntiti

es a

nd c

onfir

m w

hat

mat

eria

ls s

uppl

ies

will

be

requ

ired

and

cal

cula

te s

ched

ules

for

the

del

iver

y of

sup

plie

s an

d le

ad

tim

es

1.2

Dev

elop

an

accu

rate

pur

chas

ing

plan

by

anal

ysin

g de

sign

info

rmat

ion

and

proj

ecte

d su

pply

req

uire

men

ts

1.3

Iden

tify

the

opp

ortu

nitie

s fo

r st

anda

rdis

ing

mat

eria

ls s

uppl

ies

to

econ

omis

e on

usa

ge,

cost

and

the

env

iron

men

tal i

mpa

ct o

f su

pplie

s

1.4

Dev

elop

and

intr

oduc

e sy

stem

s fo

r m

onitor

ing

and

eval

uatin

g th

e pu

rcha

sing

pla

n w

hich

will

iden

tify

sign

ifica

nt c

hang

es in

sup

ply

requ

irem

ents

1.5

Acc

omm

odat

e ch

angi

ng c

ircu

mst

ance

s

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

90

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

2 U

nder

stan

d ho

w t

o an

alys

e an

d m

onitor

re

quir

emen

ts f

or

supp

lies

2.1

Exam

ine

how

to

anal

yse

desi

gn a

nd p

roje

ct in

form

atio

n, o

pera

tion

al

plan

s, u

ser

feed

back

and

qua

ntiti

es

2.2

Expl

ain

how

to

conf

irm

wha

t m

ater

ials

sup

plie

s w

ill b

e re

quir

ed a

nd

calc

ulat

e sc

hedu

les

for

the

deliv

ery

of s

uppl

ies

and

lead

tim

es

2.3

Prop

ose

how

to

deve

lop

an a

ccur

ate

purc

hasi

ng p

lan

by a

naly

sing

de

sign

info

rmat

ion

and

proj

ecte

d su

pply

req

uire

men

ts

2.4

Des

crib

e w

hat

to id

entify

as

the

oppo

rtun

ities

for

sta

ndar

disi

ng

mat

eria

ls s

uppl

ies

to e

cono

mis

e on

usa

ge,

cost

and

the

env

iron

men

tal

impa

ct o

f su

pplie

s

2.5

Prop

ose

how

to

deve

lop

and

intr

oduc

e sy

stem

s fo

r m

onitor

ing

and

eval

uatin

g th

e pu

rcha

sing

pla

n w

hich

will

iden

tify

sign

ifica

nt c

hang

es

in s

uppl

y re

quir

emen

ts

2.6

Prop

ose

how

to

intr

oduc

e sy

stem

s fo

r m

onitor

ing

and

eval

uatin

g th

e pu

rcha

sing

pla

n w

hich

will

iden

tify

sign

ifica

nt c

hang

es in

sup

ply

requ

irem

ents

2.7

Expl

ain

how

to

acco

mm

odat

e ch

angi

ng c

ircu

mst

ance

s

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

91

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

3 Be

able

to

optim

ise

supp

lier

perf

orm

ance

3.1

Eval

uate

reg

ular

ly t

he p

erfo

rman

ce o

f su

pplie

rs a

gain

st t

he s

uppl

y re

quir

emen

ts

3.2

Iden

tify

any

issu

es w

ith

supp

ly r

equi

rem

ents

, re

cord

the

m,

pass

the

in

form

atio

n on

to

the

supp

lier

and

disc

uss

it w

ith t

hem

3.3

Iden

tify

cha

nges

whi

ch w

ill im

prov

e su

pplie

r pe

rfor

man

ce,

disc

uss

and

agre

e ch

ange

s w

ith

the

supp

lier

and

inco

rpor

ate

agre

ed a

ctio

ns in

su

pplie

r de

velo

pmen

t pr

ogra

mm

es

3.4

Adv

ise

supp

liers

and

pro

vide

the

m w

ith

reso

urce

s w

hich

will

hel

p th

em t

o m

eet

supp

ly r

equi

rem

ents

, ov

eral

l bud

geta

ry li

mits

and

proj

ect

requ

irem

ents

3.5

Con

duct

neg

otia

tions

and

mee

ting

s w

ith s

uppl

iers

in a

man

ner

whi

ch

mai

ntai

ns t

heir

goo

dwill

and

tru

st

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

92

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

4 U

nder

stan

d ho

w t

o op

tim

ise

supp

lier

perf

orm

ance

4.1

Expl

ain

how

to

eval

uate

reg

ular

ly t

he p

erfo

rman

ce o

f su

pplie

rs

agai

nst

the

supp

ly r

equi

rem

ents

4.2

Des

crib

e w

hat

to id

entify

as

any

issu

es w

ith

supp

ly r

equi

rem

ents

4.3

Expl

ain

how

to

reco

rd a

ny is

sues

with

supp

ly r

equi

rem

ents

and

pas

s th

e in

form

atio

n on

to

the

supp

lier

4.4

Expl

ain

how

to

disc

uss

any

issu

es w

ith

supp

ly r

equi

rem

ents

with

the

supp

lier

4.5

Des

crib

e w

hat

to id

entify

as

chan

ges

whi

ch w

ill im

prov

e su

pplie

r pe

rfor

man

ce

4.6

Expl

ain

how

to

disc

uss

chan

ges

with

the

supp

lier

4.7

Eval

uate

how

to

agre

e ch

ange

s w

ith

the

supp

lier

4.8

Expl

ain

how

to

inco

rpor

ate

agre

ed a

ctio

ns in

sup

plie

r de

velo

pmen

t pr

ogra

mm

e

4.9

Prop

ose

how

to

advi

se s

uppl

iers

abo

ut s

uppl

y re

quir

emen

ts,

over

all

budg

etar

y lim

its

and

proj

ect

requ

irem

ents

4.10

Ex

plai

n ho

w t

o pr

ovid

e su

pplie

rs w

ith

reso

urce

s w

hich

will

hel

p th

em

to m

eet

supp

ly r

equi

rem

ents

, ov

eral

l bud

geta

ry li

mits

and

proj

ect

requ

irem

ents

4.11

Ex

plai

n ho

w t

o co

nduc

t ne

gotiat

ions

and

mee

ting

s w

ith

supp

liers

in a

m

anne

r w

hich

mai

ntai

ns t

heir

goo

dwill

and

tru

st

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

93

Lear

ner

nam

e: _

____

____

____

____

____

____

____

____

____

____

____

___

Dat

e: _

____

____

____

____

____

____

____

_

Lear

ner

sign

atur

e: _

____

____

____

____

____

____

____

____

____

____

____

D

ate:

___

____

____

____

____

____

____

___

Ass

esso

r si

gnat

ure:

___

____

____

____

____

____

____

____

____

____

____

_ D

ate:

___

____

____

____

____

____

____

___

Inte

rnal

ver

ifier

sig

natu

re: _

____

____

____

____

____

____

____

____

____

__

(if sa

mpl

ed)

Dat

e: _

____

____

____

____

____

____

____

_


194

Unit 16: Control Contract Work in Construction Contracting Operations Management

Unit reference number: A/505/8336

Level: 6

Credit value: 13


Unit summary

This unit is about controlling work activities, ensuring that they comply with quality standards and legal and statutory requirements.

You will need to research quality standards, implement systems and check for conformity, implementing corrective action where there is non-conformity.

You will need to identify legal and statutory requirements, implement systems and identify non-compliance, implementing corrective action where there is non-compliance.




1. Quality standards:

● statutory requirements

● project specifications

● British Standards

● International Standards


● organisation standards

● trade advisory guidance and best practice

● set out information.


