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Qualification - Pearson BTEC Levels 4 and 5 Higher Nationals in Construction
Unit Name - Group Project
Unit Level - Level 5
Unit Number - Unit 22
Unit code - D/615/1408
Unit Credit - 30
Assignment Title - Group Project
Learning Outcome 1: Assess individual and group skills in order to allocate roles within a collaborative team
Answer: For the "Assess individual and group skills in order to allocate roles within a collaborative team" outcome, learners will demonstrate a comprehensive understanding of effective teamwork dynamics. This will involve the successful identification and evaluation of their own strengths and weaknesses, as well as those of their peers, in relation to the demands of a construction project. Consequently, they will be able to justify the strategic allocation of specific roles and responsibilities within their collaborative group, ensuring that each team member's skills are optimally utilized to maximize project efficiency and achieve desired outcomes. This process will culminate in a well-structured team charter or similar document outlining roles, responsibilities, and communication protocols, reflecting a clear and logical approach to team formation.
Learning Outcome 2: Plan a construction project, based on the Pearson-set theme, in collaboration with others to ensure good practice in resource management, staffing and project scheduling
Answer: For the "Plan a construction project, based on the Pearson-set theme, in collaboration with others to ensure good practice in resource management, staffing and project scheduling" outcome, learners will collaboratively develop a detailed and robust project plan. This plan will meticulously address all critical aspects of a construction project aligned with the given Pearson-set theme. Key elements will include a comprehensive resource management strategy, outlining the efficient procurement, allocation, and utilization of materials, equipment, and finances. Furthermore, the plan will incorporate a well-defined staffing plan, detailing the required personnel, their roles, and a clear organizational structure. Crucially, a realistic and achievable project schedule will be formulated, employing appropriate scheduling techniques to define key milestones, dependencies, and timelines, all while demonstrating an adherence to industry best practices for efficiency and risk mitigation.
Learning Outcome 3: Prepare tender documentation; undertaking work appropriate to a defined role within a team
Answer: For the "Prepare tender documentation; undertaking work appropriate to a defined role within a team" outcome, learners will actively contribute to the development of comprehensive tender documentation, demonstrating their understanding of the tendering process within a construction context. Operating within their previously defined team roles, each member will undertake specific tasks crucial to preparing a high-quality tender submission. This may involve, but is not limited to, contributing to specifications, bills of quantities, technical proposals, method statements, risk assessments, and contractual appendices. The work undertaken will be directly reflective of their allocated responsibilities, showcasing their individual contribution to a complete and professional tender package that meets the requirements of the simulated project and adheres to industry standards for clarity, accuracy, and completeness.
Learning Outcome 4: Evaluate own work, and the work of others, in a collaborative team.
Answer: For the "Evaluate own work, and the work of others, in a collaborative team" outcome, learners will critically appraise their individual contributions and the overall performance of their collaborative team throughout the project lifecycle. This will involve a systematic self-assessment, reflecting on the effectiveness of their assigned tasks, adherence to deadlines, quality of output, and their contribution to team dynamics. Simultaneously, learners will engage in constructive peer evaluation, providing reasoned feedback on the work of other team members, identifying areas of strength and areas for improvement. This evaluative process will foster a culture of continuous improvement, enabling learners to identify lessons learned, propose strategies for enhancing future collaborative efforts, and demonstrate a mature understanding of accountability and shared responsibility within a project environment.
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Choosing a research objective/question
The theme of the project is: "The potential for Modern Methods of Construction to continue to transform the Industry."
Students are to choose their own research topic for this unit. Strong projects are those with clear, well focused and defined objectives. A central skill in selecting a research objective is the ability to select a suitable and focused research objective. One of the best ways to do this is to put it in the form of a question. Students should be encouraged to discuss a variety of topics related to the theme and from here to generate ideas for a good research objective.
The range of topics could cover issues such as:
- How might the use of new materials and processes impact on sustainability?
- How do modern methods of construction (e.g. offsite construction, modular construction) address skills gaps in the sector?
- How does MMC, combined with BIM, create more efficient and reliable buildings or infrastructure?
