CPCCBC5003AB - TASK 2

Prévia do material em texto

CPCCBC5003A
Supervise the planning of on- site medium rise building or
construction work
Student Assessment Booklet – Assessment Task 2
Table of Contents
Table of Contents	2
Assessment Task 2 Cover Sheet	3
A. Summative Assessments	4
B. Assessment Tasks	4
C. Performance / Practical Activities	5
D. Group Activities	5
E. Instructions to Learners	6
F. Instructions to Assessors	6
G. Assessment Instructions	6
H. Instructions to the Trainer/Assessor – Assessment Report Tool	6
I. Observation/Demonstration	6
J. Tasks / Activities	8
Section A: Skills Activity	8
Section B: Knowledge Activity (Q&A)	10
Section C: Performance Activity	12
F.	Student Self-Assessment Checklist	15
CPCCBC5003A Supervise the planning of on-site medium rise building r constructions work
Assessment Booklet – Task 2
Version 2.0 June 2021, Approved Quality assurance & Compliance Manager Pan Bird Pty Ltd t/a Tr4in Right l RTO Code 22281 l CRICOS Code 03618G Copyright © 2021 Tr4in Right
Page PAGE 10 of 16
Assessment Task 2 Cover Sheet
Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.
	
Name: Vinicius Bulhoes
	
Date of submission: 07/09/2022
	Assessor to complete
	
Assessment Requirements
	Satisfactory/ Not satisfactory
	
Date
	Was this a re- submission?
Y/N
	If yes, what attempt?
	Assessment Task 2 : Activities
	
	
	
	1st attempt 	
	
	
	
	
	2nd attempt 	
	
	
	
	
	Re-assessment 	
STUDENT DECLARATION
I Vinicius Bulhoes		declare that these tasks are my own work.
· None of this work has been completed by any other person.
· I have not cheated or plagiarised the work or colluded with any other student/s.
· I have correctly referenced all resources and reference texts throughout these assessment tasks.
· I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature: Vinicius Bulhoes	
A. Summative Assessments	
The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.
Skills, knowledge and performance may be termed as:
· Skills – skill requirements, required skills, essential skills, foundation skills (covered in Assessment Task 1 & 2)
· Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence (covered in Assessment Task 1 & 2)
· Performance – evidence requirements, critical aspects of assessment, performance evidence. (covered in Assessment Task 2)
Section A: Skills Activity (covered in Assessment Task 1 & 2)
· The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).
· It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.
Section B: Knowledge Activity (covered in Assessment Task 1 & 2)
· The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.
Section C: Performance Activity (covered in Assessment Task2 – this booklet)
· The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.
· If necessary for the activities, you should attach completed written answers, portfolios or any evidence of competency to this workbook.
B. Assessment Tasks	
The Assessment Tasks for this unit are comprised of:
1. Assessment Task 1 (Knowledge-based) This is provided through Student Assessment Booklet – AT1.
2. Assessment Task 2 (performance-based assessment activities) is provided through this Student Assessment Booklet.
C. Performance / Practical Activities	
· The Performance Activity, which usually covered in this Student Assessment Booklet, is designed to be a practical activity performed either in the workplace or a simulated environment. The student must demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe, the student will need to make the required arrangements with them.
· If necessary for the activities, you should attach completed written answers, portfolios or any evidence of competency to this workbook.
D. Group Activities	
If assessment activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:
This assessment activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed.
We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.
	Learner 1:
	 	
	Signed:
	 	
	Learner 2:
	 	
	Signed:
	 	
	Learner 3:
	 	
	Signed:
	 	