195

2. People responsible:

● the client

● contractors

● consultants

● sub-contractors

● suppliers

● workforce.

3. Systems:

● visual inspection

● comparison with design requirements

● comparison with standard documentation

● check manufacturers documentation

● check delivery notes

● sampling and mock-ups

● testing

● site inspection reports

● contractors reports

● site meetings

● dimension checks.

4. Work:

● materials and components and their use

● methods of construction

● dimensional control.


1. Legal and statutory requirements and responsibilities for:

● Building Control

● environmental health


● environment

● fire

● utilities regulations

● highways

● heritage

● development licences and building permits

● employment practice

● byelaws

● non-statutory guidelines.


196

2. Monitor systems:


● comparison with design requirements

● comparison with standard documentation

● check manufacturers documentation

● check delivery notes

● sampling

● testing


● contractors’ reports

● site meetings.

3. Corrective action:

● instigate contingency action and restore compliance

● agree waiver.

4. People who have an interest:

● the client

● contractors

● consultants

● sub-contractors

● suppliers

● workforce.




Learning outcome 1

Product evidence


1. Record(s) of researched quality standards and specified responsibilities (1.1, 1.2) [1.1, 1.2].

2. Record(s) of systems for inspection and control which include checks, work failing requirements and corrective action (1.3, 1.4, 1.5) [1.1, 1.3, 1.4].


197

3. Record(s) of information referred to others which include(s) correcting unacceptable quality standards, notifications to decision makers variations in quality standards, programme and safety implications, specifications which conflict with statutory and legal requirements, recommended improvements from feedback, amendments to contract quality requirements and specifications (1.6, 1.7, 1.8, 1.9, 1.10) [1.1].

4. Specifications which conflict with statutory and legal requirements (1.8) [1.1].

Process evidence

1. Records of work that fails to meet the requirements (1.5) [1.1].

Learning outcome 3

Product evidence


1. Record(s) of implemented monitor systems which include legal and statutory requirements identified from collected information, noncomplying situations, investigations and corrective action, identified and referred new legal and statutory requirements (3.1, 3.3, 3.4, 3.5) [ALL].

2. Record(s) of briefing(s) provided to the workforce (3.2) [3.1].

3. Record(s) of statutory returns which have been completed (3.6) [3.1].







Pear

son

Edex

cel L

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6 D

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Con

trac

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ration

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cific

atio

n –

Issu

e 4

– Ja

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rson

Edu

cation

Lim

ited

2018

1

98

Lear

nin

g o

utc

om

es a

nd

ass

essm

ent

crit

eria

To p

ass

this

uni

t, t

he le

arne

r ne

eds

to d

emon

stra

te t

hat

they

can

mee

t al

l the

lear

ning

out

com

es f

or t

he u

nit.

The

ass

essm

ent

crit

eria

out

line

the

requ

irem

ents

the

lear

ner

is e

xpec

ted

to m

eet

to a

chie

ve t

he u

nit.