- Group projects could be within buildings (different types), highways, railways or tunnels or dams which students can choose in their groups where they can apply modern construction concentrating on either on Materials, Methods or BIM.
Group Project Brief
1. Define your project type and scope. This may be stated as a research question, objectives or a hypothesis.
2. Provide a Project Statement that includes:
a. Clear description of the type of project and the scope of work
b. Provide a review of literature and precedents (existing projects) to give background and context for your proposal. These should provide evidence of existing knowledge and benchmarks; against which your work may be evaluated.
3. Within your collaborative team, define clear roles and responsibilities. These should support a project methodology; leading to clear bodies of work and information to be produced by each member of the team.
4. By bringing together points 1-3 (above), prepare a Project Proposal to be reviewed, discussed and agreed with your tutor.
5. Carry-out the research and work, as defined in your Project Proposal.
6. Ensure that you are recording both individual and team activities. These should be clearly logged.
7. Prepare all necessary documentation, information and presentation material necessary to communicate your project outcomes in a professional manner.
8. Reflect on the success of your project, as a team, and your performance at the end of the project with the inclusion of a project evaluation and recommendations.
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The final submission for the development should address the following tasks.
Task 1
• Evaluate own skills and the skills of others through skills auditing and review.
• Develop role descriptions and responsibilities within a team.
• Discuss the allocation of roles within a collaborative team to meet overall project needs.
• Justify the allocation of roles and responsibilities within a team, recognising individual skills and ambitions vs project requirements.
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Task 2
• Develop a project plan to ensure successful achievement of completed project.
• Illustrate resource planning (both physical and human) as well as time planning.
• Interpret events and activities in a project plan in order to indicate milestones, and risks.
• Critically evaluate the relationships between project planning and tender documentation, highlighting ways in which tender information responds to project planning.
Task 3
• Develop construction drawings and specifications.
• Prepare a cost plan.
• Produce a pre-construction health & safety method statement.
• Evaluate the ways in which Building Information Modelling can provide greater efficiency in collaborative preparation of tender documentation.
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Task 4
• Undertake a continual review of their own work, recording this throughout the project.
• Evaluate their own working practices in relation to that of other members of the team, identifying areas of good practice.
• Evaluate their own personality profile in relation to your working practices.
• Critically evaluate the success of a project by considering individual and group working practices in relation to assigned roles and personality profiles.
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Learning Outcomes and Assessment Criteria
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Pass
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Merit
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Distinction
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LO1 Assess individual and group skills in order to allocate roles within a collaborative team
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D1 Justify the allocation of roles and responsibilities within a team, recognising individual skills and ambitions vs project requirements.
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P1 Evaluate own skills and the skills of others through skills auditing and review.
P2 Develop role descriptions and responsibilities within a team.
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M1 Discuss the allocation of roles within a collaborative team to meet overall project needs.
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LO2 Plan a construction project, based on the Pearson-set theme, in collaboration with others to ensure good practice in resource management, staffing and project scheduling
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LO2 LO3
D2 Critically evaluate the relationships between project planning and tender documentation, highlighting ways in which tender information responds to project planning.
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P3 Develop a project plan to ensure successful achievement of completed project.
P4 Illustrate resource planning (both physical and human) as well as time planning.
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M2 Interpret events and activities in a project plan in order to indicate milestones, and risks.
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LO3 Prepare tender documentation; undertaking work appropriate to a defined role within a team
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P5 Develop construction drawings and specifications.
P6 Prepare a cost plan.
P7 Produce a pre-construction health & safety method statement.
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M3 Evaluate the ways in which Building Information Modelling can provide greater efficiency in collaborative preparation of tender documentation.
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LO4 Evaluate own work, and the work of others, in a collaborative team
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D3 Critically evaluate the success of a project by considering individual and group working practices in relation to assigned roles and personality profiles.
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P8 Undertake a continual review of their own work, recording this throughout the project.
P9 Evaluate their own working practices in relation to that of other members of the team, identifying areas of good practice.
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M4 Evaluate their own personality profile in relation to your working practices.
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