E. Instructions to Learners	
For all assessment instructions, please refer to the Assessment Instructions which is a separate document but is a part of all documents related to this unit including this Student Assessment Booklet.
You must achieve satisfactory result to ALL assessment tasks to be awarded/deemed COMPETENT for this unit of competency.
F. Instructions to Assessors	
1. The Assessment Benchmark developed for each unit of competency is the evidence criteria used to judge the quality of performance (i.e. the assessment decision-making rules). Assessors must use these benchmarks to make judgement on whether competency has been achieved and to determine if the participant has performed to the standard expected to meet unit requirement and learning outcomes. Competency results for each unit are recorded in the Record of Assessment Form.
2. Assessment conditions: Under supervision. Open book (i.e. References permitted for any part of the assessment)
3. Students are to undertake all parts of assessment.
4. Issue documentary resources for task eg. Worksheet, job card, plans, specifications.
5. Arrange all resources, equipment and simulated work environment required for the student to complete all assessment tasks.
G. Assessment Instructions	
6. The Assessment Instructions is provided in another booklet; all specific instructions are covered within the booklet therefore, you must read and understand the booklet prior to undertaking any assessment for this unit of competency
H. Instructions to the Trainer/Assessor – Assessment Report Tool	
A signed observation by the assessor (via the Assessment Record Tool) will need to be included in the activities as proof of completion.
I. Observation/Demonstration	
Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job (not applicable)
The observation will usually require:
· Performing a work based skill or task
· Interaction with colleagues and/or customers (or role-played by the assessor and/or other students)
Demonstration is off-the-job (applicable)
A demonstration will require:
· Performing a skill or task thatis asked of you
· Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit.
Assessment Record Tool
A signed observation by the assessor (via the Assessment Record Tool) will need to be included in the activities as proof of completion.
J. Tasks / Activities	
Section A: Skills Activity	
Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).
	Estimated
Time
	16 hours (estimated)
	When/where to complete this
assessment
	· During the class (where the assessor play a particular role during the assessment) ; and/or, where applicable
· after class hours in a location that suits the student.
	Objective
	To provide you with an opportunity to show you have the required skills for this unit. This activity will enable you to demonstrate the following skills:
· Evaluation skills to review and evaluate documentation and processes and recommend changes or improvements
· Communication skills to:
· enable clear and direct communication, using questioning to identify and confirm requirements, share information, listen and understand
· discuss problems with consultants
· manage staff
· read and interpret:
· contracts, project schedule and reports
· documentation from a variety of sources
· use and interpret non-verbal communication
· use language and concepts appropriate to cultural differences
· written skills to:
· document project schedule and resource requirements
· maintain records
· record relevant information
· Management skills, including the ability to delegate tasks and supervise staff to achieve planning outcomes
· Planning skills to enable the effective planning of projects, processes and strategies which maximise the efficiency and cost-effectiveness of building or construction contracts and which effectively organise and use available resources on construction sites.
	Required resources
	· Building and construction industry contracts (samples)
· Relevant standards
· Computer with Internet and email access and a working web browser
· Installed software: MS Word, Adobe Acrobat Reader
· A workplace (or simulated work environment) that will allow you access to:
· A workplace supervisor (or trainer/assessor)
· Workplace resources and equipment needed to complete the Practical Assessment
	
	· Role Play – access to a student or colleagues and/or trainer/assessor
	Instructions
	· Read and understand the tasks carefully.
· Answer the activities in as much detail as possible, considering your organisational requirements
Note: you may refer to an organisation of your choice or a hypothetical organisation if you are not currently employed while undertaking your studies.
You may consult with your trainer/assessor for further guidance.
	What you
need to submit
	Answers to each required tasks as below
	