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

1 Be

able

to

cont

rol

cont

ract

s ag

ains

t ag

reed

qua

lity

stan

dard

s an

d gu

idan

ce

1.1

Res

earc

h qu

ality

stan

dard

s an

d gu

idan

ce f

rom

ava

ilabl

e in

form

atio

n an

d pa

ss t

hem

to

peop

le r

espo

nsib

le for

the

ir im

plem

enta

tion

bef

ore

they

sta

rt w

ork

1.2

Spe

cify

the

res

pons

ibili

ties

whi

ch in

divi

dual

s ha

ve f

or m

aint

aini

ng

qual

ity s

tand

ards

and

gui

danc

e

1.3

Set

up

syst

ems

for

insp

ecting

and

con

trol

ling

the

qual

ity

of w

ork

and

reco

rd t

he o

utco

mes

1.4

Che

ck,

regu

larl

y, t

hat

wor

k co

nfor

ms

to t

he d

esig

n re

quir

emen

ts a

nd

the

spec

ified

qua

lity

stan

dard

s an

d gu

idan

ce

1.5

Iden

tify

wor

k w

hich

fai

ls t

o m

eet

the

requ

irem

ents

and

spe

cifie

d qu

ality

sta

ndar

ds a

nd g

uida

nce

and

impl

emen

t co

rrec

tive

act

ion

1.6

Info

rm d

ecis

ion

mak

ers

regu

larl

y ab

out

sign

ifica

nt v

aria

tions

in q

ualit

y st

anda

rds

and

guid

ance

pro

gram

me

and

safe

ty im

plic

atio

ns,

and

sugg

est

appr

opri

ate

action

s w

hich

the

y ne

ed t

o ta

ke

1.7

Iden

tify

spe

cific

atio

ns w

hich

con

flict

with

stat

utor

y an

d co

ntra

ctua

l re

quir

emen

ts a

nd r

efer

the

m t

o de

cisi

on m

aker

s fo

r m

odifi

catio

n

1.8

Iden

tify

impr

ovem

ents

fro

m fee

dbac

k re

ceiv

ed a

nd r

ecom

men

d th

em

to d

ecis

ion

mak

ers

1.9

Agr

ee a

men

dmen

ts t

o th

e co

ntra

ct q

ualit

y re

quir

emen

ts a

nd

spec

ifica

tion

s an

d re

cord

the

m a

ccur

atel

y

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

1

99

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

2 U

nder

stan

d ho

w t

o co

ntro

l con

trac

ts

agai

nst

agre

ed

qual

ity s

tand

ards

an

d gu

idan

ce

2.1

Exam

ine

how

to

rese

arch

qua

lity

stan

dard

s an

d gu

idan

ce fro

m

avai

labl

e in

form

atio

n

2.2

Expl

ain

how

to

pass

qua

lity

stan

dard

s an

d gu

idan

ce t

o pe

ople

re

spon

sibl

e fo

r th

eir

impl

emen

tatio

n be

fore

the

y st

art

wor

k

2.3

Eval

uate

how

to

spec

ify t

he r

espo

nsib

ilitie

s w

hich

indi

vidu

als

have

for

m

aint

aini

ng q

ualit

y st

anda

rds

and

guid

ance

2.4

Prop

ose

how

to

set

up s

yste

ms

for

insp

ecting

and

con

trol

ling

the

qual

ity o

f w

ork

2.5

Expl

ain

how

to

reco

rd t

he o

utco

mes

of

sett

ing

up s

yste

ms

for

insp

ectin

g an

d co

ntro

lling

the

qua

lity

of w

ork

2.6

Expl

ain

how

to

chec

k, r

egul

arly

, th

at w

ork

conf

orm

s to

the

des

ign

requ

irem

ents

and

the

spe

cifie

d qu

ality

stan

dard

s an

d gu

idan

ce

2.7

Des

crib

e w

hat

to id

entify

as

wor

k w

hich

fai

ls t

o m

eet

the

requ

irem

ents

and

spe

cifie

d qu

ality

stan

dard

s an

d gu

idan

ce

2.8

Expl

ain

how

to

impl

emen

t co

rrec

tive

act

ion

whe

re w

ork

fails

to

mee

t th

e re

quir

emen

ts a

nd s

peci

fied

qual

ity

stan

dard

s an

d gu

idan

ce

2.9

Expl

ain

how

to

info

rm d

ecis

ion

mak

ers

regu

larly

abou

t si

gnifi

cant

va

riat

ions

in q

ualit

y st

anda

rds

and

guid

ance

2.10

D

escr

ibe

wha

t to

iden

tify

as

spec

ifica

tions

whi

ch c

onfli

ct w

ith

stat

utor

y an

d co

ntra

ctua

l req

uire

men

ts

2.11

Ex

plai

n ho

w t

o re

fer

spec

ifica

tion

s w

hich

con

flict

with

stat

utor

y an

d co

ntra

ctua

l req

uire

men

ts t

o de

cisi

on m

aker

s fo

r m

odifi

catio

n

2.12

D

escr

ibe

wha

t to

iden

tify

as

impr

ovem

ents

fro

m fee

dbac

k re

ceiv

ed

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

2

00

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

2.13

Pr

opos

e ho

w t

o re

com

men

d im

prov

emen

ts fro

m fee

dbac

k re

ceiv

ed t

o de

cisi

on m

aker

s

2.14

Ev

alua

te h

ow t

o ag

ree

amen

dmen

ts t

o th

e co

ntra

ct q

ualit

y re

quir

emen

ts a

nd s

peci

ficat

ions

2.15

Ex

plai

n ho

w t

o re

cord

the

agr

eed

amen

dmen

ts t

o th

e co

ntra

ct q

ualit

y re

quir

emen

ts a

nd s

peci

ficat

ions

3 Be

able

to

mai

ntai

n co

ntra

ct

com

plia

nce

with

stat

utor

y an

d co

ntra

ctua

l re

quir

emen

ts

3.1

Iden

tify

sta

tuto

ry a

nd c

ontr

actu

al r

equi

rem

ents

fro

m a

vaila

ble

info

rmat

ion

and

clar

ify t

hem

whe

re t

here

is u

ncer

tain

ty

3.2

Bri

ef p

eopl

e ab

out

thei

r st

atut

ory

and

cont

ract

ual r

equi

rem

ents

bef

ore

they

sta

rt w

ork

on t

he c

ontr

act

3.3

Dev

elop

and

impl

emen

t m

onitor

ing

syst

ems,

col

lect

info

rmat

ion

regu

larl

y an

d su

mm

aris

e it a

ccur

atel

y

3.4

Iden

tify

situa

tions

whi

ch d

o no

t co

mpl

y w

ith

stat

utor

y an

d co

ntra

ctua

l re

quir

emen

ts,

inve

stig

ate

the

circ

umst

ance

s th

orou

ghly

and

tak

e ap

prop

riat

e co

rrec

tive

act

ion

3.5

Iden

tify

any

new

sta

tuto

ry a

nd c

ontr

actu

al r

equi

rem

ents

whi

ch m

ay

have

an

impa

ct o

n th

e pr

ojec

t, s

umm

aris

e th

e im

port

ant

deta

ils a

nd

pass

thi

s on

to

peop

le w

ho h

ave

an in

tere

st

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

2

01

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

4 U

nder

stan

d ho

w t

o m

aint

ain

cont

ract

co

mpl

ianc

e w

ith

stat

utor

y an

d co

ntra

ctua

l re

quir

emen

ts

4.1

Des

crib

e w

hat

to id

entify

as

stat

utor

y an

d co

ntra

ctua

l req

uire

men

ts

from

ava

ilabl

e in

form

atio

n

4.2

Expl

ain

how

to

clar

ify s

tatu

tory

and

con

trac

tual

req

uire

men

ts f

rom

av

aila

ble

info

rmat

ion

whe

re t

here

is u

ncer

tain

ty

4.3

Expl

ain

how

to

brie

f pe

ople

abo

ut t

heir

sta

tuto

ry a

nd c

ontr

actu

al

requ

irem

ents

bef

ore

they

sta

rt w

ork

on t

he c

ontr

act

4.4

Prop

ose

how

to

deve

lop

mon

itor

ing

syst

ems

4.5

Expl

ain

how

to

impl

emen

t m

onitor

ing

syst

ems,

col

lect

info

rmat

ion

regu

larl

y an

d su

mm

aris

e it a

ccur

atel

y

4.6

Des

crib

e w

hat

to id

entify

as

situ

atio

ns w

hich

do

not

com

ply

with

stat

utor

y an

d co

ntra

ctua

l req

uire

men

ts

4.7

Exam

ine

how

to

inve

stig

ate

the

circ

umst

ance

s th

orou

ghly

and

tak

e ap

prop

riat

e co

rrec

tive

act

ion

4.8

Expl

ain

how

to

take

app

ropr

iate

cor

rect

ive

action

whe

re s

itua

tions

do

not

com

ply

with

stat

utor

y an

d co

ntra

ctua

l req

uire

men

ts

4.9

Des

crib

e w

hat

to id

entify

as

any

new

sta

tuto

ry a

nd c

ontr

actu

al

requ

irem

ents

whi

ch m

ay h

ave

an im

pact

on

the

proj

ect

4.10

Ex

plai

n ho

w t

o su

mm

aris

e th

e im

port

ant

deta

ils a

nd p

ass

this

on

to

peop

le w

ho h

ave

an in

tere

st

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

2

02

Lear

ner

nam

e: _

____

____

____

____

____

____

____

____

____

____

____

___

Dat

e: _

____

____

____

____

____

____

____

Lear

ner

sign

atur

e: _

____

____

____

____

____

____

____

____

____

____

____

D

ate:

___

____

____

____

____

____

____

__

Ass

esso

r si

gnat

ure:

___

____

____

____

____

____

____

____

____

____

____

_ D

ate:

___

____

____

____

____

____

____

__

Inte

rnal

ver

ifier

sig

natu

re: _

____

____

____

____

____

____

____

____

____

__

(if sa

mpl

ed)

Dat

e: _

____

____

____

____

____

____

____


203

Unit 17: Optimise and Control Contract Progress and Costs in Construction Contracting Operations Management

Unit reference number: F/505/8354

Level: 6

Credit value: 13


Unit summary

This unit is about developing systems to monitor and record progress, and briefing decision makers about progress. It is also about managing and implementing contract cost control systems and implementing corrective action.

You will need to develop systems to monitor and record progress, and review resources to accommodate changing circumstances in order to optimise resources. You will also need to confirm and investigate any deviations to implement corrective action and recommend options that assist the contract progress. You will also brief decision makers about progress, resources and action that needs taking. You will then identify improvements and recommend them to decision makers.

You will need to manage and implement contract cost control systems, review and summarise cost data, identify variations and trends, and identify and quantify opportunities for cost savings. You will then investigate variations, and agree and implement corrective action.


204





1. Systems to monitor and record:


● resource records


● contractors’ reports

● certified payments

● written and graphical records of actual work against programmed work

● site meetings

● key performance indicators.

2. Programmes:

● bar charts

● network analysis

● critical path

● action lists

● resource

● design factors

● industrial disputes

● construction errors

● inclement weather

● physical (site) constraints

● legal.

● method statements

● project expenditure forecasts.

3. Resources:

● people


● materials and components

● finance

● time

● specialist services


205

● utility services

● information.

4. Changing circumstances:

● over and under supply

● changes to project programme

● non-availability

● inadequately and inappropriately specified resources.

5. Deviations:

● resource

● design factors

● industrial disputes

● construction errors

● inclement weather

● physical (site) constraints

● legal.


● restore progress to accord with the agreed programme

● agree new completion dates

● initiate contract claim

● securing additional resources

● altering planned work.

7. Decision makers:

● the client

● contractors

● consultants

● suppliers

● internal management.


1. Contract cost monitor systems:

● contractual procedures and meetings

● organisational procedures and meetings.

2. Cost data:

● materials and quantities

● plant

● people

● sub-contractors


206

● dayworks

● periodic valuations

● retention sums

● forecasts of expenditure

● performance information

● contract programme and progress.

3. Opportunities for cost saving:

● waste reduction

● resource management and logistics

● applications of new technology

● energy management

● recyclable materials

● alternative sources and types of materials

● plant and labour which meet project requirements

● variations in quality.


