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Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF)

Specification

NVQ/Competence-based qualification

First registration November 2014

Issue 3

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 qualification websites at www.edexcel.com, www.btec.co.uk or www.lcci.org.uk. 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 3. We will inform centres of any changes to this issue. The latest issue can be found on our website: qualifications.pearson.com

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 978 1 446 92463 1

All the material in this publication is copyright © Pearson Education Limited 2015

Contents

Purpose of this specification 1

1 Introducing Edexcel NVQ/Competence-based qualifications 2

What are NVQ/Competence-based qualifications? 2

2 Qualification summary and key information 3

3 Qualification rationale 5

Qualification objectives 5

Relationship with previous qualifications 5

Progression opportunities 5

Industry support and recognition 6

Relationship with National Occupational Standards 6

4 Qualification structures 7

Pearson Edexcel Level 6 NVQ Diploma in Construction Site Management (Construction) (QCF) 7

5 Programme delivery 18

Elements of good practice 18

Learner recruitment, preparation and support 18

Training and assessment delivery 19

Employer engagement 20

6 Centre resource requirements 21

7 Access and recruitment 22

Prior knowledge, skills and understanding 22

Access to qualifications for learners with disabilities or specific needs 22

8 Assessment 23

Language of assessment 23

Internal assessment 24

Assessment requirements/strategy 25

Types of evidence 25

Appeals 26

Dealing with malpractice 26

Reasonable adjustments to assessment 26

Special consideration 27

Credit transfer 27

9 Centre recognition and approval 28

Centre recognition 28

Approvals agreement 28

10 Quality assurance of centres 29

11 Unit format 30

Unit title 30

Unit reference number 30

QCF level 30

Credit value 30

Guided learning hours 30

Unit summary 30

Unit assessment requirements/evidence requirements 30

Learning outcomes 31

Assessment criteria 31

Unit 1: Developing and Maintaining Good Occupational Working Relationships in the Workplace 32

Unit 2: Allocating Work and Checking People’s Performance in the Workplace 37

Unit 3: Establishing, Implementing and Maintaining Systems for Managing Health, Safety and Welfare in the Workplace 42

Unit 4: Evaluating and Selecting Work Methods to Meet Project or Operational Requirements in the Workplace 52

Unit 5: Monitoring Construction Related Project Activities in the Workplace 60

Unit 6: Controlling Project Progress against Agreed Quality Standards in the Workplace 67

Unit 7: Controlling Project Progress against Agreed Programmes in the Workplace 75

Unit 8: Managing Personal Development in a Construction-related Workplace 82

Unit 9: Identifying and Enabling Learning Opportunities for Given Work Teams in the Workplace 88

Unit 10: Contributing to the Identification of Work Teams in the Workplace 93

Unit 11: Establishing, Controlling and Monitoring Environmental Factors and Sustainability in the Workplace 97

Unit 12: Planning the Preparation of the Site for the Project or Operation in the Workplace 103

Unit 13: Ensuring that Work Activities and Resources Meet Project Work Requirements in the Workplace 112

Unit 14: Identifying, Allocating and Planning the Deployment and Use of Plant, Equipment or Machinery in the Workplace 119

Unit 15: Organising, Controlling and Monitoring Supplies of Materials in the Workplace 128

Unit 16: Establishing and Monitoring Communication Systems and Organisational Procedures in the Workplace 135

Unit 17: Establishing Project Dimensional Control Criteria in the Workplace 144

Unit 18: Controlling Project Quantities and Costs in the Workplace 150

Unit 19: Evaluating Feedback Information and Recommending Improvements in the Workplace 158

Unit 20: Planning Highways Maintenance or Repair Activities in the Workplace 164

Unit 21: Providing and Monitoring Construction-Related Customer Service in the Workplace 171

Unit 22: Managing the Handover of the Construction Project in the Workplace 178

Unit 23: Planning and Scheduling the Maintenance or Remedial Activities of Property, Systems or Services in the Workplace 184

Unit 24: Planning Historical Conservation/Restoration Activities in the Workplace 196

Unit 25: Planning Demolition Activities in the Workplace 203

Unit 26: Planning Tunnelling Activities in the Workplace 210

12 Further information and useful publications 218

13 Professional development and training 219

14 Contact us 221

Annexe A: Assessment strategy – ConstructionSkills 222

Annexe B: Personal, Learning and Thinking Skills mapping 233

Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015

1

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.


2

1 Introducing 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 the National Occupational Standards (NOS) for the appropriate sector. NOS define what employees, or potential employees, must be able to do and know, and how well they should undertake work tasks and work roles. At Level 2 and above, these qualifications are recognised as the competence component of Apprenticeship Frameworks. Qualifications at Level 1 can be used in Traineeships, which are stepping stones to Apprenticeship qualifications. NVQs/Competence-based qualifications can also be delivered as stand alone for those who wish to take a work-based qualification.

NVQs/Competence-based qualifications are outcomes based with no fixed learning programme – allowing flexible delivery that meets the individual learner’s needs. They are suitable for those in employment or for those who are studying at college and have a part-time job or access to a substantial work placement – so that they are able to demonstrate the competencies required for work.

Most learners will work towards their qualification in the workplace or in settings that replicate the working environment as specified in the assessment requirements/strategy for the sector. Colleges, training centres and/or employers can offer these qualifications provided they have access to appropriate physical and human resources.

There are three sizes of NVQs/Competence-based qualification in the QCF:

● Award (1 to 12 credits)

● Certificate (13 to 36 credits)

● Diploma (37 credits and above).

Every unit and qualification in the QCF has a credit value.

The credit value of a unit specifies the number of credits that will be awarded to a learner who has met the learning outcomes of the unit.

The credit value of a unit is based on:

● one credit for those learning outcomes achievable in 10 hours of learning

● learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes of the unit to the standard determined by the assessment criteria.


3

2 Qualification summary and key information

Qualification title Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF)

QCF Qualification Number (QN) 601/4771/4

Qualification framework Qualifications and Credit Framework (QCF)

Regulation start date 06/10/2014

Operational start date 01/11/2014

Approved age ranges 16–18

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 See credit value for each pathway below.

Assessment Portfolio of Evidence (internal assessment).

Guided learning hours 447–557

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).

Funding Details on funding approval will be available in the future on the Learning Aims Reference Service (LARS) database, which replaces the Learning Aim Reference Application (LARA). In the interim, the LARS Lite database is available to check funding approval.

Alternatively, the Skills Funding Agency’s simplified funding catalogues can be used to check funding approval.

Further information and guidance is available on the website: www.gov.uk


4

Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF 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: www.edexcel.com


5

3 Qualification rationale

Qualification objectives

The Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) has been developed to give learners the opportunity to:

● engage in learning that is relevant to them and which will provide opportunities to develop a range of skills and techniques, personal skills and attributes essential for successful performance in working life

● develop and demonstrate competence as construction site managers for building and civil engineering, highways and maintenance repair, residential development and conservation and demolition

● develop technical skills and knowledge and understanding related to the specified job roles in the construction and built environment sector

● have their existing skills recognised

● achieve a nationally recognised Level 6 qualification

● develop their personal growth and engagement in learning.

This qualification is for managers on-site who are responsible for leading projects, controlling standards and evaluating work. Learners are expected to already be employed in site management roles, overseeing, or starting to oversee, larger projects and sites with the authority, accountability and decision-making, which comes with site management roles, in their respective discipline/s. They may work across one or more of the following disciplines: civil engineering, highways maintenance, residential development, conservation and/or demolition. The qualification may be used as evidence towards achievement of the appropriate Construction Card Competence scheme on site where applicable, and where this is recognised by the employer.

Relationship with previous qualifications

This qualification is a direct replacement for the Pearson Edexcel Level 6 NVQ Diploma in Construction Site Management (Construction) (QCF), which has expired.

Progression opportunities

Learners who achieve the Pearson Edexcel Level 6 NVQ Diploma in Construction Site Management (Construction) (QCF) can progress across the level and size of the construction and built environment competence and knowledge qualifications to other occupational areas such as team leading and management.

It is possible to progress to this qualification from the Level 4 NVQ in Site Supervision, which itself is part of an Apprenticeship. Further progression routes include the Level 6 NVQ Diploma in Construction Contracting Operations Management (QCF) and the Level 7 NVQ Diploma in Construction Senior Management (QCF).


6

Industry support and recognition

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

Relationship with National Occupational Standards

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


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4 Qualification structures

Pearson Edexcel Level 6 NVQ Diploma in Construction Site Management (Construction) (QCF)

The learner will need to meet the requirements outlined in the table below before the qualification can be awarded. Individual units can be found in the Units section. The QCF level and credit value are given on the first page of each unit.

Learners must complete a minimum of 172 credits, which includes 80 credits from the mandatory units in Group A, plus all the required mandatory and optional units from one of the five pathways.

Pearson Edexcel Level 6 NVQ Diploma in Construction Site Management (Construction) (QCF) – Building and Civil Engineering

Learners must complete the mandatory units from Group A and those from Group B to achieve a total of 189 credits.

Pearson Edexcel Level 6 NVQ Diploma in Construction Site Management (Construction) (QCF) – Highways and Maintenance Repair

Learners must complete the mandatory units from Group A and C1 to achieve 155 credits, plus a minimum of 17 credits from the optional units in Group C2 to achieve a minimum total of 172 credits.

Pearson Edexcel Level 6 NVQ Diploma in Construction Site Management (Construction) (QCF) – Residential Development

Learners must complete the mandatory units from group A and D1 to achieve 193 credits, plus a minimum of 8 credits from the optional units in Group D2 to achieve a minimum total of 201 credits.

Pearson Edexcel Level 6 NVQ Diploma in Construction Site Management (Construction) (QCF) – Conservation

Learners must complete the mandatory units from Group A and E1 to achieve 175 credits, plus a minimum of 14 credits from the optional units in Group E2 to achieve a minimum total of 190 credits.

Pearson Edexcel Level 6 NVQ Diploma in Construction Site Management (Construction) (QCF) – Demolition

Learners must complete the mandatory units from Group A and F1 to achieve 148 credits, plus a minimum of 31 credits from the optional units in Group F2 to achieve a minimum total of 179 credits.

Learners may also select additional units from Group Z although they are not required to achieve the qualification. Credit from these units cannot be added to a pathway unless the minimum number of credits for the pathway has been attained.


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Unit Unit reference number

Group A – mandatory units

Learners must achieve all units

Level Credit Guided learning hours

1 M/503/2915 Developing and Maintaining Good Occupational Working Relationships in the Workplace

5 8 27

2 Y/505/7680 Allocating Work and Checking People’s Performance in the Workplace

5 9 20

3 J/600/7318 Establishing, Implementing and Maintaining Systems for Managing Health, Safety and Welfare in the Workplace

6 15 50

4 M/600/7328 Evaluating and Selecting Work Methods to Meet Project or Operational Requirements in the Workplace

6 11 30

5 J/600/7335 Monitoring Construction Related Project Activities in the Workplace

6 8 20

6 F/600/7351 Controlling Project Progress Against Agreed Quality Standards in the Workplace

6 10 20

7 D/600/7356 Controlling Project Progress Against Agreed Programmes in the Workplace

6 11 30

8 M/600/7359 Managing Personal Development in a Construction-Related Workplace

6 8 20


9


Group B – mandatory units

Building and Civil Engineering pathway


9 A/504/8552 Identifying and Enabling Learning Opportunities for Given Work Teams in the Workplace

4 7 20

10 K/600/7554 Contributing to the Identification of Work Teams in the Workplace

5 8 20

11 R/6007323 Establishing, Controlling and Monitoring Environmental Factors and Sustainability in the Workplace

6 15 50

12 M/600/7331 Planning The Preparation of the Site for the Project or Operation in the Workplace

6 11 30

13 Y/600/7338 Ensuring that Work Activities and Resources Meet Project Work Requirements in the Workplace

6 11 30

14 Y/600/7341 Identifying, Allocating and Planning the Deployment and Use of Plant, Equipment or Machinery in the Workplace

5 9 20

15 H/600/7343 Organising, Controlling and Monitoring Supplies of Materials in the Workplace

5 8 20

16 J/6007349 Establishing and Monitoring Communication Systems and Organisational Procedures in the Workplace

6 11 30

17 R/600/7354 Establishing Project Dimensional Control Criteria in the Workplace

6 10 20

18 H/6007357 Controlling Project Quantities and Costs in the Workplace

6 12 20

19 K/600/7358 Evaluating Feedback Information and Recommending Improvements in the Workplace

6 7 20


10


Group C1 – mandatory units

Highways and Maintenance Repair pathway


9 A/504/8552 Identifying and Enabling Learning Opportunities for Given Work in the Workplace

4 7 20

10 K/600/7554 Contributing to the Identification Of Work Teams in the Workplace

5 8 20


6 11 30

14 Y/600/7341 Identifying, Allocating and Planning The Deployment and Use of Plant, Equipment or Machinery in the Workplace

5 9 20


5 8 20


6 12 20

20 M/600/7555 Planning Highways Maintenance or Repair Activities in the Workplace

6 12 30

21 F/600/7558 Providing and Monitoring Construction-Related Customer Service in the Workplace

5 8 30


Group C2 – optional units



11 R/6007323 Establishing, Controlling and Monitoring Environmental Factors And Sustainability in the Workplace

6 15 50

12 M/600/7331 Planning the Preparation of the Site for the Project or Operation in the Workplace

6 11 30


6 11 30


6 10 20


11


Group C2 – optional units (continued)




6 7 20

22 K/600/7361 Managing the Handover of the Construction Project in the Workplace

6 10 30


12


Group D1 – mandatory units

Residential Development pathway



4 7 20


6 15 50


6 11 30

13 Y/600/7338 Ensuring That Work Activities and Resources Meet Project Work Requirements in the Workplace

6 11 30


5 8 20


6 11 30


6 10 20


6 7 20


5 8 30


6 10 30

23 H/6007360 Planning and Scheduling the Maintenance or Remedial Activities of Property, Systems or Services in the Workplace

6 15 40


13


Group D2 – optional units

Residential Development pathway



5 8 20

14 Y/600/7341 Identifying, Allocating and Planning The Deployment and Use of Plant, Equipment or Machinery in the Workplace

5 9 20


6 12 20


14


Group E1 – mandatory units

Conservation pathway



4 7 20


6 11 30


5 9 20


5 8 20


6 11 30


6 10 20


6 12 20


6 15 40

24 K/505/7683 Planning Historical Conservation/Restoration Activities in the Workplace

6 12 30


15


Group E2 – optional units

Conservation pathway


10 K/600/7554 Contributing to the Identification of Work Teams in the Workplace

5 8 20


6 15 50


6 11 30


6 7 20


5 8 30


6 10 30


16


Group F1 – mandatory units

Demolition pathway



6 15 50


6 11 30


6 11 30


5 9 20


6 10 30

25 F/6007561 Planning Demolition Activities in the Workplace

6 12 50


Group F2 – optional units

Demolition pathway



4 7 20


5 8 20


5 8 20


6 11 30


6 12 20


5 8 30


17


Additional units – group Z Level Credit Guided learning hours


6 10 20


6 7 20

20 M/600/7555 Planning Highways Maintenance or Repair Activities in the Workplace

6 12 30


5 8 30


6 10 30


6 15 40

24 K/505/7683 Planning Historical Conservation/Restoration Activities in the Workplace

6 12 30

25 F/6007561 Planning Demolition Activities in the Workplace

6 12 50

26 T/6026155 Planning Tunnelling Activities in the Workplace

6 12 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: www.edexcel.com/policies

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.

Elements of good practice

Learner recruitment, preparation and support

Good practice in relation to learner recruitment, preparation and support includes:

● 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:

● 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 B 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.


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Employer engagement

Good practice in relation to employer engagement includes:

● 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 employers 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 employers to better understand their role in the delivery of the programme. It is important employers understand that learners must be given sufficient and relevant work 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 at: www.edexcel.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: www.edexcel.com/policies


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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: www.edexcel.com/policies

● 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 Unit assessment requirements/evidence requirements section of the unit.

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


26

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: www.edexcel.com/policies

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: www.edexcel.com/policies. 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: www.edexcel.com/policies


27

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: www.edexcel.com/policies

Credit transfer

Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.

If learners achieve credits with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of unit achievement. Further information on credit transfer can be found in the document Credit accumulation and transfer policy (England), which is available on our website at: www.edexcel.com/policies


28

9 Centre recognition and approval

Centre recognition

Centres that have not previously offered Edexcel 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 Edexcel vocational qualifications is available at www.pearsonwbl.edexcel.com/qualifications-approval.

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.


29

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 www.pearsonwbl.edexcel.com


30

11 Unit format

Each unit has the following sections.

Unit title

The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).

Unit reference number

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

QCF level

All units and qualifications within the QCF have a level assigned to them. There are nine levels of achievement, from Entry to Level 8. The QCF Level Descriptors inform the allocation of the level.

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 are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition includes workplace guidance to support the development of practical job-related skills, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes the time spent by staff assessing learners’ achievements, for example in the assessment of competence for competency-based qualifications.

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.


31

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.


32

Unit 1: Developing and Maintaining Good Occupational Working Relationships in the Workplace

Unit reference number: M/503/2915

QCF level: 5

Credit value: 8

Guided learning hours: 27

Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in developing and maintaining good occupational working relationships in the workplace within the relevant sector of industry.


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. They must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.

Workplace evidence of skills cannot be simulated.

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

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–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

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33

Learn

ing

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an

d a

ssess

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t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

G

ive

appro

priat

e ad

vice

and info

rmat

ion t

o r

elev

ant

peo

ple

about

the

occ

upat

ional

work

act

ivitie

s an

d/o

r as

soci

ated

occ

upat

ions

invo

lved

1.2

Apply

the

princi

ple

s of eq

ual

ity

and d

iver

sity

by

consi

der

ing t

he

nee

ds

of

indiv

idual

s w

hen

work

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nd c

omm

unic

atin

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ith o

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s

1.3

Exp

lain

the

met

hods

and t

echniq

ues

use

d a

nd p

erso

nal

att

ribute

s re

quired

to e

nco

ura

ge

and m

ainta

in w

ork

ing r

elat

ionsh

ips

that

pro

mote

goodw

ill a

nd t

rust

with r

elev

ant

peo

ple

1

Dev

elop,

mai

nta

in

and e

nco

ura

ge

work

ing

rela

tionsh

ips

to

pro

mote

good w

ill

and t

rust

1.4

Exp

lain

the

princi

ple

s of

equal

ity

and d

iver

sity

and h

ow

to a

pply

them

w

hen

work

ing a

nd c

om

munic

atin

g w

ith o

ther

s

Pear

son E

dex

cel Le

vel 6 D

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ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

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rson E

duca

tion

Lim

ited

2015

34

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Com

munic

ate

on t

he

follo

win

g w

ork

act

ivity

info

rmat

ion t

o r

elev

ant

peo

ple

follo

win

g o

rgan

isat

ional

pro

cedure

s:

–

appro

priat

e tim

esca

les

–

hea

lth a

nd s

afet

y re

quirem

ents

–

co-o

rdin

atio

n o

f w

ork

pro

cedure

s

2.2

Exp

lain

the

diffe

rent

met

hods

and t

echniq

ues

use

d t

o in

form

rel

evan

t peo

ple

about

work

act

ivitie

s

2.3

Exp

lain

the

effe

cts

of not

info

rmin

g r

elev

ant

peo

ple

with t

he

expec

ted

leve

l of

urg

ency

2

Info

rm r

elev

ant

peo

ple

about

work

ac

tivi

ties

in a

n

appro

priat

e le

vel of

det

ail, w

ith t

he

appro

priat

e le

vel of

urg

ency

2.4

Exp

lain

the

diffe

rent

types

of w

ork

act

ivity

rela

ted info

rmat

ion a

nd t

o

what

lev

el o

f det

ail th

e fo

llow

ing p

eople

would

exp

ect

to r

ecei

ve:

–

colle

agues

–

emplo

yers

–

cust

om

ers

–

contr

acto

rs

–

supplie

rs o

f pro

duct

s an

d s

ervi

ces

–

oth

er p

eople

affec

ted b

y th

e w

ork

/pro

ject

Pear

son E

dex

cel Le

vel 6 D

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ma

in C

onst

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ion S

ite

Man

agem

ent

(Const

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(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

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Pea

rson

Educa

tion L

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35

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

G

ive

appro

priat

e ad

vice

and info

rmat

ion t

o r

elev

ant

peo

ple

about

the

diffe

rent

met

hods

of ca

rryi

ng o

ut

occ

upat

ional

work

act

ivitie

s to

ac

hie

ve t

he

required

outc

om

e

3.2

Exp

lain

the

tech

niq

ues

of

enco

ura

gin

g q

ues

tions

and/o

r re

ques

ts for

clar

ific

atio

n a

nd c

om

men

ts

3

Offer

advi

ce a

nd

hel

p t

o r

elev

ant

peo

ple

about

work

ac

tivi

ties

and

enco

ura

ge

ques

tions/

reques

ts

for

clar

ific

atio

n a

nd

com

men

ts

3.3

Exp

lain

the

diffe

rent

way

s of off

erin

g a

dvi

ce a

nd h

elp t

o d

iffe

rent

peo

ple

about

work

act

ivitie

s, in r

elation t

o:

–

pro

gre

ss

–

resu

lts

–

achie

vem

ents

–

occ

upat

ional

pro

ble

ms

–

occ

upat

ional

opport

unitie

s

–

hea

lth a

nd s

afet

y re

quirem

ents

–

co-o

rdin

ated

work

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

36

Learn

ing

ou

tco

mes

Ass

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men

t cr

iteri

a

Evid

en

ce

typ

e

Po

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lio

re

fere

nce

D

ate

4.1

Engag

e re

gula

r dis

cuss

ions

with r

elev

ant

peo

ple

about

the

occ

upat

ional

work

act

ivity

and/o

r oth

er o

ccupat

ions

invo

lved

4.2

Exp

lain

the

met

hods

of cl

arifyi

ng a

lter

nat

ive

pro

posa

ls w

ith r

elev

ant

peo

ple

4

Cla

rify

pro

posa

ls

with r

elev

ant

peo

ple

and d

iscu

ss

alte

rnat

ive

sugges

tions

4.3

Exp

lain

the

met

hods

of su

gges

ting a

lter

nat

ive

pro

posa

ls

5.1

Exa

min

e an

d a

gre

e th

e w

ork

act

ivitie

s th

at s

atis

fy a

ll peo

ple

invo

lved

an

d w

ill m

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the

required

outc

om

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the

pro

pose

d m

ethod o

f w

ork

5

Res

olv

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s of

opin

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ays

that

min

imis

e offen

ce a

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mai

nta

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oodw

ill,

trust

and r

espec

t

5.2

Exp

lain

the

met

hods

and t

echniq

ues

use

d t

o r

esolv

e diffe

rence

s of

opin

ion in w

ays

whic

h m

inim

ise

off

ence

and m

ainta

in g

oodw

ill,

trust

an

d r

espec

t

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

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ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


37

Unit 2: Allocating Work and Checking People’s Performance in the Workplace

Unit reference number: Y/505/7680

QCF level: 5

Credit value: 9


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in allocating work and checking people’s performance in the workplace within the relevant sector of industry.


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


● 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. They must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.


Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

38

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Id

entify

and e

valu

ate

the

priorities

and c

ritica

l ac

tivi

ties

in

pro

gra

mm

es o

r oper

atio

ns

and s

ched

ule

s, a

nd d

evis

e a

pla

n o

n h

ow

the

work

will

be

under

take

n

1.2

Exp

lain

how

to iden

tify

priorities

and c

ritica

l ac

tivi

ties

1.3

Exp

lain

met

hods

of

confirm

ing p

rogra

mm

es o

r oper

atio

ns

and

sched

ule

s

1

Confirm

the

pro

gra

mm

e or

oper

atio

ns

and

sched

ule

s, iden

tify

priorities

and

critic

al ac

tivi

ties

, an

d p

lan h

ow t

he

work

will

be

under

take

n

1.4

D

escr

ibe

how

the

pla

nnin

g o

f w

ork

can

be

under

take

n

Pear

son E

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ite

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–

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atio

n –

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Feb

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Educa

tion L

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2015

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Learn

ing

ou

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mes

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ess

men

t cr

iteri

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en

ce

typ

e

Po

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lio

re

fere

nce

D

ate

2.1

Eva

luat

e an

d a

ssig

n w

ork

to t

eam

mem

ber

s an

d c

arry

out

brief

ings

taki

ng into

acc

ount

thei

r:

–

skill

s

–

know

ledge

–

exper

ience

–

work

load

2.2

D

escr

ibe

how

to

allo

cate

work

fai

rly

to t

eam

mem

ber

s w

hils

t ta

king

into

acc

ount

thei

r cu

rren

t ci

rcum

stan

ces

2

Allo

cate

work

to

team

mem

ber

s,

taki

ng into

acc

ount

thei

r cu

rren

t ci

rcum

stan

ces,

and

brief

them

on t

he

qual

ity

stan

dar

ds

or

leve

l ex

pec

ted

2.3

Exp

lain

the

met

hods

and t

echniq

ues

on b

rief

ing t

eam

mem

ber

s ab

out

qual

ity

of

stan

dar

ds

or

leve

ls e

xpec

ted

3.1

Car

ry o

ut

chec

ks o

n t

he

pro

gre

ss a

nd q

ual

ity

of

work

bei

ng

under

take

n a

gai

nst

pro

gra

mm

es o

r oper

atio

ns

and s

ched

ule

s

3.2

Car

ry o

ut

chec

ks o

n t

he

qual

ity

of w

ork

bei

ng u

nder

take

n a

gai

nst

qual

ity

stan

dar

ds

3.3

Exp

lain

met

hods

of

chec

king t

he

pro

gre

ss o

f w

ork

agai

nst

pro

gra

mm

es o

r oper

atio

ns,

sch

edule

s an

d t

he

work

agai

nst

qual

ity

stan

dar

ds

3

Monitor

the

pro

gre

ss a

nd

qual

ity

of

the

work

an

d p

rovi

de

pro

mpt

and

const

ruct

ive

feed

bac

k

3.4

Pr

ovi

de

feed

bac

k to

tea

m m

ember

s on t

he

pro

gre

ss o

f w

ork

and

stan

dar

ds

of

qual

ity

Pear

son E

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cel Le

vel 6 D

iplo

ma

in C

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ruct

ion S

ite

Man

agem

ent

(Const

ruct

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(QCF)

– S

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ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

40

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Rev

iew

and s

upply

additio

nal

support

and/o

r re

sourc

es w

her

e re

ques

ted b

y te

am m

ember

s

4.2

Exp

lain

the

diffe

rent

way

s of m

otiv

atin

g t

eam

mem

ber

s to

com

ple

te

the

allo

cate

d w

ork

4

Motiva

te t

eam

m

ember

s to

co

mple

te t

he

work

th

ey h

ave

bee

n

allo

cate

d a

nd

pro

vide,

wher

e re

ques

ted a

nd

poss

ible

, an

y ad

ditio

nal

support

an

d/o

r re

sourc

es

4.3

Exp

lain

way

s of

pro

vidin

g a

dditio

nal

support

to t

eam

mem

ber

s an

d

way

s of

get

ting f

eedbac

k on a

dditio

nal

support

fro

m t

eam

mem

ber

s

5.1

Eva

luat

e poo

r or

unac

cepta

ble

per

form

ance

for

giv

en w

ork

act

ivitie

s

5.2

Im

ple

men

t m

ethods

that

can

im

pro

ve p

erfo

rman

ce o

f te

am m

ember

s

5.3

D

escr

ibe

the

various

met

hods

of id

entify

ing p

oor

or

unac

cepta

ble

per

form

ance

5

Iden

tify

unac

cepta

ble

or

poor

per

form

ance

, dis

cuss

the

cause

(s)

and a

gre

e w

ays

of

impro

ving

per

form

ance

with

team

mem

ber

s

5.4

Exp

lain

way

s of

dis

cuss

ing t

he

cause

s of

poor

per

form

ance

with t

eam

m

ember

s an

d h

ow

to g

et a

gre

emen

t on

way

s of

impro

ving

per

form

ance

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

41

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

D

emonst

rate

way

s of

reco

gnis

ing s

ucc

ess

and p

rais

ing t

eam

mem

ber

s on s

ucc

essf

ul co

mple

tion o

f w

ork

6.2

Advi

se r

esponsi

ble

peo

ple

on s

ucc

essf

ul co

mple

tion o

f w

ork

6.3

D

escr

ibe

way

s of re

cognis

ing c

om

ple

tion o

f si

gnific

ant

pie

ces

of w

ork

or

work

act

ivitie

s

6

Rec

ognis

e su

cces

sful

com

ple

tion o

f si

gnific

ant

pie

ces

of

work

or

work

ac

tivi

ties

by

team

/tea

m

mem

ber

s, a

nd

advi

se r

esponsi

ble

peo

ple

6.4

Exp

lain

effec

tive

met

hod

s of

advi

sing r

esponsi

ble

peo

ple

of

the

team

/tea

m m

ember

's s

ucc

esse

s

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


42

Unit 3: Establishing, Implementing and Maintaining Systems for Managing Health, Safety and Welfare in the Workplace

Unit reference number: J/600/7318

QCF level: 6

Credit value: 15


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in establishing, implementing and maintaining systems for managing health, safety and welfare in the workplace within the relevant sector of industry.


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


● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment – Craft, Supervisory, Technical, Managerial and Professional Units and Qualifications with NVQ in the Qualification and Credit Framework (QCF) title and SVQs.

Assessors for this unit must use a combination of the following assessment methods:

● observation of normal work activities within the workplace that clearly confirms the required skills

● questioning the learner on knowledge criteria that clearly confirms the required understanding

● review other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.


43

Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of establishing, implementing and maintaining systems for managing health, safety and welfare to be effective and reliable when confirming a learner’s competence.


Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

44

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

D

evel

op initia

tive

s w

hic

h e

nco

ura

ge

a hea

lth,

safe

ty,

wel

fare

culture

an

d c

onsi

der

atio

n f

or

the

envi

ronm

ent

1.2

Exa

min

e an

d a

nal

yse

curr

ent

syst

ems,

pro

cedure

s an

d f

acili

ties

use

d

or

supplie

d f

or

hea

lth,

safe

ty a

nd w

elfa

re

1.3

Fa

cilit

ate

impro

vem

ent

met

hods

to h

ealth,

safe

ty a

nd w

elfa

re

syst

ems,

pro

cedure

s an

d/o

r fa

cilit

ies

1.4

Exp

lain

way

s th

at t

he

culture

of hea

lth,

safe

ty a

nd w

elfa

re c

an b

e pro

mote

d a

nd e

nco

ura

ged

1.5

Exp

lain

how

opport

unitie

s to

im

pro

ve h

ealth,

safe

ty a

nd w

elfa

re c

ould

be

iden

tified

and h

ow a

ppro

priat

e re

com

men

dat

ions

can b

e m

ade

1

Enco

ura

ge

a cu

lture

of

hea

lth,

safe

ty a

nd w

elfa

re

on s

ite,

and

iden

tify

and

imple

men

t im

pro

vem

ents

1.6

O

utlin

e w

ho t

he

pro

motion o

f a

hea

lth,

safe

ty a

nd w

elfa

re c

ulture

sh

ould

be

aim

ed a

t

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

45

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Eva

luat

e hea

lth,

safe

ty a

nd w

elfa

re r

equirem

ents

of

pro

ject

s an

d

det

erm

ine

num

ber

and t

ypes

of

peo

ple

nee

ded

to c

om

ply

with c

urr

ent

legis

lation

2.2

Ass

ign h

ealth,

safe

ty a

nd/o

r w

elfa

re r

esponsi

bili

ties

to s

elec

ted p

eople

2.3

Car

ry o

ut

regula

r in

duct

ion b

rief

ings

to info

rm t

hose

res

pon

sible

of

thei

r des

ignat

ed d

uties

2.4

D

escr

ibe

how

, an

d t

o w

hom

hea

lth,

safe

ty a

nd w

elfa

re r

esponsi

bili

ties

sh

ould

be

allo

cate

d

2.5

Exp

lain

met

hods

and t

echniq

ues

of co

nduct

ing s

ite

induct

ions

and lis

t ty

pic

al s

ubje

ct a

reas

that

shou

ld b

e co

vere

d

2

Allo

cate

hea

lth,

safe

ty a

nd w

elfa

re

resp

onsi

bili

ties

w

hic

h c

om

ply

with

curr

ent

legis

lation

and e

nsu

re s

ite

induct

ions

consi

sten

tly

info

rm

peo

ple

of

those

re

sponsi

bili

ties

2.6

Exp

lain

how

and w

hy

site

induct

ions

can c

onsi

sten

tly

info

rm p

eople

of

thei

r re

sponsi

bili

ties

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

46

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Id

entify

whic

h leg

isla

tion,

regula

tions,

codes

of

pra

ctic

e an

d o

ffic

ial

guid

ance

applie

s to

rel

evan

t w

ork

are

as a

nd a

ctiv

itie

s to

det

erm

ine

types

and loca

tions

of notice

s an

d h

azar

d w

arnin

gs

3.2

Car

ry o

ut

regula

r in

spec

tions

of

rele

vant

area

s of

work

to c

onfirm

that

pla

ced n

otice

s an

d w

arnin

gs

are

accu

rate

and in t

he

corr

ect

loca

tions

3.3

Li

st t

he

types

of notice

s an

d h

azar

d w

arnin

gs

that

apply

to r

elev

ant

work

are

as a

nd e

xpla

in h

ow

to e

nsu

re t

hat

they

com

ply

with c

urr

ent

legis

lation

3.4

Exp

lain

way

s th

at a

ccura

te a

nd a

ppro

priat

e notice

s an

d h

azar

d

war

nin

gs

for

the

work

forc

e, v

isitors

and t

he

public

can

be

mai

nta

ined

3

Ensu

re a

ccura

te

and a

ppro

priat

e notice

s an

d h

azar

d

war

nin

gs

that

co

nfo

rm t

o cu

rren

t le

gis

lation a

re

mai

nta

ined

3.5

G

ive

reas

ons

why

accu

rate

and a

ppro

priat

e notice

s sh

ould

be

rele

vant,

cor

rect

ly p

lace

d a

nd m

ainta

ined

, an

d e

xpla

in p

oss

ible

co

nse

quen

ces

should

they

not

be

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

47

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Id

entify

req

uired

hea

lth,

safe

ty a

nd w

elfa

re e

quip

men

t fo

r giv

en w

ork

ar

eas

4.2

Spec

ify

hea

lth,

safe

ty a

nd w

elfa

re e

quip

men

t an

d r

esourc

es f

or

work

ac

tivi

ties

that

mee

t th

e pro

ject

, org

anis

atio

nal

and s

tatu

tory

re

quirem

ents

4.3

Im

ple

men

t m

ainte

nan

ce p

roce

dure

s fo

r hea

lth,

safe

ty a

nd w

elfa

re

pro

tect

ion e

quip

men

t an

d r

esourc

es

4.4

D

escr

ibe

the

types

of

hea

lth,

safe

ty a

nd w

elfa

re e

quip

men

t an

d

reso

urc

es t

hat

would

be

nee

ded

for

rel

evan

t w

ork

act

ivitie

s

4.5

Exp

lain

way

s of

ensu

ring t

hat

hea

lth,

safe

ty a

nd w

elfa

re e

quip

men

t an

d r

esourc

es a

re a

vaila

ble

and s

uffic

ient

for

the

pro

ject

4

Ensu

re h

ealth,

safe

ty a

nd w

elfa

re

equip

men

t an

d

reso

urc

es a

re

avai

lable

and

suffic

ient

to m

eet

curr

ent

legis

lation

4.6

Exp

lain

how

to e

nsu

re t

hat

hea

lth,

safe

ty a

nd w

elfa

re e

quip

men

t an

d

reso

urc

es c

om

ply

with c

urr

ent

legis

lation

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

48

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

D

evis

e an

d/o

r ap

ply

sys

tem

s to

giv

en w

ork

are

as t

hat

allo

ws

haz

ard

iden

tifica

tion,

asse

ssm

ent

of

risk

s an

d a

doption

of

rele

vant

contr

ol

met

hods

5.2

D

evis

e an

d/o

r ap

ply

sys

tem

s to

giv

en w

ork

are

as t

hat

iden

tify

bre

aches

in h

ealth,

safe

ty a

nd w

elfa

re r

equirem

ents

5.3

D

evis

e an

d/o

r ap

ply

sys

tem

s to

giv

en w

ork

are

as t

hat

are

able

to

allo

w f

or

the

report

ing o

f ac

ciden

ts,

emer

gen

cies

and n

ear

mis

ses

5.4

Exp

lain

how

sys

tem

s w

hic

h m

eet

curr

ent

legis

lation r

equirem

ents

for

iden

tify

ing a

nd r

educi

ng h

azar

ds

should

be

imple

men

ted

5.5

Exp

lain

met

hods

that

can

be

use

d t

o im

ple

men

t sy

stem

s th

at c

an

report

and r

ecord

acc

iden

ts,

emer

gen

cies

and n

ear

mis

ses

5

Imple

men

t sy

stem

s w

hic

h

mee

t cu

rren

t le

gis

lation

requirem

ents

to

iden

tify

haz

ards,

re

duce

ris

ks a

nd

mai

nta

in t

he

hea

lth,

safe

ty a

nd

wel

fare

of peo

ple

5.6

Exp

lain

way

s of

mai

nta

inin

g t

he

wel

fare

of

peo

ple

in a

ccord

ance

with

curr

ent

legis

lation r

equirem

ents

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

49

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

Eva

luat

e giv

en w

ork

are

as a

nd iden

tify

any

haz

ards

that

can

affec

t th

e w

ork

pla

ce a

nd s

urr

oundin

g a

reas

6.2

D

eter

min

e th

e si

gnific

ance

of id

entified

haz

ards

within

the

work

pla

ce

6.3

Exp

lain

rel

evan

t m

ethod

s th

at c

an e

nsu

re h

azar

ds

are

fully

iden

tified

.

6.4

D

escr

ibe

met

hods

and t

echniq

ues

that

allo

w f

urt

her

info

rmat

ion a

bout

haz

ards

to b

e obta

ined

6

Ensu

re h

azar

ds

are

iden

tified

and

obta

in info

rmat

ion

on t

hei

r si

gnific

ance

6.5

Exp

lain

the

met

hods

and f

acto

rs t

hat

det

erm

ine

the

signific

ance

of

haz

ards

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

50

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7.1

Apply

the

follo

win

g p

rinci

ple

s of pre

vention t

o id

entified

sig

nific

ant

haz

ards:

–

elim

inat

ion

–

contr

ol at

sourc

e

–

man

agem

ent

–

cum

ula

tive

pro

tect

ion

–

per

sonal

pro

tect

ive

equip

men

t

7.2

Id

entify

and a

nal

yse

any

resi

dual

ris

k or

risk

s an

d a

pply

additio

nal

co

ntr

ol m

easu

res

as a

ppro

priat

e

7.3

In

form

appro

priat

e peo

ple

about

required

haz

ard c

ontr

ols

and a

n

rem

ainin

g r

isks

usi

ng v

ario

us

form

ats

7.4

D

escr

ibe

met

hods

that

allo

w r

esid

ual

ris

ks t

o b

e id

entified

7.5

Exp

lain

way

s of

apply

ing t

he

princi

ple

s of

pre

vention t

o iden

tified

re

leva

nt

and s

ignific

ant

haz

ards

7

Ensu

re t

he

signific

ant

haz

ards

are

asse

ssed

to

iden

tify

the

resi

dual

ris

ks,

apply

the

princi

ple

s of

pre

vention t

o re

duce

the

risk

s an

d p

rovi

de

info

rmat

ion t

o

appro

priat

e peo

ple

7.6

Exp

lain

how

ris

ks c

an b

e re

duce

d a

nd w

ays

that

info

rmat

ion c

an b

e pro

vided

to a

ppro

priat

e peo

ple

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

51

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

8.1

Ensu

re t

hat

reg

ula

r ch

ecks

are

car

ried

out

on h

ealth,

safe

ty a

nd

wel

fare

sys

tem

s

8.2

Anal

yse

and r

ecord

spec

ial si

te c

onditio

ns

and s

ituat

ions

whic

h d

o n

ot

com

ply

with r

egula

tions

8.3

Apply

rel

evan

t m

easu

res

whic

h w

ill p

reve

nt

reocc

urr

ence

of

bre

aches

to

the

requirem

ents

of hea

lth,

safe

ty a

nd w

elfa

re

8

Monitor

hea

lth,

safe

ty a

nd w

elfa

re

syst

ems

regula

rly

for

com

plia

nce

with

curr

ent

legis

lation

8.4

Exp

lain

met

hods

and/o

r pro

cedure

s use

d t

o r

egula

rly

monitor

hea

lth,

safe

ty a

nd w

elfa

re s

yste

ms

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


52

Unit 4: Evaluating and Selecting Work Methods to Meet Project or Operational Requirements in the Workplace


QCF level: 6

Credit value: 11


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in evaluating and selecting work methods to meet project or operational requirements in the workplace within the relevant sector of industry.










53

Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of establishing, implementing and maintaining systems for managing health, safety and welfare to be effective and reliable when confirming a learner’s competence.


Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

54

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Ass

ess

and

eval

uat

e pro

ject

or

oper

atio

nal

dat

a in

ord

er t

o iden

tify

w

ork

met

hods

1.1

Exa

min

e at

lea

st f

ive

of

the

follo

win

g t

ypes

of pro

ject

or

oper

atio

nal

dat

a th

at c

an iden

tify

req

uired

work

met

hods:

–

conditio

ns

of

contr

act

–

bill

s of

quan

tities

or

met

hods

of m

easu

rem

ent

–

spec

ific

atio

ns

–

dra

win

gs

–

hea

lth,

safe

ty a

nd e

nvi

ronm

enta

l pla

ns

–

pro

gra

mm

es a

nd s

ched

ule

s

–

org

anis

atio

nal

req

uirem

ents

–

inst

ruct

ions

and v

aria

tions

–

info

rmat

ion o

n m

ater

ials

–

surv

ey r

epor

ts

–

des

ign d

ata

–

stat

uto

ry c

onse

nts

–

sub-c

ontr

acto

r ar

rangem

ents

and a

tten

dan

ce

–

met

hod s

tate

men

ts a

nd/o

r risk

ass

essm

ents

–

safe

sys

tem

s of w

ork

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

55

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.2

Exp

lain

diffe

rent

met

hods

and t

echniq

ues

that

allo

ws

the

asse

ssm

ent

and e

valu

atio

n o

f av

aila

ble

pro

ject

or

oper

atio

nal

dat

a

1.3

Exp

lain

how

work

met

hods

can b

e id

entified

fro

m t

he

asse

ssm

ent

and

eval

uat

ion o

f pro

ject

or

oper

atio

nal

dat

a

1.4

G

ive

reas

ons

why

pro

ject

or

oper

atio

nal

dat

a nee

ds

to b

e as

sess

ed

and e

valu

ated

and e

xpla

in p

oss

ible

pro

ject

or

oper

atio

nal

co

nse

quen

ces

should

this

not

be

under

take

n c

orre

ctly

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

56

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Car

ry o

ut

consu

ltat

ions

with a

nd/o

r ex

amin

e at

lea

st t

wo

of

the

follo

win

g o

ther

sourc

es:

–

the

clie

nt,

cust

om

er o

r th

eir

repre

senta

tive

–

contr

acto

rs

–

sub-c

ontr

acto

rs

–

supplie

rs

–

regula

tory

auth

orities

–

tech

nic

al a

nd t

rade

liter

ature

–

those

affec

ted b

y th

e pro

ject

2

Obta

in a

dditio

nal

in

form

atio

n f

rom

oth

er s

ourc

es in

case

s w

her

e th

e av

aila

ble

pro

ject

or

oper

atio

nal

dat

a is

in

suffic

ient

2.2

Exp

lain

how

additio

nal

info

rmat

ion fro

m o

ther

sourc

es c

an b

e obta

ined

in c

ases

wher

e av

aila

ble

pro

ject

dat

a is

insu

ffic

ient

3.1

Est

ablis

h a

ran

ge

of w

ork

met

hods

for

rele

vant

pro

ject

s or

oper

atio

ns

from

at

leas

t tw

o o

f th

e fo

llow

ing info

rmat

ion s

ourc

es:

–

curr

ent

legis

lation,

Codes

of

Prac

tice

and o

ffic

ial guid

ance

–

inve

stig

ativ

e re

sear

ch

–

org

anis

atio

nal

pro

cedure

s

–

tech

nic

al a

nd t

rade

liter

ature

3.2

Exp

lain

diffe

rent

way

s th

at a

llow

s co

mpre

hen

sive

iden

tifica

tion o

f w

ork

met

hods

from

poss

ible

info

rmat

ion s

ourc

es,

and w

ill m

ake

the

bes

t use

of re

sourc

es a

nd m

ater

ials

for

typic

al p

roje

cts

or

oper

atio

ns

3

Iden

tify

work

m

ethods

whic

h w

ill

mak

e th

e bes

t use

of

reso

urc

es a

nd

mat

eria

ls a

nd

mee

ts p

roje

ct a

nd

curr

ent

legis

lation

requirem

ents

3.3

Exp

lain

pro

cedure

s th

at c

an iden

tify

work

met

hods

whic

h m

eets

pro

ject

or

oper

atio

nal

req

uirem

ents

and t

he

requirem

ents

of

curr

ent

legis

lation

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

57

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Exa

min

e an

d iden

tify

work

met

hods

for

a ra

nge

of

pro

ject

s or

oper

atio

ns

usi

ng o

f at

lea

st s

ix o

f th

e fo

llow

ing t

echnic

al,

envi

ronm

enta

l or

pro

ject

crite

ria:

–

mat

eria

ls p

erfo

rman

ce a

nd a

vaila

bili

ty

–

hea

lth a

nd s

afet

y

–

fire

pro

tect

ion

–

acce

ss

–

pla

nt,

equip

men

t or

mac

hin

ery

per

form

ance

and a

vaila

bili

ty

–

traf

fic

man

agem

ent

–

envi

ronm

enta

l is

sues

–

cost

ben

efit

–

curr

ent

legis

lation,

Codes

of

Prac

tice

and o

ffic

ial guid

ance

–

cust

om

er a

nd u

ser

nee

ds

–

contr

act

requirem

ents

in t

erm

s of

tim

e an

d q

uan

tity

–

was

te m

anag

emen

t

–

sust

ainab

ility

4.2

D

eter

min

e w

ork

met

hods

for

a ra

nge

of

pro

ject

s, a

ctiv

itie

s an

d/o

r oper

atio

ns

that

will

mee

t pro

gra

mm

e re

quirem

ents

4

Eva

luat

e id

entified

w

ork

met

hods

agai

nst

tec

hnic

al,

envi

ronm

enta

l an

d

pro

ject

or

oper

atio

nal

crite

ria

and s

elec

t ap

pro

priat

e m

ethods

4.3

Exp

lain

diffe

rent

way

s an

d t

echniq

ues

of

eval

uat

ing iden

tified

work

m

ethods

agai

nst

rel

evan

t te

chnic

al,

envi

ronm

enta

l an

d p

roje

ct c

rite

ria

to s

elec

t th

e bes

t or

appro

priat

e m

ethod

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

58

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Pr

oduce

and/o

r ex

amin

e a

met

hod s

tate

men

ts a

nd/o

r risk

as

sess

men

ts f

or

a ra

nge

of

pro

ject

s, a

ctiv

itie

s or

oper

atio

ns

5.2

Confirm

that

met

hod s

tate

men

ts a

nd/o

r risk

ass

essm

ents

are

ac

cura

te,

clea

r, c

onci

se a

nd a

ccep

table

for

the

pro

ject

, ac

tivi

ty o

r oper

atio

nal

nee

ds

5.3

Exp

lain

suitab

le m

ethods

that

ensu

re m

ethod s

tate

men

ts a

nd/o

r risk

as

sess

men

ts d

eriv

ed f

rom

the

sele

cted

work

met

hods

are

accu

rate

, cl

ear

and c

onci

se

5.4

Exp

lain

poss

ible

pro

cedure

s th

at e

nsu

re t

hat

met

hod s

tate

men

ts

and/o

r risk

ass

essm

ents

are

acc

epta

ble

to a

ll th

e peo

ple

res

ponsi

ble

5

Ensu

re m

ethod

stat

emen

ts a

re

accu

rate

, cl

ear

and

conci

se a

nd

acce

pta

ble

to a

ll th

e peo

ple

invo

lved

5.5

G

ive

reas

ons

for

the

nee

d t

o e

nsu

re t

hat

sel

ecte

d w

ork

met

hods,

m

ethod s

tate

men

t an

d/o

r risk

ass

essm

ents

are

acc

epta

ble

to a

ll th

e peo

ple

res

ponsi

ble

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

59

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

Pr

esen

t th

e se

lect

ed w

ork

met

hod t

o a

nd g

ain a

ccep

tance

by

at lea

st

two o

f th

e fo

llow

ing p

eople

res

ponsi

ble

:

–

the

clie

nt,

cust

om

er o

r th

eir

repre

senta

tive

–

contr

acto

rs

–

consu

ltan

ts

–

sub-c

ontr

acto

rs

–

supplie

rs

–

work

forc

e

–

inte

rnal

man

agem

ent

6.2

Exp

lain

the

way

s an

d t

echniq

ues

of re

com

men

din

g w

ork

met

hods

to

the

peo

ple

res

ponsi

ble

6

Rec

om

men

d a

nd

pro

mote

the

sele

cted

work

m

ethod f

or

pro

ject

s or

oper

atio

ns

6.3

Exp

lain

diffe

rent

way

s of

pro

moting s

elec

ted w

ork

met

hods

to t

he

peo

ple

res

ponsi

ble

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


60

Unit 5: Monitoring Construction Related Project Activities in the Workplace


QCF level: 6

Credit value: 8


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in monitoring construction-related project activities in the workplace within the relevant sector of industry.









Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of monitoring construction related project activities to be effective and reliable when confirming a learner’s competence.


Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

61

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Pr

epar

e w

ritt

en n

otice

s det

ailin

g a

bout

when

pro

ject

work

s st

arts

, ex

pec

ted d

ura

tions

and p

lanned

fin

ishin

g o

r co

mple

tions

dat

es

1.2

Pr

ovi

de

peo

ple

affec

ted b

y pro

ject

work

s w

ith w

ritt

en n

otice

s ab

out

pro

ject

sch

edule

s

1.3

O

utlin

e th

e ty

pe

of peo

ple

that

shou

ld b

e notified

of w

ork

sch

edule

s

1.4

D

escr

ibe

way

s an

d t

echniq

ues

of notify

ing p

eople

affec

ted b

y th

e w

ork

abou

t w

ork

sch

edule

s

1.5

Exp

lain

why

adeq

uat

e notice

of

work

s sh

ould

be

giv

en t

o p

eople

af

fect

ed a

nd e

xpla

in p

oss

ible

conse

quen

ces

should

this

not

hap

pen

1

Giv

e ad

equat

e notice

to a

ll th

e peo

ple

who w

ill b

e af

fect

ed a

bout

when

work

will

st

art,

how

long it

will

tak

e an

d w

hen

it w

ill f

inis

h a

nd

confirm

all

dat

es in

writing

1.6

Exp

lain

how

dat

es c

an b

e co

nfirm

ed a

nd w

hy

notifica

tion o

f w

ork

ar

rangem

ents

and s

ched

ule

s sh

ould

be

in w

riting

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

62

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Li

aise

and c

om

munic

ate

with t

hose

under

taki

ng s

pec

ifie

d w

ork

on

rele

vant

pro

ject

s

2.2

G

ain a

ppro

val w

ith r

elev

ant

work

ers

for

work

pro

gra

mm

es a

nd

met

hods

on c

onst

ruct

ion p

roje

cts

2.3

Exp

lain

how

and w

hy

pro

gra

mm

es a

nd m

ethod

s sh

ould

be

agre

ed

with t

he

peo

ple

who w

ill b

e doin

g t

he

work

2

Com

munic

ate

and

agre

e a

pro

gra

mm

e an

d

met

hod w

ith

peo

ple

who w

ill b

e doin

g t

he

work

th

at inte

gra

tes

oper

atio

ns

2.4

D

escr

ibe

met

hods

and t

echniq

ues

of

com

munic

atin

g p

rogra

mm

es a

nd

met

hods

to t

he

peo

ple

who w

ill b

e doin

g t

he

work

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

63

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Sourc

e in

form

atio

n r

elev

ant

to s

pec

ifie

d p

roje

cts

and a

ssem

ble

prior

to t

he

star

t of

work

3.2

Exp

lain

way

s th

at info

rmat

ion r

equired

for

pro

ject

s ca

n b

e id

entified

, obta

ined

and r

ecord

ed b

efore

work

sta

rts

3

Iden

tify

, re

cord

an

d o

bta

in

info

rmat

ion

requirem

ents

bef

ore

work

sta

rts

3.3

D

escr

ibe

the

types

of

info

rmat

ion t

hat

should

be

obta

ined

bef

ore

work

st

arts

on t

ypic

al p

roje

cts

4.1

Pl

an a

nd im

ple

men

t at

tendan

ce r

equirem

ents

that

mee

ts p

roje

ct a

nd

contr

actu

al r

equirem

ents

4.2

Arr

ange

and u

nder

take

mee

tings

with s

ub-c

ontr

acto

rs t

o d

iscu

ss

pro

ject

or

contr

act

requirem

ents

and a

tten

dan

ce

4.3

Exp

lain

how

att

endan

ce c

an b

e org

anis

ed b

y co

ntr

act

or

agre

emen

t fo

r su

b-c

ontr

acto

rs a

nd a

tten

din

g w

ork

forc

e, in a

ccord

ance

with

pro

ject

req

uirem

ents

and c

ontr

actu

al a

gre

emen

ts

4.4

Li

st f

acto

rs t

hat

aff

ect

typic

al p

roje

ct r

equirem

ents

4

Org

anis

e at

tendan

ce for

sub-c

ontr

acto

rs in

acco

rdan

ce w

ith

pro

ject

and

contr

actu

al

agre

emen

ts

4.5

Exp

lain

why

atte

ndan

ce n

eeds

to b

e org

anis

ed f

or

contr

act

or

agre

emen

t fo

r su

b-c

ontr

acto

rs in a

ccord

ance

with p

roje

ct

requirem

ents

and c

ontr

actu

al a

gre

emen

ts

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

64

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Id

entify

and p

rocu

re a

t le

ast

thre

e of

the

follo

win

g r

esourc

es f

or

rele

vant

pro

ject

s:

–

peo

ple

–

pla

nt,

equip

men

t or

mac

hin

ery

–

mat

eria

ls a

nd c

om

pon

ents

–

sub-c

ontr

acto

rs

–

info

rmat

ion

5.2

Exp

lain

how

to iden

tify

and p

lan t

he

use

of

reso

urc

es f

or

pro

ject

s an

d

why

reso

urc

e re

quirem

ents

shou

ld b

e pla

nned

5.3

Exp

lain

why

ther

e is

a n

eed t

o pla

n t

he

use

of

reso

urc

es

5

Plan

and o

bta

in

suffic

ient

reso

urc

es

of

the

appro

priat

e ty

pe

whic

h w

ill

mee

t th

e pro

ject

re

quirem

ents

and

tim

esca

les

5.4

Exp

lain

met

hods

and p

roce

dure

s th

at c

an e

nsu

re s

uffic

ient

reso

urc

es

are

obta

ined

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

65

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

Im

ple

men

t an

d c

oord

inat

e w

ork

ing a

reas

, ac

tivi

ties

and r

esourc

es

agai

nst

pro

ject

req

uirem

ents

that

allo

ws

site

s to

be

safe

and t

idy

6.2

Coord

inat

e an

d im

pro

ve s

ite

oper

atio

ns

to p

roje

ct a

posi

tive

im

age

of

pro

ject

s an

d r

elev

ant

organ

isat

ions

6.3

D

escr

ibe

way

s of

org

anis

ing a

nd c

ontr

olli

ng t

he

site

and r

esourc

es s

o

that

the

follo

win

g c

onditio

ns

are

met

:

–

the

site

is

safe

–

the

site

is

tidy

–

a fa

voura

ble

im

age

of

the

org

anis

atio

n is

crea

ted

–

a fa

voura

ble

im

age

of

the

pro

duct

s in

use

and b

eing p

roduce

d is

crea

ted

–

a fa

voura

ble

im

age

of

the

serv

ices

bei

ng p

rovi

ded

is

crea

ted

6

Org

anis

e an

d

contr

ol th

e si

te a

nd

reso

urc

es s

o t

hat

co

nditio

ns

are

safe

, th

e si

te is

tidy

and

crea

tes

a fa

voura

ble

im

age

of

the

org

anis

atio

n,

its

pro

duct

s, its

se

rvic

es a

nd t

he

pro

ject

6.4

Exp

lain

why

ther

e is

a n

eed t

o o

rgan

ise

and c

ontr

ol th

e si

te a

nd

reso

urc

es

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

66

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7.1

Id

entify

any

spec

ial re

quirem

ents

that

may

affec

t th

e w

ork

s pro

gra

mm

e or

surr

oundin

g a

reas

on r

elev

ant

pro

ject

s

7.2

Im

ple

men

t pla

ns,

bas

ed o

n t

he

resu

lts

of sp

ecia

l co

ntingen

cy

iden

tifica

tion,

that

will

min

imis

e dis

ruption t

o th

ose

affec

ted b

y th

e w

ork

pro

gra

mm

e

7.3

D

eleg

ate

task

s to

oth

er t

eam

mem

ber

s to

im

ple

men

t th

e dev

eloped

co

ntingen

cy p

lans

7.4

O

utlin

e how

to d

evel

op p

lans

to m

eet

spec

ial re

quirem

ents

and

contingen

cies

7

Dev

elop

contingen

cy p

lans

to m

eet

spec

ial

requirem

ents

to

min

imis

e dis

ruption

to t

hose

lik

ely

to

be

affe

cted

by

the

work

s pro

gra

mm

e

7.5

Exp

lain

why

ther

e is

a n

eed t

o d

evel

op p

lans

to m

eet

spec

ial

requirem

ents

and c

ontingen

cies

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


67

Unit 6: Controlling Project Progress against Agreed Quality Standards in the Workplace

Unit reference number: F/600/7351

QCF level: 6

Credit value: 10


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in controlling project progress against agreed quality standards in the workplace within the relevant sector of industry.









Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of controlling project progress against agreed quality standards to be effective and reliable when confirming a learner’s competence.


Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

68

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

G

ather

a r

ange

of so

urc

es w

hic

h w

ill iden

tify

qual

ity

stan

dar

ds

for

giv

en p

roje

cts

1.2

Exa

min

e co

llect

ed s

ourc

es a

nd d

efin

e re

quis

ite

qual

ity

stan

dar

ds

1.3

Pro

vide

peo

ple

res

ponsi

ble

with r

elev

ant

qual

ity

stan

dar

ds

prior

to

work

sta

rtin

g

1.4

D

escr

ibe

wher

e an

d h

ow q

ual

ity

stan

dar

ds

for

giv

en p

roje

cts

can b

e def

ined

1.5

Exp

lain

how

qual

ity

stan

dar

ds

can b

e id

entified

and inte

rpre

ted

1

Iden

tify

and

inte

rpre

t qual

ity

stan

dar

ds

from

av

aila

ble

in

form

atio

n,

and

pas

s th

em t

o

peo

ple

res

ponsi

ble

fo

r th

eir

imple

men

tation

bef

ore

they

sta

rt

work

1.6

Exp

lain

way

s th

at q

ual

ity

stan

dar

ds

can b

e pas

sed o

n t

o p

eople

re

sponsi

ble

for

imple

men

ting t

hem

bef

ore

sta

rtin

g w

ork

on a

contr

act

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

69

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Pr

oduce

a s

ite

qual

ity

pla

n o

r pro

cedure

show

ing indiv

idual

re

sponsi

bili

ties

in a

ccord

ance

with q

ual

ity

stan

dar

ds

2.2

Exp

lain

how

res

ponsi

bili

ties

can

be

spec

ifie

d t

o in

div

idual

s hav

ing t

o

mai

nta

in q

ual

ity

stan

dar

ds,

and w

ho t

hose

indiv

idual

may

be

for

giv

en

pro

ject

s

2.3

G

ive

reas

ons

why

the

resp

onsi

bili

ties

whic

h indiv

idual

s hav

e fo

r m

ainta

inin

g q

ual

ity

stan

dar

ds

nee

d t

o b

e sp

ecifie

d

2

Spec

ify

clea

rly

and

unam

big

uou

sly

the

resp

onsi

bili

ties

w

hic

h indiv

idual

s hav

e fo

r m

ainta

inin

g q

ual

ity

stan

dar

ds

2.4

Exp

lain

met

hods

that

allo

ws

for

the

pro

duct

ion o

f si

te q

ual

ity

pla

ns

or

pro

cedure

s in

acc

ord

ance

with t

he

qual

ity

stan

dar

ds

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

70

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Est

ablis

h a

nd im

ple

men

t sy

stem

s th

at c

an insp

ect

ongoin

g w

ork

and

com

ple

ted w

ork

3.2

D

escr

ibe

types

of

syst

ems

and m

ethods

that

can

be

imple

men

ted t

o

chec

k qual

ity

stan

dar

ds

3.3

Exp

lain

how

sys

tem

s fo

r in

spec

ting a

nd c

ontr

olli

ng t

he

qual

ity

of

work

an

d r

ecord

the

outc

om

es s

hould

be

set

up

3

Set

up s

yste

ms

to

insp

ect

and c

ontr

ol

the

qual

ity

of

the

work

3.4

G

ive

reas

ons

why

syst

ems

for

insp

ecting a

nd c

ontr

olli

ng t

he

qual

ity

of

work

and r

ecord

s of th

e outc

om

es n

eed t

o b

e se

t up

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

71

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Arr

ange

insp

ections

of ongoin

g a

nd c

om

ple

ted w

ork

on g

iven

pro

ject

s

4.2

Rec

ord

acc

epta

nce

and r

ejec

tion c

rite

ria

for

giv

en p

roje

ct a

ctiv

itie

s fr

om

insp

ection a

ctiv

itie

s

4

Reg

ula

rly

chec

k th

at w

ork

confo

rms

to t

he

des

ign

requirem

ents

and

the

spec

ifie

d

qual

ity

stan

dar

ds

4.3

Exp

lain

met

hods

that

chec

ks t

hat

work

con

form

s to

des

ign

requirem

ents

and t

he

spec

ifie

d q

ual

ity

stan

dar

ds

5.1

Est

ablis

h,

thro

ugh inve

stig

atio

n a

nd c

om

par

ison w

ith q

ual

ity

stan

dar

ds,

work

that

is

iden

tified

as

sub-s

tandar

d

5.2

Pl

an a

nd a

rran

ge

appro

priat

e co

rrec

tive

act

ions

5.3

D

escr

ibe

way

s th

at iden

tifies

and r

ecord

s w

ork

that

fai

ls t

o m

eet

the

requirem

ents

and s

pec

ifie

d q

ual

ity

stan

dar

ds

5

Iden

tify

work

w

hic

h f

ails

to m

eet

the

requirem

ents

an

d s

pec

ifie

d

qual

ity

stan

dar

ds

and im

ple

men

t co

rrec

tive

act

ion.

5.4

Exp

lain

how

to im

ple

men

t co

rrec

tive

act

ion w

her

e w

ork

fai

ls t

o m

eet

the

requirem

ents

and s

pec

ifie

d q

ual

ity

stan

dar

ds

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

72

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

Com

munic

ate

with d

ecis

ion-m

aker

s ab

out

iden

tified

sig

nific

ant

variat

ions

of

qual

ity

stan

dar

ds

on g

iven

work

act

ivitie

s

6.2

Sugges

t ac

tions

and s

olu

tions

to d

ecis

ion-m

aker

s th

at t

ake

into

ac

count

the

follo

win

g:

–

qual

ity

stan

dar

ds

–

effe

cts

of q

ual

ity

on t

he

pro

gra

mm

e

–

effe

cts

of q

ual

ity

on s

afet

y

–

effe

cts

of q

ual

ity

on f

inis

hed

pro

duct

6.3

Exp

lain

met

hods

and t

echniq

ues

that

can

be

use

d t

o info

rm d

ecis

ion-

mak

ers

about

signific

ant

variat

ions

in q

ual

ity

stan

dar

ds

that

may

af

fect

pro

gra

mm

e, s

afet

y im

plic

atio

ns

and t

he

finis

h t

o th

e pro

duct

6.4

Exp

lain

how

solu

tions,

whic

h d

ecis

ion-m

aker

s nee

d t

o m

ake

about

signific

ant

variat

ions

in q

ual

ity

stan

dar

ds

and a

dvi

ce o

n t

he

actions

they

nee

d t

o t

ake,

can

be

reco

mm

ended

6

Info

rm d

ecis

ion-

mak

ers

about

signific

ant

variat

ions

of

qual

ity

stan

dar

ds

and r

ecom

men

d

solu

tions

they

nee

d

to m

ake

and

actions

they

nee

d

to t

ake

6.5

Exp

lain

way

s of

reco

mm

endin

g im

pro

vem

ents

to d

ecis

ion-m

aker

s,

and w

hy

reco

mm

endat

ions

should

be

mad

e

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

73

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7.1

Est

ablis

h c

onflic

ts b

etw

een g

iven

qual

ity

stan

dar

ds

and o

ngoin

g w

ork

ac

tivi

ties

7.2

Com

munic

ate

suff

icie

nt

info

rmat

ion a

bout

qual

ity

stan

dar

d c

onflic

ts t

o

dec

isio

n-m

aker

s

7.3

Exp

lain

how

conflic

ts b

etw

een q

ual

ity

stan

dar

ds

can b

e id

entified

7

Iden

tify

con

flic

ts

bet

wee

n q

ual

ity

stan

dar

ds

and

refe

r th

em t

o

dec

isio

n-m

aker

s fo

r re

solu

tion

7.4

D

escr

ibe

how

con

flic

ting q

ual

ity

stan

dar

ds

can b

e re

ferr

ed t

o d

ecis

ion-

mak

ers

for

reso

lution

8.1

Anal

yse

work

act

ivitie

s fr

om

rec

eive

d f

eedbac

k ag

ainst

pro

ject

re

quirem

ents

and e

stab

lish w

her

e im

pro

vem

ents

to q

ual

ity

stan

dar

ds

can b

e m

ade

8.2

Com

munic

ate

sugges

ted im

pro

vem

ents

to

qual

ity

stan

dar

ds

to

dec

isio

n-m

aker

s

8.3

Exp

lain

how

im

pro

vem

ents

in q

ual

ity

stan

dar

ds

from

fee

dbac

k ca

n b

e id

entified

8

Iden

tify

im

pro

vem

ents

fr

om

fee

dbac

k re

ceiv

ed a

nd

reco

mm

end t

hem

to

dec

isio

n-m

aker

s

8.4

D

escr

ibe

way

s th

at r

ecom

men

ded

im

pro

vem

ents

can

be

mad

e to

dec

isio

n-m

aker

s

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

74

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

9.1

Est

ablis

h a

nd g

ain a

ppro

val on c

han

ges

that

can

be

mad

e to

pro

ject

qual

ity

stan

dar

ds

with d

ecis

ion-

mak

ers

9.2

D

ocu

men

t in

suffic

ient

det

ail an

d a

ccura

cy in t

he

corr

ect

form

at,

appro

ved c

han

ges

mad

e on p

roje

ct q

ual

ity

stan

dar

ds

9.3

Exp

lain

how

agre

ed a

men

dm

ents

to

the

pro

ject

qual

ity

stan

dar

ds

with

dec

isio

n-m

aker

s ca

n b

e m

ade

9

Agre

e am

endm

ents

to

the

pro

ject

qual

ity

stan

dar

ds

and r

ecord

them

ac

cura

tely

9.4

Exp

lain

met

hods

that

allo

ws

for

the

reco

rdin

g o

f am

endm

ents

to

pro

ject

qual

ity

stan

dar

ds

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


75

Unit 7: Controlling Project Progress against Agreed Programmes in the Workplace

Unit reference number: D/600/7356

QCF level: 6

Credit value: 11


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in controlling project progress against agreed programmes in the workplace within the relevant sector of industry.









Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of controlling project progress against agreed programmes to be effective and reliable when confirming a learner’s competence.


Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

76

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Pla

n a

sys

tem

that

mee

ts o

rgan

isat

ional

req

uirem

ents

that

will

m

onitor

and r

ecord

work

pro

gre

ss for

giv

en p

roje

cts

1.2

In

vest

igat

e an

d m

onitor

the

pro

gre

ss o

f giv

en p

roje

cts

agai

nst

agre

ed

pro

gra

mm

es u

sing a

t le

ast

four

of th

e fo

llow

ing s

yste

ms:

–

visu

al insp

ection(s

)

–

reso

urc

e re

cord

s

–

site

insp

ection r

eport

s

–

contr

acto

r’s

report

–

cert

ifie

d p

aym

ents

–

site

mee

tings

–

org

anis

atio

nal

pro

cedure

s

–

man

agem

ent

report

s

–

ben

chm

arks

–

com

par

ison w

ith p

roje

ct r

equirem

ents

1.3

D

ocu

men

t findin

gs

of m

onitoring s

yste

ms

on g

iven

pro

ject

s usi

ng

writt

en,

gra

phic

al a

nd e

lect

ronic

form

ats

1.4

Exp

lain

how

sys

tem

s fo

r m

onitoring a

nd r

ecord

ing t

he

pro

gre

ss o

f pro

ject

s ag

ainst

agre

ed p

rogra

mm

es c

an b

e dev

eloped

1

Dev

elop a

nd

imple

men

t sy

stem

s to

monitor

and

reco

rd t

he

pro

gre

ss

of

the

pro

ject

ag

ainst

the

agre

ed

pro

gra

mm

e(s)

1.5

G

ive

reas

ons

why

syst

ems,

that

monitor

and r

ecord

pro

ject

pro

gre

ss

pro

ject

agai

nst

agre

ed p

rogra

mm

es,

should

be

dev

eloped

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

77

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

G

ather

and a

ccum

ula

te info

rmat

ion o

n w

ork

pro

gre

ss o

f giv

en

pro

ject

s on a

pla

nned

fre

quen

t bas

is

2.2

G

ather

and a

ccum

ula

te info

rmat

ion o

n w

ork

pro

gre

ss o

f giv

en

pro

ject

s on a

pla

nned

fre

quen

t bas

is

2.3

Exp

lain

way

s th

at info

rmat

ion o

n w

ork

pro

gre

ss c

an r

egula

rly

be

colle

cted

2.4

Exp

lain

way

s of

accu

rate

ly s

um

mar

isin

g p

rogre

ss info

rmat

ion t

o

rele

vant

peo

ple

2

Colle

ct p

rogre

ss

info

rmat

ion

regula

rly

and

sum

mar

ise

it f

or

rele

vant

peo

ple

2.5

O

utlin

e w

ho

would

nee

d t

o b

e in

form

ed a

bout

work

pro

gre

ss o

n g

iven

pro

ject

s

3.1

Exa

min

e w

ork

activi

ties

on g

iven

pro

ject

s in

ord

er t

o iden

tify

in

adeq

uat

e or

inap

pro

priat

e re

sourc

es

3.2

In

form

rel

evan

t peo

ple

in s

uff

icie

nt

det

ail usi

ng a

ppro

priat

e fo

rmat

s w

her

e in

adeq

uat

e or

inap

pro

priat

e re

sourc

es h

ave

bee

n iden

tified

3.3

Sourc

e an

d o

bta

in a

lter

nat

ive

reso

urc

es t

hat

mee

t pro

ject

re

quirem

ents

3.4

Exp

lain

way

s th

at inad

equat

e an

d inap

pro

priat

e re

sourc

es c

an b

e id

entified

3.5

Exp

lain

diffe

rent

met

hods

that

can

info

rm r

elev

ant

peo

ple

about

inad

equat

e an

d inap

pro

priat

e re

sourc

es.

3

Iden

tify

inad

equat

e or

inap

pro

priat

e re

sourc

es,

info

rm

rele

vant

peo

ple

, an

d s

pec

ify

and

obta

in a

lter

nat

ive

reso

urc

es

3.6

Exp

lain

diffe

rent

met

hods

of

spec

ifyi

ng a

nd o

bta

inin

g a

lter

nat

ive

reso

urc

es

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

78

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

In

spec

t w

ork

act

ivitie

s ag

ainst

pla

nned

pro

gre

ss t

o iden

tify

dev

iations

that

hav

e oc

curr

ed o

r w

hic

h m

ay o

ccur

4.2

Anal

yse

work

act

ivity

insp

ection r

esults

and q

uan

tify

curr

ent,

or

pre

dic

ted,

dev

iations

that

could

dis

rupt

the

agre

ed p

rogra

mm

e

4.3

Li

st a

nd d

escr

ibe

fact

ors

that

can

cre

ate

dev

iations

in p

lanned

pro

gre

ss o

n t

ypic

al p

roje

cts

4.4

Exp

lain

how

dev

iations

from

pla

nned

pro

gre

ss,

whic

h h

as o

ccurr

ed

and w

hic

h m

ay o

ccur,

can

be

iden

tified

4.5

Exp

lain

how

dev

iations

from

the

pla

nned

pro

gre

ss,

whic

h m

ay d

isru

pt

the

pro

gra

mm

e, c

an b

e id

entified

4.6

Exp

lain

way

s th

at d

evia

tions

from

pla

nned

pro

gre

ss c

an b

e quan

tified

4

Iden

tify

and

quan

tify

any

dev

iations

from

pla

nned

pro

gre

ss

whic

h h

ave

occ

urr

ed,

or

whic

h

may

occ

ur,

that

co

uld

dis

rupt

the

pro

gra

mm

e

4.7

G

ive

reas

ons

why

dev

iations

from

pla

nned

pro

gre

ss n

eed t

o iden

tified

an

d q

uan

tified

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

79

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Exa

min

e an

d a

nal

yse

the

circ

um

stan

ces

of

any

iden

tified

dev

iations

to

pla

nned

pro

gre

ss o

n g

iven

pro

ject

s

5.2

Concl

ude,

gai

n a

ppro

val an

d im

ple

men

t co

rrec

tive

act

ions

wher

e dev

iations

to p

lanned

pro

gre

ss h

ave

bee

n iden

tified

5.3

Exp

lain

how

circu

mst

ance

s of

dev

iations

from

pla

nned

pro

gre

ss c

an

be

inve

stig

ated

5.4

Exp

lain

s w

ays

that

corr

ective

act

ion f

or

dev

iations

from

pla

nned

pro

gre

ss w

ith r

elev

ant

peo

ple

can

be

agre

ed

5.5

Exp

lain

how

agre

ed c

orr

ective

act

ion f

or

dev

iations

from

pla

nned

pro

gre

ss c

an b

e im

ple

men

ted

5

Inve

stig

ate

the

circ

um

stan

ces

of

any

dev

iations

thoro

ughly

and

agre

e an

d

imple

men

t ap

pro

priat

e co

rrec

tive

act

ion

5.6

G

ive

reas

ons

why

corr

ective

act

ions

must

be

agre

ed

6.1

Id

entify

and a

nal

yse

pro

ject

pro

gre

ss a

gai

nst

pla

nned

pro

gre

ss f

or

giv

en p

roje

cts

6.2

Sugges

t a

range

of

alte

rnat

ives

that

will

mai

nta

in a

nd im

pro

ve p

roje

ct

pro

gre

ss,

to r

elev

ant

peo

ple

usi

ng a

ppro

priat

e fo

rmat

s

6.3

Exp

lain

s m

ethods

that

allo

w r

ecom

men

d o

ptions

that

will

hel

p t

he

pro

ject

pro

gre

ss

6

Rec

om

men

d

options

to r

elev

ant

peo

ple

that

aim

to

mai

nta

in o

r im

pro

ve c

ost

and

pro

gre

ss

6.4

Exp

lain

why

reco

mm

endat

ions,

that

will

min

imis

e in

crea

ses

in c

ost

an

d t

ime

and h

elp t

he

pro

ject

pro

gre

ss,

nee

d t

o b

e m

ade

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

80

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7.1

Id

entify

chan

ges

that

nee

d t

o b

e m

ade

to t

he

oper

atio

nal

pro

gra

mm

e fo

llow

ing inve

stig

atio

ns

of w

ork

act

ivitie

s an

d r

esourc

e use

on g

iven

pro

ject

s

7.2

Anal

yse

and d

eter

min

e ac

tions

that

nee

d t

o be

take

n t

o m

ainta

in

pro

gre

ss

7.3

Pr

ovi

de

options

to r

elev

ant

peo

ple

that

allo

w p

roje

ct p

rogre

ss t

o b

e m

ainta

ined

7.4

Exp

lain

met

hods

that

can

reg

ula

rly

info

rmed

rel

evan

t peo

ple

about

chan

ges

to o

per

atio

nal

pro

gra

mm

es a

nd d

eman

ds

on r

esou

rces

7

Info

rm r

elev

ant

peo

ple

about

chan

ges

to t

he

oper

atio

nal

pro

gra

mm

e,

reso

urc

e nee

ds

and

sugges

t th

e dec

isio

ns

and

actions

that

nee

d

to b

e ta

ken t

o

mai

nta

in p

rogre

ss

7.5

Exp

lain

s w

ays

and t

echniq

ues

of su

gges

ting d

ecis

ions

and a

ctio

ns

that

nee

d t

o b

e ta

ken t

o m

ainta

in p

rogre

ss

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

81

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

8.1

See

k, c

olle

ct a

nd c

olla

te info

rmat

ion o

n w

ork

pro

gre

ss o

n g

iven

pro

ject

s

8.2

Anal

yse

colla

ted info

rmat

ion t

o iden

tify

im

pro

vem

ents

that

can

be

mad

e to

the

work

pro

gre

ss o

n g

iven

pro

ject

s

8.3

Pr

ovi

de

sugges

tions

to r

elev

ant

peo

ple

that

allo

w im

pro

vem

ents

to

work

pro

gre

ss

8.4

Exp

lain

how

im

pro

vem

ents

to p

rogre

ss c

an b

e id

entified

fro

m

feed

bac

k re

ceiv

ed

8.5

Exp

lain

way

s of

reco

mm

endin

g im

pro

vem

ents

in p

rogre

ss t

o r

elev

ant

peo

ple

8

Iden

tify

im

pro

vem

ents

to

pro

gre

ss f

rom

fe

edbac

k re

ceiv

ed

and r

ecom

men

d

them

to r

elev

ant

peo

ple

8.6

G

ive

reas

ons

why

reco

mm

ended

im

pro

vem

ents

in p

rogre

ss t

o

rele

vant

peo

ple

nee

d t

o b

e m

ade

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


82

Unit 8: Managing Personal Development in a Construction-related Workplace


QCF level: 6

Credit value: 8


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in managing personal development in a construction-related workplace within the relevant sector of industry.



the Additional Requirements for Qualifications using the title NVQ in QCF

the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment – Craft, Supervisory, Technical, Managerial and Professional Units and Qualifications with NVQ in the Qualification and Credit Framework (QCF) title and SVQs.


observation of normal work activities within the workplace that clearly confirms the required skills

questioning the learner on knowledge criteria that clearly confirms the required understanding

review other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.

Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of managing personal development in a construction-related workplace to be effective and reliable when confirming a learner’s competence.


Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

83

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Anal

yse,

det

erm

ine

and r

ecord

per

sonal

aim

s an

d o

bje

ctiv

es t

o m

eet

work

req

uirem

ents

1.2

Exp

lain

what

are

aim

s an

d o

bje

ctiv

es f

or

under

taki

ng d

evel

opm

ent

and h

ow

per

sonal

aim

s ca

n b

e def

ined

1

Def

ine

your

per

sonal

aim

s an

d

obje

ctiv

es f

or

under

taki

ng

dev

elopm

ent

1.3

G

ive

reas

ons

why

aim

s an

d o

bje

ctiv

es s

hou

ld b

e def

ined

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

84

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Com

munic

ate

with a

t le

ast

thre

e of

the

follo

win

g s

ourc

es o

f su

pport

an

d g

uid

ance

and t

he

stan

dar

ds

iden

tified

:

–

nat

ional

bodie

s

–

indust

ry b

odie

s

–

pro

fess

ional

inst

itutions

–

furt

her

educa

tion o

rgan

isat

ions

–

trai

nin

g p

rovi

der

s

–

in-h

ouse

res

ourc

es

–

line

man

ager

–

colle

agues

–

trad

e per

iodic

als

and journ

als

–

elec

tronic

sourc

es

2.2

Exp

lain

how

to c

onta

ct s

ourc

es o

f su

pport

and g

uid

ance

to

iden

tify

re

cognis

ed s

tandar

ds

2

Conta

ct s

ourc

es o

f su

pport

and

guid

ance

to

iden

tify

rec

ognis

ed

stan

dar

ds

for

you

to m

anag

e yo

ur

per

sonal

dev

elopm

ent

2.3

G

ive

reas

ons

why

reco

gnis

ed s

tandar

ds

for

under

taki

ng p

erso

nal

dev

elopm

ent

shou

ld b

e id

entified

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

85

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Exa

min

e th

e cu

rren

t le

vel of

thei

r w

ork

per

form

ance

and c

om

par

e ag

ainst

sel

ecte

d a

nd r

ecognis

ed s

tandar

ds

3.2

D

eter

min

e an

d p

rofile

thei

r pre

sent

com

pet

ence

and p

erso

nal

dev

elopm

ent

nee

ds

3.3

D

escr

ibe

how

to

anal

yse

curr

ent

per

sonal

lev

els

of

know

ledge

and

per

form

ance

agai

nst

sel

ecte

d a

nd r

ecognis

ed s

tandar

ds

3.4

Exp

lain

the

fact

ors

that

det

erm

ine

per

sonal

dev

elopm

ent

nee

ds

3.5

Exp

lain

way

s th

at p

erso

nal

dev

elopm

ent

nee

ds

can b

e pro

file

d

3

Anal

yse

the

curr

ent

leve

l of

your

know

ledge

and

per

form

ance

and

dev

elop a

pro

file

of

your

dev

elopm

ent

nee

ds

3.6

G

ive

reas

ons

why

a pro

file

of

per

sonal

dev

elopm

ent

nee

ds

should

be

dev

eloped

4.1

D

evel

op a

per

sonal

dev

elopm

ent

pla

n b

ased

on iden

tified

dev

elopm

ent

nee

ds

4.2

D

escr

ibe

way

s th

at p

erso

nal

dev

elopm

ent

pla

ns

can b

e pre

par

ed

4

Prep

are

a dev

elopm

ent

pla

n

for

achie

ving

iden

tified

dev

elopm

ent

nee

ds

4.3

Exp

lain

why

a per

sonal

dev

elopm

ent

pla

n s

hould

be

pre

par

ed

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

86

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Id

entify

and e

ngag

e in

dev

elopm

ent

activi

ties

suitab

le f

or

mee

ting

per

sonal

dev

elopm

ent

nee

ds

5.2

Est

ablis

h a

nd/o

r use

pro

cess

es t

hat

can

rev

iew

dev

elopm

ent

pro

gre

ss

5.3

Rec

ord

the

effe

ctiv

enes

s of dev

elopm

ent

activi

ties

5.4

Exp

lain

way

s th

at d

evel

opm

ent

activi

ties

to a

chie

ve p

erso

nal

dev

elopm

ent

nee

ds

can b

e under

take

n

5

Under

take

dev

elopm

ent

activi

ties

aim

ed a

t ac

hie

ving iden

tified

dev

elopm

ent

nee

ds,

rev

iew

ing

and r

ecord

ing

pro

gre

ss a

nd t

he

effe

ctiv

enes

s of th

e ac

tivi

ties

5.5

Exp

lain

the

met

hods

that

can

be

use

d t

hat

rev

iew

s an

d r

ecord

s pro

gre

ss a

nd e

valu

ates

effec

tive

nes

s of

activi

ties

6.1

Eva

luat

e ac

hie

vem

ents

of

iden

tified

dev

elopm

ent

nee

ds

from

pro

file

d

per

sonal

dev

elopm

ents

6.2

Com

par

e an

d r

ecord

ach

ieve

men

ts o

f kn

ow

ledge

and c

om

pet

ence

gai

ned

agai

nst

rec

ognis

ed s

tandar

ds

6.3

Exp

lain

how

ach

ieve

men

t of

iden

tified

per

sonal

dev

elopm

ent

nee

ds

can b

e m

easu

red

6

Mea

sure

ac

hie

vem

ent

of

iden

tified

dev

elopm

ent

nee

ds

and r

ecord

ev

iden

ce o

f kn

ow

ledge

and

com

pet

ence

gai

ned

ag

ainst

rec

ognis

ed

stan

dar

ds

6.4

Exp

lain

way

s th

at e

viden

ce o

f per

sonal

know

ledge

and c

om

pet

ence

ag

ainst

iden

tified

nat

ional

sta

ndar

ds

can b

e re

cord

ed

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

87

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7.1

Conduct

reg

ula

r re

view

s on p

erso

nal

aim

s an

d o

bje

ctiv

es

7.2

M

easu

re a

nd u

pdat

e per

sonal

dev

elopm

ent

pla

ns

that

mee

t ch

angin

g

work

circu

mst

ance

s

7.3

Exp

lain

how

the

revi

ewin

g o

f th

e cy

cle

of

updat

ing p

erso

nal

aim

s an

d

obje

ctiv

es c

an b

e under

take

n

7.4

Exp

lain

met

hods

that

allo

ws

for

the

revi

sion a

nd u

pdat

ing o

f per

sonal

ai

ms

and o

bje

ctiv

es t

hat

suit c

han

gin

g c

ircu

mst

ance

s

7

Rev

iew

the

cycl

e of

per

sonal

dev

elopm

ent

aim

s an

d o

bje

ctiv

es t

o

revi

se a

nd u

pdat

e ai

ms

and

obje

ctiv

es t

o s

uit

chan

gin

g

circ

um

stan

ces

7.5

G

ive

reas

ons

why

per

sonal

dev

elopm

ent

pla

ns

should

be

revi

ewed

, re

vise

d a

nd u

pdat

ed

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


88

Unit 9: Identifying and Enabling Learning Opportunities for Given Work Teams in the Workplace

Unit reference number: A/504/8552

QCF level: 4

Credit value: 7


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in identifying and enabling learning opportunities for given work teams in the workplace within the relevant sector of industry.











Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

89

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Anal

yse

indiv

idual

and c

olle

ctiv

e w

ork

per

form

ance

s of te

am m

ember

s on v

ario

us

activi

ties

1.2

Reg

ula

rly

pro

vide

feed

bac

k on indiv

idual

and c

olle

ctiv

e w

ork

per

form

ance

s th

at is

fair a

nd e

nco

ura

ges

an indiv

idual

s' lea

rnin

g

within

thei

r te

am

1.3

Pr

ovi

de

thei

r te

am m

ember

s w

ith c

olle

ctiv

e an

d indiv

idual

rea

sons

that

pro

mote

the

ben

efits

of co

ntinual

lea

rnin

g

1.4

D

escr

ibe

the

diffe

rent

tech

niq

ues

that

can

be

use

d t

o pro

mote

ben

efits

of

lear

nin

g t

o in

div

idual

s an

d g

roups

1

Prom

ote

the

ben

efits

of

lear

nin

g

by

giv

ing fai

r,

regula

r an

d u

sefu

l fe

edbac

k on t

hei

r te

am's

work

per

form

ance

1.5

Exp

lain

the

pro

cedure

s an

d m

ethod

s th

at s

hould

be

use

d t

o g

ive

fair,

regula

r an

d u

sefu

l fe

edbac

k to

tea

ms

and indiv

idual

s

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

90

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Pl

an a

nd c

omm

unic

ate

with indiv

idual

tea

m m

ember

s to

det

erm

ine

thei

r im

med

iate

lea

rnin

g r

equirem

ents

for

rele

vant

work

act

ivitie

s

2.2

O

bta

in lea

rnin

g info

rmat

ion f

or

indiv

idual

tea

m m

ember

s bas

ed o

n a

t le

ast

two o

f th

e fo

llow

ing lea

rnin

g a

ctiv

itie

s:

–

form

al

–

info

rmal

–

coac

hed

–

men

tore

d

–

voca

tional

ly q

ual

ifyi

ng

–

continuou

s pro

fess

ional

dev

elopm

ent

–

pro

fess

ional

mem

ber

ship

2.3

Exp

lain

the

met

hods

and t

echniq

ues

of w

ork

ing e

ffec

tive

ly w

ith t

eam

s an

d indiv

idual

s in

ord

er t

o iden

tify

and p

rioritise

lea

rnin

g n

eeds

2

Work

with t

hei

r te

am t

o iden

tify

an

d p

rioritise

le

arnin

g n

eeds

and

iden

tify

and o

bta

in

info

rmat

ion o

n a

ra

nge

of

pos

sible

le

arnin

g a

ctiv

itie

s

2.4

O

utlin

e poss

ible

way

s of

obta

inin

g info

rmat

ion fro

m a

ran

ge

of

lear

nin

g a

ctiv

itie

s

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

91

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

M

eet

with a

nd iden

tify

dev

elop

men

t nee

ds

for

team

mem

ber

s bas

ed

on t

he

follo

win

g a

reas

:

–

curr

ent

skill

s an

d k

now

ledge

–

lear

nin

g a

ctiv

itie

s under

take

n

–

lear

nin

g o

bje

ctiv

es t

o b

e ac

hie

ved

–

reso

urc

e re

quirem

ents

for

dev

elopm

ent

–

tim

esca

les

3

Dis

cuss

dev

elopm

ent

nee

ds

with t

eam

m

ember

s

3.2

Exp

lain

met

hods

and t

echniq

ues

of dis

cuss

ing a

nd a

gre

e dev

elopm

ent

nee

ds

with t

eam

mem

ber

s

4.1

Pr

ovi

de

rele

vant

assi

stan

ce a

nd s

upport

to indiv

idual

s an

d t

he

team

w

hen

lea

rnin

g o

r updat

ing s

kills

and k

now

ledge

4.2

Id

entify

any

rele

vant

obst

acle

s to

an indiv

idual

's lea

rnin

g a

nd t

ake

actions

to r

emove

them

4.3

Exp

lain

pro

cedure

s th

at c

ould

be

imple

men

ted t

o a

llow

support

and

assi

stan

ce f

or

team

mem

ber

s w

ho

are

under

taki

ng lea

rnin

g a

ctiv

itie

s

4.4

D

escr

ibe

the

types

and w

ays

of id

entify

ing o

bst

acle

s to

lea

rnin

g f

or

both

indiv

idual

s an

d t

eam

s

4

Support

tea

m

mem

ber

s in

under

taki

ng

lear

nin

g a

ctiv

itie

s by

mak

ing e

ffort

s to

rem

ove

any

obst

acle

s to

le

arnin

g

4.5

Exp

lain

how

obst

acle

s to

lea

rnin

g f

or

indiv

idual

s an

d t

eam

s ca

n b

e re

move

d

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

92

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Appra

ise

lear

nin

g a

ctiv

itie

s under

take

n b

y in

div

idual

s an

d t

he

team

on

com

ple

tion o

f le

arnin

g p

rogra

mm

es

5.2

M

ap t

he

lear

nin

g o

utc

omes

fro

m c

om

ple

ted lea

rnin

g p

rogra

mm

es

agai

nst

tea

m indiv

idual

's p

re-i

den

tified

lea

rnin

g n

eeds

5.3

Exp

lain

how

to p

lan a

nd im

ple

men

t ev

aluat

ions

on lea

rnin

g a

ctiv

itie

s under

take

n b

y te

am m

ember

s

5

Eva

luat

e th

e le

arnin

g a

ctiv

ity

under

take

n w

ith

team

mem

ber

s to

en

sure

the

des

ired

outc

om

es h

ave

bee

n a

chie

ved

5.4

D

escr

ibe

met

hods

that

can

mea

sure

des

ired

outc

om

es f

rom

lea

rnin

g

activi

ties

, an

d w

ays

to e

nsu

re t

hat

they

hav

e bee

n a

chie

ved

6.1

Rev

iew

tea

m m

ember

s in

div

idual

dev

elopm

ent

pla

ns

and a

men

d t

he

pla

ns

follo

win

g c

om

ple

ted lea

rnin

g a

ctiv

itie

s an

d/o

r id

entified

lea

rnin

g

nee

ds

6

Updat

e dev

elopm

ent

pla

ns

with t

eam

m

ember

s 6.2

Exp

lain

the

pro

cedure

s th

at a

re o

r ca

n b

e use

d t

o u

pdat

e dev

elopm

ent

pla

ns

with t

eam

mem

ber

s

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


93

Unit 10: Contributing to the Identification of Work Teams in the Workplace

Unit reference number: K/600/7554

QCF level: 5

Credit value: 8


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in contributing to the identification of work teams in the workplace within the relevant sector of industry.











Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

94

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exa

min

e an

d a

nal

yse

pro

ject

req

uirem

ents

and c

onsi

der

at

leas

t th

ree

of

the

follo

win

g s

ignific

ant

fact

ors

:

–

loca

tion

–

cost

–

tim

e

–

skill

s, e

xper

ience

and k

now

ledge

required

and a

vaila

ble

–

trai

nin

g a

nd d

evel

opm

ent

requirem

ents

–

curr

ent

legis

lation

1

Iden

tify

any

signific

ant

fact

ors

w

hic

h w

ill a

ffec

t th

e num

ber

, ty

pe

and a

vaila

bili

ty o

f peo

ple

and

serv

ices

1.2

Exp

lain

met

hods

that

can

iden

tify

sig

nific

ant

fact

ors

that

can

affec

t num

ber

s, t

ypes

and a

vaila

bili

ty o

f peo

ple

or

serv

ices

for

typic

al

pro

ject

s

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

95

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

U

nder

take

a s

elec

tion,

asse

ssm

ent

and r

ecord

ing p

roce

ss o

n a

t le

ast

two o

f th

e fo

llow

ing p

eople

or

serv

ices

to c

hec

k th

at t

hei

r w

ork

qual

ity

and r

elia

bili

ty m

eets

org

anis

atio

nal

req

uirem

ents

:

–

tech

nic

al s

taff

–

sub-c

ontr

acto

rs

–

spec

ialis

t se

rvic

es

–

oper

ativ

es

2.2

In

form

dec

isio

n-m

aker

s of th

e ou

tcom

es o

f qual

ity

and r

elia

bili

ty

chec

ks m

ade

on r

elev

ant

peo

ple

or

serv

ices

2.3

D

escr

ibe

met

hods

that

can

eva

luat

e an

d r

ecord

the

qual

ity

and

pote

ntial

rel

iabili

ty o

f peo

ple

or

serv

ices

2

Eva

luat

e an

d

reco

rd t

he

qual

ity

and p

ote

ntial

re

liabili

ty o

f peo

ple

or

serv

ices

, an

d

circ

ula

te t

he

resu

lts

to d

ecis

ion-

mak

ers

2.4

Exp

lain

typ

ical

way

s an

d t

echniq

ues

of

circ

ula

ting r

esults

from

ev

aluat

ions

of

qual

ity

and p

ote

ntial

rel

iabili

ty t

o d

ecis

ion-m

aker

s

3.1

Consu

lt p

eople

or

serv

ice

pro

vider

s se

lect

ed a

s m

eeting p

rogra

mm

e re

quirem

ents

, an

d a

gre

e pro

posa

ls for

thei

r ef

fect

ive

par

tici

pat

ion

with r

elev

ant

pro

ject

s

3.2

Confirm

tea

m m

ember

s on r

elev

ant

pro

ject

s w

ith s

elec

ted p

eople

or

serv

ice

pro

vider

s

3.3

Exp

lain

fac

tors

that

allo

w p

roposa

ls t

o b

e m

ade

for

team

mem

ber

ship

fr

om

sel

ecte

d p

eople

or

serv

ice

pro

vider

s

3

Neg

otiat

e an

d

agre

e pro

posa

ls

whic

h a

re lik

ely

to

pro

duce

effec

tive

te

ams

3.4

Exp

lain

neg

otiat

ion m

ethods

that

can

be

use

d t

o g

et a

ppro

priat

e peo

ple

or

serv

ices

for

giv

en t

eam

s

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

96

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Id

entify

and a

pply

at

leas

t tw

o o

f th

e fo

llow

ing r

ule

s an

d form

alitie

s w

hen

iden

tify

ing t

eam

mem

ber

s fo

r re

leva

nt

pro

gra

mm

es o

f w

ork

:

–

contr

actu

al

–

curr

ent

legis

lation

–

codes

of

pra

ctic

e

–

org

anis

atio

nal

pro

cedure

s

–

cert

ific

atio

n o

f co

mpet

ence

4.2

Exp

lain

how

to w

ork

within

curr

ent

rule

s an

d f

orm

alitie

s gove

rnin

g t

he

iden

tifica

tion o

f w

ork

tea

ms

4

Follo

w r

ule

s an

d

form

alitie

s fo

r obta

inin

g p

eople

an

d s

ervi

ces

4.3

G

ive

reas

ons

on w

hy

they

must

wor

k w

ithin

curr

ent

rule

s an

d

form

alitie

s w

hen

iden

tify

ing t

eam

s

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


97

Unit 11: Establishing, Controlling and Monitoring Environmental Factors and Sustainability in the Workplace

Unit reference number: R/600/7323

QCF level: 6

Credit value: 15


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in establishing, controlling and monitoring environmental factors and sustainability in the workplace within the relevant sector of industry.











Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

98

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exa

min

e re

leva

nt

pro

ject

dat

a an

d e

stab

lish t

he

required

co

nsi

der

atio

ns

for

envi

ronm

enta

l m

anag

emen

t

1.2

Id

entify

met

hods

of w

ork

for

rele

vant

pro

ject

s th

at w

ill s

upport

su

stai

nab

ility

1.3

Exp

lain

how

, an

d w

hat

typ

es,

of pro

ject

dat

a sh

ould

be

exam

ined

to

iden

tify

the

nee

ds

of

envi

ronm

enta

l m

anag

emen

t

1.4

Exp

lain

met

hods

and t

echniq

ues

of ex

amin

ing p

roje

ct d

ata

in o

rder

to

iden

tify

and e

stab

lish m

ethods

of w

ork

that

will

support

sust

ainab

ility

1

Iden

tify

the

envi

ronm

enta

l m

anag

emen

t co

nsi

der

atio

ns

and

esta

blis

h m

ethods

of w

ork

that

will

su

pport

su

stai

nab

ility

by

exam

inin

g p

roje

ct

dat

a 1.5

G

ive

reas

ons

why

the

nee

ds

of en

viro

nm

enta

l m

anag

emen

t an

d

sust

ainab

le w

ork

met

hods

nee

d iden

tify

ing

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

99

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Adopt

and im

ple

men

t polic

ies

that

cove

r en

viro

nm

enta

l m

anag

emen

t an

d s

ust

ainab

ility

pro

cedure

s

2.2

Apply

met

hods

or

pro

cedure

s th

at e

nco

ura

ge

work

forc

es t

o s

upport

su

stai

nab

ility

and e

nvi

ronm

ent

mat

ters

in t

he

work

pla

ce

2.3

Exp

lain

how

a c

ulture

of en

viro

nm

enta

l aw

aren

ess

and s

upport

for

sust

ainab

ility

in t

he

work

forc

e ca

n b

e en

coura

ged

2

Enco

ura

ge

a cu

lture

of

envi

ronm

enta

l aw

aren

ess

and

support

for

sust

ainab

ility

in t

he

work

forc

e

2.4

G

ive

reas

ons

why

a cu

lture

of en

viro

nm

enta

l aw

aren

ess

and s

upport

fo

r su

stai

nab

ility

in t

he

work

forc

e sh

ould

be

enco

ura

ged

3.1

Eva

luat

e en

viro

nm

enta

l m

anag

emen

t re

quirem

ents

of

pro

ject

s an

d

det

erm

ine

num

ber

s an

d t

ypes

of

peo

ple

nee

ded

3.2

Ass

ign e

nvi

ronm

enta

l m

anag

emen

t duties

to s

elec

ted p

eople

3.3

In

form

the

peo

ple

sel

ecte

d o

f th

e m

onitoring a

ctiv

itie

s to

be

under

take

n in t

he

work

pla

ce o

n s

ust

ainab

le w

ork

met

hods

3

Del

egat

e duties

for

envi

ronm

enta

l m

anag

emen

t an

d

monitoring

sust

ainab

le w

ork

m

ethods

3.4

Exp

lain

how

and w

hy

duties

for

envi

ronm

enta

l m

anag

emen

t an

d

monitoring s

ust

ainab

le w

ork

met

hods

shou

ld b

e del

egat

ed

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

10

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Consi

der

at

leas

t fo

ur

of th

e fo

llow

ing e

nvi

ronm

enta

l fa

ctors

when

ongoin

g w

ork

activi

ties

are

bei

ng a

sses

sed:

–

appea

rance

–

ecolo

gic

al

–

nat

ura

l co

nse

rvat

ion

–

his

torica

l co

nse

rvat

ion

–

nois

e

–

emis

sions

to a

ir,

land a

nd w

ater

–

sust

ainab

le,

econom

ic a

nd s

oci

al

–

traf

fic

man

agem

ent

–

was

te m

anag

emen

t an

d r

ecyc

ling

4.2

Eva

luat

e th

e im

pac

t of w

ork

on t

he

envi

ronm

ent

and a

pply

corr

ective

m

easu

res

to e

limin

ate

or

reduce

effec

ts o

n e

nvi

ronm

enta

l fa

ctors

4

Ass

ess

the

signific

ance

of

envi

ronm

enta

l fa

ctors

as

they

af

fect

the

pro

ject

an

d t

ake

appro

priat

e ac

tion

4.3

Exp

lain

way

s of

asse

ssin

g s

ignific

ance

of

envi

ronm

enta

l fa

ctors

as

they

affec

t pro

ject

s an

d d

escr

ibe

what

act

ions

ought

to b

e ta

ken

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

10

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Ass

ess

ongoin

g p

roje

ct w

ork

agai

nst

at

leas

t fo

ur

of th

e fo

llow

ing

sust

ainab

ility

req

uirem

ents

:

–

reuse

and r

ecyc

led w

aste

–

recy

cled

or

sust

ainab

le m

ater

ials

–

conta

ct w

ith n

eighbou

rs

–

hea

lth a

nd s

afet

y

–

pro

tect

ion o

f th

e nat

ura

l en

viro

nm

ent,

bio

div

ersi

ty a

nd h

eritag

e

–

new

leg

isla

tion,

tech

nolo

gie

s an

d s

kills

–

pollu

tion c

ontr

ol

–

mat

eria

l ac

quis

itio

n,

use

and s

tora

ge

5.2

D

efin

e th

e te

rm s

ust

ainab

ility

and lis

t th

e fa

ctor

s th

at m

ake

up

sust

ainab

ility

req

uirem

ents

5.3

Eva

luat

e re

sults

of

pro

ject

work

monitoring a

nd a

pply

corr

ective

m

easu

res

whic

h m

ainta

in s

ust

ainab

ility

req

uirem

ents

and p

rogre

ss o

f w

ork

5

Monitor

pro

ject

w

ork

agai

nst

su

stai

nab

ility

re

quirem

ents

and

take

appro

priat

e ac

tion t

o e

nsu

re

pro

gre

ss

5.4

Exp

lain

way

s an

d t

echniq

ues

of m

onitoring p

roje

ct w

ork

agai

nst

su

stai

nab

ility

req

uirem

ents

and h

ow t

o ta

ke a

ppro

priat

e ac

tion t

o

ensu

re p

rogre

ss

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

10

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

D

ocu

men

t re

sults

from

work

pla

ce s

ust

ainab

ility

and e

nvi

ronm

enta

l ev

aluat

ions

6.2

Id

entify

good

pra

ctic

e ac

hie

ved o

n r

elev

ant

activi

ties

and info

rm a

t le

ast

thre

e of

the

follo

win

g p

eople

res

ponsi

ble

:

–

the

clie

nt,

cust

om

er o

r th

eir

repre

senta

tive

–

contr

acto

rs

–

consu

ltan

ts

–

sub-c

ontr

acto

rs

–

supplie

rs

–

work

forc

e

–

inte

rnal

man

agem

ent

6.3

D

escr

ibe

way

s of re

cord

ing g

ood p

ract

ice

in e

nvi

ronm

enta

l m

anag

emen

t an

d s

ust

ainab

le w

ork

met

hods

6

Rec

ord

good

pra

ctic

e in

en

viro

nm

enta

l m

anag

emen

t an

d

sust

ainab

le

met

hods

of w

ork

an

d m

ake

reco

mm

endat

ions

to p

eople

re

sponsi

ble

6.4

Exp

lain

met

hods

and t

echniq

ues

of m

akin

g r

ecom

men

dat

ions

of good

pra

ctic

e to

the

peo

ple

res

ponsi

ble

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


103

Unit 12: Planning the Preparation of the Site for the Project or Operation in the Workplace


QCF level: 6

Credit value: 11


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in planning the preparation of the site for the project or operation in the workplace within the relevant sector of industry.











Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

10

4

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

M

ainta

in,

verify

and u

pdat

e th

e pro

ject

or

oper

atio

n p

lan u

sing a

t le

ast

four

of th

e fo

llow

ing s

ourc

es o

f in

form

atio

n:

–

surv

ey r

epor

ts

–

des

ign info

rmat

ion

–

contr

actu

al info

rmat

ion

–

stat

uto

ry c

onse

nts

–

contr

acts

pre

-pla

nnin

g info

rmat

ion

–

hea

lth,

safe

ty a

nd e

nvi

ronm

enta

l pla

ns

–

risk

ass

essm

ents

and m

ethod s

tate

men

ts

–

pro

gra

mm

es a

nd s

ched

ule

s

–

about

com

pet

ent

peo

ple

–

sub-c

ontr

acto

r ar

rangem

ents

and a

tten

dan

ce

1.2

D

escr

ibe

diffe

rent

way

s of

asse

mblin

g info

rmat

ion n

eeded

for

the

pre

par

atio

n o

f th

e pro

ject

or

oper

atio

n p

lan

1.3

Exp

lain

tec

hniq

ues

that

can

be

use

d t

o c

larify

pro

ject

info

rmat

ion t

hat

is

not

clea

r

1

Ass

emble

and

revi

ew info

rmat

ion

use

d in t

he

pre

par

atio

n o

f th

e pro

ject

or

oper

atio

n p

lan,

clar

ify

info

rmat

ion

whic

h is

not

clea

r an

d u

pdat

e it f

or

pro

duct

ion

pla

nnin

g p

urp

ose

s

1.4

Exp

lain

the

pro

cedure

s th

at c

an b

e im

ple

men

ted t

hat

kee

ps

pro

ject

or

oper

atio

n info

rmat

ion u

p t

o d

ate

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

10

5

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.5

G

ive

reas

ons

why

info

rmat

ion s

hould

be

asse

mble

d,

clar

ifie

d a

nd k

ept

up t

o dat

e, a

nd e

xpla

in t

he

conse

quen

ce if th

is is

not

under

take

n

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

10

6

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Id

entify

and r

ecord

pre

par

atio

n info

rmat

ion in w

hic

h a

t le

ast

four

of

the

follo

win

g f

acto

rs h

ave

bee

n c

onsi

der

ed:

–

occ

upie

rs

–

nea

r nei

ghbours

–

public

acc

ess

–

site

conditio

ns

–

envi

ronm

ent

consi

der

atio

ns

–

vehic

ula

r ac

cess

–

secu

rity

and t

resp

ass

–

public

utilit

ies

–

her

itag

e st

atus

–

sust

ainab

ility

2.2

D

istr

ibute

rel

evan

t pre

par

atio

n info

rmat

ion t

o t

hose

nee

din

g t

hat

in

form

atio

n

2.3

Exp

lain

how

rel

evan

t fa

ctors

for

consi

der

atio

n s

hould

be

iden

tified

and

reco

rded

when

pla

nnin

g p

repar

atio

ns

for

site

s or

oper

atio

ns

2.4

Exp

lain

diffe

rent

way

s of

pas

sing o

n r

ecord

s of

fact

ors

consi

der

ed t

o

peo

ple

who w

ill b

e af

fect

ed

2

Iden

tify

fac

tors

for

consi

der

atio

n,

reco

rd t

hem

and

pas

s th

em o

n t

o

peo

ple

who m

ay b

e af

fect

ed

2.5

G

ive

reas

ons

why

consi

der

ed a

nd r

ecord

ed f

acto

rs s

hou

ld b

e pas

sed

onto

peo

ple

affec

ted a

nd e

xpla

in p

oss

ible

conse

quen

ces

should

this

not

be

done

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

10

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Pl

an t

raffic

man

agem

ent

syst

ems

that

incl

ude

chose

n a

nd a

gre

ed s

ite

and w

ork

acc

ess

and e

gre

ss p

oin

ts

3.2

Exp

lain

way

s of

iden

tify

ing a

cces

s an

d e

gre

ss p

oin

ts f

or

the

site

and

work

s w

hic

h a

re t

he

most

conve

nie

nt

for

work

s or

oper

atio

ns

traf

fic

and w

hic

h m

inim

ise

dis

ruption

3

Iden

tify

acc

ess

and

egre

ss p

oin

ts f

or

the

site

and w

ork

s w

hic

h a

re s

afe,

co

nve

nie

nt

and

min

imis

e dis

ruption

3.3

Exp

lain

the

met

hods

of an

d f

acto

rs t

hat

shou

ld b

e id

entified

when

pre

par

ing t

raffic

man

agem

ent

pla

ns

4.1

Ass

ign a

t le

ast

four

of th

e fo

llow

ing r

esourc

es in o

rder

to p

repar

e si

tes

or

activi

ties

:

–

peo

ple

–

pla

nt,

equip

men

t or

mac

hin

ery

–

mat

eria

ls a

nd c

om

pon

ents

–

sub-c

ontr

acto

rs

–

info

rmat

ion

–

work

are

a an

d fac

ilities

–

was

te m

anag

emen

t

–

utilit

y pro

vider

s

4.2

Exp

lain

how

res

ourc

es for

sites

or

activi

ties

should

be

org

anis

ed

4.3

Exp

lain

diffe

rent

met

hods

that

allo

ws

for

the

assi

gnin

g o

f re

sourc

es

for

site

or

oper

atio

nal

pre

par

atio

ns

4

Org

anis

e th

e re

sourc

es r

equired

fo

r th

e pre

par

atio

n

of

site

or

work

oper

atio

ns

4.4

Exp

lain

how

res

ourc

es u

sed in s

ites

or

oper

atio

ns

pre

par

atio

n c

an b

e utilis

ed into

pro

ject

work

or

activi

ties

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

10

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Colla

te a

nd r

ecord

info

rmat

ion t

hat

rel

ates

to s

ite

or

oper

ations

acce

ss,

layo

ut,

eva

cuat

ion a

nd h

azar

ds

5.2

Com

munic

ate

info

rmat

ion a

bout

the

pro

pose

d w

ork

s ac

cess

, la

yout,

ev

acuat

ion a

nd h

azar

ds

to r

elev

ant

utilit

y an

d e

mer

gen

cy s

ervi

ces

5.3

D

escr

ibe

the

type

or

types

of w

ork

s th

at a

re c

arried

out

by

the

org

anis

atio

n a

nd,

if r

elev

ant,

within

whic

h s

ecto

rs o

f in

dust

ry

5.4

Exp

lain

how

and w

hy

det

ails

about

pro

pose

d w

ork

s sh

ould

be

giv

en t

o

utilit

y an

d e

mer

gen

cy s

ervi

ces

5

Giv

e ac

cura

te

det

ails

about

the

pro

pose

d w

ork

to

the

utilit

y an

d

emer

gen

cy

serv

ices

5.5

Exp

lain

met

hods

and t

echniq

ues

of giv

ing d

etai

ls o

f si

te a

cces

s,

layo

ut,

eva

cuat

ion a

nd h

azar

ds

to u

tilit

y an

d e

mer

gen

cy s

ervi

ces

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

10

9

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

Id

entify

arr

angem

ents

nee

ded

for

site

or

oper

atio

nal

saf

ety

and

wel

fare

bef

ore

work

sta

rts

and r

evie

w a

s w

ork

pro

gre

sses

6.2

Id

entify

pro

cedure

s nee

ded

to p

rote

ct t

he

envi

ronm

ent

rela

tive

to t

he

site

or

oper

atio

ns

6.3

Arr

ange

pro

cedure

s fo

r si

te o

r oper

atio

nal

sec

urity

6.4

Exp

lain

how

adeq

uat

e si

te s

afet

y fo

r pro

pose

d w

ork

s or

activi

ties

sh

ould

be

ensu

red w

hen

pla

nnin

g p

repar

atio

ns

for

site

s or

oper

atio

ns

6.5

Exp

lain

how

and w

hy

consi

der

atio

ns

of

rele

vant

fact

ors

shou

ld b

e m

ade

when

arr

angin

g s

ite

safe

ty, w

elfa

re,

envi

ronm

enta

l pro

tect

ion

and s

ecurity

6.6

D

escr

ibe

various

pro

cedure

s th

at c

an e

nsu

re a

deq

uat

e se

curity

of

site

s or

oper

atio

ns

6

Mak

e ar

rangem

ents

for

adeq

uat

e si

te o

r oper

atio

nal

saf

ety,

w

elfa

re,

envi

ronm

enta

l pro

tect

ion a

nd

secu

rity

6.7

Exp

lain

way

s th

at a

rran

gem

ents

for

hea

lth,

safe

ty a

nd w

elfa

re c

an b

e re

view

ed a

s w

ork

pro

gre

sses

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

11

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7.1

Id

entify

and a

rran

ge

the

layo

ut

of si

tes

or

area

s fo

r w

ork

oper

atio

ns

to t

ake

pla

ce

7.2

Id

entify

and a

rran

ge

required

res

ourc

es a

nd d

eliv

ery

of

mat

eria

ls,

stora

ge

area

s fo

r m

ater

ials

and w

aste

colle

ctio

n loca

tions

for

pro

ject

s or

oper

atio

ns

7.3

Id

entify

and a

rran

ge

recy

clin

g p

roce

dure

s fo

r si

tes

or

oper

atio

ns

7.4

Rec

ord

and a

rran

ge

that

info

rmat

ion a

bout

site

or

oper

atio

n lay

outs

ar

e co

mm

unic

ated

to r

elev

ant

peo

ple

7.5

Exp

lain

how

and w

hy

the

site

or

area

lay

out

should

be

pla

nned

for

oper

atio

nal

purp

ose

s

7.6

D

escr

ibe

the

fact

ors

that

shou

ld b

e ta

ken into

acc

ount

when

pla

nnin

g

the

layo

ut

of s

ites

or

area

s fo

r oper

atio

ns

7.7

Exp

lain

met

hods

and t

echniq

ues

of co

mm

unic

atin

g info

rmat

ion a

bout

site

or

area

lay

out

pla

ns

7

Plan

the

site

or

area

lay

out

for

oper

atio

nal

purp

ose

s an

d p

ass

info

rmat

ion a

bout

the

pla

ns

to t

he

peo

ple

on t

he

site

7.8

Exp

lain

how

the

pla

nnin

g o

f st

ora

ge

and u

se o

f m

ater

ials

and

com

ponen

ts is

carr

ied o

ut

so t

hat

mat

eria

l han

dlin

g is

effici

ent

and

was

tage

is m

inim

ised

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

11

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

8.1

Id

entify

the

types

and n

um

ber

of notice

s re

quired

for

the

site

or

oper

atio

n a

nd e

nsu

res

that

they

mee

t cu

rren

t le

gis

lation

8.2

Arr

ange

for

the

posi

tionin

g o

f re

leva

nt

notice

s at

spec

ifie

d loca

tions

8.3

Pr

oduce

a m

ainte

nan

ce s

ched

ule

for

rele

vant

notice

s

8.4

Exp

lain

way

s an

d m

ethods

of

pla

cing a

nd m

ainta

inin

g info

rmat

ion

notice

s fo

r peo

ple

, th

e public

, vi

sito

rs a

nd w

ork

forc

e

8.5

G

ive

reas

ons

for

mai

nta

inin

g n

otice

s fo

r peo

ple

, th

e public

, vi

sito

rs

and t

he

work

forc

e an

d e

xpla

in t

he

poss

ible

conse

quen

ces

should

this

not

hap

pen

8

Ensu

re n

otic

es t

o

peo

ple

, w

hic

h

pro

vide

info

rmat

ion

that

com

plie

s w

ith

curr

ent

legis

lation,

are

pla

ced a

nd

mai

nta

ined

8.6

Exp

lain

how

mai

nte

nan

ce s

ched

ule

s fo

r in

form

atio

n n

otice

s ca

n b

e pre

par

ed a

nd im

ple

men

ted

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


112

Unit 13: Ensuring that Work Activities and Resources Meet Project Work Requirements in the Workplace


QCF level: 6

Credit value: 11


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in ensuring that work activities and resources meet project work requirements in the workplace within the relevant sector of industry.











Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

11

3

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

D

eter

min

e an

d inve

stig

ate

maj

or

site

act

ivitie

s on v

ario

us

pro

ject

s

1.2

Id

entify

the

required

res

ourc

es f

or

maj

or

site

act

ivitie

s fr

om

ava

ilable

pro

ject

info

rmat

ion

1.3

Pla

n initia

l w

ork

pro

gra

mm

es a

nd s

ched

ule

s fo

r va

rious

pro

ject

s en

suring t

hat

act

ivitie

s an

d r

esou

rces

mee

t pro

ject

req

uirem

ents

1.4

Exp

lain

way

s th

at a

llow

s m

ajor

work

act

ivitie

s to

be

iden

tified

1.5

Exp

lain

how

nee

ded

res

ourc

es c

an b

e det

erm

ined

fro

m t

he

info

rmat

ion a

vaila

ble

1

Iden

tify

maj

or

activi

ties

, det

erm

ine

the

reso

urc

es n

eeded

fr

om

the

info

rmat

ion

avai

lable

and

pre

par

e dra

ft w

ork

pro

gra

mm

es a

nd

sched

ule

s

1.6

Exp

lain

how

dra

ft p

rogra

mm

es a

nd s

ched

ule

s ca

n b

e pre

par

ed a

nd

why

they

nee

d t

o b

e pre

par

ed

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

11

4

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Exa

min

e cu

rren

t pro

duct

ion m

ethod

s, r

esourc

es a

nd s

yste

ms

2.2

Eva

luat

e findin

gs

of pro

duct

ion m

ethods,

res

ourc

es a

nd s

yste

m

exam

inat

ions

to iden

tify

alter

nat

ive

met

hods,

res

ourc

es a

nd s

yste

ms

2.3

Exp

lain

way

s th

at c

an e

valu

ate

alte

rnat

ive

work

met

hods,

res

ourc

es

and s

yste

ms

2.4

D

escr

ibe

how

the

bes

t so

lutions

to m

eet

pro

ject

req

uirem

ents

can

be

sele

cted

2

Eva

luat

e al

tern

ativ

e m

ethods,

re

sourc

es a

nd

syst

ems

in o

rder

to

sele

ct t

he

bes

t so

lution t

o m

eet

pro

ject

re

quirem

ents

2.5

D

escr

ibe

the

fact

ors

that

det

erm

ine

pro

ject

req

uirem

ents

3.1

Consu

lt w

ith a

t le

ast

two o

f th

e fo

llow

ing t

o g

ain a

dvi

ce o

n lac

k of

suitab

le r

esourc

es:

–

the

clie

nt,

cust

om

er o

r th

eir

repre

senta

tive

–

consu

ltan

ts

–

pro

ject

tea

m p

artn

ers

–

work

forc

e

–

tech

nic

al a

nd t

rade

liter

ature

3

Obta

in c

larifica

tion

and a

dvi

ce w

her

e th

e re

sourc

es

nee

ded

are

not

avai

lable

3.2

Exp

lain

how

cla

rifica

tion a

nd a

dvi

ce c

an b

e obta

ined

when

the

reso

urc

es n

eeded

are

not

avai

lable

, an

d w

ho w

ith

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

11

5

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Exa

min

e w

ork

activi

ties

agai

nst

pro

ject

req

uirem

ents

for

various

pro

ject

s

4.2

Id

entify

the

effe

cts

of

at lea

st f

our

of

the

follo

win

g e

xter

nal

fac

tors

on

pro

ject

req

uirem

ents

:

–

oth

er r

elat

ed p

rogra

mm

es

–

supply

lea

d t

imes

–

contingen

cies

–

spec

ial w

ork

ing c

onditio

ns

–

wea

ther

con

ditio

ns

–

stat

uto

ry lim

itat

ions

–

site

conditio

ns

–

envi

ronm

enta

l co

nsi

der

atio

ns

–

cust

om

ers

4.3

Exp

lain

how

work

act

ivitie

s ca

n b

e an

alys

ed a

gai

nst

pro

ject

re

quirem

ents

4.4

D

escr

ibe

way

s th

at e

xter

nal

fac

tors

can

be

iden

tified

and c

onsi

der

ed

4

Anal

yse

the

activi

ties

agai

nst

pro

ject

re

quirem

ents

and

the

requirem

ents

of

exte

rnal

fac

tors

4.5

Exp

lain

how

work

act

ivitie

s ca

n b

e an

alys

ed a

gai

nst

ext

ernal

fac

tors

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

11

6

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Id

entify

the

dura

tion o

f pro

ject

act

ivitie

s

5.2

In

vest

igat

e an

d iden

tify

work

act

ivitie

s th

at influen

ce e

ach o

ther

5.3

Sch

edule

the

sequen

ce o

f w

ork

act

ivitie

s in

ord

er t

o u

se r

esourc

es

effe

ctiv

ely

5.4

D

escr

ibe

how

dura

tions

of

pro

gra

mm

es a

nd s

ched

ule

s ca

n b

e ca

lcula

ted

5.5

Exp

lain

how

to iden

tify

work

act

ivitie

s th

at c

an influen

ce e

ach o

ther

5

Det

erm

ine

how

lo

ng e

ach a

ctiv

ity

will

tak

e, iden

tify

ac

tivi

ties

whic

h

influen

ce e

ach

oth

er a

nd

sequen

ce t

hem

lo

gic

ally

and

real

istica

lly s

o t

hat

th

ey m

ake

the

bes

t use

of

the

reso

urc

es a

vaila

ble

5.6

Exp

lain

met

hods

that

can

mak

e bes

t use

of

reso

urc

es w

hen

se

quen

cing a

ctiv

itie

s lo

gic

ally

and r

ealis

tica

lly

6.1

Spec

ify

work

pro

gra

mm

es a

nd s

ched

ule

s th

at c

onsi

st o

f at

lea

st t

wo

of

the

follo

win

g:

–

bar

char

ts

–

net

work

anal

ysis

–

critic

al ac

tivi

ties

–

action lis

ts

–

reso

urc

e sc

hed

ule

s

6.2

Exp

lain

how

the

pro

duct

ion o

f det

aile

d p

rogra

mm

es a

nd s

ched

ule

s ar

e en

sure

d

6

Ensu

re t

he

pro

duct

ion o

f det

aile

d

pro

gra

mm

es a

nd

sched

ule

s of

pla

nned

act

ivitie

s w

hic

h a

re

consi

sten

t w

ith t

he

com

ple

xity

of

the

pro

ject

6.3

Exp

lain

met

hods

that

ensu

re p

rogra

mm

es a

nd s

ched

ule

s of

pla

nned

ac

tivi

ties

are

consi

sten

t w

ith t

he

com

ple

xity

of

the

pro

ject

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

11

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7.1

Pl

an a

nd im

ple

men

t sy

stem

s th

at c

an m

onitor

work

s pro

gra

mm

es a

nd

sched

ule

s

7.2

M

onitor

work

s pro

gra

mm

es a

nd s

ched

ule

s usi

ng a

dev

eloped

m

onitoring s

yste

m

7.3

Anal

yse

resu

lts

of

mon

itoring s

yste

ms

and m

ake

reco

mm

endat

ions

to

impro

ve p

roduct

ion a

nd p

lannin

g

7.4

Exp

lain

how

sys

tem

s ca

n b

e dev

eloped

that

monitor

work

s pro

gra

mm

es a

nd s

ched

ule

s

7.5

Exp

lain

how

sys

tem

s fo

r m

onitoring w

ork

s pro

gra

mm

es a

nd s

ched

ule

s ca

n b

e dev

eloped

7.6

Exp

lain

way

s th

at s

yste

ms

for

monitoring w

ork

s pro

gra

mm

es a

nd

sched

ule

s ca

n b

e im

ple

men

ted

7

Dev

elop a

sys

tem

to

monitor

the

work

s pro

gra

mm

es

and s

ched

ule

s,

imple

men

t it a

nd

use

the

resu

lts

to

impro

ve p

roduct

ion

and p

lannin

g

7.7

Exp

lain

how

the

usi

ng o

f m

onitoring r

esults

of w

ork

pro

gra

mm

es a

nd

sched

ule

s ca

n im

pro

ve p

roduct

ion a

nd p

lannin

g

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

11

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

8.1

Exa

min

e w

ork

activi

ties

and c

om

par

e to

work

s pro

gra

mm

es a

nd

sched

ule

s

8.2

Id

entify

alter

atio

ns

to w

ork

pro

gra

mm

es c

ause

d b

y ci

rcum

stan

ces,

an

d c

alcu

lating c

ost

and t

ime

ben

efits

for

required

chan

ges

8.3

See

k an

d o

bta

in d

ecis

ion-m

aker

’s e

ndors

emen

t of

chan

ges

to t

he

work

s pro

gra

mm

es a

nd s

ched

ule

s

8.4

Exp

lain

how

alter

atio

ns

to w

ork

s pro

gra

mm

es a

nd s

ched

ule

s ca

n b

e id

entified

8

Iden

tify

alter

atio

ns

to t

he

work

s pro

gra

mm

es a

nd

sched

ule

s to

en

sure

they

will

m

eet

chan

ged

ci

rcum

stan

ces

8.5

D

escr

ibe

way

s of

ensu

ring t

hat

alter

atio

ns

to w

ork

pro

gra

mm

es a

nd

sched

ule

s m

eet

chan

ged

circu

mst

ance

s

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


119

Unit 14: Identifying, Allocating and Planning the Deployment and Use of Plant, Equipment or Machinery in the Workplace


QCF level: 5

Credit value: 9


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in identifying, allocating and planning the deployment and use of plant, equipment or machinery in the workplace within the relevant sector of industry.










120



Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

12

1

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Rev

iew

the

spec

ific

atio

ns

for

pla

nt,

equip

men

t or

mac

hin

ery

and

eval

uat

e ag

ainst

pro

ject

or

oper

atio

nal

req

uirem

ents

1.2

D

escr

ibe

way

s of

ensu

ring t

hat

the

spec

ific

atio

ns

for

pla

nt,

equip

men

t or

mac

hin

ery

mee

t th

e nee

ds

of th

e pro

ject

or

oper

atio

n b

efore

dep

loym

ent

1

Ensu

re t

hat

the

spec

ific

atio

n o

f th

e se

lect

ed p

lant,

eq

uip

men

t or

mac

hin

ery

mee

ts

the

nee

ds

of t

he

pro

ject

bef

ore

dep

loym

ent

1.3

Exp

lain

why

it is

import

ant

that

the

pla

nt

spec

ific

atio

n m

eets

the

nee

ds

of th

e pro

ject

or

oper

atio

n

2.1

D

evis

e an

d im

ple

men

t a

syst

em t

o en

sure

pre

-use

chec

ks,

insp

ections,

thoro

ugh e

xam

inat

ions

and t

ests

hav

e bee

n c

onduct

ed o

n

pla

nt,

equip

men

t or

mac

hin

ery

2.2

Exp

lain

how

to e

nsu

re t

hat

pla

nt,

equip

men

t or

mac

hin

ery

com

plie

s w

ith c

urr

ent

legis

lation a

nd w

hy

2.3

Car

ry o

ut

chec

ks o

n t

he

com

pet

ence

of

peo

ple

who w

ill s

et u

p,

oper

ate

and m

ainta

in p

lant,

equip

men

t or

mac

hin

ery

2.4

Exp

lain

the

met

hods

of ch

ecki

ng c

om

pet

ence

of

those

set

ting u

p,

oper

atin

g a

nd m

ainta

inin

g p

lant,

equip

men

t or

mac

hin

ery

2

Ensu

re t

hat

the

pla

nt,

equip

men

t or

mac

hin

ery

to b

e dep

loye

d c

om

plie

s w

ith c

urr

ent

legis

lation a

nd w

ill

be

set

up,

oper

ated

an

d m

ainta

ined

by

com

pet

ent

peo

ple

2.5

G

ive

reas

ons

as t

o w

hy

com

pet

ence

s of th

ose

set

ting u

p,

oper

atin

g

and m

ainta

inin

g p

lant,

equip

men

t or

mac

hin

ery

shou

ld b

e ch

ecke

d

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

12

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

D

evis

e an

d a

ctio

n a

sys

tem

that

tra

cks

the

dep

loym

ent,

allo

cation a

nd

use

of

pla

nt,

equip

men

t or

mac

hin

ery

3.2

Exp

lain

the

various

met

hods

of

imple

men

ting a

n e

ffec

tive

sys

tem

that

ca

n u

pdat

e th

e dep

loym

ent

and a

lloca

tion o

f pla

nt,

equip

men

t or

mac

hin

ery

as p

roje

cts

or

oper

atio

ns

pro

gre

sses

or

chan

ges

occ

ur

3.3

Exp

lain

why

a sy

stem

for

updat

ing t

he

dep

loym

ent

and a

lloca

tion o

f pla

nt,

equip

men

t or

mac

hin

ery

is n

eeded

3.4

M

ake

reco

mm

endat

ions

on t

he

use

of

alte

rnat

ive

types

of

pla

nt,

eq

uip

men

t or

mac

hin

ery

to d

ecis

ion-m

aker

s

3

Imple

men

t a

syst

em t

o updat

e th

e dep

loym

ent

and a

lloca

tion o

f pla

nt,

equip

men

t or

mac

hin

ery,

and

oper

ators

, as

the

pro

ject

pro

gre

sses

or

chan

ges

occ

ur

3.5

D

escr

ibe

way

s of

reco

mm

endin

g a

lter

nat

ives

to d

ecis

ion-m

aker

s

4.1

Eva

luat

e risk

s ar

isin

g f

rom

haz

ards

and a

pply

mea

sure

s in

ord

er t

o

pro

tect

the

work

forc

e, g

ener

al p

ublic

, vi

sito

rs a

nd t

he

envi

ronm

ent

rela

ting t

o t

hre

e of

the

follo

win

g:

–

met

hods

of w

ork

–

risk

ass

essm

ent

–

safe

use

and s

tora

ge

of

tools

–

safe

use

and s

tora

ge

of

mat

eria

ls

–

traf

fic

man

agem

ent

–

emer

gen

cy p

lans

4.2

Exp

lain

the

various

met

hods

of

iden

tify

ing h

azar

ds

and a

sses

sing r

isks

ar

isin

g f

rom

the

use

of pla

nt,

equip

men

t or

mac

hin

ery

4

Iden

tify

haz

ards

and a

sses

s risk

s ar

isin

g f

rom

the

use

of pla

nt,

eq

uip

men

t or

mac

hin

ery

and

imple

men

t m

easu

res

that

pro

tect

peo

ple

and

the

envi

ronm

ent

4.3

D

escr

ibe

way

s to

im

ple

men

t m

easu

res

to p

rote

ct p

eople

and t

he

envi

ronm

ent

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

12

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

W

rite

or

appro

ve m

ethod s

tate

men

ts for

pla

nt,

equip

men

t or

mac

hin

ery

oper

atio

ns

and p

ass

the

info

rmat

ion o

n t

o t

he

peo

ple

co

nce

rned

5.2

D

escr

ibe

various

met

hods

of w

riting o

r ap

pro

ving m

ethod s

tate

men

ts

for

the

use

of

pla

nt,

equip

men

t or

mac

hin

ery

5.3

Exp

lain

the

tech

niq

ues

that

can

be

use

d t

o pas

s on info

rmat

ion

effe

ctiv

ely

5.4

Exp

lain

how

to e

nsu

re t

hat

pla

nt,

equip

men

t or

mac

hin

ery

oper

atio

ns

are

super

vise

d a

nd c

onduct

ed in a

ccord

ance

with c

urr

ent

legis

lation

5.5

Est

ablis

h t

he

role

s an

d r

esponsi

bili

ties

allo

cate

d t

o p

lant,

equip

men

t or

mac

hin

ery

super

viso

rs,

oper

ators

and u

sers

5

Ensu

re t

hat

pla

nt,

eq

uip

men

t or

mac

hin

ery

oper

atio

ns

are

pla

nned

, ap

pro

priat

ely

and

super

vise

d a

nd

conduct

ed in

acco

rdan

ce w

ith

curr

ent

legis

lation

5.6

Exp

lain

how

to m

ainta

in e

ffec

tive

rec

ord

s fo

r th

e co

mpet

ence

of

super

viso

rs,

oper

ators

and u

sers

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

12

4

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

Arr

ange

the

stora

ge,

ser

vici

ng a

nd m

ainte

nan

ce o

f pla

nt,

equip

men

t or

mac

hin

ery

6.2

Car

ry o

ut

chec

ks t

o e

nsu

re s

ervi

ceab

ility

and m

ainte

nan

ce o

f pla

nt,

eq

uip

men

t or

mac

hin

ery

as a

ppro

priat

e to

at

leas

t th

ree

of t

he

follo

win

g o

per

atio

nal

or

stat

uto

ry r

equirem

ents

:

–

hea

lth,

safe

ty a

nd w

elfa

re o

f th

e w

ork

forc

e an

d o

ther

s

–

oper

atio

nal

effic

iency

–

secu

rity

of

reso

urc

es

–

oblig

atio

ns

to t

hird p

arties

–

regula

tory

auth

orities

–

contr

actu

al c

om

mitm

ents

6

Ensu

re t

he

appro

priat

e st

ora

ge,

ser

vici

ng

and m

ainte

nan

ce

of

pla

nt,

equip

men

t or

mac

hin

ery

to

mee

t oper

atio

nal

an

d s

tatu

tory

re

quirem

ents

6.3

Exp

lain

s w

ays

of

ensu

ring,

and w

hy

is im

port

ant

that

, pla

nt,

eq

uip

men

t or

mac

hin

ery

is s

tore

d,

serv

iced

and m

ainta

ined

in

acco

rdan

ce w

ith o

per

atio

nal

and s

tatu

tory

req

uirem

ents

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

12

5

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7.1

Est

ablis

h t

he

lear

nin

g n

eeds

of

pla

nt

super

viso

rs,

oper

ators

and u

sers

an

d r

evie

w t

he

info

rmat

ion o

bta

ined

for

at lea

st t

wo o

f th

e le

arnin

g

activi

ties

:

–

form

al

–

info

rmal

–

coac

hed

–

men

tore

d

–

voca

tional

ly q

ual

ifyi

ng

7.2

Exp

lain

the

various

met

hods

of

iden

tify

ing lea

rnin

g n

eeds

of

pla

nt

super

viso

rs,

oper

ators

and u

sers

and h

ow t

o co

mpar

e w

ith t

he

nee

ds

of

futu

re p

roje

cts

or

oper

atio

ns

7.3

D

escr

ibe

way

s of obta

inin

g info

rmat

ion o

n r

anges

of

lear

nin

g a

ctiv

itie

s

7

Iden

tify

lea

rnin

g

nee

ds

for

super

viso

rs,

oper

ators

and

use

rs o

f pla

nt,

eq

uip

men

t or

mac

hin

ery

that

will

or

could

support

th

e pro

ject

or

futu

re p

roje

cts

or

oper

atio

ns

7.4

Exp

lain

how

the

lear

nin

g d

evel

opm

ent

for

pla

nt

super

viso

rs,

oper

ators

an

d u

sers

can

be

arra

nged

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

12

6

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

8.1

Pr

ovi

de

opport

unitie

s to

at

leas

t fo

ur

of

the

follo

win

g in o

rder

to

sugges

t im

pro

vem

ents

in s

afe

oper

atio

ns:

–

super

viso

rs

–

oper

ators

–

use

rs

–

oth

er m

ember

s of

the

work

forc

e

–

mem

ber

s of

the

public

–

occ

upie

rs

–

nei

ghbours

–

visi

tors

–

org

anis

atio

nal

rep

rese

nta

tive

s

–

hire

firm

(s),

com

pan

ies

or

agen

ts

8.2

Exp

lain

how

to e

nco

ura

ge

those

invo

lved

or

affe

cted

by

pla

nt,

eq

uip

men

t or

mac

hin

ery

oper

atio

ns

to s

ugges

t sa

fe im

pro

vem

ents

8

Enco

ura

ge

those

in

volv

ed o

r af

fect

ed b

y pla

nt,

eq

uip

men

t or

mac

hin

ery

oper

atio

ns

to

sugges

t im

pro

vem

ents

in

safe

oper

atio

ns

8.3

Exp

lain

why

enco

ura

gem

ent

is n

eeded

in s

ugges

ting im

pro

vem

ents

to

pla

nt,

equip

men

t or

mac

hin

ery

oper

atio

ns

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

12

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

9.1

M

ake

arra

ngem

ents

to

allo

w p

lant,

equip

men

t or

mac

hin

ery

to b

e, o

r sp

ecifie

d t

o b

e, r

emove

d o

r re

turn

ed

9.2

D

escr

ibe

the

various

met

hods

of en

suring t

hat

pla

nt,

equip

men

t or

mac

hin

ery

not

nee

ded

is

retu

rned

or

rem

ove

d

9

Ensu

re t

hat

pla

nt,

eq

uip

men

t or

mac

hin

ery

whic

h is

no longer

nee

ded

is

ret

urn

ed o

r re

move

d

9.3

G

ive

reas

ons

why

pla

nt,

equip

men

t or

mac

hin

ery

shou

ld b

e re

turn

ed

or

rem

ove

d w

hen

not

required

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


128

Unit 15: Organising, Controlling and Monitoring Supplies of Materials in the Workplace

Unit reference number: H/600/7343

QCF level: 5

Credit value: 8


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in organising, controlling and monitoring supplies of materials in the workplace within the relevant sector of industry.











Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

12

9

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exa

min

e oper

atio

nal

pla

ns

and q

uan

tities

for

various

pro

ject

s

1.2

Cal

cula

te d

eliv

ery

and lea

d t

imes

1.3

Sch

edule

del

iver

ies

and t

raffic

man

agem

ent

1.4

Exp

lain

how

oper

atio

nal

pla

ns

and q

uan

tities

can

be

anal

ysed

to

asse

ss w

hat

mat

eria

ls w

ill b

e re

quired

1.5

Exp

lain

met

hods

that

can

cal

cula

te d

eliv

ery

and lea

d t

imes

for

supplie

s of m

ater

ials

and w

hy

they

shou

ld b

e ca

lcula

ted

1.6

G

ive

reas

ons

why

it is

nec

essa

ry t

o a

nal

yse

oper

atio

nal

pla

ns

and

quan

tities

to a

sses

s w

hat

mat

eria

ls w

ill b

e re

quired

1.7

Exp

lain

s w

ays

that

del

iver

y sc

hed

ule

s ca

n b

e dev

eloped

1

Anal

yse

oper

atio

nal

pla

ns

and

quan

tities

to

asse

ss w

hat

su

pplie

s of

mat

eria

ls w

ill b

e re

quired

and

calc

ula

te a

nd

dev

elop a

del

iver

y sc

hed

ule

1.8

G

ive

reas

ons

why

del

iver

y sc

hed

ule

s an

d t

raffic

man

agem

ent

are

required

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

13

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

See

k w

ays

of

stan

dar

dis

ing s

upplie

s th

at c

an im

pro

ve a

t le

ast

one

of

the

follo

win

g:

–

econom

y of

usa

ge

–

cost

–

envi

ronm

enta

l im

pac

t

–

sust

ainab

ility

2.2

Exp

lain

way

s th

at o

pport

unitie

s fo

r st

andar

dis

ing s

upplie

s of

mat

eria

ls

can b

e id

entified

2.3

Exp

lain

how

sta

ndar

dis

atio

n o

f m

ater

ials

can

ass

ist

pro

ject

s

2

Iden

tify

opport

unitie

s to

st

andar

dis

e su

pplie

s of

mat

eria

ls

2.4

G

ive

reas

ons

why

oppor

tunitie

s fo

r m

ater

ial st

andar

dis

atio

n s

hou

ld b

e co

nsi

der

ed

3.1

Id

entify

and c

onfirm

supplie

s of

required

mat

eria

ls a

gai

nst

del

iver

y sc

hed

ule

s

3.2

Car

ry o

ut

chec

ks t

hat

ensu

re a

ppro

priat

e ord

ers

are

pre

par

ed

3.3

Exp

lain

met

hods

of

chec

king d

eliv

ery

sched

ule

s an

d w

ith u

sers

so t

hat

m

ater

ial nee

ds

are

iden

tified

3.4

D

escr

ibe

way

s th

at c

an e

nsu

re a

ppro

priat

e ord

ers

are

pre

par

ed

3

Chec

k w

ith t

he

del

iver

y sc

hed

ule

an

d u

sers

to

confirm

what

su

pplie

s of

mat

eria

ls a

re

nee

ded

and e

nsu

re

appro

priat

e ord

ers

are

pre

par

ed

3.5

G

ive

reas

ons

why

chec

ks m

ust

be

mad

e to

ensu

re a

ppro

priat

e ord

ers

are

pre

par

ed

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

13

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Com

munic

ate

and/o

r m

eet

with b

oth s

upplie

rs a

nd u

sers

to iden

tify

an

d c

onfirm

supply

req

uirem

ents

4.2

Agre

e an

d m

onitor

supply

req

uirem

ents

for

various

pro

ject

s w

ith

various

supplie

rs

4.3

Exp

lain

met

hods

and t

echniq

ues

of co

nduct

ing n

egotiat

ions

and

mee

tings

with s

upplie

rs a

nd u

sers

to e

nsu

re s

upply

req

uirem

ents

are

ag

reed

4.4

Li

st a

nd d

escr

ibe

the

fact

ors

and iss

ues

that

det

erm

ine

and a

ffec

t su

pply

req

uirem

ents

4.5

Exp

lain

how

goodw

ill a

nd t

rust

can

be

mai

nta

ined

with s

upplie

rs a

nd

use

rs

4

Conduct

neg

otiat

ions

and

mee

tings

with

supplie

rs a

nd u

sers

so

that

goo

dw

ill

and t

rust

is

mai

nta

ined

and

agre

ed s

upply

re

quirem

ents

are

en

sure

d

4.6

Exp

lain

how

form

al a

nd info

rmal

mee

tings

with s

upplie

rs a

nd u

sers

ca

n b

e co

nduct

ed

5.1

Est

ablis

h m

onitoring s

yste

ms

for

supply

del

iver

y sc

hed

ule

s

5

Imple

men

t sy

stem

s, t

o m

onitor

the

del

iver

y sc

hed

ule

an

d t

he

per

form

ance

of

supplie

rs,

whic

h

will

iden

tify

supply

im

pro

vem

ents

5.2

Est

ablis

h m

onitoring s

yste

ms

that

chec

ks t

he

per

form

ance

of

supplie

rs

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

13

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.3

Est

ablis

h a

t le

ast

thre

e of

the

follo

win

g f

acto

rs u

sed in m

ater

ials

co

ntr

ol:

–

qual

ity

–

quan

tity

–

pay

men

t to

supplie

rs

–

appro

val by

clie

nt,

cust

om

er o

r th

eir

repre

senta

tive

–

pro

gra

mm

ing

–

cost

5.4

Id

entify

im

pro

vem

ents

that

can

be

mad

e to

mat

eria

l su

pply

usi

ng

info

rmat

ion f

rom

monitoring s

yste

ms

5.5

Exp

lain

how

sys

tem

s, t

hat

cov

er a

ll nec

essa

ry fac

tors

to

monitor

the

del

iver

y sc

hed

ule

s, c

an b

e im

ple

men

ted

5.6

Exp

lain

how

sys

tem

s th

at c

an m

onitor

the

per

form

ance

of su

pplie

rs

agai

nst

the

agre

ed s

upply

req

uirem

ents

can

be

imple

men

ted

5.7

D

escr

ibe

how

iden

tified

im

pro

vem

ents

to d

eliv

ery

sched

ule

s ca

n b

e re

cord

ed

5.8

G

ive

reas

ons

why

the

del

iver

y sc

hed

ule

and p

erfo

rman

ce o

f su

pplie

rs

should

be

monitore

d

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

13

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

Anal

yse

supply

monitoring s

yste

ms

and d

eliv

ery

sched

ule

s an

d n

ote

id

entified

supply

pro

ble

ms

6.2

Im

ple

men

t ap

pro

priat

e m

ethods

to r

esol

ve iden

tified

supply

pro

ble

ms

6.3

Exp

lain

met

hods

that

can

iden

tify

pro

ble

ms

with s

upply

and s

upply

re

quirem

ents

, how

they

can

be

reco

rded

and w

hat

act

ions

can b

e ta

ken t

o r

esolv

e th

em

6

Iden

tify

pro

ble

ms

with s

upply

, re

cord

th

em a

nd t

ake

action t

o r

esolv

e th

em

6.4

Exp

lain

how

the

del

iver

y sc

hed

ule

can

be

modifie

d t

o m

inim

ise

dis

ruption t

o t

he

pro

gra

mm

e

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

13

4

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7.1

Reg

ula

rly

exam

ine

mat

eria

l su

pply

per

form

ance

agai

nst

ongoin

g

pro

ject

req

uirem

ents

7.2

Am

end d

eliv

ery

sched

ule

s w

hen

mat

eria

l su

pplie

s ar

e not

mee

ting

pro

gra

mm

e re

quirem

ents

or

wher

e ex

cess

mat

eria

ls a

re b

eing

supplie

d

7.3

Exp

lain

way

s th

at c

an iden

tify

chan

ges

lik

ely

to r

esult in o

ver

or

under

su

pply

7

Iden

tify

chan

ges

lik

ely

to r

esult in

ove

r or

under

su

pply

and m

odify

the

del

iver

y sc

hed

ule

to

min

imis

e dis

ruption

to t

he

pro

gra

mm

e

7.4

Exp

lain

how

to m

odify

del

iver

y sc

hed

ule

s th

at m

inim

ises

dis

ruption t

o

the

pro

gra

mm

e

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


135

Unit 16: Establishing and Monitoring Communication Systems and Organisational Procedures in the Workplace


QCF level: 6

Credit value: 11


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in establishing and monitoring communication systems and organisational procedures in the workplace within the relevant sector of industry.