	Tasks
	
Answer the activity in as much detail as possible, considering your organisational requirements.
	Review and recommend
	1. Review one of your organisation’s processes and any documentation used in it. Suggest two (2) possible changes or improvements.
Converting retail stores to e-commerce, completely redesigning the website, introducing a new department, or moving from a silo structure to a matrix are all examples of organizational change. Many examples of workplace change fall somewhere between these two extremes. They are gradual and progressive
	Report
	2. Read and interpret a contract and project schedule for a construction project. Write 300 words, using a report format, summarising particular requirements for the project.
Consider creating a design for a road construction project that includes two culverts as an illustration of construction planning. First, we separate project tasks into three groups: structures, roads, and general. This section is based on the main categories of the created design components. The earthwork and paving components of the highway project are further separated. We distinguish between pavement sub-activities like watering, compaction, and paving, as well as earthwork sub-activities like clearing, excavation, filling, and finishing (including seeding and sodding). Lastly, as the roadway section is very extensive, specific activities may be established for different physical portions along the course of the road. There are two distinct paving and earthwork activities, one for each of the two parts of the route.
We classify structural excavation, concreting, and strengthening as culvert construction sub-divisions. More specifically, the two components of structural excavation are the excavation and the required backfill and compaction. Placing concrete forms, pouring concrete, removing forms, and curing the concrete are the other four steps of the concrete process. Detailed actions for strengthening each of the two culverts are described as the last phase in structural planning. The definition of general work activities includes moving in, general supervision, and cleanup. As a result of this planning, over thirty distinct specific actions have been established.
The planner may identify additional project activities at their discretion. For instance, ordering materials or lane marking might be listed as different actions. Also possible is for a planner to provide a different hierarchy of job breakdowns. For instance, placing reinforcement may have been a component of culvert concreting. One reason for separating reinforcement placement could be to highlight the various materials and resources required for this activity. Furthermore, the division into separate roadway segments and culverts may have occurred early in the hierarchy.
With all of these potential differences, the important thing to remember is to make sure that all necessary activities are included somewhere in the final plan.
	Role Play
(consultant’s role to be played by Assessor or student)
	3. Meet with a consultant and discuss at least three (3) potential problems with the project. Demonstrate clear and direct communication skills, including:
Clearly communicating information
ability to listen intently.
Suitable nonverbal communication
Language and ideas that take into account cultural differences
Having a clear understanding of what has to be done is essential for a project's success. A number of issues, such as inadequate resource and stakeholder management, can arise from failing to set proper goals and objectives. An inadequate vision or aim for their project was recognised as the main reason for failure by 29% of project professionals, according to a recent poll. Clearly and realistically stating your goals is important. Additionally, you must be able to show how each step you take brings you closer to your objective. This implies that the influence of the team and each project participant may be quantified.
Two well-liked techniques for establishing organisational goals are SMART and CLEAR. The acronyms "SMART" and "CLEAR" stand for "specific, measurable, achievable, relevant, and time-bound" and "collaborative, limited, emotional, appreciable, and refinable," respectively. Project managers can define goals using one of these techniques, or a mix of the two, to direct teams and people towards project completion. Start by segmenting the job into manageable tasks. The most qualified individuals with defined aims and objectives should subsequently be given these jobs. Monday.Project managers have the resources they need to design unique goal trackers thanks to Om's Work OS. This template makes it simple to measure progress by allowing team members to specify quarterly goals and deadlines.
Scope creep is a classic project management challenge that refers to how a project's requirements change from what was initially agreed upon at project inception. It is common — one of the top challenges cited by project managers — and does not have to be a big deal if handled properly. Consider the following hypothetical construction industry example: A client makes unauthorized changes to a building's preliminary drawings. The changes have an impact on both deliverables and the project's purpose. Managing this scope change within the project team is possible if funds or project duration can be increased.
Managers in any industry can avoid scope creep by being proactive when planning the project. Using an Agile project management methodology, such as Scrum, allows your team to focus on specific goals while constantly reviewing priorities and plans.
When the scope of a project begins to expand, so does the budget. Budget management can be difficult for project managers. For example, suppose a marketing team project manager discovers that to promote a new product, she will need to increase her online advertising budget from what she had planned. If the campaign is necessary, the manager may request additional funds or work with what she has. Project managers must accurately plan their budgets and ensure that projects stay within budget.
They should use effective cost-cutting strategies to stay within the agreed-upon budget. How to handle budget constraints and changes The budget changes when there is requirement creep. As a result, managers must consider all possibilities of scope creep during the planning stage and budget accordingly to avoid cost overruns.
	