● regulating expenditure to conform with budgets

● agree additional costs

● making a contract claim.




Learning outcome 1

Product evidence


1. Progress monitor and record system(s) including record(s) (1.1) [1.1, 1.2].

2. Record(s) of resources reviewed which accommodate changes (1.2) [1.3, 1.4].

3. Record(s) of briefings and recommendations passed to decision makers which include options likely to optimise cost and time, changes, resource needs, suggested decisions and improvements from feedback (1.3, 1.4, 1.5, 1.6) [1.3, 1.4, 1.5, 1.6, 1.7].



207

Learning outcome 3

Product evidence


1. Reviews and summaries of contract cost monitor system(s) which include records of cost data (3.1, 3.2) [3.1, 3.2].

2. Record(s) of corrective action which include identified and investigated variations and trends in cost data (3.3, 3.4) [3.2, 3.4].







Pear

son

Edex

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6 D

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nuar

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18 ©

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rson

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cation

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ited

2018

2

08

Lear

nin

g o

utc

om

es a

nd

ass

essm

ent

crit

eria

To p

ass

this

uni

t, t

he le

arne

r ne

eds

to d

emon

stra

te t

hat

they

can

mee

t al

l the

lear

ning

out

com

es f

or t

he u

nit.

The

ass

essm

ent

criter

ia o

utlin

e th

e re

quir

emen

ts t

he le

arne

r is

exp

ecte

d to

mee

t to

ach

ieve

the

uni

t.

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

1 Be

able

to

optim

ise

cont

ract

pro

gres

s 1.

1 D

evel

op r

esou

rce

and

cost

con

trol

sys

tem

s to

mon

itor

and

rec

ord

the

prog

ress

of

the

cont

ract

aga

inst

the

agr

eed

prog

ram

me

1.2

Rev

iew

and

opt

imis

e re

sour

ces

to a

ccom

mod

ate

chan

ging

ci

rcum

stan

ces

1.3

Con

firm

and

inve

stig

ate

the

circ

umst

ance

s of

any

dev

iation

s th

orou

ghly

and

agr

ee a

nd im

plem

ent

appr

opri

ate

corr

ective

act

ion

1.4

Bri

ef d

ecis

ion

mak

ers

abou

t pr

ogre

ss,

chan

ges

to t

he o

pera

tion

al

prog

ram

me,

res

ourc

e ne

eds

and

sugg

est

action

tha

t ne

ed t

o be

tak

en

1.5

Iden

tify

impr

ovem

ents

fro

m fee

dbac

k re

ceiv

ed a

nd r

ecom

men

d th

em

to d

ecis

ion

mak

ers

Pear

son

Edex

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6 D

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Con

trac

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Ope

ration

s M

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cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

2

09

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

2 U

nder

stan

d ho

w t

o op

tim

ise

cont

ract

pr

ogre

ss

2.1

Prop

ose

how

to

deve

lop

reso

urce

and

cos

t co

ntro

l sys

tem

s to

mon

itor

an

d re

cord

the

pro

gres

s of

the

con

trac

t ag

ains

t th

e ag

reed

pr

ogra

mm

e

2.2

Exam

ine

how

to

revi

ew a

nd o

ptim

ise

reso

urce

s to

acc

omm

odat

e ch

angi

ng c

ircu

mst

ance

s

2.3

Expl

ain

how

to

conf

irm

the

cir

cum

stan

ces

of a

ny d

evia

tion

s

2.4

Exam

ine

how

to

inve

stig

ate

the

circ

umst

ance

s of

any

dev

iation

s

2.5

Eval

uate

how

to

agre

e co

rrec

tive

act

ion

in t

he c

ircu

mst

ance

s of

any

de

viat

ions

2.6

Expl

ain

how

to

impl

emen

t co

rrec

tive

act

ion

in t

he c

ircu

mst

ance

s of

an

y de

viat

ions

2.7

Expl

ain

how

to

brie

f de

cisi

on m

aker

s ab

out

prog

ress

, ch

ange

s to

the

op

erat

iona

l pro

gram

me

and

reso

urce

nee

ds

2.8

Prop

ose

how

to

sugg

est

the

deci

sion

s an

d ac

tion

s th

at n

eed

to b

e ta

ken

2.9

Des

crib

e w

hat

to id

entify

as

impr

ovem

ents

fro

m fee

dbac

k re

ceiv

ed

2.10

Pr

opos

e ho

w t

o re

com

men

d im

prov

emen

t to

dec

isio

n m

aker

s

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

2

10

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

3 Be

able

to

cont

rol

cont

ract

cos

ts

3.1

Man

age

and

impl

emen

t ap

prop

riat

e re

sour

ce a

nd c

ost

cont

rol s

yste

ms

whi

ch a

re a

ble

to p

rovi

de e

arly

war

ning

of pr

oble

ms

3.2

Rev

iew

and

sum

mar

ise

accu

rate

res

ourc

e an

d co

st d

ata

and

pres

ent

it

in a

for

mat

whi

ch w

ill h

elp

peop

le t

o m

ake

deci

sion

s

3.3

Iden

tify

var

iation

s an

d tr

ends

in r

esou

rce

and

cost

dat

a an

d id

entify

an

d qu

antif

y co

mm

erci

al o

ppor

tuni

ties

for

cost

sav

ings

3.4

Inve

stig

ate

any

vari

atio

ns a

nd a

gree

and

impl

emen

t ap

prop

riat

e co

rrec

tive

act

ion

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

2

11

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

4 U

nder

stan

d ho

w t

o co

ntro

l con

trac

t co

sts

4.1

Eval

uate

how

to

man

age

appr

opri

ate

reso

urce

and

cos

t co

ntro

l sy

stem

s w

hich

are

abl

e to

pro

vide

ear

ly w

arni

ng o

f pr

oble

ms

4.2

Expl

ain

how

to

impl

emen

t ap

prop

riat

e re

sour

ce a

nd c

ost

cont

rol

syst

ems

whi

ch a

re a

ble

to p

rovi

de e

arly

war

ning

of pr

oble

ms

4.3

Exam

ine

how

to

revi

ew a

ccur

ate

reso

urce

and

cos

t da

ta in

a for

mat

w

hich

will

hel

p pe

ople

to

mak

e de

cisi

on

4.4

Expl

ain

how

to

sum

mar

ise

and

pres

ent

accu

rate

res

ourc

e an

d co

st

data

in a

for

mat

whi

ch w

ill h

elp

peop

le t

o m

ake

deci

sion

4.5

Eval

uate

pre

sent

res

ourc

e an

d co

st d

ata

in a

for

mat

whi

ch w

ill h

elp

peop

le t

o m

ake

deci

sion

s

4.6

Des

crib

e ho

w t

o id

entif

y va

riat

ions

and

tre

nds

in r

esou

rce

and

cost

da

ta

4.7

Des

crib

e w

hat

to id

entify

opp

ortu

nitie

s fo

r co

st s

avin

gs

4.8

Exam

ine

how

to

quan

tify

opp

ortu

nitie

s fo

r co

st s

avin

gs

4.9

Exam

ine

how

to

inve

stig

ate

any

vari

atio

ns

4.10

Ev

alua

te h

ow t

o ag

ree

appr

opri

ate

corr

ective

act

ion

4.11

Ex

plai

n ho

w t

o im

plem

ent

appr

opri

ate

corr

ective

act

ion

Lear

ner

nam

e: _

____

____

____

____

____

____

____

____

____

____

____

___

Dat

e: _

____

____

____

____

____

____

____

Lear

ner

sign

atur

e: _

____

____

____

____

____

____

____

____

____

____

____

D

ate:

___

____

____

____

____

____

____

__

Ass

esso

r si

gnat

ure:

___

____

____

____

____

____

____

____

____

____

____

_ D

ate:

___

____

____

____

____

____

____

__

Inte

rnal

ver

ifier

sig

natu

re: _

____

____

____

____

____

____

____

____

____

__

(if sa

mpl

ed)

Dat

e: _

____

____

____

____

____

____

____


212

Unit 18: Prepare and Agree Contract Accounts and Entitlement in Construction Contracting Operations Management


Level: 6

Credit value: 14


Unit summary

This unit is about valuing work in progress, preparing and submitting accounts, assessing the basis of claims and progressing valid claims. You will need to value work in progress, price and reference quantities used in valuations and accounts, value variations and agree non-standard rates.