136



Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

13

7

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exa

min

e an

d e

stab

lish p

roje

ct c

om

munic

atio

n r

equirem

ents

for

pro

ject

s th

at m

eets

org

anis

atio

nal

nee

ds

1.2

Consi

der

at

leas

t fo

ur

of th

e fo

llow

ing o

rgan

isat

ional

and

com

munic

atio

n s

yste

ms

when

iden

tify

ing c

om

munic

atio

n n

eeds:

–

role

s an

d r

esponsi

bili

ties

–

site

or

hea

d o

ffic

e in

terf

ace

–

pro

ject

adm

inis

trat

ion

–

hea

lth,

safe

ty,

wel

fare

and e

nvi

ronm

enta

l nee

ds

–

pro

ject

tea

m inte

rfac

es

–

inte

gra

tion o

f dat

a

–

shar

ing o

f pro

ject

dat

a

–

team

work

ing

–

the

clie

nt,

cust

om

er o

r th

eir

repre

senta

tive

1

Iden

tify

org

anis

atio

nal

and

com

munic

atio

n

nee

ds

for

the

pro

ject

1.3

Exp

lain

how

suitab

le o

rgan

isat

ional

and c

om

munic

atio

n s

yste

ms

can

be

iden

tified

for

pro

ject

s

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

13

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Id

entify

and im

ple

men

t co

mm

unic

atio

n s

yste

ms

and p

roce

dure

s th

at

are

com

pat

ible

with c

lients

, cu

stom

ers

or

thei

r re

pre

senta

tive

s, a

nd

supply

chai

n s

yste

ms

2.2

M

anag

e, a

dm

inis

ter

and c

ontr

ol oper

atio

nal

com

munic

atio

n s

yste

ms

and p

roce

dure

s

2.3

Exp

lain

way

s th

at s

yste

ms,

com

pat

ible

with t

hose

use

d b

y cl

ients

, cu

stom

ers

or

thei

r re

pre

senta

tive

s an

d s

upply

chai

ns,

can

be

esta

blis

hed

and intr

oduce

d

2.4

Exp

lain

s m

ethods

of e

stab

lish c

om

munic

atio

n a

nd o

rgan

isat

ional

sy

stem

s th

at w

ill e

nab

le c

lear

eff

ective

man

agem

ent,

adm

inis

trat

ive

and o

per

atio

nal

contr

ols

2

Est

ablis

h s

yste

ms

and p

roce

dure

s w

hic

h a

re

com

pat

ible

with

those

use

d b

y th

e cl

ient,

cust

omer

or

thei

r re

pre

senta

tive

and

the

supply

chai

n

2.5

G

ive

reas

ons

why

com

munic

atio

n a

nd o

rgan

isat

ional

sys

tem

s, t

hat

w

ill b

e co

mpat

ible

and p

rovi

de

contr

ol, a

re n

eeded

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

13

9

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Id

entify

info

rmat

ion n

eeded

for

the

pro

ject

3.2

Pro

duce

pro

ject

info

rmat

ion in r

elev

ant

form

ats

that

will

support

the

pro

ject

3.3

D

istr

ibute

rel

evan

t pro

ject

info

rmat

ion o

n lea

st o

ne

of th

e fo

llow

ing t

o

peo

ple

that

hav

e an

inte

rest

:

–

info

rmat

ion o

n p

eople

’s r

ole

s

–

det

ails

on p

eople

’s r

esponsi

bili

ties

–

det

ails

of

the

org

anis

atio

nal

str

uct

ure

3.4

D

escr

ibe

way

s th

at a

ccura

te a

nd u

nam

big

uous

info

rmat

ion a

bout

peo

ple

’s r

ole

s an

d r

esponsi

bili

ties

, th

e pro

ject

and t

he

org

anis

atio

nal

st

ruct

ure

can

be

pro

duce

d

3.5

Exp

lain

met

hods

that

allo

w f

or

the

circ

ula

tion o

f in

form

atio

n a

bout

peo

ple

’s r

ole

s an

d r

esponsi

bili

ties

, an

d t

he

pro

ject

and o

rgan

isat

ional

st

ruct

ure

, to

peo

ple

and o

rgan

isat

ions

that

hav

e an

inte

rest

3

Produce

pro

ject

in

form

atio

n a

nd

circ

ula

te it

to

peo

ple

and

org

anis

atio

ns

that

hav

e an

inte

rest

3.6

G

ive

reas

ons

why

info

rmat

ion o

n p

eople

’s r

ole

s an

d r

esponsi

bili

ties

is

import

ant

to p

eople

and o

rgan

isat

ions

that

hav

e an

inte

rest

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

14

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Id

entify

peo

ple

and o

rgan

isat

ions

that

hav

e in

tere

st o

r nee

d r

elev

ant

pro

ject

info

rmat

ion

4.2

Pu

t in

pla

ce a

t le

ast

thre

e of

the

follo

win

g m

ethods

of co

mm

unic

atio

n

for

report

ing,

reco

rdin

g a

nd r

etriev

ing r

elev

ant

pro

ject

info

rmat

ion f

or

rele

vant

peo

ple

and/o

r org

anis

atio

ns:

–

ora

l

–

writt

en

–

gra

phic

–

elec

tronic

4.3

Li

st a

nd d

escr

ibe

who w

ould

lik

ely

to b

e in

cluded

when

est

ablis

hin

g

com

munic

atio

n m

ethods

for

pro

ject

s

4.4

Exp

lain

way

s th

at m

ethods

of co

mm

unic

atin

g,

report

ing,

reco

rdin

g

and r

etriev

ing info

rmat

ion,

bet

wee

n p

eople

and o

rgan

isat

ions

that

hav

e an

inte

rest

and a

ppro

priat

e to

the

nee

ds

of

the

pro

ject

, ca

n b

e es

tablis

hed

4

Est

ablis

h m

ethods

of

com

munic

atin

g

info

rmat

ion

bet

wee

n p

eople

an

d o

rgan

isat

ions

that

hav

e an

in

tere

st

4.5

Exp

lain

why

met

hods

of c

om

munic

atin

g,

report

ing,

reco

rdin

g a

nd

retr

ievi

ng info

rmat

ion b

etw

een inte

rest

ed p

eople

and o

rgan

isat

ions

should

be

esta

blis

hed

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

14

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Im

ple

men

t sy

stem

s to

monitor

the

effe

ctiv

enes

s of co

mm

unic

atio

n

and o

rgan

isat

ional

met

hods

5.2

Est

ablis

h c

ause

s of an

y co

mm

unic

atio

n a

nd o

rgan

isat

ional

met

hod

bre

akdow

ns

5.3

Res

tore

effec

tive

com

munic

atio

n a

nd o

rgan

isat

ional

; m

ethods

by

imple

men

ting a

ppro

priat

e co

rrec

tive

act

ions

5.4

Exp

lain

met

hods

that

can

monitor

the

com

munic

atin

g,

report

ing,

reco

rdin

g a

nd r

etriev

ing o

f in

form

atio

n

5.5

Exp

lain

how

bre

akdow

ns

in c

omm

unic

atio

n a

nd o

rgan

isat

ional

sy

stem

s ca

n b

e id

entified

5.6

D

escr

ibe

how

bre

akdow

ns

in c

om

munic

atio

n a

nd o

rgan

isat

ional

sy

stem

s ca

n b

e in

vest

igat

ed a

nd e

xpla

in w

hy

they

should

be

inve

stig

ated

5

Monitor

the

com

munic

atio

n a

nd

org

anis

atio

nal

m

ethods

for

effe

ctiv

enes

s,

iden

tify

and

inve

stig

ate

bre

akdow

ns

and

take

act

ion t

o

rest

ore

effec

tive

co

mm

unic

atio

n a

nd

org

anis

atio

n

5.7

Exp

lain

act

ions

that

can

be

take

n t

o r

esto

re e

ffec

tive

com

munic

atio

n

and o

rgan

isat

ional

sys

tem

s

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

14

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

G

ather

rel

evan

t in

form

atio

n a

bout

pro

ject

org

anis

atio

n a

nd

com

munic

atio

n s

yste

ms

6.2

Est

ablis

h w

her

e co

mm

unic

atio

n s

yste

ms

and p

roje

ct o

rgan

isat

ion c

an

be

impro

ved

6.3

Im

ple

men

t pro

cess

es t

hat

can

im

pro

ve c

om

munic

atio

n s

yste

ms

and

pro

ject

org

anis

atio

n

6.4

Exp

lain

how

poss

ible

im

pro

vem

ents

to m

ethods

of

com

munic

atin

g a

nd

org

anis

atio

nal

sys

tem

s ca

n b

e id

entified

6

Use

info

rmat

ion

rece

ived

to m

ake

impro

vem

ents

to

the

org

anis

atio

n o

f th

e pro

ject

and

com

munic

atio

n

syst

ems

6.5

G

ive

reas

ons

why

esta

blis

hed

sys

tem

s sh

ould

be

impro

ved

7.1

Pr

epar

e ag

endas

, ar

range

venues

, co

nta

ct a

tten

dee

s in

goo

d t

ime

and

agre

e obje

ctiv

es t

o b

e ac

hie

ved d

uring t

he

mee

ting

7.2

M

eet

with s

take

hold

ers

and c

olle

agues

, an

d fac

ilita

te c

onst

ruct

ive

contr

ibutions

and b

alan

ced a

nd info

rmed

dis

cuss

ions

on a

gen

da

item

s fr

om

att

endee

s during t

he

mee

ting

7.3

Run m

eetings

with s

take

hold

ers

and c

olle

agues

on t

ime,

ensu

re a

nd

agre

e th

at o

bje

ctiv

es h

ave

bee

n a

chie

ved,

and a

gre

e ac

tions

and

resp

onsi

bili

ties

to b

e ta

ken f

ollo

win

g t

he

mee

ting

7.4

Exp

lain

how

mee

tings

should

be

man

aged

that

ensu

res

obje

ctiv

es a

re

met

7

Prep

are

for

and

man

age

mee

tings

to m

eet

obje

ctiv

es

7.5

D

escr

ibe

the

diffe

rent

types

of

mee

tings

that

can

be

under

take

n w

ith

stak

ehold

ers

and c

olle

agues

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

14

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

8.1

D

raft

and c

ircu

late

min

ute

s of th

e m

eeting,

and d

istr

ibute

nec

essa

ry

info

rmat

ion t

o r

elev

ant

peo

ple

8.2

M

onitor

the

com

ple

tion o

f th

e ag

reed

post

-mee

ting a

ctio

ns

8.3

Exp

lain

met

hods

that

ensu

re a

ctio

ns

are

com

ple

ted f

ollo

win

g

mee

tings

and t

he

obje

ctiv

es a

re m

et

8

Com

ple

te a

ctio

ns

follo

win

g t

he

mee

ting t

o m

eet

obje

ctiv

es

8.4

D

escr

ibe

way

s ev

aluat

ing t

he

effe

ctiv

enes

s of

mee

tings

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


144

Unit 17: Establishing Project Dimensional Control Criteria in the Workplace

Unit reference number: R/600/7354

QCF level: 6

Credit value: 10


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in establishing project dimensional control criteria in the workplace within the relevant sector of industry.











Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

14

5

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Colle

ct,

colla

te a

nd a

nal

yse

late

st s

urv

ey info

rmat

ion f

or

giv

en

pro

ject

s

1.2

Id

entify

and r

esolv

e at

lea

st t

wo o

f th

e fo

llow

ing p

roble

ms

when

an

alys

ing s

urv

ey info

rmat

ion:

–

uncl

ear

info

rmat

ion

–

mis

sing info

rmat

ion

–

inco

nsi

sten

cies

bet

wee

n d

ocu

men

ts

–

erro

rs

1.3

Exp

lain

way

s th

at r

elev

ant

surv

ey info

rmat

ion c

an b

e obta

ined

1.4

Exp

lain

how

surv

ey info

rmat

ion c

an b

e ch

ecke

d t

o e

nsu

re it

is u

p t

o

dat

e an

d a

ccura

te

1

Obta

in r

elev

ant

surv

ey info

rmat

ion,

chec

k th

at it

is u

p

to d

ate

and

accu

rate

, an

d

reso

lve

any

pro

ble

ms

1.5

Exp

lain

how

pro

ble

ms

with s

urv

ey info

rmat

ion c

an b

e re

solv

ed a

nd

why

pro

ble

ms

nee

d t

o be

reso

lved

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

14

6

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

In

terp

ret

appro

priat

e dim

ensi

onal

contr

ol in

form

atio

n a

nd c

alcu

lations

for

giv

en p

roje

cts

2.2

Corr

elat

e dim

ensi

onal

contr

ol in

form

atio

n a

nd c

alcu

lations

agai

nst

re

leva

nt

pro

ject

work

2.3

D

escr

ibe

fact

ors

whic

h d

eter

min

e dim

ensi

onal co

ntr

ol in

form

atio

n

2.4

Exp

lain

how

info

rmat

ion o

n p

roje

ct w

ork

can

be

corr

elat

ed w

ith

dim

ensi

onal

contr

ol in

form

atio

n

2.5

Exp

lain

met

hods

that

can

inte

rpre

t in

form

atio

n o

n p

roje

ct w

ork

whic

h

is r

elev

ant

to d

imen

sional

contr

ol in

form

atio

n

2

Corr

elat

e and

inte

rpre

t in

form

atio

n o

n

pro

ject

work

whic

h

is r

elev

ant

to

dim

ensi

onal

contr

ol

2.6

G

ive

reas

ons

why

info

rmat

ion o

n p

roje

ct w

ork

, w

hic

h is

rele

vant

to

dim

ensi

onal

contr

ol in

form

atio

n,

nee

ds

to b

e co

rrel

ated

and

inte

rpre

ted

3.1

Est

ablis

h v

aria

tions

bet

wee

n a

ctual

and s

pec

ifie

d s

ite

dim

ensi

ons

on

giv

en p

roje

cts

3.2

D

ocu

men

t id

entified

var

iations

of

actu

al a

nd s

pec

ifie

d s

ite

dim

ensi

ons

follo

win

g o

rgan

isat

ional

pro

cedure

s

3.3

D

istr

ibute

iden

tified

var

iations

of

actu

al a

nd s

pec

ifie

d s

ite

dim

ensi

ons

to r

elev

ant

dec

isio

n-m

aker

s

3.4

D

escr

ibe

poss

ible

cau

ses

of va

riat

ions

bet

wee

n s

pec

ifie

d a

nd a

ctual

si

te d

imen

sions

3.5

Exp

lain

how

var

iations

bet

wee

n t

he

spec

ifie

d a

nd t

he

actu

al s

ite

dim

ensi

ons

can b

e id

entified

3

Ensu

re t

hat

va

riat

ions

are

iden

tified

bet

wee

n

the

spec

ifie

d a

nd

the

actu

al s

ite

dim

ensi

ons,

rec

ord

th

em a

ccura

tely

an

d c

ircu

late

them

to

dec

isio

n-m

aker

s

3.6

Exp

lain

way

s of

reco

rdin

g v

aria

tions

bet

wee

n t

he

spec

ifie

d a

nd t

he

actu

al s

ite

dim

ensi

ons

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

14

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Pl

ace

refe

rence

poin

ts o

n g

iven

pro

ject

s ac

cord

ing t

o pro

ject

and

org

anis

atio

nal

req

uirem

ents

, an

d e

nsu

re d

imen

sional

acc

ura

cy a

gai

nst

se

t re

fere

nce

poin

ts

4.2

Ensu

re t

hat

pla

ced r

efer

ence

poin

ts a

re iden

tifiab

le a

s to

purp

ose

, an

d

imple

men

t pro

tect

ion s

yste

ms

that

elim

inat

es m

ove

men

t, d

amag

e an

d/o

r re

mova

l

4.3

Li

st a

nd d

escr

ibe

typic

al t

ypes

of

set

refe

rence

poin

ts

4.4

Exp

lain

how

to a

ccura

tely

set

and c

lear

ly iden

tify

ref

eren

ce p

oin

ts

from

set

ref

eren

ce p

oin

ts

4

Ensu

re t

hat

re

fere

nce

poin

ts

are

suitab

ly p

lace

d,

accu

rate

, cl

early

iden

tified

and

pro

tect

ed f

rom

m

ove

men

t or

rem

ova

l

4.5

Exp

lain

met

hods

that

can

pro

tect

ref

eren

ce p

oin

ts f

rom

move

men

t an

d r

emova

l

5.1

Im

ple

men

t a

rele

vant

monitoring s

yste

m t

hat

ensu

res

dim

ensi

onal

co

ntr

ol ac

cura

cy f

or

giv

en p

roje

cts

5.2

D

escr

ibe

the

elem

ents

of

monitoring s

yste

ms

5.3

Exp

lain

how

monitoring s

yste

ms

can b

e dev

eloped

5

Ensu

re a

dim

ensi

onal

contr

ol

monitoring s

yste

m,

whic

h w

ill m

ake

sure

the

spec

ifie

d

accu

racy

crite

ria

will

be

met

, is

es

tablis

hed

5.4

G

ive

reas

ons

why

monitoring s

yste

ms

shou

ld b

e dev

eloped

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

14

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

Est

ablis

h t

he

chec

ks t

hat

are

req

uired

to m

ainta

in a

nd u

se m

easu

ring

and r

ecord

ing e

quip

men

t

6.2

Ensu

re t

hat

mai

nte

nan

ce a

nd u

ser

chec

ks a

re c

arried

on r

elev

ant

mea

suring a

nd r

ecord

ing e

quip

men

t in

acc

ord

ance

with r

elev

ant

requirem

ents

6.3

Exp

lain

how

typ

ical

mea

suring a

nd r

ecord

ing e

quip

men

t use

d t

o

esta

blis

h d

imen

sional

contr

ol is

use

d m

ainta

ined

6

Ensu

re t

hat

m

easu

ring a

nd

reco

rdin

g

equip

men

t is

m

ainta

ined

to m

eet

the

spec

ifie

d

accu

racy

crite

ria

6.4

G

ive

reas

ons

why

spec

ific

mea

suring a

nd r

ecord

ing e

quip

men

t sh

ould

be

sele

cted

for

giv

en p

roje

cts

7.1

Id

entify

and n

ote

the

follo

win

g w

hen

est

ablis

hin

g a

nd c

hec

king

dim

ensi

onal

contr

ol in

form

atio

n:

–

dim

ensi

ons

–

loca

tions

–

leve

ls

–

dev

iations

7.2

Appro

priat

ely

iden

tify

and s

ecure

ly s

tore

dim

ensi

onal

contr

ol

info

rmat

ion f

ollo

win

g o

rgan

isat

ional

pro

cedure

s w

her

e in

form

atio

n c

an

be

retr

ieve

d f

or

futu

re u

se

7

Rec

ord

any

dim

ensi

onal

contr

ol

info

rmat

ion w

hic

h

may

be

of

late

r use

, an

d s

tore

it

secu

rely

7.3

Exp

lain

the

met

hods

and p

roce

dure

s th

at c

an b

e use

d t

o re

cord

and

store

dim

ensi

onal

contr

ol in

form

atio

n w

hic

h m

ay b

e of la

ter

use

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

14

9

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


150

Unit 18: Controlling Project Quantities and Costs in the Workplace


QCF level: 6

Credit value: 12


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in controlling project quantities and costs in the workplace within the relevant sector of industry.











Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

15

1

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Pl

an a

nd im

ple

men

t at

lea

st o

ne

of th

e fo

llow

ing a

ppro

priat

e quan

tities

and c

ost

con

trol sy

stem

s on g

iven

pro

ject

s:

–

contr

actu

al p

roce

dure

s an

d m

eetings

–

oper

atio

nal

pro

cedure

s an

d m

eetings

–

elec

tronic

rec

ord

s

1.2

Li

st a

nd d

escr

ibe

the

fact

ors

that

det

erm

ine

quan

tities

and c

ost

dat

a

1

Imple

men

t ap

pro

priat

e quan

tities

and c

ost

co

ntr

ol sy

stem

s w

hic

h a

re a

ble

to

pro

vide

early

war

nin

g o

f pro

ble

ms

1.3

Exp

lain

how

appro

priat

e pro

ject

quan

tities

and c

ost

contr

ol s

yste

ms,

w

hic

h w

ill p

rovi

de

early

war

nin

gs

of

pro

ble

ms,

can

be

imple

men

ted

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

15

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

G

ather

and c

olla

te info

rmat

ion r

elat

ing t

o q

uan

tities

and c

ost

s on a

t le

ast

four

of th

e fo

llow

ing r

esourc

es o

n a

fre

quen

t bas

is:

–

peo

ple

–

pla

nt,

equip

men

t or

mac

hin

ery

–

mat

eria

ls a

nd c

om

pon

ents

–

sub-c

ontr

acto

rs

–

info

rmat

ion

–

work

are

a an

d fac

ilities

–

was

te m

anag

emen

t

–

utilit

y pro

vider

s

–

reco

rds

of

valu

atio

ns

of

work

com

ple

ted

2.2

D

ocu

men

t th

e findin

gs

of

quan

tities

and c

ost

s usi

ng a

ppro

priat

e fo

rmat

s an

d p

ass

appro

priat

e re

sponsi

ble

peo

ple

follo

win

g

org

anis

atio

nal

tim

esca

les

2.3

Exp

lain

met

hods

that

allo

ws

for

quan

tities

and c

ost

dat

a to

be

colle

cted

and r

ecord

ed f

or

the

pro

ject

and t

he

reso

urc

es u

sed

2

Ensu

re t

hat

quan

tity

and c

ost

dat

a is

reg

ula

rly

colle

cted

, re

cord

it

and p

ass

it o

n t

o

the

appro

priat

e peo

ple

res

ponsi

ble

in

tim

e fo

r th

em t

o

be

able

to u

se it

2.4

Exp

lain

how

to e

nsu

re t

hat

dat

a is

pas

sed o

n t

o t

he

peo

ple

re

sponsi

ble

in t

ime

for

them

to u

se it

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

15

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Im

ple

men

t an

d m

onitor

syst

ems

that

ensu

res

that

cost

cal

cula

tions

for

giv

en p

roje

cts

are

under

take

n

3.2

Im

ple

men

t an

d m

onitor

syst

ems

that

ensu

res

that

work

val

ues

and

quan

tities

for

giv

en p

roje

cts

are

under

take

n

3

Ensu

re t

hat

work

va

lues

, quan

tities

an

d c

ost

dat

a ar

e pre

par

ed

3.3

Exp

lain

how

to e

nsu

re t

hat

corr

ect

work

val

ues

, quan

tities

and c

ost

dat

a ar

e pre

par

ed

4.1

D

eter

min

e pre

par

e an

d d

ocu

men

t th

e re

sults

of q

uan

tity

and c

ost

in

form

atio

n f

or

giv

en p

roje

cts

4.2

Pr

esen

t an

alys

ed r

esults

on q

uan

tities

and c

ost

dat

a to

peo

ple

re

sponsi

ble

usi

ng r

elev

ant

form

ats

4

Ensu

re t

hat

ac

cura

te q

uan

tities

an

d c

ost

dat

a ar

e pre

par

ed a

nd

pre

sente

d in a

fo

rmat

whic

h w

ill

hel

p t

he

peo

ple

re

sponsi

ble

to

mak

e dec

isio

ns

4.3

Exp

lain

met

hods

that

can

ensu

re t

hat

acc

ura

te q

uan

tities

and c

ost

dat

a is

pre

sente

d in a

form

at w

hic

h w

ill h

elp p

eople

res

ponsi

ble

to

mak

e dec

isio

ns

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

15

4

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Pla

nt

and im

ple

men

t m

onitoring s

yste

ms

that

will

iden

tify

var

iations

and t

rends

in c

ost

s an

d q

uan

tities

for

giv

en p

roje

cts

5.2

Q

uan

tify

and iden

tify

cost

s cr

eate

d b

y id

entified

var

iations

or

tren

ds

in

cost

dat

a an

d q

uan

tities

5.3

Exp

lain

how

to e

nsu

re t

hat

var

iations

and t

rends

in q

uan

tities

and

cost

dat

a ar

e id

entified

, quan

tified

and c

ost

ed

5

Ensu

re t

hat

va

riat

ions

and

tren

ds

in q

uan

tities

an

d c

ost

dat

a ar

e id

entified

, quan

tified

and

cost

ed

5.4

G

ive

reas

ons

why

tren

ds

in c

ost

and q

uan

tities

and c

ost

dat

a nee

d t

o be

quan

tified

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

15

5

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

Car

ry o

ut

inve

stig

atio

ns

on iden

tified

var

iations

in p

roje

ct q

uan

tities

an

d c

ost

s an

d d

iscu

ss w

ith p

eople

res

ponsi

ble

6.2

See

k an

d g

ain a

ppro

val in

ord

er t

o im

ple

men

t at

lea

st o

ne

of

the

follo

win

g c

orr

ective

act

ions:

–

rest

ore

pro

gre

ss in a

ccord

ance

with a

gre

ed p

rogra

mm

e

–

agre

e new

com

ple

tion d

ates

–

initia

te c

ontr

act

clai

m

–

secu

re a

dditio

nal

res

ourc

es

–

alte

r pla

nned

work

6.3

Exp

lain

how

to e

nsu

re t

hat

var

iations

in c

ost

dat

a ar

e in

vest

igat

ed

and e

xpla

in w

hy

variat

ions

in c

ost

dat

a nee

d t

o b

e in

vest

igat

ed

6.4

Exp

lain

met

hods

and t

echniq

ues

of ag

reei

ng a

nd im

ple

men

ting

appro

priat

e co

rrec

tive

act

ions

with p

eople

res

ponsi

ble

whic

h w

ill

rest

ore

cost

s an

d e

xpen

diture

to b

udget

6

Ensu

re t

hat

any

variat

ions

are

inve

stig

ated

and

agre

e an

d

imple

men

t ap

pro

priat

e co

rrec

tive

act

ion

with p

eople

re

sponsi

ble

6.5

G

ive

reas

ons

why

appro

priat

e co

rrec

tive

act

ion w

ith t

he

peo

ple

re

sponsi

ble

, in

ord

er t

o r

esto

re c

ost

s an

d e

xpen

diture

to b

udget

, nee

ds

to b

e ag

reed

and im

ple

men

ted

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

15

6

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7.1

Im

ple

men

t sy

stem

s an

d p

roce

sses

that

can

iden

tify

opport

unitie

s fo

r co

st s

avin

gs

on g

iven

pro

ject

s on a

t le

ast

two

of t

he

follo

win

g:

–

was

te r

educt

ion

–

reso

urc

e m

anag

emen

t an

d logis

tics

–

applic

atio

ns

of new

tec

hnolo

gie

s an

d m

ater

ials

–

ener

gy

and u

tilit

y m

anag

emen

t

–

recy

clab

le a

nd r

ecove

rable

mat

eria

ls

–

alte

rnat

ive

sourc

es a

nd t

ypes

of

mat

eria

ls

–

variat

ions

in q

ual

ity

–

stan

dar

dis

atio

n

–

reve

nue

gen

erat

ion

7.2

Sugges

t opport

unitie

s fo

r co

st s

avin

gs

usi

ng s

uitab

le f

orm

ats

to

peo

ple

res

ponsi

ble

7.3

Exp

lain

how

opport

unitie

s fo

r co

st s

avin

gs

can b

e id

entified

7.4

Exp

lain

how

sys

tem

s an

d p

roce

sses

whic

h w

ill a

ssis

t in

the

iden

tifica

tion o

f opport

unitie

s fo

r co

st s

avin

gs,

can

be

dev

eloped

and

reco

mm

ended

to t

he

peo

ple

res

ponsi

ble

7.5

G

ive

reas

ons

why

syst

ems

and p

roce

sses

, w

hic

h iden

tify

opport

unitie

s fo

r co

st s

avin

gs,

nee

d t

o b

e dev

eloped

and r

ecom

men

ded

to p

eople

re

sponsi

ble

7

Iden

tify

opport

unitie

s fo

r co

st s

avin

gs

and

reco

mm

end t

hem

to

peo

ple

re

sponsi

ble

7.6

D

escr

ibe

met

hods

that

can

rec

om

men

d o

pport

unitie

s fo

r co

st s

avin

gs

to p

eople

res

ponsi

ble

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

15

7

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


158

Unit 19: Evaluating Feedback Information and Recommending Improvements in the Workplace


QCF level: 6

Credit value: 7


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in evaluating feedback information and recommending improvements in the workplace within the relevant sector of industry.











Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

15

9

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

D

evis

e pro

cess

es t

hat

will

pro

mote

, to

oth

ers,

the

valu

e of

mak

ing

and c

olle

ctin

g fee

dbac

k th

at c

an a

llow

im

pro

vem

ents

to

work

pro

gre

ss

1.2

Enco

ura

ge

the

colle

ctio

n o

f w

ork

im

pro

vem

ent

feed

bac

k fr

om

oth

ers

from

at

leas

t si

x of th

e fo

llow

ing info

rmat

ion s

ourc

es:

–

appro

ved s

upplie

rs

–

appro

ved s

ub-c

ontr

acto

rs

–

contr

act

doc

um

enta

tion

–

pro

ject

docu

men

tation

–

org

anis

atio

nal

docu

men

tation

–

stan

dar

d d

etai

ls

–

spec

ific

atio

ns

–

pro

duct

info

rmat

ion

–

gove

rnm

ent

and s

tatu

tory

public

atio

ns

–

rese

arch

and a

dvi

sory

dat

a

–

per

iodic

als

and a

bst

ract

s

1

Prom

ote

the

valu

e of

mak

ing

impro

vem

ents

fr

om

fee

dbac

k an

d

enco

ura

ge

the

colle

ctio

n o

f fe

edbac

k

1.3

Exp

lain

way

s of

pro

moting t

he

valu

e of

mak

ing im

pro

vem

ents

fro

m

feed

bac

k re

ceiv

ed f

rom

info

rmat

ion s

ourc

es

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

16

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.4

Exp

lain

met

hods

that

can

enco

ura

ge

the

colle

ctio

n o

f fe

edbac

k fr

om

in

form

atio

n s

ourc

es

1.5

G

ive

reas

ons

why

the

colle

ctio

n o

f fe

edbac

k fr

om

info

rmat

ion s

ourc

es

should

be

enco

ura

ged

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

16

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Colle

ct f

eedbac

k in

form

atio

n f

rom

at

leas

t th

ree

of

the

follo

win

g

met

hods

or

sourc

es:

–

pro

ject

rec

ord

s an

d d

ocu

men

tation

–

site

insp

ections

–

scie

ntific

rese

arch

and d

ata

–

studie

s of per

form

ance

in u

se

–

mee

tings

–

ques

tionnai

res

–

report

s

2.2

Colla

te a

nd e

valu

ate

feed

bac

k in

form

atio

n u

sing o

rgan

isat

ional

or

oth

er m

ethods

to iden

tify

im

pro

vem

ents

to

work

pro

gre

ss

2.3

Exp

lain

way

s th

at e

nsu

res

that

fee

dbac

k fr

om

info

rmat

ion s

ourc

es is

obta

ined

usi

ng v

ario

us

met

hods

and o

ther

sou

rces

2.4

Exp

lain

met

hods

that

allo

ws

for

the

inve

stig

atio

n a

nd a

sses

sing o

f fe

edbac

k fr

om

info

rmat

ion s

ourc

es u

sing v

ario

us

met

hods

and o

ther

so

urc

es

2

Ensu

re f

eedbac

k in

form

atio

n f

rom

re

leva

nt

met

hods

or

sourc

es is

obta

ined

, in

vest

igat

ed a

nd

asse

ssed

2.5

G

ive

reas

ons

why

feed

bac

k fr

om

info

rmat

ion s

ourc

es n

eeds

to b

e in

vest

igat

ed a

nd a

sses

sed

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

16

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Sugges

t im

pro

vem

ents

that

can

be

mad

e to

work

pro

gre

ss u

sing

eval

uat

ed f

eedbac

k to

rel

evan

t peo

ple

3.2

Ju

stify

to r

elev

ant

peo

ple

, fo

r ea

ch s

ugges

ted im

pro

vem

ent,

by

pro

vidin

g r

easo

ns

why

impro

vem

ents

can

be

mad

e

3.3

Exp

lain

way

s th

at r

ecom

men

dat

ions

for

impro

vem

ents

can

be

mad

e fr

om

fee

dbac

k re

ceiv

ed

3.4

Exp

lain

how

rec

om

men

dat

ions

for

impro

vem

ents

fro

m fee

dbac

k ca

n

be

just

ifie

d t

o d

ecis

ion-m

aker

s

3

Rec

om

men

d

impro

vem

ents

fr

om

fee

dbac

k re

ceiv

ed a

nd just

ify

the

reco

mm

endat

ions

to r

elev

ant

peo

ple

3.5

G

ive

reas

ons

why

reco

mm

endat

ions

for

impro

vem

ents

fro

m f

eedbac

k sh

ould

be

mad

e an

d just

ifie

d t

o d

ecis

ion-m

aker

s

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

16

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Sum

mar

ise,

usi

ng s

uitab

le f

orm

ats,

chan

ges

to

work

pro

gra

mm

es

whic

h h

ave

resu

lted

fro

m s

ought

feed

bac

k

4.2

Pr

om

ote

the

adoption a

nd u

se o

f im

pro

vem

ents

iden

tified

fro

m

feed

bac

k to

those

invo

lved

in m

ainta

inin

g p

rogre

ss o

f th

e w

ork

4.3

Exp

lain

met

hods

that

can

allo

w t

he

sum

mar

y of

chan

ges

and

impro

vem

ents

mad

e fr

om

fee

dbac

k re

ceiv

ed

4

Sum

mar

ise

chan

ges

and

impro

vem

ents

fr

om

fee

dbac

k w

hic

h h

ave

bee

n

agre

ed a

nd

pro

mote

them

for

adoption a

nd u

se

4.4

D

escr

ibe

how

the

adoption o

f ch

anges

and im

pro

vem

ents

fro

m

feed

bac

k ca

n b

e pro

mot

ed

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


164

Unit 20: Planning Highways Maintenance or Repair Activities in the Workplace


QCF level: 6

Credit value: 12


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in planning highways maintenance or repair activities in the workplace within the relevant sector of industry.











Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

16

5

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Confirm

the

work

re

quirem

ents

of

pla

nnin

g h

ighw

ay

mai

nte

nan

ce o

r re

pai

r ac

tivi

ties

1.1

Id

entify

and e

stab

lish a

t le

ast

two o

f th

e fo

llow

ing m

ainte

nan

ce

activi

ties

and a

t le

ast

five

of

the

follo

win

g r

epai

r ac

tivi

ties

on a

t le

ast

one

of th

e fo

llow

ing h

ighw

ays:

Mai

nte

nan

ce:

–

sched

ule

d a

nd p

reve

nta

tive

–

unsc

hed

ule

d a

nd c

orr

ective

–

emer

gen

cy

Rep

air:

–

stru

cture

–

surf

ace

–

mat

eria

ls

–

mar

kings

–

fitt

ings

–

pow

er a

nd lig

ht

–

dra

inag

e

–

tele

com

munic

atio

ns

–

spec

ial se

rvic

es a

nd e

quip

men

t

–

landsc

apin

g

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

16

6

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

–

tr

affic

contr

ols

–

fenci

ng

Hig

hw

ays:

–

dual

car

riag

eway

–

single

car

riag

eway

–

carr

iagew

ay w

ith f

ootw

ay

–

moto

rway

–

cycl

e w

ay

–

carr

iagew

ay w

ith h

ard s

hould

er

1.2

Exp

lain

how

work

req

uirem

ents

for

hig

hw

ays

and its

mai

nte

nan

ce o

r re

pai

r ca

n b

e co

nfirm

ed

1.3

Exp

lain

who

nee

ds

to b

e co

nsu

lted

when

confirm

ing w

ork

re

quirem

ents

for

hig

hw

ays

mai

nte

nan

ce o

r re

pai

r

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

16

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Consi

der

at

leas

t th

ree

of

the

follo

win

g influen

cing f

acto

rs w

hen

pla

nnin

g h

ighw

ay m

ainte

nan

ce o

r re

pai

r ac

tivi

ties

:

–

org

anis

atio

nal

req

uirem

ents

–

contr

actu

al r

equirem

ents

–

stat

uto

ry r

equirem

ents

–

reso

urc

e al

loca

tion

–

work

ing r

equirem

ents

–

envi

ronm

enta

l co

nsi

der

atio

ns

–

wea

ther

con

ditio

ns

2.2

Exa

min

e at

lea

st t

wo o

f th

e fo

llow

ing g

uid

ance

mat

eria

ls w

hen

pla

nnin

g h

ighw

ay m

ainte

nan

ce o

r re

pai

r ac

tivi

ties

:

–

ow

ner

’s m

anual

s

–

logbooks

–

mai

nte

nan

ce s

ched

ule

s an

d m

anual

s

–

pra

ctic

e guid

es a

nd s

pec

ific

atio

ns

–

curr

ent

legis

lation a

nd o

ffic

ial guid

ance

2

Iden

tify

and r

evie

w

influen

cing fac

tors

an

d g

uid

ance

m

ater

ial ab

out

the

work

envi

ronm

ent

2.3

Exp

lain

how

influen

cing f

acto

rs a

nd g

uid

ance

mat

eria

ls c

an b

e id

entified

and w

hat

diffe

rent

met

hods

can b

e use

d t

o re

view

them

w

hen

pla

nnin

g h

ighw

ay m

ainte

nan

ce o

r re

pai

r ac

tivi

ties

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

16

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Prioritise

mai

nte

nan

ce o

r re

pai

r ac

tivi

ties

whils

t co

nsi

der

ing

influen

cing fac

tors

3.2

D

escr

ibe

the

types

of m

ainte

nan

ce a

ctiv

ity

that

are

applie

d t

o

hig

hw

ays

3.3

Exp

lain

met

hods

that

can

ass

ess

and a

ccou

nt

for

influen

cing fac

tors

w

hen

pla

nnin

g m

ainte

nan

ce a

nd r

epai

r ac

tivi

ties

3

Prio

ritise

m

ainte

nan

ce

activi

ties

by

asse

ssin

g a

nd

acco

unting for

all

the

influen

cing

fact

ors

3.4

Exp

lain

the

fact

ors

that

nee

d t

o be

take

n into

acc

ount

when

prioritisi

ng m

ainte

nan

ce a

ctiv

itie

s

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

16

9

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Rev

iew

and u

pdat

e pre

-det

erm

ined

mai

nte

nan

ce o

r re

pai

r priorities

by

taki

ng into

acc

ount

of at

lea

st f

our

of

the

follo

win

g c

han

gin

g

circ

um

stan

ces:

–

susc

eptibili

ty t

o d

amag

e

–

safe

ty r

equirem

ents

–

nee

d t

o inhib

it,

and r

espond t

o det

erio

ration

–

com

pro

mis

ed o

per

atio

nal

effec

tive

nes

s

–

wea

ther

con

ditio

ns

–

use

or

chan

ge

of

use

–

curr

ent

legis

lation

–

reso

urc

es

–

secu

rity

thre

ats

4.2

Exp

lain

met

hods

that

allo

w p

riorities

to b

e am

ended

when

influen

cing

fact

ors

hav

e bee

n t

aken

into

acc

ount

4

Am

end p

riorities

to

take

acc

ount

of

chan

gin

g

circ

um

stan

ces

whils

t m

ainta

inin

g

consi

sten

cy w

ith

the

influen

cing

fact

ors

4.3

Exp

lain

how

chan

gin

g c

ircu

mst

ance

s ca

n b

e ac

counte

d f

or

when

pla

nnin

g m

ainte

nan

ce a

nd r

epai

r ac

tivi

ties

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

17

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Id

entify

, an

alys

e an

d p

roduce

pla

ns

or

sched

ule

s fo

r at

lea

st t

hre

e of

the

follo

win

g m

ainte

nan

ce o

r re

pai

r ac

tivi

ties

:

–

regula

r pro

gra

mm

es

–

tender

ed w

ork

s

–

resp

onsi

ve w

ork

s

–

cost

est

imat

ed w

ork

s

–

win

ter

mai

nte

nan

ce

–

traf

fic

mai

nte

nan

ce (

signin

g,

lighting a

nd g

uar

din

g)

5.2

Exp

lain

how

pla

ns

and s

ched

ule

s ca

n b

e pre

par

ed f

or

mai

nte

nan

ce

activi

ties

5

Prep

are

pla

ns

or

sched

ule

s of

m

ainte

nan

ce

activi

ties

and

neg

otiat

e an

d

agre

e th

em w

ith

dec

isio

n-m

aker

s

5.3

Exp

lain

met

hods

and t

echniq

ues

of neg

otiat

ing a

nd a

gre

eing p

lans

and s

ched

ule

s w

ith d

ecis

ion-m

aker

s

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


171

Unit 21: Providing and Monitoring Construction-Related Customer Service in the Workplace


QCF level: 5

Credit value: 8


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in providing and monitoring construction-related customer service in the workplace within the relevant sector of industry.











Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

17

2

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Apply

at

leas

t fo

ur

of th

e fo

llow

ing t

o c

ust

om

er s

ervi

ce s

yste

ms

or

pro

cedure

s:

–

curr

ent

legis

lation

–

offic

ial guid

ance

–

org

anis

atio

nal

pro

cedure

s

–

spec

ific

atio

ns

–

dra

win

g

–

inst

ruct

ions

and v

aria

tions

–

feed

bac

k pro

cess

es

1.2

See

k w

ays

of

impro

ving c

ust

om

er s

ervi

ce w

hils

t im

ple

men

ting

cust

om

er s

ervi

ce s

yste

ms

and p

roce

dure

s

1.3

D

escr

ibe

way

s th

at c

urr

ent

legis

lation

and o

ffic

ial guid

ance

rel

evan

t to

cu

stom

er s

ervi

ce c

an b

e id

entified

1.4

Exp

lain

how

iden

tified

info

rmat

ion c

an b

e use

d f

or

imple

men

ting

cust

om

er s

ervi

ce s

yste

ms

or

pro

cedure

s

1

Iden

tify

and u

se

curr

ent

legis

lation

and o

ffic

ial

guid

ance

to

imple

men

t sy

stem

s or

pro

cedure

s th

at

will

del

iver

and

impro

ve c

ust

om

er

serv

ice

1.5

Exp

lain

met

hods

that

can

effec

tive

ly d

eliv

er a

nd im

pro

ve c

ust

om

er

serv

ice

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

17

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Exa

min

e cu

rren

t cu

stom

er p

roce

dure

s an

d s

yste

ms

to iden

tify

if

they

pro

vide

consi

sten

t cu

stom

er s

ervi

ce

2.2

Im

ple

men

t an

d u

se s

yste

ms

or

pro

cedure

s th

at w

ill p

rovi

de

relia

ble

an

d c

onsi

sten

t se

rvic

e th

at p

rom

ote

s cu

stom

er’s

confiden

ce

2.3

Exp

lain

met

hods

that

can

pro

vide

consi

sten

t le

vels

of

cust

om

er

serv

ice

2

Prep

are

to d

eal

with c

ust

om

ers

in

ord

er t

o g

ive

consi

sten

t an

d

relia

ble

ser

vice

2.4

Exp

lain

how

sys

tem

s or

pro

cedure

s ca

n b

e use

d e

ffec

tive

ly t

o p

rovi

de

a re

liable

lev

el o

f cu

stom

er s

ervi

ce

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

17

4

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Id

entify

and f

ind s

olu

tions

to c

onst

ruct

ion-b

ased

cust

om

er p

roble

ms

3.2

Com

munic

ate

with c

ust

om

ers

whils

t re

solv

ing p

roble

ms

usi

ng a

t le

ast

two o

f th

e fo

llow

ing m

ediu

ms:

–

elec

tronic

–

verb

al

–

writt

en

–

via

a se

cond p

erso

n

–

feed

bac

k doc

um

ents

–

gro

up m

eetings

3.3

U

nder

take

at

leas

t tw

o of

the

follo

win

g a

ctio

ns

that

will

ensu

re t

hat

cu

stom

ers

are

satisf

ied t

hat

pro

ble

ms

are

or

will

be

solv

ed:

–

corr

ective

–

refe

rral

–

inve

stig

ativ

e

–

reac

tive

–

pro

active

3.4

Exp

lain

how

bes

t to

work

with o

ther

s w

hic

h c

an r

esolv

e cu

stom

er

serv

ice

pro

ble

ms

3.5

D

escr

ibe

diffe

rent

met

hods

and t

echniq

ues

of

com

munic

atin

g a

nd

dea

ling w

ith c

ust

om

ers

3

Work

with o

ther

s to

res

olv

e cu

stom

er

pro

ble

ms,

co

mm

unic

ate

with

cust

om

ers

and

chec

k th

at t

hey

are

sa

tisf

ied w

ith t

he

actions

take

n

3.6

Exp

lain

what

chec

ks c

an b

e under

take

n t

o en

sure

that

cust

omer

s ar

e sa

tisf

ied w

ith a

ctio

ns

take

n

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

17

5

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

In

vest

igat

e an

d/o

r co

llate

info

rmat

ion o

n c

urr

ent

cust

om

er p

roce

dure

s an

d s

yste

ms

to iden

tify

pote

ntial

or

repea

t cu

stom

er s

ervi

ce p

roble

ms

4.2

Apply

rec

tifica

tion m

easu

res

to p

roce

dure

s an

d s

yste

ms

to e

limin

ate

or

reduce

iden

tified

pote

ntial

cust

om

er p

roble

ms

4.3

D

escr

ibe

way

s th

at p

roble

ms

can b

e id

entified

within

exi

stin

g s

yste

ms

or

pro

cedure

s th

at m

ay a

ffec

t cu

stom

ers

4

Solv

e pro

ble

ms

within

exi

stin

g

syst

ems

or

pro

cedure

s th

at

may

affec

t cu

stom

ers

bef

ore

th

e cu

stom

er

bec

om

es a

war

e of

them

4.4

Exp

lain

how

and w

hy

pro

ble

ms

in s

yste

ms

or

pro

cedure

s sh

ould

be

solv

ed b

efore

cust

om

ers

bec

om

e aw

are

of th

em

5.1

Id

entify

the

leve

l of

serv

ice

expec

ted b

y co

nst

ruct

ion-r

elat

ed

cust

om

ers

5.2

Com

munic

ate

with c

ust

om

ers

to c

hec

k th

at s

ervi

ce g

iven

has

met

th

eir

nee

ds

and e

xpec

tations

5

Confirm

that

the

serv

ice

giv

en

mee

ts t

he

cust

om

er’s

nee

ds

and e

xpec

tations

5.3

Exp

lain

way

s of

chec

king t

hat

cust

omer

s ar

e sa

tisf

ied w

ith t

he

giv

en

leve

l of

serv

ice

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

17

6

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

Id

entify

rep

eat

pro

ble

ms

in c

ust

om

er s

ervi

ce,

and a

men

d c

ust

om

er

serv

ice

syst

ems

or

pro

cedure

s to

min

imis

e ch

ance

s of

pro

ble

ms

bei

ng

repea

ted

6.2

Com

munic

ate

with a

t le

ast

two o

f th

e fo

llow

ing p

eople

res

ponsi

ble

to

info

rm t

hem

that

sys

tem

s or

pro

cedure

s hav

e bee

n a

men

ded

:

–

the

clie

nt,

the

cust

om

er o

r th

eir

repre

senta

tive

–

contr

acto

rs

–

consu

ltan

ts

–

sub-c

ontr

acto

rs

–

supplie

rs

–

work

forc

e

–

inte

rnal

man

agem

ent

6.3

Exp

lain

the

mea

sure

s th

at c

ould

be

take

n t

o iden

tify

rep

eat

pro

ble

ms

with c

ust

om

er s

ervi

ce

6.4

Exp

lain

met

hods

that

allo

w c

han

ges

to c

ust

om

er s

ervi

ce s

yste

ms

or

pro

cedure

s w

hic

h c

an r

educe

the

chan

ce o

f pro

ble

ms

bei

ng r

epea

ted

6

Info

rm t

he

peo

ple

re

sponsi

ble

about

chan

ges

to

cust

om

er s

ervi

ce

syst

ems

or

pro

cedure

s th

at

will

red

uce

the

chan

ce o

f pro

ble

ms

bei

ng r

epea

ted

6.5

D

escr

ibe

how

to

effe

ctiv

ely

info

rm p

eople

res

ponsi

ble

about

amen

dm

ents

to s

yste

ms

or

pro

cedure

s

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

17

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7.1

In

form

and/o

r pas

s co

llate

d info

rmat

ion t

hat

will

main

tain

and

impro

ve s

tandar

ds

of

serv

ice

del

iver

y

7.2

D

escr

ibe

way

s th

at s

tandar

ds

of se

rvic

e del

iver

y ca

n b

e m

ainta

ined

an

d im

pro

ved

7

Shar

e in

form

atio

n

with p

eople

re

sponsi

ble

to

mai

nta

in a

nd

impro

ve s

tandar

ds

of

serv

ice

del

iver

y 7.3

Exp

lain

how

info

rmat

ion w

ith p

eople

res

ponsi

ble

could

be

effe

ctiv

ely

shar

ed in o

rder

to m

ainta

in a

nd im

pro

ve s

tandar

ds

of

serv

ice

del

iver

y

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


178

Unit 22: Managing the Handover of the Construction Project in the Workplace


QCF level: 6

Credit value: 10


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in managing the handover of the construction project in the workplace within the relevant sector of industry.











Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

17

9

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Confirm

that

pro

ject

req

uirem

ents

hav

e m

et s

take

hold

er’s

ex

pec

tations

1.2

U

nder

take

consu

ltat

ion w

ith s

take

hold

ers

to n

egotiat

e han

dove

r ar

rangem

ents

1.3

D

evel

op a

nd a

gre

e a

han

dove

r pro

gra

mm

e

1.4

Li

st a

nd d

escr

ibe

typic

al p

roje

ct r

equirem

ents

that

must

be

met

for

han

dove

r purp

ose

s

1.5

Exp

lain

how

pro

ject

req

uirem

ents

for

dev

elopin

g h

andove

r pro

gra

mm

es c

an b

e co

nfirm

ed

1.6

Exp

lain

way

s of

consu

ltin

g w

ith s

take

hold

ers

when

dev

elopin

g a

nd

agre

eing a

han

dove

r pro

gra

mm

e

1

Confirm

pro

ject

re

quirem

ents

and

consu

lt w

ith

stak

ehold

ers

and

dev

elop a

nd a

gre

e a

han

dov

er

pro

gra

mm

e

1.7

G

ive

reas

ons

why

you n

eed a

han

dove

r pro

gra

mm

e

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

18

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Id

entify

work

that

may

nee

d t

o b

e co

mple

ted a

gai

nst

the

requirem

ents

of

the

pro

ject

2.2

N

ote

outs

tandin

g w

ork

, def

ects

or

rem

edia

l ac

tivi

ties

that

fai

l to

mee

t pro

ject

req

uirem

ents

2.3

Agre

e an

d o

rgan

ise

work

act

ivitie

s th

at c

an c

omple

te o

uts

tandin

g

work

to

ensu

re t

hat

the

pro

ject

req

uirem

ents

hav

e bee

n m

et

2.4

Exp

lain

chec

ks t

hat

can

be

mad

e to

ensu

re p

roje

ct r

equirem

ents

are

m

et

2

Chec

k th

at p

roje

ct

requirem

ents

hav

e bee

n m

et,

or

reco

rd o

uts

tandin

g

work

in o

rder

to

agre

e an

d a

rran

ge

a sa

tisf

acto

ry

com

ple

tion

2.5

Exp

lain

how

outs

tandin

g w

ork

, in

ord

er t

o a

gre

e an

d a

rran

ge

a sa

tisf

acto

ry c

om

ple

tion,

can b

e re

cord

ed

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

18

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Com

ple

te h

andove

r in

spec

tions

and a

ppro

priat

e te

sts,

ensu

ring t

hey

ar

e re

cord

ed a

nd w

itnes

sed b

y st

akeh

old

ers

3.2

U

nder

take

com

mis

sionin

g a

ctiv

itie

s an

d k

eep r

ecor

ds

of

all ce

rtific

ates

is

sued

3.3

Exp

lain

how

to c

arry

out

han

dove

r in

spec

tions

and a

ppro

priat

e te

sts

3.4

D

escr

ibe

met

hods

that

can

be

use

d t

o e

nsu

re t

hat

insp

ections

and

appro

priat

e te

sts

are

witnes

sed b

y st

akeh

old

ers

3

Car

ry o

ut

han

dove

r in

spec

tions

and

appro

priat

e te

sts

ensu

ring t

hey

are

w

itnes

sed b

y st

akeh

old

ers

and

cert

ific

ated

in

acco

rdan

ce w

ith

curr

ent

legis

lation

3.5

Exp

lain

how

to e

nsu

re t

hat

the

appro

priat

e ce

rtific

atio

n is

acquired

an

d w

hy

han

dove

r in

spec

tions

and c

ertifica

tes

are

nee

ded

4.1

See

k, iden

tify

and n

ote

sta

kehold

ers

conce

rns

during h

andove

r in

spec

tions

4.2

Agre

e ac

tions

with s

take

hold

ers

that

will

res

olv

e st

akeh

old

er c

once

rns

rais

ed d

uring h

andove

r in

spec

tions

4.3

D

escr

ibe

met

hods

that

can

rec

ord

sta

kehold

ers'

conce

rns

during

insp

ections

4.4

Exp

lain

how

appro

priat

e ac

tions

can b

e ag

reed

with s

take

hold

ers

during insp

ections

4

Rec

ord

sta

kehold

er

conce

rns

during

insp

ection a

nd

agre

e an

y re

quired

ac

tions

4.5

G

ive

reas

ons

why

stak

ehold

ers

conce

rns

nee

d t

o b

e ad

dre

ssed

prior

to h

andove

r

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

18

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Est

ablis

h a

nd c

onfirm

that

sta

kehold

ers

will

acc

ept

resp

onsi

bili

ty o

n

han

dove

r fo

r at

lea

st t

hre

e of

the

follo

win

g:

–

insu

rance

–

secu

rity

–

oper

atio

ns

–

hea

lth a

nd s

afet

y

–

utilit

y su

pply

–

envi

ronm

ent

–

sust

ainab

ility

5.2

Exp

lain

how

to e

nsu

re t

hat

sta

kehol

der

s ac

cept

and a

dop

t re

sponsi

bili

ties

on h

andove

r

5

Ensu

re t

hat

st

akeh

old

ers’

re

spec

tive

re

sponsi

bili

ties

are

ac

cepte

d a

nd

adopte

d

5.3

Exp

lain

why

stak

ehold

ers

nee

d t

o ac

cept

thei

r re

sponsi

bili

ties

on

han

dove

r

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

18

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

Colla

te a

nd p

repar

e ap

pro

priat

e an

d r

elev

ant

docu

men

tation f

or

at

leas

t one

of th

e fo

llow

ing:

–

syst

ems

–

serv

ices

–

equip

men

t

6.2

Arr

ange

for

and/o

r han

d o

ver

asse

mble

d d

ocu

men

tation t

hat

mee

ts

agre

ed p

roje

ct r

equirem

ents

6.3

Exp

lain

how

appro

priat

e docu

men

tation c

an b

e as

sem

ble

d in

acco

rdan

ce w

ith t

he

pro

ject

req

uirem

ents

6.4

D

escr

ibe

met

hods

of

han

din

g o

ver

appro

priat

e docu

men

tation

6

Ass

emble

and h

and

ove

r ap

pro

priat

e docu

men

tation in

acco

rdan

ce w

ith

the

pro

ject

6.5

G

ive

reas

ons

why

appro

priat

e doc

um

enta

tion s

hould

be

asse

mble

d

and h

anded

ove

r fo

r th

e pro

ject

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


184

Unit 23: Planning and Scheduling the Maintenance or Remedial Activities of Property, Systems or Services in the Workplace


QCF level: 6

Credit value: 15


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in planning and scheduling the maintenance or remedial activities of property, systems or services in the workplace within the relevant sector of industry.










185



Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

18

6

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Imple

men

t re

gula

r in

spec

tions

to

confirm

the

pro

ject

re

quirem

ents

for

the

mai

nte

nan

ce o

r re

med

ial ac

tivi

ties

fo

r pro

per

ty,

syst

ems

or

serv

ices

1.1

–

Arr

ange

regula

r in

spec

tions

that

can

confirm

and m

onitor

pro

ject

re

quirem

ents

for

at lea

st t

hre

e of

the

follo

win

g m

ainte

nan

ce o

r re

med

ial ac

tivi

ties

on a

t le

ast

two

of

the

follo

win

g p

roper

ties

, sy

stem

s or

serv

ices

:

–

Mai

nte

nan

ce/r

emed

ial ac

tivi

ties

:

–

sched

ule

d

–

unsc

hed

ule

d

–

pre

venta

tive

–

corr

ective

–

emer

gen

cy

–

Proper

ty,

syst

ems

or

serv

ices

:

–

hig

hw

ays

–

traf

fic

contr

ols

–

stru

cture

s

–

exte

rnal

str

uct

ure

–

inte

rnal

str

uct

ure

–

his

torica

l or

pre

serv

atio

n inte

rest

s

–

inte

rnal

fab

ric

–

exte

rnal

fab

ric

serv

ices

–

utilit

ies

and s

ervi

ces

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

18

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

–

la

ndsc

apin

g

–

utilit

ies

and s

ervi

ces

–

landsc

apin

g

1.2

Exp

lain

how

pro

ject

req

uirem

ents

for

mai

nte

nan

ce o

r re

med

ial w

ork

of

pro

per

ty,

syst

ems

or

serv

ices

can

be

confirm

ed

1.3

Exp

lain

who

must

be

consu

lted

with w

hen

confirm

ing p

roje

ct

requirem

ents

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

18

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2

Iden

tify

and r

evie

w

influen

cing fac

tors

an

d g

uid

ance

m

ater

ial ab

out

the

pro

per

ty,

syst

em

or

serv

ice

2.1

Eva

luat

e at

lea

st f

our

of th

e fo

llow

ing influen

cing fac

tors

when

det

erm

inin

g m

ainte

nan

ce o

r re

med

ial ac

tivi

ties

:

–

org

anis

atio

nal

req

uirem

ents

–

pro

ject

req

uirem

ents

–

curr

ent

legis

lation

–

reso

urc

e al

loca

tion

–

work

ing r

equirem

ents

–

envi

ronm

enta

l co

nsi

der

atio

ns

–

nea

r nei

ghbours

–

wea

ther

con

ditio

ns

–

gro

und o

r si

te c

onditio

ns

–

sust

ainab

ility

–

clie

nt,

cust

omer

or

thei

r re

pre

senta

tive

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

18

9

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.2

Exa

min

e at

lea

st t

hre

e of

the

follo

win

g g

uid

ance

mat

eria

ls w

hen

det

erm

inin

g m

ainte

nan

ce o

r re

med

ial ac

tivi

ties

:

–

pla

ns,

dra

win

gs

or

dia

gra

ms

–

ow

ner

’s m

anual

s

–

logbooks

–

mai

nte

nan

ce s

ched

ule

s an

d m

anual

s

–

pra

ctic

e guid

es a

nd s

pec

ific

atio

ns

–

curr

ent

legis

lation a

nd o

ffic

ial guid

ance

–

his

torica

l dat

a

–

exis

ting r

ecord

s

2.3

Exp

lain

how

influen

cing f

acto

rs c

an b

e id

entified

and r

evie

wed

2.4

Exp

lain

met

hods

that

influen

cing fac

tors

and g

uid

ance

mat

eria

ls c

an

be

iden

tified

and r

evie

wed

2.5

G

ive

reas

ons

why

influen

cing f

acto

rs n

eed t

o be

iden

tified

and

revi

ewed

agai

nst

guid

ance

mat

eria

ls

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

19

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Pl

an a

nd p

rioritise

mai

nte

nan

ce o

r re

med

ial ac

tivi

ties

tak

ing iden

tified

in

fluen

cing fac

tors

into

acc

ount

3

Prio

ritise

m

ainte

nan

ce o

r re

med

ial ac

tivi

ties

to

tak

e ac

count

of

influen

cing fac

tors

w

hils

t m

ainta

inin

g

consi

sten

cy

3.2

Am

end p

riorities

for

mai

nte

nan

ce o

r re

med

ial ac

tivi

ties

priorities

hav

ing t

aken

into

acc

ount

of a

t le

ast

four

of th

e fo

llow

ing c

han

gin

g

circ

um

stan

ces:

–

susc

eptibili

ty t

o d

amag

e

–

safe

ty r

equirem

ents

–

nee

d t

o inhib

it,

and r

espond t

o det

erio

ration

–

wea

ther

con

ditio

ns

–

gro

und o

r si

te c

onditio

ns

–

envi

ronm

enta

l co

nditio

ns

–

use

or

chan

ge

of

use

–

chan

gin

g c

ircu

mst

ance

s

–

curr

ent

legis

lation

–

reso

urc

es

–

secu

rity

thre

ats

–

clie

nt,

cust

omer

or

thei

r re

pre

senta

tive

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

19

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.3

Exp

lain

how

influen

cing f

acto

rs c

an b

e as

sess

ed a

nd a

ccounte

d for

and w

hy

they

nee

d t

o be

asse

ssed

and a

ccounte

d f

or

3.4

Exp

lain

how

to p

rioritise

mai

nte

nan

ce o

r re

med

ial ac

tivi

ties

3.5

G

ive

reas

ons

why

mai

nte

nan

ce o

r re

med

ial ac

tivi

ties

nee

d t

o b

e prioritise

d

3.6

Exp

lain

way

s of

acco

unting for

chan

gin

g c

ircu

mst

ance

s

3.7

D

escr

ibe

how

priorities

can

be

amen

ded

when

rev

iew

ing influen

cing

fact

ors

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

19

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Com

ple

te a

nd/o

r ar

range

mai

nte

nan

ce o

r re

med

ial ac

tivi

ty r

ecord

s fo

r fo

ur

of th

e fo

llow

ing a

ctiv

itie

s an

d d

ata:

–

insp

ections

–

faults

or

pro

ble

ms

–

corr

ective

act

ions

–

cost

s

–

reso

urc

es

–

com

pla

ints

–

del

ays

4.2

M

onitor

mai

nte

nan

ce o

r re

med

ial ac

tivi

ty r

ecord

s to

ensu

re t

hey

are

up t

o dat

e

4.3

G

ive

reas

ons

why

reco

rds

of

activi

ties

and d

ata,

car

ried

out

and

colle

cted

, fo

r m

ainte

nan

ce o

r re

med

ial ac

tivi

ties

/work

nee

d t

o b

e cu

rren

t

4

Ensu

re

mai

nte

nan

ce o

r re

med

ial ac

tivi

ty

reco

rds

of

actions

carr

ied o

ut

and

dat

a co

llect

ed a

re

curr

ent

4.4

Exp

lain

way

s of

ensu

ring t

hat

rec

ord

s of

activi

ties

and d

ata

are

curr

ent

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

19

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Acq

uis

itio

n a

nd m

ainta

in a

t le

ast

two o

f th

e fo

llow

ing r

esourc

es w

hen

pla

nnin

g a

nd s

ched

ulin

g m

ainte

nan

ce o

r re

med

ial ac

tivi

ties

:

–

peo

ple

–

pla

nt,

equip

men

t or

mac

hin

ery

–

mat

eria

ls a

nd c

om

pon

ents

–

sub-c

ontr

acto

rs

–

info

rmat

ion

–

work

are

a an

d fac

ilities

–

was

te m

anag

emen

t

–

utilit

y pro

vider

s

5.2

D

escr

ibe

how

the

nec

essa

ry r

esourc

es f

or

mai

nte

nan

ce o

r re

med

ial

activi

ties

can

be

iden

tified

5.3

Exp

lain

how

to a

sses

s th

e quan

tity

and q

ual

ity

of

reso

urc

es f

or

mai

nte

nan

ce o

r re

med

ial ac

tivi

ties

5

Iden

tify

, as

sess

an

d m

ainta

in t

he

nec

essa

ry

reso

urc

es f

or

mai

nte

nan

ce o

r re

med

ial ac

tivi

ties

5.4

Exp

lain

way

s an

d m

ethods

that

mai

nta

in n

eces

sary

res

ourc

es f

or

the

mai

nte

nan

ce o

r re

med

ial w

ork

of pro

per

ty,

syst

ems

or

serv

ices

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

19

4

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

Pla

n a

nd s

ched

ule

at

leas

t th

ree

of th

e fo

llow

ing m

ainte

nan

ce o

r re

med

ial ac

tivi

ties

:

–

pla

nned

mai

nte

nan

ce o

r re

med

ial ac

tivi

ties

–

tender

ed w

ork

s

–

resp

onsi

ve w

ork

s

–

pre

venta

tive

mai

nte

nan

ce o

r re

med

ial w

ork

–

cost

est

imat

ed w

ork

s

–

seas

onal

mai

nte

nan

ce

–

traf

fic

mai

nte

nan

ce (

signs,

lig

hts

and g

uar

ds)

–

emer

gen

cy w

ork

s

–

contingen

cy p

lans

6.2

D

iscu

ss a

nd g

ain a

gre

emen

t of

pre

par

ed p

lans

and s

ched

ule

s w

ith

dec

isio

n-m

aker

s

6.3

Exp

lain

how

pla

ns

and s

ched

ule

s ca

n b

e pre

par

ed f

or

mai

nte

nan

ce o

r re

med

ial ac

tivi

ties

6.4

Exp

lain

met

hods

of

neg

otiat

ing a

nd a

gre

eing p

lans

and s

ched

ule

s w

ith

dec

isio

n-m

aker

s

6

Prep

are

pla

ns

and

sched

ule

s of

m

ainte

nan

ce o

r re

med

ial ac

tivi

ties

an

d n

egotiat

e an

d

agre

e th

em w

ith

dec

isio

n-m

aker

s

6.5

G

ive

reas

ons

why

pla

ns

and s

ched

ule

s fo

r m

ainte

nan

ce o

r re

med

ial

activi

ties

are

nee

ded

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

19

5

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


196

Unit 24: Planning Historical Conservation/Restoration Activities in the Workplace


QCF level: 6

Credit value: 12


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in planning historical conservation/restoration activities in the workplace within the relevant sector of industry.











Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

19

7

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Confirm

the

work

re

quirem

ents

ag

ainst

the

info

rmat

ion

supplie

d w

hen

pla

nnin

g h

isto

rica

l co

nse

rvat

ion/r

esto

rat

ion a

ctiv

itie

s

1.1

Id

entify

and e

stab

lish a

t le

ast

two o

f th

e fo

llow

ing h

isto

rica

l co

nse

rvat

ion/r

esto

ration a

ctiv

itie

s ag

ainst

at

leas

t five

of th

e fo

llow

ing

info

rmat

ion s

ourc

es:

Act

ivity:

–

roofing

–

lead

work

–

brick

layi

ng a

nd c

raft

mas

onry

–

eart

h w

allin

g

–

stonem

asonry

–

dec

ora

tion

–

pla

ster

ing

–

wal

l an

d f

loor

tilin

g

–

carp

entr

y an

d join

ery

–

spec

ialis

t her

itag

e ac

tivi

ties

Info

rmat

ion s

ourc

es:

–

surv

ey r

epor

ts

–

dra

win

gs,

sch

edule

s an

d s

pec

ific

atio

ns

–

contr

actu

al

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

19

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

–

st

atuto

ry c

onse

nts

–

risk

ass

essm

ents

and m

ethod s

tate

men

ts

–

pro

gra

mm

es

–

sub-c

ontr

acto

r ar

rangem

ents

–

hea

lth,

safe

ty a

nd e

nvi

ronm

enta

l pla

n

–

arch

aeolo

gic

al w

atch

ing b

rief

–

mat

eria

l su

pplie

rs

–

his

torica

l co

nse

rvat

ion p

lans

1.2

Exp

lain

how

work

req

uirem

ents

for

his

torica

l co

nse

rvat

ion/r

esto

ration

work

can

be

confirm

ed

1.3

Exp

lain

who

nee

ds

to b

e co

nsu

lted

when

confirm

ing w

ork

re

quirem

ents

for

his

torica

l co

nse

rvat

ion/r

esto

rations

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

19

9

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Consi

der

at

leas

t th

ree

of

the

follo

win

g influen

cing f

acto

rs w

hen

pla

nnin

g h

isto

rica

l co

nse

rvat

ion/r

esto

ration a

ctiv

itie

s:

–

org

anis

atio

nal

req

uirem

ents

–

contr

actu

al r

equirem

ents

–

stat

uto

ry r

equirem

ents

–

reso

urc

e al

loca

tion

–

work

ing r

equirem

ents

–

envi

ronm

enta

l co

nsi

der

atio

ns

–

wea

ther

con

ditio

ns

2.2

Exa

min

e at

lea

st t

wo o

f th

e fo

llow

ing g

uid

ance

mat

eria

ls w

hen

pla

nnin

g h

isto

rica

l co

nse

rvat

ion/r

esto

ration a

ctiv

itie

s:

–

ow

ner

’s m

anual

s

–

logbooks

–

mai

nte

nan

ce s

ched

ule

s an

d m

anual

s

–

pra

ctic

e guid

es a

nd s

pec

ific

atio

ns

–

curr

ent

legis

lation a

nd o

ffic

ial guid

ance

2.3

Exp

lain

how

influen

cing f

acto

rs a

nd g

uid

ance

mat

eria

ls c

an b

e id

entified

and w

hat

diffe

rent

met

hods

can b

e use

d t

o re

view

them

2

Iden

tify

and r

evie

w

influen

cing fac

tors

an

d g

uid

ance

m

ater

ial ab

out

the

work

envi

ronm

ent

2.4

G

ive

reas

ons

why

influen

cing f

acto

rs s

hou

ld b

e re

view

ed a

gai

nst

guid

ance

mat

eria

ls

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

20

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Pr

ioritise

his

torica

l co

nse

rvat

ion/r

esto

ration a

ctiv

itie

s w

hils

t co

nsi

der

ing influen

cing fac

tors

3.2

Exp

lain

met

hods

that

can

ass

ess

and a

ccou

nt

for

influen

cing fac

tors

w

hen

pla

nnin

g h

isto

rica

l co

nse

rvat

ion/r

esto

ration a

ctiv

itie

s

3.3

Exp

lain

the

fact

ors

that

nee

d t

o be

take

n into

acc

ount

when

prioritisi

ng h

isto

rica

l co

nse

rvat

ion/r

esto

ration a

ctiv

itie

s

3

Prio

ritise

act

ivitie

s by

asse

ssin

g a

nd

acco

unting for

all

the

influen

cing

fact

ors

3.4

G

ive

reas

ons

why

his

torica

l co

nse

rvat

ion/r

esto

ration a

ctiv

itie

s sh

ould

be

prioritise

d

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

20

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Rev

iew

and u

pdat

e pre

-det

erm

ined

his

torica

l co

nse

rvat

ion/r

esto

ration

priorities

by

taki

ng into

acc

ount

at lea

st f

our

of th

e fo

llow

ing c

han

gin

g

circ

um

stan

ces:

–

susc

eptibili

ty t

o d

amag

e

–

safe

ty r

equirem

ents

–

nee

d t

o inhib

it a

nd r

espond t

o det

erio

ration

–

com

pro

mis

ed o

per

atio

nal

effec

tive

nes

s

–

wea

ther

con

ditio

ns

–

use

or

chan

ge

of

use

–

mee

ting c

urr

ent

legis

lation

–

reso

urc

es

–

secu

rity

thre

ats

4.2

Exp

lain

met

hods

that

allo

w p

riorities

to b

e am

ended

when

influen

cing

fact

ors

hav

e bee

n t

aken

into

acc

ount

4

Am

end p

riorities

to

take

acc

ount

of

chan

gin

g

circ

um

stan

ces

whils

t m

ainta

inin

g

consi

sten

cy w

ith

the

influen

cing

fact

ors

4.3

Exp

lain

how

chan

gin

g c

ircu

mst

ance

s ca

n b

e ac

counte

d f

or

when

pla

nnin

g h

isto

rica

l co

nse

rvat

ion/r

esto

ration a

ctiv

itie

s

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

20

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Id

entify

, an

alys

e an

d p

roduce

pla

ns

or

sched

ule

s fo

r at

lea

st t

hre

e of

the

follo

win

g h

isto

rica

l co

nse

rvat

ion/

rest

ora

tion a

ctiv

itie

s:

–

roofing

–

lead

work

–

brick

layi

ng a

nd c

raft

mas

onry

–

eart

h w

allin

g

–

stonem

asonry

–

dec

ora

tion

–

pla

ster

ing

–

wal

l an

d f

loor

tilin

g

–

carp

entr

y an

d join

ery

–

spec

ialis

t her

itag

e ac

tivi

ties

5.2

Exp

lain

how

pla

ns

and s

ched

ule

s ca

n b

e pre

par

ed f

or

his

torica

l co

nse

rvat

ion/r

esto

ration a

ctiv

itie

s

5

Prep

are

pla

ns

or

sched

ule

s an

d

neg

otiat

e an

d

agre

e th

em w

ith

dec

isio

n-m

aker

s

5.3

Exp

lain

met

hods

and t

echniq

ues

of neg

otiat

ing a

nd a

gre

eing p

lans

and s

ched

ule

s w

ith d

ecis

ion-m

aker

s

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


203

Unit 25: Planning Demolition Activities in the Workplace


QCF level: 6

Credit value: 12


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in planning demolition activities in the workplace within the relevant sector of industry.











Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

20

4

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Confirm

the

work

re

quirem

ents

when

pla

nnin

g

dem

olit

ion

activi

ties

agai

nst

th

e in

form

atio

n

supplie

d

1.1

Id

entify

and e

stab

lish a

t le

ast

two o

f th

e fo

llow

ing d

emolit

ion

activi

ties

agai

nst

at

leas

t five

of th

e fo

llow

ing info

rmat

ion s

ourc

es:

Dem

olit

ion a

ctiv

ity:

–

soft

str

ip

–

mec

han

ical

dem

olit

ion

–

rem

ote

mec

han

ical

dem

olit

ion

–

explo

sive

dem

olit

ion

–

sele

ctiv

e dem

olit

ion

Info

rmat

ion s

ourc

es:

–

surv

ey r

epor

ts

–

des

ign

–

contr

actu

al

–

stat

uto

ry c

onse

nts

–

risk

ass

essm

ents

and m

ethod s

tate

men

ts

–

pro

gra

mm

es

–

reco

rds

about

the

com

pet

ence

of

peo

ple

–

sub-c

ontr

acto

r ar

rangem

ents

–

hea

lth,

safe

ty a

nd e

nvi

ronm

enta

l pla

n

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

20

5

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

–

Typ

e 3 a

sbes

tos

surv

ey

–

serv

ice

dis

connec

tion c

ertifica

tes

–

utilit

ies

surv

ey r

eport

1.2

Exp

lain

how

work

req

uirem

ents

for

dem

olit

ion a

ctiv

itie

s ca

n b

e co

nfirm

ed a

gai

nst

info

rmat

ion s

ourc

es

1.3

Exp

lain

who

nee

ds

to b

e co

nsu

lted

when

confirm

ing w

ork

re

quirem

ents

for

dem

olit

ion a

ctiv

itie

s

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

20

6

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Consi

der

at

leas

t th

ree

of

the

follo

win

g influen

cing f

acto

rs w

hen

pla

nnin

g d

emolit

ion a

ctiv

itie

s:

–

org

anis

atio

nal

req

uirem

ents

–

contr

actu

al r

equirem

ents

–

stat

uto

ry r

equirem

ents

–

reso

urc

e al

loca

tion

–

work

ing r

equirem

ents

–

envi

ronm

enta

l co

nsi

der

atio

ns

–

wea

ther

con

ditio

ns

2.2

Exa

min

e at

lea

st t

wo o

f th

e fo

llow

ing g

uid

ance

mat

eria

ls w

hen

pla

nnin

g d

emolit

ion a

ctiv

itie

s:

–

ow

ner

’s m

anual

s

–

logbooks

–

mai

nte

nan

ce s

ched

ule

s an

d m

anual

s

–

pra

ctic

e guid

es a

nd s

pec

ific

atio

ns

–

curr

ent

legis

lation a

nd o

ffic

ial guid

ance

2.3

Exp

lain

how

influen

cing f

acto

rs a

nd g

uid

ance

mat

eria

ls c

an b

e id

entified

and w

hat

diffe

rent

met

hods

can b

e use

d t

o re

view

them

w

hen

pla

nnin

g d

emolit

ion a

ctiv

itie

s

2

Iden

tify

and r

evie

w

influen

cing fac

tors

an

d g

uid

ance

m

ater

ial ab

out

the

work

envi

ronm

ent

2.4

G

ive

reas

ons

why

influen

cing f

acto

rs s

hou

ld b

e re

view

ed a

gai

nst

guid

ance

mat

eria

l

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

20

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Prioritisi

ng d

emolit

ion a

ctiv

itie

s w

hils

t co

nsi

der

ing influen

cing f

acto

rs

3.2

Exp

lain

met

hods

that

can

ass

ess

and a

ccou

nt

for

influen

cing fac

tors

w

hen

prioritisi

ng d

emolit

ion a

ctiv

itie

s

3.3

Exp

lain

the

fact

ors

that

nee

d t

o be

take

n into

acc

ount

when

prioritisi

ng d

emolit

ion a

ctiv

itie

s

3

Prio

ritise

act

ivitie

s by

asse

ssin

g a

nd

acco

unting for

all

the

influen

cing

fact

ors

3.4

G

ive

reas

ons

why

dem

olit

ion a

ctiv

itie

s sh

ould

be

prioritise

d

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

20

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Rev

iew

and u

pdat

e pre

-det

erm

ined

dem

olit

ion a

ctiv

ity

priorities

by

taki

ng a

ccou

nt

of

at lea

st f

our

of th

e fo

llow

ing c

han

gin

g

circ

um

stan

ces:

–

susc

eptibili

ty t

o d

amag

e

–

safe

ty r

equirem

ents

–

nee

d t

o inhib

it a

nd r

espond t

o det

erio

ration

–

com

pro

mis

ed o

per

atio

nal

effec

tive

nes

s

–

wea

ther

con

ditio

ns

–

use

or

chan

ge

of

use

–

mee

ting c

urr

ent

legis

lation

–

reso

urc

es

–

secu

rity

thre

ats

4.2

Exp

lain

met

hods

that

allo

w p

riorities

to b

e am

ended

when

influen

cing

fact

ors

hav

e bee

n t

aken

into

acc

ount

4

Am

end p

riorities

to

take

acc

ount

of

chan

gin

g

circ

um

stan

ces

whils

t m

ainta

inin

g

consi

sten

cy w

ith

the

influen

cing

fact

ors

4.3

Exp

lain

how

chan

gin

g c

ircu

mst

ance

s ca

n b

e ac

counte

d f

or

when

pla

nnin

g d

emolit

ion a

ctiv

itie

s

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

20

9

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Id

entify

, an

alys

e an

d p

roduce

pla

ns

or

sched

ule

s fo

r at

lea

st t

hre

e of

the

follo

win

g d

emolit

ion a

ctiv

itie

s:

–

soft

str

ip

–

mec

han

ical

dem

olit

ion

–

rem

ote

mec

han

ical

dem

olit

ion

–

explo

sive

dem

olit

ion

–

sele

ctiv

e dem

olit

ion

5.2

Exp

lain

how

pla

ns

and s

ched

ule

s ca

n b

e pre

par

ed f

or

dem

olit

ion

activi

ties

5

Prep

are

pla

ns

or

sched

ule

s an

d

neg

otiat

e an

d

agre

e th

em w

ith

dec

isio

n-m

aker

s

5.3

Exp

lain

met

hods

and t

echniq

ues

of neg

otiat

ing a

nd a

gre

eing p

lans

and s

ched

ule

s w

ith d

ecis

ion-m

aker

s

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


210

Unit 26: Planning Tunnelling Activities in the Workplace

Unit reference number: T/602/6155

QCF level: 6

Credit value: 12


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in tunnelling activities in the workplace within the relevant sector of industry.











Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

21

1

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Confirm

the

work

re

quirem

ents

when

pla

nnin

g t

unnel

ling

activi

ties

agai

nst

th

e in

form

atio

n

supplie

d

1.1

Id

entify

and e

stab

lish t

wo o

f th

e fo

llow

ing t

unnel

ling a

ctiv

itie

s ag

ainst

five

of

the

follo

win

g info

rmat

ion s

ourc

es:

Tunnel

ling a

ctiv

ity:

–

mobile

pla

nt

and m

achin

ery

oper

atio

ns

–

bac

k up s

ervi

ces

inst

alla

tion,

mai

nte

nan

ce o

r re

mova

l

–

spoil

rem

ova

l

–

acce

ss e

quip

men

t er

ection,

mai

nte

nan

ce o

r re

mova

l

–

pip

ejac

king o

per

atio

ns

–

mic

ro t

unnel

ling o

per

atio

ns

–

exca

vation a

nd inst

alla

tion o

f su

pport

s

–

shaf

t an

d t

unnel

const

ruct

ion

–

tunnel

tra

nsp

ort

–

spra

ying c

oncr

ete

linin

g

–

oper

atin

g s

epar

atio

n p

lant

–

tem

pora

ry w

ork

s

–

lifting loa

ds

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

21

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

In

form

atio

n s

ourc

es:

–

surv

ey r

epor

ts

–

site

inve

stig

atio

ns

–

dra

win

gs,

sch

edule

s an

d s

pec

ific

atio

ns

–

contr

actu

al

–

stat

uto

ry c

onse

nts

–

risk

ass

essm

ents

and m

ethod s

tate

men

ts

–

pro

gra

mm

es

–

reco

rds

about

the

com

pet

ence

of

peo

ple

(1.2

) (P

lease

note

th

at

the lis

t b

elo

w is

a c

on

tin

uati

on

of

AC

1.1

, b

ut

has

been

en

tere

d u

nd

er

‘AC

1.2

’ o

n t

he O

fqu

al R

eg

iste

r)

–

sub-c

ontr

acto

r ar

rangem

ents

–

hea

lth,

safe

ty a

nd e

nvi

ronm

enta

l pla

n

–

mat

eria

l su

pplie

rs

–

tunnel

ling p

lans

1.3

Exp

lain

how

work

req

uirem

ents

for

tunnel

ling a

ctiv

itie

s ca

n b

e co

nfirm

ed a

gai

nst

info

rmat

ion s

ourc

es

1.4

Exp

lain

who

nee

ds

to b

e co

nsu

lted

when

confirm

ing w

ork

re

quirem

ents

for

tunnel

ling a

ctiv

itie

s

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

21

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Consi

der

thre

e of

the

follo

win

g influen

cing fac

tors

when

pla

nnin

g

tunnel

ling a

ctiv

itie

s:

–

org

anis

atio

nal

req

uirem

ents

–

contr

actu

al r

equirem

ents

–

stat

uto

ry r

equirem

ents

–

reso

urc

e al

loca

tion

–

work

ing r

equirem

ents

–

envi

ronm

enta

l co

nsi

der

atio

ns

–

wea

ther

con

ditio

ns

–

gro

und c

onditio

ns

2

Iden

tify

and r

evie

w

influen

cing fac

tors

an

d g

uid

ance

m

ater

ial ab

out

the

work

envi

ronm

ent

2.2

Acc

ura

tely

exa

min

e tw

o o

f th

e fo

llow

ing g

uid

ance

mat

eria

ls w

hen

pla

nnin

g t

unnel

ling a

ctiv

itie

s:

–

ow

ner

’s m

anual

s

–

logbooks

–

mai

nte

nan

ce s

ched

ule

s an

d m

anual

s

–

pra

ctic

e guid

es a

nd s

pec

ific

atio

ns

–

curr

ent

legis

lation a

nd o

ffic

ial guid

ance

–

org

anis

atio

nal

pro

cedure

s

–

his

torica

l dat

a

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

21

4

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.3

Exp

lain

how

influen

cing f

acto

rs a

nd g

uid

ance

mat

eria

ls c

an b

e id

entified

and w

hat

diffe

rent

met

hods

can b

e use

d t

o re

view

them

w

hen

pla

nnin

g t

unnel

ling a

ctiv

itie

s

2.4

G

ive

reas

ons

why

influen

cing f

acto

rs s

hou

ld b

e re

view

ed a

gai

nst

guid

ance

mat

eria

ls

3.1

Pr

ioritise

tunnel

ling a

ctiv

itie

s ap

pro

priat

ely

whils

t co

nsi

der

ing

influen

cing fac

tors

3.2

Exp

lain

met

hods

that

can

ass

ess

and a

ccou

nt

for

influen

cing fac

tors

w

hen

prioritisi

ng t

unnel

ling a

ctiv

itie

s

3.3

Exp

lain

the

fact

ors

that

nee

d t

o be

take

n into

acc

ount

when

prioritisi

ng t

unnel

ling a

ctiv

itie

s

3

Prio

ritise

act

ivitie

s by

asse

ssin

g a

nd

acco

unting for

all

the

influen

cing

fact

ors

3.4

G

ive

reas

ons

why

tunnel

ling a

ctiv

itie

s sh

ould

be

prioritise

d

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

21

5

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Rev

iew

and u

pdat

e pre

-det

erm

ined

tunnel

ling a

ctiv

ity

priorities

by

taki

ng a

ccou

nt

of fo

ur

of

the

follo

win

g c

han

gin

g c

ircu

mst

ance

s:

–

susc

eptibili

ty t

o d

amag

e

–

safe

ty r

equirem

ents

–

nee

d t

o inhib

it a

nd r

espond t

o det

erio

ration

–

com

pro

mis

ed o

per

atio

nal

effec

tive

nes

s

–

wea

ther

con

ditio

ns

–

unid

entified

obst

ruct

ions

–

mee

ting c

urr

ent

legis

lation

–

reso

urc

es

–

secu

rity

thre

ats

–

gro

und c

onditio

ns

4.2

Exp

lain

met

hods

that

allo

w p

riorities

to b

e am

ended

when

influen

cing

fact

ors

hav

e bee

n t

aken

into

acc

ount

4

Am

end p

riorities

to

take

acc

ount

of

chan

gin

g

circ

um

stan

ces

whils

t m

ainta

inin

g

consi

sten

cy w

ith

the

influen

cing

fact

ors

4.3

Exp

lain

how

chan

gin

g c

ircu

mst

ance

s ca

n b

e ac

counte

d f

or

when

pla

nnin

g t

unnel

ling a

ctiv

itie

s

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

21

6

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

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12 Further information and useful publications

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

● Edexcel: www.edexcel.com/contactus

● BTEC: www.btec.co.uk/contactus

● Pearson Work Based Learning: www.edexcel.com/about-wbl/Pages/Contact-us.aspx

● 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))

● Equality Policy (Pearson)

● Recognition of Prior Learning Policy and Process (Pearson)

● UK Information Manual (Pearson)

● UK Quality Vocational Assurance Handbook (Pearson).

All of these publications are available on our website.

Further information and publications on the delivery and quality assurance of NVQ/Competence-based qualifications are available at our website: www.edexcel.com/quals/NVQ-competence-based-qcf/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, www.edexcel.com


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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: www.edexcel.com/resources/Training.

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: www.edexcel.com/resources/Training. 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: www.edexcel.com/contactus

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: www.pearsonwbl.edexcel.com/Our-support


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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: www.pearsonwbl.edexcel.com/Our-support


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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 (QCF) 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 appendices 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 Appendices 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. Appendix 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. Appendix 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 (QCF), 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

or hold one of the following:

● 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.


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





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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or hold one of the following

● 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), 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.


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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 were 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 a ‘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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asse

ss t

hem

selv

es a

nd o

ther

s, iden

tify

ing o

pport

unitie

s an

d a

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vem

ents

●

● ●

2

set

goal

s w

ith s

ucc

ess

criter

ia f

or

thei

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elopm

ent

and w

ork

●

●

3

revi

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ss,

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n t

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om

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● ●

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invi

te f

eedback

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eal posi

tive

ly w

ith p

rais

e, s

etbac

ks a

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ritici

sm

5

eval

uat

e ex

per

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s an

d lea

rnin

g t

o info

rm f

utu

re p

rogre

ss

●

6

com

munic

ate

thei

r le

arnin

g in r

elev

ant

way

s fo

r diffe

rent

audie

nce

s

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

23

4

Un

its

PLTS

1

L5

2

L5

3

L6

4

L6

5

L6

6

L6

7

L6

8

L6

9

L4

1

0

L5

1

1

L6

1

2

L6

1

3

L6

Team

Wo

rkers

1

colla

bora

te w

ith o

ther

s to

work

tow

ards

com

mon g

oal

s

● ●

● ●

● ●

●

● ●

● ●

2

reac

h a

gre

emen

ts,

man

agin

g d

iscu

ssio

ns

to a

chie

ve r

esults

● ●

● ●

●

● ●

● ●

3

adap

t beh

avio

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uit d

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rent

role

s an

d s

ituat

ions,

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show

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●

●

●

●

5

take

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onfiden

ce in t

hem

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hei

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●

● ●

●

●

●

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pro

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support

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eedback

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ther

s ●

●

●

●

●

Self

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ag

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1

seek

out

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lenges

or

new

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ties

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how

fle

xibili

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2

work

tow

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goal

s, s

how

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mm

itm

ent

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erse

vera

nce

●

● ●

●

●

3

org

anis

e tim

e an

d r

esourc

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pri

ori

tisi

ng a

ctio

ns

● ●

● ●

● ●

●

●

4

antici

pat

e, t

ake

and m

anag

e ri

sks

●

●

●

●

5

dea

l w

ith c

om

pet

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erso

nal

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ork

-rel

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dem

ands

6

resp

ond p

osi

tive

ly t

o c

han

ge,

see

king a

dvi

ce a

nd s

upport

when

nee

ded

●

●

7

man

age

thei

r em

otions,

and b

uild

and m

ainta

in r

elat

ionsh

ips

●

Eff

ect

ive P

art

icip

ato

rs

1

dis

cuss

iss

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e nee

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●

●

● ●

●

●

●

2

pre

sent

a per

suas

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for

action

●

●

● ●

●

●

3

pro

pose

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ctic

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ays

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bre

akin

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hes

e dow

n into

man

agea

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eps

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● ●

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● ●

●

4

iden

tify

im

pro

vem

ents

that

would

ben

efit o

ther

s as

wel

l as

them

selv

es

● ●

●

● ●

●

●

5

try

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ther

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egotiat

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iver

se v

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s to

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ach w

ork

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●

●

● ●

●

6

act

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om

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Pear

son E

dex

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vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

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(QCF)

–

Spec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson

Educa

tion L

imited

2015

23

5

Un

its

PLTS

14

L5

1

5

L5

1

6

L6

1

7

L6

1

8

L6

1

9

L6

2

0

L6

2

1

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2

2

L6

2

3

L6

2

4

L6

2

5

L6

2

6

L6

Ind

ep

en

den

t En

qu

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iden

tify

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ms

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n a

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ce a

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alue

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consi

der

the

influen

ce o

f ci

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on d

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vents

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support

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um

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viden

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eas

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ge

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●

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earn

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1

asse

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hem

selv

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nd o

ther

s, iden

tify

ing o

pport

unitie

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d a

chie

vem

ents

●

2

set

goal

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ith s

ucc

ess

criter

ia f

or

thei

r dev

elopm

ent

and w

ork

3

revi

ew p

rogre

ss,

acting o

n t

he

outc

om

es

4

invi

te f

eedback

and d

eal posi

tive

ly w

ith p

rais

e, s

etbac

ks a

nd c

ritici

sm

5

eval

uat

e ex

per

ience

s an

d lea

rnin

g t

o info

rm f

utu

re p

rogre

ss

●

●

6

com

munic

ate

thei

r le

arnin

g in r

elev

ant

way

s fo

r diffe

rent

audie

nce

s

Pear

son E

dex

cel Le

vel 6 D

iplo

ma

in C

onst

ruct

ion S

ite

Man

agem

ent

(Const

ruct

ion)

(QCF)

– S

pec

ific

atio

n –

Iss

ue

3 –

Feb

ruar

y 2015 ©

Pea

rson E

duca

tion

Lim

ited

2015

23

6

Un

its

PLTS

14

L5

1

5

L5

1

6

L6

1

7

L6

1

8

L6

1

9

L6

2

0

L6

2

1

L5

2

2

L6

2

3

L6

2

4

L6

2

5

L6

2

6

L6

Team

Wo

rkers

1

colla

bora

te w

ith o

ther

s to

work

tow

ards

com

mon g

oal

s ●

●

●

● ●

2

reac

h a

gre

emen

ts,

man

agin

g d

iscu

ssio

ns

to a

chie

ve r

esults

●

●

●

●

3

adap

t beh

avio

ur

to s

uit d

iffe

rent

role

s an

d s

ituat

ions,

incl

udin

g

lead

ersh

ip r

ole

s

4

show

fai

rnes

s an

d c

onsi

der

atio

n t

o o

ther

s

5

take

res

ponsi

bili

ty,

show

ing c

onfiden

ce in t

hem

selv

es a

nd t

hei

r co

ntr

ibution

●

6

pro

vide

const

ruct

ive

support

and f

eedback

to o

ther

s

Self

-Man

ag

ers

1

seek

out

chal

lenges

or

new

res

ponsi

bili

ties

and s

how

fle

xibili

ty w

hen

pri

ori

ties

chan

ge

●

2

work

tow

ards

goal

s, s

how

ing initia

tive

, co

mm

itm

ent

and p

erse

vera

nce

●

3

org

anis

e tim

e an

d r

esourc

es,

pri

ori

tisi

ng a

ctio

ns

●

●

●

● ●

4

antici

pat

e, t

ake

and m

anag

e ri

sks

●

●

5

dea

l w

ith c

om

pet

ing p

ress

ure

s, incl

udin

g p

erso

nal

and w

ork

-rel

ated

dem

ands

6

resp

ond p

osi

tive

ly t

o c

han

ge,

see

king a

dvi

ce a

nd s

upport

when

nee

ded

7

man

age

thei

r em

otions,

and b

uild

and m

ainta

in r

elat

ionsh

ips

Eff

ect

ive P

art

icip

ato

rs

1

dis

cuss

iss

ues

of

conce

rn,

seek

ing r

esolu

tion w

her

e nee

ded

●

●

2

pre

sent

a per

suas

ive

case

for

action

●

3

pro

pose

pra

ctic

al w

ays

forw

ard,

bre

akin

g t

hes

e dow

n into

man

agea

ble

st

eps

●

4

iden

tify

im

pro

vem

ents

that

would

ben

efit o

ther

s as

wel

l as

them

selv

es

● ●

● ●

● ●

● ●

●

5

try

to influen

ce o

ther

s, n

egotiat

ing a

nd b

alan

cing d

iver

se v

iew

s to

re

ach w

ork

able

solu

tions

● ●

●

● ●

●

6

act

as a

n a

dvo

cate

for

view

s an

d b

elie

fs t

hat

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diffe

r fr

om

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