	4. Complete three (3) written tasks that your organisation completes during a construction project. These may include:
preserving records
Keeping track of resource needs
scheduling project documentation
recording more pertinent data.
When writing, be careful to adhere to the organization's requirements for correctness and readability.
Phase of Planning
Planning, which involves expressing and defining the project's goals and assessing the plan's viability, is the initial stage of every significant project. In layman's words, the planning phase is the time when the owner, architect, and construction manager first debate what will be built, if it will receive approval from the relevant regulatory bodies, and other factors like scope and quality assumptions. In the AIA definition of architectural services, this step is referred to as Conceptual Design for architects and is occasionally included with Schematic Design.
Every project is influenced by a certain collection of factors. For instance, constructing a large box store in the midst of a level, empty field is a fairly straightforward job; once the crew has received approvals, they consistently construct the same building in the same way. Building a one-of-a-kind project includes a variety of design difficulties and may need significant work to gain discretionary and environmental clearances, whether it's an industrial facility, a custom house, or a holy place. Your project's architect and a civil engineer will work together at this stage to decide setbacks from property lines, easements, utilities, slope band analysis for steep lots, and other specifics. Your construction manager coordinates and plans the design, permits, and construction
Phase Before Construction
Construction documents, which transform the early planning exercise into contract paperwork that will be submitted for a building permit and given to the contractor to explain exactly what is being built, are the first thing the project architect creates during preconstruction. Architectural construction document development is often broken down into three phases: design development (DD), construction documents, and schematic design (SD), which is occasionally included in the Planning Phase stated above (CD). Generally speaking, after the SD phase is through, the drawings are around 20% finished for DD, 70% finished for CD, and 100% finished for DD. As a plan check set for a building permit application, an extended DD set is frequently developed in jurisdictions with a complicated set of permits.
Phase of Construction
All of your planning will pay off during this stage of implementation. As the project's focal point for communication, your construction manager and contractor will move the project into real construction. The professional team's function during this stage is referred to as Construction Administration (CA). In order to undertake quality control inspections, react to RFIs, evaluate and approve technical submittals, and generally verify that the project is delivered as intended by the contractor, your architect, all engineers, and consultants should be retained for full CA services. If your team has meticulously and correctly completed the planning and preconstruction processes, construction will go smoothly.
	Project task Brief
	5. For one (1) complex workplace task, plan it and delegate the tasks to members of staff. Supervise them to achieve the required outcomes.
Write 400 words summarising what this involved.
Understand what to delegate
Not all tasks can be assigned to others. For instance, you should address any personnel concerns and performance evaluations. Assigning deliverables and distributing responsibility to the correct team members will be made easier by selecting the best candidates and being aware of each employee's strengths and shortcomings. On the other hand, certain daily tasks don't require your oversight. Is there a job you frequently finish even if you know a colleague is more qualified to handle it? Would giving the project to different staff members advance their careers? If someone else could complete the task more effectively or if you think this is an opportunity to teach, assign it to them. It will enable you to concentrate on more strategic initiatives while displaying your appreciation and trust for your staff.
Play to Your Employees' Strengths and Goals
Every employee should have objectives to strive towards, and within those objectives, there should be room for delegation. You could have a direct report, for instance, who wants to obtain management experience. Exists a clearly defined project they could take on, or an intern they could start managing? The kind of job you assign them could be taken into account in their professional growth strategy. There is almost definitely someone on your team with the skill set required for other jobs. Utilize this and play to your staff members' talents. A person is more motivated and engaged when they have a higher possibility of achieving, which is advantageous for the whole business.
Define the Desired Outcome
Provide the Right Resources and Level of Authority
Giving someone else your task is not the same as delegating it to them. Your initiatives should be adequately contextualised and clearly relate to the objectives of the company. Professor Kevin Sharer of the Harvard Business School asserts in the online Management Essentials course, "You have to have true clarity of aim." Agreeing on "what good looks like" and by when, as well as "the method of assessing achievement," is part of this. Everyone involved in a project should be clear on what they need to do, by when, and what success criteria will be used before they start working on it.
Create a Clear Communication Channel 
While it's best to avoid micromanaging, you should establish a line of contact so that the person you're delegating to feels free to ask questions and give status updates. Sharer states in the Management Essentials course, "You have to have some manner of communicating so that the person you delegated to can report back to you. "Youneed to be able to keep track of how things are going as you go. Setting it and forgetting it is not an option. We need a mechanism to monitor development without my getting in the way, which is to say, "I simply give you the work, and I'm done with it.""
	Project - Plan
	6. Create a detailed plan for an aspect of a construction project. Ensure that it:
increases the efficacy and cost-efficiency of
efficiently manages and employs the resources that are available on building sites.
To avoid delays in construction projects, a comprehensive approach is required. The first step is to create a project timeline with due dates and milestones. Next, make the necessary preparations and decide which temporary services will be required on-site. Keeping up with advancements and staying in touch with all project stakeholders is vital, to say the least. The first step in preventing delays is to create a project schedule.
Increasing the effectiveness and cost-efficiency of the resources that are available on construction sites through efficient management and employment.
To avoid delays in construction projects, a comprehensive approach is required. The first step is to create a project timeline with due dates and milestones. Next, make the necessary preparations and decide which temporary services will be required on-site. Keeping up with advancements and staying in touch with all project stakeholders is vital, to say the least. The first step in preventing delays is to create a project schedule.
By informing all stakeholders, possible issues that can result in delays can be avoided.
Section B: Knowledge Activity (Q&A)	
Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).
	Estimated Time
	16 hours
	When/where to complete this assessment
	· When appropriate, after class hours in a setting that works for the student; or during class (when the assessor plays a specific function throughout the assessment).
	Objective
	· to provide you a chance to demonstrate that you possess the information needed for this subject. You can demonstrate your knowledge of the following topics by responding to the questions that follow:
· 
· This unit requires the following knowledge:
· 
· Contracts in the building and construction sector
· System of subcontracting in the construction and building sector
· Construction or building methods in on-site and off-site management
· Construction planning process
· Documentation for the contract, determination of quantities, and rates and expenses connected to payments and claims
· principles and practises for human resources
· pertinent licence agreements
· State or territory-specific building and construction regulations, standards, and laws that apply to medium-rise building projects
· safety regulations at work.
	Required resources
	· Contracts in the building and construction sector
· BCA quantities, instructions, and any other applicable standards that are readily available
· a computer with email, Internet, and a functional web browser
· installed applications: Adobe Acrobat Reader, Microsoft Word
· a location of employment (or simulated job) where you have access to:
	