You will also need to identify the liability for the cost of re-work and additional work. You will need to prepare and submit valuations, accounts and clarify any areas of disagreement. You must also record documents, back-up information and calculations for audit and reference.

You will need to assess the basis of claims for the recovery of loss and expense against the contract seek expert opinion where appropriate and progress valid claims. You will also calculate claims, analyse opposing grounds for the claims, and negotiate and agree amendments with the people involved. You will then record documents and back-up information for audit and reference purposes.


213





1. Valuing work in progress:

● verified information sources

● contract valuations

● variations

● adjustments and allowances made

● negotiation

● valuation

● cash flow.

2. Contract – type:

● main contract


● suppliers contract

● consultant agreement.

3. Valuations and accounts:

● interim payment

● final accounts.

4. Variations:

● costs

● quantity

● quality

● progress.


1. Claims – resulting from:

● measurement

● valuation of variations

● liability for costs

● loss and expense arising from breaches of contract

● extensions of time

● damages arising from extra-contractual consideration.


214

2. Contract – type:

● main contractors


● suppliers contract

● consultant agreement.

3. Expert opinion:

● legal

● technical.

4. Information sources:

● contract provisions

● contract claims for payment

● dimensions and approximations from latest revisions of contract drawings

● records of executed work

● inspections of work in progress

● daywork

● agreed contract quantities

● agreed contract rates of payment

● agreed methods of calculation

● records of meetings.

5. Analyse:

● claimants’ analysis

● respondents’ analysis. Taken as a whole, the evidence must show that the learner consistently meets all the assessment criteria, across the ranges for the element.


There must be workplace evidence against each assessment criterion. Where the workplace evidence does not cover a whole range, knowledge evidence must be provided to cover the remaining items of range for each relevant assessment criterion. Learning outcome 1

Product evidence


1. Valuation(s), and account(s), which include the value of work in progress, values of variations, liability for the cost of re-work and additional work and estimates (1.1, 1.2, 1.3, 1.4) [ALL].

2. Back-up information and calculations (1.5, 1.6) [1.1].



215

Learning outcome 3

Product evidence


1. Record(s) of progressed and valid claims (3.1) [3.1, 3.2, 3.3].

2. Record(s) of negotiations which include, calculations, analyses of opposing grounds for claims, agreed amendments (3.2, 3.3, 3.4, 3.5) [3.1, 3.2, 3.4, 3.5].

3. Records of documents, back up information, calculations (3.2, 3.6) [3.1, 3.4].

Process evidence

1. Presentation(s) to and negotiations with people involved in the contract (3.3, 3.4, 3.5) [3.1, 3.2, 3.4].






Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

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Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

2

16

Lear

nin

g o

utc

om

es a

nd

ass

essm

ent

crit

eria

To p

ass

this

uni

t, t

he le

arne

r ne

eds

to d

emon

stra

te t

hat

they

can

mee

t al

l the

lear

ning

out

com

es f

or t

he u

nit.

The

ass

essm

ent

criter

ia o

utlin

e th

e re

quir

emen

ts t

he le

arne

r is

exp

ecte

d to

mee

t to

ach

ieve

the

uni

t.

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

1 Be

able

to

prep

are

and

agre

e in

teri

m

valu

atio

ns a

nd fin

al

acco

unts

1.1

Val

ue w

ork

in p

rogr

ess,

and

agr

ee t

he c

alcu

latio

ns w

ith

valu

ers

who

ar

e ac

ting

for

the

peo

ple

invo

lved

in t

he c

ontr

act

1.2

Pric

e an

d re

fere

nce

the

quan

titie

s us

ed in

val

uation

s an

d ac

coun

ts s

o th

at t

hey

mee

t co

ntra

ct p

rovi

sion

s

1.3

Val

ue v

aria

tions

and

item

s w

hich

do

not

have

an

agre

ed c

ontr

act

rate

by

agr

eein

g ju

stifi

able

non

-sta

ndar

d ra

tes

1.4

Iden

tify

the

liab

ility

for

the

cos

t of

re-

wor

k an

d ad

ditio

nal w

ork,

agr

ee

the

liabi

lity

with

the

peop

le in

volv

ed in

the

con

trac

t an

d re

cord

the

es

tim

ates

to

mee

t ad

min

istr

ativ

e an

d co

ntra

ctua

l req

uire

men

ts

1.5

Prep

are

and

subm

it a

ccur

ate

valu

atio

ns a

nd a

ccou

nts

whi

ch c

onta

in

rele

vant

bac

kgro

und

info

rmat

ion

and

clar

ify a

nd jus

tify

are

as o

f po

tent

ial d

isag

reem

ent

1.6

Rec

ord

docu

men

ts,

back

-up

info

rmat

ion

and

calc

ulat

ions

acc

urat

ely,

re

fere

nce

them

cle

arly

and

sto

re t

hem

so

that

the

y ca

n be

eas

ily

refe

rred

to

for

audi

t an

d re

fere

nce

Pear

son

Edex

cel L

evel

6 D

iplo

ma

in C

onst

ruct

ion

Con

trac

ting

Ope

ration

s M

anag

emen

t –

Spe

cific

atio

n –

Issu

e 4

– Ja

nuar

y 20

18 ©

Pea

rson

Edu

cation

Lim

ited

2018

2

17

Lear

nin

g o

utc

om

es

Ass

essm

ent

crit

eria

Ev

iden

ce

typ

e P

ortf

olio

re

fere

nce

D

ate

2 U

nder

stan

d ho

w t

o pr

epar

e an

d ag

ree

inte

rim

val

uatio

ns

and

final

acc

ount

s

2.1

Exam

ine

how

to

valu

e w

ork

in p

rogr

ess

2.2

Eval

uate

how

to

agre

e th

e ca

lcul

atio

ns w

ith

valu

ers

who

are

act

ing

for

the

peop

le in

volv

ed in

the

con

trac

t

2.3

Exam

ine

how

to

pric

e th

e qu

antitie

s us

ed in

val

uation

s an

d ac

coun

ts s

o th

at t

hey

mee

t co

ntra

ct p

rovi

sion

s

2.4

Expl

ain

how

to

refe

renc

e th

e qu

antitie

s us

ed in

val

uatio

ns a

nd a

ccou

nts

so t

hat

they

mee

t co

ntra

ct p

rovi

sion

s

2.5

Exam

ine

how

to

valu

e va

riat

ions

and

item

s w

hich

do

not

have

an

agre

ed c

ontr

act

rate

by

agre

eing

jus

tifia

ble

non-

stan

dard

rat

es

2.6

Des

crib

e w

hat

to id

entify

as

the

liabi

lity

for

the

cost

of

re-w

ork

and

addi

tiona

l wor

k

2.7

Eval

uate

how

to

agre

e th

e lia

bilit

y w

ith t

he p

eopl

e in

volv

ed in

the

co

ntra

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12 Further information and useful publications

To get in touch with us visit our ‘Contact us’ pages:

● Edexcel, BTEC and Pearson Work Based Learning contact details: qualifications.pearson.com/en/support/contact-us.html

● books, software and online resources for UK schools and colleges: www.pearsonschoolsandfecolleges.co.uk

Key publications

● Adjustments for candidates with disabilities and learning difficulties, Access and Arrangements and Reasonable Adjustments, General and Vocational qualifications (Joint Council for Qualifications (JCQ))

● Supplementary guidance for reasonable adjustments and special consideration in vocational internally assessed units (Pearson)

● General and Vocational qualifications, Suspected Malpractice in Examination and Assessments: Policies and Procedures (JCQ)

● Equality Policy (Pearson)

● Recognition of Prior Learning Policy and Process (Pearson)

● UK Information Manual (Pearson)

● Pearson Edexcel NVQs, SVQs and competence-based qualifications – Delivery Requirements and Quality Assurance Guidance (Pearson)

All of these publications are available on our website: qualifications.pearson.com

Further information and publications on the delivery and quality assurance of NVQ/Competence-based qualifications are available at our website on the Delivering BTEC pages. Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to the resources page of our website.