	Contracts in the building and construction sector
BCA quantities, instructions, and any other applicable standards that are readily available
a computer with email, Internet, and a functional web browser
installed applications: Adobe Acrobat Reader, Microsoft Word
a location of employment (or simulated job) where you have access to:
	Instructions
	Give as much information as you can on each question, taking into account your organisational needs for each one.
(Note: If you are not employed while completing your studies for this unit, you may, when appropriate, refer to any organisation of your choice or a fictional organisation.)
	What you need to submit
	Answers to the tasks below. Clarify information with your trainer/assessor, if required.
	Questions
	Answer each question in as much detail as possible, considering your organisational requirements for each one.
	
	1. List four types of building and construction industry contracts, and briefly describe each one.
Lump Sum Contract
Unit Price Contract
Cost Plus Contract
Time and Materials Contract
	
	2. Write 300 words explaining how you can determine the suitability of building or construction subcontractor.
Since contractors might not have all the resources or skills required to complete the tasks indicated in a building contract, subcontractors are frequently hired to carry out those portions of the project. Domestic subcontractors are those that the major contractor selects and hires. Named contractors are those picked by the contractor from a client-selected shortlist, whereas nominated subcontractors are those chosen by the client and required of the primary contractor.
However, similar to "namedsubcontractor," the term "selectedsubcontractor" may have a specific meaning in some contracts, particularly those that are signed outside of the United Kingdom. The major contractor selects subcontractors from a list of qualified subcontractors given by the customer. The principal contractor is responsible for the employment and performance of the chosen subcontractor because of their input during the selection process, just like a domestic subcontractor would be. The choice of the subcontractor must thus be verified by the contractors as to their suitability for the job. In light of the nature and phrasing ofthe specific contract used, the list of possible selected The client and the maincontractor may work together to prepare the contractors, or the maincontractor may choose the chosen subcontractor from a list created by the client in advance of the appointment and include the subcontractor's information in their tender submission.
	
	3. Write 200 words explaining how you would manage on-site hazards.
A hazard is something that might endanger someone's health or cause them harm, illness, or injury. Work that requires physical labour, chaotic environments, bullying and violence, heights, malfunctioning or unsafe machinery, chemicals, noise, poor work design (such as repetitive motion activities), and inadequate management systems (for example, no procedures for performing tasks safely or using personal protective equipment) Identifying risks is the first step in establishing a safe workplace. There are several methods for identifying risks at work:
Ask employees and contractors whether they have seen any dangers on the job site.
Examine the building's structural components, such as the walkways, stairways, desks, and flooring.
Look over every piece of machinery, car, and appliance utilised at work.
Examine the procedures used while using, storing, and transporting chemicals.
Analyze information obtained from the people that designed, made, or provided the equipment and supplies used at your business.
Analyze injury statistics while accounting for "near misses"
Risk is the possibility that being exposed to a threat will have a negative impact on one's health. On your list of potential risks, there may be a number of items, some of which are more dangerous to your safety than others. As a result, you must decide which risks are more crucial than others and address those first. Ask the following questions to ascertain the degree of risk connected to each threat:
How bad may an illness or injury be?
What possible effect may the danger have on a person's health?
Would only simple first aid be needed? Or will it result in a chronic illness or a handicap that lasts a lifetime? Maybe it may even be fatal?
Would it just happen once, or may it happen again at any time? How frequently are employees put in danger? • Keep in mind that every person is different and that many people are at danger. A person's physical strength, experience, and training may differ from another person's, making some people more at danger than others.
Make an attempt to eliminate anydangers from your work environment.
If this isn't an option, you should deliberately consider the alternatives.
Some issues may be resolved quickly and easily, while others will necessitate more effort and planning. Concentrate on the most pressing risks while ignoring the simpler ones that can be fixed quickly and easily.
When you think you have solved the problem, check to see if the changes were effective. Collect feedback from those who will be affected by the changes and include it in any changes to their workplace or work routines. Examine your incident records to see if the numbers are decreasing. Make certain that your solution does not introduce new risks. Perhaps you and your employees can think of more ways to improve. Set a date to revisit the risk. Select a timeframe that is appropriate for the task and the risk involved. If a work process changes or new equipment is added to a task, the risk assessment must be updated.
	
	4. List three components of the construction planning process.
For each construction project, All-Build Construction employs a three-phase approach. It is critical to comprehend the process in its entirety. The Design Phase, Construction Phase, and Post-Construction Phase are the three phases that are followed.
	
	5. For one construction project you are involved with, list the following:
· Type of contract documentation
· Quantities of resources required
· Rates of payments
Contract documentation types 
Quantities of resources required 
Payment rates
Products and materials are examples of construction resources.
Construction machinery, tools, and equipment
Human capital.
Space and amenities
Subcontractors.
Finance
Payment rates: In general, a 'payment' is the transfer of some form of value (such as funds, services, or assets) between parties in an agreed exchange. Payment is often a source of contention in the construction industry.
	
	6. List three human resource practices and principles your organisation follows.
Employee security is provided
Hiring the right people is referred to as selective hiring
Self-managing and efficient teams
	
	7. List the licensing arrangements for contractors in your State/Territory.
Before beginning any residential or commercial work, an individual contractor's license is required. Company contractor's license - required for limited liability or public companies to establish contracts and subcontracts with other entities.
	
	8. With reference to the Building Code, list five elements of codes/regulations for medium rise building projects.
High-rise buildings are defined by the International Building Code (IBC 2000) and the Building Construction and Safety Code, NFPA 5000TM-2002, as structures 75 feet or greater in height measured from the lowest level of fire department vehicle access to the floor of the highest occupiable story.
	