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13 Professional development and training

Professional development and training

Pearson supports UK and international customers with training related to our qualifications. This support is available through a choice of training options offered on our website: qualifications.pearson.com.

The support we offer focuses on a range of issues, such as:

● planning for the delivery of a new programme

● planning for assessment and grading

● developing effective assignments

● building your team and teamwork skills

● developing learner-centred learning and teaching approaches

● building in effective and efficient quality assurance systems.

The national programme of training we offer is on our website at: qualifications.pearson.com. You can request centre-based training through the website or you can contact one of our advisers in the Training from Pearson UK team via Customer Services to discuss your training needs.

Training and support for the lifetime of the qualifications

Training and networks: our training programme ranges from free introductory events through sector-specific opportunities to detailed training on all aspects of delivery, assignments and assessment. We also host some regional network events to allow you to share your experiences, ideas and best practice with colleagues in your region.

Regional support: our team of Regional Quality Managers, based around the country, are responsible for providing quality assurance support and guidance to anyone managing and delivering NVQs/Competence-based qualifications. The Regional Quality Managers can support you at all stages of the standard verification process as well as in finding resolutions of actions and recommendations as required.

To get in touch with our dedicated support teams please visit our website at: qualifications.pearson.com

Online support: find the answers to your questions by browsing over 100 FAQs on our website or by submitting a query using our Work Based Learning Ask the Expert Service. You can search the database of commonly asked questions relating to all aspects of our qualifications in the work-based learning market. If you are unable to find the information you need, send us your query and our qualification or administrative experts will get back to you. The Ask the Expert service is available on our website at: qualifications.pearson.com


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Online forum

Pearson Work Based Learning Communities is an online forum where employers, further education colleges and workplace training providers can seek advice and clarification about any aspect of our qualifications and services, and share knowledge and information with others. The forums are sector specific and cover business administration, customer service, health and social care, hospitality and catering and retail. The online forum is available on our website at: qualifications.pearson.com


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14 Contact us

We have a dedicated Account Support team, across the UK, to give you more personalised support and advice. To contact your Account Specialist:

Email: [email protected] Telephone: 0844 576 0045

If you are new to Pearson and would like to become an approved centre, please contact us by:

Email: [email protected] Telephone: 0844 576 0045

Complaints and feedback

We are working hard to give you excellent service. However, if any element of our service falls below your expectations, we want to understand why, so that we can prevent it from happening again. We will do all that we can to put things right.

If you would like to register a complaint with us, please email [email protected].

We will formally acknowledge your complaint within two working days of receipt and provide a full response within seven working days.


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Annexe A: Assessment strategy – ConstructionSkills

This is the Assessment Strategy for ConstructionSkills, the Sector Skills Council (SSC) for construction and the built environment. The strategy itself contains a number of appendices, which are also included.

Consolidated Assessment Strategy for Construction and the Built Environment – Craft, Supervisory, Technical, Managerial and Professional

Introduction

This assessment strategy provides principles and guidance to awarding organisations so the assessment of units and qualifications with NVQ in the Qualifications and Credit Framework title and SVQs is valid, effective and consistent, and has credibility across the Construction and Built Environment sector. This is a consolidated ConstructionSkills Assessment Strategy covering construction and the built environment – craft, supervisory, technical, managerial and professional NVQ and SVQ units and qualifications. This assessment strategy is one of the strands of the ConstructionSkills’ Construction Qualification Strategy.

These principles are in addition to the requirements that awarding organisations must meet for the delivery of NVQ and SVQ units and qualifications as required by the qualification regulators’ documentation.

This consolidated assessment strategy provides the overarching principles as systems may vary from one awarding organisation to another. Awarding organisations must consistently put these principles into practice.

Appendix A provides guidance to help awarding organisations incorporate relevant parts of these principle requirements in their documentation.

Appendix B provides a list of sub annexes relevant to specific NVQ or SVQ qualifications and units; these sub appendices contain additional information for awarding organisations where National Working Groups or Awarding Body Fora have identified the need for specific clarification. Clarification may be about the terminology of the content of the unit (ref. section 2.1), or specific occupational expertise requirements for assessors and verifiers (ref. section 4).

Awarding organisations must make this Strategy and the relevant annexes available to assessors, verifiers and candidates.

Principles

1. External quality control of assessment

1.1 Awarding organisations must use risk management for external quality control of assessment. They must evaluate all external verification reports and other data relating to assessment centres. Awarding organisations must address any risks relating to quality control, considering the sector assessment strategy requirements for:

● workplace evidence

● the use of simulation

● the occupational competence of assessors and verifiers..


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1.2 The monitoring and standardisation of assessment decisions must be achieved by robust and strong internal and external verification systems that meet the requirements of the qualification regulators’ documentation.

1.3 Awarding organisations must be members of the sector’s Built Environment Awarding Body Forum, of which the qualification regulators are members. Members will be expected to provide feedback on National Occupational Standards (NOS), NVQ or SVQ units and qualifications, including aspects informing incremental change.

1.4 The Forum will, in respect of this strategy:

● build on the good relationships with awarding organisations

● provide opportunities to identify and address particular issues of external quality control

● contribute to improving quality and consistency

● support awarding organisations to monitor assessment centres’ performance to identify areas and levels of risk

● provide information and statistics about take-up and completion, as well as trends and developments that can be used by ConstructionSkills and awarding organisations to identify any problem areas and agree remedial action

● discuss matters concerning quality assurance, as well as providing the opportunity to identify issues arising from implementation of NOS and related vocational qualifications

● inform the continuous improvement of NOS, and awards derived from them

● identify and share best practices to build a whole industry approach to pursue excellence in education and work-based learning and assessment process to achieve competence.

1.5 Awarding organisations and their partners, assessment centres, verifiers and assessors must maintain robust and transparent operational arrangements. They must preserve independence in assessment, certification and quality assurance processes. Awarding organisations must ensure clear separation of their NVQ/SVQ assessment responsibilities from their industry, training, membership, certification, accreditation and commercial interests and resolve any conflicts of interest.

1.6 Where e-assessment is used, it must meet the requirements of the qualification regulators’ documentation.

2 Aspects to be assessed through performance in the workplace

2.1 Direct evidence produced through normal performance in the workplace is the primary source for meeting the requirements. This includes naturally occurring documentary evidence (hard copy and electronic), direct observation of activities and witness testimony as relevant. ConstructionSkills’ National Working Groups will specify any exceptions to this position (see section 3).


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2.2 Workplace evidence must be supported by the required evidence of knowledge and understanding. This evidence may be identified by:

● questioning the candidate

● recognised industry education and training programme assessment or professional interview assessment that has been matched to NOS requirements

● performance evidence.