	9. With references to any relevant WHS legislation, list four requirements of employees on a construction project.
Cleaning and removing any debris or hazards from the construction site. Moving and preparing the materials for the project constructing or moving scaffolding, bridges, or barricades, among other structures.
Section C: Performance Activity	
Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).
	Estimated Time
	16 hours
	Assessment environment
	The learner must be assessed for their ability to demonstrate the performance requirements for this unit in a working or simulated environment.
	When/where to complete this assessment
	· During the class (where the assessor play a particular role during the assessment) ; and/or, where applicable
· after class hours in a location that suits the student.
	Objective
	To provide you with an opportunity to demonstrate the required performance elements for this unit. This activity will enable you to demonstrate the following performance evidence:
· Translate contract requirements into construction plans and processes
· Delegate planning tasks
· Apply construction planning processes that effect desired outcomes
· Development strategies that effectively maximise resource use
· Establish and maintain a workplace environment representative of good management practice.
	Required resources
	· Building and construction industry contracts
· BCA volumes, guidance documentation and any other available relevant standards
· Computer with Internet and email access and a working web browser
· Installed software: MS Word, Adobe Acrobat Reader
· A workplace (or simulated work environment) that will allow you access to:
· A workplace supervisor (or trainer/assessor)
· Workplace resources and equipment needed to complete the Practical Assessment
Note: Your trainer/assessor will provide you access, links or samples to the above documents and/or arrange a simulated work environment
	Instructions
	Answer each question in as much detail as possible, considering your organisational requirements for each one.
(Note: where applicable, you may refer to any organisation of your choice or a hypothetical organisation if you are not currently employed while undertaking your studies for this unit).
	What you need to submit
	1. Project: Portfolio of work
2. Project: Portfolio of work
3. Project: Portfolio of work
	Tasks
	Answer/conduct the activity(ies) in as much detail as possible, considering your organisational requirements.
	Project
	1. In a workplace or simulated workplace environment, appraise the contractual documentation for one construction project and delegate the planning of operational requirements as necessary.
You must provide valid and reliable evidence of the following tasks:
· Delegate the planning of operational requirements
· Find suitable subcontractors to carry work out
· Arrange access to the site.
Present your evidence as a portfolio of work, which has been observed by an assessor or third party (approved by the assessor).
The tasks can be completed in either the workplace or a simulated environment.
Portfolio of work
Delegate operational requirement planning.
Understand why and what you want to delegate.
Create a delegation strategy and plan.
Choose the best person for the job.
Set goals for both the outcome and the process.
Provide feedback, assistance, and resources.
Find suitable subcontractors to carry out the work.
Ask around, talk to your friends and neighbors, and find out who is working in your area.
Do not be shy if you see work being done in your neighborhood.
Introduce yourself, obtain a business card, and inspect the work if it is visible from the outside.
Arrange access to the site
Construction sites are vulnerable to vandalism, theft, arson, protests, and lawsuits, among other things. However, construction sites present a security challenge because: Their nature and layout are constantly changing. A large number of contractors, suppliers, consultants, and others require access. They are frequently found in densely populated areas. Maintaining user access to neighboring sites or parts of the site itself may be necessary.
There may be time constraints to complete the work quickly. The Construction (Design and Management) Regulations (the CDM Regulations) require the prevention of unauthorized access to construction sites, and that: '...where necessary in the interests of health and safety, a construction site must, so far as is reasonably practicable and in accordance with the level of risk posed, comply with either or both of the following; have its perimeter identified by suitable signs and be arranged so that its extent is readily identifiable'.
	Project
	2. In a workplace or simulated workplace environment, supervise the preparation of the project schedule.
You must provide valid and reliable evidence of the following tasks:
· Translate contract requirements into construction plans and processes
· Plan construction operations in detail
· Implement development strategies that effectively maximise resource use
Present your evidenceas a portfolio of work, which has been observed by an assessor or third party (approved by the assessor).
The tasks can be completed in either the workplace or a simulated environment.
· Translate contract requirements into construction plans and processes
The parties involved in building developments frequently request the inclusion of foreign documentation in the contract, for example, to establish the cost of construction. Most legal translation scholars, however, agree that contracts are system-bound (for example, Cao 2007, Zweigert and Kötz 1992, Weisflog 1987, and Weston 1983). Building contracts, like all contracts, reflect the history, evolution, and culture of their specific legal system. This means that a British JCT contract should not be translated as a French contrat de louage d'ouvrage. However, if the translator chooses a word-for-word or literal translation, a French contractor may not understand the original message and the French translation will not elicit the desired response. The problem is that construction contracts are a hybrid genre.
The distinction between legal instructions and technical information is hazy. It is therefore critical that the person translating them understands the context, who the text is addressing, and what function the translation is supposed to serve. Whether or not there are legal implications, the translator must produce a text that adheres to the functional conventions known to the foreign audience. As a result, Weston's'Functional Equivalence'is a strategy that is functionally driven by purpose. While it follows the same logic as Nida's dynamic equivalence in seeking a domestic equivalent to which the reader can relate, it avoids references to the target legal system and focuses on the function of the given order.
· Plan construction operations in detail
Make the project. The short version
Make a rough plan. The short version Put the plan into action. The short version
Keep track of your progress. The short version
Finish and evaluate the project. The short version
· Implement development strategies that effectively maximise resource use
Obtain an accurate picture of both demand and capacity to deliver. Work requests are managed and prioritized, and appropriate expectations are set with key stakeholders. Determine the true availability of resources. Put the right resources in place. on the correct work at the correct time.
	Project
	3. environment representative of good management practice.
You must provide valid and reliable evidence of the following tasks:
· Allocate staff resources according to organisational, regulatory and project needs
Know Your Scope
Identify Resources
Do not Procrastinate
Think Holistically
Know Your Resource Dependencies
Track Time
Use Tools
Do not Over-allocate
· Maintain an effective work environment
Make onboarding and training a priority.
Assist your employees in finding a comfortable working environment.
Maintain regular check-ins.
Encourage collaboration and communication among team members.
Create a positive workplace culture.
Make learning opportunities available.
· Employ appropriate human resource practices and policies.
Policy on At-Will Employment, Anti-Harassment, and Non-Discrimination
Employment Classifications Sexual Harassment Policy Policy
Benefits for Leave and Time Off Policy
Meal and break times Policy
Pay and Timekeeping Policy
Policy on Safety and Health.
	
	Present your evidence as a portfolio of work, which has been observed by an assessor or third party (approved by the assessor).
The tasks can be completed in either the workplace or a simulated environment.
F.	Student Self-Assessment Checklist	
	FOR STUDENT TO COMPLETE
	Assessment Task 2 : Activities
	Student’s self-evaluation checklist
	In completing this assessment task, I have developed knowledge, skills and understanding of the following key points:
	· Tick or X
	1.
	· Evaluation skills to review and evaluate documentation and processes and recommend changes or improvements
	x
	
2.
	· Communication skills to:
· Enable clear and direct communication, using questioning to identify and confirm requirements, share information, listen and understand
· Discuss problems with consultants
· Manage staff
· Read and interpret:
· Contracts, project schedule and reports
· Documentation from a variety of sources
· Use and interpret non-verbal communication
· Use language and concepts appropriate to cultural differences
· Written skills to:
· Document project schedule and resource requirements
· Maintain records
· Record relevant information
	
x
	3.
	· Management skills, including the ability to delegate tasks and supervise staff to achieve planning outcomes
	x
	
4.
	Planning skills to enable the effective planning of projects, processes and strategies which maximise the efficiency and cost-effectiveness of building or construction contracts and which effectively organise and use available resources on construction sites.
	
x
	Section a – skills activity
	5.
	1.	Review an organisation’s processes and documentation and suggest improvements.
	x
	6.
	2.	Read and interpret a contract and project schedule for a construction project and summarise particular requirements for the project
	x
	
7.
	3. Discuss potential problems with a consultant and demonstrate clear and direct communication skills, including:
· Using questioning to identify and confirm requirements
· Sharing information clearly
· Attentive listening skills.
· Appropriate non-verbal communication
· Language and concepts appropriate to cultural differences
	
x
	
8.
	4. Complete written tasks that include:
· Maintaining records
· Documenting resource requirements
· Documenting project schedule
· Recording other relevant information.
· Meet the organisation’s standards for accuracy and legibility when writing.
	
x
	
9.
	5.	Plan and delegate complex tasks to members of staff and supervise them to achieve the required outcomes.
Provide summarising what this involved.
	
x
	
10.
	6. Create a detailed plan for an aspect of a construction project that:
· Maximises the efficiency and cost-effectiveness of
· Effectively organises and uses available resources on construction sites.
	
x
	Section b – knowledge activity
	11.
	1.	Describe types of building and construction industry contracts.
	x
	12.
	2.	How to determine the suitability of building or construction subcontractor.
	x
	13.
	3.	Explain how to manage on-site hazards.
	x
	14.
	4.	Identify components of the construction planning process.
	x
	
15.
	5. Identify the following:
· Type of contract documentation
· Quantities of resources required
· Rates of payments
	
x
	16.
	6.	Provide organisational human resource practices and principles
	x
	17.
	7.	Provide the licensing arrangements for contractors in a State/Territory.
	x
	
18.
	8.	With reference to the Building Code, provide elements of codes/regulations for medium rise building projects.
	
x
	
19.
	9.	With references to any relevant WHS legislation, provide some requirements of employees on a construction project.
	
x
	Section c – performance activity
	20.
	Provide Portfolio of works for the following:
	x
	
21.
	1. Appraise the contractual documentation for one construction project and delegate the planning of operational requirements
	
x
	22.
	2. Supervise the preparation of the project schedule.
	x
	
23.
	3. Establish and maintain a workplace environment representative of good management practice
	
x
	
Student Name:
	
Vinicius Bulhoes 
	
Student Signature:
	
Vinicius Bulhoes
image1.png
image2.png