2.3 A holistic approach towards the collection of evidence should be encouraged. The focus should be on assessing activities generated by the whole work experience rather than focusing on specific tasks. This would show how evidence requirements could be met across the qualification to make the most efficient use of evidence. Annex A suggests standard evidence notes for awarding organisations.

3 How simulated working conditions may be used to assess competence

3.1 Simulations (designed situations for producing artificially generated evidence) may only be used where candidates are prevented from gathering direct evidence from the workplace in the normal way because:

● there are hazards

● it is difficult to distinguish individual performance in team situations

● circumstances occur infrequently or long-term results are involved

● confidentiality is important

● there are organisational constraints.

3.2 Any instances where simulation is considered to be acceptable as an alternative (to direct workplace evidence) means of generating evidence, will be determined by the relevant ConstructionSkills National Working Group and stated in the unit. Annex A suggests standard evidence notes for awarding organisations.

3.3 The ConstructionSkills National Working Group will determine and specify on the required realistic working environment and context to be adopted. This could include appropriate:

● tools, equipment and instruments

● materials

● types of contingencies

● standards and quality specifications

● real timescales

● quantities of work

● physical conditions

● relationships with people

● types of interaction

● communication methods and media

● information and data.


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3.4 Where simulated evidence is stated as acceptable in the unit, the circumstances and requirements for the simulation needs to be confirmed by discussions between the candidate and the assessor, and which are then agreed by the internal and external verifiers.

3.5 Where other Standard Setting Bodies’ units are imported into a ConstructionSkills suite, the evidence requirements of the originating body will be adopted and specified.

4 Occupational expertise requirements for assessors and verifiers

4.1 Awarding organisations must ensure that assessors:

4.1.1 have sufficient, verifiable, relevant current industry experience, knowledge and understanding of the occupational working area at, or above, the level being assessed. This must be of sufficient depth to be effective and reliable when judging candidates’ competence. Assessors’ experience, knowledge and understanding could be verified by a combination of:

● curriculum vitae and employer endorsement

● references

● possession of a relevant NVQ/SVQ, or vocationally related qualification

● corporate membership of a relevant professional institution

● interview

(The verification process must be recorded and available for audit)

4.1.2 have sufficient occupational expertise so they have up to date experience, knowledge and understanding of the particular aspects of work they are assessing. This could be verified by records of continuing professional development achievements

4.1.3 only assess in their acknowledged area of occupational competence

4.1.4 have a sound, in-depth knowledge of, and uphold the integrity of, the sector’s NOS and this Assessment Strategy (this document)

4.1.5 are prepared to participate in training activities for their continued professional development

4.1.6 hold, or are working towards, a qualification as listed within ‘Assessing and Assuring Quality of Assessment’, either in the Qualifications and Credit Framework (QCF), or the Scottish Credit and Qualifications Framework (SCQF):

● Level 3 Award in Assessing Competence in the Work Environment

● Level 3 Certificate in Assessing Vocational Achievement

● SVQ (SCQF level) Assessing Competence in the Work Environment

● SVQ (SCQF level) Assessing Vocational Achievement

or hold one of the following

● A1 Assess candidates using a range of methods

● D32/33 Assess candidate performance, using differing sources of evidence.


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Holders of A1 and D32/33 must assess to the reviewed National Occupational Standards (NOS) for Learning and Development.

In Scotland, approval for exemptions must be obtained from the Scottish Qualifications Authority.

4.2 Awarding organisations must ensure that internal verifiers:

4.2.1 have sufficient, verifiable, relevant up to date experience, knowledge and understanding of the occupational working area at, or above, the level being verified. This must be of sufficient depth to be effective and reliable when verifying judgements about assessors’ assessment processes and decisions. Internal verifiers’ experience, knowledge and understanding could be verified by a combination of:


● references



● interview


4.2.2 have expertise so they have up to date experience, knowledge and understanding of the particular aspects of work they are verifying. This could be verified by records of continuing professional development achievements

4.2.3 have a sound, in-depth knowledge of, and uphold the integrity of, the NOS and this Assessment Strategy (this document)


4.2.5 hold, or are working towards, a qualification as listed in ‘Assessing and Assuring Quality of Assessment’, either in the Qualifications and Credit Framework, or the Scottish Credit and Qualifications Framework (SCQF):

● Level 4 Award in the Internal Quality Assurance of the Assessment Process and Practice

● Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Process and Practice

● SVQ(SCQF level) in the Internal Quality Assurance of the Assessment Process and Practice

● SVQ (SCQF level) in Leading the Internal Quality Assurance of Assessment Process and Practice


● VI Conduct internal quality assurance of the assessment process

● D34 Internal verify the assessment process.

Holders of V1/D34 must quality assure to the reviewed National Occupational Standards (NOS) for Learning and Development.

It is strongly recommended that within the role of Internal Quality Assurance one of the following qualifications is held.


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or one of the following


● D32/33 Assess candidate performance, using differing sources of evidence.

4.3 Awarding organisations must ensure that external verifiers:

4.3.1 have sufficient, verifiable, relevant experience, knowledge and a broad understanding of the occupational working area at, or above, the level being verified. This must be of sufficient depth to be effective and reliable when verifying judgements about internal verification and assessment processes and decisions. External verifiers’ experience, knowledge and understanding could be verified by a combination of:


● references



● interview


4.3.2 have sufficient expertise so they have an up to date experience, knowledge and understanding of the particular aspects of work they are verifying. This could be verified by records of continuing professional development achievements

4.3.3 have a sound, in-depth knowledge of, and uphold the integrity of, the NOS and this Assessment Strategy (this document)


4.3.5 hold, or are working towards, a qualification as listed in ‘Assessing and Assuring Quality of Assessment’, either in the Qualifications and Credit Framework (QCF), or the Scottish Credit and Qualifications Framework (SCQF):

● Level 4 Award in the External Quality Assurance of the Assessment Process and Practice

● Level 4 Certificate in Leading the External Quality Assurance of Assessment

● SVQ (SCQF level) in the External Quality Assurance of the Assessment Process and Practice

● SVQ (SCQF) in Leading the External Quality Assurance of Assessment


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● V2 Conduct external quality assurance of the assessment process

● D35 Externally verify the assessment process.

Holders of V2/D35 must quality assure to the reviewed National Occupational Standards (NOS) for Learning and Development.

It is strongly recommended that within the role of External Quality Assurance one of the following qualifications is held at Level 3 and Level 4.

Level 3:





or one of the following


● D32/33 Assess candidate performance, using differing sources of evidence

Level 4:

● Level 4 Award in the Internal Quality Assurance of the Assessment Process and Practice

● Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Process and Practice

● SVQ(SCQF level) in the Internal Quality Assurance of the Assessment Process and Practice

● SVQ (SCQF level) in Leading the Internal Quality Assurance of Assessment Process and Practice

● VI Conduct internal quality assurance of the assessment process

● D34 Internal verify the assessment process.

4.4 Selection and appointment of assessors and verifiers

All applicants should be advised that they may be interviewed. Applicants’ CVs should be profiled against the activities and range of the NVQ/SVQ(s) they will assess/verify to check that the applicant has the relevant current experience, knowledge and understanding of the occupational working area:

● at, or above, the level they will be assessing

● of sufficient depth to credibly verify judgements and assessments

● to uphold the integrity of the NOS and this Consolidated Assessment Strategy.

All assessors should have experience as well as, not in lieu of, qualifications. Where there seem to be gaps in a potentially suitable applicant’s experience and knowledge, the applicant should be interviewed. Successful applicants’ CVs, profiling, reasons for not needing to interview and interview records should be available for audit.


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Appendix B1

Additional Information to the Consolidated Assessment Strategy from the National Working Group for Controlling Lifting Operations

Part A: Clarification and guidance notes

This additional information has been produced to ensure consistency in interpreting the occupational expertise requirements for assessors as described in paragraph 4.1 of the ConstructionSkills’ Consolidated Assessment Strategy. This should help awarding organisations incorporate relevant parts of the assessment strategy principles’ requirements in their documentation for the Controlling Lifting Operations units and qualifications with NVQ in the QCF title and SVQs.

Additional requirements for assessors of planning and supervising lifting operations

Assessors must be competent and have an up-to-date working knowledge of the occupation and sector. Assessors must have had active involvement in lifting operations and on each endorsement for which they wish to assess. The awarding body must ensure that all assessors are competent on each endorsement for which they intend to assess.

Supplementary guidance

In order to meet contractual and regulative requirements, many sectors of industry require lift planners and supervisors to possess certification from recognised industry approved bodies. The awarding body should ideally encourage all assessors to hold appropriate registration cards or certificates to support industry initiatives for a qualified workforce.

Where lifting experience was gained within the armed forces, applicants for assessor status should ideally gain external work experience within industry, or be able to demonstrate knowledge of relevant industry working practices outside the armed forces.

Part B: Clarification on standards (NOS) content terminology

Various sectors of industry, supported by the Health and Safety Executive, requested national occupational standards for the safety critical occupations of lift planner and lift supervisor. Standards from the suite of National Occupational Standards for Construction Site Supervision and Construction Site Management were identified by the National Working Group (NWG) as conveniently defining the job roles of planner and supervisor. Certain standards (NOS), however, use terminology particular to, or make reference to, the construction sector, limiting the scope of the standards. Clarification of NOS terminology has been produced (Appendix B1, page ii), by the NWG, for awarding organisations, which provides interpretation and meaning of selected words that are used in lifting operations within other industrial sectors. Provision of this clarification further avoids a proliferation of new standards.

Awarding organisations need to ensure that candidates, employers, assessment centres, assessors and those involved in the verification process for this qualification are informed of the clarification of NOS terminology for planning and supervising lifting operations.


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Clarification of NOS terminology for controlling lifting operations

‘construction operations’ Includes lifting operations within other sectors of industry

‘decision-makers’ This refers to the client, customer or their representative, senior/contracts manager, project team, consultants or in VR 705 the lift planner

‘ensure notice has been given to all the people who will be affected’

This means as dictated by the lift plan

lines’, ‘levels’, ‘angles’ This includes load levels, ground levels, lines for placing loads and lifting accessory angles

‘near neighbours’ This can include other structures and a workforce in a different part of the project

‘organise and control the site’ The lifting activity and the immediate surrounding area

‘position, align and/or level the work’

This refers to items being moved and placed and the equipment used to attach and move the loads

‘produce clear requests for plant, equipment or machinery’

This means those specified by the lift plan

‘place and maintain notices’ This means ensuring that the correct notices (for the lifting activity) are in place prior to the commencement of the lifting activity, and checked throughout the duration of the activity

‘plan how the work will be undertaken’

This means as dictated by the lift plan

‘programmes and schedules’ This refers to either components part of, or the complete lift plan

‘project’ A lifting operation that is taking place within an overall contract, project or work activity

‘project plan’ This refers to either components part of, or the complete lift plan

‘site’ A lifting operation that is taking place within an overall contract, project or work activity

‘site plan’ This refers to either components part of, or the complete lift plan

‘vehicular access’ This can comprise of all forms of transport, including waterborne and airborne craft


233

Appendix B2 Additional Information to the Consolidated Assessment Strategy from the Awarding Body Forum for Plant Operations Clarification and guidance notes Aspects to be assessed through performance in the workplace This additional information has been produced to ensure consistency in aspects to be assessed through performance in the workplace as described in paragraph 2.1 of the ConstructionSkills’ Consolidated Assessment Strategy. This should help awarding organisations incorporate the guidance into their assessment methodology for Plant Operations units and qualifications with NVQ in the QCF title and SVQ in the SCQF. Additional requirements for assessment in the workplace Direct evidence produced through normal performance in the workplace is the primary source for meeting the requirements. This direct evidence must be met using a combination of the following methods:

● direct observation by the assessor

● witness testimony by an expert witness related to the occupational area

● professional discussion. Workplace evidence must be supported by the required evidence of knowledge and understanding gained from at least three month’s work-based experience. Occupational expertise requirements for assessors This additional information has been produced to ensure consistency in interpreting the occupational expertise requirements for assessors as described in paragraph 4.1 of the ConstructionSkills’ Consolidated Assessment Strategy. This should help awarding organisations incorporate relevant parts of the assessment strategy principles’ requirements in their documentation for Plant Operations units and qualifications with NVQ in the QCF title and SVQs. Additional requirements for assessors of plant operations Assessors must be competent and have an up-to-date working knowledge of the occupation and sector. Assessors must have had active involvement in plant operations and on each endorsement for which they wish to assess. The awarding organisation must ensure that all assessors are competent on each endorsement for which they intend to assess in accordance with requirements of the qualification regulators’ guidance for England, Northern Ireland, Scotland and Wales. Supplementary guidance In order to meet contractual and regulative requirements, many sectors of industry require operators of plant and equipment to possess certification from recognised industry approved bodies. The awarding organisation should ideally encourage all assessors to hold appropriate registration cards or certificates to support industry initiatives for a qualified workforce. Where plant-operating experience was gained within the armed forces, applicants for assessor status should ideally gain external work experience within industry, or be able to demonstrate knowledge of relevant industry working practices outside the armed forces.


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Appendix C Guidance on the use of simulation Introduction National Occupational Standards (NOS) are developed by Sector Skills Councils (SSCs) and describe the level of occupational competence required of a particular job role. NOS are then used to build National and Scottish Vocational Qualifications (N/SVQs) that are competence based qualifications and demand assessment in a workplace environment. Assessment of N/SVQs through simulation is indicated where the achievement of valid and reliable assessment calls for evidence of performance under workplace conditions, but where it will be difficult to assess through normal working practice. This will usually apply as a result of one or more of the following constraints:

● activities which are inherently hazardous and where mistakes made in carrying them out would pose unacceptable risks to the candidate, other people, animals or property (e.g. electricity and gas sectors, fire service etc.)

● the costs incurred would be unacceptably high if mistakes where made during an activity and a candidate would therefore be required to ‘prove’ competence before progressing onto the actual work (e.g. handling rare or precious objects)

● situations where the qualities and outcomes of the candidate’s behaviour are almost impossible to distinguish from those of their peers or colleagues, making authenticity uncertain (e.g. in some teamwork contexts)

● activities or situations which are sufficiently rare (e.g. where processes, such as ‘shut-down’, may only occur on an annual basis)

● when the collection and/or review of evidence of workplace performance would intrude unacceptably on personal privacy or confidentiality, or would significantly alter the nature of an interaction or relationship (e.g. in some healthcare settings)

● a requirement to work with new techniques and/or work practices which may not be available in all workplaces.

Where permitted, simulation can take one or a combination of the two following forms:

● the candidate is presented with an activity to perform using equipment and/or in a location which replicates that found in the workplace

● the candidate is presented with a situation to which they must respond; taking and playing the role they would expect to play in the workplace.

It is a SSC’s responsibility to define the acceptability of evidence from simulation in the context of National Occupational Standards (NOS) and National and Scottish Vocational Qualifications (N/SVQs). The ConstructionSkills Consolidated Assessment Strategy provides this guidance.

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